Education Sciences

21 pages, 352 KB

Open AccessArticle

Fostering Creative Instructional Design: Unpacking the Role of Metacognitive Scaffolding in an AI Pedagogical Agent for Pre-Service Preschool Teachers—A Moderated Mediation Model

by Xiangli Zhang and Wenlan Zhang

Educ. Sci. 2026, 16(1), 172; https://doi.org/10.3390/educsci16010172 - 22 Jan 2026

Viewed by 163

Abstract

Despite advances in AI pedagogical agents, research on developing creative instructional design remains limited, and how they affect pre-service teachers’ creative thinking—especially with metacognitive scaffolding—is unclear. Based on metacognitive and creativity investment theories, this study examines how such scaffolding in an AI agent [...] Read more.

Despite advances in AI pedagogical agents, research on developing creative instructional design remains limited, and how they affect pre-service teachers’ creative thinking—especially with metacognitive scaffolding—is unclear. Based on metacognitive and creativity investment theories, this study examines how such scaffolding in an AI agent fosters creative instructional design among pre-service preschool teachers, and whether critical thinking mediates this relationship moderated by AI dependency. A quasi-experimental design was used with 120 pre-service preschool teachers, who were assigned to the experimental group or the control group. Data on metacognitive awareness, AI dependency, critical thinking, and creative thinking were gathered through valid measuring instruments, and innovative curricula were evaluated by experts. The results show that the experimental group achieved much better scores on creative instructional design ideas after the test than the control group. The moderated mediation analysis revealed a critical thinking-mediated pathway that was moderated by AI dependency. In conclusion, AI pedagogical agents with metacognitive scaffolding (MAS-based) improved critical thinking and promoted deeper, more independent creative thinking, thus improving creative instructional design, through a pathway that is moderated by the degree of AI dependency. This study offers valuable theoretical and practical insights to cultivate creative teaching skills. Full article

(This article belongs to the Special Issue Teacher Emotion, Pedagogical Agents and Psychological Well-Being: Implications for Student Development)

26 pages, 2791 KB

Open AccessArticle

Data-Rich Science Instruction: Current Practices and Professional Learning Needs for Middle and High School Earth Science

by Nicole Wong, Rasha Elsayed, Leticia R. Perez, Katy Nilsen, Kirsten R. Daehler and Svetlana Darche

Educ. Sci. 2026, 16(1), 171; https://doi.org/10.3390/educsci16010171 - 22 Jan 2026

Viewed by 140

Abstract

Data fluency—the ability and confidence to actively make sense of and use data—is increasingly recognized as essential for students’ civic participation and scientific literacy, yet questions remain about implementing data-rich instruction effectively. This exploratory mixed-methods study examined current practices and professional learning needs [...] Read more.

Data fluency—the ability and confidence to actively make sense of and use data—is increasingly recognized as essential for students’ civic participation and scientific literacy, yet questions remain about implementing data-rich instruction effectively. This exploratory mixed-methods study examined current practices and professional learning needs through surveys with 155 secondary Earth science educators across the United States and focus groups with 21 participants. Educators reported comprehensive engagement with data practices (91% using 5+ practice categories) but showed critical gaps: only 39% used pre-existing datasets despite their importance for investigating large-scale phenomena, 45% employed dynamic visualization tools that could democratize data exploration, and 18% did not foster dispositions for student data agency. Teachers recognized diverse student assets for data work, including community-based knowledge and problem-solving approaches, with 42% seeking support for community-connected pedagogy. Barriers included accessing relevant datasets (53%), time constraints (42%), and integrating data into lessons (47%)—challenges that reflect systemic rather than individual limitations. These findings reveal that while educators serving diverse communities envision data science as an opportunity to value different strengths and ways of knowing, realizing this transformative potential requires systematic support including accessible tools, relevant datasets, and professional learning that bridges recognition of student assets with classroom implementation. Full article

(This article belongs to the Special Issue Rethinking Science Education: Pedagogical Shifts and Novel Strategies)

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29 pages, 657 KB

Open AccessReview

Pathway to Medicine and Health Programs Revisited: Outcomes and Institutional Adaptations in Greater Philadelphia and Beyond

by Dara Bright, Sarah Hughes and Roshell Muir

Educ. Sci. 2026, 16(1), 170; https://doi.org/10.3390/educsci16010170 - 22 Jan 2026

Viewed by 111

Abstract

This scoping literature review examines the outcomes and institutional adaptations of pathway programs designed to increase diversity in medical and allied health professions. These programs address systemic barriers faced by students from underrepresented (UR) backgrounds through a targeted focus on improving their academic [...] Read more.

This scoping literature review examines the outcomes and institutional adaptations of pathway programs designed to increase diversity in medical and allied health professions. These programs address systemic barriers faced by students from underrepresented (UR) backgrounds through a targeted focus on improving their academic performance and preparedness for healthcare careers. Utilizing a scoping approach, peer-reviewed publications from 2014 to March 2024 were analyzed, focusing on pathway programs within the United States. Following PRISMA-ScR guidelines, no formal quality appraisal was conducted. The review highlights the geographical distribution of these programs, particularly in the Greater Philadelphia area, and evaluates their success rates and key components, such as mentorship, academic support, and clinical exposure. Key thematic findings include the importance of sustained mentorship, financial and emotional support, early exposure to health careers, and comprehensive academic preparation. The study also discusses the recent implications of the Supreme Court rulings on race-conscious admissions and the resulting institutional strategies to maintain diversity within legal constraints. By providing a comprehensive overview of the literature, this review aims to inform the development and implementation of pathway programs that can improve diversity in the healthcare workforce. Full article

(This article belongs to the Section STEM Education)

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26 pages, 1611 KB

Open AccessArticle

Evaluating a Virtual Learning Environment for Secondary English in a Public School: Usability, Motivation, and Engagement

by Myriam Tatiana Velarde Orozco and Bárbara Luisa de Benito Crosetti

Educ. Sci. 2026, 16(1), 169; https://doi.org/10.3390/educsci16010169 - 22 Jan 2026

Viewed by 143

Abstract

Public schools often operate with shared devices, unstable connectivity, and limited support for digital tools, which can make feature-heavy platforms difficult to adopt and sustain. This study reports the first formal design iteration and formative evaluation of VLEPIC, a school-centred virtual learning environment [...] Read more.

Public schools often operate with shared devices, unstable connectivity, and limited support for digital tools, which can make feature-heavy platforms difficult to adopt and sustain. This study reports the first formal design iteration and formative evaluation of VLEPIC, a school-centred virtual learning environment (VLE) developed to support secondary English as a Foreign Language in a low-resource Ecuadorian public school. Using a design-based research approach with a convergent mixed-methods design, one Grade 10 cohort (n = 42; two intact classes) used VLEPIC for one month as a complement to regular lessons. Data were collected through questionnaires on perceived usability and motivation, platform usage logs, and open-ended feedback from students and the teacher; results were analysed descriptively and thematically and then integrated to inform design decisions. Students reported high perceived usability and strong motivational responses in attention, relevance, and satisfaction, while confidence was more heterogeneous. Usage logs indicated recurrent but uneven engagement, with distinct low-, medium-, and high-activity profiles. Qualitative feedback highlighted enjoyment and clarity alongside issues with progress tracking between missions, navigation on mobile devices, and task submission reliability. The main contribution is a set of empirically grounded, context-sensitive design principles linking concrete interface and task-design decisions to perceived usability, motivation, and real-world usage patterns in constrained school settings. Full article

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19 pages, 1420 KB

Open AccessArticle

Turning the Page: Pre-Class AI-Generated Podcasts Improve Student Outcomes in Ecology and Environmental Biology

by Laura Díaz and Víctor D. Carmona-Galindo

Educ. Sci. 2026, 16(1), 168; https://doi.org/10.3390/educsci16010168 - 22 Jan 2026

Viewed by 103

Abstract

In the aftermath of the COVID-19 pandemic, instructors in higher education have reported a decline in foundational reading habits, particularly in STEM courses where dense, technical texts are common. This study examines a low-barrier instructional intervention that used generative AI (GenAI) to support [...] Read more.

In the aftermath of the COVID-19 pandemic, instructors in higher education have reported a decline in foundational reading habits, particularly in STEM courses where dense, technical texts are common. This study examines a low-barrier instructional intervention that used generative AI (GenAI) to support pre-class preparation in two upper-division biology courses. Weekly AI-generated audio overviews—“podcasts”—were paired with timed, textbook-based online quizzes. These tools were not intended to replace reading, but to scaffold engagement, reduce preparation anxiety, and promote early familiarity with course content. We analyzed student engagement, perceptions, and performance using pre/post surveys, quiz scores, and exam outcomes. Students reported that the podcasts helped manage time constraints, improved their readiness for lecture, and increased their motivation to read. Those who consistently completed the quizzes performed significantly better on closed-book, in-class exams and earned higher final course grades. Our findings suggest that GenAI tools, when integrated intentionally, can reintroduce structured learning behaviors in post-pandemic classrooms. By meeting students where they are—without compromising cognitive rigor—audio-based scaffolds may offer inclusive, scalable strategies for improving academic performance and reengaging students with scientific content in an increasingly attention-fragmented educational landscape. Full article

(This article belongs to the Special Issue 21st Century Science Classrooms: Innovative Approaches to Technology Integration)

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23 pages, 2415 KB

Open AccessArticle

Self-Assessment of Teamwork Skills Among Adolescents: Psychometric Properties of the Collaborative Skills Scale

by Anita Pásztor-Kovács, Attila Pásztor, Yong Liu and Gyöngyvér Molnár

Educ. Sci. 2026, 16(1), 167; https://doi.org/10.3390/educsci16010167 - 21 Jan 2026

Viewed by 157

Abstract

Monitoring the development of increasingly essential collaborative skills at the individual level within a classroom context requires effective, easy-to-use, and quick measurement tools. These tools should provide global feedback on the skillset rather than reflecting performance in a single group task. A self-rated [...] Read more.

Monitoring the development of increasingly essential collaborative skills at the individual level within a classroom context requires effective, easy-to-use, and quick measurement tools. These tools should provide global feedback on the skillset rather than reflecting performance in a single group task. A self-rated questionnaire is a beneficial option for this purpose. The aim of our research is to develop a self-rated scale for adolescents, the Collaborative Skills Scale (CoSS), which provides a global assessment of students’ teamwork competence. Additionally, using our assessment instrument, we seek to explore what patterns adolescents’ self-ratings show to be connected to their collaborative skills. A total of 2128 Grade 8 students participated in our online data collection. The Collaborative Skills Scale was developed based on the collaborative problem-solving model of the ATC21S project. Confirmatory factor analyses yielded a reliable and structurally valid 18-item scale (Cronbach’s α = 0.90; χ² = 1802.83, df = 132, p < 0.01; CFI = 0.944; TLI = 0.935; RMSEA = 0.077; SRMR = 0.031), which can provide educational practitioners with an effective formative assessment tool for monitoring and supporting the development of teamwork skills. Ideally, it should be utilized in combination with other instruments, such as peer- or teacher-rated scales, to ensure a comprehensive understanding of students’ collaborative skills. In line with previous findings, students tended to rate their teamwork skills above average. The implications of this potentially biased self-evaluation among adolescents in terms of collaborative competence are discussed. Full article

(This article belongs to the Special Issue Breaking Barriers: Improving Learning Outcomes for Students with Social, Emotional, and Behavioral Difficulties)

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31 pages, 1231 KB

Open AccessArticle

Charting the Pathway to STEM: How Middle School Socialization and Science Growth Trajectories Predict Adult Career Success

by Jerf W. K. Yeung, Herman H. M. Lo, Sai-Fu Fung, Daniel K. W. Young and Lili Xia

Educ. Sci. 2026, 16(1), 166; https://doi.org/10.3390/educsci16010166 - 21 Jan 2026

Viewed by 115

Abstract

Middle school is a critical period for science education, yet the collective impact of socialization agents on students’ longitudinal science learning trajectories and subsequent STEM careers remains underexplored. This study investigates how seventh-grade (typically aged 12–13) socialization agents—parental educational encouragement, peer academic support, [...] Read more.

Middle school is a critical period for science education, yet the collective impact of socialization agents on students’ longitudinal science learning trajectories and subsequent STEM careers remains underexplored. This study investigates how seventh-grade (typically aged 12–13) socialization agents—parental educational encouragement, peer academic support, constructive school learning environment, and student self-esteem—collectively shape the developmental growth trajectories of science performance throughout middle school and predict the attainment of a college STEM degree and later engagement in STEM professions in adulthood. Using five-wave longitudinal data from the Longitudinal Study of American Youth (LSAY, N = 3116), we employed latent growth curve modeling (LGCM) to analyze these relationships. Results indicated that all four grade-7 socialization agents significantly predicted a higher initial level of science achievement. In addition, parental encouragement and a constructive school learning environment also predicted a positive growth rate of science achievement. Furthermore, both the initial level and growth of science performance significantly predicted successful graduation with a STEM degree. These middle school science trajectories, along with obtaining a STEM degree, sequentially mediated the relationships between the grade-7 socialization agents and adult STEM career engagement. The findings underscore the necessity of educational policies and interventions that foster a synergistic pro-learning socialization context in middle school to bolster students’ science education and pave the way for long-term STEM success. Full article

(This article belongs to the Section STEM Education)

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23 pages, 426 KB

Open AccessArticle

Creating Dialogic Spaces in STEM Education: A Comparative Study of Ground Rules

by Imogen Casebourne, Nigel Calder, Kevin Martin, Kate Rhodes and Cynthia James

Educ. Sci. 2026, 16(1), 165; https://doi.org/10.3390/educsci16010165 - 21 Jan 2026

Viewed by 157

Abstract

This article reports on a comparative case study that examined the ground rules used to facilitate a dialogic space in two discrete and diverse research studies: Year 5 & 6 children learning to code with ScratchMaths as part of their mathematics programmes, and [...] Read more.

This article reports on a comparative case study that examined the ground rules used to facilitate a dialogic space in two discrete and diverse research studies: Year 5 & 6 children learning to code with ScratchMaths as part of their mathematics programmes, and crop farmers in rural east Africa developing their practice through various communications. The intention was to see if there were common actions or principles important for the establishment of ground rules in dialogic spaces in general. Understanding the nature of dialogic space has become increasingly important in many areas of education. STEM subjects, particularly when integrated, frequently involve collaborative interaction, and utilise a dialogical approach. Some initial aspects of ground rules were collaboratively identified, with both studies then independently analysed to identify emerging themes related to these ground rules. Several key elements emerged: developing the processes for interaction and communication; developing trust between participants; developing respectful dialogue; teacher roles; and facilitating collaborative work and the co-construction of meaning. The comparative case study suggested that these were important for other education work when establishing dialogic space. Full article

(This article belongs to the Special Issue STEM Stories: Inspiring Integrated STEM Teaching and Learning from Early Childhood to Teacher Education)

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19 pages, 1191 KB

Open AccessArticle

Exploring the Role of Initial Teacher Education in Promoting Student Teachers’ Language Assessment Literacy Development: A Focus on Formative Assessment Task Design

by Siyuan Shao

Educ. Sci. 2026, 16(1), 164; https://doi.org/10.3390/educsci16010164 - 21 Jan 2026

Viewed by 113

Abstract

Teachers’ language assessment literacy (LAL) encompasses the knowledge and competencies required to design and implement assessment practices that support learning. Although prior research has documented general trends in LAL development, less is known about how individual teachers, particularly student teachers, interpret, appropriate, and [...] Read more.

Teachers’ language assessment literacy (LAL) encompasses the knowledge and competencies required to design and implement assessment practices that support learning. Although prior research has documented general trends in LAL development, less is known about how individual teachers, particularly student teachers, interpret, appropriate, and negotiate formative assessment (FA) task design within the context of initial teacher education (ITE). Adopting an in-depth qualitative case study approach, this study examines how a single student teacher in a Chinese initial teacher education developed her cognition and classroom practice related to FA tasks across a teaching methodology course and a practicum. Drawing on thematic analysis of semi-structure interviews, lesson plans, classroom observations, stimulated recall interviews, and reflective journals, the study traces developmental changes and the contextual factors shaping the student teacher’s LAL in relation to FA tasks. Findings show that the sustained engagement with FA task design supported more sophisticated understandings of FA, including (1) an increased recognition of the pedagogical necessity of incorporating authentic FA tasks into lesson planning, (2) a growing aspiration to implement FA-oriented instruction that promotes higher-order thinking, (3) an enhanced awareness of the empowering role of FA tasks in fostering students’ self-regulated learning, and (4) a more nuanced understanding of the challenges inherent in implementing FA practices. Meanwhile, the case illustrates how pre-existing assessment conceptions, school culture norms, and limited targeted mentoring can constrain LAL development in relation to FA. By providing a fine-grained account of developmental processes, this study offers insights into how ITE can mediate student teachers’ engagement with FA task design. The findings have implications for teacher education programs in other similar educational contexts, particularly regarding the integration of FA task design into assessment courses and the provision of sustained, context-sensitive support during teaching practicum. Full article

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24 pages, 719 KB

Open AccessArticle

Federal Grants, Racialized Eligibility, and Ideological Control: The New (E)Quality Politics of Higher Education

by Heather McCambly, Crystal Couch and Claudia Zapata-Gietl

Educ. Sci. 2026, 16(1), 163; https://doi.org/10.3390/educsci16010163 - 21 Jan 2026

Viewed by 347

Abstract

Never before has the role of the federal government in underwriting U.S. higher education been more visible than in the early months of the second Trump Administration. The Administration’s aggressive anti-DEI and anti-science attacks have exposed the reliance within higher education, especially among [...] Read more.

Never before has the role of the federal government in underwriting U.S. higher education been more visible than in the early months of the second Trump Administration. The Administration’s aggressive anti-DEI and anti-science attacks have exposed the reliance within higher education, especially among research institutions, on federal grantmaking infrastructure. In this paper, we use the (e)quality politics framework to analyze the Trump Administration’s attack on federal grantmaking infrastructure as well as the response and/or resistance from targeted institutions and concerned advocates. Bringing this theoretical model into conversation with present-day empirics allows us to not only parse the underlying, racialized ideology of these political moves but to surface political and practical insights for organized resistance. Full article

(This article belongs to the Special Issue Navigating the Challenges, Tensions, and Complexities of Political and Legislative Attacks in Higher Education)

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3 pages, 142 KB

Open AccessEditorial

Editorial to Special Issue: Mathematics in Engineering Education

by Bettina Dahl Søndergaard and Reinhard Hochmuth

Educ. Sci. 2026, 16(1), 162; https://doi.org/10.3390/educsci16010162 - 21 Jan 2026

Viewed by 92

Abstract

This Special Issue focuses on the role of mathematics in engineering education [...] Full article

(This article belongs to the Special Issue Mathematics in Engineering Education)

23 pages, 1451 KB

Open AccessSystematic Review

The Benefits and Challenges of Using the Demonstration Method in STEM Education: A Systematic Literature Review

by Chak-Him Fung and Siu-Ping Ng

Educ. Sci. 2026, 16(1), 161; https://doi.org/10.3390/educsci16010161 - 20 Jan 2026

Viewed by 217

Abstract

The education field has been striving to develop STEM teaching and learning methodologies that effectively integrate subject knowledge across disciplines and connect it to daily life. Many teachers believe that practical work can help students better grasp abstract concepts. However, they often hesitate [...] Read more.

The education field has been striving to develop STEM teaching and learning methodologies that effectively integrate subject knowledge across disciplines and connect it to daily life. Many teachers believe that practical work can help students better grasp abstract concepts. However, they often hesitate to incorporate practical work due to constraints, such as limited resources and a lack of experimental skills among students. As a result, demonstrations are frequently used as an alternative. This study presents the findings of a systematic literature review conducted in accordance with PRISMA guidelines, analyzing the advantages, disadvantages, and potential enhancements of using the demonstration method in STEM education. After examining 49 relevant studies, this review identified 15 benefits and 14 challenges associated with the demonstration method, encompassing their impact on students, teachers, and operational aspects. Additionally, six key components were discovered that enhance the efficacy of the demonstration method. Based on the findings, recommendations are proposed for policymakers, universities, and schools to improve the implementation and outcomes of demonstration-based teaching and learning in STEM education. Full article

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21 pages, 622 KB

Open AccessArticle

Chatbots in Multivariable Calculus Exams: Innovative Tool or Academic Risk?

by Gustavo Navas, Julio Proaño-Orellana, Rogelio Orizondo, Gabriel E. Navas-Reascos and Gustavo Navas-Reascos

Educ. Sci. 2026, 16(1), 160; https://doi.org/10.3390/educsci16010160 - 20 Jan 2026

Viewed by 118

Abstract

The integration of AI tools like ChatGPT into educational assessments, particularly in the context of Multivariable Calculus, represents a transformative approach to personalized and scalable learning. This study examines the Exams as a Service (EaaS)-Flipped Chatbot Test (FCT) framework, implemented through the AIQuest [...] Read more.

The integration of AI tools like ChatGPT into educational assessments, particularly in the context of Multivariable Calculus, represents a transformative approach to personalized and scalable learning. This study examines the Exams as a Service (EaaS)-Flipped Chatbot Test (FCT) framework, implemented through the AIQuest platform, to explore how chatbots can support assessment processes while addressing risks related to automation and academic integrity. The methodology combines static and dynamic assessment modes within a cloud-based environment that generates, evaluates, and provides feedback on student responses. Quantitative survey data and qualitative written reflections were analyzed using a mixed-methods approach, incorporating Grounded Theory to identify emerging cognitive patterns. The results reveal differences in students’ engagement, performance, and reasoning patterns between AI-assisted and non-AI assessment conditions, highlighting the role of structured AI-generated feedback in supporting reflective and metacognitive processes. Quantitative results indicate higher and more homogeneous performance under the reverse evaluation, while survey responses show generally positive perceptions of feedback usefulness and task appropriateness. This study contributes integrated quantitative and qualitative evidence on the design of AI-assisted evaluation frameworks as formative and diagnostic tools, offering guidance for educators to implement AI-based evaluation systems. Full article

(This article belongs to the Section STEM Education)

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19 pages, 4790 KB

Open AccessArticle

Enhancing First-Year Mathematics Achievement Through a Complex Gamified Learning System

by Anna Muzsnay, Sára Szörényi, Anna K. Stirling, Csaba Szabó and Janka Szeibert

Educ. Sci. 2026, 16(1), 159; https://doi.org/10.3390/educsci16010159 - 20 Jan 2026

Viewed by 207

Abstract

The transition from high school to university-level mathematics is often accompanied by significant challenges. During the COVID-19 pandemic, these difficulties were further exacerbated by the abrupt shift to online learning. In response, educators increasingly turned to gamification—“a process of enhancing a service with [...] Read more.

The transition from high school to university-level mathematics is often accompanied by significant challenges. During the COVID-19 pandemic, these difficulties were further exacerbated by the abrupt shift to online learning. In response, educators increasingly turned to gamification—“a process of enhancing a service with affordances for gameful experiences in order to support users’ overall value creation”—as a strategy to address the limitations of remote instruction. In this study, we designed a gamified environment for a first-year Number Theory course. The system was constructed using targeted game elements such as leaderboards, optional challenge exams, and recognition for elegant solutions. These features were then integrated into a comprehensive point-based assessment system, which accounted for weekly quizzes and active participation. Following a quasi-experimental design, this study compared two groups of pre-service mathematics teachers: the class of 2017 (N = 62), which received traditional in-person instruction (control group), and the class of 2020 (N = 61), which participated in an online, gamified version of the course (experimental group). Both groups were taught by the same lecturer, using identical content, concepts, and similar tasks throughout the course. Academic performance was measured using midterm exam results. While no significant difference emerged on the first midterm in week 6 (their average percentages were 50% and 51%), the experimental group significantly outperformed the control group on the second midterm at the end of the term (their average percentages were 65% and 49%). These results suggest that a thoughtfully designed, gamified approach can enhance learning outcomes in an online mathematics course. Full article

(This article belongs to the Special Issue Engaging Children in Math: Game-Based and Playful Approaches to Learning)

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16 pages, 543 KB

Open AccessArticle

Initial Teacher Education: Addressing the Needs and Perceived Challenges of First- and Second-Career Pre-Service Teachers

by Helena Granziera

Educ. Sci. 2026, 16(1), 158; https://doi.org/10.3390/educsci16010158 - 20 Jan 2026

Viewed by 268

Abstract

Learning to teach represents a complex process of professional and personal transformation that involves constructing new professional identities, negotiating prior experiences, and engaging with the epistemologies of teaching. For both first- and second-career entrants, ITE is not only a pathway into employment but [...] Read more.

Learning to teach represents a complex process of professional and personal transformation that involves constructing new professional identities, negotiating prior experiences, and engaging with the epistemologies of teaching. For both first- and second-career entrants, ITE is not only a pathway into employment but a significant phase of identity (re)formation and learning within the higher education context. Understanding the needs and challenges that pre-service teachers articulate during this phase therefore provides critical insight into how teacher education functions as a space of learning and belonging. Despite this, empirical research addressing this issue remains limited. Accordingly, the present study sought to address this gap by exploring the differences in the needs and challenges of first- and second-career pre-service teachers. Analysis of qualitative data collected from 123 Australian first- and second-career pre-service teachers revealed that both groups identified a strong need for more authentic, practice-based learning and sustained mentorship to bridge the persistent gap between theory and classroom practice. Despite shared concerns around behaviour management, assessment, and wellbeing, second-career entrants emphasised challenges related to transferring prior professional identities, navigating school cultures, and balancing study with family and financial responsibilities. These findings highlight the importance of differentiated, career-responsive approaches in initial teacher education that recognise diverse life experiences as central to professional learning and teacher identity formation. Full article

(This article belongs to the Section Teacher Education)

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24 pages, 2657 KB

Open AccessArticle

Improving Learning Outcomes in Microcontroller Courses Using an Integrated STM32 Educational Laboratory: A Quasi-Experimental Study

by Alejandra Cepeda-Argüelles, Fabián García-Vázquez, Perla C. Miranda-Barreras, Jesús A. Nava-Pintor, Luis F. Luque-Vega, Sodel Vázquez-Reyes, Ma. del Rosario Martínez-Blanco, Teodoro Ibarra-Pérez and Héctor A. Guerrero-Osuna

Educ. Sci. 2026, 16(1), 157; https://doi.org/10.3390/educsci16010157 - 20 Jan 2026

Viewed by 340

Abstract

Engineering laboratory courses are essential for developing conceptual understanding and practical skills; however, the time students spend assembling prototypes and troubleshooting wiring issues often reduces opportunities for analysis, programming, and reflective learning. To address this limitation, this study designed and evaluated an integrated [...] Read more.

Engineering laboratory courses are essential for developing conceptual understanding and practical skills; however, the time students spend assembling prototypes and troubleshooting wiring issues often reduces opportunities for analysis, programming, and reflective learning. To address this limitation, this study designed and evaluated an integrated STM32-based educational laboratory that consolidates the main peripherals required in a microcontroller course into a single Printed Circuit Board (PCB) platform. A quasi-experimental intervention was implemented with 40 engineering students divided into a control group using traditional STM32 Blue Pill and breadboard connections and an experimental group using the integrated platform. Throughout ten laboratory sessions, data were collected through pre- and post-tests, laboratory logs, and the Motivated Strategies for Learning Questionnaire Short Form (MSLQ-SF). Results showed that the experimental group achieved a Hake normalized learning gain of 40.09% compared with 16.22% in the control group, also showing that it completed the sessions an average of 27 min faster and facilitated a substantial reduction in hardware- and connection-related errors. Significant improvements were also observed in metacognitive and improved motivational and self-regulated learning scores. Overall, the findings indicate that reducing operational barriers in laboratory work enhances both cognitive and motivational learning processes, supporting the adoption of integrated educational hardware to optimize learning outcomes in engineering laboratory courses. Full article

(This article belongs to the Special Issue Technology-Enhanced Learning in Tertiary Education)

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18 pages, 1188 KB

Open AccessArticle

Agentic Leadership During a War Crisis: School Principals Displaced by War

by Yehudit Bar-On and Chen Schechter

Educ. Sci. 2026, 16(1), 156; https://doi.org/10.3390/educsci16010156 - 20 Jan 2026

Viewed by 231

Abstract

This study explores how school principals evacuated from their schools in the wake of the 7 October 2023 war perceived their unique challenges, the strategies they adopted, and the ways in which their agency was shaped during the extreme crisis. Using semi-structured, in-depth [...] Read more.

This study explores how school principals evacuated from their schools in the wake of the 7 October 2023 war perceived their unique challenges, the strategies they adopted, and the ways in which their agency was shaped during the extreme crisis. Using semi-structured, in-depth interviews with 33 displaced principals from elementary, middle, secondary, and special education schools, we identified four interconnected dimensions of the principals’ agency during wartime. Intrapersonal agency reflected the principal’s inner identity as a foundation for action. Critical agency emerged from frustration with systemic failures and bureaucratic obstacles, motivating the pursuit of meaningful change. Collaborative agency was expressed in building and maintaining trust-based networks and partnerships that enabled effective solutions. Finally, proactive agency was driven by an internal desire for growth and influence, promoting innovative strategies and renewal processes at organizational, emotional, and community levels. This leadership framework for understanding principalship in wartime highlights agency as a holistic framework that enables principals not only to ensure the survival of their schools, but also to respond to chaotic realities. Practically, the findings inform the design of models for ensuring educational continuity in emergencies, and tailored support mechanisms for displaced educational communities. Full article

(This article belongs to the Special Issue Educational Leadership for Complex Times: Integrative Approaches for Flourishing Schools and Systems)

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23 pages, 483 KB

Open AccessArticle

Redefining Agency: A Capability-Driven Research Agenda for Generative AI in Education

by Toshinori Saito

Educ. Sci. 2026, 16(1), 155; https://doi.org/10.3390/educsci16010155 - 19 Jan 2026

Viewed by 375

Abstract

(1) Aim: This paper aims to develop a research agenda grounded in the Capability Approach to address the “quality of use” gap emerging from the proliferation of generative AI (GenAI) in education. (2) Method: We conducted a deductive thematic analysis of 21 recent [...] Read more.

(1) Aim: This paper aims to develop a research agenda grounded in the Capability Approach to address the “quality of use” gap emerging from the proliferation of generative AI (GenAI) in education. (2) Method: We conducted a deductive thematic analysis of 21 recent academic papers (2023–2025) using the Capability-Driven Digital Education Framework (CDDEF) to synthesise emerging discourse on digital empowerment. (3) Findings: The thematic synthesis reveals three cross-cutting themes: the ambiguous impact of AI on human capabilities (scaffold vs. crutch), the shift in educational inequality from access to quality and justice, and the necessity of redefining human agency in partnership with AI. (4) Implications: The resulting agenda provides a roadmap for researchers and policymakers to ensure GenAI functions as a scaffold for expanding substantive freedoms rather than exacerbating digital divides. Full article

(This article belongs to the Special Issue Supporting Learner Engagement in Technology-Rich Environments)

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26 pages, 1805 KB

Open AccessSystematic Review

Peer Power in Practice: A Systematic Literature Review of Peer Programs for Inclusive and Supportive Schools

by Edit Felső and Anikó Fehérvári

Educ. Sci. 2026, 16(1), 154; https://doi.org/10.3390/educsci16010154 - 19 Jan 2026

Viewed by 261

Abstract

In today’s multicultural and interconnected societies, as schools and classrooms become more diverse, promoting inclusive attitudes and supportive learning environments is a central challenge for education systems. Present systematic review synthesizes evidence on the effectiveness of peer programs—including mentoring, tutoring, teaching, and peer [...] Read more.

In today’s multicultural and interconnected societies, as schools and classrooms become more diverse, promoting inclusive attitudes and supportive learning environments is a central challenge for education systems. Present systematic review synthesizes evidence on the effectiveness of peer programs—including mentoring, tutoring, teaching, and peer support initiatives—in enhancing inclusivity within schools. A systematic search was conducted in Web of Science, Scopus, and ERIC for studies published between 2015 and 2024, following PRISMA 2020 guidelines. No review protocol was registered. Fifteen peer-reviewed articles were included based on criteria such as implementation in general education from grade 1 to grade 12 and a clear goal of improving community, social interactions, school climate, students’ attitudes, acceptance of differences, or overall inclusivity. Methodological quality was appraised using the Mixed Methods Appraisal Tool (MMAT), with most studies meeting all criteria. Findings demonstrate that peer programs are generally associated with improvements in inclusive attitudes, empathy, and community engagement, contributing to improved school climate and student well-being, while also supporting academic goals. Future research should expand the geographic scope of peer program studies and incorporate longitudinal designs to better understand their sustained impact across diverse educational contexts. Full article

(This article belongs to the Section Special and Inclusive Education)

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21 pages, 2948 KB

Open AccessArticle

Teacher Professional Development: A Workshop Proposal for High School–University Collaboration Using Technology and AI

by Guillermina Ávila García, Liliana Suárez Téllez, Mario Humberto Ramírez Díaz and Francisco Antonio Horta Rangel

Educ. Sci. 2026, 16(1), 153; https://doi.org/10.3390/educsci16010153 - 19 Jan 2026

Viewed by 485

Abstract

This study explores the integration of technology and artificial intelligence (AI) as catalysts for professional teacher development within the context of Mexico’s educational challenges. Adopting a qualitative and exploratory approach, a four-phase workshop was conducted with 40 high school and university-level teachers from [...] Read more.

This study explores the integration of technology and artificial intelligence (AI) as catalysts for professional teacher development within the context of Mexico’s educational challenges. Adopting a qualitative and exploratory approach, a four-phase workshop was conducted with 40 high school and university-level teachers from the National Polytechnic Institute (IPN). The methodology included scientific modeling activities using traditional methods, software (Tracker, ver. 6.2.0), and AI tools (ChatGPT-3.5), while analyzing participants’ perceptions and experiences. The findings reveal a clear disconnect between teachers’ theoretical competencies and their practical skills, with persistent gaps in scientific literacy at both educational levels. However, this study documents that the workshop functioned as a genuine professional learning community, where inter-academic collaboration and peer-learning proved to be an effective strategy for addressing these deficiencies. Technology, specifically the Tracker software, served as a catalyst for conceptual understanding. Despite AI’s potential for research, its limitations in the precision of responses reinforced this study’s central conclusion: technology does not replace the teacher’s work but transforms the teacher’s role into a critical mediator, responsible for guiding students to develop analytical and critical thinking in a complex digital environment. Full article

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

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15 pages, 555 KB

Open AccessArticle

Validating the Music Wellness Model: Evidence from Expert and Public Perspectives

by Jazz Walia, Sinead George, Daisy Sun, Bev Foster, Lee Bartel and Chelsea Mackinnon

Educ. Sci. 2026, 16(1), 152; https://doi.org/10.3390/educsci16010152 - 19 Jan 2026

Viewed by 168

Abstract

Rising rates of mental health concerns worldwide highlight the need for accessible and effective support. Music wellness, defined as “interacting with music in a way that contributes to holistic health and flourishing,” may help address this gap when integrated into education. In 2024, [...] Read more.

Rising rates of mental health concerns worldwide highlight the need for accessible and effective support. Music wellness, defined as “interacting with music in a way that contributes to holistic health and flourishing,” may help address this gap when integrated into education. In 2024, this research team conducted a Delphi study to establish this definition and propose a four-dimensional music wellness model (catalyst, act, outcome, and skill). The present study builds on that work by evaluating the model’s clarity, relevance, and real-world applicability through a mixed-methods validation study. Semi-structured interviews with five experts assessed conceptual coherence and clarity, and a survey of 160 adults examined whether the model reflected everyday uses of music for well-being. Experts confirmed the model’s logic and utility while suggesting refinements to improve clarity. Survey responses showed high overall agreement (mean = 85.6%) across items representing all four dimensions, and all participants reported daily engagement with music and positive emotional effects. These findings support the model’s validity and applicability, providing an evidence-based foundation for integrating music wellness into curricula that promote lifelong health and flourishing. Full article

(This article belongs to the Special Issue Music Education: Current Changes, Future Trajectories)

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24 pages, 662 KB

Open AccessArticle

Between Inclusion and Artificial Intelligence: A Study of the Training Gaps of University Teaching Staff in Spain

by Lina Higueras-Rodríguez, Johana Muñoz-López, Marta Medina-García and Carmen Lucena-Rodríguez

Educ. Sci. 2026, 16(1), 151; https://doi.org/10.3390/educsci16010151 - 19 Jan 2026

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Abstract

This study analyzes how Spanish universities integrate inclusion, accessibility, digital competence, and artificial intelligence (AI) into the professional development of university teaching staff, in a context marked by rapid digital transformation. The research addresses the lack of comparative evidence on how these key [...] Read more.

This study analyzes how Spanish universities integrate inclusion, accessibility, digital competence, and artificial intelligence (AI) into the professional development of university teaching staff, in a context marked by rapid digital transformation. The research addresses the lack of comparative evidence on how these key dimensions of contemporary higher education are articulated, or remain disconnected, across institutions. Using a mixed-methods design, 83 training courses delivered between 2020 and 2025 in 24 public and private universities were examined through qualitative analysis, coding matrices, and hierarchical cluster analysis. The study adopts an explicitly exploratory and typological approach, aimed at mapping institutional patterns rather than establishing causal explanations. The results reveal a highly heterogeneous and weakly cohesive training landscape. Inclusion appears primarily as a normative discourse with limited pedagogical depth; accessibility is frequently reduced to technical compliance; and AI (particularly generative AI) is incorporated from instrumental, efficiency-oriented approaches. Ethical dimensions, algorithmic bias, and digital accessibility are virtually absent. The hierarchical cluster analysis identifies four institutional profiles: technocentric without inclusion, analogically inclusive, advanced hybrid, and low-density training models. These patterns show how institutional orientations shape the professional development trajectories of university teaching staff. The study highlights the need for comprehensive faculty development strategies that integrate inclusion, accessibility, and responsible AI use, and offers a structured typological baseline for future research assessing impact on teaching practice and student experience. Full article

(This article belongs to the Special Issue New Educational Responsibilities in Today’s Society: The Role of Artificial Intelligence, Quality and Inclusion)

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20 pages, 324 KB

Open AccessArticle

From Familiarity to Criticality: Cultivating EFL Teachers’ AI Literacy Through an AI-Integrated Genre-Based Pedagogy

by Yuan Zhang and Mohd Ali Samsudin

Educ. Sci. 2026, 16(1), 150; https://doi.org/10.3390/educsci16010150 - 19 Jan 2026

Viewed by 307

Abstract

Although AI integration in education is accelerating, professional development for Chinese EFL teachers remains predominantly techno-centric and lacks disciplinary specificity, resulting in persistently lower levels of AI literacy. To address this, this study used an eight-week AI-Integrated Genre-Based Pedagogy (AI-GBP) module grounded in [...] Read more.

Although AI integration in education is accelerating, professional development for Chinese EFL teachers remains predominantly techno-centric and lacks disciplinary specificity, resulting in persistently lower levels of AI literacy. To address this, this study used an eight-week AI-Integrated Genre-Based Pedagogy (AI-GBP) module grounded in Situated Learning Theory and TPACK. A quasi-experimental, explanatory, sequential, and mixed-methods design was employed to compare the AI-GBP module with a generic AI-literacy program among 64 Chinese college EFL teachers (n = 32 per group). Quantitative data from pre- and post-intervention surveys were analyzed using ANCOVA and MANCOVA to determine differences, while qualitative data from semi-structured interviews underwent thematic analysis. Quantitative findings indicated statistically significant gains in overall AI literacy as well as in its subcomponents, particularly regarding practical application and critical appraisal, among teachers in the AI-GBP group compared with the control group. Qualitative findings revealed certain developmental shift from tool-oriented AI use toward more critical and pedagogically relevant engagement, including teachers’ increased ability to identify model bias, contextual mismatch, and ‘agreeableness’ AI possesses. These findings suggest that embedding AI learning within more pedagogically and contextually appropriate situations (e.g., genre-based pedagogy) can support EFL teachers’ sustainable and critical integration and understanding of AI in their professional practice. Full article

(This article belongs to the Special Issue The Impact of Artificial Intelligence on Teaching and Learning)

31 pages, 14707 KB

Open AccessArticle

Investigating the Efficacy and Interpretability of ML Classifiers for Student Performance Prediction in the Small-Data Regime

by Edoardo Vecchi

Educ. Sci. 2026, 16(1), 149; https://doi.org/10.3390/educsci16010149 - 19 Jan 2026

Viewed by 271

Abstract

Despite the extensive application of machine learning (ML) methods to educational datasets, few studies have provided a systematic benchmarking of the available algorithms with respect to both predictive performance and interpretability of the resulting models. In this work, we address this gap by [...] Read more.

Despite the extensive application of machine learning (ML) methods to educational datasets, few studies have provided a systematic benchmarking of the available algorithms with respect to both predictive performance and interpretability of the resulting models. In this work, we address this gap by comparing a range of supervised learning methods on a freely available dataset concerning two high schools, where the goal is to predict student performance by modeling it as a binary classification task. Given the high feature-to-sample ratio, the problem falls within the small-data learning regime, which often challenges ML models by diluting informative features among many irrelevant ones. The experimental results show that several algorithms can achieve robust predictive performance, even in this scenario and in the presence of class imbalance. Moreover, we show how the output of ML algorithms can be interpreted and used to identify the most relevant predictors, without any a priori assumption about their impact. Finally, we perform additional experiments by removing the two most dominant features, revealing that ML models can still uncover alternative predictive patterns, thus demonstrating their adaptability and capacity for knowledge extraction under small-data conditions. Future work could benefit from richer datasets, including longitudinal data and psychological features, to better profile students and improve the identification of at-risk individuals. Full article

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15 pages, 224 KB

Open AccessArticle

Repositioning Learners as Explainers: Peer Learning Through Student-Generated Videos in Undergraduate Mathematics

by Eleni Tsolaki, Rita Panaoura, Savvas Pericleous and Marios Charalambides

Educ. Sci. 2026, 16(1), 148; https://doi.org/10.3390/educsci16010148 - 19 Jan 2026

Viewed by 245

Abstract

Short-form video platforms increasingly shape students’ media practices, yet little is known about the pedagogical value of student-generated videos in university mathematics. This study examined an intervention in a first-year mathematics course at a European university in which students produced 1–2 min explanatory [...] Read more.

Short-form video platforms increasingly shape students’ media practices, yet little is known about the pedagogical value of student-generated videos in university mathematics. This study examined an intervention in a first-year mathematics course at a European university in which students produced 1–2 min explanatory videos solving integration problems and subsequently engaged in peer evaluation of selected exemplars. A mixed-methods design was employed, combining coursework and final examination scores with interview data. No statistically significant performance gains were observed; however, strong positive correlations between coursework, final examination and overall grade indicated stable achievement patterns across assessment points. Qualitative analysis suggested that the process of producing short instructional videos encouraged students to reflect on explanatory clarity, peer perspectives, and the communication of mathematical reasoning, despite linguistic and technical challenges. Overall, the findings provide exploratory insights into how student-generated videos can be integrated into undergraduate mathematics courses as a low-stakes instructional activity supporting reflective engagement and peer-oriented explanation. This study contributes to the scholarship of teaching and learning (SoTL) in STEM education by offering an empirically grounded account of a media-based, peer-oriented learning activity in a university mathematics context. Full article

(This article belongs to the Special Issue Technology-Enhanced Learning in Tertiary Education)

16 pages, 1139 KB

Open AccessArticle

Belonging in Early Childhood and Social Education Program—Belonging as Spatial and Affective Practices

by Helene Falkenberg

Educ. Sci. 2026, 16(1), 147; https://doi.org/10.3390/educsci16010147 - 19 Jan 2026

Viewed by 184

Abstract

This paper foregrounds the study life of students in Early Childhood and Social Education through the concept of educational belonging, conceptualized as situated, relational, affective, and spatial practices that are continually renegotiated. As an affective and spatial practice, educational belonging foregrounds that places, [...] Read more.

This paper foregrounds the study life of students in Early Childhood and Social Education through the concept of educational belonging, conceptualized as situated, relational, affective, and spatial practices that are continually renegotiated. As an affective and spatial practice, educational belonging foregrounds that places, spatial designs, and interiors play a constitutive role in shaping study life, including students’ study experiences and learning processes. The paper is based on a research project conducted at University College Copenhagen, which investigates the significance of educational architecture for students’ learning processes and sense of belonging within their education. Drawing on a substantial body of data generated through architectural plan interviews, the research project offers insight into how the design and atmosphere of educational spaces and places co-constitute students’ sensory experiences of belonging. The analytical parts of the paper illuminate how students’ narratives about their positioning within classrooms reveal that teaching and learning situations are social and affective events, in which students are recognized as occupying specific student positions, such as serious, nerdy, or disengaged. Full article

(This article belongs to the Special Issue Teachers and Teaching in Early Childhood Education and Care: Time to Think Otherwise)

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21 pages, 1923 KB

Open AccessArticle

Preparedness Without Pedagogy? An AI-Assisted Web Scraping Analysis of Informal Online Disaster Preparedness Resources for the Public

by Sophie Lacher and Matthias Rohs

Educ. Sci. 2026, 16(1), 146; https://doi.org/10.3390/educsci16010146 - 19 Jan 2026

Viewed by 233

Abstract

Informal learning increasingly occurs in digital environments, where citizens access, evaluate and apply knowledge outside of formal education. In the context of disaster preparedness, such informal learning is crucial for promoting individual and collective self-protection. This study examines how disaster preparedness knowledge is [...] Read more.

Informal learning increasingly occurs in digital environments, where citizens access, evaluate and apply knowledge outside of formal education. In the context of disaster preparedness, such informal learning is crucial for promoting individual and collective self-protection. This study examines how disaster preparedness knowledge is represented in German-language online resources, and how these materials can be categorised from an adult education perspective. An exploratory mixed-methods design combining expert-guided sampling, a qualitatively developed coding scheme, large-scale web scraping and AI-assisted classification was employed. A total of 7305 webpages were analysed in terms of actor type, topic, media format, and didactic design. The findings suggest that government and commercial organisations dominate the online preparedness landscape, with limited contributions from civil society and individuals. Thematically, most resources focus on general preventive measures and checklists, whereas scenario-specific and procedural content is underrepresented. Didactically rich and interactive formats are rare, with most materials relying on static, text-based communication. From an adult education perspective, these results suggest a gap between raising awareness and active learning. While online resources offer easy access to preparedness knowledge, they rarely facilitate deeper understanding, participation or collaborative learning. Methodologically, the study illustrates how AI-assisted analysis can combine qualitative interpretive depth with computational scalability in educational research. Full article

(This article belongs to the Special Issue Investigating Informal Learning in the Age of Technology)

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29 pages, 1594 KB

Open AccessArticle

How to Spot an Entrepreneurial University? A Student-Focused Perspective on Competencies—The Case of Greece

by Vasiliki Chronaki, Angeliki Karagiannaki and Dimosthenis Kotsopoulos

Educ. Sci. 2026, 16(1), 145; https://doi.org/10.3390/educsci16010145 - 18 Jan 2026

Viewed by 258

Abstract

As universities increasingly work towards the adoption of their third mission—fostering entrepreneurship and innovation—the concept of the Entrepreneurial University (EntUni) emphasizes the need to cultivate a defined set of entrepreneurial competencies in students, such as opportunity recognition, risk-taking, perseverance, self-efficacy, and adaptability. The [...] Read more.

As universities increasingly work towards the adoption of their third mission—fostering entrepreneurship and innovation—the concept of the Entrepreneurial University (EntUni) emphasizes the need to cultivate a defined set of entrepreneurial competencies in students, such as opportunity recognition, risk-taking, perseverance, self-efficacy, and adaptability. The purpose of this study is to identify which entrepreneurial competencies are most critical for student readiness within the context of an Entrepreneurial University. However, limited consensus remains on which competencies are most essential. This study identifies the entrepreneurial competencies most critical for students within an Entrepreneurial University context through a mixed-methods approach. A student survey assesses self-perceived competencies; a stakeholder survey captures the perspectives of faculty, industry experts, and entrepreneurs; and qualitative interviews with industry professionals explore best practices for competency development. Findings reveal six core competencies that EntUnis should help students cultivate: proactiveness, perseverance, grit, risk propensity, self-efficacy, and entrepreneurial intention. Industry experts further highlight the importance of teamwork, ethical and sustainable thinking, and ambiguity tolerance—competencies often underdeveloped in academic environments. The study also identifies a disconnect between entrepreneurial education and practical application, with many students demonstrating high entrepreneurial intention but limited participation in start-up activities. These insights offer actionable implications for educators, policymakers, and university administrators. Overall, the study highlights the importance of experiential learning, academia-industry collaboration, and structured competency-building to enhance entrepreneurial readiness. By addressing these gaps, EntUnis can better equip students to drive innovation, economic growth, and societal impact. Full article

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26 pages, 4193 KB

Open AccessArticle

Sustainable Development in an Engineering Degree: Teaching Actions

by Ana Romero Gutiérrez, Reyes García-Contreras, Raquel Fernández-Cézar and María Teresa Bejarano-Franco

Educ. Sci. 2026, 16(1), 144; https://doi.org/10.3390/educsci16010144 - 17 Jan 2026

Viewed by 236

Abstract

Universities must prepare future professionals with critical thinking skills to effectively address complex social and environmental challenges. In engineering degrees, while technical competences are strongly developed, the acquisition of ethical and social skills remains challenging within the framework of traditional subjects. This paper [...] Read more.

Universities must prepare future professionals with critical thinking skills to effectively address complex social and environmental challenges. In engineering degrees, while technical competences are strongly developed, the acquisition of ethical and social skills remains challenging within the framework of traditional subjects. This paper explores how the integration of the Sustainable Development Goals (SDGs), following a competence-based educational model, can contribute to the development of ethical, social, and sustainability-related competences in an engineering degree. A set of activities, exercises, and tasks grounded in real professional contexts was designed to encourage students to explore sustainable solutions to social and environmental problems, supported by experiential learning and visible thinking routines. These activities were coherently aligned through interdisciplinary coordination among professors teaching in the degree. The results indicate that the proposed approach was positively received by both professors and students, who valued its contribution to personal and professional development. Students demonstrated enhanced critical thinking and greater awareness of the social and environmental implications of engineering decisions. This work aims to support and inspire educators seeking to integrate SDGs into their teaching by offering a feasible, transferable, and easy-to-implement framework for embedding ethical, social and sustainability-related competences in engineering teaching. Full article

(This article belongs to the Special Issue Education About and for Sustainability—Sustainability in Education: International Perspectives on Learning, Schooling, Education Environments and Systems)

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14 pages, 477 KB

Open AccessArticle

An SSI-Based Instructional Unit to Enhance Primary Students’ Risk-Related Decision-Making

by Miki Sakamoto, Etsuji Yamaguchi, Tomokazu Yamamoto, Motoaki Matano, Nobuko Ohmido and Rumiko Murayama

Educ. Sci. 2026, 16(1), 143; https://doi.org/10.3390/educsci16010143 - 17 Jan 2026

Viewed by 218

Abstract

Socioscientific issues (SSIs) provide meaningful contexts for developing students’ competencies in scientific evaluation and decision-making. This study developed an SSI-based instructional unit to support primary school students in making decisions about genome-edited fish by considering risks and benefits and proposing risk mitigation. The [...] Read more.

Socioscientific issues (SSIs) provide meaningful contexts for developing students’ competencies in scientific evaluation and decision-making. This study developed an SSI-based instructional unit to support primary school students in making decisions about genome-edited fish by considering risks and benefits and proposing risk mitigation. The study aimed to examine the unit’s effectiveness in improving students’ risk-related decision-making and their attitudes toward critical thinking and risk. Sixty-three fifth-grade students participated in an 18-lesson unit comprising two phases: information gathering and risk management practice. Students completed three decision-making tasks and a post-unit questionnaire on related attitudes. Written arguments were analysed using a rubric based on claims, risk knowledge, benefit knowledge, and risk mitigation. The results indicated that the unit improved the quality of students’ socioscientific arguments. By the final task, about 60% of arguments reached the highest level, demonstrating integration of risk knowledge and corresponding mitigation. However, students’ risk–benefit emphasis ratings showed that their decisions remained predominantly risk-focused, and questionnaire data revealed a persistent zero-risk mindset. These findings provide empirical evidence that an SSI-based unit incorporating risk management practice can foster primary students’ risk-related socioscientific decision-making. Further refinement is needed to shift students’ risk attitudes and support more balanced risk–benefit reasoning. Full article

(This article belongs to the Special Issue Critical Thinking in Science Education: Nurturing Inquiry, Socio-Scientific Issues, and Innovation)

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