Education Sciences

13 pages, 274 KiB

Open AccessArticle

Competences of the Future—How to Educate the iGen Generation

by Anna Waligóra and Marcin Górski

Educ. Sci. 2025, 15(5), 621; https://doi.org/10.3390/educsci15050621 (registering DOI) - 19 May 2025

This article presents the results of a study conducted in the area of qualitative social research in relation to the interpretative paradigm, as well as a review of research concerning the specificity and characteristics of the functioning of representatives of Generation Z (Zoomers, [...] Read more.

This article presents the results of a study conducted in the area of qualitative social research in relation to the interpretative paradigm, as well as a review of research concerning the specificity and characteristics of the functioning of representatives of Generation Z (Zoomers, GenZ) and Generation Alpha. The aim of the present research was to assess the opinions of university teachers regarding the functioning of the iGen generation and the challenges of educating students representing Generation Z. In this research, a focus interview method was used. Interviews were conducted over a period of 6 months, with a total research sample [N = 150] of university teachers. Sociological, pedagogical and psychological analyses indicate different functioning of the young iGen generation in the context of social relations, learning and communication processes in relation to previous generations. These differences affect the educational process—the transmission of knowledge and the relationship of teachers with students. An analysis of the research results allowed for the proposal of exemplary educational solutions such as the competence-based education (CBE) model, as well as problem- and project-oriented learning (PBL) methods. The conclusions led to the design of practical guidelines that could be implemented in the process of educating students and, at the same time, preparing young people for the changing needs of the labour market. Full article

(This article belongs to the Special Issue Higher Education Governance and Leadership in the Digital Era)

20 pages, 688 KiB

Open AccessArticle

Measuring Personalized Learning in the Smart Classroom Learning Environment: Development and Validation of an Instrument

by Pan Tuo, Mehmet Bicakci, Albert Ziegler and BaoHui Zhang

Educ. Sci. 2025, 15(5), 620; https://doi.org/10.3390/educsci15050620 (registering DOI) - 19 May 2025

Abstract

Smart classrooms leverage intelligent and mobile technologies to create highly interactive, student-centered environments conducive to personalized learning. However, measuring students’ personalized learning experiences in these technologically advanced spaces remains a challenge. This study addresses the gap by developing and validating a Smart Classroom [...] Read more.

Smart classrooms leverage intelligent and mobile technologies to create highly interactive, student-centered environments conducive to personalized learning. However, measuring students’ personalized learning experiences in these technologically advanced spaces remains a challenge. This study addresses the gap by developing and validating a Smart Classroom Environment–Personalized Learning Scale (SCE-PL). Drawing on a comprehensive literature review, content-expert feedback, and iterative item refinement, an initial pool of 48 items was reduced to 39 and subsequently to 34 following item-level analyses. Two datasets were collected from Chinese middle-school students across three provinces, capturing diverse socio-economic contexts and grade levels (7th, 8th, and 9th). EFA on the first dataset (n = 424) revealed a nine-factor structure collectively explaining 78.12% of the total variance. Confirmatory factor analysis (CFA) on the second dataset (n = 584) verified an excellent model fit. Internal consistency indices (Cronbach’s α > 0.87, composite reliability > 0.75) and strong convergent and discriminant validity evidence (based on AVE and inter-factor correlations) further support the scale’s psychometric soundness. The SCE-PL thus offers researchers, policymakers, and practitioners a robust, theory-driven instrument for assessing personalized learning experiences in smart classroom environments, paving the way for data-informed pedagogy, optimized learning spaces, and enhanced technological integration. Full article

(This article belongs to the Special Issue Innovative Approaches to Understanding Student Learning)

19 pages, 458 KiB

Open AccessArticle

Envisioning Global Education in Rwanda: Contributions from Secondary School Teachers

by Abiud Bosire, Luís Grosso Correia and Dalila Pinto Coelho

Educ. Sci. 2025, 15(5), 619; https://doi.org/10.3390/educsci15050619 (registering DOI) - 18 May 2025

Abstract

Global education (GE) has become important in education due to heightened global interconnectedness and interdependence, with its incorporation into school materials aimed at preparing learners to navigate global challenges. In implementing GE, teachers are considered critical agents to transform normative GE into knowledge [...] Read more.

Global education (GE) has become important in education due to heightened global interconnectedness and interdependence, with its incorporation into school materials aimed at preparing learners to navigate global challenges. In implementing GE, teachers are considered critical agents to transform normative GE into knowledge in classrooms. This study examines Rwandese teachers’ knowledge, awareness, and perceptions of challenges they face in implementing GE in schools. In a quantitative design, 208 teachers from 15 participating secondary schools completed a survey. The study findings reveal that the teachers had moderate to high levels of knowledge and awareness of global education, with most of the teachers recognising GE to be important in preparing learners for the future and stated the need to incorporate it within the curriculum in Rwanda. This study underscores the need for teacher training and professional development to enhance GE integration, and the provision of necessary resources and materials to enable the implementation of GE in schools in Rwanda. Full article

(This article belongs to the Special Issue Fostering Global Citizenship and Intercultural Education “Otherwise”)

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22 pages, 1505 KiB

Open AccessArticle

Enhancing Form–Meaning Connections in the Language Teaching of Children with Developmental Language Disorder: Evidence from Two Teaching Interventions

by Anastasia Paspali

Educ. Sci. 2025, 15(5), 618; https://doi.org/10.3390/educsci15050618 (registering DOI) - 18 May 2025

Abstract

Focus on form (FonF) teaching interventions have been widely employed to help second language learners notice a target grammatical form while their attention is on meaning, i.e., establishing new form–meaning connections. These interventions can be input-based, focusing on the processing of input (i.e., [...] Read more.

Focus on form (FonF) teaching interventions have been widely employed to help second language learners notice a target grammatical form while their attention is on meaning, i.e., establishing new form–meaning connections. These interventions can be input-based, focusing on the processing of input (i.e., Processing Instruction), or output-based, focusing on production within communicative activities (i.e., Dictogloss). The current pilot study explored whether such teaching interventions would be beneficial for children with DLD. The study employed Processing Instruction and Dictogloss for the teaching of passives in two groups of Greek school-aged children with DLD. The study applied pre-tests and (delayed) post-tests to explore (a) the potential (long-term) effectiveness of the interventions, and (b) potential differences in their effectiveness within this population. The findings indicate that both Processing Instruction and Dictogloss can be promising interventions for Greek children with DLD since they both led to learning gains and retention two weeks after the interventions across all tasks (comprehension, production, and sentence repetition). However, Dictogloss was more effective in production, while Processing Instruction in sentence repetition (when accuracy scores are measured). Full article

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22 pages, 320 KiB

Open AccessArticle

Bullying and Its Effects on Middle School Students in Romania: A Quantitative Approach

by Marcel Iordache, Coman Claudiu, Anna Bucs, Angelica Banca and Gabriela Motoi

Educ. Sci. 2025, 15(5), 617; https://doi.org/10.3390/educsci15050617 (registering DOI) - 18 May 2025

Abstract

Bullying, especially in the context of digitalization, is a global issue that can significantly impact students’ educational and personal development. Our research analyzed the complex and multi-faceted phenomenon of bullying, its prevalence, and its effect on students in middle schools in Craiova, Romania. [...] Read more.

Bullying, especially in the context of digitalization, is a global issue that can significantly impact students’ educational and personal development. Our research analyzed the complex and multi-faceted phenomenon of bullying, its prevalence, and its effect on students in middle schools in Craiova, Romania. A quantitative approach was applied using the adopted Save the Children Romania and Olweus questionnaires to a sample of 673 middle school students. The data were analyzed using IBM SPSS Version 23, employing ANOVA tests, Pearson correlations, and Chi-square tests, as well as descriptive statistics. Contrary to previous research, our findings indicate that gender (r = 0.041) and academic performance did not significantly predict bullying victimization or aggression (p = 0.079). However, we found that the academic performance of students who witnessed bullying incidents was significantly affected. Interestingly, the descriptive statistics showed that boys reported higher rates of bullying involvement. Additionally, social support (−0.148) and the school environment emerged as important factors in bullying prevention. These unexpected results highlight the contextual and cultural specificity of bullying. We encourage further research to better understand this nuanced and complex phenomenon, focusing not only on victims but also on bystanders. Addressing bullying requires a comprehensive approach to promote a healthy learning environment for all students. Full article

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16 pages, 755 KiB

Open AccessArticle

The Integration of Artificial Intelligence in Academic Learning Practices: A Comprehensive Approach

by Gabriela Alina Anghel, Cristina Mihaela Zanfir, Florentina Lavinia Matei, Camelia Delia Voicu and Ramona Adina Neacșa

Educ. Sci. 2025, 15(5), 616; https://doi.org/10.3390/educsci15050616 (registering DOI) - 18 May 2025

Abstract

The integration of artificial intelligence (AI) in education has profoundly transformed the learning landscape, offering significant opportunities for personalized, flexible, and efficient educational practices. This study explores the impact of AI on academic learning, focusing on the perceptions and behaviors of students from [...] Read more.

The integration of artificial intelligence (AI) in education has profoundly transformed the learning landscape, offering significant opportunities for personalized, flexible, and efficient educational practices. This study explores the impact of AI on academic learning, focusing on the perceptions and behaviors of students from Valahia University of Târgoviște, Romania (N = 250). By analyzing the students’ use of AI tools such as learning assistants and content generation systems, this research identifies the factors influencing the integration of AI into educational practices. Using a quantitative approach with a self-administered online questionnaire, this study tested hypotheses regarding the influences of age, field of study, and self-reported AI usage on students’ perceptions of its impact on academic performance, motivation, and the development of essential skills such as critical thinking and learning autonomy. Statistical analyses were conducted using SPSS V26, and Spearman’s correlation revealed significant relationships between AI competency and perceptions of academic performance (ρ = 0.261, p < 0.001), personalized learning (ρ = 0.196, p = 0.002), and motivation (ρ = 0.234, p < 0.001). The results highlight AI’s potential to revolutionize educational practices by providing personalized learning experiences, stimulating motivation, and promoting lifelong learning skills. This research deepens the understanding of AI’s role in higher education and its implications for future learning models, emphasizing its capacity to transform both students and educators. Full article

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17 pages, 268 KiB

Open AccessArticle

Intercultural Dialogue on Indigenous Perspectives: A Digital Learning Experience

by Kristin Severinsen Spieler, Anne Karin Vikstøl Olsen and Randi Engtrø

Educ. Sci. 2025, 15(5), 615; https://doi.org/10.3390/educsci15050615 (registering DOI) - 17 May 2025

Abstract

This research explores how intercultural dialogue through a Collaborative Online International Learning (COIL) project enhances students’ understanding and integration of Indigenous perspectives. The initiative connected Norwegian Early Childhood Teacher Education (ECTE) students with Canadian Teacher Education students to explore Sámi and Métis cultures. [...] Read more.

This research explores how intercultural dialogue through a Collaborative Online International Learning (COIL) project enhances students’ understanding and integration of Indigenous perspectives. The initiative connected Norwegian Early Childhood Teacher Education (ECTE) students with Canadian Teacher Education students to explore Sámi and Métis cultures. Using a qualitative design, focus group interviews with ECTE students employed a hermeneutic approach to interpret experiences and cultural reflections. These insights, analyzed systematically, demonstrated the COIL project’s effectiveness in facilitating intercultural dialogue, fostering intercultural competence, and encouraging self-reflection among participants. Participants developed invaluable skills for integrating Indigenous perspectives into future educational roles, supported by facilitation that enhanced cross-cultural dialogue and language skills. This study underscores the need for frameworks supporting sustained cultural engagement, acknowledging sample size limitations. Findings advocate for the broader integration of intercultural collaborations in strategies, emphasizing education that enhances cultural competence. Future research should expand with larger samples and varied cultures, using longitudinal studies to assess the impacts on professional development and optimize collaboration educational contexts. Full article

(This article belongs to the Special Issue Understanding Early Childhood Care and Education (ECCE) from Cultural Perspectives)

17 pages, 3032 KiB

Open AccessArticle

Topic Level Visualization of Student Enrollment Records in a Computer Science Curriculum

by Eliot Bethke and Jennifer R. Amos

Educ. Sci. 2025, 15(5), 614; https://doi.org/10.3390/educsci15050614 - 16 May 2025

Abstract

Reviewing academic curricula requires a significant investment of time and expertise. Beyond accreditation, curriculum may be reviewed in part or in whole during other administrative efforts including the consideration of new elective courses, faculty-student advising, admission of transfer students, internal audits, and more. [...] Read more.

Reviewing academic curricula requires a significant investment of time and expertise. Beyond accreditation, curriculum may be reviewed in part or in whole during other administrative efforts including the consideration of new elective courses, faculty-student advising, admission of transfer students, internal audits, and more. These activities often require multiple people with deep knowledge of the coursework as well as the discipline(s) involved to pour over scattered documentation and comparatively limited assessment data in order to make an informed decision. In this work, we explored the development of a semi-automated computational approach to visualize a curriculum as described in official course listings at a topic level of detail. We show how our approach can help provide a detailed view of how topics are covered across multiple courses and how these visualizations can show similarities and differences for individual student registration records, paving the way for personalized student support. We also identified opportunities for improvement in this method, including the need to develop more robust topic mapping techniques for short texts. Full article

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22 pages, 647 KiB

Open AccessArticle

The Consolidated Framework for Implementation Research: Application to Education

by William Walters, Wendy Barber and Mickey Jutras

Educ. Sci. 2025, 15(5), 613; https://doi.org/10.3390/educsci15050613 - 16 May 2025

Abstract

This study investigates the application of the Consolidated Framework for Implementation (CFIR) in an educational setting. Although education implements numerous interventions and programs at all levels, standardized testing has primarily measured their success, leaving a paucity of direct measures for non-academic program implementation. [...] Read more.

This study investigates the application of the Consolidated Framework for Implementation (CFIR) in an educational setting. Although education implements numerous interventions and programs at all levels, standardized testing has primarily measured their success, leaving a paucity of direct measures for non-academic program implementation. Borrowing from an established practice in medicine, the CFIR, which provides a framework to identify potential barriers and facilitators to program implementation, is reviewed and investigated as a possible tool for use in education. Researchers applied the CFIR to a program intervention implemented at two Canadian university faculties of education. Through the complex coding and analysis inherent to the CFIR, barriers and facilitators were identified for program implementation. Reviewing and applying the CFIR provided results about the educational intervention and the use of the CFIR in education. While complex and time-consuming, the results suggest that the CFIR is a credible tool for measuring the effectiveness of implementing myriad educational initiatives at all system levels. Full article

(This article belongs to the Special Issue Empowering the Next Generation: Fostering Physical Education through Effective Pedagogy)

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12 pages, 234 KiB

Open AccessArticle

Sources of Support and Their Benefits for New Primary School Teachers in Switzerland

by Anja Winkler and Daniela Freisler-Mühlemann

Educ. Sci. 2025, 15(5), 612; https://doi.org/10.3390/educsci15050612 - 16 May 2025

Abstract

In Switzerland, teacher education comprises a single phase of training, with students entering the profession directly after graduation. New teachers face challenges that they do not experience during training. Therefore, it is crucial that they receive support before and during this transition period. [...] Read more.

In Switzerland, teacher education comprises a single phase of training, with students entering the profession directly after graduation. New teachers face challenges that they do not experience during training. Therefore, it is crucial that they receive support before and during this transition period. To identify the forms of support that meet the needs of teachers entering the profession, we investigated this issue through semi-structured interviews and a complex code configuration. The results showed that various sources of support ease teachers’ entry into the profession. Central aspects include exchanging teaching experiences and receiving reassurance related to their teaching practice. It is therefore conducive to the careers of new teachers if the school culture promotes looking for and accepting help, asking questions, and the exchange of teaching material. Full article

(This article belongs to the Special Issue Education for Early Career Teachers)

31 pages, 2216 KiB

Open AccessArticle

Students’ Perceptions of Generative Artificial Intelligence (GenAI) Use in Academic Writing in English as a Foreign Language

by Andrew S. Nelson, Paola V. Santamaría, Josephine S. Javens and Marvin Ricaurte

Educ. Sci. 2025, 15(5), 611; https://doi.org/10.3390/educsci15050611 - 16 May 2025

Abstract

While research articles on students’ perceptions of large language models such as ChatGPT in language learning have proliferated since ChatGPT’s release, few studies have focused on these perceptions among English as a foreign language (EFL) university students in South America or their application [...] Read more.

While research articles on students’ perceptions of large language models such as ChatGPT in language learning have proliferated since ChatGPT’s release, few studies have focused on these perceptions among English as a foreign language (EFL) university students in South America or their application to academic writing in a second language (L2) for STEM classes. ChatGPT can generate human-like text that worries teachers and researchers. Academic cheating, especially in the language classroom, is not new; however, the concept of AI-giarism is novel. This study evaluated how 56 undergraduate university students in Ecuador viewed GenAI use in academic writing in English as a foreign language. The research findings indicate that students worried more about hindering the development of their own writing skills than the risk of being caught and facing academic penalties. Students believed that ChatGPT-written works are easily detectable, and institutions should incorporate plagiarism detectors. Submitting chatbot-generated text in the classroom was perceived as academic dishonesty, and fewer participants believed that submitting an assignment machine-translated from Spanish to English was dishonest. The results of this study will inform academic staff and educational institutions about how Ecuadorian university students perceive the overall influence of GenAI on academic integrity within the scope of academic writing, including reasons why students might rely on AI tools for dishonest purposes and how they view the detection of AI-based works. Ideally, policies, procedures, and instruction should prioritize using AI as an emerging educational tool and not as a shortcut to bypass intellectual effort. Pedagogical practices should minimize factors that have been shown to lead to the unethical use of AI, which, for our survey, was academic pressure and lack of confidence. By and large, these factors can be mitigated with approaches that prioritize the process of learning rather than the production of a product. Full article

(This article belongs to the Special Issue Emerging Pedagogies for Integrating AI in Education)

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16 pages, 1290 KiB

Open AccessArticle

Parent Perspectives of Behavioral and Emotional Development of Young High-Ability Children: A Pilot Study

by Benna S. Haas, Laura S. McCorkle, Thomas W. Connors, Erin R. FitzPatrick, Michael S. Matthews and Julianna Willis

Educ. Sci. 2025, 15(5), 610; https://doi.org/10.3390/educsci15050610 - 16 May 2025

Abstract

We conducted a thematic analysis of 25 parent responses to open-ended survey questions from the Behavioral Assessment System for Children (BASC-3) regarding their young, high-ability children’s behavioral and emotional development. Our analysis revealed four themes: (a) demonstrating advanced abilities, (b) displaying motivation to [...] Read more.

We conducted a thematic analysis of 25 parent responses to open-ended survey questions from the Behavioral Assessment System for Children (BASC-3) regarding their young, high-ability children’s behavioral and emotional development. Our analysis revealed four themes: (a) demonstrating advanced abilities, (b) displaying motivation to do well, (c) enjoying the company of adults and peers, and (d) experiencing difficulties regulating emotions. Further, three themes from parents of young typically developing children were also included as a comparison: (a) demonstrating academic strengths, (b) connecting with others, and (c) experiencing difficulties regulating emotions. These themes provide a first step in informing classroom teachers, counselors, and psychologists about young children’s social, emotional, and behavioral needs and matching them with appropriate educational programming and intervention options. This paper also includes implications of the findings and suggestions for further research to maximize young children’s gifts, talents, and exceptionalities. Full article

(This article belongs to the Special Issue Emotions, Emotion Mindsets, and Emotional Intelligence)

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15 pages, 256 KiB

Open AccessArticle

Scalability of Leadership Development Program in a State Professional Development System

by Yujin Lee, Anne Douglass, Becky DelVecchio, Amanda Wiehe Lopes, Songtian Zeng and Yiyang Guan

Educ. Sci. 2025, 15(5), 609; https://doi.org/10.3390/educsci15050609 - 15 May 2025

Abstract

Cultivating leadership within the early care and education (ECE) workforce is crucial for driving quality improvement and systems change. However, there is limited understanding of how to develop and scale leadership development programs for early educators. To address this need, Leading for Change [...] Read more.

Cultivating leadership within the early care and education (ECE) workforce is crucial for driving quality improvement and systems change. However, there is limited understanding of how to develop and scale leadership development programs for early educators. To address this need, Leading for Change (LFC) was intentionally designed to provide scalable, affordable, and accessible leadership development opportunities for early educators from diverse racial, ethnic, linguistic, and cultural backgrounds. The present study examined whether the scaled version of LFC (delivered by locally trained facilitators) could achieve outcomes comparable to the pilot version (delivered by the original LFC developers). The results showed similar improvements in participants’ entrepreneurial leadership mindset and knowledge across both versions. Also, interviews with facilitators revealed key factors, strengths, and challenges that could influence the success of scaling efforts. These findings offer valuable insights into how leadership development models can be effectively developed and scaled to ensure equitable and widespread access for the ECE workforce. Full article

(This article belongs to the Special Issue Strengths and Assets of the Early Childhood Workforce)

16 pages, 693 KiB

Open AccessArticle

Shifting Students’ Perceptions About Homelessness: Quantitative Assessment of a Project-Based Approach

by Diana A. Chen, Mark A. Chapman and Joel Alejandro Mejia

Educ. Sci. 2025, 15(5), 608; https://doi.org/10.3390/educsci15050608 - 15 May 2025

Abstract

Although engineering institutional bodies uphold public welfare and the impact of engineering on people and society, engineering curricula rarely scaffold students to connect their technical learning with sociotechnical perspectives. This paper describes a project-based learning approach where engineering students engaged with issues faced [...] Read more.

Although engineering institutional bodies uphold public welfare and the impact of engineering on people and society, engineering curricula rarely scaffold students to connect their technical learning with sociotechnical perspectives. This paper describes a project-based learning approach where engineering students engaged with issues faced by people experiencing homelessness to better understand the sociotechnical nature of effective, user-centered, engineering design. We conducted a quantitative assessment to determine how well and in what ways the project-based learning curriculum shifted students’ perceptions about homelessness. We collected pre-/post-survey data from students on 21 statements about their perceptions and attitudes about homelessness prior to and after an engineering project with a focus on homelessness in San Diego, CA, USA. The study aimed to measure the effectiveness of the course/project on shifting students’ perceptions from myths about homelessness towards reality, which supported the course objectives regarding diversity, inclusion, and social justice. We found that, from data from 166 students over 8 semesters, students’ perceptions had statistically significant (p < 0.05) shifts in five survey statements, which regarded beliefs about the personal choices or perceived moral decisions of those experiencing homelessness, and that students were able to more strongly identify with an engineer’s duty to care for those experiencing homelessness. Full article

(This article belongs to the Special Issue Project-Based Learning in Integrated STEM Education)

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17 pages, 715 KiB

Open AccessArticle

Validation Analysis During the Design Stage of Text Leveling

by Jerome V. D’Agostino and Connie Briggs

Educ. Sci. 2025, 15(5), 607; https://doi.org/10.3390/educsci15050607 - 15 May 2025

Abstract

Using leveled books to ascertain students’ reading levels has been found to yield scores that are not sufficiently reliable and that lack criterion-related validation evidence. One reason for these findings is the sole reliance on content validation to level books. We present in [...] Read more.

Using leveled books to ascertain students’ reading levels has been found to yield scores that are not sufficiently reliable and that lack criterion-related validation evidence. One reason for these findings is the sole reliance on content validation to level books. We present in this study a demonstration of an integrated leveling process for assessing the complexity of text passages. The procedure, which capitalizes on conventional test development practices such as field-testing items, contains a built-in validation process that allows for the selection of text that falls along a confirmed gradient of difficulty, from easy to advance levels of challenge. The integrated leveling process applies both well-established procedures for assessing text levels of complexity as well as a thorough item analysis of the books through pretesting. The resulting assessment tool provides rich information to identify student competencies and needs, inform instructional decisions, and document progress. Full article

(This article belongs to the Special Issue Advances in Evidence-Based Literacy Instructional Practices)

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27 pages, 862 KiB

Open AccessArticle

Higher Education Digital Academic Leadership: Perceptions and Practices from Chinese University Leaders

by Meiying Jing, Zhen Guo, Xiao Wu, Zhi Yang and Xiaqing Wang

Educ. Sci. 2025, 15(5), 606; https://doi.org/10.3390/educsci15050606 - 14 May 2025

Abstract

Digital academic leadership (DAL) is essential for navigating the complexities of digital transformation in higher education institutions. However, empirical studies on how university leaders perceive and implement these practices remain scarce. This study bridges the critical gap in higher education leadership research by [...] Read more.

Digital academic leadership (DAL) is essential for navigating the complexities of digital transformation in higher education institutions. However, empirical studies on how university leaders perceive and implement these practices remain scarce. This study bridges the critical gap in higher education leadership research by empirically investigating DAL through the lens of the unified theory of acceptance and use of technology. This study employs a mixed-methods approach, combining surveys and semi-structured interviews with mid-to-senior university administrators in Zhejiang and Guangdong, China, from whom the research identifies four core dimensions of DAL: digital strategic foresight, resource coordination, technology awareness, and culture building. Quantitative analyses reveal significant variations in DAL perceptions across institutional tiers, gender, and disciplinary cluster, while quantitative and qualitative insights both expose contextual challenges and strategic pathways in effective DAL implementation in Chinese universities for organizational goals. The study contributes a framework for theorizing DAL as a situated practice and offers evidence-based strategies for reconciling technological imperatives with localized leadership dynamics in Chinese universities. Full article

(This article belongs to the Special Issue Higher Education Governance and Leadership in the Digital Era)

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21 pages, 292 KiB

Open AccessArticle

AI and ChatGPT in Higher Education: Greek Students’ Perceived Practices, Benefits, and Challenges

by Apostolos Kostas, Vasilios Paraschou, Dimitrios Spanos, Filippos Tzortzoglou and Alivisos Sofos

Educ. Sci. 2025, 15(5), 605; https://doi.org/10.3390/educsci15050605 - 14 May 2025

Abstract

As artificial intelligence (AI) continues to evolve, its integration into higher education (HE) has sparked both enthusiasm and concern. This study examines HE students’ perceptions of ChatGPT and AI tools. An online survey with closed questions was administered, and a convenient sample of [...] Read more.

As artificial intelligence (AI) continues to evolve, its integration into higher education (HE) has sparked both enthusiasm and concern. This study examines HE students’ perceptions of ChatGPT and AI tools. An online survey with closed questions was administered, and a convenient sample of 515 students was gathered and analyzed. Findings reveal a dual perspective, where students recognize AI’s potential to enhance research efficiency, support academic tasks, and personalize learning experiences, while simultaneously raising concerns regarding ethical considerations, content reliability, and potential declines in critical thinking skills. A key insight from this study is the variation in AI perceptions based on academic level and ICT competence. The findings reinforce the importance of comprehensive AI literacy programs, ethical guidelines, and institutional support. Additionally, this study highlights the importance of bridging the digital divide, ensuring equitable engagement with AI tools across different competency levels. This study contributes to the ongoing discourse on AI in HE by identifying key areas where AI adoption can be optimized while mitigating its risks. Future research and policy initiatives should focus on striking a balance between technological advancements and human-centered learning, ensuring that AI adoption supports academic integrity and educational innovation. Full article

(This article belongs to the Special Issue Unleashing the Potential of E-learning in Higher Education)

33 pages, 1747 KiB

Open AccessArticle

A Mixed-Methods Evaluation of a Wellbeing Programme Designed for Undergraduate Students: Exploring Participants’ Experiences Using Interpretative Phenomenological Analysis

by Maria-Christina Vourda, Jess Collins, Radhika Kandaswamy, Mário Cesar do Nascimento Bevilaqua, Carolina Kralj, Zephyr Percy, Naomi Strauss, Patricia A. Zunszain and Gisele P. Dias

Educ. Sci. 2025, 15(5), 604; https://doi.org/10.3390/educsci15050604 - 14 May 2025

Abstract

The mental health struggles of university students have been the focus of a substantial amount of research worldwide. To tackle this, universities have developed initiatives to promote student wellbeing. Here, we highlight Time to Thrive (TTT), a co-designed online programme based on positive [...] Read more.

The mental health struggles of university students have been the focus of a substantial amount of research worldwide. To tackle this, universities have developed initiatives to promote student wellbeing. Here, we highlight Time to Thrive (TTT), a co-designed online programme based on positive and coaching psychology and neuroscience literacy to support undergraduate students to thrive at university. This study examines the effectiveness of TTT on undergraduate student wellbeing and explores students’ subjective experiences as participants in TTT. A mixed-methods randomised controlled trial was conducted with an intervention group (n = 18) and a later access control group (n = 26) to verify the impact of TTT on psychological wellbeing, mental wellbeing, and resilience. Participants completed the Short Warwick-Edinburgh Mental Wellbeing Scale (SWEMWBS), the Flourishing Scale (FS), and the Brief Resilience Scale (BRS) pre-post intervention. Following programme completion, intervention group participants were interviewed about their experience with TTT (n = 5), and their reflections were analysed using Interpretative Phenomenological Analysis (IPA). Participation in TTT significantly improved psychological wellbeing in the intervention group, controlling for pre-TTT scores. Three themes were developed through IPA: the differing functions of TTT, the personal impact of TTT, and placing students who need it the most at the heart of TTT. These findings suggest that university-delivered initiatives can effectively foster undergraduates‘ wellbeing. Embedding TTT and relevant programmes within the curriculum may facilitate engagement and impact. Moreover, evidence sustaining their effectiveness may inform policy for broader application in higher education. Full article

(This article belongs to the Special Issue Addressing Mental Health and Well-Being in Higher Education: Insights from Educational Psychology)

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15 pages, 270 KiB

Open AccessArticle

Developing Elite Strength and Conditioning Coaches’ Practice Through Facilitated Reflection

by Chris Szedlak, Bettina Callary and Matthew Smith

Educ. Sci. 2025, 15(5), 603; https://doi.org/10.3390/educsci15050603 - 14 May 2025

Abstract

Recent research has suggested that strength and conditioning (S&C) coach development should consider constructivist learning theories to promote coach development and learning of psychosocial coaching competencies. Reflective practice can encourage holistic learning through promoting an internal dialogue of the meaningfulness of an individual’s [...] Read more.

Recent research has suggested that strength and conditioning (S&C) coach development should consider constructivist learning theories to promote coach development and learning of psychosocial coaching competencies. Reflective practice can encourage holistic learning through promoting an internal dialogue of the meaningfulness of an individual’s experiences. Our study aimed to examine the efficacy of a facilitated, guided, and longitudinal reflective process to promote coach learning of psychosocial coaching practice using Moon’s reflective framework. Over a four-week period, six elite S&C coaches engaged in a guided process reflection process with a facilitator. This included daily journaling in an e-diary with the facilitator providing feedback at the end of each week. At the end, each S&C coach participated in an exit interview. Data were analysed using interpretative phenomenological analysis. Findings revealed that there were potential benefits for the S&C coach’s process of reflection such as providing accountability through developing a close relationship with the facilitator, which enabled the S&C coaches to more critically link learning to behaviour change. Furthermore, S&C coaches’ learning resulted in developing awareness of self/athlete’s needs, increased flexibility, and enhanced confidence. This resulted in S&C coaches developing psychosocial coaching competencies that enabled them to change their practice to become more athlete centred. Full article

(This article belongs to the Special Issue Understanding the Professional Learning and Development of Physical Education Teachers and Sport Coaches)

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