Education Sciences

19 pages, 391 KB

Open AccessArticle

English Medium Instruction Lectures: A Gender Perspective on Comprehension Challenges

by Joseph Siegel, Maria Kuteeva and Aki Siegel

Educ. Sci. 2026, 16(7), 1176; https://doi.org/10.3390/educsci16071176 - 22 Jul 2026

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Gender has often been overlooked in tertiary English medium instruction (EMI) research. To address this gap, the present study investigates whether gender plays a role in EMI lecture comprehension challenges. The study included 37 participants (21 female and 16 male) who attended EMI [...] Read more.

Gender has often been overlooked in tertiary English medium instruction (EMI) research. To address this gap, the present study investigates whether gender plays a role in EMI lecture comprehension challenges. The study included 37 participants (21 female and 16 male) who attended EMI lectures in a variety of subjects. Participants used a foot pedal to “time-stamp” comprehension challenges in real time during lectures. After the lectures, students joined stimulated recall interviews guided by the time stamps, where they re-watched time-stamped portions of lecture videos and explained reasons for non-comprehension. Results showed that gender did not play a statistically significant role in relation to a majority of the comprehension challenges, with the exception of top-down >> content-related, where females were more likely to report issues such as lack of prior content knowledge than males. Based on the findings, commentary about the role of gender in EMI and in relation to various language skills is provided. Full article

(This article belongs to the Special Issue Policy and Practice for Multilingual Learners in School Education)

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22 pages, 295 KB

Open AccessArticle

Japanese Language Study Intensity Among Vietnamese University Students: Academic Engagement, Career Motivation, and Learning Behavior in a Higher-Education Context

by Van Hong Nghiem, Lan Anh Thi Nguyen and Nam Hoang Tran

Educ. Sci. 2026, 16(7), 1175; https://doi.org/10.3390/educsci16071175 - 22 Jul 2026

Viewed by 308

Abstract

Japanese language learning has become increasingly relevant for Vietnamese university students due to expanding academic, cultural, and career-related links between Vietnam and Japan. This study examined lifestyle, social, health-related, and motivational correlates of Japanese language study intensity among Vietnamese university students. A cross-sectional [...] Read more.

Japanese language learning has become increasingly relevant for Vietnamese university students due to expanding academic, cultural, and career-related links between Vietnam and Japan. This study examined lifestyle, social, health-related, and motivational correlates of Japanese language study intensity among Vietnamese university students. A cross-sectional survey was conducted with 407 university students studying Japanese in Vietnam. Descriptive and bivariate analyses used the full sample, while the adjusted logistic regression was based on 334 participants with complete data for all model variables. High study intensity was defined as studying Japanese for 8 h or more per week. Descriptive statistics, bivariate analyses, and adjusted logistic regression were used to examine factors associated with high study intensity. Among participants, 185 students (45.5%) reported high Japanese study intensity. In bivariate analysis, high study intensity was significantly associated with higher latest GPA or academic score, career-related reasons for studying Japanese, grammar study frequency, and prioritizing reading. In the adjusted logistic regression model including 334 complete cases, higher latest GPA or academic score and career-related motivation were positively associated with high study intensity, whereas prioritizing reading was negatively associated with high study intensity. Most lifestyle and health-related variables were not significantly associated with study intensity. These findings suggest that intensive Japanese learning among Vietnamese university students may be driven more by academic engagement and perceived career value than by general lifestyle or health-related patterns. Full article

(This article belongs to the Section Language and Literacy Education)

20 pages, 1754 KB

Open AccessArticle

Toponymic Knowledge and Territorial Literacy in Pre-Service Primary Education Teachers: Effects of a Didactic Intervention in Extremadura and La Rioja

by María Fernanda Giles Pérez, Alberto Alfonso-Torreño, Jacinto Garrido Velarde and Nuria Esther Pascual Bellido

Educ. Sci. 2026, 16(7), 1174; https://doi.org/10.3390/educsci16071174 - 22 Jul 2026

Viewed by 273

Abstract

This study analyses the toponymic learning of students enrolled in the Degree in Primary Education programme following a didactic intervention carried out at the Universities of Extremadura and La Rioja. The research was designed as a quasi-experimental study with a pretest and posttest [...] Read more.

This study analyses the toponymic learning of students enrolled in the Degree in Primary Education programme following a didactic intervention carried out at the Universities of Extremadura and La Rioja. The research was designed as a quasi-experimental study with a pretest and posttest in non-equivalent groups and focused on eight variables related to the identification and location of provincial boundaries, provincial capitals, county seats, and counties. The main objective was to examine the development of toponymic knowledge and to analyse possible differences according to the methodology applied and the group of origin. The results show significant differences between the pretest and posttest in a relevant proportion of the variables analysed, especially in provincial boundaries, provincial capitals, and counties, whereas no significant changes were observed in county seats (i.e., the main towns or functional centres of the Spanish comarcas). In the unadjusted posttest analyses, no statistically significant differences were found between the traditional and interactive methodology; however, exploratory adjusted ANCOVA analyses suggested possible partial methodological tendencies in some specific dimensions, particularly in the identification of counties, although these results should be interpreted cautiously because not all ANCOVA assumptions were met. Likewise, the correlations between identification and location were very high in both phases. Overall, the findings suggest that toponymic tasks based on identification and location can support basic dimensions of territorial literacy in initial teacher education, although they should not be interpreted as a comprehensive assessment of spatial thinking as a whole. Full article

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29 pages, 1271 KB

Open AccessArticle

Intergenerational Differences in Generative AI Adoption: A Model Explaining the Roles of AI Competency, Responsible AI Adoption, and Ethical Awareness in Higher Education

by Mostafa Aboulnour Salem and Zeyad Aly Khalil

Educ. Sci. 2026, 16(7), 1173; https://doi.org/10.3390/educsci16071173 - 22 Jul 2026

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Abstract

Generative artificial intelligence (GenAI) is rapidly transforming teaching, learning, research, and institutional practices in higher education, increasing the need to understand how university professionals engage with AI technologies in both functional and ethical contexts. This study examined AI adoption among sampled Generation Y [...] Read more.

Generative artificial intelligence (GenAI) is rapidly transforming teaching, learning, research, and institutional practices in higher education, increasing the need to understand how university professionals engage with AI technologies in both functional and ethical contexts. This study examined AI adoption among sampled Generation Y (Gen Y) and Generation Z (Gen Z) higher education professionals by investigating the relationships among AI Competency Capability (AICC), AI Utilisation Behaviour (AIUB), Perceived Usability (PU), Perceived Strategic Value (PSV), AI Ethical Awareness (AIEA), AI Self-Efficacy (AISE), Responsible AI Utilisation Behaviour (RAIUB), Academic Engagement (AE), Perceived Performance Outcomes (PPO), and AI Adoption Intention (AAI). Adaptive Structuration Theory (AST) and Dual-Process Theory (DPT) were employed as complementary interpretive perspectives rather than as theories directly tested by the structural model. Data were collected from 870 higher education professionals employed at Saudi Arabian universities and analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM), Partial Least Squares Multi-Group Analysis (PLS-MGA), and the Measurement Invariance of Composite Models (MICOM) procedure. The PLS-MGA identified statistically significant between-group differences only for the relationships between AICC and AIUB, which were numerically larger among the sampled Gen Z participants, and between AIEA and Responsible AIUB, which were numerically larger among the sampled Gen Y participants. All remaining differences represented sample-specific numerical variations rather than statistically confirmed between-group differences. Given the cross-sectional design and differences in age, career stage, institutional role, and professional experience, the findings should be interpreted as sample-specific associations rather than fixed generational characteristics. This study introduces the Gen-AI Dual Competency Alignment Framework (GADCAF) as a provisional conceptual and interpretive framework, intended to guide future research on AI competency, responsible AI utilisation, and organisational AI integration rather than as a validated theoretical model. The findings advance understanding of the complementary functional and ethical dimensions of AI adoption in higher education. Full article

(This article belongs to the Special Issue Transformative Educational Leadership: Bridging Gaps and Breaking Barriers)

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21 pages, 2750 KB

Open AccessArticle

Usage, Benefits and Challenges of Generative Artificial Intelligence in Mathematics: The Student Perspective

by Eabhnat Ní Fhloinn and Conor Feeney

Educ. Sci. 2026, 16(7), 1172; https://doi.org/10.3390/educsci16071172 - 22 Jul 2026

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Abstract

The rapid influx of generative artificial intelligence (GenAI) into higher education has resulted in a large number of research studies over the past three years. Much of the research to date has focused on the researcher/educator perspective of the optimal usage, benefits and [...] Read more.

The rapid influx of generative artificial intelligence (GenAI) into higher education has resulted in a large number of research studies over the past three years. Much of the research to date has focused on the researcher/educator perspective of the optimal usage, benefits and challenges in the implementation of GenAI, often in a very general sense. The importance of the student voice and discipline-specific results must not be lost in this debate. This study investigates students’ decisions to use (or not use) GenAI for mathematics purposes and the reasons they give to support this choice. This was done by surveying almost 700 students in an Irish university, using an online, anonymous survey in March 2025. The students in the sample were all studying at least one mathematics module at the time. In addition, students were asked what they perceive the benefits and challenges to be of GenAI for mathematics in higher education. 91% of respondents were using GenAI for mathematics purposes. Both their reasons for using GenAI and the benefits they perceived for it fell into four main themes: Self-Improvement, Tools, Access, and Support. Their reasons for not using GenAI, and the challenges they perceived, were categorised under Unnecessary/Unknown, Inaccurate, Skill Loss, and Ethical Concerns. Students mentioned using GenAI for self-improvement reasons, such as bettering their understanding of mathematics, and found the lack of interaction with a person to be a benefit rather than a challenge. This study was conducted at a unique moment in time when the usage of GenAI was moving from sporadic to widespread and reflects students’ self-reported reasons for this. Full article

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16 pages, 883 KB

Open AccessArticle

Beyond the Screen: A Conceptual Framework for Spatial Experiential Vocabulary Learning in Digital Language Education

by Hyeree Kang, Sangsu Choi and Jungyub Woo

Educ. Sci. 2026, 16(7), 1171; https://doi.org/10.3390/educsci16071171 - 22 Jul 2026

Viewed by 245

Abstract

Despite the rapid growth of AI-based digital language learning platforms, prevailing approaches to vocabulary instruction have remained relatively unchanged. Flashcards, translation drills, and isolated quizzes continue to dominate, and while they may support short-term retention, they tend to strip away the contextual, physical, [...] Read more.

Despite the rapid growth of AI-based digital language learning platforms, prevailing approaches to vocabulary instruction have remained relatively unchanged. Flashcards, translation drills, and isolated quizzes continue to dominate, and while they may support short-term retention, they tend to strip away the contextual, physical, and spatial dimensions that research identifies as important for durable language acquisition. This paper proposes spatial experiential vocabulary learning as a pedagogically grounded alternative. Drawing on situated learning theory, embodied cognition, and experiential learning theory, it argues that lasting vocabulary acquisition may depend not only on repeated exposure but also on learners engaging actively with language in meaningful, spatially situated contexts. The central theoretical contribution is the EARR framework, a four-phase learning cycle comprising Encounter, Act, Respond, and Reuse, in which vocabulary is embedded within object-rich spatial environments that invite purposeful interaction rather than passive recognition. The paper develops this framework theoretically and draws out its implications for platform design. It concludes by identifying priorities for future empirical research and by considering how digital language learning environments might be redesigned to better support the conditions under which vocabulary acquisition appears to occur. Full article

(This article belongs to the Special Issue Immersive and Interactive Technologies in Education: Innovations, Applications, and Experiences)

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21 pages, 663 KB

Open AccessArticle

Parents’ Perceptions of Intellectual Precocity

by María Leonor Conejeros-Solar, María Paz Gómez-Arizaga, Cristóbal Bustamante, Katia Sandoval-Rodríguez, Tatiana López-Jiménez and Alfredo Chávez

Educ. Sci. 2026, 16(7), 1170; https://doi.org/10.3390/educsci16071170 - 22 Jul 2026

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Abstract

Intellectual precocity refers to the early manifestation of cognitive abilities well above age norms and involves multidimensional developmental needs. Parents play a central role in recognizing and responding to these profiles; however, little is known about how families of young children experience this [...] Read more.

Intellectual precocity refers to the early manifestation of cognitive abilities well above age norms and involves multidimensional developmental needs. Parents play a central role in recognizing and responding to these profiles; however, little is known about how families of young children experience this process, particularly in contexts such as Chile. This qualitative phenomenological study examines parental perceptions of intellectual precocity in 4–5-year-old children through semi-structured interviews with 52 families. Findings conceptualize parenting as a dynamic and relational process shaped by intergenerational continuities, diverse caregiving practices, and children’s developmental profiles. Parents frequently recognize their own traits in their children, facilitating understanding but also generating tensions in parenting approaches. A key challenge involves children’s questioning of norms, linked to advanced cognitive abilities, which reconfigures traditional authority dynamics. Parents also express concerns regarding educational fit and future trajectories, often perceiving limited institutional responsiveness. In response, families adopt strategies such as intellectual scaffolding in the home, dialogic communication, and active advocacy for differentiated educational opportunities. The study underscores the need for family support and more responsive educational systems to address the multidimensional nature of intellectual precocity. Full article

(This article belongs to the Special Issue Unlocking Potential: The Future of Gifted and Talented Education)

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18 pages, 423 KB

Open AccessArticle

Reexamining the Monitoring and Managing Subdimensions of the Shared Metacognition Questionnaire in Online Higher Education

by Zhuo Zhang and Qian Xu

Educ. Sci. 2026, 16(7), 1169; https://doi.org/10.3390/educsci16071169 - 22 Jul 2026

Viewed by 332

Abstract

The Shared Metacognition Questionnaire (SMQ) is widely used to assess metacognition in collaborative online learning environments. Prior work has supported its two broad dimensions of self-regulation of cognition (SRC) and co-regulation of cognition (CRC), but the lower-order monitoring and managing subdimensions theorized within [...] Read more.

The Shared Metacognition Questionnaire (SMQ) is widely used to assess metacognition in collaborative online learning environments. Prior work has supported its two broad dimensions of self-regulation of cognition (SRC) and co-regulation of cognition (CRC), but the lower-order monitoring and managing subdimensions theorized within SRC and CRC have not been empirically supported. The present study used a split-sample exploratory and confirmatory factor analytic approach with graduate students (N = 348) enrolled in 25 fully online courses. For SRC, the results provided tentative support for a two-factor monitoring–managing structure, with the managing factor performing more strongly than the monitoring factor. For CRC, neither the theorized structure nor an empirically informed alternative reached marginally acceptable fit, and item-level diagnostics pointed to potential issues of item clarity, redundancy, and content clustering. The findings (1) provide additional validity evidence supporting the use of SMQ to measure self-monitoring and self-managing; (2) extend the original SMQ development study and broader theoretical models of self- and co-regulation; and (3) offer practical guidance on the current use of the SMQ and suggestions for refining the CRC items. Full article

(This article belongs to the Special Issue E-Learning in Higher Education)

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22 pages, 875 KB

Open AccessSystematic Review

Leveraging Social, Cultural and Economic Resources to Transform Rural School Habitus, a Bourdieuan Systematic Review

by Maxwell Tsoka and Eric Machisi

Educ. Sci. 2026, 16(7), 1168; https://doi.org/10.3390/educsci16071168 - 22 Jul 2026

Viewed by 318

Abstract

Rural schools often operate within complex educational fields shaped by material, structural, and institutional constraints that influence teaching and learning opportunities. Although previous research has extensively documented resource limitations in rural education, deficit-oriented perspectives may overlook locally embedded resources that support school improvement. [...] Read more.

Rural schools often operate within complex educational fields shaped by material, structural, and institutional constraints that influence teaching and learning opportunities. Although previous research has extensively documented resource limitations in rural education, deficit-oriented perspectives may overlook locally embedded resources that support school improvement. Drawing on Bourdieu’s concepts of capital, habitus, and field, this systematic review synthesizes evidence from 44 studies published between 2000 and 2025 to examine how rural schools mobilize social, cultural, and economic forms of capital to transform educational practice. Using PRISMA 2020-guided procedures, the included studies were analyzed through thematic synthesis informed by a Bourdieuan theoretical lens. Findings indicate that rural schools possess diverse yet often underrecognized forms of capital embedded in community relationships, local knowledge, teacher expertise, alumni networks, and context-specific practices. However, the educational value of these resources depends on institutional conditions that enable their recognition, mobilization, and conversion within rural schooling fields. Based on these findings, the review proposes the Transformative Rural School Habitus Model (TRSHM), which conceptualizes how interactions among different forms of capital, conversion mechanisms, and institutional practices contribute to habitus transformation. The model provides a theoretically grounded framework for understanding rural school improvement as a relational process involving both resource mobilization and changes in the conditions through which resources become valued and utilized. Full article

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31 pages, 3365 KB

Open AccessArticle

Effects of Language Policy and Learners’ Sociolinguistic Background on Educational Achievement in a Multilingual City in the Philippines

by Firth MacKenzie McEachern

Educ. Sci. 2026, 16(7), 1167; https://doi.org/10.3390/educsci16071167 - 21 Jul 2026

Viewed by 744

Abstract

In the Philippines, most children speak regional languages like Ilokano, Cebuano, and Hiligaynon as their first language (L1), but they have historically been schooled in English and Tagalog (i.e., Filipino). In 2012, the Department of Education (DepEd) institutionalized Mother Tongue-Based Multilingual Education (MTBMLE), [...] Read more.

In the Philippines, most children speak regional languages like Ilokano, Cebuano, and Hiligaynon as their first language (L1), but they have historically been schooled in English and Tagalog (i.e., Filipino). In 2012, the Department of Education (DepEd) institutionalized Mother Tongue-Based Multilingual Education (MTBMLE), designating regional/local languages as the primary medium of instruction in the early grades. Despite this major policy shift, data on how it affected children of different linguistic and ethnic backgrounds remain scarce. This study addresses that gap by examining the effects of language-of-instruction (LOI) policy, child L1, and parental ethnicity on Grade 1 academic achievement in San Fernando, La Union—a multilingual city where Ilokano is the predominant language of the community and Ilocos Region. This quasi-experimental pre–post cohort comparison leverages an exogenous policy change to analyze data from 3002 Grade 1 students across 10 urban public schools in two consecutive school years: the last year of the old English–Filipino bilingual policy (SY 2011–2012) and the first year of MTBMLE (SY 2012–2013). Ordinary least squares and mixed-effects linear regression models estimate the effects of LOI policy, child L1, parental ethnicity, and their interactions on achievement scores. Under the old L2-oriented bilingual policy, L1 Ilokano children (the demographic majority) achieved significantly lower academic ratings than their L1 Tagalog peers, with an estimated gap of approximately 1.17–2.13 points (up to 0.5 standard deviations). Within one year of MTBMLE implementation, this gap decreased to just 0.10–0.18 points (less than 0.1 SD), driven primarily by an increase in Ilokano-speaking children’s achievement across all subjects. Parental ethnicity moderates these effects: children with at least one Ilokano parent showed greater achievement gains under MTBMLE than children with no Ilokano parents, but having one Ilokano parent was more advantageous than two. This suggests that multilingual home environments influence outcomes in complex ways. Overall, the findings provide empirical support for MTBMLE’s positive impact on educational outcomes and equity, observable even within the first year of implementation. They carry urgent implications as the Philippine government has suspended the policy under Republic Act 12027 of 2024. Policymakers are urged to disaggregate educational achievement data by children’s home languages, and incorporate L1s in instruction, assessment, and program evaluation. 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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20 pages, 1042 KB

Open AccessArticle

“Peace Is (Not) a Political Position”: Intercultural Competence in Higher Education at Times of War

by Dalya Yafa Markovich

Educ. Sci. 2026, 16(7), 1166; https://doi.org/10.3390/educsci16071166 - 21 Jul 2026

Viewed by 297

Abstract

This study examines the challenges facing intercultural competence education in higher education during times of intense conflict. Most of the intercultural competence programs in higher education are based on Western liberal multicultural logic that strives to build trust between groups in conflict to [...] Read more.

This study examines the challenges facing intercultural competence education in higher education during times of intense conflict. Most of the intercultural competence programs in higher education are based on Western liberal multicultural logic that strives to build trust between groups in conflict to promote peacemaking. The common conception of trust is described as a developmental cognitive–emotional effort that is anchored in a reflective and multi-perspective calculation of events and procedures that require a willingness to give up parts of positions and standpoints. The process is supposed to be mediated by a professional and unbiased facilitator who creates a “dialogic space” based on self-reflection and perspective-taking of the “other”. Previous findings suggest that these programs were relatively efficient before the 7 October war broke out in Israel. Thus, a joint Palestinian and Jewish program that was conducted at a teacher training college after 7 October challenged these findings. Examining the discursive practices used by the participants during the meetings revealed that the basic liberal multicultural assumptions of the intercultural competence model were rejected by students from both groups. The students interpreted the model as a way to contextualize the term peace in a specific ideological–political context. Understanding peace as a concept with a layered meaning contradicts the intercultural competence model’s perception of it as a universal–humanistic–independent position. Thus, the findings further problematize the universal perception of intercultural competence models in order to adjust them to teacher trainees working outside the West during difficult times. Full article

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

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21 pages, 401 KB

Open AccessSystematic Review

AI-Based Personalized Learning for Professional Development: A Systematic Review and Cross-Sector Comparison of Knowledge-Intensive Organizations and Educational Organizations Using the Nine-Cell Model

by Orit Avidov-Ungar and Mor Friebroon-Yesharim

Educ. Sci. 2026, 16(7), 1165; https://doi.org/10.3390/educsci16071165 - 21 Jul 2026

Viewed by 289

Abstract

The rapid integration of artificial intelligence (AI) into learning environments has driven the development of personalized learning models, yet systematic cross-sector comparisons remain limited. This systematic literature review addresses this gap by comparing AI-based personalized learning models in knowledge-intensive organizations and educational organizations, [...] Read more.

The rapid integration of artificial intelligence (AI) into learning environments has driven the development of personalized learning models, yet systematic cross-sector comparisons remain limited. This systematic literature review addresses this gap by comparing AI-based personalized learning models in knowledge-intensive organizations and educational organizations, using the Nine-Cell Model as an integrative analytical framework. Following PRISMA 2020 guidelines, 43 peer-reviewed studies (2017–2026) were analyzed. The findings indicate that while both sectors rely on shared AI infrastructures (e.g., adaptive algorithms), they diverge substantially: organizational models prioritize competency development and training transfer aligned with strategic goals, whereas educational models emphasize mastery of disciplinary knowledge through structured assessments. Furthermore, managerial involvement is a key differentiator, with managers in organizations acting as active learning architects, while educational leaders primarily enable self-directed learning conditions. Across both sectors, alignment with the Nine-Cell Model is strong in knowledge acquisition but critically weak in cultivating professional values and ethics. This review advances the field by foregrounding the underexamined managerial role and demonstrating the need to shift from defensive to generative ethics in AI-based professional development. Full article

(This article belongs to the Special Issue AI for Innovative Pedagogy, Educational Value, and Instructional Impact)

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21 pages, 752 KB

Open AccessSystematic Review

The Kindergarten Transition for Children with Disabilities: A Systematic Review and Thematic Analysis of Parents’ Perspectives, Early Intervention Practices, and Implementation Gaps

by Rahaf K. Alsaidalani and Salih Rakap

Educ. Sci. 2026, 16(7), 1164; https://doi.org/10.3390/educsci16071164 - 21 Jul 2026

Viewed by 349

Abstract

The transition to kindergarten is a critical developmental milestone within the broader continuum of early intervention and early childhood special education, particularly for children with disabilities who must navigate new instructional expectations, service changes, and social environments. This systematic review synthesized 12 peer-reviewed [...] Read more.

The transition to kindergarten is a critical developmental milestone within the broader continuum of early intervention and early childhood special education, particularly for children with disabilities who must navigate new instructional expectations, service changes, and social environments. This systematic review synthesized 12 peer-reviewed studies to examine parents’ perspectives on this process and the extent to which evidence-based transition practices are reflected in research and practice. Guided by PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyses) procedures and appraised using the Mixed Methods Appraisal Tool, the review identified seven themes: communication and collaboration, transition practices, parental concerns, inclusion priorities, formal and informal supports, transition programs, and implementation gaps. Parents consistently emphasized the importance of early and sustained communication, continuity of services, and culturally responsive engagement while also describing stress, inequities, and gaps in implementation that undermined confidence in schools. Findings further indicate that many practices valued by families align with established evidence-based and recommended practices; however, their implementation remains inconsistent across settings. Although high-intensity, individualized transition practices were valued, they were inconsistently available, and low-intensity events were viewed as insufficient. Emerging evidence on structured transition programs and family-focused interventions suggests promising, yet underutilized, approaches for improving child and family outcomes. Findings highlight that parents serve as central advocates, decision-makers, and partners, underscoring the need for relationship-based, equitable transition systems. Implications for research, practice, and policy include the need to strengthen implementation fidelity, expand access to evidence-based supports, and explore innovative approaches, including technology-enhanced strategies, to improve transition experiences. Future research should prioritize more inclusive and intersectional approaches and evaluate structured interventions that strengthen family–school collaboration. Full article

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

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21 pages, 333 KB

Open AccessArticle

Designing GenAI-Mediated Mathematics Storybooks: Process Patterns and Tool Affordance Uptake Among Pre-Service Early Childhood Teachers

by Yau Yu Chan and Kwok Man Keith Ho

Educ. Sci. 2026, 16(7), 1163; https://doi.org/10.3390/educsci16071163 - 21 Jul 2026

Viewed by 314

Abstract

Digital storytelling is widely used in education as a multimodal design practice that foregrounds creator agency and audience awareness. Generative AI (GenAI) expands the speed and range of story production but also raises questions about how educators retain pedagogical control over generated content. [...] Read more.

Digital storytelling is widely used in education as a multimodal design practice that foregrounds creator agency and audience awareness. Generative AI (GenAI) expands the speed and range of story production but also raises questions about how educators retain pedagogical control over generated content. This exploratory qualitative study used cross-case workflow analysis to examine how 27 pre-service early childhood educators in Hong Kong designed GenAI-mediated mathematics storybooks. Data included video-recorded process presentations, records of interactions with ChatGPT (GPT-5) and Krea 2, and completed storybooks. Analysis traced participant decisions across planning, generation, curation, and integration, focusing on GenAI-related affordance uptake, recurring workflow patterns, and tensions among technical innovation, ethical accountability, and cultural impact. Findings show that participants commonly used GenAI to steer generation through pedagogical constraints; expand narrative and visual alternatives; and select, reject, or revise generated materials. Two recurring process patterns were identified: constraint-guided planning-to-generation, in which pedagogical requirements were established early and used to guide subsequent decisions, and exploration-to-selection, in which participants generated and compared alternatives before progressively stabilizing a preferred direction. Across both patterns, tensions were particularly evident during curation and integration, when participants balanced efficiency with sustained oversight, creative variation with pedagogical coherence, and generic outputs with local contextual fit. The findings show that GenAI-mediated storybook creation is not simply a process of generating text and images, but a pedagogical workflow in which pre-service teachers exercise agency through the critical selection, revision, and integration of AI-generated materials. Implications are discussed for teacher education, AI literacy, and the design of scalable support for teachers’ use of GenAI. Full article

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

19 pages, 1056 KB

Open AccessArticle

Modelling the Impact of Extramural English on Undergraduates’ L2 Achievements: Task Engagement as a Mediator

by May May Aung and Marianne Nikolov

Educ. Sci. 2026, 16(7), 1162; https://doi.org/10.3390/educsci16071162 - 21 Jul 2026

Viewed by 339

Abstract

This exploratory mixed-methods study investigated the relationships among students’ engagement with L2 tasks, extramural English, and their self-assessed L2 proficiency. Participants were undergraduate students at a public university in Myanmar. First, qualitative data were elicited from eight students; then, quantitative data were collected [...] Read more.

This exploratory mixed-methods study investigated the relationships among students’ engagement with L2 tasks, extramural English, and their self-assessed L2 proficiency. Participants were undergraduate students at a public university in Myanmar. First, qualitative data were elicited from eight students; then, quantitative data were collected from 336 participants. The thematic analysis revealed how students engaged with L2 tasks and extramural English cognitively, behaviourally, emotionally and socially. The quantitative results underpinned with evidence of students’ high to moderate levels of engagement with tasks in their English classes and beyond them. Correlation analysis documented that their engagement with L2 tasks in and beyond their classes were positively and significantly related to their self-reported L2 competency. SEM results evidenced a positive and significant direct pathway of task engagement to participants’ English proficiency (β = 0.367, p < 0.001); whereas, a direct prediction of extramural English engagement on self-reported L2 proficiency was statistically not significant (β = 0.059, p > 0.05). Task engagement significantly mediated the relationship between extramural English and participants’ L2 outcomes (β = 0.161, p < 0.001). These findings highlight the pivotal role of task engagement both in and outside English classes. L2 educators should recommend and integrate extramural English activities to enhance their students’ proficiency in English. Full article

(This article belongs to the Section Language and Literacy Education)

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41 pages, 943 KB

Open AccessArticle

From Affordance to Autonomy Risk: A Dual-Pathway Model of Pedagogical Integration of Agentic AI in Higher Education Teaching

by Raghu Raman, Santanu Mandal, Kai-Yu Tang and Prema Nedungadi

Educ. Sci. 2026, 16(7), 1161; https://doi.org/10.3390/educsci16071161 - 20 Jul 2026

Viewed by 342

Abstract

Agentic artificial intelligence (AAI) systems—capable of autonomously executing multi-step instructional tasks with minimal human oversight—are reshaping higher education while exposing the limitations of adoption- and continuance-centred models that treat value and risk as independent predictors. In an environment of widespread AI availability, the [...] Read more.

Agentic artificial intelligence (AAI) systems—capable of autonomously executing multi-step instructional tasks with minimal human oversight—are reshaping higher education while exposing the limitations of adoption- and continuance-centred models that treat value and risk as independent predictors. In an environment of widespread AI availability, the more meaningful question concerns how deeply educators integrate delegation-capable systems into teaching, assessment, and instructional workflows. Drawing on affordance theory, institutional theory, and automation risk perspectives, this study develops and tests a dual-pathway framework that conceptualises pedagogical integration as a dynamic value–risk trade-off embedded within institutional and contextual conditions. Survey data from 338 higher-education educators across Global North and South contexts, all of whom underwent a structured screening process to verify exposure to agentic rather than conventional generative AI systems, were analysed using PLS-SEM with robustness and endogeneity checks. The model explains substantial variance in pedagogical integration (R² = 0.619), pedagogical value (R² = 0.621), and autonomy risk (R² = 0.615). Institutional AI capability is positively associated with pedagogical value and negatively associated with autonomy risk, whereas perceived AI complexity shows the opposite pattern. Higher pedagogical value is also associated with lower perceived autonomy risk (β = −0.445, p < 0.001), suggesting that educators may interpret system autonomy as a manageable pedagogical feature rather than solely as a source of concern. Regulatory clarity weakens the complexity–risk relationship, while AI legitimacy strengthens the value–integration relationship. Given the cross-sectional design, findings should be interpreted as associative rather than causal. Full article

(This article belongs to the Special Issue AI in Higher Education: Advancing Research, Teaching, and Learning)

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22 pages, 1701 KB

Open AccessArticle

Generative AI Adoption and Perceived Academic Impact Among Undergraduate Students: A Cross-National Study in Indonesia, Tajikistan, and the United States

by Vyacheslav Dushenkov, Ernawati Sinaga, Astri Rozanah Siregar, Alamkhon Akhmedov and Saidbeg Satorov

Educ. Sci. 2026, 16(7), 1160; https://doi.org/10.3390/educsci16071160 - 20 Jul 2026

Viewed by 540

Abstract

Generative artificial intelligence (AI) is rapidly transforming higher education, yet comparative evidence from diverse international settings remains limited. This cross-national study examined undergraduate students’ adoption and perceived academic impact of generative AI tools at institutions in Indonesia, Tajikistan, and the United States. A [...] Read more.

Generative artificial intelligence (AI) is rapidly transforming higher education, yet comparative evidence from diverse international settings remains limited. This cross-national study examined undergraduate students’ adoption and perceived academic impact of generative AI tools at institutions in Indonesia, Tajikistan, and the United States. A harmonized online survey was administered to 584 undergraduates during Spring 2026 (Indonesia n = 235; Tajikistan n = 226; United States n = 123). The survey assessed AI familiarity, adoption patterns, frequency and purpose of use, perceived academic impact, and factors encouraging AI engagement. AI adoption differed significantly across sites, with the highest adoption observed in Indonesia (84.3%), followed by Tajikistan (67.7%) and the United States (47.2%). These differences remained significant after adjustment for demographic and educational variables. Self-rated AI familiarity was the strongest predictor of both adoption and perceived academic benefit across all three settings. Differences across sites persisted even after accounting for participants’ academic discipline. The perceived-impact scale demonstrated excellent internal consistency (Cronbach’s α = 0.907). Brainstorming, writing assistance, and broader task diversification were associated with higher perceived benefit. Exploratory analyses found limited evidence linking learning-style preferences to AI use patterns. The findings highlight the importance of institutional context, self-rated AI familiarity, and curriculum integration in shaping student engagement with generative AI. Full article

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29 pages, 1404 KB

Open AccessArticle

Influencing Factors and Mechanisms of the Construction of Practical Knowledge for Chinese as a Foreign Language Intern Teachers in an Online Internship Program: A Qualitative Study Based on Key Events

by Baoqian Yang, Jing He, Lifang Tang, Ming Lyu, Jia Cong, Ziqiao Wang and Shihan Wang

Educ. Sci. 2026, 16(7), 1159; https://doi.org/10.3390/educsci16071159 - 20 Jul 2026

Viewed by 262

Abstract

A persistent challenge in teacher education is that intern teachers often struggle to effectively apply theoretical knowledge to classroom practice. While constructing practical knowledge is key to bridging this gap, current research has paid insufficient attention to the dynamic processes and triggering mechanisms [...] Read more.

A persistent challenge in teacher education is that intern teachers often struggle to effectively apply theoretical knowledge to classroom practice. While constructing practical knowledge is key to bridging this gap, current research has paid insufficient attention to the dynamic processes and triggering mechanisms through which such knowledge develops among Chinese as a Foreign Language (CFL) intern teachers during the internship stage. This study focuses on the “key events” encountered by 7 CFL intern teachers participating in an online internship program at a teacher education institution in Northeast China, through 83 class observations and semi-structured interviews. Using qualitative analysis methods, it explores the content, influencing factors, and mechanisms of practical knowledge construction. The results show that CFL intern teachers generated seven types of practical knowledge. Among them, teaching belief knowledge was the most frequently coded category (20.5%), while teaching context knowledge was the least frequently constructed (6.7%)—a pattern largely attributable to the online teaching environment in which all internships were conducted. Negative key events outnumber positive events in terms of quantity, depth of reflection, and persistence of impact. Reflection is the core mediating mechanism connecting key events and knowledge construction, but the “reflection-in-action” ability of intern teachers is weaker than that of expert teachers. This study reveals the dynamics and cross-cultural particularity of practical knowledge construction for CFL intern teachers, providing empirical evidence for optimizing teacher education internship training. Full article

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

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10 pages, 212 KB

Open AccessReview

Outdoor Learning in Europe: A Comparative Analysis of Selected Initiatives for Personal and Social Development

by Rubén Navarro-Patón, Martín Barcala-Furelos, Miguel Cons-Ferreiro, Almudena González-Costas, Helena Sofia Rodrigues, Jorge Esparteiro Garcia, Vitor Leilo Da Silva Braga, Wellington Alves and Marcos Mecías-Calvo

Educ. Sci. 2026, 16(7), 1158; https://doi.org/10.3390/educsci16071158 - 20 Jul 2026

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Abstract

Outdoor learning has been used in different European contexts to support personal and social development. However, the ways in which these initiatives are organised and implemented can vary according to the target group, the educational purpose, and the local context. The aim of [...] Read more.

Outdoor learning has been used in different European contexts to support personal and social development. However, the ways in which these initiatives are organised and implemented can vary according to the target group, the educational purpose, and the local context. The aim of this study was to comparatively analyze selected Outdoor Learning initiatives for young people and adults in Europe, focusing on their main characteristics and on the forms of development they promote. A qualitative exploratory review was carried out using websites of educational networks, NGOs, training centers, and institutional projects. Seven initiatives were selected from an initial set of 27 cases identified through the search process. The selected initiatives were Venture Trust, Venture Out, Forest School, KOA Aventura, Moc Warmii, Die Seminarschneider, and LIFE Trekking. The results show a diversity of program durations, pedagogical approaches, and participant profiles, but also some common elements, such as experiential learning, reflection, cooperation, and contact with nature. The analysis suggests that Outdoor Learning initiatives may support different forms of personal and social development, although their design and aims are strongly influenced by the context in which they are developed. Full article

(This article belongs to the Special Issue Exploring Outdoor Learning Through Interdisciplinary Perspectives)

27 pages, 1667 KB

Open AccessArticle

Recognizing, Honoring, and Nurturing Diverse Talents: Enabling Young People to Thrive in the World of the 21st Century

by C. June Maker

Educ. Sci. 2026, 16(7), 1157; https://doi.org/10.3390/educsci16071157 - 20 Jul 2026

Viewed by 402

Abstract

The purpose of this article was to present a conceptual framework and research-based methods for recognizing and nurturing a wide range of talents in inclusive settings. These methods (a) honor diversity of abilities, culture, language, income status, disabilities, values, and other personal characteristics [...] Read more.

The purpose of this article was to present a conceptual framework and research-based methods for recognizing and nurturing a wide range of talents in inclusive settings. These methods (a) honor diversity of abilities, culture, language, income status, disabilities, values, and other personal characteristics and (b) enable students with talents to thrive in the world of the 21st Century. Research has been conducted during many research and development projects in several countries over a 36-year period. The framework and methods evolved through a rigorous process of designing, field-testing, evaluating, revising, and implementing methods for assessing and developing talents in varied domains. The underlying thesis is that creative problem solving and the 21st Century Skills of creativity, critical thinking, collaboration, communication, while using the ten talents wisely, are more important than knowledge and the ability to get the “right answer” to a question presented by the teacher or on a test. Results and methods used in research on indicators of talent in ten domains and tasks to elicit them are presented. Methods for recognizing and developing the talents are the focus for the final section: materials and guidelines for talent exploration centers and talent development principles for use in all classrooms. To make needed changes, educators, policy-makers, parents, psychologists, and others who have an impact on young people need to re-think prevailing ideas about recognizing and developing talents. Full article

(This article belongs to the Special Issue Unlocking Potential: The Future of Gifted and Talented Education)

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31 pages, 2552 KB

Open AccessArticle

Bridging the Education–Employment Gap: Linking Labour Market Needs with University Programmes Through AI-Assisted Insights and Micro-Credentials

by Inga Jēkabsone, Līga Kamola, Anita Līce, Evija Liepa-Hazeleja, Zane Čulkstēna, Krista Kraupša and Līva Bileskalne

Educ. Sci. 2026, 16(7), 1156; https://doi.org/10.3390/educsci16071156 - 19 Jul 2026

Viewed by 499

Abstract

This study explores how artificial intelligence (AI)-driven labour market analytics can support the alignment of university curricula with emerging skill demands and inform the development of targeted micro-credentials. A mixed-methods approach was applied, combining AI-assisted analysis of approximately 30,000 online job advertisements in [...] Read more.

This study explores how artificial intelligence (AI)-driven labour market analytics can support the alignment of university curricula with emerging skill demands and inform the development of targeted micro-credentials. A mixed-methods approach was applied, combining AI-assisted analysis of approximately 30,000 online job advertisements in Latvia with ESCO-based skill mapping, curriculum analysis, and expert interviews. The study develops and validates a three-layer analytical framework integrating labour market demand, professional standards, and programme learning outcomes. Three occupations—Personnel Specialist, Finance Manager, and Organisation Manager—were analysed at Riga Technical University as proof-of-concept cases. The findings demonstrate that strict one-to-one ESCO matching overestimates curriculum gaps because labour market and educational actors often describe competencies at different levels of abstraction. Composite matching significantly improves alignment estimates by identifying functionally equivalent competencies embedded across curricula. Nevertheless, the analysis reveals a persistent under-representation of digital competencies across all programmes, confirmed by industry experts. Interviews further identify a “pedagogical transfer gap”, where formally acquired competencies are insufficiently applied in practice, and highlight employer support for high-quality micro-credentials focused on technical upskilling. The study contributes an AI-assisted curriculum-monitoring framework that combines large-scale skill extraction, semantic alignment, and stakeholder validation, offering universities a practical tool for evidence-based curriculum renewal and lifelong learning development. Full article

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

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25 pages, 535 KB

Open AccessArticle

‘Autism Isn’t a Spectrum, It’s a Kaleidoscope’: The Impact of a Support Program for Twice-Exceptional University Students

by Emily H. Kuhlmann and Megan Foley-Nicpon

Educ. Sci. 2026, 16(7), 1155; https://doi.org/10.3390/educsci16071155 - 19 Jul 2026

Viewed by 345

Abstract

Twice-exceptional students on the autism spectrum (2eASD) are underrepresented and underserved in higher education, despite increasing postsecondary enrollment. To support their transition to university, a program was developed to support executive functioning and social communication. This study explored how participation in the program [...] Read more.

Twice-exceptional students on the autism spectrum (2eASD) are underrepresented and underserved in higher education, despite increasing postsecondary enrollment. To support their transition to university, a program was developed to support executive functioning and social communication. This study explored how participation in the program shaped students’ perceived experiences, relationships, and twice-exceptional identity over one academic year. The Talent Development Mega Model (TDMM) provided a framework to examine how talent and identity may evolve in this population. As part of a larger study, we used qualitative inquiry to analyze open-ended survey responses from 15 participants across the academic year. Students reported high satisfaction with the program, emphasizing the value of individualized staff support and engaging in a small, affirming community of those with a shared identity. Many described gaining a deeper understanding of twice-exceptionality and some increasingly identified with the twice-exceptional label. Participants also noted changes in navigating complex social situations and building new relationships. Findings underscore the need for more inclusive programming in higher education and offer directions for future research and practice. Full article

(This article belongs to the Special Issue Supporting Education Attainment and Inclusion for Twice-Exceptional Students)

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20 pages, 3363 KB

Open AccessArticle

Comparing Human and ChatGPT Performance on the Force Concept Inventory: An Item-Level Analysis Through Rasch Modeling and the Theory of Conceptual Fields

by Gabriel Dias de Carvalho Junior, Mikael Frank Rezende Junior, Michaël Lobet and Andressa Xavier Zinato de Carvalho

Educ. Sci. 2026, 16(7), 1154; https://doi.org/10.3390/educsci16071154 - 19 Jul 2026

Viewed by 342

Abstract

This exploratory study compares the conceptual performance of human respondents and ChatGPT on the Force Concept Inventory (FCI), a widely used assessment designed to diagnose alternative conceptions in Newtonian mechanics. Rather than relying exclusively on overall performance scores, the study investigates whether item-level [...] Read more.

This exploratory study compares the conceptual performance of human respondents and ChatGPT on the Force Concept Inventory (FCI), a widely used assessment designed to diagnose alternative conceptions in Newtonian mechanics. Rather than relying exclusively on overall performance scores, the study investigates whether item-level analyses reveal qualitative differences between human and AI responses. The dataset comprised responses from fourteen Belgian pre-service physics teachers and eleven independent ChatGPT sessions generated through different user accounts. A Rasch model was employed to estimate respondent proficiency and item difficulty, complemented by an item-by-item comparison of success rates and analyses of Item Characteristic Curves (ICCs). The findings indicate that although ChatGPT achieved an overall level of performance comparable to that of several human participants, substantial discrepancies emerged on conceptually demanding items requiring the coordination of multiple physical relationships. These discrepancies are interpreted through Vergnaud’s Theory of Conceptual Fields as suggesting that successful human performance may involve richer coordination of operational invariants than can be inferred from ChatGPT response patterns. Because of the exploratory design, the small sample size, and the asymmetry between human and AI testing conditions, these interpretations should be regarded as hypothesis-generating rather than confirmatory. The study illustrates how item-level analyses, combined with a conceptual framework grounded in physics education research, may provide a more informative perspective on human–AI comparisons than global scores alone. Full article

(This article belongs to the Special Issue From Digital to Intelligent: AI and the Future of Digital Education in Transforming Pedagogy)

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10 pages, 224 KB

Open AccessArticle

Online Mentoring and Creative Problem Solving for Academically Talented High-School Students

by Hala Elhoweris, Ahmed Mohamed, Rhoda Myra Garces-Bacsal and Maxwell Opoku

Educ. Sci. 2026, 16(7), 1153; https://doi.org/10.3390/educsci16071153 - 19 Jul 2026

Viewed by 272

Abstract

Technology is changing the way in which gifted students are identified and supported. In the past, the focus has been on acceleration and enrichment. However, with technological progress, academically talented students can connect with mentors both locally and globally, and mentors can customize [...] Read more.

Technology is changing the way in which gifted students are identified and supported. In the past, the focus has been on acceleration and enrichment. However, with technological progress, academically talented students can connect with mentors both locally and globally, and mentors can customize individualized support to match gifted students’ interests and talents. The cultivation of 21st-century skills among talented students has become a global goal, including in the United Arab Emirates (UAE). To enhance the creative problem-solving skills of academically talented high-school students in the UAE, the College of Education at a leading institute launched an online mentoring program for several students based on the Real Engagement in Active Problem Solving (REAPS) model. This paper describes the experience of implementing an online mentorship program designed to enhance creative problem-solving skills among talented students in the UAE. Through this program, talented students had the opportunity to work with experienced mentors on complex real-world problems, collaborate in teams, consider multiple perspectives, and develop innovative solutions to local and global issues. This innovative experience showed that the REAPS model is an effective method for teaching creative problem-solving skills, and online mentoring is a promising strategy for gifted education to develop future and life skills. Full article

(This article belongs to the Special Issue Unlocking Potential: The Future of Gifted and Talented Education)

30 pages, 7204 KB

Open AccessSystematic Review

Insights from an Umbrella Review of Digital Storytelling

by Abdullah Arslan

Educ. Sci. 2026, 16(7), 1152; https://doi.org/10.3390/educsci16071152 - 18 Jul 2026

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Abstract

This study synthesised reviews to identify methodological indicators that are instrumental in informing claims regarding digital storytelling (DST) outcomes and effectiveness across fields. An umbrella review methodology was employed, following the PRISMA-ScR reporting framework, with the Population–Concept–Context (PCC) framework guiding research question formulation. [...] Read more.

This study synthesised reviews to identify methodological indicators that are instrumental in informing claims regarding digital storytelling (DST) outcomes and effectiveness across fields. An umbrella review methodology was employed, following the PRISMA-ScR reporting framework, with the Population–Concept–Context (PCC) framework guiding research question formulation. Four databases were searched, yielding 1656 records. Following independent screening by two reviewers, 19 reviews met the inclusion criteria. Critical appraisal was conducted using the JBI checklist, and content and thematic synthesis were subsequently performed using MAXQDA 26. Findings related to publication indicators revealed a gradual increase in DST reviews between 2016 and 2025, with qualitative systematic reviews being the most prevalent type. In terms of geographic distribution, most reviews were conducted by researchers based in Türkiye, with notable gaps in South American and African contexts. Analysis on contextual indicators demonstrated that the majority of reviews adopted a configurative review orientation regarding micro-level practices across health-related, general education, and language education fields. Drawing on participants from both formal and non-formal settings, these reviews primarily reported outcomes across eight domains. Regarding methodological indicators, the analysis revealed a lack of uniformity and considerable variation in the use and reporting of quality assessment, theoretical and pedagogical frameworks, technological tools, and measurement instruments. Key recommendations include prioritising meta-analytic and mixed-method reviews, encouraging research in underrepresented regions, examining DST at meso- and macro-levels, and systematically integrating and reporting key methodological indicators in future reviews. Full article

(This article belongs to the Section Technology Enhanced Education)

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17 pages, 680 KB

Open AccessArticle

The Game Café: Exploring Students’ Perceptions of Learning Experiences

by Jordana Garbati and Nicole Skrepnek

Educ. Sci. 2026, 16(7), 1151; https://doi.org/10.3390/educsci16071151 - 18 Jul 2026

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Abstract

Game-based learning (GBL) has increasingly been recognized as a valuable approach for supporting student engagement, motivation, and skill development in educational settings. However, comparatively little research has examined analog gameplay within informal, co-curricular higher education environments. Grounded in Self-Determination Theory (SDT), this exploratory [...] Read more.

Game-based learning (GBL) has increasingly been recognized as a valuable approach for supporting student engagement, motivation, and skill development in educational settings. However, comparatively little research has examined analog gameplay within informal, co-curricular higher education environments. Grounded in Self-Determination Theory (SDT), this exploratory study examined students’ perceptions of their experiences at a university’s Academic Skills Centre’s (ASC) Game Café (not course-based), with particular attention to motivation, social engagement, and perceived academic skill development. Using a descriptive, cross-sectional survey design, data were collected from 44 student participants through a researcher-developed survey consisting of Likert-scale and open-ended questions. Quantitative data were analyzed using descriptive statistics, while qualitative responses were thematically coded. Internal consistency analyses demonstrated acceptable to strong reliability across survey scales (Q6 α = 0.70; Q7 α = 0.89). Findings indicated that students perceived a consistent association between the Game Café and positive emotional experiences, collaboration, peer interaction, and the perceived development of transferable skills such as communication, critical thinking, and problem-solving. Participants also described the café as a low-pressure and socially supportive environment that fostered motivation and informal learning beyond the classroom. Overall, the findings suggest that analog, co-curricular game-based environments may support students’ perceived engagement, belonging, and learning within higher education contexts. Full article

(This article belongs to the Special Issue Game-Based Learning for Competency Development: Design, Mechanisms and Evidence)

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12 pages, 350 KB

Open AccessArticle

The Effects of Self-Questioning with Prompt Fading on Reading Comprehension of Middle School Students with Dyslexia

by Paige E. Riggs, Sheila R. Alber-Morgan, Moira Konrad and Alice Deck

Educ. Sci. 2026, 16(7), 1150; https://doi.org/10.3390/educsci16071150 - 18 Jul 2026

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Abstract

Students with learning disabilities (LD) and dyslexia often struggle with a variety of literacy skills, including reading comprehension. Self-questioning, a strategy that requires students to generate questions while reading a passage, is one reading comprehension strategy validated to be effective across a range [...] Read more.

Students with learning disabilities (LD) and dyslexia often struggle with a variety of literacy skills, including reading comprehension. Self-questioning, a strategy that requires students to generate questions while reading a passage, is one reading comprehension strategy validated to be effective across a range of age and ability levels. Generating questions can be challenging for all students, especially those with disabilities. Systematic prompt fading (i.e., gradually removing instructional prompts) is a way to teach students to generate their own questions. Previous research demonstrates that teaching self-questioning using a systematic prompt fading procedure is effective for improving reading comprehension. This study used a multiple baseline across participants design to examine the effects of a self-questioning with prompt fading intervention package on the reading comprehension of sixth graders with dyslexia. Results demonstrated that the self-questioning intervention was functionally related to improved reading comprehension quiz scores. Additionally, all participants demonstrated generalization of the strategy to reading passages in a different content area. Full article

(This article belongs to the Special Issue Reading Comprehension Instruction for Secondary Students with Learning Difficulties)

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17 pages, 597 KB

Open AccessArticle

The Structure Paradox: How Parental Belief About Structured Life Shapes Children’s Play Engagement

by Margarita Gavrilova, Elena Dvorskaya, Nikolay Veraksa and Vera Sukhikh

Educ. Sci. 2026, 16(7), 1149; https://doi.org/10.3390/educsci16071149 - 18 Jul 2026

Viewed by 299

Abstract

This study investigates a paradoxical association between parental beliefs about structured life (PBSL) and children’s play engagement. We conceptualize this association as the structure paradox: although structure is often viewed as potentially constraining free play, parents’ stronger endorsement of structured and organized everyday [...] Read more.

This study investigates a paradoxical association between parental beliefs about structured life (PBSL) and children’s play engagement. We conceptualize this association as the structure paradox: although structure is often viewed as potentially constraining free play, parents’ stronger endorsement of structured and organized everyday life may instead be positively related to children’s engagement in play. The sample included 299 parents (94% mothers) of typically developing 6-year-old children. Parent-reported measures included the Parent Play Beliefs Scale and single-item assessments of PBSL, children’s play engagement, and the presence of a dedicated play space at home. Data were analyzed using correlation, multiple regression, and mediation analyses. Results showed that PBSL was positively associated with children’s play engagement: parents who more strongly endorsed the importance of structured and organized everyday life reported higher levels of play engagement in their children. Parental play beliefs were not significantly associated with children’s play engagement. Among the examined family factors, the presence of a dedicated play space at home showed the strongest association with children’s play engagement. A significant positive indirect association was also found between PBSL and children’s play engagement via the presence of a dedicated play space at home. However, the observed direct and indirect associations involving PBSL were small in magnitude. These preliminary findings contribute to the understanding of PBSL and the organization of the home play environment as family factors associated with preschool children’s play engagement. For parents and teachers, the findings suggest that predictable daily routines, clear rules, and the inclusion of play in preschool children’s everyday routines may be associated with more sustained engagement in play. Full article

(This article belongs to the Special Issue Learning Through Play: Reimagining Pedagogies in Early Childhood)

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23 pages, 2034 KB

Open AccessArticle

Teachers’ Socio-Emotional Competencies in the Digital Era: Cross-Cultural Adaptation and Psychometric Validation of the BESSI in Kazakhstan

by Assel Rakhimbekova, Nurym Shora, Baurzhan Yessingeldinov and Aidana Shilibekova

Educ. Sci. 2026, 16(7), 1148; https://doi.org/10.3390/educsci16071148 - 17 Jul 2026

Viewed by 439

Abstract

Teachers’ socio-emotional competencies are increasingly recognized as essential for professional well-being, adaptive teaching, and effective participation in digitally transforming educational systems. However, valid and culturally appropriate instruments for assessing these competencies among teachers remain limited, particularly in multilingual and underrepresented educational contexts. This [...] Read more.

Teachers’ socio-emotional competencies are increasingly recognized as essential for professional well-being, adaptive teaching, and effective participation in digitally transforming educational systems. However, valid and culturally appropriate instruments for assessing these competencies among teachers remain limited, particularly in multilingual and underrepresented educational contexts. This study aimed to adapt the Behavioral, Emotional, and Social Skills Inventory (BESSI) for teachers in Kazakhstan and to examine its preliminary psychometric properties and socio-emotional competency profiles. The instrument was translated and culturally adapted into Kazakh and Russian using a TRAPD-based (Translation, Review, Adjudication, Pretesting, and Documentation) procedure involving translation, review, adjudication, pretesting, and documentation. Data were collected from 1458 school teachers across Kazakhstan representing different subject areas and language groups. After data-quality screening, the final analytic sample included 918 valid observations. Reliability analyses demonstrated excellent total-scale internal consistency (Cronbach’s α = 0.92; McDonald’s ω = 0.94), while domain-level reliability ranged from moderate to acceptable (α = 0.60–0.76; ω = 0.73–0.81). Exploratory factor analysis suggested an empirical eight-factor structure rather than a direct replication of the original BESSI framework, indicating that socio-emotional competencies may be organized differently in teacher populations. Model-based clustering identified four exploratory teacher profiles reflecting different configurations of self-management, emotional regulation, interpersonal, and innovation-related competencies. The profiles differed not only in overall competency levels but also in specific patterns of strengths and developmental needs. The findings provide preliminary evidence supporting the use of the adapted BESSI as a promising research and diagnostic instrument for assessing teachers’ socio-emotional competencies in Kazakhstan. At the same time, the results indicate the need for further confirmatory validation, measurement invariance testing, and external validity evidence before broader application. Full article

(This article belongs to the Special Issue AI and Futures Thinking in Teacher Education: Preparing Educators Across Educational Sectors)

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27 pages, 1878 KB

Open AccessArticle

Do AI Grading Systems Systematically Differ from Human Teachers’ Grading? Evidence of Bias and Consistency in Educational Assessment

by Konstantinos Papageorgiou and Christos Pierrakeas

Educ. Sci. 2026, 16(7), 1147; https://doi.org/10.3390/educsci16071147 - 17 Jul 2026

Viewed by 798

Abstract

The rapid development of artificial intelligence (AI) has introduced new possibilities for transforming educational assessment processes. Among these developments, AI-assisted grading systems have attracted increasing attention due to their potential to improve efficiency, consistency, and scalability of student evaluation. The present study examines [...] Read more.

The rapid development of artificial intelligence (AI) has introduced new possibilities for transforming educational assessment processes. Among these developments, AI-assisted grading systems have attracted increasing attention due to their potential to improve efficiency, consistency, and scalability of student evaluation. The present study examines the role of artificial intelligence in student grading by comparing AI-generated scores with human teacher evaluations and by exploring teachers’ perceptions regarding the use of AI in educational assessment. The research adopts a quantitative comparative design. Student-written responses were independently evaluated by teachers and AI systems, and the resulting scores were statistically analyzed to examine the level of agreement between the two grading approaches. In addition, a structured questionnaire was administered to teachers to investigate their attitudes toward AI-assisted grading. The findings indicate that while some AI systems produce scores comparable to human evaluators, others exhibit statistically significant differences, highlighting variability across models. Furthermore, AI systems were found to produce more consistent grading outcomes in relation to the corresponding human evaluators. Nevertheless, teachers recognized the potential of AI to reduce the time required for assessment tasks. However, concerns related to fairness, transparency, and the interpretation of complex student responses remain important considerations. Overall, the results suggest that artificial intelligence can effectively support educational assessment when implemented within hybrid evaluation models that combine automated analysis with human pedagogical oversight. Full article

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

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