Education Sciences

1466 KiB

Open AccessArticle

Development and TAM-Based Validation of a User Experience Scale for Actual System Use in Online Courses

by Mei Wang, Siva Shankar Ramasamy, Ahmad Yahya Dawod and Xi Yu

Educ. Sci. 2025, 15(7), 855; https://doi.org/10.3390/educsci15070855 - 3 Jul 2025

This study aims to develop and validate a user experience scale to construct an Actual System Use model for online courses based on the Technology Acceptance Model, allowing for a comprehensive assessment of the multidimensional factors affecting Learning Outcomes and Actual System Use [...] Read more.

This study aims to develop and validate a user experience scale to construct an Actual System Use model for online courses based on the Technology Acceptance Model, allowing for a comprehensive assessment of the multidimensional factors affecting Learning Outcomes and Actual System Use in the context of online courses. The scale includes six core dimensions: Interactive Experience, Content Quality, Learning Outcomes, Teaching Quality, Technical Support, and Learning Motivation. Through a literature review, pre-survey, exploratory factor analysis, and confirmatory factor analysis, the reliability and validity of the developed scale were verified. A second-order complex Structural Equation Model was used to measure users’ Actual System Use with respect to online courses. The results demonstrate that the Interactive Experience and Learning Motivation dimensions play crucial roles in enhancing learners’ engagement and learning satisfaction, while Perceived Usefulness and Perceived Ease of Use significantly influence system usage behaviors. This study provides a systematic theoretical basis and empirical data for the design of online courses, offering valuable insights for optimizing course design and enhancing user experiences. Full article

(This article belongs to the Special Issue Advancements in Educational and Information Technology: Bridging the Gap in Learning)

1736 KiB

Open AccessArticle

Polynomials—Unifying or Fragmenting High School Mathematics?

by Jelena Pleština, Željka Milin Šipuš and Matija Bašić

Educ. Sci. 2025, 15(7), 854; https://doi.org/10.3390/educsci15070854 - 3 Jul 2025

Abstract

This paper presents research on the origin, scope, evolution, and rationale of knowledge about polynomials in high school mathematics. Within the framework of the Anthropological Theory of the Didactic, Croatian high school curricula and textbooks were analyzed, and four models of knowledge to [...] Read more.

This paper presents research on the origin, scope, evolution, and rationale of knowledge about polynomials in high school mathematics. Within the framework of the Anthropological Theory of the Didactic, Croatian high school curricula and textbooks were analyzed, and four models of knowledge to be taught were identified in the period following the formal abandonment of New Math principles. None of the identified models provides a unified discourse that integrates knowledge about polynomials transposed from scholarly domains of algebra and mathematical analysis. In relation to other curricular content the knowledge about polynomials has two-fold importance: (1) contributing to the development of various techniques related to high school algebra and calculus; (2) serving as a fundamental example in the formation of the notion of a function. Thus, the observed reduction in polynomial content over the analyzed period affects both practical and theoretical knowledge. The findings suggest that curricular changes have primarily focused on the selection of knowledge, with scarce adaptations of knowledge to be taught compared to the knowledge before each curricular change. This has led to a persistent gap between algebraic and analytical approaches to polynomials, potentially influencing the learned knowledge even among the highest-achieving students. Despite polynomials’ epistemological and didactical potential to bridge high school algebra and calculus, their restriction to specific forms of algebraic expressions and linear and quadratic functions contributes more to the fragmentation of high school mathematics. Full article

(This article belongs to the Special Issue Curriculum Development in Mathematics Education)

1892 KiB

Open AccessSystematic Review

Using Eye-Tracking in Education—A Review Study

by Vlastimil Chytry, Nikola Mundokova and Milan Kubiatko

Educ. Sci. 2025, 15(7), 853; https://doi.org/10.3390/educsci15070853 - 3 Jul 2025

Abstract

Visual perception is a complex psychological operation that is used to understand our environment. Its measurement gradually penetrates various areas of human life as well as the educational process. The presented study has a theoretical–analytical character; its aim was to identify the nature [...] Read more.

Visual perception is a complex psychological operation that is used to understand our environment. Its measurement gradually penetrates various areas of human life as well as the educational process. The presented study has a theoretical–analytical character; its aim was to identify the nature of publications that are devoted to the issue of eye-tracking focused on the educational process. The selection of the analyzed articles was carried out in the Web of Science database in January 2021, and all peer-reviewed articles (marked articles) that were in the Education category were included in the Educational Research database. Those texts were further analyzed with the use of the generally recognized PRISMA guidelines. The number of studies that are focused on eye-tracking had an upward trend, studies from Europe were the most often represented, the authors focused on reading comprehension, and the most common sample were university students. Implications for practice and suggestions for further research can be found in the conclusion. Full article

(This article belongs to the Section Education and Psychology)

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847 KiB

Open AccessArticle

School Climate and Self-Efficacy Relating to University Lecturers’ Positive Mental Health: A Mediator Model

by Qin Lai, Bity Salwana Alias and Aida Hanim A. Hamid

Educ. Sci. 2025, 15(7), 852; https://doi.org/10.3390/educsci15070852 - 3 Jul 2025

Abstract

Rising workloads and institutional pressures in higher education threaten lecturers’ mental health, yet few studies explore how university climate and self-efficacy contribute to their positive mental health (PMH). This study employed a cross-sectional survey to investigate the mediating role of lecturers’ self-efficacy in [...] Read more.

Rising workloads and institutional pressures in higher education threaten lecturers’ mental health, yet few studies explore how university climate and self-efficacy contribute to their positive mental health (PMH). This study employed a cross-sectional survey to investigate the mediating role of lecturers’ self-efficacy in the relationship between university climate and lecturers’ PMH. A total of 357 responses were collected from English major lecturers in Chinese higher education institutions through an online survey with convenience sampling. Data were collected via an online questionnaire using validated scales: the School Climate Inventory (SCI-5) for school climate, the General Self-Efficacy Scale (GSES) for self-efficacy, and the Positive Mental Health Scale (PMH) for mental health. The results indicated that all five dimensions of university climate—Collaboration (β = 0.122, p < 0.05), Student Relations (β = 0.163, p < 0.01), School Resources (β = 0.12, p < 0.05), Decision-Making (β = 0.11, p < 0.05), and Instructional Innovation (β = 0.325, p < 0.001)—positively influenced lecturers’ self-efficacy, with instructional innovation having the most significant impact. Moreover, self-efficacy significantly enhanced lecturers’ PMH (β = 0.27, p < 0.001) and partially mediated the relationship between university climate and lectures’ PMH (VAF = 20–80%). The findings highlighted the importance of fostering an innovative and supportive university climate while enhancing self-efficacy to promote faculty well-being. Future studies can further extend the results of this study through institutional and individual development strategies. Full article

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525 KiB

Open AccessArticle

Legislating a Strategic Plan: Anti-2SLGBTQIA+ Discourse and the Political Agenda Reshaping Higher Education in Oklahoma

by Quan Phan and Jenny Sperling

Educ. Sci. 2025, 15(7), 851; https://doi.org/10.3390/educsci15070851 - 3 Jul 2025

Abstract

Oklahoma has become a focal point in the national escalation of anti-2SLGBTQIA+ and anti-DEI efforts, emerging as one of the most aggressive states in proposing and advancing bills that undermine queer and trans rights across sectors, including public education, healthcare, free speech, and [...] Read more.

Oklahoma has become a focal point in the national escalation of anti-2SLGBTQIA+ and anti-DEI efforts, emerging as one of the most aggressive states in proposing and advancing bills that undermine queer and trans rights across sectors, including public education, healthcare, free speech, and civil liberties. Although many bills do not pass into law, the volume, language, and momentum constitute a discursive and political terrain that actively regulates 2SLGBTQIA+ lives. This study retools the concept of strategic planning—typically associated with institutions’ mission-setting—as an analytical heuristic to examine how legislative efforts operate as a coordinated political agenda. Drawing on critical policy analysis (CPA) and critical discourse analysis (CDA), the authors map selected legislative texts from 2021 to 2024 to demonstrate how Oklahoma lawmakers are using policy discourse to reshape higher education into an extension of state power, advancing white cisheteronormative logics. By framing these efforts as ideologically coherent rather than isolated, this analysis contributes to the urgent work of identifying and resisting the restructuring of public education against 2SLGBTQIA+ communities. Full article

(This article belongs to the Special Issue Navigating the Challenges, Tensions, and Complexities of Political and Legislative Attacks in Higher Education)

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29 pages, 4973 KiB

Open AccessArticle

Speech and Elocution Training (SET): A Self-Efficacy Catalyst for Language Potential Activation and Career-Oriented Development for Higher Vocational Students

by Xiaojian Zheng, Mohd Hazwan Mohd Puad and Habibah Ab Jalil

Educ. Sci. 2025, 15(7), 850; https://doi.org/10.3390/educsci15070850 - 2 Jul 2025

Abstract

This study explores how Speech and Elocution Training (SET) activates language potential and fosters career-oriented development among higher vocational students through self-efficacy mechanisms. Through qualitative interviews with four vocational graduates who participated in SET 5 to 10 years ago, the research identifies three [...] Read more.

This study explores how Speech and Elocution Training (SET) activates language potential and fosters career-oriented development among higher vocational students through self-efficacy mechanisms. Through qualitative interviews with four vocational graduates who participated in SET 5 to 10 years ago, the research identifies three key findings. First, SET comprises curriculum content (e.g., workplace communication modules such as hosting, storytelling, and sales pitching) and classroom training using multimodal TED resources and Toastmasters International-simulated practices, which spark language potential through skill-focused, realistic exercises. Second, these pedagogies facilitate a progression where initial language potential evolves from nascent career interests into concrete job-seeking intentions and long-term career plans: completing workplace-related speech tasks boosts confidence in career choices, planning, and job competencies, enabling adaptability to professional challenges. Third, SET aligns with Bandura’s four self-efficacy determinants; these are successful experiences (including personalized and virtual skill acquisition and certified affirmation), vicarious experiences (via observation platforms and constructive peer modeling), verbal persuasion (direct instructional feedback and indirect emotional support), and the arousal of optimistic emotions (the cognitive reframing of challenges and direct desensitization to anxieties). These mechanisms collectively create a positive cycle that enhances self-efficacy, amplifies language potential, and clarifies career intentions. While highlighting SET’s efficacy, this study notes a small sample size limitation, urging future mixed-methods studies with diverse samples to validate these mechanisms across broader vocational contexts and refine understanding of language training’s role in fostering linguistic competence and career readiness. Full article

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14 pages, 557 KiB

Open AccessReview

Teachers’ Beliefs About Multilingualism in Early Childhood Education Settings: A Scoping Review

by Zhijun Zheng

Educ. Sci. 2025, 15(7), 849; https://doi.org/10.3390/educsci15070849 - 2 Jul 2025

Abstract

There is an increasing number of multilingual children attending early childhood education and care (ECEC) settings around the world. Early childhood teachers play a crucial role in supporting these multilingual young children. As teachers’ teaching practices are directed by their beliefs, it is [...] Read more.

There is an increasing number of multilingual children attending early childhood education and care (ECEC) settings around the world. Early childhood teachers play a crucial role in supporting these multilingual young children. As teachers’ teaching practices are directed by their beliefs, it is significant to understand early childhood teachers’ beliefs about multilingualism in the existing literature in order to better support multilingual children. From 14 studies, this review categorised three main themes of early childhood teachers’ beliefs about multilingualism: multilingualism as a problem, multilingualism as a right, and concerns about multilingualism as a resource. Two studies examined factors associated with the variation in teachers’ beliefs. The findings of this review summarised various perspectives of teachers’ misconceptions and negative beliefs about multilingualism, although a small number of studies reported teachers’ positive beliefs about multilingualism in ECEC. This review addresses early childhood teachers’ knowledge gaps in child language development and multilingual pedagogies. In addition, this review identifies several research gaps for future studies. For example, more studies conducted in non-Western contexts and studies on teachers’ beliefs about supporting multilingual infants and toddlers are much needed. This review also contributes to informing future directions for professional development to empower early childhood teachers to support multilingualism. Full article

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

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22 pages, 4518 KiB

Open AccessArticle

Broadening Participation in Computing Through Cultivating Teacher Professional Growth: Stories from Teachers of Color

by Feiya Luo, Fatema Nasrin and Idowu David Awoyemi

Educ. Sci. 2025, 15(7), 848; https://doi.org/10.3390/educsci15070848 - 2 Jul 2025

Abstract

With the need to ensure equitable and inclusive computer science (CS) education for K-12 students, much effort has been devoted to promoting secondary CS teachers’ practices and pedagogies. However, there is a lack of focus on elementary teachers’ experiences, especially those of teachers [...] Read more.

With the need to ensure equitable and inclusive computer science (CS) education for K-12 students, much effort has been devoted to promoting secondary CS teachers’ practices and pedagogies. However, there is a lack of focus on elementary teachers’ experiences, especially those of teachers of color. This study stands at the intersections of Black/African American teachers teaching at an elementary school with a majority of historically underrepresented and economically disadvantaged students (Black/African Americans and Hispanic/Latinx). Using a basic qualitative approach with constant comparative analysis, this study revealed important insights regarding the professional growth manifested by six teachers of color over the course of computer science professional development and classroom implementation. Data analysis revealed five main themes reflecting the teachers’ growth: (1) Teachers reported positive outcomes including improved understanding, confidence, and intentions regarding CS integration as a result of attending PD; (2) Teachers demonstrated enhanced abilities to use a variety of tools and resources in CS teaching after PD; (3) Teachers discussed various pedagogies, including culturally and personally responsive pedagogical practices, and racial awareness to promote inclusive instruction in the classroom and used strategies to promote personal relevance more than the collective cultural values or beliefs in CS teaching specifically; (4) Teachers reported having ongoing reflections on how they can implement successful CS-integrated instruction with their enhanced knowledge and beliefs; (5) Positive student outcomes were both reported by the teachers and observed by the researchers as a result of teachers’ experimentation, which gave the teachers more confidence to enact CS teaching. Areas for improvement were also identified. This paper discussed the important implementations of fostering professional growth in teachers of color for broadening minoritized students’ participation in computing. Full article

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21 pages, 1009 KiB

Open AccessArticle

Digitalization of Higher Education: Students’ Perspectives

by Vojko Potocan, Zlatko Nedelko and Maja Rosi

Educ. Sci. 2025, 15(7), 847; https://doi.org/10.3390/educsci15070847 - 2 Jul 2025

Abstract

This study examines the use of digitalized educational solutions among students in higher education institutions (HEIs). Drawing upon theories of technology, digitalization, and education, we analyze the suitability of different digitalization solutions for students in HEIs. Educational organizations that apply different digitalized technologies [...] Read more.

This study examines the use of digitalized educational solutions among students in higher education institutions (HEIs). Drawing upon theories of technology, digitalization, and education, we analyze the suitability of different digitalization solutions for students in HEIs. Educational organizations that apply different digitalized technologies provide customizable platforms for authoring and disseminating multimedia-rich e-education and smart education. However, pedagogical practices indicate several gaps between the level of HEI digitalization achieved and its suitability for HEI participants. Thus, we analyze the state of various digitalized technologies in HEIs and their suitability for meeting students’ expectations. The results of our research show that students most highly rate modern educational methods such as practical learning supported by access to digitized materials via websites, social networks, and smartphones while assigning a lower rating to the use of classic education, supported by digital textbooks and traditional technologies such as Skype, Zoom, podcasts, and online videos. This study has several theoretical implications, among which is the need to further develop highly digitized materials and purpose-designed digitized solutions for individual areas and specific educational purposes. The practical implications indicate the need to expand the use of website networks, smartphones, and smart table solutions in modern educational practices in HEIs. Full article

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

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23 pages, 2203 KiB

Open AccessReview

Digital Academic Leadership in Higher Education Institutions: A Bibliometric Review Based on CiteSpace

by Olaniyi Joshua Olabiyi, Carl Jansen van Vuuren, Marieta Du Plessis, Yujie Xue and Chang Zhu

Educ. Sci. 2025, 15(7), 846; https://doi.org/10.3390/educsci15070846 - 2 Jul 2025

Abstract

The continuous evolution of technology compels higher education leaders to adapt to VUCA (volatile, uncertain, complex, and ambiguous) and BANI (brittle, anxious, non-linear, and incomprehensible) environments through innovative strategies that ensure institutional relevance. While VUCA emphasizes the challenges posed by rapid change and [...] Read more.

The continuous evolution of technology compels higher education leaders to adapt to VUCA (volatile, uncertain, complex, and ambiguous) and BANI (brittle, anxious, non-linear, and incomprehensible) environments through innovative strategies that ensure institutional relevance. While VUCA emphasizes the challenges posed by rapid change and uncertain decision-making, BANI underscores the fragility of systems, heightened anxiety, unpredictable causality, and the collapse of established patterns. Navigating these complexities requires agility, resilience, and visionary leadership to ensure that institutions remain adaptable and future ready. This study presents a bibliometric analysis of digital academic leadership in higher education transformation, examining empirical studies, reviews, book chapters, and proceeding papers published from 2014 to 2024 (11-year period) in the Web of Science—Science Citation Index Expanded (SCIE) and Social Science Citation Index (SSCI). Using CiteSpace software (version 6.3. R1-64 bit), we analyzed 5837 documents, identifying 24 key publications that formed a network of 90 nodes and 256 links. The reduction to 24 publications occurred as part of a structured bibliometric analysis using CiteSpace, which employs algorithmic thresholds to identify the most influential and structurally significant publications within a large corpus. These 24 documents form the core co-citation network, which serves as a conceptual backbone for further thematic interpretation. This was the result of a multi-step refinement process using CiteSpace’s default thresholds and clustering algorithms to detect the most influential nodes based on centrality, citation burst, and network clustering. Our findings reveal six primary research clusters: “Enhancing Academic Performance”, “Digital Leadership Scale Adaptation”, “Construction Industry”, “Innovative Work Behavior”, “Development Business Strategy”, and “Education.” The analysis demonstrates a significant increase in publications over the decade, with the highest concentration in 2024, reflecting growing scholarly interest in this field. Keywords analysis shows “digital leadership”, “digital transformation”, “performance”, and “innovation” as dominant terms, highlighting the field’s evolution from technology-focused approaches to holistic leadership frameworks. Geographical analysis reveals significant contributions from Pakistan, Ireland, and India, indicating valuable insights emerging from diverse global contexts. These findings suggest that effective digital academic leadership requires not only technical competencies but also transformational capabilities, communication skills, and innovation management to enhance student outcomes and institutional performance in an increasingly digitalized educational landscape. Full article

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17 pages, 558 KiB

Open AccessArticle

Developing Prosocial Leadership in Primary School Students: Service-Learning and Older Adults in Physical Education

by Encarnación E. Ruiz-Montero, Horacio Sanchez-Trigo, Kamal Mohamed-Mohamed and Pedro Jesús Ruiz-Montero

Educ. Sci. 2025, 15(7), 845; https://doi.org/10.3390/educsci15070845 - 2 Jul 2025

Abstract

Background: As population aging continues to accelerate, it is increasingly important to promote a positive perception of older adulthood from an early age. Service-Learning (SL), when integrated into Physical Education (PE), offers an opportunity to foster critical and prosocial awareness in primary school [...] Read more.

Background: As population aging continues to accelerate, it is increasingly important to promote a positive perception of older adulthood from an early age. Service-Learning (SL), when integrated into Physical Education (PE), offers an opportunity to foster critical and prosocial awareness in primary school students, encouraging attitudes of respect and empathy toward older adults. Method: A qualitative study was conducted with 40 sixth-grade students who participated in an SL project at an adult day care center. Through weekly adapted PE sessions, the students engaged in direct interaction with older adults. Data were collected through reflective journals and analyzed using content analysis techniques. Results: The findings reveal a positive impact on students’ perceptions of older adults. Significant development of prosocial competencies, such as empathy, collaborative leadership, and communication skills, was observed. Furthermore, students expressed an enhanced sense of usefulness and social commitment. Conclusions: Intergenerational SL in PE is an effective strategy for improving academic learning, transforming attitudes, promoting civic values, and contributing to more inclusive education. Full article

(This article belongs to the Special Issue Exploring Teaching and Learning in Physical Education and Sport)

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16 pages, 1038 KiB

Open AccessArticle

Impact of COVID-19 School Closures on German High-School Graduates’ Perceived Stress: A Structural Equation Modeling Study of Personal and Contextual Resources

by Tim Rogge and Andreas Seifert

Educ. Sci. 2025, 15(7), 844; https://doi.org/10.3390/educsci15070844 - 2 Jul 2025

Abstract

COVID-19 school closures forced German high-school graduates (Abitur 2022 cohort) to prepare for their final examinations with lengthy learning times at home. Guided by transactional stress theory, we tested how personal resources—self-regulated learning (SRL) skills and academic self-efficacy—and contextual resources—perceived teacher support and [...] Read more.

COVID-19 school closures forced German high-school graduates (Abitur 2022 cohort) to prepare for their final examinations with lengthy learning times at home. Guided by transactional stress theory, we tested how personal resources—self-regulated learning (SRL) skills and academic self-efficacy—and contextual resources—perceived teacher support and teacher digital competence—jointly predicted perceived stress during exam preparation. A cross-sectional online survey (June–July 2022) yielded complete data from N = 2379 students (68% female; Mage = 18.3). Six latent constructs were measured with 23 items and showed adequate reliability (0.71 ≤ α/ω ≤ 0.89). A six-factor CFA fit the data acceptably (CFI = 0.909, RMSEA = 0.064). The structural equation model (CFI = 0.935, RMSEA = 0.064) explained 35% of the variance in stress and 23% of the variance in SRL—action. Academic self-efficacy (β = −0.31, p < 0.001), perceived support (β = −0.28, p < 0.001), teacher digital competence (β = −0.08, p < 0.001), COVID-19 learning disruptions (β = +0.13, p < 0.001), and gender (male = 0.32 SD lower stress, p < 0.001) had direct effects on stress. SRL—action’s direct path was small and non-significant (β = −0.02). Teacher digital competence also reduced stress indirectly through greater perceived support (standardized indirect β = −0.11, p < 0.001). The results highlight self-efficacy and perceived instructional support as the most potent buffers of pandemic-related stress, whereas cancelled lessons added strain. Boosting teachers’ digital pedagogical skills has a dual payoff—raising students’ sense of support and lowering their stress. Full article

(This article belongs to the Special Issue Mind Matters: Exploring Mental Health and Well-Being in the Education System)

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17 pages, 257 KiB

Open AccessArticle

Effective Professional Development and Gamification Enacting Curriculum Changes in Critical Mathematics Education

by Ciara Mc Kevitt, Sarah Porcenaluk and Cornelia Connolly

Educ. Sci. 2025, 15(7), 843; https://doi.org/10.3390/educsci15070843 - 2 Jul 2025

Abstract

In response to challenges around student engagement and teacher technological proficiency, this paper looks at the impact of gamification on students’ mathematical resilience whilst monitoring their mathematical anxiety plus investigating teachers’ experiences, willingness, and professional development ambitions to utilise gamified instructional tools in [...] Read more.

In response to challenges around student engagement and teacher technological proficiency, this paper looks at the impact of gamification on students’ mathematical resilience whilst monitoring their mathematical anxiety plus investigating teachers’ experiences, willingness, and professional development ambitions to utilise gamified instructional tools in the mathematics classroom. Drawing on strategies to motivate students, the aim of this paper is to unbundle gamification in enacting curriculum change and the role of teacher professional development in using the pedagogical approach in mathematics in Ireland. Ireland is currently experiencing second-level curriculum reforms that are placing particular emphasis on digital competence and technological fluency from both teachers and students. With teachers highlighting the gap in educators’ pedagogical skills for the smooth roll out of recent curriculum reform due to the lack of knowledge and competency in technological teaching strategies, this study is both relevant and timely. Games have been used in multiple industries aiming to motivate participants and increase engagement on a particular matter. However, the term “gamification” has been coined by Pelling as the use of games in a non-gaming context. Current students are very technologically savvy due to the exposure of software applications from a young age and the integration of technological appliances in all walks of life. Traditional teaching and learning strategies are potentially seen as monotonous and somewhat boring to today’s students. Utilising game-based design such as leaderboards, points, and badges encourages motivation and enhances engagement of students. With this in mind, and the rate of change in mathematics curricula globally in recent years, there is a significant emphasis on the necessity of professional development initiatives to adapt at the same rate. Full article

(This article belongs to the Special Issue Critical Mathematics Education: Bridging Theory, Practice, and Social Change)

27 pages, 402 KiB

Open AccessArticle

Measuring Students’ Use of Digital Technology to Support Their Studies

by Vesna Čančer, Polona Tominc and Maja Rožman

Educ. Sci. 2025, 15(7), 842; https://doi.org/10.3390/educsci15070842 - 2 Jul 2025

Abstract

To provide a more holistic understanding of how digital tools shape the educational environment, this paper includes a comprehensive analysis that explores several dimensions of technology use in higher education: use of artificial intelligence in education, online collaboration, use of an E-Board for [...] Read more.

To provide a more holistic understanding of how digital tools shape the educational environment, this paper includes a comprehensive analysis that explores several dimensions of technology use in higher education: use of artificial intelligence in education, online collaboration, use of an E-Board for learning, and excessive use of technology. With the aim of measuring students’ use of digital technology to support their studies, this research meets the goals of developing the measurement process, building a multi-criteria model, and applying it to a real-life example of determining the degree of students’ use of digital technology in relation to the demonstrated quality of academic performance. The analysis is based on a survey conducted among students at the University of Maribor’s Faculty of Economics and Business. Using factor analysis and multi-criteria evaluation, the findings reveal that students who demonstrate very-high-quality achievements also report the highest level of technology use to support their studies. They are followed by students with outstanding achievements, who excel in using an E-Board for learning and in demonstrating responsibility regarding excessive technology use. Students who achieve acceptable-quality results with certain defects stand out in online collaboration and the use of AI in the study process. The lowest level of technology use was reported by students demonstrating moderate-quality achievements. Theoretically, this research contributes to a better understanding of the multidimensional use of digital technology in higher education, while, practically, it provides useful guidelines for optimizing digital learning tools and enhancing the overall quality of the academic process. Full article

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19 pages, 873 KiB

Open AccessArticle

Urban Middle Schoolers’ Experiences of an Outdoor Adventure Education Program to Facilitate Social and Emotional Development

by Cian L. Brown, Benjamin C. Heddy, Kanvarbir S. Gill, Jakob Gowell and Alison C. Koenka

Educ. Sci. 2025, 15(7), 841; https://doi.org/10.3390/educsci15070841 - 2 Jul 2025

Abstract

Middle school students face significant transitions and often do not receive education on important social-emotional learning (SEL) skills. To address this issue, we investigated how middle school students experience an outdoor adventure education program focused on SEL development. Nine students from an urban [...] Read more.

Middle school students face significant transitions and often do not receive education on important social-emotional learning (SEL) skills. To address this issue, we investigated how middle school students experience an outdoor adventure education program focused on SEL development. Nine students from an urban public charter school participated in the ROVER program, which taught the following SEL skills: resilience, risk management, self-efficacy, self-regulation, and emotion regulation. Students then applied these concepts through adventure sports and were instructed to translate the lessons to their home and school lives. Students completed weekly reflections to explore how students experienced this piloted program. A Structure Tabular-Thematic Analysis (ST-TA) approach was used to investigate thematic coding of reflections. Prominent themes uncovered across the reflections were emotion regulation, experience intensity, social influences, resilience, and self-preservation. We describe program implementation and discuss how using adventure sports after-school programs can impact urban middle school students’ SEL skills development. Implications suggest potential benefits of directly teaching and applying SEL competencies. Full article

(This article belongs to the Special Issue Social and Emotional Learning and Wellbeing in Education)

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23 pages, 3743 KiB

Open AccessArticle

Playful Computational Thinking Learning in and Beyond Early Childhood Classrooms: Insights from Collaborative Action Research of Two Teacher-Researchers

by Grace Yaxin Xing, Alice Grace Cady and X. Christine Wang

Educ. Sci. 2025, 15(7), 840; https://doi.org/10.3390/educsci15070840 - 2 Jul 2025

Abstract

Blending child-led exploration with purposeful teacher guidance and clearly defined learning goals, playful learning has been promoted as a promising approach for introducing computational thinking (CT) in early childhood education (ECE). However, there is a lack of practical guidance for teachers on how [...] Read more.

Blending child-led exploration with purposeful teacher guidance and clearly defined learning goals, playful learning has been promoted as a promising approach for introducing computational thinking (CT) in early childhood education (ECE). However, there is a lack of practical guidance for teachers on how to design and implement playful CT learning effectively. To address this gap, we conducted a collaborative action research project and asked these two questions: (1) How can teachers effectively prepare and design a playful learning CT program using tangible CT toys? (2) How do teachers facilitate playful learning in the CT program? Through iterative cycles of planning, acting, observing, and reflecting, the first and second authors (teacher-researchers) designed and implemented their CT programs in a preschool classroom and an afterschool program respectively, and collected data including video recordings of sessions, participant-generated artifacts, program documentation, and anecdotal reflection notes. Based on our thematic analysis of the data, we identified practical principles for selecting CT toys, three key themes for CT program design and preparation—interest, ownership, and application, and two forms of teacher scaffolding during implementation: embodied approach and storytelling as scaffolding and assessment. The findings highlight practical ways that teachers can enhance children’s engagement, problem-solving skills, and conceptual understanding of CT, while also promoting autonomy and creativity through coding and storytelling. Full article

(This article belongs to the Special Issue Child-Centered Technology Innovations: Transforming Teaching and Learning in the Early Years)

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17 pages, 775 KiB

Open AccessArticle

Key Research Questions to Support Neurodiversity in Higher Education: A Participatory Priority Setting Exercise

by Anne-Laure Le Cunff, Faith Ross, Samuel J. Westwood, Sumeiyah Koya, Deborah M. Caldwell, Abigail E. Russell and Eleanor J. Dommett

Educ. Sci. 2025, 15(7), 839; https://doi.org/10.3390/educsci15070839 - 2 Jul 2025

Abstract

The number of identified neurodivergent individuals in UK higher education, within both student and staff populations, is steadily increasing, yet there is limited evidence on how best to support them. In the context of financial pressures and sector-wide transformation, setting priorities for neurodiversity [...] Read more.

The number of identified neurodivergent individuals in UK higher education, within both student and staff populations, is steadily increasing, yet there is limited evidence on how best to support them. In the context of financial pressures and sector-wide transformation, setting priorities for neurodiversity research is critical to make the most of limited resources. This study used an adapted James Lind Alliance methodology to identify the most pressing research questions concerning neurodiversity in higher education, gathering 385 ‘uncertainties’ (or possible research questions) from 135 students and staff across 37 UK universities. These were refined into 66 indicative research questions spanning 16 categories. Following interim prioritisation and a final consensus workshop, 10 top research priorities were identified. These reflect five key themes: staff knowledge, attitudes and practice; assessment; support; outcomes; and accessibility. This is the first study to systematically establish research priorities for neurodiversity in higher education, providing a foundation for evidence-based change that reflects the perspectives and needs of both neurodivergent students and staff. Full article

(This article belongs to the Special Issue The State of the Art and the Future of Education)

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30 pages, 1426 KiB

Open AccessArticle

Graduate Teaching Assistants (GTAs): Roles, Perspectives, and Prioritizing GTA Workforce Development Pathways

by Claire L. McLeod, Catherine B. Almquist, Madeline P. Ess, Jing Zhang, Hannah Schultz, Thao Nguyen, Khue Tran and Michael Hughes

Educ. Sci. 2025, 15(7), 838; https://doi.org/10.3390/educsci15070838 - 2 Jul 2025

Abstract

Graduate Teaching Assistants (GTAs) play a pivotal role in supporting and advancing the educational mission of universities globally. They are fundamental to a university’s instructional workforce and their roles are critical to the undergraduate student experience. This study examines the experiences and perceptions [...] Read more.

Graduate Teaching Assistants (GTAs) play a pivotal role in supporting and advancing the educational mission of universities globally. They are fundamental to a university’s instructional workforce and their roles are critical to the undergraduate student experience. This study examines the experiences and perceptions of GTAs (n = 74) at an R2 institution in the Midwest, U.S. Survey results reveal that the majority of surveyed GTAs have been at the institution for at least one year, teach in face-to-face formats with classes typically ranging from 12 to 30, and allocate 11–20 h/week to their instructional duties, although 30% of respondents report >20 h/week. Survey respondents reported a need for more teaching-focused onboarding, discipline-specific training, and more opportunities for feedback on their teaching practices, while almost 50% reported never engaging with discipline-based education research (DBER) literature. Although departmental and institutional training programs were acknowledged, so too was the perception of their lack of accessibility or relevance. Potential strategies for supporting GTAs, particularly early in their careers, include shadowing opportunities, sustained formal classroom management, and pedagogical training that includes an introduction to (and discussion of) the DBER literature, and a reduced teaching load in the first semester. Universities should prioritize and design GTA professional development using a cognitive apprenticeship framework. This would invest in the undergraduate student experience and directly support an institution’s educational mission. It is also highly effective in preparing highly skilled graduates to enter an increasingly connected global workforce and could positively contribute to an engaged alumni base. Full article

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22 pages, 648 KiB

Open AccessArticle

Developing an Entrepreneurial Ecosystem Framework for Student-Led Start-Ups in Higher Education

by Artūras Jurgelevičius, Tomas Butvilas, Kristina Kovaitė and Paulius Šūmakaris

Educ. Sci. 2025, 15(7), 837; https://doi.org/10.3390/educsci15070837 - 1 Jul 2025

Abstract

Higher education institutions (HEIs) are increasingly seen as central actors in entrepreneurial ecosystems, yet their support mechanisms do not always align with the needs of student entrepreneurs. This study investigates how key stakeholders, business students, professors, and experienced start-up founders perceive the relative [...] Read more.

Higher education institutions (HEIs) are increasingly seen as central actors in entrepreneurial ecosystems, yet their support mechanisms do not always align with the needs of student entrepreneurs. This study investigates how key stakeholders, business students, professors, and experienced start-up founders perceive the relative importance of success factors for student-led start-ups within HEIs. Using a cross-sectional descriptive design, this study used a 34-item survey instrument developed through an extensive literature review and validated for content by a panel of experts. Triangulation between stakeholder groups enabled a multidimensional comparison of perspectives. Descriptive statistics were used to analyze patterns of agreement and variability, resulting in a three-tier framework of success factors based on perceived importance and consensus. High-impact factors included faculty entrepreneurial experience, student mindset, and access to mentorship, while traditional inputs such as infrastructure, legal support, and funding were ranked lower. The findings highlight a misalignment between institutional offerings and stakeholder priorities, highlighting the critical role of social and human capital. This research provides practical guidance for HEIs seeking to improve entrepreneurial support and contributes to theoretical discussions on stakeholder-informed ecosystem models. Although limited by its single-institution context, this study offers a foundation for future cross-institutional and longitudinal research. Full article

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

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