Education Sciences

21 pages, 1719 KB

Open AccessArticle

LEGO^® SERIOUS PLAY^® as a Tool for Reflective and Sustainable Learning in Optometry

by Ana Paula Oliveira, Bruno Barbosa and Clara Martinez-Perez

Educ. Sci. 2025, 15(9), 1216; https://doi.org/10.3390/educsci15091216 (registering DOI) - 13 Sep 2025

This study examines the pedagogical potential of LEGO^® SERIOUS PLAY^® (LSP) in optometric education, aiming to foster critical reflection on optics, sustainability, and professional identity. A qualitative interpretative phenomenological analysis was conducted with 48 students from Optics and Optometry and Renewable [...] Read more.

This study examines the pedagogical potential of LEGO^® SERIOUS PLAY^® (LSP) in optometric education, aiming to foster critical reflection on optics, sustainability, and professional identity. A qualitative interpretative phenomenological analysis was conducted with 48 students from Optics and Optometry and Renewable Energies programs at ISEC Lisboa. Participants took part in LSP sessions focused on optics and sustainability, using metaphorical models to express their reflections. Data were collected via observations, group discussions, and open-ended questionnaires, and analyzed with Grounded Theory. In the optics theme, models revealed both scientific and symbolic views, with visual correction (46.7%), professional roles (21.3%), and perception (14.7%) being most frequent. Statistically significant differences appeared by academic background (p < 0.001) and experience (p = 0.0018): optometry students emphasized clinical roles, while environmental students highlighted perception. For sustainability, main categories included sustainable practices (41.7%), polluting industries (15.3%), ecological footprint (13.9%), and social responsibility (12.5%). Actions proposed included recycling, reuse, and biodegradable materials. Age was linked to action-oriented responses (p = 0.038), with no differences by gender or nationality. LSP emerged as an effective tool for deep reflection, interdisciplinary learning, and ethical engagement, supporting integration of sustainability and identity in technical education. Further research should explore its long-term educational impact. Full article

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18 pages, 477 KB

Open AccessArticle

Testing the Associations Among Pre-Service Teachers’ Sense of Preparation, Readiness to Engage in the Profession, and Self-Efficacy for Teaching: Validation of a Causal Framework

by Jessy Abraham and Aaron J. Sickel

Educ. Sci. 2025, 15(9), 1215; https://doi.org/10.3390/educsci15091215 (registering DOI) - 13 Sep 2025

Abstract

This study investigated shifts in preservice teachers’ perceived preparedness, readiness to engage in the profession, and teaching self-efficacy before and after a culminating field experience within a two-year, master’s level initial teacher education program at a large Australian university. Employing the Pre-service Teacher [...] Read more.

This study investigated shifts in preservice teachers’ perceived preparedness, readiness to engage in the profession, and teaching self-efficacy before and after a culminating field experience within a two-year, master’s level initial teacher education program at a large Australian university. Employing the Pre-service Teacher Professional Experience (PTPE) scale, we examined pre-service teachers’ pre- and post-field experience changes for each construct. We then used structural equation modeling to test a hypothesized causal framework, confirming theorized relationships among preparedness, readiness to engage, and self-efficacy for teaching. Path analyses revealed significant shifts in how specific dimensions of preparedness contributed to preservice teachers’ readiness to engage in the profession, which, in turn, influenced their teaching self-efficacy. Findings support the utility of the PTPE and causal framework in future research on teacher preparation, particularly as a means for teacher education programs to assess pre-service teacher development in alignment with professional standards for teaching. Full article

(This article belongs to the Section Teacher Education)

30 pages, 1187 KB

Open AccessArticle

Integrating Local Knowledge into Higher Education: A Qualitative Study of Curriculum Innovation in Aceh, Indonesia

by Ramli Ramli, Razali Razali, Ahmad Nubli Gadeng, Novi Diana and Joko Hariadi

Educ. Sci. 2025, 15(9), 1214; https://doi.org/10.3390/educsci15091214 (registering DOI) - 13 Sep 2025

Abstract

Amid growing global interest in culturally responsive education, integrating local knowledge into higher education curricula has become a key focus of reform, especially in culturally distinct regions. This qualitative study investigates how universities in Aceh, Indonesia, implement curriculum innovation by embedding local cultural, [...] Read more.

Amid growing global interest in culturally responsive education, integrating local knowledge into higher education curricula has become a key focus of reform, especially in culturally distinct regions. This qualitative study investigates how universities in Aceh, Indonesia, implement curriculum innovation by embedding local cultural, ecological, and philosophical values within the national Merdeka Belajar (Freedom to Learn) framework. Drawing on semi-structured interviews and focus group discussions with 100 participants, including lecturers, curriculum developers, and education policymakers, this study explores both the opportunities and constraints surrounding this integration process. Local knowledge was incorporated through thematic modules on adat (customary law), oral literature, and traditional ecology, as well as community-based learning and assessment methods such as reflective journals and participatory mapping. Key challenges included limited institutional guidelines, inadequate pedagogical training, and accreditation systems prioritizing standardized indicators over local relevance. Despite challenges, factors such as faculty autonomy, leadership support, and community collaboration have fostered innovative practices. This study provides empirically grounded insights into how local knowledge can strengthen higher education in underrepresented and culturally diverse contexts. Full article

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21 pages, 2959 KB

Open AccessArticle

Teaching Methods, Learning and Development: A 15-Year Research Perspective by Educational Stages

by Remedios Aguilar-Moya, Roberta Diamanti and David Melero-Fuentes

Educ. Sci. 2025, 15(9), 1213; https://doi.org/10.3390/educsci15091213 (registering DOI) - 13 Sep 2025

Abstract

Teaching methods are pivotal to the success of educational systems, ensuring that students acquire the competencies embedded in the curriculum at every educational stage. This study presents a novel longitudinal analysis of teaching methods and their association with learning, perception, and development across [...] Read more.

Teaching methods are pivotal to the success of educational systems, ensuring that students acquire the competencies embedded in the curriculum at every educational stage. This study presents a novel longitudinal analysis of teaching methods and their association with learning, perception, and development across Elementary, Secondary, and Post-Secondary education over the past 15 years. Using a large sample of 43,298 articles from the ERIC database, we applied correspondence analysis to reveal the temporal patterns and associations between teaching methods and educational stages. The analysis highlights a clear trend, with Active Learning emerging as a dominant methodology across all stages, reflecting a shift toward more student-centered approaches. The results underline the necessity for methodological reforms that prioritize active student engagement and participation. By offering a detailed mapping of the evolution of teaching methods, this study offers a descriptive mapping that may inform educators and policymakers to guide the implementation of more effective and adaptive educational practices, in order to achieve meaningful learning for students and a teaching practice that optimises the teaching and learning process. Full article

33 pages, 719 KB

Open AccessArticle

Exploring the Use of Magic Tricks with Students with Disabilities to Meet the Universal Design for Learning Engagement Consideration of Nurturing Joy and Play: A Systematic Narrative Review

by Dan Ezell

Educ. Sci. 2025, 15(9), 1212; https://doi.org/10.3390/educsci15091212 (registering DOI) - 12 Sep 2025

Abstract

This systematic narrative review explores implementing the use of magic tricks for individuals with disabilities as a strategy to increase student engagement and meet the 2024 Universal Design for Learning (UDL) Guidelines 3.0 for Engagement Consideration 7.3: Nurture joy and play. The author [...] Read more.

This systematic narrative review explores implementing the use of magic tricks for individuals with disabilities as a strategy to increase student engagement and meet the 2024 Universal Design for Learning (UDL) Guidelines 3.0 for Engagement Consideration 7.3: Nurture joy and play. The author is a university faculty member in the field of special education and a professional magician. With 30+ years of using magic in educational settings, the author uses the unique combination of understanding pedagogy and the art of magic to make educational inferences of how to successfully nurture joy and play using simple-to-learn magic tricks. Therefore, the intention of this article is to showcase empirical studies that specifically focus on the educational benefits of learning and performing magic tricks and how they may align with nurturing joy and play. A systematic narrative review was conducted using predetermined inclusion and exclusion criteria across six databases (JSTOR, ERIC, DOAJ, EBSCO, ProQuest and Google Scholar) resulting in a total of 153 articles. This review follows the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and uses an integrative narrative synthesis. Overall, the findings reveal there are many overlapping elements between the experiences of learning and performing magic tricks and nurturing joy and play. Both learning and performing magic tricks can be used to increase engagement for students with disabilities in the classroom setting. Therefore, the findings suggest that teachers may potentially meet the UDL’s nurturing joy and play engagement consideration by incorporating magic tricks in their classrooms. Full article

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

23 pages, 630 KB

Open AccessArticle

Early Identification of School Refusal from Parents’ Perspectives

by Geir Møller

Educ. Sci. 2025, 15(9), 1211; https://doi.org/10.3390/educsci15091211 (registering DOI) - 12 Sep 2025

Abstract

School refusal is a growing concern having potentially long-term consequences for affected children and adolescents. Early intervention is widely recommended, yet there is limited knowledge about early warning signs that could support timely identification. This study explores whether parents’ experiences can contribute to [...] Read more.

School refusal is a growing concern having potentially long-term consequences for affected children and adolescents. Early intervention is widely recommended, yet there is limited knowledge about early warning signs that could support timely identification. This study explores whether parents’ experiences can contribute to a better understanding of such early indicators. A two-phase survey was conducted among parents of children with school refusal. In the first phase, 196 parents responded to an open-ended question about early signs, which were categorized into 30 types. These categories formed the basis for a structured questionnaire used in the second phase, completed by 509 parents. The analysis revealed significant variation in the occurrence of signs and signals. A factor analysis identified seven distinct types of early indicators, including social difficulties, academic challenges, psychosomatic complaints, and emotional expressions. The findings suggest that parents’ observations can provide valuable insights for early identification. However, many of the signs overlap with indicators of other challenges, such as anxiety or neglect, and must therefore be interpreted within a broader social context. This study highlights the importance of incorporating parental perspectives into early intervention strategies and the need for nuanced interpretation of early signs of school refusal. Full article

29 pages, 1751 KB

Open AccessArticle

Peer Collaboration to Support Chinese Immigrant Children’s Chinese Heritage Language Use and Learning in New York

by Yeshan Qian and Colette Daiute

Educ. Sci. 2025, 15(9), 1210; https://doi.org/10.3390/educsci15091210 - 12 Sep 2025

Abstract

Post-monolingual circumstances are increasing reflecting the growing occurrence of multilingualism, migration, and advancing communication technologies. Cultural groups value maintaining heritage languages while also learning the ones in their new life environments. Heritage language maintenance is, for example, promoted by immigrant parents and grandparents [...] Read more.

Post-monolingual circumstances are increasing reflecting the growing occurrence of multilingualism, migration, and advancing communication technologies. Cultural groups value maintaining heritage languages while also learning the ones in their new life environments. Heritage language maintenance is, for example, promoted by immigrant parents and grandparents in the Northern Netherlands, as well as in other locations. Maintaining cultural heritage language also needs innovative instructional approaches and pedagogy. This article presents a study exploring the role of peer collaboration in supporting children’s Chinese heritage language use and learning in New York City. Drawn from sociocultural theory and extended in prior research examining peer collaboration in writing development, we focused on understanding the role of peer collaboration in Chinese immigrant children’s Chinese heritage language use in an after-school (Sunday school) program. In collaboration with organizers of the school, our study involved a 30 min peer collaboration writing activity. The activity invited children to collaborate with a peer to write a letter about the fun experiences they had in the Chinese language school. Interaction processes and products were collected and analyzed to address two primary research questions including the following: What are the languages and peer collaboration processes that children in this Chinese language school used in their conversations and in the text of the letters they created together? How did children’s use of Chinese and English during peer collaboration relate to language in the texts they wrote? Results indicated that children played diverse, mutually supportive roles during their collaboration, such as suggesting narrative sequences for the letter, including confirming/agreeing, and correcting and clarifying, although different pairs balanced such strategies somewhat differently. Among numerous findings is that children used Mandarin most frequently when narrating events that they found enjoyable at the Chinese language school. The findings fill a gap in research on multilingual peer collaboration, in particular with Chinese and English in the United States. In addition to those findings, research in an after-school heritage language program provides a model for innovative research in practice. Full article

(This article belongs to the Special Issue Innovation and Design in Multilingual Education)

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25 pages, 331 KB

Open AccessArticle

‘It’s Hard to Talk About’: Educators’ Experiences of Belonging and Engagement in Equity-Focused Professional Development

by Laura M. Brady, Kate M. Morman, Cong Wang and Stephanie A. Fryberg

Educ. Sci. 2025, 15(9), 1209; https://doi.org/10.3390/educsci15091209 - 12 Sep 2025

Abstract

Providing educators with equity-focused professional development (PD) is an evidence-based strategy for ameliorating inequitable student outcomes (e.g., racial achievement gaps). However, growing fatigue with—and backlash against—equity efforts may undermine the efficacy of this strategy. Drawing on social psychological research, we theorize that educators’ [...] Read more.

Providing educators with equity-focused professional development (PD) is an evidence-based strategy for ameliorating inequitable student outcomes (e.g., racial achievement gaps). However, growing fatigue with—and backlash against—equity efforts may undermine the efficacy of this strategy. Drawing on social psychological research, we theorize that educators’ engagement and buy-in for equity-focused PD depends, in part, on the extent to which they experience a sense of belonging within these environments. Using a focus group methodology, we explored K–12 educators’ (N = 79) experiences of belonging—or lack thereof—in equity-focused PD, as well as their engagement with this PD. Through a four-phase systematic coding process, we identified environmental factors that facilitated or inhibited belonging, both generally and in racially specific ways. We also identified examples of how disengagement manifests in equity-focused PD, as well as the factors that educators believed contributed to disengagement. We discuss how these findings can provide insight into the growing backlash against equity-focused PD and be leveraged to improve the quality and efficacy of equity-focused PD. Full article

(This article belongs to the Special Issue Challenges to Improving Outcomes in K-12 and Postsecondary Systems: Acknowledging the Elephants in the Room)

21 pages, 345 KB

Open AccessArticle

The Perception of Educational Barriers, Their Sociodemographic Correlates, and Their Relationship with Future Orientation in Italian Adolescents

by Paolo Bozzato, Erica Corradi, Marco Crudo and Iris Pelizzoni

Educ. Sci. 2025, 15(9), 1208; https://doi.org/10.3390/educsci15091208 - 12 Sep 2025

Abstract

Adolescents often perceive various educational barriers that may hinder their academic engagement and future planning. These barriers, whether internal (e.g., low self-efficacy) or external (e.g., socioeconomic constraints), are shaped by both individual and contextual factors. This study aimed to examine the relationship between [...] Read more.

Adolescents often perceive various educational barriers that may hinder their academic engagement and future planning. These barriers, whether internal (e.g., low self-efficacy) or external (e.g., socioeconomic constraints), are shaped by both individual and contextual factors. This study aimed to examine the relationship between perceived educational barriers and future orientation among Italian high school students, with a focus on gender and sociodemographic predictors. A total of 479 students (aged 14–18) from six high schools in northern Italy completed validated measures assessing internal and external educational barriers, future orientation, and sociodemographic variables. Analyses included t-tests, Pearson’s correlations, and hierarchical multiple regression. Girls reported significantly higher internal barriers than boys, while no gender differences emerged in external barriers or future orientation. However, being female, having lower parental education, lower perceived social status, and lower future orientation were all significantly associated with higher overall perceived barriers. Regression analysis confirmed that gender, parental education, and perceived social status predicted perceived barriers, with future orientation adding independent explanatory power. These findings highlight the need for educational interventions that address both structural inequalities and internal psychological barriers. Enhancing future orientation and academic self-efficacy may help reduce perceived barriers, particularly among girls and socioeconomically disadvantaged students. Full article

(This article belongs to the Section Education and Psychology)

16 pages, 959 KB

Open AccessArticle

Exploring the Influence of Team-Based Learning on Self-Directed Learning and Team Dynamics in Large-Class General Education Courses

by Kuei-Shu Huang and Hsiao-Chuan Lei

Educ. Sci. 2025, 15(9), 1207; https://doi.org/10.3390/educsci15091207 - 11 Sep 2025

Abstract

Traditional lecture-based teaching often struggles to foster student engagement, active participation, and deep learning in large-class general education courses. As class sizes grow, students may become passive learners, limiting their ability to develop essential skills such as self-directed learning and teamwork. Innovative instructional [...] Read more.

Traditional lecture-based teaching often struggles to foster student engagement, active participation, and deep learning in large-class general education courses. As class sizes grow, students may become passive learners, limiting their ability to develop essential skills such as self-directed learning and teamwork. Innovative instructional strategies are needed to address these challenges and create a more interactive, student-centered learning environment. Team-Based Learning (TBL) has emerged as a practical pedagogical approach that promotes collaboration, critical thinking, and student accountability. This study investigates the influence of TBL on Self-Directed Learning (SDL) and Team Dynamics (TD) through a quasi-experimental design. One class was classified as the experimental group (TBL), while the other was classified as the control group (traditional lecture-based teaching). Data were analyzed using independent-samples one-way ANCOVA and the Johnson–Neyman method to examine the impacts of TBL on SDL and TD. The results indicate that the experimental group adopting TBL outperformed the control group in both SDL and TD. The ANCOVA results revealed that TBL had a significant positive impact on the self-monitoring factor of SDL after controlling for pre-test scores. Furthermore, the Johnson–Neyman analysis demonstrated that the effect of TBL varied across different pre-test levels, suggesting that the influence of TBL on SDL and TD was more pronounced under certain conditions. Overall, this study supports the effectiveness of TBL as a pedagogical strategy in large-class general education courses, highlighting its potential to enhance students’ SDL and TD. These findings provide valuable insights for future teaching practices and curriculum design, emphasizing the need for more interactive, student-centered learning approaches in higher education. Full article

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12 pages, 521 KB

Open AccessArticle

Pre-Service Teachers’ Beliefs About the Executive Functions of Gifted Students

by Purificacion Checa Fernández, Carmen Ferrándiz, Mercedes Ferrando-Prieto and Rosa Pons Parra

Educ. Sci. 2025, 15(9), 1206; https://doi.org/10.3390/educsci15091206 - 11 Sep 2025

Abstract

The aim of this study was to examine pre-service teachers’ beliefs about the executive functions (EFs) of gifted and talented (G&T) students. To accomplish this, 580 pre-service teachers were asked to think of a hypothetical G&T child and a hypothetical non-G&T child and [...] Read more.

The aim of this study was to examine pre-service teachers’ beliefs about the executive functions (EFs) of gifted and talented (G&T) students. To accomplish this, 580 pre-service teachers were asked to think of a hypothetical G&T child and a hypothetical non-G&T child and rate their EFs using the Childhood Executive Functioning Inventory (CHEXI, Spanish version). We determined the mean differences between the EF ratings for G&T and non-G&T children. We also analyzed the differences according to the gender attributed to the G&T student, training in G&T, and familiarity with a G&T person. The results showed that G&T students were perceived as better than non-G&T students in working memory, planning, regulation, and inhibition, which is in line with previous outcomes when using performance tasks but not when using parents’ and teachers’ rating scales. Therefore, despite possessing theoretical knowledge, teachers may still fail to identify gifted students in real-life educational contexts. Full article

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21 pages, 644 KB

Open AccessArticle

Bridging Cultures: A Japanese Student’s Path to Intercultural Communication

by Lyndell Nagashima

Educ. Sci. 2025, 15(9), 1205; https://doi.org/10.3390/educsci15091205 - 11 Sep 2025

Abstract

While Japanese universities promote English proficiency and intercultural competence, admissions still rely heavily on the standardised TOEIC test, often prioritising linguistic accuracy over cultural understanding. This emphasis can marginalise the experiential and interpersonal aspects of language learning essential for developing intercultural communicative competence [...] Read more.

While Japanese universities promote English proficiency and intercultural competence, admissions still rely heavily on the standardised TOEIC test, often prioritising linguistic accuracy over cultural understanding. This emphasis can marginalise the experiential and interpersonal aspects of language learning essential for developing intercultural communicative competence (ICC). Although ICC is most effectively developed through a combination of formal instruction and informal learning, particularly involving authentic intercultural interactions, there remains a paucity of research examining how learners develop ICC beyond the classroom. Addressing this gap, the present study investigates how Japanese university students’ language repertoires, intercultural experiences, and knowledge shape their studies, and how their ICC develops throughout undergraduate education. One English major student was selected for in-depth analysis following his employment in a culturally diverse workplace that fostered meaningful intercultural interactions. His development was examined using four research tools: a survey, a journal, an interview, and TOEIC scores. The survey and test scores revealed growth in communicative assurance and language proficiency, while journal reflections and interviews captured critical incidents—including a shift from indirect to direct speech—that marked cultural adaptation. These findings suggest experiential learning fosters real-time communication, builds learner confidence, and supports transformational ICC development. Full article

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20 pages, 1308 KB

Open AccessArticle

Enhancing Evidence-Based Writing and Critical Thinking Skills of High School Students by Implementing a Debating-via-Zoom Approach

by Manal Aarar and Cristina Pérez Valverde

Educ. Sci. 2025, 15(9), 1204; https://doi.org/10.3390/educsci15091204 - 11 Sep 2025

Abstract

In this study, we aim to assess the effect of debating via Zoom (DVZ) on secondary students’ critical thinking, argumentation writing, and social skills. This research was conducted using a structured methodology, employing a quasi-experimental design with pre- and post-tests to examine students’ [...] Read more.

In this study, we aim to assess the effect of debating via Zoom (DVZ) on secondary students’ critical thinking, argumentation writing, and social skills. This research was conducted using a structured methodology, employing a quasi-experimental design with pre- and post-tests to examine students’ critical thinking and argumentation writing skills. It provides empirical evidence to support its claims. Also, a questionnaire was distributed among the participants to collect students’ attitudes toward the study variables. The quantitative data was analyzed using SPSS 17. The results showed that DVZ enhanced inference, assumption recognition, interpretation, and argument evaluation. DVZ significantly improved the students’ critical thinking and argumentation writing. Student attitudes on DVZ’s impact on critical thinking, argumentation writing, and social skills varied substantially (α ≤ 0.05). In total, 68% of the respondents supposed that DVZ allowed language to be practiced, and 74% said it promoted courageous questioning. This study demonstrates that most students think DVZ aids in the development of argument introductions, conclusions, and evidence. Zoom’s robust privacy measures and anti-cyberbullying policies ensure a safe and secure digital learning environment. Based on the results, we suggest comparing the findings of DVZ to in-person debates. Full article

(This article belongs to the Topic Advances in Online and Distance Learning)

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25 pages, 969 KB

Open AccessArticle

Student Selection: Blessing or Threat? Gender Diversity and Study Success Among Biomedical Students Admitted via Weighted Lottery or Selection

by John A. L. Meeuwsen, Anastasia Kurysheva, Gönül Dilaver and Astrid Freriksen

Educ. Sci. 2025, 15(9), 1203; https://doi.org/10.3390/educsci15091203 - 11 Sep 2025

Abstract

Various admission procedures are available for higher education programs with limited capacity, yet their impact on student diversity and academic performance remains underexplored. We compared weighted lottery and selection (a selective admissions process) in a Dutch biomedical sciences bachelor’s program, focusing on gender [...] Read more.

Various admission procedures are available for higher education programs with limited capacity, yet their impact on student diversity and academic performance remains underexplored. We compared weighted lottery and selection (a selective admissions process) in a Dutch biomedical sciences bachelor’s program, focusing on gender diversity (i.e., the women-to-men ratio, n = 2132) and study success (n = 1032). We found that men applied and were admitted to the program less frequently during selection compared to weighted lottery, indicating a gender imbalance already present in the applicant pool. Students admitted through selection were more likely to obtain positive binding study advice (45 or more out of 60 European credits) in the first year, and to complete the program within four years. However, these differences in study success were explained by student characteristics (e.g., gender, age, pre-university GPA and self-reported study choice) rather than by the admission procedure itself. Our findings suggest that weighted lottery supports gender diversity due to greater gender balance among applicants, while selection is associated with improved academic outcomes. This study highlights the tension between diversity and performance and provides guidance for more equitable and effective admission practices in higher education. Full article

(This article belongs to the Collection Trends and Challenges in Higher Education)

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18 pages, 4668 KB

Open AccessArticle

Learn, Earn, and Game on: Integrated Reward Mechanism Between Educational and Recreational Games

by Jos Timanta Tarigan, Niskarto Zendrato, Pedro Isaias and Piet Kommers

Educ. Sci. 2025, 15(9), 1202; https://doi.org/10.3390/educsci15091202 - 11 Sep 2025

Abstract

Rewards play a key role in gamifying education, especially when learners perceive them as valuable. However, in many educational games, rewards often lack a meaningful impact or long-term appeal, which limits their ability to motivate user performance effectively. This study introduces a novel [...] Read more.

Rewards play a key role in gamifying education, especially when learners perceive them as valuable. However, in many educational games, rewards often lack a meaningful impact or long-term appeal, which limits their ability to motivate user performance effectively. This study introduces a novel integrated reward system designed to increase the perceived value of educational rewards by allowing them to be used in a separate recreational game. The system was implemented using two Android-based applications: EduGym, a microlearning quiz-based educational game, and EduShooter, a top-down action shooter recreational game. Coins earned in EduGym quizzes can be used to upgrade characters and unlock content in EduShooter, forming a cross-game incentive. A user study involving 48 participants demonstrated that those with access to the integrated system responded more positively to EduGym’s reward mechanism and rated their overall game experience favorably. The reward system also enhanced learners’ perception of their educational achievements by linking them to meaningful in-game benefits. These findings suggest that integrating educational and entertainment games through a cross-game currency system can significantly strengthen the motivational appeal and perceived value of rewards in these games. Full article

(This article belongs to the Special Issue Learning Design for the Digital Age: Leveraging Technology for Engagement and Use)

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21 pages, 1469 KB

Open AccessArticle

Reflective Insights into Undergraduate Public Health Education: Comparing Student and Stakeholder Perceptions

by Raymond Boon Tar Lim, Claire Gek Ling Tan, Julian Ryan Jielong Tan, Peng Jing Sng and Cecilia Woon Chien Teng

Educ. Sci. 2025, 15(9), 1201; https://doi.org/10.3390/educsci15091201 - 11 Sep 2025

Abstract

Reflective practice is vital for bridging theory and professional application in undergraduate public health education, yet its use in non-Western contexts is underexamined. This mixed-methods study evaluated the Minor in Public Health at the Saw Swee Hock School of Public Health, National University [...] Read more.

Reflective practice is vital for bridging theory and professional application in undergraduate public health education, yet its use in non-Western contexts is underexamined. This mixed-methods study evaluated the Minor in Public Health at the Saw Swee Hock School of Public Health, National University of Singapore, using a convergent parallel design. Using a longitudinal student survey (baseline upon entry: n = 289; graduation upon completion: n = 78) and cross-sectional stakeholder survey (n = 17), quantitative analysis included chi-square tests for competency changes and Wilcoxon rank-sum tests for group comparisons. Thematic analysis of open-ended responses highlighted strengths in systems thinking, analytical skills, and interdisciplinary integration, but also gaps in practical experience, specialised knowledge, and professional communication. Students reported significant improvements in 10 of 13 competencies from baseline to graduation and rated their attainment higher than stakeholders across all competencies. Those who achieved all competencies also gave significantly more positive ratings of the programme in the domains of teaching and learning, and in engagement, assessment, and feedback. These findings underscore the role of reflective practice in aligning education with workforce needs and offer a scalable approach for curriculum development. The study provides actionable insights for educators to design responsive and reflective curricula that support the preparation of competent public health professionals in diverse global contexts. Full article

(This article belongs to the Special Issue Enhancing Teaching Through Reflective Practice: Strategies and Insights for Educators on Reflective Learning and Reflection)

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20 pages, 2364 KB

Open AccessArticle

Mapping Pathways to Inclusive Music Education: Using UDL Principles to Support Primary Teachers and Their Students

by Philip John Anderson and Sarah K. Benson

Educ. Sci. 2025, 15(9), 1200; https://doi.org/10.3390/educsci15091200 - 11 Sep 2025

Abstract

Music education offers well-documented benefits for student learning; however, generalist teachers often report low confidence in integrating music into their lessons. This study applies Universal Design for Learning (UDL) principles to develop teaching resources that address teacher barriers to music integration. Using framework [...] Read more.

Music education offers well-documented benefits for student learning; however, generalist teachers often report low confidence in integrating music into their lessons. This study applies Universal Design for Learning (UDL) principles to develop teaching resources that address teacher barriers to music integration. Using framework analysis, data collected from semi-structured interviews with ten trainee primary teachers in United Arab Emirates (UAE) British curriculum schools were mapped against UDL’s three core principles: engagement, representation, and action and expression. Despite recognising music’s holistic educational value in cognitive enhancement, memory retention, and student expression, participants reported significant barriers to integrating the subject into their lessons. These barriers included performance anxiety, a perceived lack of subject knowledge, and fear of student judgement. The barriers were most pronounced when faced with the prospect of teaching upper-primary students. Framework analysis revealed how these challenges align with the UDL’s core principles. These findings led to the development of five-step music resources, categorised into beginner and intermediate levels. Each step of the resources is designed to systematically address these identified barriers through UDL’s proactive and intentional design criteria. This demonstrates how teacher education can move beyond identifying barriers to creating structured solutions that support inclusive music integration while maintaining pedagogical authenticity. Full article

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

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18 pages, 778 KB

Open AccessArticle

From Theoretical Navigation to Intelligent Prevention: Constructing a Full-Cycle AI Ethics Education System in Higher Education

by Xingjian Xu, Fanjun Meng and Yan Gou

Educ. Sci. 2025, 15(9), 1199; https://doi.org/10.3390/educsci15091199 - 11 Sep 2025

Abstract

The rapid integration of artificial intelligence (AI), particularly generative AI (Gen-AI), into higher education presents a critical challenge: preparing students for the complex ethical dilemmas inherent in AI-driven research and practice. Current AI ethics education, however, often remains fragmented, overly theoretical, and disconnected [...] Read more.

The rapid integration of artificial intelligence (AI), particularly generative AI (Gen-AI), into higher education presents a critical challenge: preparing students for the complex ethical dilemmas inherent in AI-driven research and practice. Current AI ethics education, however, often remains fragmented, overly theoretical, and disconnected from practical application, leaving a significant gap between knowing ethical principles and acting upon them. To address this pressing issue, this study proposes and validates a full-cycle AI ethics education system designed to bridge this gap. The system integrates three core components: (1) an updated four-dimensional ethics framework focused on Gen-AI challenges (research review, data privacy, algorithmic fairness, intellectual property); (2) a “cognition-behavior” dual-loop training mechanism that combines theoretical learning with hands-on, simulated practice; and (3) a full life-cycle education platform featuring tools like virtual laboratories to support experiential learning. A mixed-methods study with 360 students and 20 instructors demonstrated the system’s effectiveness, showing significant improvement in students’ ethical knowledge, a large effect size in enhancing ethical decision-making capabilities, and high user satisfaction. These findings validate a scalable model for AI ethics education that moves beyond passive instruction toward active, situated learning, offering a robust solution for higher education institutions to cultivate ethical responsibility in the age of Gen-AI. Full article

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

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28 pages, 2443 KB

Open AccessArticle

Exploring the Impact of Generative AI ChatGPT on Critical Thinking in Higher Education: Passive AI-Directed Use or Human–AI Supported Collaboration?

by Nesma Ragab Nasr, Chih-Hsiung Tu, Jennifer Werner, Tonia Bauer, Cherng-Jyh Yen and Laura Sujo-Montes

Educ. Sci. 2025, 15(9), 1198; https://doi.org/10.3390/educsci15091198 - 11 Sep 2025

Abstract

Generative AI is weaving into the fabric of many human aspects through its transformative power to mimic human-generated content. It is not a mere technology; it functions as a generative virtual assistant, raising concerns about its impact on cognition and critical thinking. This [...] Read more.

Generative AI is weaving into the fabric of many human aspects through its transformative power to mimic human-generated content. It is not a mere technology; it functions as a generative virtual assistant, raising concerns about its impact on cognition and critical thinking. This mixed-methods study investigates how GenAI ChatGPT affects critical thinking across cognitive presence (CP) phases. Forty students from a four-year university in the southwestern United States completed a survey; six provided their ChatGPT scripts, and two engaged in semi-structured interviews. Students’ self-reported survey responses suggested that GenAI ChatGPT improved triggering events (M = 3.60), exploration (M = 3.70), and integration (M = 3.60); however, responses remained neutral during the resolution stage. Two modes of interaction were revealed in the analysis of students’ ChatGPT scripts: passive, AI-directed use and collaborative, AI-supported interaction. A resolution gap was identified; nonetheless, the interview results revealed that when GenAI ChatGPT was utilized with guidance, all four stages of cognitive presence were completed, leading to enhanced critical thinking and a reconceptualization of ChatGPT as a more knowledgeable other. This research suggests that the effective use of GenAI in education depends on the quality of human–AI interaction. Future directions must orient toward an integration of GenAI in education that positions human and machine intelligence not as a substitution but as co-participation, opening new epistemic horizons while reconfiguring assessment practices to ensure that human oversight, critical inquiry, and reflective thinking remain at the center of learning. Full article

(This article belongs to the Section Technology Enhanced Education)

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