Education Sciences

17 pages, 631 KB

Open AccessArticle

Exploring the Influence of Team-Based Learning on Self-Directed Learning and Team Dynamics in Large-Class General Education Courses

by Kuei-Shu Huang and Hsiao-Chuan Lei

Educ. Sci. 2025, 15(9), 1207; https://doi.org/10.3390/educsci15091207 (registering DOI) - 11 Sep 2025

Abstract

Traditional lecture-based teaching often struggles to foster student engagement, active participation, and deep learning in large-class general education courses. As class sizes grow, students may become passive learners, limiting their ability to develop essential skills such as self-directed learning and teamwork. Innovative instructional [...] Read more.

Traditional lecture-based teaching often struggles to foster student engagement, active participation, and deep learning in large-class general education courses. As class sizes grow, students may become passive learners, limiting their ability to develop essential skills such as self-directed learning and teamwork. Innovative instructional strategies are needed to address these challenges and create a more interactive, student-centered learning environment. Team-Based Learning (TBL) has emerged as a practical pedagogical approach that promotes collaboration, critical thinking, and student accountability. This study investigates the influence of TBL on Self-Directed Learning (SDL) and Team Dynamics (TD) through a quasi-experimental design. One class was classified as the experimental group (TBL), while the other was classified as the control group (traditional lecture-based teaching). Data were analyzed using independent-samples one-way ANCOVA and the Johnson–Neyman method to examine the impacts of TBL on SDL and TD. The results indicate that the experimental group adopting TBL outperformed the control group in both SDL and TD. The ANCOVA results revealed that TBL had a significant positive impact on the self-monitoring factor of SDL after controlling for pre-test scores. Furthermore, the Johnson–Neyman analysis demonstrated that the effect of TBL varied across different pre-test levels, suggesting that the influence of TBL on SDL and TD was more pronounced under certain conditions. Overall, this study supports the effectiveness of TBL as a pedagogical strategy in large-class general education courses, highlighting its potential to enhance students’ SDL and TD. These findings provide valuable insights for future teaching practices and curriculum design, emphasizing the need for more interactive, student-centered learning approaches in higher education. Full article

12 pages, 521 KB

Open AccessArticle

Pre-Service Teachers’ Beliefs About the Executive Functions of Gifted Students

by Purificacion Checa Fernández, Carmen Ferrándiz, Mercedes Ferrando-Prieto and Rosa Pons Parra

Educ. Sci. 2025, 15(9), 1206; https://doi.org/10.3390/educsci15091206 - 11 Sep 2025

Abstract

The aim of this study was to examine pre-service teachers’ beliefs about the executive functions (EFs) of gifted and talented (G&T) students. To accomplish this, 580 pre-service teachers were asked to think of a hypothetical G&T child and a hypothetical non-G&T child and [...] Read more.

The aim of this study was to examine pre-service teachers’ beliefs about the executive functions (EFs) of gifted and talented (G&T) students. To accomplish this, 580 pre-service teachers were asked to think of a hypothetical G&T child and a hypothetical non-G&T child and rate their EFs using the Childhood Executive Functioning Inventory (CHEXI, Spanish version). We determined the mean differences between the EF ratings for G&T and non-G&T children. We also analyzed the differences according to the gender attributed to the G&T student, training in G&T, and familiarity with a G&T person. The results showed that G&T students were perceived as better than non-G&T students in working memory, planning, regulation, and inhibition, which is in line with previous outcomes when using performance tasks but not when using parents’ and teachers’ rating scales. Therefore, despite possessing theoretical knowledge, teachers may still fail to identify gifted students in real-life educational contexts. Full article

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21 pages, 644 KB

Open AccessArticle

Bridging Cultures: A Japanese Student’s Path to Intercultural Communication

by Lyndell Nagashima

Educ. Sci. 2025, 15(9), 1205; https://doi.org/10.3390/educsci15091205 - 11 Sep 2025

Abstract

While Japanese universities promote English proficiency and intercultural competence, admissions still rely heavily on the standardised TOEIC test, often prioritising linguistic accuracy over cultural understanding. This emphasis can marginalise the experiential and interpersonal aspects of language learning essential for developing intercultural communicative competence [...] Read more.

While Japanese universities promote English proficiency and intercultural competence, admissions still rely heavily on the standardised TOEIC test, often prioritising linguistic accuracy over cultural understanding. This emphasis can marginalise the experiential and interpersonal aspects of language learning essential for developing intercultural communicative competence (ICC). Although ICC is most effectively developed through a combination of formal instruction and informal learning, particularly involving authentic intercultural interactions, there remains a paucity of research examining how learners develop ICC beyond the classroom. Addressing this gap, the present study investigates how Japanese university students’ language repertoires, intercultural experiences, and knowledge shape their studies, and how their ICC develops throughout undergraduate education. One English major student was selected for in-depth analysis following his employment in a culturally diverse workplace that fostered meaningful intercultural interactions. His development was examined using four research tools: a survey, a journal, an interview, and TOEIC scores. The survey and test scores revealed growth in communicative assurance and language proficiency, while journal reflections and interviews captured critical incidents—including a shift from indirect to direct speech—that marked cultural adaptation. These findings suggest experiential learning fosters real-time communication, builds learner confidence, and supports transformational ICC development. Full article

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20 pages, 618 KB

Open AccessArticle

Enhancing Evidence-Based Writing and Critical Thinking Skills of High School Students by Implementing a Debating-via-Zoom Approach

by Manal Aarar and Cristina Pérez Valverde

Educ. Sci. 2025, 15(9), 1204; https://doi.org/10.3390/educsci15091204 - 11 Sep 2025

Abstract

In this study, we aim to assess the effect of debating via Zoom (DVZ) on secondary students’ critical thinking, argumentation writing, and social skills. This research was conducted using a structured methodology, employing a quasi-experimental design with pre- and post-tests to examine students’ [...] Read more.

In this study, we aim to assess the effect of debating via Zoom (DVZ) on secondary students’ critical thinking, argumentation writing, and social skills. This research was conducted using a structured methodology, employing a quasi-experimental design with pre- and post-tests to examine students’ critical thinking and argumentation writing skills. It provides empirical evidence to support its claims. Also, a questionnaire was distributed among the participants to collect students’ attitudes toward the study variables. The quantitative data was analyzed using SPSS 17. The results showed that DVZ enhanced inference, assumption recognition, interpretation, and argument evaluation. DVZ significantly improved the students’ critical thinking and argumentation writing. Student attitudes on DVZ’s impact on critical thinking, argumentation writing, and social skills varied substantially (α ≤ 0.05). In total, 68% of the respondents supposed that DVZ allowed language to be practiced, and 74% said it promoted courageous questioning. This study demonstrates that most students think DVZ aids in the development of argument introductions, conclusions, and evidence. Zoom’s robust privacy measures and anti-cyberbullying policies ensure a safe and secure digital learning environment. Based on the results, we suggest comparing the findings of DVZ to in-person debates. Full article

(This article belongs to the Topic Advances in Online and Distance Learning)

26 pages, 802 KB

Open AccessArticle

Student Selection: Blessing or Threat? Gender Diversity and Study Success Among Biomedical Students Admitted via Weighted Lottery or Selection

by John A. L. Meeuwsen, Anastasia Kurysheva, Gönül Dilaver and Astrid Freriksen

Educ. Sci. 2025, 15(9), 1203; https://doi.org/10.3390/educsci15091203 - 11 Sep 2025

Abstract

Various admission procedures are available for higher education programs with limited capacity, yet their impact on student diversity and academic performance remains underexplored. We compared weighted lottery and selection (a selective admissions process) in a Dutch biomedical sciences bachelor’s program, focusing on gender [...] Read more.

Various admission procedures are available for higher education programs with limited capacity, yet their impact on student diversity and academic performance remains underexplored. We compared weighted lottery and selection (a selective admissions process) in a Dutch biomedical sciences bachelor’s program, focusing on gender diversity (i.e., the women-to-men ratio, N = 2132) and study success (n = 1032). We found that men applied and were admitted to the program less frequently during selection compared to weighted lottery, indicating a gender imbalance already present in the applicant pool. Students admitted through selection were more likely to obtain positive binding study advice (45 or more out of 60 European credits) in the first year, and to complete the program within four years. However, these differences in study success were explained by student characteristics (e.g., gender, age, pre-university GPA and self-reported study choice) rather than by the admission procedure itself. Our findings suggest that weighted lottery supports gender diversity due to greater gender balance among applicants, while selection is associated with improved academic outcomes. This study highlights the tension between diversity and performance and provides guidance for more equitable and effective admission practices in higher education. Full article

(This article belongs to the Collection Trends and Challenges in Higher Education)

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19 pages, 1038 KB

Open AccessArticle

Learn, Earn, and Game on: Integrated Reward Mechanism Between Educational and Recreational Games

by Jos Timanta Tarigan, Niskarto Zendrato, Pedro Isaias and Piet Kommers

Educ. Sci. 2025, 15(9), 1202; https://doi.org/10.3390/educsci15091202 - 11 Sep 2025

Abstract

Rewards play a key role in gamifying education, especially when learners perceive them as valuable. However, in many educational games, rewards often lack a meaningful impact or long-term appeal, which limits their ability to motivate user performance effectively. This study introduces a novel [...] Read more.

Rewards play a key role in gamifying education, especially when learners perceive them as valuable. However, in many educational games, rewards often lack a meaningful impact or long-term appeal, which limits their ability to motivate user performance effectively. This study introduces a novel integrated reward system designed to increase the perceived value of educational rewards by allowing them to be used in a separate recreational game. The system was implemented using two Android-based applications: EduGym, a microlearning quiz-based educational game, and EduShooter, a top-down action shooter recreational game. Coins earned in EduGym quizzes can be used to upgrade characters and unlock content in EduShooter, forming a cross-game incentive. A user study involving 48 participants demonstrated that those with access to the integrated system responded more positively to EduGym’s reward mechanism and rated their overall game experience favorably. The reward system also enhanced learners’ perception of their educational achievements by linking them to meaningful in-game benefits. These findings suggest that integrating educational and entertainment games through a cross-game currency system can significantly strengthen the motivational appeal and perceived value of rewards in these games. Full article

(This article belongs to the Special Issue Learning Design for the Digital Age: Leveraging Technology for Engagement and Use)

20 pages, 1243 KB

Open AccessArticle

Reflective Insights into Undergraduate Public Health Education: Comparing Student and Stakeholder Perceptions

by Raymond Boon Tar Lim, Claire Gek Ling Tan, Julian Ryan Jielong Tan, Peng Jing Sng and Cecilia Woon Chien Teng

Educ. Sci. 2025, 15(9), 1201; https://doi.org/10.3390/educsci15091201 - 11 Sep 2025

Abstract

Reflective practice is vital for bridging theory and professional application in undergraduate public health education, yet its use in non-Western contexts is underexamined. This mixed-methods study evaluated the Minor in Public Health at the Saw Swee Hock School of Public Health, National University [...] Read more.

Reflective practice is vital for bridging theory and professional application in undergraduate public health education, yet its use in non-Western contexts is underexamined. This mixed-methods study evaluated the Minor in Public Health at the Saw Swee Hock School of Public Health, National University of Singapore, using a convergent parallel design. Using a longitudinal student survey (baseline upon entry: n = 289; graduation upon completion: n = 78) and cross-sectional stakeholder survey (n = 17), quantitative analysis included chi-square tests for competency changes and Wilcoxon rank-sum tests for group comparisons. Thematic analysis of open-ended responses highlighted strengths in systems thinking, analytical skills, and interdisciplinary integration, but also gaps in practical experience, specialised knowledge, and professional communication. Students reported significant improvements in 10 of 13 competencies from baseline to graduation and rated their attainment higher than stakeholders across all competencies. Those who achieved all competencies also gave significantly more positive ratings of the programme in the domains of teaching and learning, and in engagement, assessment, and feedback. These findings underscore the role of reflective practice in aligning education with workforce needs and offer a scalable approach for curriculum development. The study provides actionable insights for educators to design responsive and reflective curricula that support the preparation of competent public health professionals in diverse global contexts. Full article

(This article belongs to the Special Issue Enhancing Teaching Through Reflective Practice: Strategies and Insights for Educators on Reflective Learning and Reflection)

21 pages, 1813 KB

Open AccessArticle

Mapping Pathways to Inclusive Music Education: Using UDL Principles to Support Primary Teachers and Their Students

by Philip John Anderson and Sarah K. Benson

Educ. Sci. 2025, 15(9), 1200; https://doi.org/10.3390/educsci15091200 - 11 Sep 2025

Abstract

Music education offers well-documented benefits for student learning; however, generalist teachers often report low confidence in integrating music into their lessons. This study applies Universal Design for Learning (UDL) principles to develop teaching resources that address teacher barriers to music integration. Using framework [...] Read more.

Music education offers well-documented benefits for student learning; however, generalist teachers often report low confidence in integrating music into their lessons. This study applies Universal Design for Learning (UDL) principles to develop teaching resources that address teacher barriers to music integration. Using framework analysis, data collected from semi-structured interviews with ten trainee primary teachers in United Arab Emirates (UAE) British curriculum schools were mapped against UDL’s three core principles: engagement, representation, and action and expression. Despite recognising music’s holistic educational value in cognitive enhancement, memory retention, and student expression, participants reported significant barriers to integrating the subject into their lessons. These barriers included performance anxiety, a perceived lack of subject knowledge, and fear of student judgement. The barriers were most pronounced when faced with the prospect of teaching upper-primary students. Framework analysis revealed how these challenges align with the UDL’s core principles. These findings led to the development of five-step music resources, categorised into beginner and intermediate levels. Each step of the resources is designed to systematically address these identified barriers through UDL’s proactive and intentional design criteria. This demonstrates how teacher education can move beyond identifying barriers to creating structured solutions that support inclusive music integration while maintaining pedagogical authenticity. Full article

(This article belongs to the Special Issue STEM, Arts, and Special Education: Teacher Education Partnerships and Professional Development)

18 pages, 778 KB

Open AccessArticle

From Theoretical Navigation to Intelligent Prevention: Constructing a Full-Cycle AI Ethics Education System in Higher Education

by Xingjian Xu, Fanjun Meng and Yan Gou

Educ. Sci. 2025, 15(9), 1199; https://doi.org/10.3390/educsci15091199 - 11 Sep 2025

Abstract

The rapid integration of artificial intelligence (AI), particularly generative AI (Gen-AI), into higher education presents a critical challenge: preparing students for the complex ethical dilemmas inherent in AI-driven research and practice. Current AI ethics education, however, often remains fragmented, overly theoretical, and disconnected [...] Read more.

The rapid integration of artificial intelligence (AI), particularly generative AI (Gen-AI), into higher education presents a critical challenge: preparing students for the complex ethical dilemmas inherent in AI-driven research and practice. Current AI ethics education, however, often remains fragmented, overly theoretical, and disconnected from practical application, leaving a significant gap between knowing ethical principles and acting upon them. To address this pressing issue, this study proposes and validates a full-cycle AI ethics education system designed to bridge this gap. The system integrates three core components: (1) an updated four-dimensional ethics framework focused on Gen-AI challenges (research review, data privacy, algorithmic fairness, intellectual property); (2) a “cognition-behavior” dual-loop training mechanism that combines theoretical learning with hands-on, simulated practice; and (3) a full life-cycle education platform featuring tools like virtual laboratories to support experiential learning. A mixed-methods study with 360 students and 20 instructors demonstrated the system’s effectiveness, showing significant improvement in students’ ethical knowledge, a large effect size in enhancing ethical decision-making capabilities, and high user satisfaction. These findings validate a scalable model for AI ethics education that moves beyond passive instruction toward active, situated learning, offering a robust solution for higher education institutions to cultivate ethical responsibility in the age of Gen-AI. Full article

(This article belongs to the Topic AI Trends in Teacher and Student Training)

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28 pages, 2443 KB

Open AccessArticle

Exploring the Impact of Generative AI ChatGPT on Critical Thinking in Higher Education: Passive AI-Directed Use or Human–AI Supported Collaboration?

by Nesma Ragab Nasr, Chih-Hsiung Tu, Jennifer Werner, Tonia Bauer, Cherng-Jyh Yen and Laura Sujo-Montes

Educ. Sci. 2025, 15(9), 1198; https://doi.org/10.3390/educsci15091198 - 11 Sep 2025

Abstract

Generative AI is weaving into the fabric of many human aspects through its transformative power to mimic human-generated content. It is not a mere technology; it functions as a generative virtual assistant, raising concerns about its impact on cognition and critical thinking. This [...] Read more.

Generative AI is weaving into the fabric of many human aspects through its transformative power to mimic human-generated content. It is not a mere technology; it functions as a generative virtual assistant, raising concerns about its impact on cognition and critical thinking. This mixed-methods study investigates how GenAI ChatGPT affects critical thinking across cognitive presence (CP) phases. Forty students from a four-year university in the southwestern United States completed a survey; six provided their ChatGPT scripts, and two engaged in semi-structured interviews. Students’ self-reported survey responses suggested that GenAI ChatGPT improved triggering events (M = 3.60), exploration (M = 3.70), and integration (M = 3.60); however, responses remained neutral during the resolution stage. Two modes of interaction were revealed in the analysis of students’ ChatGPT scripts: passive, AI-directed use and collaborative, AI-supported interaction. A resolution gap was identified; nonetheless, the interview results revealed that when GenAI ChatGPT was utilized with guidance, all four stages of cognitive presence were completed, leading to enhanced critical thinking and a reconceptualization of ChatGPT as a more knowledgeable other. This research suggests that the effective use of GenAI in education depends on the quality of human–AI interaction. Future directions must orient toward an integration of GenAI in education that positions human and machine intelligence not as a substitution but as co-participation, opening new epistemic horizons while reconfiguring assessment practices to ensure that human oversight, critical inquiry, and reflective thinking remain at the center of learning. Full article

(This article belongs to the Section Technology Enhanced Education)

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17 pages, 1244 KB

Open AccessArticle

Evidence for Language Policy in Government Pre-Primary Schools in Nigeria: Cross-Language Transfer and Interdependence

by Pauline Dixon, Steve Humble, Louise Gittins, Francesca Seery and Chris Counihan

Educ. Sci. 2025, 15(9), 1197; https://doi.org/10.3390/educsci15091197 - 11 Sep 2025

Abstract

This study explores the relationship between and within Hausa and English letter sound knowledge and word decoding skills among children studying in early years settings in northern Nigeria. There is a lack of correlational studies as well as causal evidence in the African [...] Read more.

This study explores the relationship between and within Hausa and English letter sound knowledge and word decoding skills among children studying in early years settings in northern Nigeria. There is a lack of correlational studies as well as causal evidence in the African context to indicate any transfer of language skills from L1 and L2 and vice versa. Test scores from 851 children studying in 158 government provided pre-primary schools took tests in letter sound (phoneme) and reading (word) decoding skills. Through bivariate correlations and a just-identified feedback path model, the results support Cummins’ interdependence hypothesis. Hausa and English word scores are bidirectionally associated, and the data reveal very strong significant positive correlations between Hausa and English letter sound scores and Hausa and English word scores. With the language policy set to change in Nigeria concerning the use of the language of the immediate community becoming a possible medium of instruction, these results, supporting bidirectionality and linguistic interdependence, provide evidence for the teaching of L1 and L2 in pre-primary settings in northern Nigeria. Full article

(This article belongs to the Special Issue Early Childhood Education Policy: Impact on Children's Well-Being and Development)

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21 pages, 2724 KB

Open AccessArticle

Pedagogical Resources for Conducting STEM Engineering Projects in Chemistry Teacher Education: A Design-Based Research Approach

by Johannes Pernaa, Miha Ambrož and Outi Haatainen

Educ. Sci. 2025, 15(9), 1196; https://doi.org/10.3390/educsci15091196 - 11 Sep 2025

Abstract

Project-based learning provides a common context for STEM education at all educational levels. However, before future chemistry teachers can implement it in their teaching, they need to have experience in completing complex projects by themselves. According to previous research, an engineering perspective in [...] Read more.

Project-based learning provides a common context for STEM education at all educational levels. However, before future chemistry teachers can implement it in their teaching, they need to have experience in completing complex projects by themselves. According to previous research, an engineering perspective in STEM projects has been difficult to implement. Therefore, this design-based research project focuses on producing pedagogical resources for conducting STEM projects based on authentic engineering practices. Through three-cycle design research, we crafted Excel templates that support a step-by-step framework for completing complex engineering projects and an evaluation matrix that includes formative and summative tools. The design solutions were validated through empirical problem analysis, which yielded qualitative insights into the possibilities and challenges of the produced tools. From this data, we formulated five best practices for teachers to focus on achieving successful project outcomes, with priority being to support the progress of the engineering approach and support it via guidance and peer collaboration. For future chemistry teachers, artificial intelligence tools offer support, especially for hardware assembly and software coding. The research produced educational artifacts that support conducting STEM projects in higher education and insights into their best practices. Since design solutions are based on research and real-life engineering practices, they are useful for all fields in higher education that conduct STEM projects and aim to teach authentic engineering skills. Full article

(This article belongs to the Special Issue Advancing Science Learning through Design-Based Learning)

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26 pages, 6642 KB

Open AccessProject Report

Designing Augmented Reality for Preschoolers: Lessons from Co-Designing a Spatial Learning App

by Ashley E. Lewis Presser, Jillian Orr, Sarah Nixon Gerard, Emily Braham, Nolan Manning and Kevin Lesniewicz

Educ. Sci. 2025, 15(9), 1195; https://doi.org/10.3390/educsci15091195 - 11 Sep 2025

Abstract

Technology offers both benefits and challenges in education, especially with augmented reality (AR), which enables interaction with digital characters in real environments. While spatial reasoning is crucial, it is often neglected in preschool due to limited access to suitable curricula and tools. Designing [...] Read more.

Technology offers both benefits and challenges in education, especially with augmented reality (AR), which enables interaction with digital characters in real environments. While spatial reasoning is crucial, it is often neglected in preschool due to limited access to suitable curricula and tools. Designing effective AR experiences for young children demands a different approach than traditional touchscreen methods, as it depends on the child’s environment, movements, and abilities, requiring designs that support learning even with limited resources. This tailored approach ensures that AR can be a powerful tool in early childhood education, promoting essential skills in an engaging manner. This design case details the development of an AR tablet app aimed at enhancing preschoolers’ spatial-thinking skills. It includes insights gained from co-designing and testing with teachers and children, how research findings led to app revisions, and the potential benefits of using AR technology for young learners. Full article

(This article belongs to the Special Issue Learning Design for the Digital Age: Leveraging Technology for Engagement and Use)

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11 pages, 193 KB

Open AccessEditorial

Current Research and Learning in the Field of Early Childhood Science Education

by Alice Delserieys and Maria Kampeza

Educ. Sci. 2025, 15(9), 1194; https://doi.org/10.3390/educsci15091194 - 11 Sep 2025

Abstract

Although the education of young children in science is not a completely novel field of research, recent years have seen a renewed interest and a shift in research discourse toward addressing contemporary challenges and dilemmas. Within this, some features maintain continuity with past [...] Read more.

Although the education of young children in science is not a completely novel field of research, recent years have seen a renewed interest and a shift in research discourse toward addressing contemporary challenges and dilemmas. Within this, some features maintain continuity with past traditions, developing them to a place of contemporary relevance, as is the case for the focus on children’s perceptions of various scientific concepts and phenomena as well as teachers’ perspectives on these issues. At the same time, new research dimensions have emerged that focus less on the “what” of learning and more on the “how”. In this direction, innovative educational practices are being designed and implemented, diverse forms of representation and expression are being exploited, and learning contexts are broadened. This article presents such research directions and perspectives on early childhood science education that advocate more participatory and inclusive approaches, more attuned to the multiple forms of expression that young children use to make sense of the world. Full article

(This article belongs to the Special Issue Empowerment of Science Education for Young Children: Current Research and Implications for Learning)

20 pages, 306 KB

Open AccessArticle

Towards Coexistence? Navigating Interpretivism and Positivism in an Early Childhood Professional Development Program

by Gabriela Arias de Sanchez and Ling Li

Educ. Sci. 2025, 15(9), 1193; https://doi.org/10.3390/educsci15091193 - 11 Sep 2025

Abstract

Over the past 30 years, early childhood education has emerged as a critical program and policy initiative of Canadian provincial governments and jurisdictions. With the recent announcement by the Government of Canada regarding plans to create and implement a national childcare system, tensions [...] Read more.

Over the past 30 years, early childhood education has emerged as a critical program and policy initiative of Canadian provincial governments and jurisdictions. With the recent announcement by the Government of Canada regarding plans to create and implement a national childcare system, tensions have been on the rise regarding early childhood educators’ (ECEs’) professional development. Informed by socio-constructivist and socio-cultural theories, this study examines the experiences of 18 ECEs and 10 coaches while being trained to use the Pyramid Model (PM) for promoting social-emotional competence in early childhood education. The study investigates the tensions and coexistence of two distinct educational philosophical paradigms—interpretivism and positivism—within the project implementation process, particularly how these paradigms influenced ECEs’ professional development. An action research methodology was utilized, and six focus group interviews were conducted with ECEs and coaches between 2023 and 2025. Findings reveal a perceived conflict between the PM’s positivist approach and the interpretative lenses that ground the early learning framework used in the province. However, as implementation progressed, participants began merging practices from both paradigms while engaging in meaningful professional reflexive processes. This study contributes to a broader understanding of how professional learning unfolds in complex, multi-paradigmatic contexts. The study highlights the need to create professional learning spaces where ECEs can collectively become participants and agents of change. By exploring the interplay between philosophical paradigms and professional development practices, this research aims to inform future efforts in ECEs’ professional development initiatives and to shed light on the complex dynamics at play when contrasting paradigms become explicit within professional learning opportunities. Full article

(This article belongs to the Special Issue Teacher Professional Development and Teaching Practices in Early Childhood Education: An International Landscape)

19 pages, 833 KB

Open AccessArticle

Digital and Psychological Well-Being Among Technical University Students: Exploring the Impact of Digital Engagement in Higher Education

by Simona Nicoleta Neagu and Aniella Mihaela Vieriu

Educ. Sci. 2025, 15(9), 1192; https://doi.org/10.3390/educsci15091192 - 10 Sep 2025

Abstract

This study investigates the relationship between digital well-being and psychological well-being among undergraduate students enrolled in technical academic programs at a Romanian university. Emphasizing the impact of academic digital technology use, digital autonomy, work–life balance, and the quality of online interactions, the research [...] Read more.

This study investigates the relationship between digital well-being and psychological well-being among undergraduate students enrolled in technical academic programs at a Romanian university. Emphasizing the impact of academic digital technology use, digital autonomy, work–life balance, and the quality of online interactions, the research addresses the increasing digitalization in higher education and its implications for students’ mental and emotional health. A purposive sample of 208 students from Electronics, Telecommunications, Automation, Computer Science, and Engineering in Foreign Languages programs was surveyed using validated instruments, including a Digital Well-Being Questionnaire, Ryff’s Psychological Well-Being Scale, and the WHO-5 Well-Being Index. A mix of descriptive and inferential statistics was employed to comprehensively explore the associations between digital well-being and psychological outcomes. The findings highlight significant associations between digital engagement patterns and both psychological and subjective well-being, with notable differences influenced by sociodemographic factors such as gender. This study contributes to the emerging field of digital well-being in academic contexts by providing data-driven insights that can inform institutional strategies to support student health and optimize digital learning environments. Full article

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16 pages, 1397 KB

Open AccessArticle

Assessment of the Impact of Educational Videos on Academic Performance and Student Satisfaction in a Nursing Anatomy Course

by María Rodríguez Ortega, Yolanda Ortega Latorre and Paloma Huerta Cebrián

Educ. Sci. 2025, 15(9), 1191; https://doi.org/10.3390/educsci15091191 - 10 Sep 2025

Abstract

This study analyzes the effects of an educational pill strategy in a nursing anatomy course on academic performance, grade redistribution versus a control group, and student satisfaction, acknowledging that digital teaching innovations in higher education may not benefit all students equally. A learning [...] Read more.

This study analyzes the effects of an educational pill strategy in a nursing anatomy course on academic performance, grade redistribution versus a control group, and student satisfaction, acknowledging that digital teaching innovations in higher education may not benefit all students equally. A learning pill strategy was implemented in a first-year nursing anatomy course. A pre–post quasi-experimental design assessed academic performance, while video usage and student satisfaction were analyzed using an ad hoc questionnaire. In the control group, 44.1% and 40.8% of students failed the first and second exams, respectively. In the intervention group, these percentages were 42.9% and 28.9%. While mean scores showed no significant differences in the control group, the intervention group improved significantly on the second exam (p < 0.001). Grade distribution differed between groups (χ² = 8.635; p < 0.05), with fewer students scoring below 4 and more scoring between 6 and 8. Satisfaction analysis revealed three factors: usefulness/self-efficacy, motivation/learning, and structure/accessibility, with motivation (Factor 2) significantly associated with greater strategy use. Initial group heterogeneity influences how students use and benefit from teaching resources. These findings suggest that integrating educational pills into teaching practices may enhance conceptual understanding and increase student motivation. Full article

(This article belongs to the Special Issue Technology-Enhanced Nursing and Health Education)

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37 pages, 375 KB

Open AccessArticle

Perceptions of Pre-Service Teachers in a Pedagogical Residency Program Teaching Physics Using a PBL Approach

by Manoel Felix, Thaynara Sabrina Guedes da Silva and Kátia Calligaris Rodrigues

Educ. Sci. 2025, 15(9), 1190; https://doi.org/10.3390/educsci15091190 - 10 Sep 2025

Abstract

Background: Unlike medical training, science teacher training in Brazil does not include PBL as a curricular methodology. However, there is a Pedagogical Residency Program (PRP) that allows teaching experiences that are different from those provided in the undergraduate course. Thus, in this research, [...] Read more.

Background: Unlike medical training, science teacher training in Brazil does not include PBL as a curricular methodology. However, there is a Pedagogical Residency Program (PRP) that allows teaching experiences that are different from those provided in the undergraduate course. Thus, in this research, we propose a formative intervention in PBL for scholarship holders in the Pedagogical Residency Program (hereinafter Residents), aiming to answer the following question: “What are the perceptions of pre-service teachers about the planning, implementation, and evaluation of a PBL intervention in physics teaching?”. Methods: Five Residents taught an elective course specially designed for the application of PBL to teach secondary school physics. The training of the Residents in PBL occurred almost simultaneously with the offering of the elective subject. To reveal their perceptions, we collected Residents’ teaching plans, problem scenarios, and reflective analyses. Results: The results demonstrate that the Residents encountered several difficulties in developing and implementing the PBL methodology when teaching physics. Regarding development, the difficulties lie in coherently aligning the learning objectives with the highly complex active methodology of PBL. In addition, another clear difficulty is developing a problem situation appropriate to the knowledge that one wishes to develop. During the intervention, the Residents realized how difficult it is to implement PBL to allow students to develop skills and knowledge in a reflective way. Conclusions: The results indicate that PRP is necessary to develop methodologies such as PBL, as it allows supervision and reflection on practice. However, we also observed that the results point to the urgent need to introduce PBL in the initial training of science teachers; this process can be established in three stages: strategically studying lesson planning for the implementation of PBL, developing problem situations that align with the knowledge that one wishes to develop, and developing metacognitive regulation and argumentation skills to conduct interventions based on PBL. Full article

(This article belongs to the Special Issue Problem-Based Learning in Science Education: Achievements, Pitfalls and Ways Forward, 2nd Edition)

13 pages, 1058 KB

Open AccessArticle

Incorporating Arts into Electronics Engineering: A STEAM Approach to an Embedded Systems Programming Course

by Csaba Zoltán Kertész

Educ. Sci. 2025, 15(9), 1189; https://doi.org/10.3390/educsci15091189 - 10 Sep 2025

Abstract

The growing demand for electronics engineers is one of the cornerstones of STEM education. Recent trends in education show an extension of the STEM principle into STEAM by mixing Arts with the traditional Science, Technology, Engineering, and Math disciplines. Especially in elementary education, [...] Read more.

The growing demand for electronics engineers is one of the cornerstones of STEM education. Recent trends in education show an extension of the STEM principle into STEAM by mixing Arts with the traditional Science, Technology, Engineering, and Math disciplines. Especially in elementary education, this has beneficial effects by increasing the appeal of STEM disciplines. This STEAM principle is less studied in university settings, but it can be beneficial for engineering students as well. This paper presents a case study of extending an Embedded Systems Programming class to include GUI design elements. Employing graphical user interfaces in embedded devices has been an increasing trend in the last decade, and there is also demand for introducing it into courses concerning embedded systems and microcontrollers. Teaching engineering students about graphic design has two main benefits: it increases the appeal of the course and also leads to better understanding the interaction between the two worlds of Arts and Engineering. The survey results of students after finishing the course show a high satisfaction level. Full article

(This article belongs to the Special Issue Integrating Design Thinking into Engineering Education: Enhancing Creativity and Problem-Solving Skills)

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11 pages, 746 KB

Open AccessArticle

Accreditation Challenges in Polish Medical Education: Balancing the Rapid Surge in Medical Students’ Numbers with Quality Standards

by Mateusz Guziak, Anna Joanna Świtajska and Milena Šantrić-Milićević

Educ. Sci. 2025, 15(9), 1188; https://doi.org/10.3390/educsci15091188 - 10 Sep 2025

Abstract

To address healthcare workforce shortages, Poland has experienced a significant expansion in medical education, characterized by a tripling of accredited institutions and a fourfold increase in student admissions over the past two decades. However, in 2024, the suspension of admission quotas for six [...] Read more.

To address healthcare workforce shortages, Poland has experienced a significant expansion in medical education, characterized by a tripling of accredited institutions and a fourfold increase in student admissions over the past two decades. However, in 2024, the suspension of admission quotas for six newly established universities was due to concerns over accreditation of medical degree programs (MD). Given the ongoing discussions in the European Union (EU) member states about the importance of maintaining educational quality and upholding quality standards, this study seeks to thoughtfully examine trends in admissions and the institutional growth of medical education from 2004 to 2024. It draws upon the policies established by the Ministry of Health and the Polish Accreditation Committee (PKA) throughout this timeframe, while also providing an overview of the PKA’s responses to quality assurance. Study findings indicate a misalignment between institutional growth (11 to 39, 254.6% increase) and compliance with education quality, particularly in newly established programs. This study also advocates a more robust, competency-driven framework and continuous quality improvement mechanisms, as enhanced by the international standards to overcome the limitations of Poland’s current accreditation and quality assurance system in medical education. Specifically, to strengthen the institutional capacity of the accreditation body, it would be necessary to introduce the outcome-based evaluation that tracks graduate’s clinical competence, and institutional performance transparency through public reporting. This study emphasizes the critical need to align accreditation processes with national health workforce planning. This alignment is vital for establishing pathways for programs that may be underperforming in their capacity to produce a healthcare workforce that is adequately equipped for both purpose and practice across all regions. Full article

(This article belongs to the Special Issue Quality Assessment of Higher Education Institutions)

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15 pages, 304 KB

Open AccessArticle

Validating an Expanded Model of Teacher Satisfaction: Introducing Occupational Prestige in the Greek Preschool Context

by Effimia Karamane, Nikolaos Tsigilis and Maria Efstratopoulou

Educ. Sci. 2025, 15(9), 1187; https://doi.org/10.3390/educsci15091187 - 10 Sep 2025

Abstract

Job satisfaction is widely acknowledged as a complex, multidimensional construct that significantly influences both employee well-being and organizational performance. Within the field of education, empirical research specifically focusing on preschool teachers’ job satisfaction remains scarce. Progress in this area is related to the [...] Read more.

Job satisfaction is widely acknowledged as a complex, multidimensional construct that significantly influences both employee well-being and organizational performance. Within the field of education, empirical research specifically focusing on preschool teachers’ job satisfaction remains scarce. Progress in this area is related to the availability of psychometrically robust measurement instruments. This study examined job satisfaction among Greek preschool teachers using a revised version of the Teachers’ Satisfaction Inventory (TSI), integrating theoretical frameworks emphasizing job satisfaction’s multidimensional nature and its critical role in organizational effectiveness. The present study aimed to (1) validate the TSI’s psychometric properties for preschool teachers and (2) assess satisfaction levels by incorporating two new dimensions: salary and perceived prestige. An extended version of the 30-item TSI, measuring seven dimensions, was administered to 224 Greek preschool teachers. Psychometric properties were assessed using confirmatory factor analysis (χ² = 743.33, df = 384, CFI = 0.992, RMSEA = 0.067, SRMR = 0.078), reliability (Cronbach’s α = 0.77 to 0.94) and convergent analyses (AVE = 0.661 to 0.854). Findings indicated that the revised TSI is a valid and reliable instrument with a strong seven-factor structure (factors’ correlation = 0.143 to 0.787). Results revealed high satisfaction with colleagues and students, but significant dissatisfaction with salary and prestige. The findings underscore the need for policymakers to address financial compensation and societal recognition to enhance retention and well-being in preschool education. This study contributes a validated tool for assessing preschool teachers’ job satisfaction while highlighting context-specific challenges in Greece. Full article

25 pages, 1364 KB

Open AccessArticle

AI Literacy: Elementary and Secondary Teachers’ Use of AI-Tools, Reported Confidence, and Professional Development Needs

by Zoi A. Traga Philippakos and Louis Rocconi

Educ. Sci. 2025, 15(9), 1186; https://doi.org/10.3390/educsci15091186 - 9 Sep 2025

Abstract

The development of artificial intelligence (AI) has had a significant impact on various sectors, including education. The successful integration of AI tools in classrooms depends largely on teachers’ understanding and knowledge, confidence, and training. This study explores how educators in grade 3 to [...] Read more.

The development of artificial intelligence (AI) has had a significant impact on various sectors, including education. The successful integration of AI tools in classrooms depends largely on teachers’ understanding and knowledge, confidence, and training. This study explores how educators in grade 3 to 12 utilize AI tools, their level of confidence employing these tools, and their professional development (PD) needs. It also investigates the challenges educators face integrating AI into their practice. Participants were 242 teachers (79% female). Findings revealed that while most teachers were aware of AI writing tools like ChatGPT, their overall familiarity with and understanding of AI concepts were mixed, with slightly less than half currently using AI tools in their instruction. Secondary teachers consistently showed significantly higher levels of AI knowledge, familiarity, usage, and confidence in AI-related teaching practices compared to their elementary counterparts. The primary PD need identified to boost teacher confidence was “Professional development workshops,” with challenges highlighted by lower confidence in areas like AI-based grading and troubleshooting, alongside desires for clear policies and best practice guidance. Full article

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28 pages, 2165 KB

Open AccessArticle

Bridging the Silence: Understanding Motivations and Participation Barriers in Transnational Engineering Education

by Kamalanathan Kajan, Nasir Abbasi and Costas Loizou

Educ. Sci. 2025, 15(9), 1185; https://doi.org/10.3390/educsci15091185 - 9 Sep 2025

Abstract

Active learning promises richer engagement, yet transnational English-medium engineering classrooms can remain quiet even when students are motivated. This study aims to explain this silence by examining the factors that encourage students to participate, the barriers that discourage them, and how student characteristics [...] Read more.

Active learning promises richer engagement, yet transnational English-medium engineering classrooms can remain quiet even when students are motivated. This study aims to explain this silence by examining the factors that encourage students to participate, the barriers that discourage them, and how student characteristics and coping strategies influence their participation. We conducted a mixed-methods survey of 402 undergraduates (Years 2–4) in a China–United Kingdom (Sino-UK) joint engineering programme in China. We analysed the closed-ended responses using descriptive and inferential statistics (including effect sizes) and the open-ended responses using inductive thematic analysis. Quantitative results showed that interest in the subject (76.6%) and career relevance (72.8%) were the most potent motivators. In contrast, fear of making mistakes (56%) and low confidence in public speaking (51%) were the most common barriers to participation. Other constraints included language load, deference to instructors, and prior passive learning experiences. Gender and discipline differences were negligible (Cramér’s V ≤ 0.09; Cohen’s d < 0.20). A small year-of-study effect also emerged, with later-year students marginally more confident in English-medium interactions. Qualitative analysis revealed recurring themes of evaluation anxiety, demands for technical vocabulary, inconsistent participation expectations, and reliance on private coping strategies (e.g., pre-class preparation, peer support, and after-class queries). We propose a ‘motivated-but-silent’ learner profile and blocked-pathway model where cultural, linguistic, and psychological filters prevent motivation from becoming classroom voice, refining Self-Determination Theory/Expectancy–Value Theory (SDT/EVT) and Willingness to Communicate (WTC) theories for transnational engineering contexts. These findings inform practice by recommending psychological safety measures, discipline-specific language scaffolds, and culturally responsive pedagogy to unlock student voice in English-medium Instruction/Transnational Education (EMI/TNE) settings. Full article

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21 pages, 2379 KB

Open AccessArticle

Towards Quality Education for All: Integrating EdTech, Mentorship, and Community in Support of SDG 4

by Cristina Tripon

Educ. Sci. 2025, 15(9), 1184; https://doi.org/10.3390/educsci15091184 - 9 Sep 2025

Abstract

This study explores how students, teachers, and mentors participating in the EdTech Mentor Project experienced the integration of digital tools within inclusive, service-learning-based STEM education. Drawing on Interpretative Phenomenological Analysis (IPA), the research employed semi-structured interviews and participatory video to capture the lived [...] Read more.

This study explores how students, teachers, and mentors participating in the EdTech Mentor Project experienced the integration of digital tools within inclusive, service-learning-based STEM education. Drawing on Interpretative Phenomenological Analysis (IPA), the research employed semi-structured interviews and participatory video to capture the lived experiences, perceptions, and challenges faced by participants across diverse and often underserved educational contexts. The findings reveal that digital tools empowered both students and teachers by fostering engagement, creativity, and a sense of agency. However, significant barriers were also identified, including limited internet connectivity, lack of technical infrastructure, and digital literacy gaps. Mentorship emerged as a crucial support mechanism, offering both technical guidance and emotional encouragement, especially in remote or isolated settings. Moreover, the project played a vital role in building community and reducing feelings of professional and academic isolation, particularly through collaborative learning environments facilitated by mentors. This research contributes nuanced insights into the intersection of technology, inclusion, and community-based learning in STEM education. It highlights the importance of equitable access, sustained mentorship, and participatory practices in ensuring that EdTech initiatives are not only innovative but also inclusive and empowering for all involved stakeholders. Full article

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17 pages, 468 KB

Open AccessArticle

Deep Learning in Spanish University Students: The Role of Digital Literacy and Critical Thinking

by Ana Cebollero-Salinas, Marta Mauri-Medrano and Magalí Denoni-Buján

Educ. Sci. 2025, 15(9), 1183; https://doi.org/10.3390/educsci15091183 - 9 Sep 2025

Abstract

University students use the Internet regularly for study, socialising, and entertainment; moreover, in adolescents and young adults, Internet use increases with age. More than ever before, the wide availability of online information requires critical thinking coupled with skills for evaluating online information, such [...] Read more.

University students use the Internet regularly for study, socialising, and entertainment; moreover, in adolescents and young adults, Internet use increases with age. More than ever before, the wide availability of online information requires critical thinking coupled with skills for evaluating online information, such as verifying the reliability of information and netiquette. These competencies might influence deep learning; however, few studies have analysed all these variables together. In addition, there is an ongoing academic debate as to whether using smartphones at an early age is beneficial for learning. Our study aimed to analyse, according to the age of the first smartphone, to what extent students’ critical thinking disposition, netiquette, and evaluation of the reliability of online information predict their capacity for deep learning. Our sample comprised 415 Spanish university students aged 18–36 (M = 19.98 and SD = 4.18). The instruments used were, for the assessment of Deep Learning, the Subscale of the questionnaire Attitudes towards learning of university students CEVAPU (to measure the Critical Thinking Disposition, we used the CTDS scale (Spanish adaptation of Bravo et al., 2020 and also the Competence Scale Evaluation of the reliability of online information (e-CEI) (Denoni & Cebollero-Salinas, 2025; and, finally, to assess Netiquette, the subscale of the questionnaire Evaluation of the quality of cyberbehavior “EsCaCiber” Multiple linear regression results indicated that in those participants who indicated they had acquired a smartphone before the age of thirteen, the two competencies of netiquette and evaluation of online information reliability were more strongly predictive of deep learning than in the group of participants who had their first smartphone when they were thirteen or older. Our study confirms that critical thinking disposition is a factor that favours deep learning in both groups (i.e., smartphone acquisition before and after 13 years old). The social and educational implications are along the lines of fostering a disposition to critical thinking, educating in digital literacy, especially in verifying the reliability of information, and communicating with netiquette for deep learning. Our findings indicate a potential association between critical thinking disposition and a greater propensity for deep learning in both groups (i.e., smartphone acquisition before and after 13 years old). A relevant educational implication of the results seems to indicate that a possible way to achieve deep university learning is to encourage critical thinking, to educate in digital literacy, especially in the verification of the reliability of information and to communicate with netiquette. Some of the limitations of the research design are the use of self-reports, convenience sampling and a cross-sectional design. Full article

(This article belongs to the Section Higher Education)

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14 pages, 269 KB

Open AccessArticle

Teacher Disposition as a Mediator of Professional Development Outcomes: A Closer Examination of Out-of-Field Physics Teachers

by Justina A. Ogodo

Educ. Sci. 2025, 15(9), 1182; https://doi.org/10.3390/educsci15091182 - 9 Sep 2025

Abstract

Science remains a foundational component of STEM education; however, its impact is constrained by a persistent shortage of qualified science teachers in U.S. high schools, particularly in the discipline of physics. This shortage has led to the widespread placement of teachers without subject-specific [...] Read more.

Science remains a foundational component of STEM education; however, its impact is constrained by a persistent shortage of qualified science teachers in U.S. high schools, particularly in the discipline of physics. This shortage has led to the widespread placement of teachers without subject-specific degrees or formal teaching credentials in physics classrooms. To mitigate this long-standing challenge, there is a critical need for sustained professional learning opportunities that enhance the content knowledge and pedagogical skills of out-of-field physics teachers. This case study examines the impact of teacher disposition on learning outcomes among participants in a three-year, targeted, and intensive physics professional development (PD) program. Using a qualitative data collection process, this study found that teachers who demonstrated a positive disposition toward the PD program exhibited notable gains in physics content knowledge, adopted student-centered instructional approaches, and reported increased self-efficacy in teaching physics compared to their less positively disposed counterparts. The findings underscore the need to consider and address teacher disposition as a mediating factor in the effectiveness of professional development for educators. The implications highlight the critical role of teacher disposition in shaping their learning outcomes, emphasizing the need to engage educators’ beliefs, motivations, and attitudes within supportive, reflective learning environments. By embedding dispositional awareness into PD frameworks, program designers can enhance and foster more meaningful and sustained teacher benefits. Full article

19 pages, 1424 KB

Open AccessArticle

A Systematic Instructional Approach to Teaching Finance Vocabulary to Students with Moderate-to-Significant Disabilities

by Timothy E. Morse

Educ. Sci. 2025, 15(9), 1180; https://doi.org/10.3390/educsci15091180 - 9 Sep 2025

Abstract

Federal law and judicial rulings in the United States direct educators to provide special education services to students with disabilities that enable them to demonstrate meaningful progress, considering their circumstances. The services are to comprise evidence-based practices and must account for students’ unique [...] Read more.

Federal law and judicial rulings in the United States direct educators to provide special education services to students with disabilities that enable them to demonstrate meaningful progress, considering their circumstances. The services are to comprise evidence-based practices and must account for students’ unique learning characteristics and the time allotted for instruction. Accordingly, this paper reports on two interconnected investigations involving four high school students with autism and an intellectual disability who were taught to read and define finance vocabulary via a systematic instructional approach presented during short-duration lessons (5–8 min). A multiple-probe, nonconcurrent single-case design established a functional relationship between the lessons and the students’ vocabulary acquisition. All four students learned to read their targeted words. One student demonstrated acquisition of all the definitions, whereas the other three demonstrated variable acquisition before the study was discontinued because of the end of the school year. The students also demonstrated variable skill maintenance and generalization. The results suggest an appropriate structure for a short-duration lesson and a corresponding research agenda for investigating parameters associated with its effectiveness and efficiency. The study offers teachers instructing students with moderate-significant disabilities a practical evidence-based instructional strategy that accounts for their time management challenges. Furthermore, the strategy’s framework offers a theoretical way for investigating the impacts of increased academic learning time and practice opportunities. Full article

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20 pages, 369 KB

Open AccessArticle

Exploring University Students’ Acceptance and Satisfaction of the Flipped Learning Approach in Instructional Technology Related Class

by Asma’a Abu Qbeita and Al-Mothana Gasaymeh

Educ. Sci. 2025, 15(9), 1181; https://doi.org/10.3390/educsci15091181 - 8 Sep 2025

Abstract

There is increasing interest in integrating various forms of Information and Communication technologies (ICT) into education. Well-established theoretical guidelines should guide the integration of these technologies. A flipped classroom is an example of an educational approach that integrates ICT and is guided by [...] Read more.

There is increasing interest in integrating various forms of Information and Communication technologies (ICT) into education. Well-established theoretical guidelines should guide the integration of these technologies. A flipped classroom is an example of an educational approach that integrates ICT and is guided by an active learning philosophy. The current study aims to evaluate participants’ acceptance of the flipped learning instructional model using six indicators—perceived usefulness, ease of use, hedonic motivation, attitude, self-efficacy, and educational quality—and to assess overall satisfaction. Additionally, it examines how these factors relate to overall satisfaction with this approach. The study utilized a descriptive cross-sectional research design with an exploratory and correlational orientation. The target population for this study included undergraduate students enrolled in the “Computer Applications in Education” course offered by the College of Education over three consecutive semesters: the second semester of the 2023/2024 academic year and the first and second semesters of 2024/2025. All students in this course experienced the flipped learning model as part of their instructional activities. Out of the 180 students, 137 completed the data collection tool, which was a questionnaire. The results showed that participants’ acceptance of the flipped learning approach was generally positive, ranging from moderate to high across all measured dimensions. The majority reported high levels of hedonic motivation, positive attitudes, perceived educational quality, and ease of use of the flipped learning requirements. Students found the flipped learning experience enjoyable, effective, and manageable. They believed it enhanced their learning and reported moderate self-efficacy and perceived usefulness. While satisfaction with flipped learning was moderate overall, it was strongly associated with enjoyment, positive attitudes, self-efficacy, and perceived educational quality, as evident in the results of the correlation analysis. Regression analysis revealed that these four factors were significantly associated with students’ satisfaction, whereas perceived usefulness and ease of use were not significantly associated when considered alongside other variables. These results suggest that emotional engagement, confidence, and perceived educational value are key contributors to students’ satisfaction with flipped learning. Full article

(This article belongs to the Topic AI Trends in Teacher and Student Training)

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21 pages, 955 KB

Open AccessArticle

Investigating Student Teacher Engagement with Data-Driven AI and Ethical Reasoning in a Graduate-Level Education Course

by Maria Meletiou-Mavrotheris, Dionysia Bakogianni, Yianna Danidou, Efi Paparistodemou and Alexandros Kofteros

Educ. Sci. 2025, 15(9), 1179; https://doi.org/10.3390/educsci15091179 - 8 Sep 2025

Abstract

This study investigates how student teachers engaged with data science and machine learning (ML) through a collaborative, scenario-based project in a graduate-level online course, AI in STEAM Education. The study focuses on the pilot implementation of the module Responsible AI & Data [...] Read more.

This study investigates how student teachers engaged with data science and machine learning (ML) through a collaborative, scenario-based project in a graduate-level online course, AI in STEAM Education. The study focuses on the pilot implementation of the module Responsible AI & Data Science: Ethics, Society, and Citizenship, developed within the EU-funded DataSETUP project. This module introduced student teachers to core data science and AI/ML concepts, with an emphasis on ethical reflection and societal impact. Drawing on qualitative artifacts from the pilot, the analysis applies a five-dimensional framework to examine participants’ thinking across the following dimensions of data engagement: (1) asking questions with data, (2) collecting, cleaning, and manipulating data, (3) modeling and interpreting, (4) critiquing data-based claims, and (5) reasoning about data epistemology. Findings show that student teachers demonstrated growing technical and ethical awareness and, in several cases, made spontaneous pedagogical connections—despite the absence of prompts to consider classroom applications. A supplementary coding lens identified four aspects of emerging pedagogical reasoning: instructional intent, curricular relevance, learning opportunities, and the role of the teacher. These findings highlight the value of integrating critically reflective, practice-based data science education into teacher preparation—supporting not only technical fluency but also ethical, civic, and pedagogical engagement with AI technologies. Full article

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26 pages, 558 KB

Open AccessArticle

Developing and Validating an EE–SEP Administration Model for Thai Primary Schools

by Patamawadee Srichana and Khajornsak Buaraphan

Educ. Sci. 2025, 15(9), 1178; https://doi.org/10.3390/educsci15091178 - 8 Sep 2025

Abstract

This study aimed to (a) develop a primary school administration model that integrates Entrepreneurship Education (EE) with the Sufficiency Economy Philosophy (SEP), and (b) evaluate its effects on teachers’ EE–SEP instructional competencies. Seven in-service teachers and 31 students participated. Quantitative analyses (means, standard [...] Read more.

This study aimed to (a) develop a primary school administration model that integrates Entrepreneurship Education (EE) with the Sufficiency Economy Philosophy (SEP), and (b) evaluate its effects on teachers’ EE–SEP instructional competencies. Seven in-service teachers and 31 students participated. Quantitative analyses (means, standard deviations, paired t-tests and ANOVA) and qualitative analyses (thematic analysis) were conducted. Five experts rated the model very highly (M = 4.51, SD = 0.70). Using an explanatory sequential mixed-methods design, teachers completed an EE–SEP conceptual test, submitted lesson plans, and were observed in class. After implementation, teachers’ EE–SEP understanding improved significantly (t = 8.401, p < 0.01). Their lesson plan quality and EE–SEP instructional management competency both increased significantly from the beginning to mid- and end of semester (p < 0.05). Moreover, students’ EE–SEP comprehension increased significantly following instruction (t = 20.380, p < 0.001). These results support the model’s validity and its effectiveness in enhancing EE–SEP pedagogy in Thai primary schools. Full article

(This article belongs to the Section Teacher Education)

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Educ. Sci., Volume 15, Issue 9 (September 2025) – 123 articles

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