Education Sciences

30 pages, 2269 KB

Open AccessArticle

Contextualizing Teaching Professional Practice: Psychometric Validation of Danielson Model Instruments in a New Context

by Abdelaziz Mohamed Hussien, Mohammed Borhandden Musah, Eman S. Elkaleh, Aysha Saeed Al Shamshi, Amy Omar, Michael Byram and Shaljan Areepattamannil

Educ. Sci. 2026, 16(4), 664; https://doi.org/10.3390/educsci16040664 - 21 Apr 2026

Viewed by 630

Abstract

This study validates Danielson Framework for Teaching (DFfT) instruments’ structure, dependability, and contextual appropriateness within the multicultural, standards-driven education system of the United Arab Emirates (UAE) in accordance with Vision 2021 and national teacher competency frameworks. Quantitative data were collected from 629 UAE [...] Read more.

This study validates Danielson Framework for Teaching (DFfT) instruments’ structure, dependability, and contextual appropriateness within the multicultural, standards-driven education system of the United Arab Emirates (UAE) in accordance with Vision 2021 and national teacher competency frameworks. Quantitative data were collected from 629 UAE schoolteachers through administering a questionnaire-based survey. Principal Component Analysis and Confirmatory Factor Analysis yielded discriminant, convergent, and construct validity in addition to internal consistency using the Composite Reliability Index and Average Variance Extracted for all scales. Four DFfT domains were shown to have a stable structure based on Principal Component Analysis results: planning and preparation (six factors, α = 0.92–0.99), learning environment (five factors, α = 0.98–0.99), learning experiences (five factors, α = 0.96–0.99), and principled teaching (six factors, α = 0.69–0.99). Notably, all constructs had excellent model fit with substantial factor loadings and inter-item as confirmed by the results of the Confirmatory Factor Analysis. With the exception of one minor subscale (α = 0.69), all dependability coefficients exceeded recommended benchmarks. The first-order full DFfT structural model of the four main domains validation demonstrated a reliable framework (CFI = 0.917, TLI = 0.902, IFI = 0.919, χ²/df = 1.635, and RMSEA = 0.078) for professional development, instructional improvement, and policy alignment with potential relevance beyond the UAE context, as well as psychometric soundness and contextual adaptability for teachers’ professional growth and evaluation in UAE schools. The study’s findings are significant, as they are the first to empirically validate the psychometric properties of the Danielson framework of teaching instruments in the UAE. Full article

(This article belongs to the Section Teacher Education)

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20 pages, 707 KB

Open AccessArticle

Academic Co-Creation and Attitudes Towards Research as Predictors of Environmental Action in Peruvian Environmental Engineering Students

by Liz Katerin Echevarría Rodríguez, Lesly Noemí Santisteban Salvador, Denis Frank Cunza-Aranzábal and Carlos D. Abanto-Ramírez

Educ. Sci. 2026, 16(4), 663; https://doi.org/10.3390/educsci16040663 - 21 Apr 2026

Viewed by 1241

Abstract

This study aims to ascertain whether academic co-creation and attitudes towards research serve as predictors of environmental action among a sample of Peruvian environmental engineering students. The study sample comprised 460 environmental engineering students enrolled in Peruvian universities. For the analysis, the Environmental [...] Read more.

This study aims to ascertain whether academic co-creation and attitudes towards research serve as predictors of environmental action among a sample of Peruvian environmental engineering students. The study sample comprised 460 environmental engineering students enrolled in Peruvian universities. For the analysis, the Environmental Action Scale, the Attitudes Towards Research Scale, and the Academic Co-Creation Scale were utilized. Additionally, the data collected were analyzed using correlation coefficients and multiple linear regression models. The findings reveal positive and significant correlations between academic co-creation, attitudes towards research, and environmental action within the studied sample. Linear regression analyses indicated a satisfactory model fit (test F = 70.1, p < 0.001), with attitudes towards research (β = 0.431, p < 0.001) and academic co-creation (β = 0.108, p < 0.05) emerging as significant predictors of environmental action in the participating students (adjusted R² = 0.231). Consequently, the results suggest that, in this group of Peruvian environmental engineering students, attitudes towards research and academic co-creation are relevant predictors of environmental action. These results may inform directors and educators working with similar student populations in the promotion of pedagogical strategies and institutional policies that integrate academic co-creation as a transversal axis in the training process, while also fostering positive attitudes towards research, without implying generalization to other academic disciplines or broader populations. Full article

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20 pages, 355 KB

Open AccessArticle

Comparative Evaluation of Estimated Private Rates of Return to General and Vocational Upper Secondary Education in Greece: Mincer and Machine Learning Approaches

by Argyro Velaora, Constantinos Tsamadias, George Stamoulis, Apostolos Xenakis, Argyro Zisiadou and Vasiliki Stamouli

Educ. Sci. 2026, 16(4), 662; https://doi.org/10.3390/educsci16040662 - 21 Apr 2026

Viewed by 1260

Abstract

This study recognizes education as an investment and estimates the private rates of return to upper secondary education in Greece, overall, by type (general or vocational) and by gender. Earnings data were collected through primary research using stratified sampling from the private sector [...] Read more.

This study recognizes education as an investment and estimates the private rates of return to upper secondary education in Greece, overall, by type (general or vocational) and by gender. Earnings data were collected through primary research using stratified sampling from the private sector of the economy. The analysis is based on the Mincer method and is complemented by machine learning methods, including Support Vector Regression, Random Forests, and Extreme Gradient Boosting. The empirical analysis shows that investing in upper secondary education (general and vocational) is profitable. The private rates of return in upper general secondary education are higher than those in vocational education, and female graduates exhibit higher returns than male graduates. Machine learning models achieve modest improvements in predictive performance, as reflected in higher adj. R² values and lower prediction errors. However, the estimated rates of return remain broadly consistent with those obtained from the Mincer method. This convergence suggests that the Mincer specification captures the core structural relationship between education and earnings, while machine learning models primarily enhance predictive accuracy without substantially altering the estimated economic returns. This finding highlights the robustness of the traditional econometric framework and clarifies the complementary role of machine learning techniques in empirical labor economics. Full article

(This article belongs to the Section Teacher Education)

45 pages, 7599 KB

Open AccessSystematic Review

Educational Measurement with Emerging Technologies: A Systematic Review Through Evidentiary Lens on Granularity and Constructing Measures Theory

by Linwei Yu, Gary K. W. Wong, Bingjie Zhang and Feifei Wang

Educ. Sci. 2026, 16(4), 661; https://doi.org/10.3390/educsci16040661 - 21 Apr 2026

Viewed by 918

Abstract

Emerging technologies (ETs), such as AI and reality techniques, are reshaping educational measurement. However, existing studies remain dispersed and are rarely synthesized in ways that clarify how ETs participate in the evidentiary work of educational measurement. Guided by PRISMA 2020, we systematically reviewed [...] Read more.

Emerging technologies (ETs), such as AI and reality techniques, are reshaping educational measurement. However, existing studies remain dispersed and are rarely synthesized in ways that clarify how ETs participate in the evidentiary work of educational measurement. Guided by PRISMA 2020, we systematically reviewed 933 empirical studies published between 2016 and 2025 in formal educational settings. We coded studies by (a) grain size (micro, meso, macro), (b) Constructing Measures Theory building blocks (construct map, item design, outcome space, measurement model), and (c) ET category. Results showed a strong concentration at the micro level (88.88%) and in outcome space and measurement model work (86.80% combined), indicating that ET-enabled innovation has focused primarily on transforming performances into indicators and modeling those indicators for interpretation and decision-making. Learning analytics and educational data mining, machine learning and deep learning, and automated scoring and feedback systems were the dominant ET clusters. These findings point to an uneven development of ET-enabled educational measurement. Included studies also indicating recurring concerns about transparency, fairness, and governance are linked to the field’s main areas of ET-enabled concentration. We therefore argue for closer alignment among construct claims, evidence, modeling, and intended use, and offer implications for developers, researchers, and education practitioners. Full article

(This article belongs to the Special Issue The State of the Art and the Future of Education)

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21 pages, 887 KB

Open AccessArticle

Living Labs for Enhanced Student Learning Experiences: Lab Leaders’ Perceptions on Learning Environments and Stakeholder Collaboration

by Molebogeng Makofane, Lehlogonolo Rudolf Kanyane, Henry Odiri Igugu, Rudzani Glen Muthelo, Sachin Sewpersad, Hannele Niemi and Jari Lavonen

Educ. Sci. 2026, 16(4), 660; https://doi.org/10.3390/educsci16040660 - 21 Apr 2026

Viewed by 758

Abstract

Living Labs offer immersive learning in Higher Education Institutions (HEIs), yet their core nature and value for competency development remain underexplored, particularly from the perspective of lab leaders. To address the knowledge gap, this study examines the perspectives of lab leaders on the [...] Read more.

Living Labs offer immersive learning in Higher Education Institutions (HEIs), yet their core nature and value for competency development remain underexplored, particularly from the perspective of lab leaders. To address the knowledge gap, this study examines the perspectives of lab leaders on the potential of living labs as dynamic learning settings. Specifically, it explores two dimensions: (1) how living labs structure learning processes, and (2) the influence of collaboration with societal partners on learning outcomes, framed by the Quadruple Helix Model (academia, industry, government, and community). The study adopts a qualitative research design via semi-structured interviews with seven laboratory leaders across five well-established living labs in Finnish Universities of Applied Sciences. Interview transcripts were analyzed using Julius.ai and in vivo coding to identify and categorize themes. The respondents highlighted that in their experience, combining physical and digital settings often facilitates experiential, reflective, and innovative learning while equipping students with practical skills and competencies that improve their employability. Furthermore, the respondents reported that engagement with stakeholders fosters co-creation and well-rounded innovation. These collaborations also help ensure that the living labs can effectively sustain their operation, offering students the opportunities to engage in globally relevant issues such as digital transformation. Nonetheless, obstacles include resource limitations, maintaining enduring teamwork, and adjusting to rapid technological changes. The paper concludes that living labs serve as supplementary instruments and their adoption can help match academic learning curricula and practices with industry needs, while also enhancing student learning in preparation for the world of work. Full article

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18 pages, 746 KB

Open AccessArticle

Systemwide Social and Emotional Learning in Action: Insights from a Research-Practice Partnership with Leaders, Educators, and Students

by Zi Jia Ng, Cheyeon Ha, Almut Zieher, Britney Foster, Troya Ellis, David Adams and Christina Cipriano

Educ. Sci. 2026, 16(4), 659; https://doi.org/10.3390/educsci16040659 - 20 Apr 2026

Cited by 1 | Viewed by 1085

Abstract

Systemwide Social and Emotional Learning (SEL) promotes a host of academic and behavioral benefits for K-12 students. Yet, many schools face barriers to SEL implementation. Through a research–practice partnership, this study provides insights into facilitators of and challenges to systemwide SEL implementation. We [...] Read more.

Systemwide Social and Emotional Learning (SEL) promotes a host of academic and behavioral benefits for K-12 students. Yet, many schools face barriers to SEL implementation. Through a research–practice partnership, this study provides insights into facilitators of and challenges to systemwide SEL implementation. We collected 652 field notes of SEL in action across twelve schools in the Northeast and Western regions of the United States between December 2022 and May 2024. All field notes were analyzed with Dedoose using thematic inductive coding. Key facilitators of systemwide SEL include prioritization/support from leadership, professional development for educators, integration into students’ daily experiences, and engagement with parents/caregivers and the community. Key challenges to systemwide SEL involve leadership ambiguity, educator burnout, and student disengagement. Implications for optimizing SEL implementation in educational practice and policy are discussed. Full article

(This article belongs to the Special Issue Social and Emotional Learning and Wellbeing in Education)

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23 pages, 369 KB

Open AccessArticle

School Assessment Policy, Teacher Assessment Practice and Training, and Reading Achievement: A Multi-Level Analysis of PISA 2018 Data

by Zi Yan, Ming Ming Chiu, Jiahe Gu, Lan Yang and Ying Zhan

Educ. Sci. 2026, 16(4), 658; https://doi.org/10.3390/educsci16040658 - 20 Apr 2026

Viewed by 748

Abstract

Grounded in the assessment ecology framework, we examine how assessment components (school assessment policies, teacher assessment practices and training) are linked to the reading achievements of 151,969 students from 19 countries. Analyses of the 2018 PISA survey and test data yielded these results. [...] Read more.

Grounded in the assessment ecology framework, we examine how assessment components (school assessment policies, teacher assessment practices and training) are linked to the reading achievements of 151,969 students from 19 countries. Analyses of the 2018 PISA survey and test data yielded these results. Schools that posted assessment results for accountability, or teachers who often clarified learning goals, tracked student progress or accordingly adapted their teaching had students with higher reading scores. By contrast, schools mostly using assessment data to evaluate, teachers trained in reading comprehension assessment, or giving more feedback had students with lower reading scores. Students in richer countries or with better relationships with their teachers had higher reading scores. These findings show the complexity and interactions within assessment ecologies that shape learning outcomes. Full article

32 pages, 1308 KB

Open AccessArticle

The Hidden Burden of Keywords: Cognitive Load and Language Differences in Novice Python Programming

by Raina Mason and Carolyn Seton

Educ. Sci. 2026, 16(4), 657; https://doi.org/10.3390/educsci16040657 - 20 Apr 2026

Viewed by 539

Abstract

Keyword recognition represents a fundamental skill in programming, yet little research has examined how novices develop this ability or how language background affects keyword learning. This study investigated cognitive load and keyword recognition accuracy amongst 27 novice programming students (15 English as an [...] Read more.

Keyword recognition represents a fundamental skill in programming, yet little research has examined how novices develop this ability or how language background affects keyword learning. This study investigated cognitive load and keyword recognition accuracy amongst 27 novice programming students (15 English as an additional language [EAL] and 12 English as a native language [ENL]) during an intensive six-week Python course. Students completed a keyword recognition task at Weeks 1 and 6, identifying and classifying 23 Python keywords while reporting cognitive load using the Klepsch instrument. The results revealed no significant improvement in identification accuracy (Week 1: 39.80%; Week 6: 48.16%) or classification accuracy (40% at both time points) despite intensive instruction. The reported extraneous cognitive load significantly increased from Week 1 to Week 6 (p = 0.039, d = 0.99), contradicting Cognitive Load Theory predictions that schema automation reduces extraneous load with experience. EAL students reported a significantly higher intrinsic cognitive load (p = 0.030, d = 0.91) and a marginally lower keyword identification accuracy (p = 0.058, d = −0.54) than ENL students. All students (100%) who identified keywords also missed duplicate instances, indicating universal incomplete processing. These findings challenge assumptions about schema development timelines in programming education and document measurable linguistic barriers that persist even after substantial instruction, with implications for inclusive computing pedagogy. Full article

(This article belongs to the Special Issue Cognitive and Developmental Psychology in STEM Education)

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21 pages, 757 KB

Open AccessArticle

Jewish–Arab Relations on Campus: How War Reshapes Student Attitudes

by Mahmood Sindiani, Devora Hellerstein, Sigal Ben-Zaken and Bosmat Sky

Educ. Sci. 2026, 16(4), 656; https://doi.org/10.3390/educsci16040656 - 20 Apr 2026

Cited by 1 | Viewed by 617

Abstract

This study presents a longitudinal examination of intergroup relations between Arab and Jewish students in an Israeli higher education institution, focusing on their willingness for intergroup closeness and actual intergroup interactions. Building upon previous data collected in 2023, the 2025 findings reveal both [...] Read more.

This study presents a longitudinal examination of intergroup relations between Arab and Jewish students in an Israeli higher education institution, focusing on their willingness for intergroup closeness and actual intergroup interactions. Building upon previous data collected in 2023, the 2025 findings reveal both persisting views in certain attitudes and behaviors and changes in others. Arab students consistently reported higher levels of willingness for academic, friendship, and acquaintanceship relations, as well as more frequent intergroup interactions. In contrast, Jewish students demonstrated a significant decline in both willingness and engagement, particularly following the 7 October 2023 attacks and ensuing war between Hamas and Israel. The study highlights the gap between expressed willingness and actual behavior, emphasizing the need for structured institutional interventions to foster meaningful intergroup contact. Differences were also observed across gender and friendship status, with Arab students showing increased openness over time. The findings underscore the critical role of higher education institutions in promoting intercultural competence and suggest practical recommendations for enhancing intergroup relations in conflict-affected societies. Full article

(This article belongs to the Special Issue Teacher Preparation in Multicultural Contexts)

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18 pages, 321 KB

Open AccessArticle

Listening to Students with Learning Difficulties: Student Voice, Participation, and Recommendations for Inclusive Practice in Primary Education

by Assimina Tsibidaki

Educ. Sci. 2026, 16(4), 655; https://doi.org/10.3390/educsci16040655 - 20 Apr 2026

Viewed by 752

Abstract

Inclusive education (IE) aims to promote meaningful participation and a sense of belonging for all learners. However, limited research has examined how students with learning difficulties (LDs) experience inclusion in everyday school life. This study explored how primary school students with mild LDs [...] Read more.

Inclusive education (IE) aims to promote meaningful participation and a sense of belonging for all learners. However, limited research has examined how students with learning difficulties (LDs) experience inclusion in everyday school life. This study explored how primary school students with mild LDs perceive their participation, relationships with teachers and peers, and the role of inclusive classes (ICs) within mainstream Greek primary education. A qualitative design was adopted, and data were collected through semi-structured interviews with ten Grade 6 students receiving support through ICs. Transcripts were analyzed using thematic analysis. Findings indicated that participation was associated with perceived competence in academic tasks, with language-based activities frequently described as cognitively demanding and stressful. Belonging was predominantly felt through peer acceptance and supportive teacher practices rather than solely through classroom placement. The ICs were perceived as providing individualized support and emotional safety, although some ambivalence regarding withdrawal from the mainstream classroom was reported. Students stressed the need for flexible assessment and clearer instructional guidance to enhance fairness and participation. Overall, the findings show that inclusion is experienced as a dynamic interaction between academic accessibility, interpersonal relationships, and supportive learning environments. They also underline the importance of incorporating student voice into inclusive practice. Full article

(This article belongs to the Special Issue Shaping the Future of Inclusive and Special Education Using Student Voice)

18 pages, 1470 KB

Open AccessArticle

From Research to Retweets: How the Science of Reading Is Shaping the Literacy Debates Online

by Kathleen A. Paciga, Jack Troyer and Christina M. Cassano

Educ. Sci. 2026, 16(4), 654; https://doi.org/10.3390/educsci16040654 - 20 Apr 2026

Viewed by 746

Abstract

This study examines how the Science of Reading is represented in Twitter discourse and compares these representations to contemporary models of reading development. Although the Science of Reading is frequently positioned as an equity-oriented reform, little is known about how related ideas circulate [...] Read more.

This study examines how the Science of Reading is represented in Twitter discourse and compares these representations to contemporary models of reading development. Although the Science of Reading is frequently positioned as an equity-oriented reform, little is known about how related ideas circulate in public discourse, particularly across social media platforms that increasingly shape teacher learning, policymaking, and public opinion. This content analysis study analyzed a sample of 14,165 tweets containing the hashtag #scienceofreading from 2020–2021 and 2022–2023. It explores two primary questions investigating (1) the extent to which essential literacy skills (e.g., phonological awareness, phonics, comprehension, vocabulary) are referenced in tweets or linked content and (2) the extent to which specific subgroup classifications identified by the National Assessment of Educational Progress (e.g., Black, Hispanic, students with disabilities, low-income, and other populations) are mentioned in the same sample of discourse on Twitter. Findings demonstrate that online discourse on Twitter (now X) includes more references to decoding-related skills such as phonological awareness and phonics, with far fewer mentions of language-related skills such as comprehension or vocabulary. Mentions of subgroups were minimal, while references to students with disabilities with explicit mention of dyslexia occurred at four times the frequency of race- or income-related subgroups. These distributions contrast with persistent national achievement disparities and suggest that contemporary Science of Reading discourse is more strongly oriented toward decoding-related skills than toward equity-focused concerns. Implications for teacher preparation, policy enactment, and critical media literacy are discussed. Full article

(This article belongs to the Special Issue Language and Literacy Education in the Early Years: Practices and Principles for Dynamic and Diverse Contexts, 2nd Edition)

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26 pages, 2024 KB

Open AccessArticle

School Reentry: Exploring Healing-Centered Mechanisms for Formerly Incarcerated Transition-Age Black Males in an Urban Intensive, Asset-Based Alternative School

by Charles H. Lea III, Tanaya Sardesai, Kevonyah T. Edwards, Gaby M. Andrade and Bo-Kyung Elizabeth Kim

Educ. Sci. 2026, 16(4), 653; https://doi.org/10.3390/educsci16040653 - 20 Apr 2026

Viewed by 414

Abstract

As schools take on more responsibility for promoting student mental health, there is an increasing focus on how educational policies and practices enhance psychological well-being. However, research has yet to fully examine how alternative school environments support student mental health, especially for those [...] Read more.

As schools take on more responsibility for promoting student mental health, there is an increasing focus on how educational policies and practices enhance psychological well-being. However, research has yet to fully examine how alternative school environments support student mental health, especially for those facing structural inequities related to exclusionary discipline and system involvement. This exploratory qualitative case study examined how an urban intensive, asset-based alternative high school supports the mental health of formerly incarcerated transition-age (18–25) Black male students during reentry. Drawing on interviews (n = 12), observations (n = 33), a focus group (n = 4), and document review, analyzed using thematic analysis with the Radical Healing Framework as an interpretive lens, four interconnected themes emerged: academic engagement and high school completion as sources of future orientation; employment preparation as a pathway to economic stability and purpose; social-emotional stability fostered through relational support and collective care; and liberation from system involvement as relief from racialized surveillance. These mechanisms were perceived as reducing psychological distress, supporting emotional regulation, and promoting a sense of belonging and agency within and outside the alternative school context. Implications for healing-centered, culturally responsive educational policy, practice, and future research are discussed. Full article

(This article belongs to the Special Issue The Role of U.S. K-12 Schools in Protecting and Promoting Students' Mental Health)

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29 pages, 743 KB

Open AccessArticle

An Experiential Learning and Authentic Assessment Framework for Challenge-Based Learning

by David Ernesto Salinas-Navarro and Jaime Alberto Palma-Mendoza

Educ. Sci. 2026, 16(4), 652; https://doi.org/10.3390/educsci16040652 - 20 Apr 2026

Viewed by 675

Abstract

This research-to-practice study presents a design-oriented framework that integrates challenge-based learning (CBL), experiential learning (EL), and authentic assessment (AA) to support competency development in higher education. The framework aligns the stages of CBL (i.e., engagement, investigation, and solution) with Kolb’s experiential learning cycle [...] Read more.

This research-to-practice study presents a design-oriented framework that integrates challenge-based learning (CBL), experiential learning (EL), and authentic assessment (AA) to support competency development in higher education. The framework aligns the stages of CBL (i.e., engagement, investigation, and solution) with Kolb’s experiential learning cycle and core AA principles, including realism, cognitive challenge, and evaluative judgement. Learning activities are structured around real-world challenges that reflect professional practice, enabling a coherent progression from experience to reflection, conceptualisation, and evaluation, and supporting the systematic development and assessment of student competencies. A single case study illustrates the application of the framework in industrial engineering education, implemented across six interdisciplinary modules at a private university in Mexico. Students engaged in process improvement projects within six small and medium-sized enterprises, fostering problem solving, decision making, and evaluative judgement in authentic contexts. The findings indicate that the framework supports the development of problem-solving and communication competencies, demonstrating its design coherence and practical feasibility. The framework provides structured guidance for educators to align learning objectives, activities, and assessments within CBL environments. However, limitations related to pedagogical integration and the single-case design constrain the generalisability of the findings. Future research should explore cross-disciplinary applications, longitudinal competency development, and adaptation to emerging educational contexts. Full article

(This article belongs to the Section Higher Education)

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41 pages, 1550 KB

Open AccessArticle

Scaffolding Generative AI as a Tutor: A Quasi-Experimental Study of Learning Outcomes and Motivational, Cognitive and Metacognitive Processes

by Chrysanthi Melanou and Maik Beege

Educ. Sci. 2026, 16(4), 651; https://doi.org/10.3390/educsci16040651 - 20 Apr 2026

Viewed by 2250

Abstract

Generative artificial intelligence (AI) is increasingly used in higher education as an interactive tutoring partner rather than a passive information tool. While AI offers opportunities to support learning, concerns remain regarding cognitive offloading, reduced engagement, and unreflective use. Although instructional scaffolding is a [...] Read more.

Generative artificial intelligence (AI) is increasingly used in higher education as an interactive tutoring partner rather than a passive information tool. While AI offers opportunities to support learning, concerns remain regarding cognitive offloading, reduced engagement, and unreflective use. Although instructional scaffolding is a well-established design principle for supporting complex learning, its role in shaping cognitive and metacognitive processes in AI-supported settings remains underexplored. This quasi-experimental pre–post study examined how varying levels of scaffolding influence learning outcomes and motivational, cognitive and metacognitive processes during AI-tutored learning. A total of 175 first-semester students from two faculties and diverse academic backgrounds completed the same academic task within a four-hour university session under one of three conditions: (1) full scaffolding, including a structured prompting template based on the Goal–Context–Constraints (GCC) strategy, iterative refinement, and reflective guidance; (2) light scaffolding, including the GCC prompting template; or (3) no scaffolding template as the control condition. Measures included knowledge gain, motivation, cognitive load, critical thinking, and reflective use. Data were analysed using ANOVAs, ANCOVAs, regression models, and PROCESS moderation and mediation analyses. Across the conditions, students showed significant gains in knowledge, critical thinking, and reflective use, while motivation remained stable and intrinsic and extraneous cognitive load decreased; no significant differences between scaffolding conditions were observed. The scaffolding conditions did not produce significant interaction effects, although descriptive trends suggested higher gains in higher-order knowledge under scaffolded conditions. Overall, the findings suggest that short-term learning gains in AI-supported settings may not depend on scaffolding intensity alone, but rather on how learners engage with AI during the learning process. Full article

(This article belongs to the Topic Generative Artificial Intelligence in Higher Education)

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16 pages, 275 KB

Open AccessArticle

Sensory-Rich Play and Language Development in Children with Down Syndrome and Intellectual Disabilities: A Quasi-Experimental Study

by Dimitra V. Katsarou, Georgia Andreou and Evangelos Mantsos

Educ. Sci. 2026, 16(4), 650; https://doi.org/10.3390/educsci16040650 - 20 Apr 2026

Viewed by 1066

Abstract

This study examined the association between sensory-rich messy play and language development in children with Down syndrome (DS) and children with intellectual disabilities of unknown etiology (IDUE). Drawing on Vygotsky’s sociocultural theory and the framework of embodied cognition, the study investigated whether different [...] Read more.

This study examined the association between sensory-rich messy play and language development in children with Down syndrome (DS) and children with intellectual disabilities of unknown etiology (IDUE). Drawing on Vygotsky’s sociocultural theory and the framework of embodied cognition, the study investigated whether different play contexts are differentially associated with expressive and receptive language outcomes across developmental populations. A 2 × 2 quasi-experimental pretest–posttest design was employed. Forty children aged 4 to 6 years were assigned to one of four conditions based on diagnostic group (DS vs. IDUE) and intervention type (sensory-rich messy play vs. structured non-sensory play). Language development was assessed before and after a 12-week intervention using the LaTo standardized test. Mixed-design analyses of variance revealed significant improvements in language performance over time, as well as significant effects of intervention type and diagnostic group. Children who participated in sensory-rich messy play demonstrated greater gains in expressive and receptive language compared to those engaged in structured play. A significant interaction between diagnostic group and intervention type was also observed, indicating that the association between play context and language development differed across groups. In particular, children with DS in the messy play condition showed the most pronounced improvements, especially in expressive language. These findings suggest that sensory-rich play contexts are associated with enhanced language outcomes, particularly for children with DS. However, due to the quasi-experimental design, causal interpretations should be made with caution. These findings suggest that sensory-rich play contexts are associated with enhanced short-term language outcomes, particularly for children with DS. However, due to the quasi-experimental design and the absence of follow-up assessment, conclusions regarding long-term or causal effects should be made with caution. Full article

(This article belongs to the Special Issue Innovations and Evidence-Based Approaches in Early Intervention and Early Childhood Special Education)

17 pages, 278 KB

Open AccessReview

Evaluating University Engagement as Institutional Quality: Between Standardization and Systemic Integration

by Enrique Riquelme Mella and Alfredo Valeria Celedón

Educ. Sci. 2026, 16(4), 649; https://doi.org/10.3390/educsci16040649 - 18 Apr 2026

Viewed by 391

Abstract

The incorporation of university engagement as a mandatory dimension of institutional accreditation has reconfigured the debate on quality in higher education, particularly in regulatory contexts such as Chile. This study develops a narrative review with a comparative analytical approach to examine the evaluative [...] Read more.

The incorporation of university engagement as a mandatory dimension of institutional accreditation has reconfigured the debate on quality in higher education, particularly in regulatory contexts such as Chile. This study develops a narrative review with a comparative analytical approach to examine the evaluative rationalities that structure the assessment of university engagement within national and international quality assurance frameworks. The analysis draws on Chilean regulatory documents and key international models, including the Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG), the HE-BCI system in the United Kingdom, the E3M Project, the Carnegie Community Engagement Classification, and recent literature on the evaluation of complex university–community engagement. The findings identify three structural tensions that organize contemporary evaluative frameworks: (1) standardization versus institutional diversity, reflecting the trade-off between comparability and contextual adequacy; (2) functional reduction versus systemic transversality, associated with the treatment of engagement as a discrete function or as a cross-cutting institutional dimension; and (3) fragmented evaluation versus institutional integration, linked to the degree of articulation between engagement, teaching, research, and governance within quality assurance systems. These tensions reveal that the evaluation of university engagement is not merely a technical issue of indicator design, but a structural problem embedded in institutional architecture and governance. Based on these findings, the article proposes a systemic evaluation model structured around three interrelated dimensions: strategic purpose, relational processes, and differentiated contribution and impact across temporal scales. This model seeks to reconcile the demands for comparability with the relational and contextual complexity of university engagement, while promoting its integration within the institutional quality cycle. The study contributes to positioning the Chilean case within the international debate on the third mission and advances a conceptual framework for evaluating university engagement that moves beyond indicator-based approaches toward a systemic understanding of institutional quality. Full article

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

29 pages, 1534 KB

Open AccessArticle

Parental Perspectives on Waldorf Education in Hungary: Community Participation and Long-Term Educational Commitment

by Bálint Nagy and László Bognár

Educ. Sci. 2026, 16(4), 648; https://doi.org/10.3390/educsci16040648 - 18 Apr 2026

Viewed by 1099

Abstract

Parental involvement is widely recognized as a key component of effective schooling, particularly in educational environments that emphasize community, developmental continuity, and holistic pedagogy. Alternative education models such as Waldorf schools have expanded internationally, yet empirical evidence on how parents perceive and structure [...] Read more.

Parental involvement is widely recognized as a key component of effective schooling, particularly in educational environments that emphasize community, developmental continuity, and holistic pedagogy. Alternative education models such as Waldorf schools have expanded internationally, yet empirical evidence on how parents perceive and structure their experiences within these institutions remains limited. This study investigates parental perceptions of Waldorf education in Hungary through a nationwide questionnaire survey of 585 parents whose children attend Waldorf schools. To explore the latent structure of parental evaluations, Exploratory Factor Analysis was conducted, followed by Confirmatory Factor Analysis to test the stability of the resulting model. The analyses identified four coherent dimensions of parental experience: Trust and Pedagogy, Community and Engagement, Perceived Long-Term Educational Prosperity, and Information and Transparency. Additional analyses examined how these dimensions vary according to institutional characteristics, parental participation in school community activities, and intentions regarding long-term enrollment. The results indicate that pedagogical trust constitutes a relatively stable evaluative dimension across institutions, while perceptions related to community engagement, long-term educational prospects, and transparency are more strongly associated with institutional maturity. Parents who intend to remain in Waldorf education until the completion of upper secondary schooling report consistently higher evaluations across all dimensions. By empirically identifying the structure of parental experiences in a European alternative education context, the study contributes to research on parental engagement, school choice, and the institutional cultures of alternative schooling. Full article

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21 pages, 584 KB

Open AccessArticle

About the Further Development of a Metatheoretical Analysis Grid for the Field of Education and (Non-)Sustainability

by Helge Kminek

Educ. Sci. 2026, 16(4), 647; https://doi.org/10.3390/educsci16040647 - 17 Apr 2026

Viewed by 432

Abstract

In light of the current polycrisis and the perceived lack of theoretical development in education for sustainable development (ESD), this article considers how ESD can enhance its theoretical understanding. Against the backdrop of debates in the philosophy of science and long-standing concerns about [...] Read more.

In light of the current polycrisis and the perceived lack of theoretical development in education for sustainable development (ESD), this article considers how ESD can enhance its theoretical understanding. Against the backdrop of debates in the philosophy of science and long-standing concerns about limited progress in educational paradigms, this study aims to further develop a metatheoretical analysis grid for ESD (MAG-ESD). Methodologically, the study is theoretical and philosophical, situated in the ‘space of reasons’. It makes the case for the necessity of a metatheory, clarifies core concepts, and systematically builds on and expands the existing MAG-ESD framework. The grid distinguishes between four fundamental questions and incorporates additional dimensions of scientific systematicity to differentiate scientific knowledge from everyday knowledge. To illustrate its analytical potential, the MAG-ESD grid is applied to a case study examining a theoretical contribution to ESD. This example demonstrates how an analytical examination of the selected article using MAG-ESD can reveal weaknesses in its argumentation. While it does not replace existing approaches, the article concludes that MAG-ESD offers an additional meta-theoretical instrument with which to organise discourse, foster critical reflection, and stimulate more coherent and cumulative theory development within ESD. 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)

17 pages, 354 KB

Open AccessArticle

Developing Decision-Making Competence in Primary School Students: Effects of an Inquiry-, Problem-Solving-, and Role-Play-Based Educational Intervention

by Monica Maier

Educ. Sci. 2026, 16(4), 646; https://doi.org/10.3390/educsci16040646 - 17 Apr 2026

Viewed by 581

Abstract

Contemporary education increasingly emphasises transferable competencies that enable learners to analyse situations, evaluate information, and make responsible decisions. This study examined the effects of a structured educational intervention based on inquiry, problem-solving, and role-play activities on the development of decision-making competence in primary [...] Read more.

Contemporary education increasingly emphasises transferable competencies that enable learners to analyse situations, evaluate information, and make responsible decisions. This study examined the effects of a structured educational intervention based on inquiry, problem-solving, and role-play activities on the development of decision-making competence in primary school students. A quasi-experimental pre-test–post-test design with a control group was employed. The initial sample consisted of 64 second-grade students, with final analyses conducted on 39 complete cases. Decision-making competence was assessed using a researcher-developed multidimensional scale encompassing six dimensions: identification of alternatives, justification of decisions, anticipation of consequences, autonomy, collaboration, and responsibility. The results indicated a significant improvement in decision-making competence from pre-test (M = 13.23, SD = 1.68) to post-test (M = 20.05, SD = 4.49), t(38) = 8.45, p < 0.001, d = 1.35. Additionally, analysis of covariance revealed a significant effect of group on post-test scores, F(1, 36) = 9.82, p = 0.003, ηp² = 0.21, with the experimental group demonstrating greater improvement than the control group. A 2 × 2 repeated-measures ANOVA further indicated that gains were more pronounced in the cognitive domain than in the socio-emotional domain. These findings suggest that structured classroom activities involving inquiry, problem-solving, and role-play can support primary school students’ ability to analyse situations, generate alternatives, and justify decisions, particularly within the cognitive dimensions of decision-making competence. At the same time, the more moderate gains observed in collaboration and responsibility highlight the need for sustained, interaction-based learning contexts to support the development of socio-emotional dimensions. Full article

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21 pages, 955 KB

Open AccessArticle

Laboratory Affordances for Early-Stage Pedagogical Content Knowledge Development in Chemistry Teacher Education: A Comparative Qualitative Case Study in Kazakhstan and Türkiye

by Mataev Mukhametkali Musagalievich, Ayşe Yalçın Çelik, Abdraimova Moldir Rashidkyzy, Mukatay Bagdara Talgatkyzy, Nurbekova Marzhan Abdyzhaparovna and Tursyn Zhanar Iliyaskyzy

Educ. Sci. 2026, 16(4), 645; https://doi.org/10.3390/educsci16040645 - 17 Apr 2026

Viewed by 401

Abstract

Laboratory courses in chemistry teacher education are commonly framed as spaces for mastering experimental procedures; however, they may also function as pedagogical environments where pre-service teachers begin integrating content knowledge (CK) with pedagogical knowledge (PK). Rather than measuring Pedagogical Content Knowledge (PCK) as [...] Read more.

Laboratory courses in chemistry teacher education are commonly framed as spaces for mastering experimental procedures; however, they may also function as pedagogical environments where pre-service teachers begin integrating content knowledge (CK) with pedagogical knowledge (PK). Rather than measuring Pedagogical Content Knowledge (PCK) as an outcome, this comparative study examines how laboratory structures create opportunities for CK–PK integration and PCK-related reasoning in chemistry teacher education programs in Kazakhstan and Türkiye. A qualitative comparative case study design was employed. Data were collected through 60 h of in situ observations and semi-structured interviews with 46 third-year pre-service chemistry teachers at two public universities. The analysis focused on how laboratory organization, instructional facilitation, time allocation, assessment, and material resources shape conditions for analytical and reflective engagement. Findings identify four interrelated dimensions of laboratory affordances: structural organization, pedagogical facilitation, experiential engagement, and reflective regulation. Extended laboratory sessions and dedicated laboratory credits in the Turkish case supported sustained inquiry and reflection, whereas shorter, combined lecture–laboratory formats in the Kazakhstani case constrained extended pedagogical reasoning. The proposed Laboratory Affordance Model highlights how laboratory design influences early-stage PCK-related reasoning, offering implications for curriculum design and chemistry teacher education policy. Full article

(This article belongs to the Special Issue Enlightening and Empowering Teacher Education Policies and Practices in and Beyond the Pandemic: Global and Comparative Perspectives, 2nd Edition)

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13 pages, 421 KB

Open AccessArticle

Does Training Make a Difference? Evaluating a Targeted Child Abuse and Neglect Education Program on Teachers’ Awareness

by Tuğba Türkkan and Hatice Odacı

Educ. Sci. 2026, 16(4), 644; https://doi.org/10.3390/educsci16040644 - 17 Apr 2026

Viewed by 338

Abstract

This study examined the effect of a psycho-education program on the awareness levels of teachers regarding child abuse and neglect. The study was conducted with teachers working in regions characterized by the presence of at-risk groups. Within the scope of the study, 18 [...] Read more.

This study examined the effect of a psycho-education program on the awareness levels of teachers regarding child abuse and neglect. The study was conducted with teachers working in regions characterized by the presence of at-risk groups. Within the scope of the study, 18 teachers were assigned to the experimental group and 18 teachers to the control group. The experimental group participated in a structured psycho-education program on child abuse and neglect, while no intervention was implemented for the control group. Prior to the intervention, pre-test measurements were conducted using the Child Abuse Awareness Scale for both groups. The psycho-education program consisted of 10 weekly online sessions, each lasting approximately 100–120 min. The findings revealed a significant difference between the pre-test and post-test scores of the experimental group compared with the control group, indicating the effectiveness of the psycho-education program in increasing teachers’ awareness levels. The results suggest that such training programs may play an important role in enhancing teachers’ knowledge and awareness of child abuse and neglect, particularly in recognizing signs of abuse and understanding reporting procedures. Full article

(This article belongs to the Section Teacher Education)

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16 pages, 277 KB

Open AccessArticle

Extra-Curricular Activities and Children’s Bilingual Language Learning in Singapore

by He Sun, Qiujuan Cheng and Clarence Green

Educ. Sci. 2026, 16(4), 643; https://doi.org/10.3390/educsci16040643 - 17 Apr 2026

Cited by 1 | Viewed by 1189

Abstract

Extra-curricular activities (EAs) have become a billion-dollar industry in Asia, and many parents in Singapore enroll their children in enrichment classes to improve English and mother tongue language performance. Despite the heavy investment, it remains unclear how much children could benefit from such [...] Read more.

Extra-curricular activities (EAs) have become a billion-dollar industry in Asia, and many parents in Singapore enroll their children in enrichment classes to improve English and mother tongue language performance. Despite the heavy investment, it remains unclear how much children could benefit from such exposure. The present study examines this issue with 123 English–Mandarin bilingual children aged four to five. The number of hours children spent in language-related EAs, together with a set of internal factors (e.g., nonverbal intelligence) and external factors (e.g., home input), were used to predict children’s receptive vocabulary and word-reading skills in both languages using path models. Results show that 36% of the children attended English or Mandarin enrichment classes. Participation in English enrichment classes was not significantly associated with children’s English receptive vocabulary or English word-reading skills. In contrast, Mandarin enrichment classes were significantly associated with better Mandarin word-reading performance. The differential effects of enrichment classes may reflect the bilingual context of Singapore, where English dominates daily communication while Mandarin is mainly learned as a subject in preschool and receives relatively limited exposure outside school. The findings highlight the importance of considering sociolinguistic context when evaluating the effectiveness of language enrichment programs. Full article

(This article belongs to the Special Issue Advances in Research on Languages and Literacies in Multicultural and Inclusive Settings: International and Comparative Perspectives)

24 pages, 650 KB

Open AccessArticle

From Expectations to Measured Pragmatism: A Pre- and Post-Experience Study of Student Engagement in AI-Supported Academic Exams

by Meital Amzalag, Rina Zviel-Girshin and Dizza Beimel

Educ. Sci. 2026, 16(4), 642; https://doi.org/10.3390/educsci16040642 - 17 Apr 2026

Viewed by 986

Abstract

Generative AI (GenAI) is transforming higher education assessments, yet empirical research on students’ lived experiences with GenAI during graded, time-constrained classroom assessments remains scarce. This study investigates how direct experience with GenAI in examinations shapes student perceptions of learning, metacognition, and engagement. Drawing [...] Read more.

Generative AI (GenAI) is transforming higher education assessments, yet empirical research on students’ lived experiences with GenAI during graded, time-constrained classroom assessments remains scarce. This study investigates how direct experience with GenAI in examinations shapes student perceptions of learning, metacognition, and engagement. Drawing on self-regulated learning research and cognitive load theory, we employed a retrospective pre–post design to analyze qualitative reflections and quantitative data from 90 undergraduate computer science and engineering students. Our qualitative analysis suggests a complex recalibration from idealized expectations of efficiency toward what may be described as a state of measured pragmatism. Interpretive analysis of Post-experience reflections indicates that direct practical engagement appeared to make students more conscious of the need for metacognitive engagement, with a focus on real-time output verification and the restrictive role of time pressure. Concerns regarding assessment authenticity and fairness emerged only after direct engagement. Quantitative results show that although 68.5% preferred the GenAI format, this preference did not correlate significantly with academic performance (r = 0.014, p = 0.89). Those findings suggest that student engagement is driven by pedagogical and professional relevance rather than grade improvement alone. Overall, the findings underscore the need for assessment designs that balance cognitive support with active student monitoring and responsibility. Full article

(This article belongs to the Special Issue Exploring the Impact of Generative AI on Student Engagement in Higher Education)

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23 pages, 366 KB

Open AccessArticle

Relationships Between Problematic Internet Use, Physical Activity, and Mental Health in University Students

by María Carmen Martínez-Murciano, Miriam Catalina González-Afonso, Eva Ariño-Mateo and David Pérez-Jorge

Educ. Sci. 2026, 16(4), 641; https://doi.org/10.3390/educsci16040641 - 17 Apr 2026

Viewed by 613

Abstract

This study examined associations between problematic Internet use, video game addiction, physical activity, perceived physical fitness, and psychological distress in pre-service teachers. A cross-sectional survey was completed by 404 education students from the University of La Laguna using validated measures (CERI, Vela Test, [...] Read more.

This study examined associations between problematic Internet use, video game addiction, physical activity, perceived physical fitness, and psychological distress in pre-service teachers. A cross-sectional survey was completed by 404 education students from the University of La Laguna using validated measures (CERI, Vela Test, IPAQ-short, IFIS, GHQ-28). Descriptive, correlational, group-comparison, and binary logistic regression analyses were conducted. The prevalence of video game addiction was low (4%), and problematic Internet use was rare (1%), although 25.3% showed moderate-risk Internet use. Within the small group of students with video game addiction, male students showed relatively higher risk scores; however, this was not significantly associated with physical or emotional well-being. Problematic Internet use was positively associated with psychological distress (r = 0.267, p < 0.001) and poorer physical health indicators. Perceived physical fitness was inversely associated with distress (r = −0.248, p < 0.001) and, together with problematic Internet use, emerged as the strongest predictors with clinically relevant distress (GHQ ≥ 13) in the logistic model. A focus group (n = 4) provided exploratory qualitative insights into participants’ perceptions of digital behaviours, particularly regarding perceived loss of control and its potential associations with academic, physical, and emotional well-being. Full article

(This article belongs to the Topic Well-Being and Coping Strategies in Educational Psychology)

22 pages, 314 KB

Open AccessArticle

How to Manage? Navigating Team Leadership in ECEC as a Resource

by Ester Catucci, Pernilla Kallberg and Anne Lillvist

Educ. Sci. 2026, 16(4), 640; https://doi.org/10.3390/educsci16040640 - 16 Apr 2026

Viewed by 783

Abstract

Staff retention and functional teamwork are major challenges in Early Childhood Education and Care (ECEC), where leadership is increasingly viewed as a shared team-level process. This study investigates how team leadership (TL), conceptualised as the functions through which teams meet their needs, is [...] Read more.

Staff retention and functional teamwork are major challenges in Early Childhood Education and Care (ECEC), where leadership is increasingly viewed as a shared team-level process. This study investigates how team leadership (TL), conceptualised as the functions through which teams meet their needs, is enacted among Swedish ECEC staff and how it supports collaborative work under current policy conditions. Using a revised version of the Team Leadership Taxonomy. 122 ECEC professionals completed a survey with both quantitative items and open-ended responses. The results show patterns of strong strategic alignment, high awareness of pedagogical goals, and robust relational support within teams, but substantial variability in operational clarity, task distribution, problem-solving responsibility, and psychological safety. Participants described challenges linked to shifting team compositions, unequal pedagogical competence, and inconsistent organisational support from principals, which often constrained their ability to enact both positional and distributed leadership. Overall, the findings suggest that ECEC teams possess considerable capacity for collaborative leadership, yet uneven organisational conditions limit the consistency of TL functions. Strengthening role clarity, planning structures, and reflective routines may enhance team functioning and contribute to a more sustainable ECEC workforce. Full article

(This article belongs to the Special Issue Strengths and Assets of the Early Childhood Workforce)

30 pages, 12017 KB

Open AccessArticle

An Integrated Framework for Interactive and Inclusive Asynchronous Online Learning at Scale: Data Literacy in Higher Education

by Yalemisew Abgaz

Educ. Sci. 2026, 16(4), 639; https://doi.org/10.3390/educsci16040639 - 16 Apr 2026

Viewed by 769

Abstract

Online asynchronous learning offers considerable flexibility but frequently faces challenges in sustaining engagement, interactivity, and inclusivity across diverse learner populations. This study introduces the OPTIMAL framework—an Online, Pedagogy- and Technology-Integrated, Microcurricula Approach for interactive and inclusive Learning—synthesising universal design for learning, active learning, [...] Read more.

Online asynchronous learning offers considerable flexibility but frequently faces challenges in sustaining engagement, interactivity, and inclusivity across diverse learner populations. This study introduces the OPTIMAL framework—an Online, Pedagogy- and Technology-Integrated, Microcurricula Approach for interactive and inclusive Learning—synthesising universal design for learning, active learning, and constructive alignment with technology integration frameworks (TPACK and PICRAT), operationalised through a microcurricula-as-a-service architecture. A three-year longitudinal case study (2022/23 to 2024/25) examined the application of the framework to a data literacy and analytics module serving over 5000 students across more than 15 programs and five faculties at Dublin City University. The module design constructively aligned learning outcomes, content, and technology at three levels to support multiple learning pathways, formative assessment, and transdisciplinary engagement, deliberately fostering transformative uses of technology in a fully asynchronous environment. Mixed-methods evaluation—combining learning analytics, surveys (n = 1743), and qualitative feedback—demonstrated sustained positive outcomes across all three years, including 95–99% completion rates, consistently high satisfaction, and longitudinal gains in engagement and pass rates. These findings demonstrate how the deliberate integration of pedagogical theory, technological frameworks, and modular curriculum architecture can deliver scalable, inclusive, and high-engagement online education, offering both a transferable, evidence-based model for educators and curriculum designers and longitudinal empirical validation for researchers. Full article

(This article belongs to the Section Technology Enhanced Education)

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14 pages, 679 KB

Open AccessArticle

Agency in Action: (Re)conceptualising Parental Action and Decision-Making in Home Education, in the Context of Bronfenbrenner’s Bioecological Theory

by Rainbow Cheung and Jo Rose

Educ. Sci. 2026, 16(4), 638; https://doi.org/10.3390/educsci16040638 - 16 Apr 2026

Viewed by 641

Abstract

The growing prevalence of home education necessitates exploration of parental involvement outside traditional schooling environments. This paper conceptualises parental involvement within home education decision-making. Core elements of decision making, including Choices, Contexts, Challenges and Changes, are integrated with Bronfenbrenner’s bioecological systems theory to [...] Read more.

The growing prevalence of home education necessitates exploration of parental involvement outside traditional schooling environments. This paper conceptualises parental involvement within home education decision-making. Core elements of decision making, including Choices, Contexts, Challenges and Changes, are integrated with Bronfenbrenner’s bioecological systems theory to create the 4Cs model of parental decision-making in home education. The 4Cs model is developed from integrating findings from the literature with previous empirical work on how parents make and explain decisions in home education. The present paper uses this model to organise and explain parental decision-making in a structured way. Building on critiques of school-centric parental involvement models, the 4Cs model steps away from assumptions that position parents as passive participants in schools’ agendas to instead illustrate parents’ active collaboration and involvement in their children’s education. The paper goes on to use the 4Cs model to help reframe Epstein’s typology of parental involvement to bridge home education research and broader scholarship on parental involvement. It provides a structured lens to analyse the decision-making processes that underpin why families choose home education and how it is enacted in practice. Central to this framework is the concept of parental agency, which is decoupled from school-based imperatives and positioned as the driving force in constructing tailored learning environments. This theorisation offers a critical lens for examining how parents navigate educational trade-offs, socioecological constraints, and adaptive strategies. We reframe parental involvement as deliberative, context-responsive praxis, creating potential for the 4Cs framework to act as a transferable model for analysing agency-driven parental engagement across diverse educational settings. Full article

(This article belongs to the Special Issue Family and Community Engagement as Disruptive Forces for Change)

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18 pages, 441 KB

Open AccessArticle

Willingness to Allow Educational Data Use for Learning Analytics in Higher Education: Trust and Governance Predictors: An Exploratory Study

by Marius-Valentin Drăgoi, Roxana-Adriana Puiu, Gabriel Petrea, Cozmin Adrian Cristoiu and Corina-Ionela Dumitrescu

Educ. Sci. 2026, 16(4), 637; https://doi.org/10.3390/educsci16040637 - 16 Apr 2026

Viewed by 442

Abstract

Learning Analytics (LA) can support student success through dashboards and early-support interventions, but adoption depends on students’ willingness to allow educational data use under privacy and data-protection requirements. This study examines predictors of students’ willingness to allow educational data use for LA in [...] Read more.

Learning Analytics (LA) can support student success through dashboards and early-support interventions, but adoption depends on students’ willingness to allow educational data use under privacy and data-protection requirements. This study examines predictors of students’ willingness to allow educational data use for LA in higher education, focusing on perceived benefits, perceived risks, control and transparency expectations, and institutional trust. A cross-sectional survey was administered to engineering students (N = 109); after an instructed-response attention check, N = 102 valid responses were retained. Composite Likert constructs (BENEFIT, RISK, CONTROL, TRANSPARENCY, TRUST) and two willingness outcomes were analyzed: academic-support LA (WILL_ACAD) and broader aggregated institutional reporting under safeguards (WILL_BROAD). Willingness was high in both scenarios, and the paired difference did not reach statistical significance. Regression models showed that institutional trust was the strongest predictor of willingness across both use cases; perceived benefits additionally predicted willingness for academic-support LA, while perceived risk was a positive predictor in the broader-use model. Descriptive results indicated that students prioritize human review before any action affecting a student and strong security measures as key safeguards. These provide initial evidence to inform privacy-aware learning analytics governance in similar technical-university contexts; broader generalization across higher education requires replication across disciplines and institutions. Full article

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23 pages, 722 KB

Open AccessArticle

Enhancing Statistical Thinking in Higher Education Through Pedagogically Designed Use of Interactive Whiteboards

by Roman Yavich

Educ. Sci. 2026, 16(4), 636; https://doi.org/10.3390/educsci16040636 - 16 Apr 2026

Viewed by 388

Abstract

Although interactive technologies such as interactive whiteboards are increasingly used in higher education, empirical evidence regarding their pedagogical role in statistics education remains limited. Existing studies often focus on technology adoption rather than instructional design. This study examines the effectiveness of interactive whiteboards [...] Read more.

Although interactive technologies such as interactive whiteboards are increasingly used in higher education, empirical evidence regarding their pedagogical role in statistics education remains limited. Existing studies often focus on technology adoption rather than instructional design. This study examines the effectiveness of interactive whiteboards when embedded within a pedagogically designed instructional framework aimed at supporting statistical thinking. A mixed-methods, quasi-experimental design with pre- and post-test measures (N = 126) was employed to compare learning outcomes and student perceptions in an introductory university statistics course taught either through traditional lectures or through an interactive approach emphasizing dynamic visualization, collective interpretation, and formative feedback. Mediation was tested using bootstrapped indirect effects and complemented by qualitative thematic analysis. Students in the interactive condition demonstrated significantly greater gains in statistical reasoning (Cohen’s d = 0.94, 95% CI [0.57, 1.31]), particularly in tasks involving data interpretation and reasoning about variability. Mediation analysis indicated that two student self-report measures—perceived clarity of instruction and formative feedback quality—together accounted for 63% of the total effect. The interactive format was especially beneficial for students with lower prior knowledge, reducing achievement gaps by 34%. These findings are consistent with the view that interactive technologies support conceptual learning most effectively when embedded in deliberate pedagogical designs promoting visualization, collective reasoning, and real-time feedback, highlighting the central role of instructional design over technological presence. Full article

(This article belongs to the Special Issue AI in Education: Transforming Curriculum, Pedagogy, and Assessment)

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20 pages, 248 KB

Open AccessArticle

Challenges and Professionalization in Teaching English to Deaf and Hard-of-Hearing Students: A Qualitative Study of Teacher Perspectives

by Kristin Gross, Melanie Kellner and Katharina Urbann

Educ. Sci. 2026, 16(4), 635; https://doi.org/10.3390/educsci16040635 - 16 Apr 2026

Viewed by 472

Abstract

This qualitative study investigates the challenges teachers face when teaching English as a foreign language (EFL) to deaf (in this article, deaf (lower case) refers to the audiological condition of hearing loss, whereas Deaf (capitalized) is used to denote individuals who identify as [...] Read more.

This qualitative study investigates the challenges teachers face when teaching English as a foreign language (EFL) to deaf (in this article, deaf (lower case) refers to the audiological condition of hearing loss, whereas Deaf (capitalized) is used to denote individuals who identify as members of the Deaf community and share a common sign language and distinct cultural values) and hard-of-hearing (DHH) students in German schools for the Deaf. The study is situated within a structural–theoretical professionalization framework, which focuses on the relationship between institutional conditions, teacher education structures, and professional action. Semi-structured interviews were conducted with 16 teachers of DHH students and the data were examined using qualitative content analysis. The findings reveal five central areas of challenge: (1) heterogeneity of the student body; (2) limited time (for preparing and adapting materials); (3) restricted subject-matter and sign-language competence, including missing links between EFL didactics and Deaf education in teacher training; (4) uncertainties surrounding the language design of EFL instruction, particularly the role of American Sign Language (ASL), German Sign Language (DGS), and written English; and (5) the lack of consistent, accessible exam formats and standards. Teachers report substantial insecurity due to the absence of coherent concepts, policy frameworks, and specialized training pathways, which fosters divergent classroom practices and tensions within teaching staff. The results highlight an urgent need for systematic integration of Deaf education, sign language training, and EFL pedagogy in teacher education, as well as for evidence-based guidelines on language classroom practice and assessment for DHH learners. Full article

(This article belongs to the Special Issue Advances in Research on Languages and Literacies in Multicultural and Inclusive Settings: International and Comparative Perspectives)

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Educ. Sci., Volume 16, Issue 4 (April 2026) – 164 articles

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