Education Sciences

16 pages, 596 KB

Open AccessArticle

Student Professional Collaboration as a Contemporary Format for Knowledge Sharing and Conducting Research in the University Environment

by Rabiga Bazarbekova, Saule Yerkebayeva, Almash Turalbayeva, Azhara Yerkebayeva and Azhar Amangeldikyzy

Educ. Sci. 2026, 16(5), 813; https://doi.org/10.3390/educsci16050813 - 21 May 2026

Viewed by 515

Abstract

This study aimed to describe the profile of professional collaboration among students in teacher-education programmes and to examine whether readiness for further collaboration is associated with prior experience. The work was conducted within a university grant of Abai Kazakh National Pedagogical University and [...] Read more.

This study aimed to describe the profile of professional collaboration among students in teacher-education programmes and to examine whether readiness for further collaboration is associated with prior experience. The work was conducted within a university grant of Abai Kazakh National Pedagogical University and implemented as a descriptive–comparative study based on a posttest cross-sectional snapshot with no baseline measurement. Data were collected via Google Forms from 91 students of the Department of Primary Education (Years 1–4). The questionnaire covered collaboration experience (yes/no), frequency of participation in joint projects, perceived value of collaboration (1–5), perceived impact on the learning experience, readiness to participate in joint research/projects in the future (1–5), and open-ended questions on motivations, barriers, and expected university support. Prior collaboration experience was reported by 40.7% of respondents; participation was predominantly irregular (48.4% “never”, 44.0% “rarely”). Perceived value was high (M = 4.05, SD = 1.15; Me = 4), and most respondents reported a positive contribution to their learning experience (75.8%). Readiness for future participation was moderately high (levels 4–5: 52.7%). A Mann–Whitney test indicated higher readiness among students with prior collaboration experience (U = 1288, p = 0.016, r = 0.29). Thematic grouping of open-ended responses showed that knowledge sharing and mutual support were the dominant motivations, while organisational/time and communication barriers were most frequently mentioned; the most commonly requested support measures included regular joint events and support for student communities. Findings are interpreted as a descriptive snapshot rather than causal evidence. The results may inform the design of facilitated collaboration formats and subsequent monitoring of student readiness. Full article

► Show Figures

Figure 1

18 pages, 3600 KB

Open AccessArticle

A Lecture-Specific AI-Based Tutor for Higher Education: Pedagogical Design and Empirical Evaluation

by Samuel Tobler and Katja Köhler

Educ. Sci. 2026, 16(5), 812; https://doi.org/10.3390/educsci16050812 - 21 May 2026

Viewed by 804

Abstract

Generative AI tools are increasingly used in higher education, yet most available systems lack pedagogical grounding, course alignment, and insight into student learning. This paper presents the development, implementation, and evaluation of the bioTutor, an open-source, course-specific AI chatbot designed to support constructivist [...] Read more.

Generative AI tools are increasingly used in higher education, yet most available systems lack pedagogical grounding, course alignment, and insight into student learning. This paper presents the development, implementation, and evaluation of the bioTutor, an open-source, course-specific AI chatbot designed to support constructivist learning in large university classrooms. The system integrates a curated knowledge base, a didactically structured interaction design, and a learning analytics dashboard for instructors that summarizes anonymized student-chatbot conversations. To assess students’ perceptions of usefulness, ease of use, learning relevance, output quality, and result demonstrability, we developed an education-adapted extension of the Technology Acceptance Model (edTAM) and applied it in an introductory biology course with 407 enrolled students. During a 23-week deployment, students generated more than 10,000 interactions across over 1000 conversations. Questionnaire data indicate high usability, strong perceived usefulness, and broad interest in adopting similar tools. Usage patterns show that the bioTutor was employed both for learning and exam preparation. These findings suggest that students perceived pedagogically structured, course-grounded AI chatbots as useful for learning and exam preparation, while the lecturer dashboard provided aggregated insights into students’ questions and recurring difficulties. The open-source framework enables adaptation to other disciplines and provides a scalable foundation for further research on didactically informed AI systems in higher education. Full article

(This article belongs to the Section Technology Enhanced Education)

► Show Figures

Figure 1

29 pages, 1472 KB

Open AccessArticle

An Exploratory Cross-National Study of K–12 Teachers’ Generative AI Literacy and Classroom Enactment

by Rosie Le Xiu, Stephen J. Aguilar, Andrea Jackelyn Macías, Yuqing Xing, Reem Al-Sulaiti, Maimoona Junjunia and Selma Talha Jebril

Educ. Sci. 2026, 16(5), 811; https://doi.org/10.3390/educsci16050811 - 21 May 2026

Viewed by 1261

Abstract

Guided by Social Cognitive Theory (SCT) and the Technology Acceptance Model (TAM), this qualitative study examines how K–12 teachers across five countries, the United States (n = 7), India (n = 5), Qatar (n = 5), Colombia (n = [...] Read more.

Guided by Social Cognitive Theory (SCT) and the Technology Acceptance Model (TAM), this qualitative study examines how K–12 teachers across five countries, the United States (n = 7), India (n = 5), Qatar (n = 5), Colombia (n = 5), and the Philippines (n = 4), conceptualize AI literacy and integrate generative AI into their practice. Through 26 semi-structured interviews conducted in summer and fall 2025, we identified three cross-national patterns that challenge dominant narratives about AI adoption in education. First, institutional support did not uniformly predict AI literacy depth: the four Filipino teachers developed sophisticated prompt engineering competencies despite low institutional backing, while the five Indian teachers showed the lowest awareness despite strong organizational support. Second, prompt engineering awareness functioned as a critical differentiator between teachers who engaged with AI as a pedagogical skill and those who treated it as an opaque productivity tool. Third, AI use for lesson preparation far outpaced classroom-facing application across all contexts. These findings reframe AI readiness as a question not of access and support but of whether conditions cultivate the interaction competence that meaningful integration demands. Full article

(This article belongs to the Special Issue Being a Teacher in the Era of Artificial Intelligence—Challenges and Opportunities)

► Show Figures

Figure 1

23 pages, 1121 KB

Open AccessSystematic Review

Physical Environments and Child Well-Being in Early Childhood Education: Current Evidence and Research Gaps

by Laura Fornons-Casol, Isabel del Arco and Anabel Ramos-Pla

Educ. Sci. 2026, 16(5), 810; https://doi.org/10.3390/educsci16050810 - 21 May 2026

Viewed by 1171

Abstract

Healthy, inclusive, and environmentally supportive educational settings are increasingly recognised as relevant to children’s development, well-being, and equity. However, evidence on the physical environment in early childhood education remains fragmented across outdoor spaces, indoor spatial organisation, indoor environmental quality, materials, and contaminant-related conditions. [...] Read more.

Healthy, inclusive, and environmentally supportive educational settings are increasingly recognised as relevant to children’s development, well-being, and equity. However, evidence on the physical environment in early childhood education remains fragmented across outdoor spaces, indoor spatial organisation, indoor environmental quality, materials, and contaminant-related conditions. This systematic review aimed to synthesise current evidence on the relationship between the physical environment of early childhood educational settings and multidimensional indicators of child well-being. The protocol was registered in PROSPERO, and the review followed PRISMA 2020 guidelines. Searches were conducted in Web of Science Core Collection, Scopus, ERIC, and APA PsycInfo. Methodological quality and risk of bias were assessed using ROBINS-I and JBI critical appraisal tools. Eighteen studies were included. Of these, 10 focused on outdoor spaces and schoolyards, five on indoor spaces and spatial organisation, and three on indoor environmental quality, materials, or contaminants. The findings suggest four main interpretive patterns: (i) expanding opportunities for participation through functionally diverse areas and materials; (ii) shaping coexistence and interaction through access to and distribution of resources; (iii) supporting sensory regulation; and (iv) sustaining environmental health and habitability. Overall, more favourable settings were associated with better indicators of activity and play, interaction and coexistence, and involvement and regulation. For indoor environmental quality studies, however, the evidence was mainly indirect, referring to environmental-health, comfort, exposure, or habitability indicators rather than direct child-level well-being outcomes. The certainty of the evidence was moderate to low due to methodological limitations, particularly confounding and selection bias in non-randomised intervention studies and imprecision in the measurement of environmental exposure in several cross-sectional studies. The findings may inform cautious reflection on spatial design, educational practice, and policy, but stronger recommendations require more robust study designs, reproducible exposure metrics, clearer distinction between direct and indirect well-being-related indicators, and comparable outcome measures. Full article

(This article belongs to the Section Early Childhood Education)

► Show Figures

Figure 1

17 pages, 266 KB

Open AccessArticle

Exploring How STEM Graduate Students Conceptualize Levers of Change and Solutions to Enhance Departmental Racial Climate

by Sarah L. Rodriguez, Walter C. Lee and Rosemary J. Perez

Educ. Sci. 2026, 16(5), 809; https://doi.org/10.3390/educsci16050809 - 21 May 2026

Viewed by 861

Abstract

The purpose of this qualitative study was to understand how STEM graduate students conceptualized problems that undergird a negative departmental racial climate and explore which policies and practices these students recognized as potential levers for change. Using a generic qualitative inquiry (GQI) approach, [...] Read more.

The purpose of this qualitative study was to understand how STEM graduate students conceptualized problems that undergird a negative departmental racial climate and explore which policies and practices these students recognized as potential levers for change. Using a generic qualitative inquiry (GQI) approach, we conducted eight focus group meetings and one interview with graduate STEM students (n = 34) at two predominantly white institutions in the United States. Our findings suggest that STEM graduate students identified interpersonal interactions with faculty as a primary driver of negative departmental climate, highlighting a culture of discrimination and lack of accountability. Although students suggested institutionalizing DEI labor and making structural change, they often sought to first improve care for fellow graduate students, feeling ill-equipped to facilitate organizational change. Few research studies address the conceptualization of departmental racial climate from the student perspective and examine their proposed solutions. Using racialized organizations as a guiding theory, this study calls on scholars and practitioners to think more critically about efforts to improve departmental racial climate and address issues of entrenched whiteness. This study suggests that STEM practitioners examine their current departmental processes to enhance racial climate and involve STEM graduate students in valuable ways. Full article

(This article belongs to the Special Issue Creating Cultures and Structures of Opportunity in STEMM Ecosystems)

15 pages, 1620 KB

Open AccessArticle

Exploring the Potential of Low-Barrier AI Tools for Culturally Responsive STEM Learning: Early Māori and Pacific Learner Insights from the TechTahi Platform

by Toiroa Williams, Minh Nguyen, Tania Ka’ai, Manju Vallayil, Nogiata Tukimata and Tania Smith-Henderson

Educ. Sci. 2026, 16(5), 808; https://doi.org/10.3390/educsci16050808 - 21 May 2026

Viewed by 551

Abstract

Recent advances in large language models (LLMs) have enabled new forms of software creation through natural-language interaction. However, many AI-assisted coding tools continue to assume familiarity with development environments, programming workflows, and technical conventions, which may limit accessibility for early-stage learners and communities [...] Read more.

Recent advances in large language models (LLMs) have enabled new forms of software creation through natural-language interaction. However, many AI-assisted coding tools continue to assume familiarity with development environments, programming workflows, and technical conventions, which may limit accessibility for early-stage learners and communities historically underrepresented in digital participation. This challenge is particularly relevant in Aotearoa New Zealand, where Māori and Pacific peoples remain underrepresented across STEM and technology pathways. This paper introduces TechTahi, a browser-based, syntax-free AI-assisted platform designed to support low-barrier digital creation through natural-language prompts and immediate in-browser previews. The study had two aims: to describe the design rationale and workflow of TechTahi and to explore early learner perceptions following initial use of the platform. An exploratory pilot design was employed. Five participants completed a post-use survey after hands-on interaction with TechTahi. Responses were analysed descriptively, with open-ended feedback reviewed for recurring themes. Findings suggested generally positive perceptions of accessibility and ease of use, particularly the ability to create working applications without prior coding knowledge. Participants also identified opportunities for culturally relevant features, including language support and locally meaningful design elements, alongside areas for improvement such as clearer onboarding guidance and reduced information density. These preliminary findings suggest that syntax-free, culturally responsive AI creation tools may offer promising pathways for widening participation in digital learning. Further research with larger and more diverse samples is needed to evaluate longer-term educational impact. Full article

(This article belongs to the Special Issue Beyond the Bottom Line: Systemic Pathways to Identity-Responsive STEM Learning)

► Show Figures

Figure 1

15 pages, 718 KB

Open AccessArticle

Learner Satisfaction with Technical and Non-Technical Skills in an Accredited Healthcare Simulation Centre: A Retrospective Study

by Silvia Reverté-Villarroya, Gerard Mora-Lopez, Laia Grau-Castell, Jose Maria Esteban Blanco, Jordi Baucells Rodriguez, Ramon Palau and Mireia Adell-Lleixà

Educ. Sci. 2026, 16(5), 807; https://doi.org/10.3390/educsci16050807 - 21 May 2026

Viewed by 622

Abstract

Clinical simulation is a cornerstone of healthcare education, yet comparative evidence on learner perceptions of technical skills (TS) versus non-technical skills (NTS) training remains limited. This study aimed to examine Kirkpatrick Level 1 satisfaction across simulation course types and explore associations with participant [...] Read more.

Clinical simulation is a cornerstone of healthcare education, yet comparative evidence on learner perceptions of technical skills (TS) versus non-technical skills (NTS) training remains limited. This study aimed to examine Kirkpatrick Level 1 satisfaction across simulation course types and explore associations with participant characteristics. We conducted a retrospective analysis of 1806 healthcare professionals who attended 133 simulation sessions between 2024 and 2025. Participants completed a 16-item ad hoc questionnaire (Cronbach α = 0.959) covering four domains scored 1–10. Domain scores were compared between TS (n = 1224) and NTS (n = 582) courses using Welch t-tests and Cohen’s d. Spearman correlations assessed associations with age, gender, and professional category. Overall learner satisfaction was excellent (mean 9.55 ± 0.70). TS courses scored significantly higher across all domains (p < 0.001), with effect sizes ranging from small (d = 0.21–0.28) to moderate-approaching (d = 0.45) in the Simulation/Methodology domain. Item-level analysis highlighted perceived improvement in technical skills (d = 0.49) and error awareness (d = 0.43) as the most discriminating factors. Age, gender, and professional category were significantly associated with course type (all p ≤ 0.020). Both TS and NTS simulations achieve high learner satisfaction. The perceptual advantage of TS courses suggests that instructional strategies enhancing the tangibility of NTS learning outcomes are warranted to optimize learner engagement and satisfaction. Full article

(This article belongs to the Special Issue Transforming Education: Integrating Digital Technology for Learning and Assessment)

► Show Figures

Figure 1

24 pages, 3515 KB

Open AccessArticle

Identifying Courses for Targeted Review Using GAP Analysis and Machine Learning

by Kishore Joseph, Wesley C. Calvert, Oliver Keys, Jr. and Shannon M. McCrocklin

Educ. Sci. 2026, 16(5), 806; https://doi.org/10.3390/educsci16050806 - 20 May 2026

Viewed by 717

Abstract

We examined the limitations of observed course DFWI rates (% of D and F grades, withdrawals, and incompletes) as evaluation metrics, which obscure student characteristics, course design, instruction, structure, and latent factors, posing challenges in identifying courses that need improvement. An artificial neural [...] Read more.

We examined the limitations of observed course DFWI rates (% of D and F grades, withdrawals, and incompletes) as evaluation metrics, which obscure student characteristics, course design, instruction, structure, and latent factors, posing challenges in identifying courses that need improvement. An artificial neural network (ANN) was trained using student data to model risk, accounting for variations in student characteristics. The model’s predictions on test data were averaged at the course level, producing expected DFWI rates based on student composition. Courses with high observed DFWI rates and large deviations between observed and predicted DFWI rates (the GAP) were ranked and prioritized for review, as they may reflect aspects of course design, structure, or instructional practices warranting further qualitative evaluation. Our predictions are non-causal, and modeling calibration varies across subgroups; therefore, the original GAP rankings, robust to a post-hoc calibration check, are presented as risk-adjusted indicators for prioritizing courses for further review rather than as definitive causal measures of course quality. Rankings based on observed DFWI rates differ substantially from risk-adjusted GAP rankings, indicating that relying on observed DFWI rates alone may misidentify high-risk courses. Our methodology can assist educators and administrators in making fair resource allocation decisions and improving student outcomes. Full article

(This article belongs to the Section Higher Education)

► Show Figures

Figure 1

28 pages, 359 KB

Open AccessArticle

Because I’m a Person of Color? Stories of Well-Being, Challenges, and Strengths Among Early Childhood Leaders of Color

by Xiangyu Zhao, Sae L. F. Chapman, Bo Young Park, Jason T. Downer, Wintre Foxworth Johnson and Lieny Jeon

Educ. Sci. 2026, 16(5), 805; https://doi.org/10.3390/educsci16050805 - 20 May 2026

Viewed by 421

Abstract

Leadership plays a critical role in promoting equitable and high-quality early care and education (ECE) environments. Within this context, leaders of color bring unique perspectives and experiences that support ECE teachers, children, and families with diverse backgrounds. Despite their importance, there is limited [...] Read more.

Leadership plays a critical role in promoting equitable and high-quality early care and education (ECE) environments. Within this context, leaders of color bring unique perspectives and experiences that support ECE teachers, children, and families with diverse backgrounds. Despite their importance, there is limited research focusing on the professional experiences and well-being of ECE leaders of color. Drawing on Critical Race Theory (CRT), the current study aims to fill the gap by exploring the well-being, challenges, and strengths of ECE leaders of color. Using applied thematic analysis, we analyzed interview data from 17 leaders of color working in center-based ECE settings. Five themes were identified: (1) Multidimensional and interconnected well-being, (2) structural and racialized challenges in leadership roles and career pathways, (3) strengths and assets drawn from leaders of color’s identities and experiences, (4) interconnections between strengths and burdens, and (5) suggestions for well-being and work conditions improvement. The findings suggest that improving the well-being and work conditions of ECE leaders of color requires both individual and structural support, including more targeted well-being resources, culturally sustaining organizational practices and climate, leadership preparation and development support, and more stable policy environments. Full article

(This article belongs to the Special Issue School Leadership Well-Being: Stressors, Enablers, and Impact on Leadership Practices and Educational Outcomes)

25 pages, 944 KB

Open AccessArticle

Intersectional Disaggregated Data Practices and Leadership Interventions for Women in Higher Education: Evidence from Timor-Leste

by Lovelin I. Obi, Nnedinma Umeokafor, Helio Brites da Silva, Emilia Freitas Pereira and Emmanuel Daniel

Educ. Sci. 2026, 16(5), 804; https://doi.org/10.3390/educsci16050804 - 20 May 2026

Viewed by 640

Abstract

Timor-Leste, Asia’s youngest nation since its independence in 2002, has been making progress in its education sector. However, these gains have not translated into leadership representation as expected, with women remaining significantly underrepresented in senior academic and managerial roles in higher education. While [...] Read more.

Timor-Leste, Asia’s youngest nation since its independence in 2002, has been making progress in its education sector. However, these gains have not translated into leadership representation as expected, with women remaining significantly underrepresented in senior academic and managerial roles in higher education. While existing studies highlight the potential of intersectional disaggregated data to enhance the visibility of layered inequalities and inform more targeted leadership interventions, its application in Timor-Leste remains at an early stage. This study examines respondents’ perception of barriers and enablers influencing the collection and use of intersectional disaggregated data, and their association with perceived leadership interventions aimed at advancing women in higher education leadership in Timor-Leste. A survey design was employed, with questionnaires administered to purposively selected academic and non-academic staff across selected universities in Timor-Leste. Data were analysed using descriptive and inferential techniques, including the Kruskal–Wallis test, and Spearman’s rank correlation (ρ). The findings suggest that respondents perceive key leadership interventions to include women’s leadership development programmes, mentorship, mental health support, and establishment of dedicated equality and diversity units Respondents also identified key enablers and barriers influencing the collection and use of intersectional disaggregated data, including staff training in ethical data practices, the use of mixed-method approaches, and the provision of privacy protections, alongside constraints related to data systems, capacity, and leadership support. Spearman’s analysis showed significant associations between perceived enablers and barriers influencing the collection and use of intersectional disaggregated data and perceived leadership interventions. This study contributes to the gender equity literature by providing empirical insights on perceived institutional conditions, reported barriers, enablers and perceived mechanisms through which intersectional data may inform leadership-related interventions in the context of Timor-Leste’s higher education system. Full article

(This article belongs to the Special Issue Breaking Barriers—Equity, Inclusion and Global Readiness in Higher Education)

► Show Figures

Figure 1

24 pages, 6636 KB

Open AccessArticle

Perception–Performance Gap in Generative AI: An Exploratory Study Across Two Engineering Education Contexts

by Irida Shallari, Vincenzo Gallo, Marco Carratù, Mazhar Hussain, David Krapohl and Seyed Jalaleddin Mousavirad

Educ. Sci. 2026, 16(5), 803; https://doi.org/10.3390/educsci16050803 - 20 May 2026

Cited by 1 | Viewed by 671

Abstract

Generative AI (GenAI) tools are increasingly used by students in higher education, including in technically demanding engineering courses. However, fluent AI-generated responses may still contain incorrect or incomplete information, creating a risk that students overestimate their reliability. This exploratory study investigates the relationship [...] Read more.

Generative AI (GenAI) tools are increasingly used by students in higher education, including in technically demanding engineering courses. However, fluent AI-generated responses may still contain incorrect or incomplete information, creating a risk that students overestimate their reliability. This exploratory study investigates the relationship between students’ perceived usefulness of GenAI and an instructor-benchmarked reference evaluation of model outputs in two digital systems design courses. The study involved voluntary survey responses from 32 students in an undergraduate course at MIUN and 20 students in a graduate-level course at UNISA. Student perception data were combined with teacher-side benchmarking of selected GenAI models on tasks categorized by cognitive depth. Findings indicate that prior GenAI familiarity was associated with interaction frequency and average perceived usefulness, whereas self-assessed subject knowledge showed limited association. A perception–performance gap emerged, with students often rating GenAI outputs as useful even when the instructor-side evaluation identified limitations in correctness or required substantial human scaffolding. The proposed framework should be interpreted as an exploratory guideline for studying and guiding GenAI use in engineering education, rather than as a definitive benchmark of model performance. Full article

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

► Show Figures

Figure 1

20 pages, 305 KB

Open AccessArticle

Teacher-Guided AI-Supported Digital Ecosystem Learning in Primary Science: A Quasi-Experimental Study

by Naji Kortam, Salem Saker, Amtiaz Fattum, Mohanad Ahmad Shini, Sahar Diab and Yousef Methkal Abd Algani

Educ. Sci. 2026, 16(5), 802; https://doi.org/10.3390/educsci16050802 - 20 May 2026

Viewed by 860

Abstract

Despite the growing use of artificial intelligence (AI) in science education, little is known about the motivational value of AI-supported digital tools in upper-primary ecosystem science learning. This quasi-experimental study examined whether participation in a teacher-guided digital ecosystems unit integrating AI-supported elements and [...] Read more.

Despite the growing use of artificial intelligence (AI) in science education, little is known about the motivational value of AI-supported digital tools in upper-primary ecosystem science learning. This quasi-experimental study examined whether participation in a teacher-guided digital ecosystems unit integrating AI-supported elements and interactive non-AI tools was associated with sixth-grade students’ ecosystem achievement, interest in science, attitudes toward science, and science self-efficacy. Four sixth-grade classes in an Israeli elementary school (123 students) participated. The experimental group completed six 45-min lessons; the control group studied the same content without the AI-supported components and integrated digital sequence. Students completed pretest and posttest questionnaires and an ecosystem achievement test; the experimental group also completed a satisfaction questionnaire. Semi-structured interviews were conducted with 10 students from the experimental group. Baseline-adjusted analyses indicated higher post-intervention achievement and motivational outcomes in the experimental group. Boys reported higher interest and self-efficacy than girls, and mothers’ education was positively associated with interest and attitudes. Within the experimental group, satisfaction was positively related to all motivational outcomes and significantly predicted self-efficacy. Interview themes highlighted visualization, feedback, collaboration, and occasional cognitive and technical challenges. Overall, this teacher-guided instructional package was associated with more favorable outcomes under classroom conditions in schools. Full article

(This article belongs to the Section Technology Enhanced Education)

12 pages, 559 KB

Open AccessArticle

Artificial Intelligence in Inclusive Education and Its Relationship with Socioeducational Participation in Students with Autism Spectrum Disorder

by José Jesús Sánchez Amate and Antonio Luque de la Rosa

Educ. Sci. 2026, 16(5), 801; https://doi.org/10.3390/educsci16050801 - 20 May 2026

Viewed by 775

Abstract

Background: The integration of artificial intelligence (AI) in education offers new opportunities for personalized learning and inclusive practices. However, empirical evidence on its relationship with engagement and participation processes in students with Autism Spectrum Disorder (ASD) remains limited in real classroom contexts. Methods: [...] Read more.

Background: The integration of artificial intelligence (AI) in education offers new opportunities for personalized learning and inclusive practices. However, empirical evidence on its relationship with engagement and participation processes in students with Autism Spectrum Disorder (ASD) remains limited in real classroom contexts. Methods: A non-experimental observational design was used, based on secondary analysis of anonymized educational data from 60 students with ASD in inclusive schools. Participants were classified according to their regular use of AI-based tools, defined as at least three sessions per week over one academic term. Student participation was assessed through a composite index including behavioral engagement, social interaction, academic autonomy, and self-regulation. Independent samples t-tests and Cohen’s d were applied. Results: Students using AI-based tools showed significantly higher levels across all participation dimensions. The strongest differences were found in behavioral engagement and social interaction, with large effect sizes, while autonomy and self-regulation showed moderate differences. Conclusions: AI-based tools are associated with improved engagement and involvement in students with ASD, particularly in observable and interactional dimensions, highlighting their potential for inclusive education. Full article

(This article belongs to the Special Issue Digital Inclusion in Education: Global Perspectives on Bridging Gaps in Access, Skills, and Equity)

► Show Figures

Figure 1

19 pages, 1024 KB

Open AccessArticle

Motivational Factors Influencing Ethiopian Student Teachers’ Self-Efficacy in Adopting AI in Education

by Adula Bekele Hunde, Eyvind Elstad, Knut-Andreas Abben Christophersen, Are Turmo, Fekede Tuli Gemeda and Eyueil Abate Demissie

Educ. Sci. 2026, 16(5), 800; https://doi.org/10.3390/educsci16050800 - 19 May 2026

Viewed by 520

Abstract

Understanding the motivational factors influencing student teachers’ self-efficacy in adopting Artificial Intelligence (AI) is essential in technology-driven learning environments, but this area has received less research attention in resource-scarce settings like Ethiopia. To this end, this study was initiated to explore the motivational [...] Read more.

Understanding the motivational factors influencing student teachers’ self-efficacy in adopting Artificial Intelligence (AI) is essential in technology-driven learning environments, but this area has received less research attention in resource-scarce settings like Ethiopia. To this end, this study was initiated to explore the motivational factors influencing the self-efficacy in adopting AI among Ethiopian student teachers. The study employed structural equation modeling to analyze data collected from 278 student teachers enrolled in teacher education programs to determine the relationship between motivational factors (commitment to the teaching profession, along with intrinsic, extrinsic, and altruistic motivations) and dimensions of self-efficacy (teaching AI skills, planning and classroom management, and student affective domains). The result demonstrated that strong and positive associations were found between affective commitment to teaching and self-efficacy (p < 0.01) in AI teaching skills, planning and managing the classroom, and addressing the student affective domain. In addition, positive and moderate associations were noted between extrinsic motivation and self-efficacy (p < 0.05) in the student affective and teaching AI skills domains. No significant relationships were observed for intrinsic or altruistic motivations. Thus, by highlighting the role of commitment and extrinsic motivation, the findings can inform teacher education programs aiming to enhance the holistic development and effectiveness of future educators and contribute to developing targeted recruitment and training strategies that nurture motivated and technologically proficient teachers. Full article

(This article belongs to the Special Issue Holistic Education: What It Is and How It Works)

► Show Figures

Figure 1

16 pages, 312 KB

Open AccessArticle

Do Talent Beliefs Differ Between In-Service and Pre-Service Teachers?

by Julia Klug, Silke Rogl, Kathrin Claudia Hamader and Burkhard Gniewosz

Educ. Sci. 2026, 16(5), 799; https://doi.org/10.3390/educsci16050799 - 19 May 2026

Viewed by 362

Abstract

There is limited understanding regarding whether and how teachers’ talent beliefs evolve across career stages. While most prior research conceptualizes talent beliefs across domains, emerging frameworks emphasize field-specific talent beliefs. An established multidimensional model of talent beliefs provides a theoretically grounded structure for [...] Read more.

There is limited understanding regarding whether and how teachers’ talent beliefs evolve across career stages. While most prior research conceptualizes talent beliefs across domains, emerging frameworks emphasize field-specific talent beliefs. An established multidimensional model of talent beliefs provides a theoretically grounded structure for capturing these domain-specific perceptions. Yet comparative evidence across teacher career stages remains limited. Our study examines if verbal and mathematical talent beliefs among in-service teachers and pre-service teachers differ in terms of sources, structure and levels. A total of 307 in-service teachers and 215 pre-service teachers completed validated six-dimensional talent beliefs instruments for both domains and reported sources of their beliefs. Participants—especially pre-service teachers—most strongly attributed their talent beliefs to personal school experiences, while educational science and subject-didactic coursework played a marginal role. Both the mathematical and verbal talent belief scales demonstrated configural and metric invariance, supporting equivalent factor structures and factor loadings across pre-service teachers and in-service teachers. Latent mean comparisons showed that pre-service teachers hold systematically different talent beliefs in comparison to in-service teachers. In-service teachers emphasize talent beliefs concerning domain-specific skills and, for verbal talent, passion—consistent with contemporary talent development frameworks—whereas pre-service teachers focus on external teacher influence and, for mathematical talent, on internal factors. These findings reinforce theoretical claims that talent beliefs are experience-sensitive, multidimensional constructs shaped through socialization in educational contexts. Teacher (further) education should deliberately address the dominance of personal schooling experiences by fostering structured reflection, explicitly targeting belief formation in practice-based courses, and ensuring coherence between higher-education instruction and school-based experiences. Teachers’ impact on their students’ talent development should especially be reflected in further education, since in-service teachers assess their own influence as lower than pre-service teachers do; additionally, passion as a key driver of talent development and the relevance of talent domains should already be highlighted in initial teacher education. Full article

18 pages, 273 KB

Open AccessArticle

Representations of Disability in Picturebooks: Issues of Inclusivity and Literary Quality

by Amanda Niland

Educ. Sci. 2026, 16(5), 798; https://doi.org/10.3390/educsci16050798 - 19 May 2026

Viewed by 996

Abstract

Children need picturebooks that represent the diversity of their lives. Such books provide opportunities for all children, regardless of differences, to see themselves and their lives reflected in the pages. When children encounter books they can both enjoy and identify with, they are [...] Read more.

Children need picturebooks that represent the diversity of their lives. Such books provide opportunities for all children, regardless of differences, to see themselves and their lives reflected in the pages. When children encounter books they can both enjoy and identify with, they are more likely to develop a love of reading. Recognition of the importance of this has led to the publication of a growing number of picturebooks containing characters of colour, or who are gender-diverse or disabled. While many of these have the literary qualities that inspire young children’s imaginations as well as being inclusive, this is not always the case with picturebooks portraying disability. This research sought to build on existing analytical studies of inclusivity in picturebooks, drawing from frameworks developed by other researchers—in particular, the Strong Stories framework. The analytical framework used also included criteria to evaluate the literary qualities that make picturebooks imaginative and engaging for young children. The picturebooks portraying disability studied in this research came from recommendation lists of five literary or disability advocacy not-for-profit organisations. A qualitative content analysis was conducted, informed by an understanding of literacy as a social practice, with picturebooks as reflectors of ideology and social models of disability. Findings revealed that not all the recommended books were inclusive, and the majority lacked the literary qualities that make children reach for a book over and over. This research sheds light on the need for more picturebooks that inclusively and imaginatively portray disability. 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)

16 pages, 290 KB

Open AccessArticle

Bullying, Victimization, Resilience, and Emotional Intelligence Among Primary School Students

by Tatiani Gkatsa and Spyridoula Rachioti

Educ. Sci. 2026, 16(5), 797; https://doi.org/10.3390/educsci16050797 - 19 May 2026

Viewed by 1363

Abstract

There is a lack of comprehensive studies investigating the combined effect of resilience and emotional intelligence on the experience of bullying. Students’ well-being is based on skills such as psychological resilience and emotional intelligence. Thanks to these skills, problems like bullying are reduced, [...] Read more.

There is a lack of comprehensive studies investigating the combined effect of resilience and emotional intelligence on the experience of bullying. Students’ well-being is based on skills such as psychological resilience and emotional intelligence. Thanks to these skills, problems like bullying are reduced, and students thrive. The aim of this study was to examine the associations between school bullying/victimization, psychological resilience, and emotional intelligence in primary school students, within the context of psychosocial factors related to school inclusion. In the present cross-sectional study, 121 primary school students (54 boys, 67 girls), aged 8–12 years, were surveyed using a self-report questionnaire to investigate the relationship between emotional intelligence, psychological resilience, and school bullying/victimization. A moderate positive correlation was found between victimization and bullying (ρ(119) = 0.34, p < 0.001), while victimization was moderately and negatively associated with resilience (ρ(119) = −0.35, p < 0.001). Emotional intelligence showed weak and non-significant associations with victimization and resilience, whereas its correlation with bullying was positive but small in magnitude (ρ(119) = 0.18, p = 0.048). Overall, resilience appears to be inversely related to victimization, while emotional intelligence demonstrated limited explanatory value in this sample. These findings highlight the potential protective role of resilience against victimization and underscore the importance of resilience-focused interventions within school settings. Emotional intelligence, although theoretically relevant, demonstrated limited explanatory value in this sample. Full article

(This article belongs to the Special Issue Effective Policies and Practices in Inclusive Preschool and Primary Education)

20 pages, 371 KB

Open AccessArticle

Implementation and Impact of a Summer Mathematics Bridge Program for Multilingual Learners: Evidence from Randomized Controlled Trials

by Haiwen Chu, Leslie Hamburger and Jill Neumayer DePiper

Educ. Sci. 2026, 16(5), 796; https://doi.org/10.3390/educsci16050796 - 19 May 2026

Viewed by 385

Abstract

We report results from the implementation and impact evaluations of a three-week summer bridge mathematics program. This program was designed to challenge and support rising ninth grade students and in particular Multilingual Learners. We report the extent to which implementing teachers enacted the [...] Read more.

We report results from the implementation and impact evaluations of a three-week summer bridge mathematics program. This program was designed to challenge and support rising ninth grade students and in particular Multilingual Learners. We report the extent to which implementing teachers enacted the activities as intended and note challenges that implementing teachers reported with the ambitious program for mathematics learning in a summer setting. For the impact study, we implemented two experiments with assignment at the student level: a classic randomized controlled trial with 37 students in the analytic sample and a delayed-intervention randomized controlled trial with 114 students in the analytic sample. Our impact analysis was a single-level linear regression model with demographic and prior math achievement covariates. While the impact on student math outcomes was positive, ranging from 0.03 to 0.19 standard deviations, these effects were not statistically significant due to sample attrition. Full article

(This article belongs to the Section Curriculum and Instruction)

► Show Figures

Figure 1

21 pages, 581 KB

Open AccessSystematic Review

Experiences, Perspectives, and Perceptions Regarding Employability in Higher Education in Chile: A Systematic Review (2000–2025)

by Thierry Amigo-López, Sebastián Silva-Alcaino and Diana Rojas-Gomez

Educ. Sci. 2026, 16(5), 795; https://doi.org/10.3390/educsci16050795 - 19 May 2026

Viewed by 763

Abstract

Graduate employability is a key concern for policymakers and universities worldwide. In Chile, most research has focused on labour market outcomes, with less emphasis on students’ and graduates’ experiences and perceptions of employability during and after their studies. This article presents a systematic [...] Read more.

Graduate employability is a key concern for policymakers and universities worldwide. In Chile, most research has focused on labour market outcomes, with less emphasis on students’ and graduates’ experiences and perceptions of employability during and after their studies. This article presents a systematic review of empirical studies on employability in Chilean higher education published between 2000 and 2025. The review used the PRISMA 2020 framework to systematically search four academic databases: Scopus, Web of Science, SciELO, and ERIH Plus. The initial search identified 445 records. After applying inclusion and eligibility criteria, fourteen empirical studies were selected for the final analysis. These studies were then examined using thematic content analysis. The findings show a significant increase in employability studies since 2019 and a shift toward qualitative methodologies. The literature mainly addresses four analytical dimensions: (1) education-to-work transitions and career trajectories; (2) employability resources, such as skills, credentials, and social capital; (3) institutional strategies to foster employability; and (4) structural inequalities related to gender, social origin, and institutional selectivity. The findings suggest that graduate employability in Chile is shaped by the interaction between individual resources, institutional practices, and labour market structures within a highly segmented higher education system. Additionally, the review notes a lack of longitudinal research and calls for comparative studies and institutional policies to address structural inequalities. This article contributes by advocating a relational approach to employability that links individual capital, institutional habitus, and labour market structures. Full article

(This article belongs to the Special Issue Bridging the Gap: Higher Education, Skills, and Graduate Employability)

► Show Figures

Figure 1

20 pages, 623 KB

Open AccessReview

Inclusive Education for Students with Special Educational Needs: A 30-Year Synthesis of the Review-Level Literature (1994–2023)

by Stephen Hay and Wendi Beamish

Educ. Sci. 2026, 16(5), 794; https://doi.org/10.3390/educsci16050794 - 18 May 2026

Viewed by 1715

Abstract

Inclusive education for students with special educational needs (SEN) has become a major international policy and research priority since the Salamanca Statement (1994). Yet no recent synthesis has mapped how review-level evidence in this field has developed over time. This umbrella review examined [...] Read more.

Inclusive education for students with special educational needs (SEN) has become a major international policy and research priority since the Salamanca Statement (1994). Yet no recent synthesis has mapped how review-level evidence in this field has developed over time. This umbrella review examined 53 review studies, which together synthesized approximately 2000 primary studies on inclusive education for students with SEN. Using Joanna Briggs Institute (JBI) umbrella review methodology and PRISMA (2020) reporting procedures, records were identified through five databases, screened in Covidence, appraised using the JBI Critical Appraisal Checklist, and analyzed to examine thematic emphases, bibliometric patterns, and methodological shifts. The findings show an expansion and diversification of studies, particularly after 2015, with dominant themes focusing on teacher attitudes and professional development, inclusive practices and outcomes, specific student populations, social inclusion, and policy, systems, and implementation barriers. The review also identified a shift from early narrative overviews to more rigorous systematic qualitative reviews and meta-analyses, alongside increasing international representation. Overall, findings indicate that review-level research on inclusive education for students with SEN has matured considerably since Salamanca, reflecting both the growing complexity of inclusive schooling and the influence of global policy agendas on the production of evidence syntheses. Full article

(This article belongs to the Special Issue Inclusion and Equity for Students with Special Educational Needs: Trends, Tensions, and Tactics)

► Show Figures

Figure 1

20 pages, 303 KB

Open AccessArticle

Mixed Feelings About Feedback: An Exploratory Study of Students’ and Lecturers’ Emotions Pertaining to Written Feedback on Assessment

by Tony Dowden, Seyum Getenet, Frey Parkes, Johannes M. Luetz, Heejin Chang, J-F, Tania Leach and Peter Albion

Educ. Sci. 2026, 16(5), 793; https://doi.org/10.3390/educsci16050793 - 18 May 2026

Viewed by 429

Abstract

Written feedback on high-stakes assessment has the potential to provide students with valuable advice for future assessment episodes, but when feedback has a negative impact on students’ emotions, it can negate any benefits. This exploratory study reports on the perceptions of 14 lecturers [...] Read more.

Written feedback on high-stakes assessment has the potential to provide students with valuable advice for future assessment episodes, but when feedback has a negative impact on students’ emotions, it can negate any benefits. This exploratory study reports on the perceptions of 14 lecturers and 19 students regarding their emotions toward written assessment feedback within a university preparatory program for students at a regional university in Australia. Focus groups were used to collect data from the participants. The data were analysed with NVivo Version 11 software. The data were further analysed by the authors, who identified and categorised phrases pertaining to students’ and lecturers’ emotions about feedback. The study found that lecturers and students had mixed feelings about written feedback, especially when personal connections between lecturers, other staff, and students were tenuous. It concluded that further research focusing on the impact of emotions on how students perceive written feedback and apply it in future assessments could provide insights into how to enhance contemporary tertiary teaching and assessment practices. Full article

(This article belongs to the Special Issue Teachers as Assessors: Exploring the Socio-Emotional Dimension of Teacher Assessment Literacy)

20 pages, 443 KB

Open AccessArticle

Teacher Practices, Equity, and Female Students’ Learning Experiences in Secondary Physics: Findings from a Multiple Case Study

by Ana Maia Fernandes and José Luís Araújo

Educ. Sci. 2026, 16(5), 792; https://doi.org/10.3390/educsci16050792 - 18 May 2026

Viewed by 685

Abstract

Girls remain significantly underrepresented in Physics, a phenomenon linked to sociocultural barriers, classroom dynamics, and stereotyped perceptions of scientific competence. This multiple case study investigates how girl-friendly teaching strategies are implemented in secondary Physics classrooms and how female students experience these practices. Three [...] Read more.

Girls remain significantly underrepresented in Physics, a phenomenon linked to sociocultural barriers, classroom dynamics, and stereotyped perceptions of scientific competence. This multiple case study investigates how girl-friendly teaching strategies are implemented in secondary Physics classrooms and how female students experience these practices. Three 10th grade Physics and Chemistry teachers and their respective classes participated in the study (one class per teacher). Data were collected through a diagnostic test, non-participant classroom observations, semi-structured interviews with female students, and teachers’ questionnaires. There are substantial differences between classes in terms of the implementation of inclusive practices and their impact on girls’ engagement and performance. The two classes in which teachers employed a wider range of girl-friendly strategies, such as equitable feedback, contextualized examples, socio-scientific tasks, and supportive teacher–student interactions, showed higher autonomy and stronger performance among girls. In contrast, in the class where fewer strategies were implemented, girls were relegated to passive roles, reported lower confidence, and demonstrated weaker diagnostic test results. Overall, findings suggest that consistent use of inclusive pedagogical strategies can contribute to reducing the gender gap in Physics by fostering participation, confidence, and interest among female students. Given the small sample size (three teachers and their respective classes), findings should be interpreted as exploratory and context-specific rather than generalizable. Full article

(This article belongs to the Special Issue Equitable Science Education for Engaging All Learners in Science)

► Show Figures

Figure 1

18 pages, 275 KB

Open AccessArticle

Final-Year Veterinary Students’ Perspectives on Professionalism Education at Select Veterinary Schools in Australia, New Zealand and the United Kingdom

by Stuart John Galt Gordon, Cristina de Corral Muñiz, Michael Meehan, Kate Cobb, Liz Mossop, Melinda Bell and Martin Cake

Educ. Sci. 2026, 16(5), 791; https://doi.org/10.3390/educsci16050791 - 18 May 2026

Viewed by 661

Abstract

The teaching and assessment of veterinary professionalism are essential components of veterinary degree curricula. The content of veterinary professionalism education programs has been informed by multiple stakeholders including educators, practitioners, and regulatory bodies. Since student perceptions also represent a powerful force in shaping [...] Read more.

The teaching and assessment of veterinary professionalism are essential components of veterinary degree curricula. The content of veterinary professionalism education programs has been informed by multiple stakeholders including educators, practitioners, and regulatory bodies. Since student perceptions also represent a powerful force in shaping the curriculum, the aim of this study was to explore the perspectives of final-year veterinary students on professionalism teaching and learning within their veterinary program. A mixed-methods study was conducted across three veterinary schools (Massey University–New Zealand; Murdoch University–Australia; University of Nottingham–United Kingdom). An online survey captured final-year veterinary students’ opinions on professionalism teaching and the suitability of their current professionalism curricula. Subsequent focus groups explored perceptions in greater depth. Of 81 survey respondents, 66% perceived professionalism instruction to be essential, 79% agreed that their current professionalism instruction included appropriate content, and 58% perceived the instruction to represent adequate preparation for interaction with clients and professional colleagues. Only 39% of respondents, however, agreed that professionalism teaching was well integrated into the rest of the program. Three themes were identified following thematic analysis of the transcripts from the 11 focus groups conducted: ‘the challenges associated with teaching and assessing professionalism’, ‘the influence of clinical teaching faculty on student professionalism development’, and ‘the importance of adopting effective teaching methods to teach professionalism’. Findings from both studies showed that students placed the greatest value on learning and assessing professionalism within an authentic clinical context, while also appreciating interactive teaching formats and group work. Educators should, therefore, consider integration, authenticity, and interactive delivery as they continue to develop their veterinary professionalism curricula. Full article

(This article belongs to the Section Higher Education)

18 pages, 514 KB

Open AccessEssay

Designing Resilient STEM Trajectories: An Ecological Framework for Sustained Participation

by Albert Ziegler and Heidrun Stoeger

Educ. Sci. 2026, 16(5), 790; https://doi.org/10.3390/educsci16050790 - 18 May 2026

Cited by 1 | Viewed by 544

Abstract

STEM learning unfolds over many years. It is shaped by changing contexts, transitions, and occasional breaks. However, much of the existing work still focuses on single stages or isolated factors. This article introduces the E³ Framework. Its purpose is to provide a [...] Read more.

STEM learning unfolds over many years. It is shaped by changing contexts, transitions, and occasional breaks. However, much of the existing work still focuses on single stages or isolated factors. This article introduces the E³ Framework. Its purpose is to provide a language for examining why some STEM trajectories endure, why others fade, and what kinds of ecological alignment allow learning to remain viable in the flow of real life. Based on a systemic approach, we aim to explain how STEM participation is preserved over time. This framework describes stability as the result of interactions among three ecological domains: resources, regulation, and time. We identify five key functions—robustness, regulatory re-alignment, renewal, informational persistence, and environmental fit. These functions show how engagement holds steady or recovers as circumstances shift. The E³ Framework offers a way to analyze how supports, feedback loops, and time-related structures either come together or fall apart. We provide simple design guidelines and matrices to show how educators and policymakers can better support STEM trajectories. Full article

(This article belongs to the Topic Organized Out-of-School STEM Education)

► Show Figures

Figure 1

14 pages, 258 KB

Open AccessArticle

An Ethnographic Study on Teachers’ Acceptance and Resistance Attitudes to Adopting Learning Analytics

by Dimitrios E. Tzimas and Stavros N. Demetriadis

Educ. Sci. 2026, 16(5), 789; https://doi.org/10.3390/educsci16050789 - 17 May 2026

Viewed by 574

Abstract

Learning analytics (LA) is an emerging field that has undergone extensive development in K-12 education, focusing on students’ learning processes and tracking their learning trajectories. However, numerous developments remain in the pilot phase without holistic adoption. Despite the growing use of teacher-facing analytics [...] Read more.

Learning analytics (LA) is an emerging field that has undergone extensive development in K-12 education, focusing on students’ learning processes and tracking their learning trajectories. However, numerous developments remain in the pilot phase without holistic adoption. Despite the growing use of teacher-facing analytics in K-12 education, little is known about the processes through which instructors interpret and negotiate analytics within everyday school practice. This paper presents an interpretive ethnographic study of teacher sensemaking and resistance regarding LA adoption in K-12 schools. Informed by the unified theory of acceptance and use of technology (UTAUT), we implemented a small-N ethnographic study with school teachers to explore their perceptions and experiences regarding LA adoption. The research question was “How do teachers interpret, negotiate, and make sense of learning analytics adoption in K-12 school settings?” The findings indicate that teachers’ responses to LA adoption were shaped through complex sensemaking processes involving perceived usefulness, institutional culture, emotional ambivalence, ethical issues, and human-centered understandings of data-driven educational practices. Full article

(This article belongs to the Special Issue Machine Learning in Educational Large Data Analysis)

18 pages, 289 KB

Open AccessArticle

Enhancing Equity for Women’s Leadership in International Schools Through Transformative Action

by Nicky Bourgeois, Jess Harris and Susan Ledger

Educ. Sci. 2026, 16(5), 788; https://doi.org/10.3390/educsci16050788 - 16 May 2026

Viewed by 742

Abstract

Despite increased recognition of its importance, most activities promoting the inclusion of women in leadership in the international schooling sector occur within discrete pockets or subgroups of women advocating for and supporting other women. Actions being taken by these women for women are [...] Read more.

Despite increased recognition of its importance, most activities promoting the inclusion of women in leadership in the international schooling sector occur within discrete pockets or subgroups of women advocating for and supporting other women. Actions being taken by these women for women are not reaching a broader audience and have yet to sufficiently address the challenge of meeting gender equity in leadership in international schools. This article presents findings from interviews with eight women who are experts in the field of International Schooling. We use Shields’ Transformative Leadership Theory as a lens to analyse, problematise and theorise the structures surrounding women in leadership in international schools and propose a way forward. Our findings reveal the difficulty of defining the problem and the evidence of significant silences around women in leadership. We argue that if International Schooling is to be transformative, then institutions and systems must pursue a more socially just agenda. We argue for the need to overcome silences and challenge traditional notions of leadership that have disadvantaged women. Finally, we present an adaptation of Australian Institute for Teaching and School Leadership’s Indigenous Cultural Responsiveness Capability Framework to propose a potential pathway forward to support equity for women in leadership in International Schooling. Full article

(This article belongs to the Special Issue Transformative School Leadership: Strategies for Innovation and Improvement)

18 pages, 575 KB

Open AccessArticle

Seeking Help from Large Language Models: Exploring the Assessment and Feedback of Student Teachers’ Academic Texts

by Astrid Gillespie and Ove Edvard Hatlevik

Educ. Sci. 2026, 16(5), 787; https://doi.org/10.3390/educsci16050787 - 16 May 2026

Viewed by 557

Abstract

Student teachers can seek help from large language models when writing their academic texts during their initial teacher training, and teacher educators can use large language models to evaluate the submitted academic texts. However, existing research presents inconsistent evidence regarding whether large language [...] Read more.

Student teachers can seek help from large language models when writing their academic texts during their initial teacher training, and teacher educators can use large language models to evaluate the submitted academic texts. However, existing research presents inconsistent evidence regarding whether large language models assess academic work in ways comparable to human evaluators. To our knowledge, few studies have examined evaluations made by both student teachers and teacher educators alongside those generated by large language models. This study addresses two research questions concerning how academic texts are evaluated by student teachers, teacher educators, and large language models. First, we found that the two large language models showed agreement with each other but did not consistently align with the evaluations provided by either the student teachers or the teacher educator. Second, the large language models produced substantially longer evaluation texts that closely followed the structure of the assessment criteria but struggled with evaluating the discussion sections. Although the large language models offered practical suggestions for improving academic texts, their feedback did not emphasize the same aspects highlighted by the teacher educator. Implications for practical use of generative AI-tools and needs for further research are discussed. Full article

► Show Figures

Figure 1

32 pages, 884 KB

Open AccessArticle

Sustainable AI Integration in Teacher Education: From Personalised Learning to Signature Pedagogies

by Othman Abu Khurma, Nagla Ali, Hanan Shaher Almarashdi, Patricia Fidalgo, Khaleel AlArabi and Huda Ahmad Alkhalaileh

Educ. Sci. 2026, 16(5), 786; https://doi.org/10.3390/educsci16050786 - 16 May 2026

Cited by 1 | Viewed by 1122

Abstract

This qualitative review of the literature explores current conversations about the impact of Artificial Intelligence (AI) on teacher education in general and pre-service teachers in particular. Recent advances in AI are beginning to influence teacher education, where curricula, practicum, and school field experience [...] Read more.

This qualitative review of the literature explores current conversations about the impact of Artificial Intelligence (AI) on teacher education in general and pre-service teachers in particular. Recent advances in AI are beginning to influence teacher education, where curricula, practicum, and school field experience now incorporate AI in curriculum-based instruction and as a context for teaching digital literacy, not as an isolated tool. Researchers regularly situate these shifts alongside broader educational practices and policy. There is also substantial literature dealing with pressing ethical and practical questions such as data privacy and algorithmic bias, equitable access to technology, and the challenges experienced by under-resourced schools. Together, these studies indicate that teachers are redefining and reconfiguring both their own teaching and teacher education, enabled by AI in new, more flexible and responsive ways. Within this shifting paradigm, pre-service and in-service teachers are not conceived as mere end-users but as reflective practitioners who take up such tools, critically question their ramifications, and, sometimes, lead the way in utilizing AI in educational practice, including mainly pedagogical practices. To explain the shared components identified in the present review, this paper offers a post hoc conceptual synthesis of eight recurring dimensions of sustainable AI integration in teacher education. Full article

(This article belongs to the Special Issue The Use of AI in ESL/EFL Education: Challenges and Opportunities)

► Show Figures

Figure 1

12 pages, 229 KB

Open AccessCommentary

Mathematics as a Gateway, Not a Barrier: Reimagining Engineering Preparation for the 21st Century

by Jenna Carpenter, Nathan Klingbeil, Sheryl Sorby and Gary Bertoline

Educ. Sci. 2026, 16(5), 785; https://doi.org/10.3390/educsci16050785 - 15 May 2026

Viewed by 522

Abstract

For more than seventy years, mathematics—particularly the calculus sequence—has defined both the rigor and the exclusivity of engineering education in the United States. While this structure was historically instrumental in professionalizing engineering, it has also produced unintended consequences: restricted access, misalignment with contemporary [...] Read more.

For more than seventy years, mathematics—particularly the calculus sequence—has defined both the rigor and the exclusivity of engineering education in the United States. While this structure was historically instrumental in professionalizing engineering, it has also produced unintended consequences: restricted access, misalignment with contemporary engineering practice, and persistent inequities in participation and degree attainment. This commentary argues that mathematics must be reimagined not as a barrier or filter, but as a gateway that enables engineering learning, persistence, and innovation. Building on The Engineering Mindset Report and decades of research in engineering education, learning sciences, and curricular reform, we examine how mathematics became a gatekeeping mechanism, assess its current impacts, and propose a framework for redesigning engineering mathematics around context, modularity, technology, and equity. We advocate for accessible, flexible, and technology-enabled pathways that emphasize modeling, data analysis, and conceptual understanding over procedural endurance. Such an approach has the potential to broaden participation, improve student success, and better align engineering education with the realities of 21st-century professional practice. Full article

(This article belongs to the Special Issue Rethinking Engineering Education)

14 pages, 256 KB

Open AccessArticle

Development of Undergraduate Nursing Students’ Clinical Performance Self-Efficacy Beliefs: A Cross-Sectional Study

by Beth Pierce, Jeanne Allen and Thea van de Mortel

Educ. Sci. 2026, 16(5), 784; https://doi.org/10.3390/educsci16050784 - 15 May 2026

Viewed by 847

Abstract

Self-efficacy is a person’s belief in their ability to perform a task effectively despite difficulties and predicts future willingness to undertake similar tasks. The study’s aim was to determine the extent to which undergraduate nursing students develop their clinical performance self-efficacy beliefs throughout [...] Read more.

Self-efficacy is a person’s belief in their ability to perform a task effectively despite difficulties and predicts future willingness to undertake similar tasks. The study’s aim was to determine the extent to which undergraduate nursing students develop their clinical performance self-efficacy beliefs throughout their degree. Using a cross-sectional survey design, Year 1, 2 and 3 students from a three-year undergraduate nursing program completed a clinical performance self-efficacy scale, comprising the domains of assessment, planning, implementation and evaluation. Welch’s one-way ANOVA and Games–Howell post hoc analyses compared self-efficacy scores across year levels. Self-efficacy predictors were identified with multiple linear regression. Descriptive statistics determined students’ confidence with clinical activities. Participants’ self-efficacy scores increased significantly from Year 1 to 2 and Year 2 to 3. Year level of study was the only unique positive predictor of scores. Over the years, participants were most confident implementing care and least confident planning and evaluating care. Given that clinical placement frequency was not a unique significant predictor of self-efficacy, but rather weakly correlated, future studies should examine if other learning activities such as high-fidelity simulation may play a greater role in its development. The lower confidence with planning and evaluation underscores the need for curricula that scaffold higher-order skills like critical thinking and reflection. Full article

Journal Menu

Journal Browser

Educ. Sci., Volume 16, Issue 5 (May 2026) – 149 articles

Further Information

Guidelines

MDPI Initiatives

Follow MDPI