Education Sciences

20 pages, 341 KB

Open AccessArticle

Partnerships and Progress: How University–Community Summer Partnerships Drive Literacy Gains in District Schools

by Earlisha Jenkins Whitfield and Taiel Lucile

Educ. Sci. 2026, 16(1), 5; https://doi.org/10.3390/educsci16010005 (registering DOI) - 19 Dec 2025

This study examines the factors behind significant improvements in elementary student reading scores within South Carolina’s Camp iRock summer program. South Carolina presents a unique context of high childhood poverty, yet proficient literacy rates. To conduct a quantitative descriptive analysis of student improvement [...] Read more.

This study examines the factors behind significant improvements in elementary student reading scores within South Carolina’s Camp iRock summer program. South Carolina presents a unique context of high childhood poverty, yet proficient literacy rates. To conduct a quantitative descriptive analysis of student improvement on the Measures of Academic Progress (MAP) Reading test, this study employed a mixed methods approach as well as a qualitative content analysis of the South Carolina’s reading plan program components. A trend analysis reveals a substantial increase in student improvement from 54 (n = 189) in 2022 to 183 (n = 319) in 2023. The study explores the role of university–community partnerships, professional development, data-driven decision-making, and personalized small group instruction. This growth suggests the impact of the identified factors, emphasizing the importance of collaborative models and data-informed strategies in enhancing literacy outcomes. Full article

(This article belongs to the Special Issue STEM, Arts, and Special Education: Teacher Education Partnerships and Professional Development)

17 pages, 615 KB

Open AccessArticle

Commitment Under Pressure: The Paradox of Post-Pandemic Workforce Recovery in Canadian Education

by Lesley Eblie Trudel and Laura Sokal

Educ. Sci. 2026, 16(1), 4; https://doi.org/10.3390/educsci16010004 - 19 Dec 2025

Abstract

This study examines how the education sector in one Canadian province has navigated post-pandemic recovery between 2023 and 2025, drawing on cross-sectional survey data from a convenience sample of sector employees in the 2023–2024 (n = 1411) and 2024–2025 (n = 742) [...] Read more.

This study examines how the education sector in one Canadian province has navigated post-pandemic recovery between 2023 and 2025, drawing on cross-sectional survey data from a convenience sample of sector employees in the 2023–2024 (n = 1411) and 2024–2025 (n = 742) school years. The findings revealed selective improvement over time, including increased organizational commitment among teachers and other education workforce members, alongside reduced perceptions of students’ academic, social, and behavioural needs. Teachers indicated no corresponding increases in their perceived frequency of meeting students’ needs, whereas other educator sector employees indicated improvement in this area. In contrast, no year-over-year differences were found in the education workforce members’ and teachers’ stress, coping, well-being or connectedness, and job search behaviours remained high, ranging from 14 to 43%. Guided by the Job Demands–Resources (JD-R) model, these findings suggest that post-pandemic recovery reflects the establishment of a new and complex baseline. The coexistence of improved commitment with persistent job strain signals a paradox of stability amid depletion. Qualitative responses reinforced this interpretation, revealing how educators adapt to ongoing organizational resource constraints and shifting student needs. Together, the findings extend JD-R-informed understandings of post-crisis workforce adaptation and identify implications for leadership and policy aimed at supporting organizational health and workforce sustainability. Full article

(This article belongs to the Topic Establishing Professional Competency and Talent Cultivation Strategies in the Post-Pandemic Generation Based on the Sustainability Education Development)

23 pages, 450 KB

Open AccessArticle

Welcoming Differences: Cross-Cultural Communication Activities and Strategies for Enhancing Interculturality Among Students

by María Luisa Sierra-Huedo and Marina Aguareles

Educ. Sci. 2026, 16(1), 3; https://doi.org/10.3390/educsci16010003 - 19 Dec 2025

Abstract

The growing cultural diversity of higher education calls for systematic and curriculum-embedded approaches to the development of students’ intercultural competence. This article explores strategies for fostering intercultural sensitivity and effective cross-cultural communication, drawing on Bennett’s Developmental Model of Intercultural Sensitivity (DMIS) and Deardorff’s [...] Read more.

The growing cultural diversity of higher education calls for systematic and curriculum-embedded approaches to the development of students’ intercultural competence. This article explores strategies for fostering intercultural sensitivity and effective cross-cultural communication, drawing on Bennett’s Developmental Model of Intercultural Sensitivity (DMIS) and Deardorff’s intercultural competence framework. The study situates these frameworks within an Internationalization at Home perspective, emphasizing the role of intentional pedagogy, assessment, and attention to the hidden curriculum in supporting intercultural learning. Adopting a design-based pedagogical research approach, the study examines how intercultural competence frameworks can be operationalized through developmentally sequenced classroom interventions in higher education. The pedagogical framework and activities, including cultural artifact presentations, critical incidents, simulations, role-plays, and structured reflective practices, were developed and implemented in culturally diverse bachelor’s and master’s level courses in Spanish higher education institutions within the Erasmus+ MULTICLASS project. Classroom-based evidence collected in Spanish higher education contexts, including reflective discussions, written reflections, and observed communicative behaviors, indicates that approximately 70% of students (n = 44; N = 63) demonstrated observable progression in intercultural sensitivity, most commonly from Minimization toward Acceptance. The contribution of this article lies in linking established intercultural competence models with practical guidance for curriculum design and pedagogical sequencing within Internationalization at Home contexts. Full article

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

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25 pages, 333 KB

Open AccessArticle

College for All and the Postsecondary Experiences of Rural First-Generation College Students: Patterns of Alignment with a Predominant Master Narrative

by Andrew D. Coppens, Sarah Jusseaume, Jayson Seaman, Cindy L. Hartman and Erin H. Sharp

Educ. Sci. 2026, 16(1), 2; https://doi.org/10.3390/educsci16010002 (registering DOI) - 19 Dec 2025

Abstract

The aim of this study was to understand the experiences of rural, first-generation college (RFGC) students in relation to dominant culturally normative expectations about postsecondary educational and workforce trajectories. The study adopted patterns of engagement with a master narrative as both a conceptual [...] Read more.

The aim of this study was to understand the experiences of rural, first-generation college (RFGC) students in relation to dominant culturally normative expectations about postsecondary educational and workforce trajectories. The study adopted patterns of engagement with a master narrative as both a conceptual framework and unit of analysis, examining both biography and cultural ecologies as well as highlighting agency in the lives and choices of study participants. Evidence is drawn from 4 in-depth narrative interviews with each of 14 RFGC students, conducted both at school and students’ homes, from rural and small-town communities. Results show that a master narrative of College for All (CFA) is a widespread and dominant life course ideology that shapes the postsecondary experience of RFGC students. The study found three distinct patterns of engagement with this master narrative: faithful, hybrid, and utilitarian alignment. Moreover, these types of engagement seemed related to distinct patterns of agency-driven psychological wellbeing. The study contributes an anti-deficit understanding of RFGC students’ experiences and identity by focusing on the ways individuals negotiate and selectively align with dominant cultural narratives as well as the ways rural youth work to imagine new stories and possibilities. Full article

(This article belongs to the Special Issue Practice and Policy: Rural and Urban Education Experiences)

17 pages, 287 KB

Open AccessArticle

How Generative AI Is Reshaping Student Writing: A Data-Driven Perspective for Writing Instructors

by Maryam Eslami, Penelope Collins and Bradley Queen

Educ. Sci. 2026, 16(1), 1; https://doi.org/10.3390/educsci16010001 (registering DOI) - 19 Dec 2025

Abstract

Generative AI has rapidly entered college writing classrooms, raising practical questions about how student texts are changing and what that means for instruction. This study analyzes 255 final-draft analytical essays written in first-year writing classes across three instructional contexts—pre-Gen-AI (Winter/Spring 2022), AI-prohibited, and [...] Read more.

Generative AI has rapidly entered college writing classrooms, raising practical questions about how student texts are changing and what that means for instruction. This study analyzes 255 final-draft analytical essays written in first-year writing classes across three instructional contexts—pre-Gen-AI (Winter/Spring 2022), AI-prohibited, and AI-permitted with specified uses (Winter/Spring 2024). We combined holistic quality ratings of essays with Coh-Metrix indices of writing volume, lexicality, referential cohesion, and syntax. Analytically, we estimated a regression of essay quality on class type and demographics, and MANCOVAs (with essay score and demographics as covariates) for the four linguistic constructs. Essay quality did not differ by AI policy. However, compared to 2022, essays of AI-permitted classes were organized into fewer but shorter paragraphs; displayed greater lexical diversity and used less frequent, less familiar vocabulary; showed lower local and global anaphor overlap (other cohesion indices were stable); and exhibited lower verb-phrase, passive, and negation densities but higher gerund density. We interpret these as selective redistributions of linguistic resources rather than uniform gains or losses. For instructors, the actionable implication is two-fold: leverage AI-era gains in lexical precision while explicitly teaching referential continuity and clause-level strategies that sustain argumentative coherence. Full article

(This article belongs to the Special Issue Reading and Writing in the Digital Age: Supporting Language and Literacy Development for Students)

27 pages, 936 KB

Open AccessArticle

Seeing the Forest by Seeing the Trees: Using Student Surveys to Measure Instructional Practices

by Sandra L. Laursen and Tim Archie

Educ. Sci. 2025, 15(12), 1712; https://doi.org/10.3390/educsci15121712 - 18 Dec 2025

Abstract

Efforts to improve undergraduate education in mathematics and other STEM fields often work with instructors to implement research-based instructional practices that emphasize active and collaborative learning. To measure the progress and outcomes of such initiatives, researchers need measurement tools that are versatile, meaningful, [...] Read more.

Efforts to improve undergraduate education in mathematics and other STEM fields often work with instructors to implement research-based instructional practices that emphasize active and collaborative learning. To measure the progress and outcomes of such initiatives, researchers need measurement tools that are versatile, meaningful, and inexpensive to use, to know what teaching practices are occurring. Because students spend a great deal of time observing class conditions, they are well positioned to report the teaching that they experienced. We report results from some 2400 student surveys on the use of active and collaborative learning (ACL) approaches in over 200 recitation sections of gateway courses in tertiary mathematics, physics, and computer science. We developed a set of survey items, TAMI-SS, and a compound measure based on the items, called S-ACL for Student-reported Active and Collaborative Learning, that reflects the extent of active and collaborative learning as reported by students. We find that S-ACL scores compare favorably with instructor surveys and observations, and with students’ reports of their classroom experience using established measures. Moreover, S-ACL reflected departments’ progress in implementing ACL in recitations. When focused on specific, observable classroom behaviors, student surveys of instructional practice can be used to measure the progress of instructional change initiatives in mathematics and similar fields. Full article

(This article belongs to the Special Issue Engaging Students to Transform Tertiary Mathematics Education)

27 pages, 1270 KB

Open AccessArticle

Family Involvement in Primary School Children’s Writing: A Qualitative Study with Parent Focus Groups

by Laura Algorri-Diez, Celestino Rodríguez and Patricia Robledo

Educ. Sci. 2025, 15(12), 1711; https://doi.org/10.3390/educsci15121711 - 18 Dec 2025

Abstract

The home context can complement formal schooling in writing. However, the family’s potential for promoting how children learn to write is still relatively underexplored, particularly in primary education. The present study used a qualitative approach based on parent focus groups to analyse the [...] Read more.

The home context can complement formal schooling in writing. However, the family’s potential for promoting how children learn to write is still relatively underexplored, particularly in primary education. The present study used a qualitative approach based on parent focus groups to analyse the practices and support given at home to Spanish primary school students. It also examined the challenges families face and the strategies they suggested for improving their involvement in writing. Focus groups were interviewed involving 32 parents of children in the first (6–8 years old), second (8–10), and third (10–12) cycles of primary education. The results indicate that informal writing practices are carried out at home, related to communication, leisure, and reflection, along with formal writing practices based on supporting schoolwork and stimulating specific writing skills. The formal practices are based on school requirements and children’s needs, while the informal practices are a constant presence throughout primary schooling. The study also identified parental writing support that was instructional (modelling, guiding, explaining, correction), motivational (reinforcement, play, emphasising writing’s importance), and organisational (resources and organisation), which varied as children developed. The families identified challenges to enriching the writing environment at home linked to factors related to the children (lack of motivation, frustration with mistakes, and negative views of writing), to their own availability or lack of knowledge, and to the influence of school and the digital context. Their main suggestions for improvements included improved coordination between school and family and promoting writing experiences based on enjoyment and functionality. Despite the difficulties, the families offered varied writing practices and support that can complement how writing is taught at school. Full article

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13 pages, 2891 KB

Open AccessArticle

Eye Tracking Characterization of Algebraic Fraction Simplifications

by Cristina Eccius-Wellmann, Jacobo José Brofman-Epelbaum and Violeta Corona

Educ. Sci. 2025, 15(12), 1710; https://doi.org/10.3390/educsci15121710 - 18 Dec 2025

Abstract

Several major studies require that students understand and master the concepts and procedures of mathematics. More specifically, an area of mathematics such as algebra requires students to be able to simplify, operate with, or solve fractions. Many students entering university show numerous shortcomings [...] Read more.

Several major studies require that students understand and master the concepts and procedures of mathematics. More specifically, an area of mathematics such as algebra requires students to be able to simplify, operate with, or solve fractions. Many students entering university show numerous shortcomings and errors, especially when simplifying algebraic fractions. This is why we conducted a study using eye-tracking techniques to better understand how students process these types of exercises in attentional terms, comparing students who can handle them successfully against those who show errors in their procedures. For this purpose, we evaluated the eye movements of 64 students from different university majors to characterize the attentional–visual strategies they use to simplify four different algebraic fraction exercises. We found that each type of simplification exercise needs a specific strategy where some parts of the rational algebraic expressions are cognitively relevant. Students with correct answers tend to allocate attention to these elements. Students with incorrect answers tend to find similar expressions with the intention to cancel them out, without applying any metacognitive thinking. The rational algebraic expression needs to be taught in a more conceptual manner than procedural. Full article

(This article belongs to the Section Higher Education)

16 pages, 300 KB

Open AccessArticle

Different Lenses, Same Picture? Traditional Versus Retrospective Surveys in Early Childhood Teacher Program Evaluation

by Yiyun Fan, Casey Hanna, Timothy D. Folger, Toni A. May and Kristin L. K. Koskey

Educ. Sci. 2025, 15(12), 1709; https://doi.org/10.3390/educsci15121709 - 17 Dec 2025

Abstract

As professional development (PD) programs aimed at improving early childhood educators’ teaching efficacy in integrated STEM (science, technology, engineering, mathematics) become more prevalent, understanding how best to evaluate their outcomes is increasingly important. This study compared two self-report survey designs commonly adopted in [...] Read more.

As professional development (PD) programs aimed at improving early childhood educators’ teaching efficacy in integrated STEM (science, technology, engineering, mathematics) become more prevalent, understanding how best to evaluate their outcomes is increasingly important. This study compared two self-report survey designs commonly adopted in program evaluation—traditional pre-test–post-test (TPP) and retrospective pre-test (RPP)–post-test—within a year-long integrated STEM PD initiative for early childhood educators. Twenty-five educators completed the TPP survey, fifty-five completed the RPP survey, and a subset of twenty-four completed both. This study investigates whether these two designs differ in detecting change in teaching efficacy in literacy, mathematics, science, and nutrition. Findings revealed statistically significant increases across all content areas using both survey methods, with large effect sizes. Comparisons between traditional and retrospective pre-test scores showed no statistically significant differences, suggesting that response shift bias may not have meaningfully affected results in this context. The findings indicate that either survey approach can be appropriate for measuring affective outcomes such as self-efficacy. Informed by these findings and prior research, this study concludes that the choice between traditional and retrospective survey designs should be guided by practical considerations, such as program setting, time and efficiency, and constructs measured, and not only by the validity and reliability of the specific survey design. These results offer valuable guidance for evaluators seeking efficient and valid tools for assessing PD in early childhood teacher education and suggest the need for further research exploring different self-report measures in diverse educational contexts. Full article

(This article belongs to the Section Early Childhood Education)

22 pages, 445 KB

Open AccessSystematic Review

A Systematic Literature Review on the Development and Implementation of School Improvement Plans (SIPs) Around the World

by Coby V. Meyers and Bryan A. VanGronigen

Educ. Sci. 2025, 15(12), 1708; https://doi.org/10.3390/educsci15121708 - 17 Dec 2025

Abstract

Many countries around the world require some or all schools to develop and implement a school improvement plan (SIP), which is a tool intended to guide the identification of school-specific needs for improvement along with a series of priorities, goals, and actions to [...] Read more.

Many countries around the world require some or all schools to develop and implement a school improvement plan (SIP), which is a tool intended to guide the identification of school-specific needs for improvement along with a series of priorities, goals, and actions to help address those needs. Yet, the literature on this topic remains rather sparse. In this article, we conducted a systematic review of the international literature on SIPs published from 2010 through 2025, identifying 62 relevant articles for analysis. We organized this review’s findings around six areas related to SIP development and implementation: assessing current conditions, determining needs, setting direction, organizing resources, taking action, and evaluating progress. Findings suggest that while divergences exist between contexts with respect to these six areas, there are considerable convergences in how educators and others conceptualize and interact with SIPs. We close with recommendations for future research that both strengthens and broadens the extant literature on SIPs. Full article

(This article belongs to the Special Issue Education Leadership: Challenges and Opportunities)

21 pages, 441 KB

Open AccessArticle

Sustaining the Early Childhood Education and Care Workforce Through University-Led Innovations: The Role of the Teaching Coach

by Mandy Cooke, Rachel Foster and Katherine Bussey

Educ. Sci. 2025, 15(12), 1707; https://doi.org/10.3390/educsci15121707 - 17 Dec 2025

Abstract

The importance of Early Childhood Education and Care (ECEC) is recognised by Australian governments and significant reforms are being implemented to increase access to high-quality ECEC. Whilst increased recognition and access are vital, so are strategies to support a high-quality and sustainable workforce. [...] Read more.

The importance of Early Childhood Education and Care (ECEC) is recognised by Australian governments and significant reforms are being implemented to increase access to high-quality ECEC. Whilst increased recognition and access are vital, so are strategies to support a high-quality and sustainable workforce. One strategy is for governments to partner with universities to support Diploma-qualified educators to upskill to become teachers. Providing support for Diploma pathway students to be successful in their studies and motivated and to stay in the profession post-graduation is vital. The aim of this study was to investigate a specific design element within one innovative initial teacher education programme for Diploma pathway students—the role of the teaching coach. The teaching coach role was designed to support Diploma pathway students to complete their degree and help create the professional networks needed to sustain them in the profession long term. Using a single site case study approach, qualitative data were collected via semi-structured interviews with teaching coaches. Using the theory of practice architectures to the analyse data, we interrogated the practices of the teaching coaches, how teaching coaches perceived they supported student success and the arrangements that enabled and constrained these practices. From the perspective of the teaching coaches, their role supported student learning and professional networks. The role also provided unanticipated benefits for the teaching coaches themselves. The study highlights the importance of universities going beyond traditional practices to contribute to professional learning and networks for ECEC professionals throughout their careers. Full article

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

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19 pages, 498 KB

Open AccessArticle

Fostering Action Competence Through Emancipatory, School-Based Environmental Projects: A Bildung Perspective

by Suchawadee Ketchanok and Jeerawan Ketsing

Educ. Sci. 2025, 15(12), 1706; https://doi.org/10.3390/educsci15121706 - 17 Dec 2025

Abstract

Although much research in environmental and sustainability education has focused on knowledge and awareness, fewer studies have examined how school-based projects can foster young learners’ capacity for action. This study investigates how emancipatory, school-based environmental projects can foster young learners’ foundational capacities for [...] Read more.

Although much research in environmental and sustainability education has focused on knowledge and awareness, fewer studies have examined how school-based projects can foster young learners’ capacity for action. This study investigates how emancipatory, school-based environmental projects can foster young learners’ foundational capacities for contributing to a more sustainable and caring future. Grounded in the Bildung perspective and the action competence framework, a 16-week intervention was implemented with Grade 8 students who collaboratively identified and addressed authentic environmental issues—such as waste mismanagement, sanitation concerns, and safety risks—within their school community. Using a concurrent mixed-methods design, quantitative data from the Student Action Competence Questionnaire were integrated with qualitative evidence from worksheets and reflective journals. Results show consistent improvement across all dimensions of action competence, particularly in democratic collaboration and students’ willingness to take shared responsibility for environmental well-being. Qualitative findings reveal the development of critical reflection, co-creation with school stakeholders, and a growing sense of social responsibility, as students engaged in activities ranging from redesigning waste systems to proposing improvements through official communication channels. Rather than focusing on large-scale environmental outcomes, the projects cultivated everyday practices of care, participation, and ethical awareness—key dispositions for inspiring long-term change toward a greener and more sustainable future. The study highlights how context-based, dialogic learning can empower students as emerging environmental citizens within their immediate communities. Full article

(This article belongs to the Special Issue Education for a Sustainable Future: Inspiring Change for a Greener Planet)

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18 pages, 453 KB

Open AccessArticle

Strategic Leadership and Systems Connection as Key Predictors of Learning Organization Outcomes: Evidence from Saudi Arabian Nursing Education

by Nojoud Abdullah Alrashidi, Grace Ann Lim Lagura and Ma Christina Bello Celdran

Educ. Sci. 2025, 15(12), 1705; https://doi.org/10.3390/educsci15121705 - 17 Dec 2025

Abstract

The current research examined how nursing schools in Saudi Arabia operate as learning organizations (LOs). The Dimensions of Learning Organization Questionnaire (DLOQ) was administered to 208 participants to measure and examine the seven LO dimensions and their interrelation. The research aimed to predict [...] Read more.

The current research examined how nursing schools in Saudi Arabia operate as learning organizations (LOs). The Dimensions of Learning Organization Questionnaire (DLOQ) was administered to 208 participants to measure and examine the seven LO dimensions and their interrelation. The research aimed to predict overall LO performance and assess the variations across different demographic groups. Strategic leadership (SL; β = 0.694) and systems connection (SC; β = 0.128) are the sole primary predictors of total learning outcome that achieved statistical significance (R² = 0.429; p < 0.001). The other five dimensions were subordinate outcomes, as their inclusion in the model did not cause a significant variance addition (ΔR² = 0.022, p = 0.129), which suggests the absence of independent predictive capacity in the presence of the primary predictors. Finally, the analysis confirmed that the organization perceives its learning culture uniformly with no significant differences across demographic groups (all p > 0.05). Among the dimensions examined, SL and SC emerged as the strongest predictors of overall LO performance. The remaining five dimensions stand as low-level outputs, with no potential for working effectively on their own. The limited contribution of these dimensions may largely be attributed to statistical factors, such as multicollinearity or model specification. Thus, to maximize learning potential in Saudi nursing schools, the strategic development of SL and SC is necessary. Full article

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25 pages, 1456 KB

Open AccessArticle

AI-Generated Tailor-Made Pedagogical Picture Books: How Close Are We?

by Branislav Bédi, Hakeem Beedar, Belinda Chiera, Cathy Chua, Stéphanie Geneix-Rabault, Vanessa Kreusch, Christèle Maizonniaux, Manny Rayner, Sophie Rendina, Emily Ryan-Cooper, Vladyslav Sukhyi, Ivana Vargova, Sarah Wright, Chunlin Yao and Rina Zviel-Girshin

Educ. Sci. 2025, 15(12), 1704; https://doi.org/10.3390/educsci15121704 - 17 Dec 2025

Abstract

Illustrated digital picture books are widely used for second-language reading and vocabulary growth. We ask how close current generative AI (GenAI) tools are to producing such books on demand for specific learners. Using the ChatGPT-based Learning And Reading (C-LARA) platform with GPT-5 for [...] Read more.

Illustrated digital picture books are widely used for second-language reading and vocabulary growth. We ask how close current generative AI (GenAI) tools are to producing such books on demand for specific learners. Using the ChatGPT-based Learning And Reading (C-LARA) platform with GPT-5 for text/annotation and GPT-Image-1 for illustration, we ran three pilot studies. Study 1 used six AI-generated English books glossed into Chinese, French, and Ukrainian and evaluated them using page-level and whole-book Likert questionnaires completed by teachers and students. Study 2 created six English books targeted at low-intermediate East-Asian adults who had recently arrived in Adelaide and gathered student and teacher ratings. Study 3 piloted an individually tailored German mini-course for one anglophone learner, with judgements from the learner and two germanophone teachers. Images and Chinese glossing were consistently strong; French glossing was good but showed issues with gender agreement, register, and naturalness of phrasing; and Ukrainian glossing underperformed, with morphosyntax and idiom errors. Students rated tailored English texts positively, while teachers requested tighter briefs and curricular alignment. The German pilot was engaging and largely usable, with minor image-consistency and cultural-detail issues. We conclude that for well-supported language pairs (in particular, English–Chinese), the workflow is close to classroom/self-study usability, while other language pairs need improved multi-word expression handling and glossing. All resources are reproducible on the open-source platform. We adopt an interdisciplinary stance which combines aspects taken from computer science, linguistics, and language education. Full article

(This article belongs to the Special Issue Reading and Writing in the Digital Age: Supporting Language and Literacy Development for Students)

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14 pages, 290 KB

Open AccessArticle

A Transformative Human-Centered Interdisciplinary Design of Entrepreneurship Education for a Technological Future

by Sharon Alicia Simmons

Educ. Sci. 2025, 15(12), 1703; https://doi.org/10.3390/educsci15121703 - 17 Dec 2025

Abstract

This paper explores interdisciplinary, human-centered entrepreneurship education that builds entrepreneurial self-efficacy and transformative learning among students. Grounded in Bandura’s social cognitive theory and Mezirow’s transformative learning theory, our study examines a co-curricular entrepreneurship pedagogy embedded within a National Science Foundation project. Using qualitative [...] Read more.

This paper explores interdisciplinary, human-centered entrepreneurship education that builds entrepreneurial self-efficacy and transformative learning among students. Grounded in Bandura’s social cognitive theory and Mezirow’s transformative learning theory, our study examines a co-curricular entrepreneurship pedagogy embedded within a National Science Foundation project. Using qualitative data from reflections, interviews, and observations, the study identifies stakeholder engagement, community-based design, and self-reflection as activities that support sustainable perspective shifts. The findings show that interdisciplinary, real-world challenges function as disorienting dilemmas that promote empathy and critical thinking. The study offers a replicable instructional model that integrates coursework, applied projects, practice-based engagement, and institutional support. This model demonstrates that entrepreneurship education can be designed to support both “can do” and “will become” student habits of the mind. Full article

(This article belongs to the Special Issue Entrepreneurship Education: Moving Forward for the Next Generation of Graduate Entrepreneurs)

21 pages, 1654 KB

Open AccessArticle

“Living in the Discomfort”: Embodied Professional Learning for Transdisciplinary Higher Education

by Lucy Allen-Kelley, Susanne Pratt and Jacqueline McManus

Educ. Sci. 2025, 15(12), 1702; https://doi.org/10.3390/educsci15121702 - 17 Dec 2025

Abstract

Transdisciplinary higher education (TDHE) requires educators to integrate diverse forms of knowledge in their teaching and learning; however, professional learning pathways rarely support the embodied approaches essential to achieve this aim. Despite growing recognition that embodied knowledge sits at the heart of teaching [...] Read more.

Transdisciplinary higher education (TDHE) requires educators to integrate diverse forms of knowledge in their teaching and learning; however, professional learning pathways rarely support the embodied approaches essential to achieve this aim. Despite growing recognition that embodied knowledge sits at the heart of teaching and learning, educator learning continues to be dominated by disembodied approaches, limiting educators’ capacity to navigate the complex and dynamic environments characteristic of TDHE. This paper examines a professional learning workshop codesigned and implemented across two international TDHE institutions to support educators in developing capacities for embodied approaches. We used reflexive thematic analysis of participant reflections and observations to demonstrate how an explicit focus on embodiment fostered four core sensibilities: (1) transdisciplinary integration, (2) embodied translation, (3) embodied experimentation, and (4) embodied expansion. Hopwood’s conceptualisation of “attuning” was later applied, demonstrating how these sensibilities developed through the holistic processes of noticing, attending, and making sense of emerging practice, while demonstrating how the workshop design functioned as an extended attuning sequence. Our findings suggest that effective professional learning in TDHE should focus on embodiment, fostering educator sensibilities through embodied experiences and supported experimentation within safe, collaborative environments, and fostering relational expertise through transdisciplinary engagement. The workshop supported an initial attuning that opened pathways for continued professional learning, offering important considerations for the design and facilitation of professional learning in TDHE contexts. Full article

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22 pages, 2079 KB

Open AccessArticle

Student-Created Screencasts: A Constructivist Response to the Challenges of Generative AI in Education

by Adam Wong, Ken Tsang, Shuyang Lin and Lai Lam Chan

Educ. Sci. 2025, 15(12), 1701; https://doi.org/10.3390/educsci15121701 - 17 Dec 2025

Abstract

Screencasts, which are screen-capture videos, have been created by teachers delivering instruction or feedback, reflecting a teacher-centered model of learning. Based on the constructivist principle, this study explores an innovative attempt to position students as screencast creators, who must demonstrate their knowledge by [...] Read more.

Screencasts, which are screen-capture videos, have been created by teachers delivering instruction or feedback, reflecting a teacher-centered model of learning. Based on the constructivist principle, this study explores an innovative attempt to position students as screencast creators, who must demonstrate their knowledge by and explain their work in the screencast. This innovative approach has the potential to promote authentic learning and reduce dependence on generative artificial intelligence (GenAI) tools for completing assignments. However, it is uncertain whether students will have positive attitudes towards this new form of assessment. From 2022 to 2025, the authors used screencasts as assessments in computer programming and English language subjects. Survey results were obtained from 203 university students and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results show that students generally hold positive attitudes toward creating screencasts, with perceived usefulness for future applications exerting the strongest influence on acceptance, followed by perceived performance benefits and ease of use. It is also found that gender, discipline, and study mode did not significantly alter these relationships, although senior students perceived screencast production as more effortful. These findings suggest that student-created screencasts can serve as an effective, student-centered alternative to traditional written assessments. The research results imply that student-created screencasts have the potential to help students develop their skills in an increasingly GenAI-pervasive academic environment. Full article

(This article belongs to the Section Higher Education)

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19 pages, 683 KB

Open AccessArticle

‘We Just Do What the Teacher Says’—Students’ Perspectives on Participation in ‘Inclusive’ Physical Education Classes

by Bianca Sandbichler, Christoph Kreinbucher-Bekerle and Sebastian Ruin

Educ. Sci. 2025, 15(12), 1700; https://doi.org/10.3390/educsci15121700 - 16 Dec 2025

Abstract

To date, it remains unclear how students position themselves within the tension between participation, achievement, and body norms in physical education (PE), as well as what role participatory structures play in this process. This paper, therefore, investigates the intersection of these dimensions by [...] Read more.

To date, it remains unclear how students position themselves within the tension between participation, achievement, and body norms in physical education (PE), as well as what role participatory structures play in this process. This paper, therefore, investigates the intersection of these dimensions by examining students’ experiences of participation in PE settings characterized by a high degree of diversity. Theoretically, the study is grounded in concepts of participatory and diversity-sensitive didactics, which serve as analytical frameworks for examining school practices. Semi-structured qualitative interviews were conducted with secondary school students across different grade levels. The data were analyzed using structured qualitative content analysis, yielding five main categories: moments of participation, self-positioning, understanding of the body, understanding of performance, and performance requirements. These categories are illustrated and interrelated through three exemplary student portraits. The findings indicate that participation in PE is a dynamic and negotiated process, shaped by teachers’ orientations and students’ agency, social dynamics, and prevailing body and performance norms. While some students benefit from inclusive practices, others encounter structural and symbolic barriers. The study highlights the potential of participatory, diversity-sensitive, and sensitizing teaching to foster agency, challenge exclusionary norms, and enable meaningful engagement for all students. These insights contribute to current debates on diversity, inclusion, and democratic education in PE. Full article

(This article belongs to the Special Issue Equity and Inclusion in Physical Education: Challenging Power Structures and Fostering Equal Opportunities for Diverse Students)

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22 pages, 586 KB

Open AccessArticle

Cultural Diversity in Spanish Educational Policy (1970–2025): From Assimilation to Intercultural Inclusion

by Isabel Torrijos-Martí

Educ. Sci. 2025, 15(12), 1699; https://doi.org/10.3390/educsci15121699 - 16 Dec 2025

Abstract

Spanish educational legislation on cultural diversity has shifted in five decades from homogenizing frameworks to an explicit commitment to inclusion and interculturality. This article reports a qualitative documentary analysis of state laws and Royal Decrees from the Ley 14/1970 General de Educación to [...] Read more.

Spanish educational legislation on cultural diversity has shifted in five decades from homogenizing frameworks to an explicit commitment to inclusion and interculturality. This article reports a qualitative documentary analysis of state laws and Royal Decrees from the Ley 14/1970 General de Educación to the Ley Orgánica 3/2020, de 29 de diciembre, por la que se modifica la Ley Orgánica 2/2006, de Educación to examine how cultural and linguistic diversity is conceptualized, how it is embedded in a competence-based curriculum, and which tools are provided for its implementation. The analysis addresses three dimensions: (a) policy conceptions of diversity, (b) curricular instruments (competences, learning situations, assessment), and (c) implementation mechanisms (resources, teacher development, equity monitoring). Results indicate a move from compensatory and assimilationist logics to rights-based, competence-based formulations, with clearer references to dialogue, mediation, and non-discrimination, but also a persistent gap between legal texts and school realities. The study concludes that the current framework enables more observable and assessable intercultural aims, while its impact depends on concrete support for school and teachers. This diachronic perspective on a medium-sized European system offers transferable insights for other countries seeking to embed intercultural competences and equity in curriculum assessment and teacher development. Full article

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