Education Sciences

Previous research has documented that mathematics teaching efficacy, attitudes towards inclusion, and efficacy in implementing inclusive practices are interrelated through reciprocal relationships. Nowadays, the need for enhancing inclusive mathematics education and supporting teachers in diverse classrooms is insatiable. In this study, we evaluated these dynamic relationships through the use of a cross-lagged panel autoregressive model. The sample consisted of first-year students (n = 212), at three time points, attending the joint distance inter-university postgraduate program (Hellenic Open University–University of Thessaly) in special education: “Educational Sciences: Special Education and Training for People with Oral and Written Language Difficulties”, which aims to provide specialized knowledge in the field of special education. Results revealed a phenomenon with increased complexity characterized by reciprocal relationships among mathematics teaching efficacy, efficacy in implementing inclusive practices, and attitudes toward inclusion. Within the lens of Self-Determination Theory, aspects such as autonomy, competence, and relatedness are crucial for professional development programs that reinforce both self-efficacy and intrinsic motivation, resulting in effective, inclusive mathematics instruction.

In response to the growing need for accessible data analytics education among low-computing disciplines, this study presents the design, implementation, and outcomes of a no-coding graduate-level data analytics course offered within the Engineering Management and Technology Department at the University of Tennessee at Chattanooga. The course utilizes Alteryx Designer 2025.2, an end-to-end, drag-and-drop analytics platform that enables students with minimal programming background to conduct complete data workflows, including data cleansing, transformation, and predictive modeling. Through a project-based learning (PBL) approach, students engage in real-world problem solving, developing data reasoning and interpretation skills rather than focusing on programming syntax. Course artifacts, student project outcomes, and instructional observations suggest that the use of a no-code platform, combined with hands-on assessment through video exercises and mentored projects, supports the development of analytical reasoning, engagement, and data interpretation skills. The paper concludes that GUI-based, no-code tools can effectively bridge the technical accessibility gap in data analytics education, making data-driven learning practical and scalable across low-computing academic programs. This paper is presented as a descriptive pedagogical case study, focusing on course design, instructional practices, and observed learning outcomes rather than a controlled empirical evaluation.

Augmented Reality (AR) is transforming education by integrating digital and real-world elements to create immersive and practical learning experiences. AR offers unique benefits in education, such as enhancing student engagement, facilitating understanding of complex concepts through visualizations, and promoting collaborative learning. However, it also faces significant barriers, including high costs, technological limitations, and a lack of standardized evaluation frameworks. Drawing on examples across STEM (Science, Technology, Engineering, and Mathematics), humanities, and arts education, this article highlights how AR can effectively enhance learning outcomes. This narrative review synthesizes recent research on AR in education, drawing on empirical and conceptual studies across different educational levels and domains. Additionally, this paper examines the relationship between AR and major learning theories, presenting relevant case studies and the application of AR across various educational domains and target audiences. The review offers practical recommendations for educators, instructional designers, and researchers aiming to integrate AR into formal and informal learning environments, and introduces the ARCADE framework (Align–Rationale–Configure–Activate–Document–Evolve) as an actionable cycle to guide the design, implementation, and reporting of AR-based educational interventions.