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Educ. Sci., Volume 15, Issue 7 (July 2025) – 117 articles

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2 pages, 131 KiB  
Correction
Correction: Ramos and Vu (2024). Research, Science Identity, and Intent to Pursue a Science Career: A BUILD Intervention Evaluation at CSULB. Education Sciences, 14(6), 647
by Hector V. Ramos and Kim-Phuong L. Vu
Educ. Sci. 2025, 15(7), 901; https://doi.org/10.3390/educsci15070901 (registering DOI) - 15 Jul 2025
Abstract
In the original publication (Ramos & Vu, 2024), there was a mistake in Table 1 as published: The rightmost column was mistakenly included and contained incorrect values [...] Full article
19 pages, 1635 KiB  
Article
Integrating AI-Driven Wearable Metaverse Technologies into Ubiquitous Blended Learning: A Framework Based on Embodied Interaction and Multi-Agent Collaboration
by Jiaqi Xu, Xuesong Zhai, Nian-Shing Chen, Usman Ghani, Andreja Istenic and Junyi Xin
Educ. Sci. 2025, 15(7), 900; https://doi.org/10.3390/educsci15070900 (registering DOI) - 15 Jul 2025
Abstract
Ubiquitous blended learning, leveraging mobile devices, has democratized education by enabling autonomous and readily accessible knowledge acquisition. However, its reliance on traditional interfaces often limits learner immersion and meaningful interaction. The emergence of the wearable metaverse offers a compelling solution, promising enhanced multisensory [...] Read more.
Ubiquitous blended learning, leveraging mobile devices, has democratized education by enabling autonomous and readily accessible knowledge acquisition. However, its reliance on traditional interfaces often limits learner immersion and meaningful interaction. The emergence of the wearable metaverse offers a compelling solution, promising enhanced multisensory experiences and adaptable learning environments that transcend the constraints of conventional ubiquitous learning. This research proposes a novel framework for ubiquitous blended learning in the wearable metaverse, aiming to address critical challenges, such as multi-source data fusion, effective human–computer collaboration, and efficient rendering on resource-constrained wearable devices, through the integration of embodied interaction and multi-agent collaboration. This framework leverages a real-time multi-modal data analysis architecture, powered by the MobileNetV4 and xLSTM neural networks, to facilitate the dynamic understanding of the learner’s context and environment. Furthermore, we introduced a multi-agent interaction model, utilizing CrewAI and spatio-temporal graph neural networks, to orchestrate collaborative learning experiences and provide personalized guidance. Finally, we incorporated lightweight SLAM algorithms, augmented using visual perception techniques, to enable accurate spatial awareness and seamless navigation within the metaverse environment. This innovative framework aims to create immersive, scalable, and cost-effective learning spaces within the wearable metaverse. Full article
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16 pages, 388 KiB  
Article
Bebras-Based Assessment for Computational Thinking: Performance and Gender Analysis
by Juan J. Santaengracia, Belén Palop, Trinidad García, Celestino Rodríguez Pérez and Luis J. Rodríguez-Muñiz
Educ. Sci. 2025, 15(7), 899; https://doi.org/10.3390/educsci15070899 (registering DOI) - 14 Jul 2025
Abstract
This study presents the design and validation process of a new Bebras-based instrument to assess computational thinking (CT) in 7th-grade students. An initial version of the test, composed of 18 multiple-choice items, was piloted with 80 students and revised based on their performance [...] Read more.
This study presents the design and validation process of a new Bebras-based instrument to assess computational thinking (CT) in 7th-grade students. An initial version of the test, composed of 18 multiple-choice items, was piloted with 80 students and revised based on their performance and classroom feedback. The final version, composed of 17 tasks balanced across CT components and difficulty levels, was administered to 1513 students from 86 Spanish schools. No significant gender differences were found in overall performance, supporting the potential of Bebras tasks to provide equitable assessment. An exploratory factor analysis revealed a dominant factor explaining 20% of the variance, and additional evidence (Lord’s index = 10.61) supported the use of a one-dimensional model despite the ambiguous dimensionality of the domain. BBACT offers a balanced and theoretically grounded tool for assessing CT in compulsory education and lays the foundation for future work exploring its validity and application across diverse contexts. Full article
(This article belongs to the Section Curriculum and Instruction)
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25 pages, 733 KiB  
Article
Overcoming Digital Inequalities—Identification and Characterisation of Digitally Resilient Schools in Different Countries Using ICILS 2023 Data
by Jan Niemann, Birgit Eickelmann and Kerstin Drossel
Educ. Sci. 2025, 15(7), 898; https://doi.org/10.3390/educsci15070898 (registering DOI) - 14 Jul 2025
Abstract
(1) Background: As digitalisation transforms society, digital competences are increasingly essential. Yet students’ digital competences often vary significantly, largely influenced by socio-economic background. Some schools—termed “resilient schools”—effectively counter these disadvantages and foster high digital competence. This study investigates the prevalence of such schools [...] Read more.
(1) Background: As digitalisation transforms society, digital competences are increasingly essential. Yet students’ digital competences often vary significantly, largely influenced by socio-economic background. Some schools—termed “resilient schools”—effectively counter these disadvantages and foster high digital competence. This study investigates the prevalence of such schools and examines how they differ from others. (2) Methods: Drawing on representative ICILS 2023 data, quantitative secondary analyses—including descriptive statistics, t-tests, and multiple regression—were conducted. Following the identification of resilient schools, in-depth analyses focus on those countries with substantial proportions of resilient schools above 10 percent (Austria, Italy, and Portugal), as these countries seem to have effective strategies to foster school resilience. (3) Results: The findings highlight considerable cross-national variation, indicating that school resilience is context-dependent. Resilient schools consistently emphasise student learning-related factors—such as ICT-related attitudes and educational aspirations—while the influence of home environments is less pronounced than in other schools. (4) Conclusions: Strengthening student learning-related factors appears to be crucial for building digital resilience. These insights can inform policy and practice aimed at fostering educational equity and closing the digital divide, particularly in socio-economically disadvantaged contexts. Full article
(This article belongs to the Special Issue Dynamic Change: Shaping the Schools of Tomorrow in the Digital Age)
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14 pages, 206 KiB  
Brief Report
ChatGPT Told Me to Say It: AI Chatbots and Class Participation Apprehension in University Students
by Daisuke Akiba
Educ. Sci. 2025, 15(7), 897; https://doi.org/10.3390/educsci15070897 (registering DOI) - 14 Jul 2025
Viewed by 78
Abstract
The growing prevalence of AI chatbots in everyday life has prompted educators to explore their potential applications in promoting student success, including support for classroom engagement and communication. This exploratory study emerged from semester-long observations of class participation apprehensions in an introductory educational [...] Read more.
The growing prevalence of AI chatbots in everyday life has prompted educators to explore their potential applications in promoting student success, including support for classroom engagement and communication. This exploratory study emerged from semester-long observations of class participation apprehensions in an introductory educational psychology course, examining how chatbots might scaffold students toward active and independent classroom contribution. Four students experiencing situational participation anxiety voluntarily participated in a pilot intervention using AI chatbots as virtual peer partners. Following comprehensive training in AI use and prompt design given to the entire class, participants employed systematic consultation frameworks for managing classroom discourse trepidations. Data collection involved regular instructor meetings documenting student experiences, challenges, and developmental trajectories through qualitative analysis emphasizing contextual interpretation. While students reported general satisfaction with chatbot integration, implementation revealed three critical complexities: temporal misalignment between AI consultation and real-time discussion dynamics; feedback inflation creating disconnects between AI reassurance and classroom reception; and unintended progression from supportive scaffolding toward technological dependency. Individual outcomes varied, with some students developing independence while others increased reliance on external validation. AI-assisted participation interventions demonstrate both promise and limitations, requiring careful consideration of classroom dynamics. Effective implementation necessitates rehearsal-based rather than validation-focused applications, emphasizing human mentorship and community-centered approaches that preserve educational autonomy while leveraging technological scaffolding strategically. Full article
19 pages, 282 KiB  
Article
Perspectives on Employing a Structured Fifth-Grade Mathematics Curriculum Based on a Learning Outcomes Model with Students with Special Educational Needs in Kuwait Mainstream Schools
by Zaid N. Al-Shammari and Joseph Mintz
Educ. Sci. 2025, 15(7), 896; https://doi.org/10.3390/educsci15070896 (registering DOI) - 13 Jul 2025
Viewed by 197
Abstract
This study aimed to investigate the use of a structured learning outcomes approach for fifth-grade mathematics instruction, with a focus on students with difficulties in learning mathematics, across two mainstream schools in Kuwait. Three special education teachers, across three classes, who worked with [...] Read more.
This study aimed to investigate the use of a structured learning outcomes approach for fifth-grade mathematics instruction, with a focus on students with difficulties in learning mathematics, across two mainstream schools in Kuwait. Three special education teachers, across three classes, who worked with 30 focus students, participated in the study. Teachers implemented a structured approach to curriculum and pedagogy based on a focus on learning outcomes, simultaneously supported by a dedicated technology platform, with the aim of encouraging a focus on differentiation to meet individual learning needs. This study employed a mainly qualitative approach involving interviews to gauge teacher perceptions of the extent to which this approach supported them in thinking more effectively about individual learning needs. Links are made to the extant literature in this area, and recommendations are made for future research using this learning outcomes approach based on a wider sample of mainstream schools and classrooms. Full article
19 pages, 491 KiB  
Article
Redesigning a Career Development Course in Post-Pandemic Higher Education: Integrating Blended and Cooperative Pedagogies for Enhanced Student Engagement and Employability
by Tsu-Chia Julia Hsu
Educ. Sci. 2025, 15(7), 895; https://doi.org/10.3390/educsci15070895 (registering DOI) - 13 Jul 2025
Viewed by 152
Abstract
This study presents the redesign of a career development course at a science and technology university in Taiwan aimed at enhancing student engagement and employability through blended and cooperative learning strategies grounded in constructivist and social constructivist learning theories. Using a qualitative, practitioner-led [...] Read more.
This study presents the redesign of a career development course at a science and technology university in Taiwan aimed at enhancing student engagement and employability through blended and cooperative learning strategies grounded in constructivist and social constructivist learning theories. Using a qualitative, practitioner-led case study approach, data were collected from 94 students, including interviews with 16 participants, reflective logs, group worksheets, and classroom observations. Thematic analysis identified four key outcomes: (1) strengthened student–teacher interaction through collaborative group work, (2) enhanced self-efficacy via simulated interviews, (3) increased career motivation through real-world exposure, and (4) deeper reflection supported by digital tools. Findings suggest that integrating experiential, collaborative, and technology-enhanced pedagogies can promote meaningful engagement and transferable skill development in applied higher education. Full article
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17 pages, 523 KiB  
Article
They’re Taking Our Money: Building on the Dialectics of Political and Mathematical Knowledge to Write the World
by Patricia M. Buenrostro
Educ. Sci. 2025, 15(7), 894; https://doi.org/10.3390/educsci15070894 (registering DOI) - 13 Jul 2025
Viewed by 164
Abstract
Justice-oriented mathematics aims to support students’ understanding of the relationship between mathematical knowledge and political knowledge to examine how they conspire to shape reality. The notion of the formatting power of mathematics is helpful here in that it calls for an excavation of [...] Read more.
Justice-oriented mathematics aims to support students’ understanding of the relationship between mathematical knowledge and political knowledge to examine how they conspire to shape reality. The notion of the formatting power of mathematics is helpful here in that it calls for an excavation of mathematics that makes explicit the actual use of mathematics hidden in social structures and routines. In this paper, the author examines how a mathematical unit on home mortgages was carried out to support 12th grade students’ understanding of the mathematics of mortgages, revealing the formatting power that mortgage lenders hold in reordering the reality of marginalized communities. Drawing on a qualitative analysis of student journals, student work, post-class student interviews, and teacher/researcher journals, the findings revealed two pedagogical features that contributed to students’ reading and writing the world with mathematics: engaging mathematics from multiple directions and attending to the formatting power of the mathematical and political knowledge dialectic. These findings offer pedagogical guidance for practitioners and teacher educators in curriculum design and implementation of critical mathematics. Full article
(This article belongs to the Special Issue Justice-Centered Mathematics Teaching)
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23 pages, 272 KiB  
Article
Building Successful STEM Partnerships in Education: Strategies for Enhancing Collaboration
by Andrea C. Borowczak, Trina Johnson Kilty and Mike Borowczak
Educ. Sci. 2025, 15(7), 893; https://doi.org/10.3390/educsci15070893 (registering DOI) - 12 Jul 2025
Viewed by 173
Abstract
This article presents a comparison of two qualitative case studies. The first case study is a partnership group involving two urban secondary school teachers working with one engineer and one education faculty member where they implemented several science, technology, engineering, and mathematics (STEM) [...] Read more.
This article presents a comparison of two qualitative case studies. The first case study is a partnership group involving two urban secondary school teachers working with one engineer and one education faculty member where they implemented several science, technology, engineering, and mathematics (STEM) lessons over the course of an academic year. The second case study is a partnership group involving undergraduate college students working together to build a data collection device attached to a high-altitude balloon to answer a scientific question or solve an engineering problem and translate the project into engaging lessons for a K-12/secondary student audience. The studies employed a socio-cultural theoretical framework as the lens to examine the individuals’ perspectives, experiences, and engineering meaning-making processes, and to consider what these meant to the partnership itself. The methods included interviews, focus groups, field notes, and artifacts. The analysis involved multi-level coding. The findings indicated that the strength of the partnership (pre, little p, or big P) among participants influenced the strength of the secondary engineering lessons. The partnership growth implications in terms of K-12/secondary and collegiate engineering education included the engineering lesson strength, partnership, and engineering project sustainability The participant partnership meanings revolved around lesson creation, incorporating engineering ideas into the classroom, increasing communication, and increasing secondary students’ learning, while tensions arose from navigating (not quite negotiating) roles as a team. A call for attention to be paid to school–university partnerships and the voice in engineering partnership building is included since professional skills are becoming even more important due to advances in artificial intelligence (AI) and other technologies. Full article
28 pages, 2069 KiB  
Article
Stepping Stones: Adopting a Fading Programme Design to Promote Teachers’ Use of Metacognitive Strategies for Mathematical Problem Solving
by Kirstin Mulholland, William Gray, Christopher Counihan and David Nichol
Educ. Sci. 2025, 15(7), 892; https://doi.org/10.3390/educsci15070892 (registering DOI) - 12 Jul 2025
Viewed by 224
Abstract
Metacognition and self-regulated learning are widely understood to offer significant benefits for pupils’ mathematical problem solving; however, the existing literature highlights that the under-representation of these concepts in curriculum, policy, and teacher professional development means that their potential for impact remains unfulfilled. This [...] Read more.
Metacognition and self-regulated learning are widely understood to offer significant benefits for pupils’ mathematical problem solving; however, the existing literature highlights that the under-representation of these concepts in curriculum, policy, and teacher professional development means that their potential for impact remains unfulfilled. This article, therefore, examines the potential value of an innovative fading professional development programme—“Stepping Stones”—in enhancing teachers’ understanding and use of metacognitive strategies for mathematical problem solving. Adopting a convergent mixed methods design, this pilot evaluation involved Year 2 teachers across five primary schools. The results from both qualitative and quantitative data demonstrate that, as the scaffolding provided by programme materials faded and teachers assumed greater responsibility for session planning, they incorporated metacognitive strategies into their planning and delivery with increased independence. The results also indicate the acceptability of this professional development model, suggesting that, when combined with peer collaboration, the fading design was associated with improvements in knowledge and confidence regarding both metacognition and mathematical problem solving, alongside increased ownership and buy in. The conclusions advocate further examination and implementation of fading models of professional development to promote the understanding and use of metacognition for mathematical problem solving and recommend exploration into different professional development contexts. Full article
(This article belongs to the Special Issue Different Approaches in Mathematics Teacher Education)
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15 pages, 217 KiB  
Article
The Institutional Evolution of Chinese University Data Governance: An Analytical Framework Based on Historical Institutionalism
by Duanhong Zhang, Bowen Song, Hongwei Geng, Yiming Chen and Hong Liu
Educ. Sci. 2025, 15(7), 891; https://doi.org/10.3390/educsci15070891 (registering DOI) - 12 Jul 2025
Viewed by 118
Abstract
This article examines the institutional evolution of university data governance in China through the lens of historical institutionalism, offering a novel perspective on this critical topic. This framework provides a structured approach to analyzing the role of institutional factors, power dynamics, and path [...] Read more.
This article examines the institutional evolution of university data governance in China through the lens of historical institutionalism, offering a novel perspective on this critical topic. This framework provides a structured approach to analyzing the role of institutional factors, power dynamics, and path dependence in shaping university data governance. Since the onset of the information age, Chinese university data governance has evolved through three distinct phases: functional departmentalism, cross-departmental collaborative governance with hierarchical structures, and governance focused on data openness and application. At a deeper level, shifts in governmental data governance serve as key indicators of transformations in university data governance, demonstrating the interplay between institutional frameworks and power structures. Path dependence is evident, with rational choices made by both the government and universities driving the persistence of existing governance models. Legitimacy emerges as the core driving force behind these institutional changes, while efficiency acts as an accelerator, contingent on legitimacy. To advance data governance, Chinese universities must break free from path dependence, reform institutional frameworks, and adapt data power structures to meet the evolving demands of data openness and effective application. Full article
(This article belongs to the Special Issue Higher Education Governance and Leadership in the Digital Era)
23 pages, 277 KiB  
Article
“It’s Still There, but It’s Not the Same”: Black Student Leadership in the Wake of Anti-DEI State Policy
by Cameron C. Beatty, Johnnie Allen, Jr., Lauren White, William Baptist, Jr. and Derrick Woodard
Educ. Sci. 2025, 15(7), 890; https://doi.org/10.3390/educsci15070890 (registering DOI) - 11 Jul 2025
Viewed by 120
Abstract
This study explores how Black student leaders (BSLs) at public historically white institutions (HWIs) in Florida and Georgia navigate racial battle fatigue (RBF) in the context of anti-DEI legislation. Amid rising political hostility toward diversity, equity, and inclusion (DEI) efforts, this research examines [...] Read more.
This study explores how Black student leaders (BSLs) at public historically white institutions (HWIs) in Florida and Georgia navigate racial battle fatigue (RBF) in the context of anti-DEI legislation. Amid rising political hostility toward diversity, equity, and inclusion (DEI) efforts, this research examines the lived experiences of 11 BSLs as they respond to racialized campus climates that are increasingly ambiguous and unsupportive. Using a critical qualitative approach, data were collected through two in-depth interviews per participant and analyzed using inductive and deductive coding. Four major findings emerged: (1) BSLs experience heightened psychological, physiological, and emotional forms if stress linked to their identity and leadership roles; (2) anti-DEI policies contribute to institutional erasure and confusion; (3) students express emotional withdrawal, hypervigilance, and disillusionment with performative leadership; (4) students employ culturally grounded coping strategies centered on self-care, spirituality, and community. This study underscores that BSLs are both empowered and burdened by their leadership, especially under politically restrictive conditions. The findings call for student affairs educators to prioritize engagement and belonging and offer identity-affirming support. Further, scholars with academic freedom are urged to continue documenting racialized student experiences. These insights are critical to protecting Black student leadership and equity-centered educational transformation. Full article
13 pages, 219 KiB  
Article
Teachers’ Understanding of Implementing Inclusion in Mainstream Classrooms in Rural Areas
by Medwin Dikwanyane Sepadi
Educ. Sci. 2025, 15(7), 889; https://doi.org/10.3390/educsci15070889 - 11 Jul 2025
Viewed by 111
Abstract
This study explores teachers’ understanding and implementation of inclusive education in a rural mainstream secondary school in Limpopo Province, South Africa. Grounded in the inclusive pedagogy framework, the research employed a qualitative approach, combining classroom observations and semi-structured interviews with three purposively selected [...] Read more.
This study explores teachers’ understanding and implementation of inclusive education in a rural mainstream secondary school in Limpopo Province, South Africa. Grounded in the inclusive pedagogy framework, the research employed a qualitative approach, combining classroom observations and semi-structured interviews with three purposively selected teachers. Findings revealed a significant disconnect between teachers’ conceptual support for inclusion and their classroom practices, which remained largely traditional and undifferentiated. Teachers expressed narrow or fragmented understandings of inclusion, often equating it solely with disability integration, and cited systemic barriers such as overcrowding, rigid curricula, and inadequate training as key challenges. Despite emotional discomfort and pedagogical insecurity, participants demonstrated a willingness to adopt inclusive strategies if provided with contextualised professional development and systemic support. The study underscores the need for strengthened pre-service and in-service teacher training, curriculum flexibility, and resource provision to bridge the policy-practice gap in rural inclusive education. Recommendations include collaborative learning communities, stakeholder engagement, and further research to advance equitable implementation. Full article
20 pages, 1329 KiB  
Systematic Review
The Application of Machine Learning to Educational Process Data Analysis: A Systematic Review
by Jing Huang, Yan Ping Xin and Hua Hua Chang
Educ. Sci. 2025, 15(7), 888; https://doi.org/10.3390/educsci15070888 (registering DOI) - 11 Jul 2025
Viewed by 97
Abstract
Educational process data offers valuable opportunities to enhance teaching and learning by providing more detailed insights into students’ learning and problem-solving processes. However, its large size, unstructured format, and inherent noise pose significant challenges for effective analysis. Machine learning (ML) has emerged as [...] Read more.
Educational process data offers valuable opportunities to enhance teaching and learning by providing more detailed insights into students’ learning and problem-solving processes. However, its large size, unstructured format, and inherent noise pose significant challenges for effective analysis. Machine learning (ML) has emerged as a powerful tool for tackling such complexities. Despite growing interest, a comprehensive review of ML applications in process data analysis remains lacking. This study contributes to the literature by systematically reviewing 38 peer-reviewed publications, dated from 2013 to 2024, following PRISMA 2020 guidelines. The findings of this review indicate that (1) clickstream data is the most widely used processing data type, (2) process data analysis offers actionable insights to support differentiated instruction and address diverse student needs, and (3) ML typically serves as a tool for coding process data or estimating student ability. Persistent challenges, including feature extraction and interpreting results for practical applications, are also discussed. Finally, implications for future research and practice are discussed with a focus on enhancing personalized learning, improving assessment accuracy, and promoting test fairness. Full article
(This article belongs to the Section Special and Inclusive Education)
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26 pages, 15354 KiB  
Article
Transforming Physics Teacher Training Through ChatGPT: A Study on Usability and Impact
by Marcos Guerrero-Zambrano, Leonor Sanchez-Alvarado, Bryan Valarezo-Chamba and Erick Lamilla-Rubio
Educ. Sci. 2025, 15(7), 887; https://doi.org/10.3390/educsci15070887 - 11 Jul 2025
Viewed by 286
Abstract
Teacher training in Physics often faces challenges related to engaging students and conveying abstract concepts effectively. Generative AI tools, such as ChatGPT, present transformative opportunities for designing innovative and tailored educational activities. This study investigates the impact of ChatGPT on pre-service Physics teacher [...] Read more.
Teacher training in Physics often faces challenges related to engaging students and conveying abstract concepts effectively. Generative AI tools, such as ChatGPT, present transformative opportunities for designing innovative and tailored educational activities. This study investigates the impact of ChatGPT on pre-service Physics teacher training, focusing on its usability, effectiveness, and influence on participant satisfaction. Utilizing a quantitative research approach, two Likert-scale surveys were administered to 24 prospective Physics teachers in Ecuador, both before and after an intervention workshop. The workshop introduced participants to ChatGPT’s features and its applications in designing playful, Physics-focused learning activities. Results indicated a significant increase in familiarity with AI tools, enhanced activity design quality, and high satisfaction rates. Notably, 79% of participants highlighted ChatGPT’s utility in adapting activities to diverse learning levels, and 83% acknowledged its efficiency in reducing preparation time. These findings underscore ChatGPT’s potential to revolutionize Physics education by facilitating the creation of personalized and engaging learning resources. Future research should explore larger sample sizes and longitudinal impacts to fully realize the implications of AI-driven tools in educational contexts. Full article
(This article belongs to the Topic Artificial Intelligence in Early Childhood Education)
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16 pages, 284 KiB  
Article
Emotion Management as Key to Mental Health? Teachers’ Emotions and Support Systems
by Ricarda Rübben
Educ. Sci. 2025, 15(7), 886; https://doi.org/10.3390/educsci15070886 - 11 Jul 2025
Viewed by 174
Abstract
In addition to recruiting new staff, retaining qualified teachers and supporting their mental well-being are becoming key priorities in German schools. One crucial factor associated with well-being is the use of emotion management. Given the emotional demands of the teaching profession, this study [...] Read more.
In addition to recruiting new staff, retaining qualified teachers and supporting their mental well-being are becoming key priorities in German schools. One crucial factor associated with well-being is the use of emotion management. Given the emotional demands of the teaching profession, this study examines teachers’ strategies to manage their work-related emotions and the role of school-based support in maintaining mental health. The analysis is based on interviews with 51 primary and secondary school teachers in Germany, using thematic analysis following Braun and Clarke. The results indicated that teachers employed various strategies to manage their emotions. In classroom settings, suppression—a response-focused strategy—was frequently used. Outside the classroom, teachers tended to seek emotional relief through attentional shifts and conversations with colleagues or family, which offer reassurance, cognitive reframing, and emotional release. The findings underscore the importance of a supportive school culture characterized by collegial exchange, supervision, counseling, and committed leadership. Such environments can reduce emotional strain and contribute significantly to teachers’ well-being. Implementing opportunities for consultation and collegial case discussion during working hours may represent a valuable investment in teacher retention, particularly in times of teacher shortages. Full article
17 pages, 287 KiB  
Article
Making the Grade: Parent Perceptions of A–F School Report Card Grade Accountability Regimes in the United States
by Ian Kingsbury, David T. Marshall and Candace M. Doak
Educ. Sci. 2025, 15(7), 885; https://doi.org/10.3390/educsci15070885 - 11 Jul 2025
Viewed by 223
Abstract
The Every Student Succeeds Act requires that U.S. states provide a public evaluation of the performance of each public school while providing broad discretion in how states devise performance frameworks. One common method consists of states assigning each school an A–F letter grade [...] Read more.
The Every Student Succeeds Act requires that U.S. states provide a public evaluation of the performance of each public school while providing broad discretion in how states devise performance frameworks. One common method consists of states assigning each school an A–F letter grade based on English and math proficiency rates and other measures of academic performance. Proponents of the summary letter-grade system cite its simplicity as a virtue, while detractors contend that the system is simplistic to a fault. To bring greater clarity to these ongoing debates, we solicited opinions from parents regarding state letter-grade systems. We conducted semi-structured focus groups with parents in Arizona, North Carolina, and Texas (three focus groups per state). These conversations revealed that most parents were not aware that the state grades schools. Once the performance framework was explained, most parents expressed a belief that it is overly simplistic and insufficiently deferential to what they perceive as the subjective nature of school quality. Parents also revealed substantial tension between their conception of school quality and the way it is operationalized in the report card, with the latter ascribing much greater importance to state test scores. Full article
(This article belongs to the Section Education and Psychology)
27 pages, 986 KiB  
Article
Quality of Reflections on Teaching: Approaches to Its Measurement and Low-Threshold Promotion
by Katrin Arendt, Lisa Stark, Anja Friedrich, Roland Brünken and Robin Stark
Educ. Sci. 2025, 15(7), 884; https://doi.org/10.3390/educsci15070884 - 10 Jul 2025
Viewed by 161
Abstract
The present study introduces a multidimensional approach to describing the composition of reflections, addressing previous inconsistencies in operationalization. The multidimensional approach was empirically explored in comparison to unidimensional reflection quality measures and examined in relation to reflection-related dispositions. Given the challenges of promoting [...] Read more.
The present study introduces a multidimensional approach to describing the composition of reflections, addressing previous inconsistencies in operationalization. The multidimensional approach was empirically explored in comparison to unidimensional reflection quality measures and examined in relation to reflection-related dispositions. Given the challenges of promoting reflection in teachers’ daily practice, low-threshold interventions—repeated practice and structuring prompts—were investigated regarding their potential to foster reflective competence. Using an integrated model of reflection, five proposed dimensions—describing, evaluating, naming alternatives, justification, and self-reference—were identified and assessed alongside the quality measures reflection depth and breadth, and holistic grading. N = 29 teachers reflected verbally on two teaching videos, first openly and then with structuring prompts. The transcribed reflections underwent qualitative and evaluative content analysis to extract quantitative data. Compared to existing quality measures, the multidimensional approach provided deeper insights into the complexity of the reflections. The correlations between different approaches to reflection measurement and the reflection-related dispositions were only partially as expected. While repeated practice did not yield a training effect, structuring prompts improved reflection quality. Overall, the findings confirm the usefulness of the multidimensional approach as a valuable means to describe the composition of reflections and highlight its potential for quality measurement. Full article
(This article belongs to the Special Issue The Role of Reflection in Teaching and Learning)
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18 pages, 2011 KiB  
Article
Mixed Reality Laboratory for Teaching Control Concepts: Design, Validation, and Implementation
by Alejandro Guajardo-Cuéllar, Ricardo Corona-Echauri, Ramón A. Meza-Flores, Carlos R. Vázquez, Alberto Rodríguez-Arreola and Manuel Navarro-Gutiérrez
Educ. Sci. 2025, 15(7), 883; https://doi.org/10.3390/educsci15070883 - 10 Jul 2025
Viewed by 136
Abstract
Mixed reality (MR) laboratories combine physical elements with virtual components, providing convenient experiential environments for testing engineering concepts. This article reports the design, validation, and implementation of an MR laboratory for engineering students to practice the implementation of control algorithms in microcontrollers. First, [...] Read more.
Mixed reality (MR) laboratories combine physical elements with virtual components, providing convenient experiential environments for testing engineering concepts. This article reports the design, validation, and implementation of an MR laboratory for engineering students to practice the implementation of control algorithms in microcontrollers. First, the design of the MR lab is described in detail. In this, a seesaw electromechanical system is emulated, being synchronized with electrical signals that represent sensors’ measurements and actuators’ commands. Thus, a control algorithm implemented by the students in a microcontroller can affect the simulated system in real time. The real seesaw system was used to validate the simulated plant in the MR lab, finding that the same control algorithm effectively controls both the simulated and physical seesaw systems. A practice, designed based on Kolb’s experiential learning cycle, where the students must implement P, PI, and PID controllers in the MR lab, was implemented. A survey was conducted to assess the students’ motivation, and a post-test was administered to evaluate their learning outcomes. Full article
21 pages, 358 KiB  
Systematic Review
The Role of University Professors’ Emotional Competencies in Students’ Academic and Psychological Well-Being: A Systematic Review
by Camilla Brandao De Souza and Alessandra Cecilia Jacomuzzi
Educ. Sci. 2025, 15(7), 882; https://doi.org/10.3390/educsci15070882 - 10 Jul 2025
Viewed by 228
Abstract
In higher education, the emotional intelligence (EI) of university professors, defined as the ability to perceive, understand, manage and utilize emotions effectively, is increasingly recognized as a pivotal factor in enhancing students’ academic achievement and psychological well-being. However, the scarcity of studies directly [...] Read more.
In higher education, the emotional intelligence (EI) of university professors, defined as the ability to perceive, understand, manage and utilize emotions effectively, is increasingly recognized as a pivotal factor in enhancing students’ academic achievement and psychological well-being. However, the scarcity of studies directly linking professors’ EI to students’ well-being highlights a critical research gap. This systematic review investigates how professors’ emotional competencies influence student outcomes—such as academic performance, engagement, motivation, and mental health—and identifies the factors that mediate or moderate these effects. Findings indicate that professors’ EI, particularly empathy, emotional regulation, and interpersonal skills, significantly enhances student engagement, motivation, and academic satisfaction, with indirect effects on psychological well-being. Cultural context, teaching modality (e.g., online vs. in-person), and professors’ age and experience moderate these effects and influence effect sizes. Qualitative synthesis further highlighted contextual gaps in the literature. The limited focus on well-being and outcomes and reliance on self-report measures underscore the need for longitudinal, culturally diverse studies and performance-based EI assessments. The value of this research lies in its potential to inform evidence-based educational practices and institutional policies. By elucidating the role of professors’ EI, the review lays the groundwork for developing faculty training programs aimed at strengthening emotional competencies and fostering inclusive, supportive learning environments that promote student growth and resilience. This is especially relevant given the growing prevalence of stress, anxiety, and disengagement among university students, exacerbated by post-pandemic challenges and academic pressures. Understanding the impact of EI can inform culturally responsive interventions, improve student retention, and enhance institutional effectiveness, thereby addressing a pressing need in contemporary higher education. In today’s rapidly evolving technological, social, and cultural landscape, universities have both the opportunity and the responsibility to act as catalysts for the creation of an educational culture that promotes social well-being. This requires adopting educational and organizational models that prioritize human care and the quality of interpersonal relationships. To be effective, these priorities must be integrated into all university operations, from governance to student support and talent development. Full article
(This article belongs to the Section Higher Education)
14 pages, 481 KiB  
Article
Technology Access and Financial Stress: Post-COVID-19 Academic Outcomes for First-Generation and Continuing-Generation College Students
by Besjanë Krasniqi and Susan Sonnenschein
Educ. Sci. 2025, 15(7), 881; https://doi.org/10.3390/educsci15070881 - 10 Jul 2025
Viewed by 374
Abstract
Technology is essential in higher education, yet disparities in access disproportionately affect first-generation college students. This study examines how technology access and financial stress impact academic performance for first-generation (FGCS) and continuing-generation college students (CGCS). Students (N = 430) were asked to [...] Read more.
Technology is essential in higher education, yet disparities in access disproportionately affect first-generation college students. This study examines how technology access and financial stress impact academic performance for first-generation (FGCS) and continuing-generation college students (CGCS). Students (N = 430) were asked to reflect on their experiences during the COVID-19 pandemic, particularly their technology access and financial stress. Results showed that FGCS reported significantly lower technology access and higher levels of financial stress than CGCS. Greater technology access was a significant positive predictor of academic performance for FGCS but not CGCS. However, this effect diminished when financial stress was added to the regression model. Moderation analysis showed that financial stress significantly moderated the relation between technology access and academic performance. This suggests that under high financial stress, technology access becomes a critical resource for academic performance. Full article
(This article belongs to the Collection Trends and Challenges in Higher Education)
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14 pages, 236 KiB  
Article
“Here Comes the Teacher”: Navigating the Complexities of Being a Teacher in Rural Finland
by Unn-Doris K. Bæck and Outi Autti
Educ. Sci. 2025, 15(7), 880; https://doi.org/10.3390/educsci15070880 - 10 Jul 2025
Viewed by 457
Abstract
This study examines the complexities faced by teachers in rural Finland, focusing on tensions between professional roles and social lives within tight-knit communities. This research addresses the challenges of maintaining well-qualified teaching staff in rural schools. The purpose of the study is understanding [...] Read more.
This study examines the complexities faced by teachers in rural Finland, focusing on tensions between professional roles and social lives within tight-knit communities. This research addresses the challenges of maintaining well-qualified teaching staff in rural schools. The purpose of the study is understanding the experiences of rural teachers and the challenges they face, including high visibility, community expectations, and blurred boundaries between personal and professional lives. The study uses a qualitative research design, employing in-depth interviews with 21 teachers across two rural locations in Northern Finland. The interviews focused on work experiences, roles, and reflections on the local educational context. The findings highlight that rural teachers experience a blurring of professional and social roles, leading to feelings of being constantly “on the job” and a lack of privacy. Community expectations often dictate their behavior outside of school. The study also reveals divisions within the teaching staff between local and commuting teachers. The study concludes that the cultural narrative of being a teacher in rural contexts includes traditional expectations of teachers, clashing with modern notions of teaching as a profession. The study emphasizes the importance of preparing teachers to be community-ready, acknowledging the challenges of rural teaching. Full article
(This article belongs to the Special Issue Practice and Policy: Rural and Urban Education Experiences)
21 pages, 297 KiB  
Article
Peer Feedback, English Public Speaking Self-Efficacy, and Performance in Facebook and Brightspace
by Lucia Urena-Rodriguez, Victoria L. Lowell and Weijian Yan
Educ. Sci. 2025, 15(7), 879; https://doi.org/10.3390/educsci15070879 - 9 Jul 2025
Viewed by 737
Abstract
Social media applications (SMAs) stand at the forefront of emerging technologies in language education due to their transformative potential to enhance English speaking skills. Unlike traditional tools, SMAs leverage features like real-time communication, multimedia integration, and global connectivity, fostering authentic, meaningful interactions in [...] Read more.
Social media applications (SMAs) stand at the forefront of emerging technologies in language education due to their transformative potential to enhance English speaking skills. Unlike traditional tools, SMAs leverage features like real-time communication, multimedia integration, and global connectivity, fostering authentic, meaningful interactions in socially engaging environments. Although learning management systems (LMSs) such as Brightspace have been predominantly used to conduct English language learning activities, including peer feedback, SMAs like Facebook offer unique affordances that may further promote student engagement and confidence. Developing public speaking skills is critical for effective communication in English language education; however, many students struggle with self-efficacy, speaking anxiety, and providing meaningful feedback to peers. Given the potential benefits of SMAs, this study explored their comparative impact on three dimensions of English language learning: English public speaking self-efficacy, peer feedback self-efficacy, and English speaking performance. This quasi-experimental study used a pretest–posttest design with undergraduate students (n = 15) at a large Midwestern university in the United States. Independent sample t-tests were conducted to compare outcomes between the Facebook and Brightspace groups. The results revealed that both SMAs and LMSs were equally effective platforms for peer feedback activities, with no significant differences found between groups across the three targeted areas of learning. Full article
18 pages, 1251 KiB  
Article
From Classroom to Community: Evaluating Data Science Practices in Education and Social Justice Projects
by Marc T. Sager, Jeanna R. Wieselmann and Anthony J. Petrosino
Educ. Sci. 2025, 15(7), 878; https://doi.org/10.3390/educsci15070878 - 9 Jul 2025
Viewed by 264
Abstract
Critical data literacy (CDL) has emerged as a crucial component in data science education, transcending traditional disciplinary boundaries. Promoting CDL requires collaborative approaches to enhance learners’ skills in data science, going beyond mere quantitative reasoning to encompass a comprehensive understanding of data workflows [...] Read more.
Critical data literacy (CDL) has emerged as a crucial component in data science education, transcending traditional disciplinary boundaries. Promoting CDL requires collaborative approaches to enhance learners’ skills in data science, going beyond mere quantitative reasoning to encompass a comprehensive understanding of data workflows and tools. Despite the growing literature on CDL, there is still a need to explore how students use data science practices for supporting the learning of CDL throughout a summer-long data science program. Drawing on situative perspectives of learning, we utilize a descriptive case study to address our research question: How do data science practices taught in a classroom setting differ from those enacted in real-world social justice projects? Key findings reveal that while the course focused on abstract principles and basic technical skills, the Food Justice Project provided students with a more applied understanding of data tools, ethics, and exploration. Through the project, students demonstrated a deeper engagement with CDL, addressing real-world issues through detailed data analysis and ethical considerations. This manuscript adds to the literature within data science education and has the potential to bridge the gap between theoretical knowledge and practical application, preparing students to address real-world data science challenges through their coursework. Full article
(This article belongs to the Special Issue Cultivating Teachers for STEAM Education)
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15 pages, 1054 KiB  
Article
High-Impact Tutoring to Accelerate Learning for Intermediate Students: A Pilot Study
by Katherine Brodeur, Audrey Conway Roberts and Thomas Roberts
Educ. Sci. 2025, 15(7), 877; https://doi.org/10.3390/educsci15070877 - 9 Jul 2025
Viewed by 176
Abstract
High-impact tutoring is a promising way to address reading and mathematics achievement declines following years of pandemic-interrupted schooling. This pilot study seeks to determine the impact of small-group tutoring, provided by preservice teachers, on students in grades 2–5. Using beginning-, middle-, and end-of [...] Read more.
High-impact tutoring is a promising way to address reading and mathematics achievement declines following years of pandemic-interrupted schooling. This pilot study seeks to determine the impact of small-group tutoring, provided by preservice teachers, on students in grades 2–5. Using beginning-, middle-, and end-of year benchmark assessments, descriptive statistics were calculated for tutored and non-tutored groups and compared against the norming sample. The results indicate that students receiving mathematics tutoring (fourth and fifth grades) and third-grade students receiving reading tutoring demonstrated growth at rates that exceeded their non-tutored peers. Second-grade students who received reading tutoring improved at a greater rate than the norming sample but less than their non-tutored peers. The results of this pilot study indicate the potential impact of tutoring by preservice teachers on reading and mathematics outcomes for intermediate students. Full article
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23 pages, 1403 KiB  
Article
Stakeholder Insights and Presidential Capital: Leadership Turnover and Its Impact on Higher Education
by Trina Fletcher, Ahlam Alharbi and Lesia Crumpton-Young
Educ. Sci. 2025, 15(7), 876; https://doi.org/10.3390/educsci15070876 - 9 Jul 2025
Viewed by 209
Abstract
Historically Black colleges and universities (HBCUs) in the United States have been experiencing a leadership turnover crisis, with 23 president and chancellor changes announced in 2022 and 41 in 2023. A survey of HBCU stakeholders at the 2023 White House Initiative on HBCUs [...] Read more.
Historically Black colleges and universities (HBCUs) in the United States have been experiencing a leadership turnover crisis, with 23 president and chancellor changes announced in 2022 and 41 in 2023. A survey of HBCU stakeholders at the 2023 White House Initiative on HBCUs was conducted to identify high-impact areas linked to this turnover, focusing on areas critical to the advancement and sustainment of HBCUs through the eyes of HBCU stakeholders. Additionally, it attempted to understand how campus dynamics and challenges can impact leaders using capital theory. The survey identified internal and external challenges, including engagement, morale, support, and retention across various stakeholders, suggesting that the turnover crisis needs to be viewed from the perspective of leaders’ turnover rather than leadership turnover. It was concluded that leaders’ forms of capital are compromised by misaligned campus dynamics, negatively impacting morale and engagement, leading to distrust, lack of support, pushback, and attrition. Therefore, leaders’ capitals can be depleted, leading to frustration, burnout, and ultimately voluntary resignation. The findings are crucial for institutions and leaders to understand and, most importantly, mitigate the impact of leader turnover on institutions, which demand stability. Full article
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20 pages, 241 KiB  
Article
Redefining the Moral Attributes of an Excellent Secondary School Teacher
by Dejan Jelovac
Educ. Sci. 2025, 15(7), 875; https://doi.org/10.3390/educsci15070875 - 8 Jul 2025
Viewed by 172
Abstract
This philosophical essay reconsiders and redefines the moral attributes, virtues, and duties of an excellent secondary school teacher, emphasizing their pivotal role in the moral development of adolescents during secondary socialization. Grounded in Kantian deontological ethics, it formulates 15 maxims as categorical imperatives [...] Read more.
This philosophical essay reconsiders and redefines the moral attributes, virtues, and duties of an excellent secondary school teacher, emphasizing their pivotal role in the moral development of adolescents during secondary socialization. Grounded in Kantian deontological ethics, it formulates 15 maxims as categorical imperatives to guide morally acceptable teacher behavior, focusing on their function as role models in shaping students’ moral consciousness, as informed by Kohlberg’s theory of moral development. Through a multidisciplinary approach integrating philosophy, psychology, pedagogy, sociology, and anthropology, the essay provides a comprehensive framework for understanding the complexity of the teaching profession. The results offer a foundation for future empirical studies and the development of teacher training programs to enhance educational quality. Full article
24 pages, 1687 KiB  
Article
Analyzing the Availability of TPACK Framework Dimensions Among Elementary Mathematics Teachers: A Survey-Based Study on Demographic Variables
by Rakan S. Alqahtani and Essa A. Alibraheim
Educ. Sci. 2025, 15(7), 874; https://doi.org/10.3390/educsci15070874 - 8 Jul 2025
Viewed by 136
Abstract
This study sought to explore the extent to which the dimensions of the TPACK framework are present among mathematics teachers at the elementary level from their perspective. The study’s goals were accomplished through the use of a descriptive approach, and a questionnaire was [...] Read more.
This study sought to explore the extent to which the dimensions of the TPACK framework are present among mathematics teachers at the elementary level from their perspective. The study’s goals were accomplished through the use of a descriptive approach, and a questionnaire was distributed to 107 mathematics teachers in the eastern region of Saudi Arabia to collect data. The results indicated that the dimensions of the TPACK framework were highly present among the participants. The highest level was observed in the dimension of Pedagogical Content Knowledge (PCK) at 78.1%, while the lowest was in the Technological Content Knowledge (TCK) dimension at 68.2%. The findings also revealed no statistically significant differences based on gender or education sector. However, statistically significant differences were found in favor of teachers with higher academic qualifications (postgraduate studies) and more years of teaching experience. The study recommends continuing efforts to enhance teacher training programs dealing with integrating technology into teaching, drawing on global experiences in applying the TPACK framework. Full article
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19 pages, 544 KiB  
Article
Self-Concept Modulates Motivation and Learning Strategies in Higher Education: Comparison According to Sex
by Ramón Chacón-Cuberos, Jennifer Serrano-García, Inmaculada Serrano-García and Manuel Castro-Sánchez
Educ. Sci. 2025, 15(7), 873; https://doi.org/10.3390/educsci15070873 - 8 Jul 2025
Viewed by 260
Abstract
The transition towards adulthood represents a complex period in which the development of personal identity culminates in young adults, whilst, at the same time, many undertake university studies in order to access the job market. The aim of the present study was to [...] Read more.
The transition towards adulthood represents a complex period in which the development of personal identity culminates in young adults, whilst, at the same time, many undertake university studies in order to access the job market. The aim of the present study was to analyse the associations between self-concept, motivation, and learning strategies in the Spanish university context using structural equations to examine sex as a modifying factor. A descriptive, cross-sectional, and ex post facto study was conducted with a representative sample of 2736 students. The results revealed a positive association between academic self-concept and the three basic psychological needs, with the needs of autonomy and competence being of particular importance amongst the males. It was determined that the satisfaction of all of the needs favoured the development of learning strategies in both genders, with the exception of the need for relatedness, which was not relevant. Finally, it was demonstrated that the females employed better elaboration strategies, whilst the males were better able to regulate effort. It can, therefore, be concluded that the promotion of self-determined motivation favours the development of a positive self-image and learning strategies, with it being crucial for students to be intrinsically motivated. This may help university students avoid dropping out from degree courses. Full article
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8 pages, 181 KiB  
Editorial
Rethinking Student Wellbeing in Higher Education: A Multifaceted Approach to Stress Management
by Jinjing Fang, Xin Ren and Valerie Ann Sotardi
Educ. Sci. 2025, 15(7), 872; https://doi.org/10.3390/educsci15070872 - 8 Jul 2025
Viewed by 297
Abstract
The increasing prevalence of psychological distress among students has prompted global concern about how educational systems might promote student wellbeing [...] Full article
(This article belongs to the Special Issue Stress Management and Student Well-Being)
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