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Educ. Sci., Volume 16, Issue 6 (June 2026) – 6 articles

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14 pages, 234 KB

Open AccessArticle

Culturally Sustaining Practices and Digital Inclusion: International Students’ English Learning in Australian Church Communities

by Yeong-Ju Lee

Educ. Sci. 2026, 16(6), 819; https://doi.org/10.3390/educsci16060819 (registering DOI) - 22 May 2026

Abstract

This multiple case-study explores the intersection of education justice and digital inclusion through three international students’ experiences of learning English within church communities in Australia. Drawing on an education justice lens foregrounding redistribution, recognition, and representation, as well as spatial perspectives on informal digital language learning, this study examines how faith-based participation and digitally mediated interaction shape language development in everyday life. Narrative and thematic analyses were conducted based on narrative data collected from journal entries and semi-structured interviews. Findings reveal that church involvement created recurring opportunities for English use through volunteering, worship, and small-group interaction. Digital mediation extended community engagement through livestreaming and messaging platforms, supporting vocabulary noticing. Recognition within digital spaces was shaped by how participants’ contributions were taken up by others and by interactional norms such as pace and turn-taking, which structured conditions of visibility and responsiveness. These findings suggest that digital inclusion depends not only on access and participation but on whether participants’ contributions are recognised and sustained within digitally mediated environments. This study offers pedagogical implications for supporting learners’ meaningful participation in the digitally mediated multilingual communities that shape their everyday language development. Full article

(This article belongs to the Special Issue Towards Education Justice: Digital Technologies for Culturally and Linguistically Diverse Communities)

14 pages, 228 KB

Open AccessArticle

Structured Peer Review as Authentic Assessment in Digital Media Education: A Human-Mediated Foundation for Feedback Literacy and Self-Regulated Learning

by Regina John Luan and Ramadas Narayanan

Educ. Sci. 2026, 16(6), 818; https://doi.org/10.3390/educsci16060818 (registering DOI) - 22 May 2026

Abstract

Peer review is a cornerstone of authentic assessment in Digital Media education, yet its role in self-regulated learning remains underexplored, particularly as generative AI reshapes assessment. This study analyses structured peer review practices across three undergraduate units in an Australian Bachelor of Digital Media program, using artefacts created before generative AI became widespread. Guided by Zimmerman’s model of self-regulated learning and Self-Determination Theory, the analysis examines how students engage with assessment. It identifies three recurring mechanisms: rubric calibration, justified critique, and revision reflection. These mechanisms align with the forethought, performance, and self-reflection phases of learning. Together, they show how human-mediated assessment supports students’ capacity to judge quality, use feedback, and make revision decisions. The paper proposes a three-tier hybrid assessment model as a design-oriented implication rather than an empirically tested AI intervention. Full article

(This article belongs to the Special Issue Learning Futures: Designing for Motivation, Self-Regulation and Success in Evolving Learning Ecosystems)

16 pages, 288 KB

Open AccessArticle

A Preliminary Study of Satisfaction with University Mentoring in High-Intellectual-Ability Secondary Students: Instrument Validation and Association with Key Learning Processes

by Miryam Martínez-Izaguirre, Jon Peña-San José and Alexander Álvarez-González

Educ. Sci. 2026, 16(6), 817; https://doi.org/10.3390/educsci16060817 (registering DOI) - 22 May 2026

Abstract

Academic satisfaction is positioned as a fundamental psychological construct with regard to academic success, linked to well-being and cognitive engagement. The aim of the study was to evaluate the satisfaction of secondary school students with high intellectual abilities (HIA) participating in the university mentoring program in the Basque Country Autonomous Community. A quantitative methodology was used with a sample of 90 students. A purpose-developed 17-item questionnaire with 17 items used to measure the different areas that make up the multidimensionality of satisfaction. The results indicate very high levels of overall satisfaction, with particular emphasis on the quality of the bond and the mentor’s expertise. Likewise, through confirmatory factor analysis (CFA), the validity of the instrument was tested under the ‘Big Four’ model (improvement-oriented learning, individualization, feedback and practical tasks with minimal transfer). It is concluded that the mentoring program used constitutes a suitable educational response that harmonizes intellectual challenge with the psychosocial support necessary to transform potential into talent. Full article

(This article belongs to the Special Issue Fostering Excellence: Advancing the Education for Gifted and Talented Students)

24 pages, 3537 KB

Open AccessSystematic Review

Can Generative AI Feedback Effectively Enhance Learning Outcomes? A Meta-Analysis of 36 Experimental and Quasi-Experimental Studies

by Ying Huang, Sirui Chen, Wenlan Zhang and Meifen Chen

Educ. Sci. 2026, 16(6), 816; https://doi.org/10.3390/educsci16060816 (registering DOI) - 22 May 2026

Abstract

Although generative artificial intelligence (GenAI) feedback shows promise for educational applications, its actual impact on learning outcomes and the factors influencing its effectiveness remain unclear. This study conducted a systematic review and meta-analysis to evaluate the effectiveness of GenAI feedback and identify key moderating factors. Following the PRISMA 2020 guidelines, we reviewed 36 experimental and quasi-experimental studies published between 2023 and 2025, yielding 72 effect sizes. The results revealed that GenAI feedback had a moderate positive effect on academic achievement (g = 0.61), with significant moderation by contextual factors. Subgroup analysis revealed that teaching methods significantly moderated the effectiveness of GenAI feedback, with stronger effects observed in learner-centered environments promoting active construction than in teacher-centered, receptive instruction; whereas educational level, disciplines, intervention duration, and GenAI role showed no significant moderation. A three-level random-effects model was employed to account for effect size dependencies, correcting for the underestimation of standard errors typical of conventional two-level models. Outcome dimension analysis showed that GenAI feedback had the strongest impact on cognitive outcomes, with promising but less established benefits for metacognitive development, and modest effects on non-cognitive outcomes. Future research should further clarify the roles of metacognitive and non-cognitive outcomes in GenAI feedback. In practice, GenAI feedback should serve as complementary scaffolding within constructivist pedagogies to support metacognitive development, while teacher emotional support should be preserved to foster students’ non-cognitive development. Full article

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

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28 pages, 2261 KB

Open AccessArticle

Predicaments and Systematic Breakthroughs: Cultivating Engineering Literacy in Pre-Service Teachers via a Four-in-One Framework

by Zhiying Xie, Zuoxian Hou, Bo Wang and Benqiong Xiang

Educ. Sci. 2026, 16(6), 815; https://doi.org/10.3390/educsci16060815 (registering DOI) - 22 May 2026

Abstract

Driven by Emerging Engineering Education and basic education reform, cultivating engineering literacy in pre-service teachers is vital for nurturing innovative talent. This qualitative multiple-case study examines current practices in nine leading Chinese normal universities, primarily through document analysis of institutional policies and curricula, supplemented by faculty interviews and a pre-service teacher survey in a subsample of institutions. Thematic analysis reveals prominent predicaments: a fragmented curriculum, monolithic training models, misaligned resources, and low student motivation. These issues stem from ambiguous conceptual positioning, weak institutional design, and a shortage of specialized faculty and platforms. To address these challenges, this paper proposes a systematic Four-in-One breakthrough framework encompassing Top-Level Design, Platform Foundation, Faculty Empowerment, and Project-Centric Cultivation. Central to this framework is a dual-track drive model, which integrates hands-on engineering practice with pedagogical application, enabling future teachers to develop engineering thinking and the competency to translate it into effective classroom teaching. While the proposed framework requires further empirical validation, this approach offers a theoretical and practical pathway for reconstructing teacher education and building a high-quality teaching workforce. Full article

(This article belongs to the Section Higher Education)

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24 pages, 6077 KB

Open AccessArticle

The Impact of Generative Artificial Intelligence on Academic Development of Chinese Students in Humanities and Social Sciences

by Lei Fan and Fangxue Liu

Educ. Sci. 2026, 16(6), 814; https://doi.org/10.3390/educsci16060814 (registering DOI) - 22 May 2026

Abstract

Generative artificial intelligence (GenAI) is reshaping learning in higher education, with particularly pronounced implications for the humanities and social sciences (HSS), where learning outcomes are commonly expressed through written and interpretive forms that align closely with GenAI’s capabilities. Yet, systematic evidence on the educational impacts of GenAI on HSS students remains limited. Addressing this gap, this study draws on a large-scale survey of HSS students in China to examine its role in academic development. Guided by relevant learning theories, this study focuses on four dimensions: patterns of use, effects on learning processes and academic performance, challenges associated with GenAI use, and preferred approaches to curricular integration. We found that more than half perceived enhanced learning motivation, independent thinking and creativity, although a substantial minority reported little change or even decline. Comparatively, a notably larger majority reported academic performance gains, although these gains may partly reflect limitations in conventional assessment practices. The study identifies variations in perceived learning and performance improvements among students with differing durations of GenAI experience, along with observable disciplinary differences and modest gender differences. While an overwhelming majority valued the importance of ethical considerations, only slightly more than half were satisfied with privacy protection. Limited accuracy and overreliance emerged as the most pressing concerns reported by students. Students favored partial or optional curricular integration supported by practice-oriented training, and widely recognized GenAI’s significance for their future professional development. Grounded in student perspectives, this study offers evidence-based recommendations for the responsible and pedagogically meaningful integration of GenAI. Full article

(This article belongs to the Special Issue Beneficial AI for Education)

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