Education Sciences

25 pages, 850 KB

Open AccessSystematic Review

Teacher–AI Collaboration and the Professionalization of Teachers in the Age of Automation: A Systematic Review

by Oana Costache, Roald Pieter Verhoeff and Pierre Gorissen

Educ. Sci. 2026, 16(6), 938; https://doi.org/10.3390/educsci16060938 (registering DOI) - 13 Jun 2026

Teacher–AI collaboration is increasingly present in educational settings, yet little is known about how it is conceptualized in empirical research and what this implies for teacher preparation. This review synthesizes 39 empirical studies on teacher professionalization published between 2015 and 2025 to examine [...] Read more.

Teacher–AI collaboration is increasingly present in educational settings, yet little is known about how it is conceptualized in empirical research and what this implies for teacher preparation. This review synthesizes 39 empirical studies on teacher professionalization published between 2015 and 2025 to examine how responsibilities for detecting, diagnosing, and acting on educational data are distributed between teachers and AI systems. Results indicate a predominant focus on learning analytics and natural language processing tools, largely operating at intermediate to high levels of automation. In these configurations, teachers are primarily positioned as interpreters or monitors of AI outputs. In addition, our analysis identifies a consistent pattern: as AI systems assume greater pedagogical autonomy, teacher training described in the literature remains brief, procedural, and largely limited to technical familiarization. These findings suggest that different automation configurations entail distinct competence demands, and that teacher preparation must move beyond technical training to conceptualize teacher–AI collaboration as ongoing professional sensemaking within hybrid intelligent systems grounded in educational values. Full article

(This article belongs to the Special Issue Being a Teacher in the Era of Artificial Intelligence—Challenges and Opportunities)

15 pages, 255 KB

Open AccessArticle

Supporting Mature-Aged Early Childhood Students’ Online Learning in Australian Higher Education

by Junjie Liu and Zhijun Zheng

Educ. Sci. 2026, 16(6), 937; https://doi.org/10.3390/educsci16060937 (registering DOI) - 12 Jun 2026

Abstract

In early childhood initial teacher education, a growing number of mature-aged students with diploma qualifications and years of professional experience are undertaking their early childhood teacher degrees through online modes. Given the national staff shortage of early childhood teachers and the important role [...] Read more.

In early childhood initial teacher education, a growing number of mature-aged students with diploma qualifications and years of professional experience are undertaking their early childhood teacher degrees through online modes. Given the national staff shortage of early childhood teachers and the important role of higher education in professional development, it is crucial to support these students’ success in their online learning. Drawing on the critical reflection theory and the notions of “reflection-in-action” and “reflection-on-action”, this autoethnographic study examines a university lecturer’s perspective on the challenges of teaching mature-aged students in online Bachelor of Early Childhood Education programs. Four themes have been identified from the current study: the need for step-by-step technical support for the online learning system; acknowledgment of students’ practical experience contributes to online tutorial classrooms; the need for guidance for ethical and responsible use of Generative Artificial Intelligence (GenAI) in class discussions; and interactive dialogic guidance to support their assessment preparation. This study also included specific pedagogical adaptations to support these students, including offering technical support to assist mature-aged students in transitioning to university study, drawing on students’ professional knowledge to promote active engagement, providing interactive guidance to support understanding of assignment instructions, integrating open discussions about the use of GenAI in online class activities, and asking follow-up questions to encourage critical thinking. This study deepens our understanding of how university educators support mature-aged ECE students in their online learning through tailored pedagogical adaptations that align with their unique needs. Full article

(This article belongs to the Special Issue Emerging Technologies in Education: Exploring Their Impact on Teaching and Learning)

26 pages, 1802 KB

Open AccessArticle

Supporting Students’ Perspective-Taking Through an Operationalised Competency Model: Insights from an Intervention in Geography Education

by Dina Vasiljuk and Alexandra Budke

Educ. Sci. 2026, 16(6), 936; https://doi.org/10.3390/educsci16060936 (registering DOI) - 12 Jun 2026

Abstract

The ability to take another person’s perspective is a valuable skill in today’s society, fostering a better understanding of complex issues involving differing viewpoints. Although this competency is also central in geography education, there has been little analysis of students’ perspective-taking, and no [...] Read more.

The ability to take another person’s perspective is a valuable skill in today’s society, fostering a better understanding of complex issues involving differing viewpoints. Although this competency is also central in geography education, there has been little analysis of students’ perspective-taking, and no method has been proposed to teach it effectively in geography classes. Therefore, the objective of this study was to analyse and systematically foster students’ competency in perspective-taking using a developed competency model. The study was situated within a pre- and post-test control group design (14 secondary students in the experimental group; 15 in the control group). Quantitative pre- and post-test data showed minimal changes in students’ perspective-taking competency, which underlines the complexity of the competency and supports the article´s focus on the intervention itself to gain deeper insights into how competent secondary students are in this regard, as well as how they engaged with and reflected on the guided perspective-taking tasks. Overall, the intervention results showed that the students demonstrated a high level of perspective-taking competency when guided by respective tasks. Furthermore, the students self-reported that they were able to cope with the given tasks. The operationalised model could therefore help students to understand perspective-taking and can support them to develop perspective-taking competency. Full article

(This article belongs to the Section Education and Psychology)

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13 pages, 1246 KB

Open AccessArticle

Reconceptualizing Strategic Vocabulary Learning from the Perspective of Co-Regulation and Socially Shared Regulation

by Shotaro Ueno, Osamu Takeuchi and Maiko Ikeda

Educ. Sci. 2026, 16(6), 935; https://doi.org/10.3390/educsci16060935 (registering DOI) - 12 Jun 2026

Abstract

Learning vocabulary is central to learning a second or foreign language (henceforth L2). L2 vocabulary research shows how individual differences (IDs), such as metacognitive elements, motivational factors, and strategy use, contribute to vocabulary learning and acquisition. L2 vocabulary learning that incorporates IDs is [...] Read more.

Learning vocabulary is central to learning a second or foreign language (henceforth L2). L2 vocabulary research shows how individual differences (IDs), such as metacognitive elements, motivational factors, and strategy use, contribute to vocabulary learning and acquisition. L2 vocabulary learning that incorporates IDs is often discussed in relation to the internalized vocabulary learning process, including how L2 learners acquire vocabulary by sustaining motivation, using vocabulary learning strategies, and regulating learning processes. The associations between the IDs and vocabulary learning have often been examined within the framework of self-regulated learning (SRL). However, discussions on how SRL processes are reinforced through co-regulated or socially shared learning with others and within social contexts remain scarce. In this article, we introduce a sociocultural perspective on strategic vocabulary learning. Specifically, we discuss how the internalized processes of self-regulated vocabulary learning can be socially constructed through co-regulation and socially shared regulation. The proposed framework has the potential to provide future research agendas and instructional practices in L2 vocabulary learning and teaching. We conclude by proposing directions for future research on the socially constructed nature of strategic vocabulary learning. Full article

(This article belongs to the Special Issue Vocabulary Learning in a New Era: Strategies, Assessments, and Innovations)

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30 pages, 1467 KB

Open AccessArticle

Learning to Teach Sustainability: Insights from a Transdisciplinary, Local and Authentic Project

by Maren Skjelstad Fredagsvik, Anne Rakstad Pettersen, Ragnhild Lyngved Staberg, Maria I. M. Febri, Floor Kamphorst, Vibeke Gilje Sanne and Hilde Ervik

Educ. Sci. 2026, 16(6), 934; https://doi.org/10.3390/educsci16060934 (registering DOI) - 11 Jun 2026

Abstract

There is increasing recognition of the need to integrate sustainability education (SE) into school curricula, and assessments such as PISA 2025 emphasise the importance of pupils’ ability to apply sustainability knowledge in authentic contexts. Because sustain-ability issues require social, environmental, and economic perspectives, [...] Read more.

There is increasing recognition of the need to integrate sustainability education (SE) into school curricula, and assessments such as PISA 2025 emphasise the importance of pupils’ ability to apply sustainability knowledge in authentic contexts. Because sustain-ability issues require social, environmental, and economic perspectives, transdisciplinary real-world approaches are recommended. However, many teachers find SE challenging, and initial teacher education (ITE) students often feel unprepared. This study investigates how a transdisciplinary approach can prepare students for sustainability teaching. Fifty-four fourth-year students participated in a two-week transdisciplinary sustainability project. Working in groups, they explored a self-selected local sustainability issue, engaged with community actors, and proposed solutions. The data consist of individual reflection notes describing how the project supported their understanding of transdisciplinarity, authenticity, subject integration, and teacher preparedness, which were analysed using reflexive thematic analysis. Findings indicate that the project strengthened students’ preparedness for sustainability teaching and, through transdisciplinary approaches, offered a concrete model of best practice for SE. Engagement with authentic, local issues fostered emotional involvement, relevance, and deeper understanding, while collaborative work enhanced insight into distinct disciplinary perspectives on SE. Students further emphasised the need for clear subject expectations and strong pedagogical framing. Full article

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

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35 pages, 792 KB

Open AccessArticle

Training Special Education Teachers to Implement Evidence-Based, Technology-Supported Spelling Instruction for Students with Dysorthographia

by Myriam Fontaine and André C. Moreau

Educ. Sci. 2026, 16(6), 933; https://doi.org/10.3390/educsci16060933 (registering DOI) - 11 Jun 2026

Abstract

Special education teachers often lack training to implement research-evaluated writing programs with fidelity, which contributes to insufficient instruction for students with disabilities. This study addresses a research gap: the limited documentation of implementation fidelity in French spelling interventions that integrate assistive technologies (ATs) [...] Read more.

Special education teachers often lack training to implement research-evaluated writing programs with fidelity, which contributes to insufficient instruction for students with disabilities. This study addresses a research gap: the limited documentation of implementation fidelity in French spelling interventions that integrate assistive technologies (ATs) for learners aged 9–12 with dysorthographia. Grounded in a theoretical foundation that coordinates alphabetic, orthographic, and morphographic processes within an explicit instruction sequence (explanation, modeling, guided practice, and independent application), the program aligned text-to-speech and word prediction with targeted spelling goals. Using a mixed-methods design, six elementary students participated in a single-case protocol with a transformative sequential design over 20 weeks. Four teachers received targeted training (theoretical + practical) and delivered explicit, individualized instruction during a 10-week intervention. Content analysis of teacher and researcher logs showed high, yet context-responsive, fidelity with variations by student profile, school context, and teacher. Converging quantitative and qualitative patterns suggest improvements in word-level accuracy/fluency and highlight training/coaching as a driver of fidelity. The discussion provides actionable implications for professional learning, school scheduling and dosage protection, and future research that multimodalizes fidelity evidence and instruments AT orchestration across the writing cycle. Full article

(This article belongs to the Special Issue Training Special Education Teachers and Staff to Use Evidence-Based Practices)

22 pages, 5664 KB

Open AccessArticle

Empirical Restructuring of Planning Education Under Spatial Data Science Intervention

by Lixiang Zhai, Xiaoqian Wang, Jingjing Zhang and Peng Qi

Educ. Sci. 2026, 16(6), 932; https://doi.org/10.3390/educsci16060932 (registering DOI) - 11 Jun 2026

Abstract

Driven by the digital transformation of territorial spatial governance, traditional urban planning is irreversibly shifting towards a data-driven empirical paradigm. However, constrained by mimetic isomorphism and path dependence, many geography-based regional universities remain trapped in an educational dilemma: they overemphasize morphological representation while [...] Read more.

Driven by the digital transformation of territorial spatial governance, traditional urban planning is irreversibly shifting towards a data-driven empirical paradigm. However, constrained by mimetic isomorphism and path dependence, many geography-based regional universities remain trapped in an educational dilemma: they overemphasize morphological representation while marginalizing quantitative decision-making, fostering a structural mismatch between graduate competencies and industry demands. To explore a systematic pathway out of this dilemma, this study chronicles a three-year pedagogical intervention utilizing a mixed-methods design with a historical control cohort (N = 275) within the urban planning program of Gansu Agricultural University—a regional institution situated in a less-developed frontier where territorial renewal demands macro-spatial synthesis over aesthetic forms. The intervention strategically redefined the graduate competency profile as “spatial data analysts”, constructing a pedagogical model comprising foundational algorithmic training, cross-disciplinary faculty collaboration, and real-world Project-Based Learning (PBL), coupled with a restructured, evidence-based evaluation system. Longitudinal tracking and quantitative analyses indicate a structural alignment with elevated educational efficacy. At the macro level of employment trajectories, the proportion of graduates securing knowledge-intensive data positions experienced a structural shift, rising from a baseline of 14.5% to 42.5%, reflecting an enhanced capacity to capitalize on expanding societal demands. At the meso level of practical competence, the award rate in high-level professional competitions increased by 35.4%. At the micro cognitive level, the new evaluation mechanism is associated with a successful redirection of students’ cognitive resources toward algorithmic logic and policy translation (p < 0.001) while highly significantly enhancing their self-efficacy in tackling complex, wicked engineering problems (p < 0.001). Rather than isolating pure causal mechanics, this study interprets these systemic gains as a contextual realignment of academic supply. It provides a context-sensitive, reproducible methodological reference for cultivating professional distinctiveness and reshaping the spatial planning education system in the digital era. Full article

(This article belongs to the Topic Formal and Non-Formal Learning Contexts: Interdisciplinary Perspectives in Educational Sciences)

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20 pages, 527 KB

Open AccessArticle

The Impact of AI Identity on University Students’ Research Creativity and the Moderating Role of Ethical Dilemmas: An Ambidextrous Learning Perspective

by Long Yang, Lili Chen, Chao Liu, Menghan Li and Yuxiang Zhang

Educ. Sci. 2026, 16(6), 931; https://doi.org/10.3390/educsci16060931 (registering DOI) - 11 Jun 2026

Abstract

Artificial intelligence has been effectively integrated into every stage of undergraduate research, significantly improving students’ learning efficiency. Against this backdrop, artificial intelligence is no longer merely an optional external tool, but has become an extension of college students’ personal capabilities—that is, “AI identity.” [...] Read more.

Artificial intelligence has been effectively integrated into every stage of undergraduate research, significantly improving students’ learning efficiency. Against this backdrop, artificial intelligence is no longer merely an optional external tool, but has become an extension of college students’ personal capabilities—that is, “AI identity.” The study constructs a moderated dual-mediation model from the perspective of ambidextrous learning. Moving beyond prior work on AI usage frequency or literacy, this study centers on AI identity and reveals the double-edged effect of AI identity on research creativity, with a positive indirect effect via exploratory learning and a negative indirect effect via exploitative learning, along with the asymmetric moderating role of ethical dilemmas on these two pathways. Using questionnaire surveys analyzing 451 college student responses, the results demonstrate that AI identity positively correlates with research creativity, where exploratory learning serves as a positive mediator while exploitative learning acts as a negative mediator. Ethical dilemmas moderate the relationship between AI identity and ambidextrous learning. These findings provide actionable insights for higher education institutions to foster students’ exploratory AI use, mitigate overreliance, and establish ethical governance frameworks for AI-assisted research, thereby assisting universities in guiding students toward developing a healthy understanding of AI identity and refining ethical guidelines for AI applications. Full article

25 pages, 827 KB

Open AccessArticle

Cariño Competence in STEM: Women of Color Leadership as Cultural Intuition Praxis

by Janet Rocha, Lucy Arellano, Jr., Margarita Anahi Rodriguez and Juan Carlos Murillo

Educ. Sci. 2026, 16(6), 930; https://doi.org/10.3390/educsci16060930 (registering DOI) - 11 Jun 2026

Abstract

Cariño (care) should be central to equity-centered transformation in science, technology, engineering, and mathematics (STEM) higher education. Yet, relational leadership practices that prioritize culturally grounded care—such as cariño—are often absent in STEM initiatives, leaving unexamined how Women of Color (WOC) enact these practices [...] Read more.

Cariño (care) should be central to equity-centered transformation in science, technology, engineering, and mathematics (STEM) higher education. Yet, relational leadership practices that prioritize culturally grounded care—such as cariño—are often absent in STEM initiatives, leaving unexamined how Women of Color (WOC) enact these practices to advance equity for historically marginalized students. Employing a qualitative methodology grounded in Chicana Feminist Epistemology, in-depth interviews were conducted with five WOC leading a multi-institutional, federally funded STEM initiative. Analysis revealed four interrelated dimensions of what we are calling “Cariño Competence”: (1) relational attunement grounded in moral obligation, (2) protective action when project systems fail students, (3) boundary-setting as care and resistance to extractive labor, and (4) community-sustained resilience through networks of WOC leaders. The findings offer a data-driven theorization of Cariño Competence, capturing how WOC operationalize culturally grounded care as a strategic, protective, and resistive praxis. By centering students as the moral and epistemic anchor of leadership decisions, this study demonstrates how relational, culturally sustaining practices can humanize bureaucratic systems, buffer harm, and advance systemic transformation in STEM higher education. These insights contribute to scholarship on culturally responsive leadership and provide a practical framework for advancing equity, inclusion, and empowerment in higher education contexts. Full article

(This article belongs to the Special Issue Creating Cultures and Structures of Opportunity in STEMM Ecosystems)

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25 pages, 22763 KB

Open AccessArticle

Enhancing Research Competencies in University Students Through a Polya-Based STEM Technology Integration Method

by Ronald Paucar-Curasma, Ninna Nyberg Sapallanay-Gomez, Ubaldo Cayllahua Yarasca, Claudia Acra-Despradel and Maria del Pilar Ponce-Aranibar

Educ. Sci. 2026, 16(6), 929; https://doi.org/10.3390/educsci16060929 (registering DOI) - 11 Jun 2026

Abstract

This study aimed to analyze the observed variations in the research competencies of first-year nursing students following the implementation of a pedagogical problem-solving strategy based on Polya’s method and integrated with STEM technological resources. The study was conducted within the context of higher [...] Read more.

This study aimed to analyze the observed variations in the research competencies of first-year nursing students following the implementation of a pedagogical problem-solving strategy based on Polya’s method and integrated with STEM technological resources. The study was conducted within the context of higher education, where strengthening research skills in the early stages of academic training continues to represent a formative challenge. A pre-experimental pretest–posttest design with a single group was employed, involving 69 students enrolled in an introductory research course. The intervention was implemented over 16 weeks and structured according to the four phases of Polya’s method—understanding the problem, planning, execution, and review—while also integrating the use of a STEM educational kit and visual programming tools. The results showed descriptive increases across all evaluated dimensions. The overall mean score increased between the pretest and posttest, revealing statistically significant differences in research competencies (p < 0.001) and a large effect size (r = 0.896). Likewise, significant differences were identified in the dimensions related to research background and objectives, development of research activities, and evaluation of results. In contrast, the dimension concerning problem identification and formulation did not show statistically significant differences, suggesting that this competency may require longer formative processes and greater academic support. Although the results suggest favorable associations between the implemented strategy and the observed variations in research competencies, these findings should be interpreted with caution due to the limitations inherent to the pre-experimental design employed. In this sense, the study provides preliminary evidence regarding the pedagogical potential of integrating problem-solving and STEM technological resources to promote the early development of research competencies in university students in the health sciences. Full article

(This article belongs to the Special Issue 21st Century Science Classrooms: Innovative Approaches to Technology Integration)

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19 pages, 7625 KB

Open AccessArticle

Teaching Accounting Through English for Specific Purposes: A Task-Based Approach

by Susana Amante

Educ. Sci. 2026, 16(6), 928; https://doi.org/10.3390/educsci16060928 (registering DOI) - 11 Jun 2026

Abstract

This paper explores the integration of English for Specific Purposes (ESP) and Content-Based Instruction (CBI) within undergraduate accounting education in a non-Anglophone higher education setting. Adopting a qualitative case study approach, the research examines a series of task-based learning (TBL) activities designed to [...] Read more.

This paper explores the integration of English for Specific Purposes (ESP) and Content-Based Instruction (CBI) within undergraduate accounting education in a non-Anglophone higher education setting. Adopting a qualitative case study approach, the research examines a series of task-based learning (TBL) activities designed to merge language instruction with specialised disciplinary content through authentic accounting tasks. The evidential basis of this study derives from a single-cohort case study of 36 third-year undergraduate students, organised into 10 distinct groups at a single public higher education institution. Data collection focused on content analysis of qualitative student-produced outputs and metacognitive reflections compiled from 10 group e-portfolios that documented the completion of five specific pedagogical tasks over one semester. Qualitative analysis of these e-portfolios and digital platform interactions suggests that this task-based framework appears to support students in interpreting accounting-related texts and applying technical accounting concepts in English. Furthermore, student reflections indicate an increased awareness of the language’s relevance to future professional practice. Given the localised, naturalistic design of this action-research intervention, the findings are framed as context-bound to this specific institutional cohort, offering a transparent, transferable framework for embedding communicative language practice within specialised accounting curricula. Full article

(This article belongs to the Special Issue The Interaction Between Education, Media, Digitization, Public Policies and Social Development)

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22 pages, 317 KB

Open AccessArticle

The Relationship Between Friendships and Social Problem-Solving in Adolescence

by László Kasik, Zita Gál, Márió Tibor Nagy and Szilvia Jámbori

Educ. Sci. 2026, 16(6), 927; https://doi.org/10.3390/educsci16060927 (registering DOI) - 11 Jun 2026

Abstract

The aim of the study was to examine the relationship between friendship functions and social problem-solving among adolescents in same- and opposite-sex friendships at ages 12 and 16 (N = 304). Social problem-solving was assessed using the Social Problem-Solving Inventory–Revised, while friendship functions [...] Read more.

The aim of the study was to examine the relationship between friendship functions and social problem-solving among adolescents in same- and opposite-sex friendships at ages 12 and 16 (N = 304). Social problem-solving was assessed using the Social Problem-Solving Inventory–Revised, while friendship functions were measured using the McGill Friendship Questionnaire. Both instruments demonstrated satisfactory psychometric properties in all age subsamples. The analyses focused on age-, sex-, and friendship-type differences in friendship functions and social problem-solving characteristics. Based on the results, reliable alliance and self-validation were the most important friendship functions in both same- and opposite-sex friendships. Same-sex friendships were characterized more strongly by positive orientation and rational problem-solving, whereas opposite-sex friendships showed higher levels of negative orientation, impulsivity, and avoidance. In addition, several previously identified age- and sex-related characteristics of adolescent friendships were partially confirmed. The findings emphasize the important role of friendships in adolescents’ social functioning and suggest that friendship context is associated with the quality of social problem-solving. At the same time, the interpretation of opposite-sex friendship patterns and profile-specific differences requires caution because of the relatively small subgroup sizes. These findings indicate the need for further research on friendship-specific social problem-solving in adolescence. Full article

(This article belongs to the Section Education and Psychology)

21 pages, 717 KB

Open AccessArticle

The Need to Experience Something New: Novelty as a Basic Psychological Need in University Students

by Yousef Alardhi and Kevin J. Pugh

Educ. Sci. 2026, 16(6), 926; https://doi.org/10.3390/educsci16060926 (registering DOI) - 11 Jun 2026

Abstract

The purpose of the current research was to investigate novelty as a potential basic psychological need (BPN) by investigating whether novelty met the essentiality (essential for overall growth and well-being) and universality (fulfillment or frustration can predict humans’ well-being across all demographics and [...] Read more.

The purpose of the current research was to investigate novelty as a potential basic psychological need (BPN) by investigating whether novelty met the essentiality (essential for overall growth and well-being) and universality (fulfillment or frustration can predict humans’ well-being across all demographics and cultures) criteria of a BPN. To this end, we tested a path model of relations between perceived novelty, the established BPNs (autonomy, competence, relatedness), and two growth and well-being outcomes: intrinsic motivation and transformative experience. We tested this model with a U.S. university student sample, representing an individualistic culture (Study 1), and a Kuwaiti university student sample, representing a collectivist culture (Study 2). In both studies, we found evidence for novelty meeting the essentiality criteria in that the direct paths from perceived novelty to the growth and well-being outcomes were statistically significant. The consistency of this finding across the two samples provides preliminary support for the universality of novelty. However, we could not directly compare U.S. and Kuwaiti results in a single model due to a lack of measurement invariance. Thus, the universality claims are tentative. These results suggest that novelty may function like a BPN for university students, and supporting novelty needs may foster beneficial educational outcomes. Full article

(This article belongs to the Special Issue Educational Psychology from an International Perspective)

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5 pages, 148 KB

Open AccessEditorial

Understanding Why STEM Identity Matters Through Ecologies of (Dis)investment

by Heidi Cian

Educ. Sci. 2026, 16(6), 925; https://doi.org/10.3390/educsci16060925 (registering DOI) - 11 Jun 2026

Abstract

Why does it matter if more individuals, representing more diverse populations, identify themselves as a “STEM person” [...] Full article

(This article belongs to the Special Issue Beyond the Bottom Line: Systemic Pathways to Identity-Responsive STEM Learning)

17 pages, 265 KB

Open AccessEssay

Learning as Mediated Desire: René Girard and the Anthropological Foundations of Educational Theory

by Gino Casale

Educ. Sci. 2026, 16(6), 924; https://doi.org/10.3390/educsci16060924 - 10 Jun 2026

Abstract

Despite a century of learning research, why human beings desire to learn remains theoretically unresolved. Behaviorist, cognitivist, and constructivist paradigms explain the mechanisms of learning but presuppose rather than account for its motivational genesis—a gap this paper terms motivational minimalism. Drawing on René [...] Read more.

Despite a century of learning research, why human beings desire to learn remains theoretically unresolved. Behaviorist, cognitivist, and constructivist paradigms explain the mechanisms of learning but presuppose rather than account for its motivational genesis—a gap this paper terms motivational minimalism. Drawing on René Girard’s mimetic anthropology, this paper develops Mimetic Learning Theory (MLT), grounded in philosophical anthropology (Plessner, Gehlen), hermeneutics (Rosa, Gadamer), and normative theory (Biesta, Honneth, Arendt). MLT reconceives learning as the reflective transformation of mediated desire. Humans do not merely copy actions but appropriate the desires of models who render knowledge, identity, and recognition worth striving for. Eight dominant learning paradigms are reread as partial articulations of this mimetic dynamic. Two novel constructs are introduced: mimetic load (the affective–cognitive tension from competing models of desire, complementing cognitive load theory) and zones of desire (a reformulation of Vygotsky’s zone of proximal development). MLT does not displace existing frameworks but re-grounds them in a shared anthropological logic—that learning begins not in the mind, but in the field of mediated desire. Full article

17 pages, 238 KB

Open AccessArticle

Listening to Autistic Children in Preschool and Primary School Research: Methodological Reflections on Participation and Voice

by Linda Petersson-Bloom

Educ. Sci. 2026, 16(6), 923; https://doi.org/10.3390/educsci16060923 (registering DOI) - 10 Jun 2026

Abstract

The inclusion of children’s perspectives is increasingly emphasised in educational research; however, autistic children remain underrepresented as active participants, particularly in early educational contexts. This study synthesises methodological insights from two mixed-methods studies conducted in Swedish preschool and primary school settings to examine [...] Read more.

The inclusion of children’s perspectives is increasingly emphasised in educational research; however, autistic children remain underrepresented as active participants, particularly in early educational contexts. This study synthesises methodological insights from two mixed-methods studies conducted in Swedish preschool and primary school settings to examine the conditions under which autistic children participate as contributors to research. A retrospective and reflexive methodological synthesis was employed, drawing on methodological documentation, video-recorded data, and researcher reflections from the original studies. The analysis examined how participation was designed, negotiated, and interpreted across contexts. The findings indicate that participation is not a binary feature of research design, but a graded, situated, and relational process shaped by accessibility, mediation, and contextual conditions. Accessibility functioned as an epistemic condition influencing what could be expressed and recognised as knowledge, while participation was continuously negotiated through interaction among children, adults, and research settings. Adult mediation both enabled and shaped participation, revealing inherent epistemic and ethical tensions. The study concludes that participation is more accurately understood as a methodological and relational accomplishment rather than an individual capacity, underscoring the need for flexible, reflexive research approaches that support diverse forms of expression while maintaining methodological quality and ethical integrity. Full article

(This article belongs to the Special Issue Shaping the Future of Inclusive and Special Education Using Student Voice)

14 pages, 1314 KB

Open AccessArticle

K-12 Arts Educators of Color: Implementing Logic Models as a Collaborative Instrument

by Tiffany Bourgeois, Gladys Mitchell and Amy Lewis

Educ. Sci. 2026, 16(6), 922; https://doi.org/10.3390/educsci16060922 - 10 Jun 2026

Abstract

Using counterstories as a lens to center the experiences of K-12 arts educators of color, this study argues that professional learning communities are unique and useful sites for collaboration. Counterstories amplify storis that are commonly overlooked and challenge harmful stereotypes. Solórzano and Yosso [...] Read more.

Using counterstories as a lens to center the experiences of K-12 arts educators of color, this study argues that professional learning communities are unique and useful sites for collaboration. Counterstories amplify storis that are commonly overlooked and challenge harmful stereotypes. Solórzano and Yosso use counterstories to “identify, analyze and transform those structural and cultural aspects of education that maintain subordinate and dominant racial positions in and out of the classroom.” This research combines survey data from the Strategic National Arts Alumni Project (SNAAP) and vignettes to foreground the experiences of arts educators of color. The outcome of this inquiry emphasizes communication, democracy and collective participation as the foundation for collaboration and outlines the identification of resources, activities, and outputs as a strategy to engage with these concepts. This research extends the understanding of collaboration efforts and centers on the experiences of arts educators of color. Full article

(This article belongs to the Special Issue Music Education and Cultures)

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14 pages, 274 KB

Open AccessArticle

The Emergence of GenAI Feedback in Teacher Evaluation: Challenges and Questions

by Helen M. Hazi

Educ. Sci. 2026, 16(6), 921; https://doi.org/10.3390/educsci16060921 - 10 Jun 2026

Abstract

The use of AI in teacher evaluation is one of the five priorities of the U.S. Department of Education in 2025. Yet, delivering feedback in teacher evaluation is a problematic school practice, and AI adoption is happening without guidance, research and foresight of [...] Read more.

The use of AI in teacher evaluation is one of the five priorities of the U.S. Department of Education in 2025. Yet, delivering feedback in teacher evaluation is a problematic school practice, and AI adoption is happening without guidance, research and foresight of its impact. The purposes of this essay are to report on GenAI’s use in teacher evaluation, to address its challenges, and to offer questions as guidance when considering the purchase of GenAI feedback systems, since these systems appear to address both teacher and principal problems with the evaluation of teaching. Principals lack time, and teachers find principal feedback not to be useful, transparent, accurate, fair, or safe. Yet developers claim GenAI saves time, collects large amounts of data for documentation, and requires limited oversight. Are these claims illusory? Are we technomyopic? How will human judgment matter in an age of GenAI automated conclusions? The author of this study offers one perspective on a watershed moment: AI is a ubiquitous, dynamic, worldwide phenomenon being adopted at an unprecedented rate, while the use of GenAI in teacher evaluation is nascent and just emerging. Full article

(This article belongs to the Special Issue Teacher Evaluation and Teacher Effectiveness)

34 pages, 1792 KB

Open AccessArticle

Does the Thesis Still Make Sense? A Comparative Analysis of Scientific Essays Generated by Humans and Generative Artificial Intelligence

by Mátyás Turós, Klára Soltész-Várhelyi and Zoltán Szűts

Educ. Sci. 2026, 16(6), 920; https://doi.org/10.3390/educsci16060920 - 10 Jun 2026

Abstract

Although prior research indicates that expert reviewers identify AI-generated academic texts with low accuracy, the quantitative analysis presented in this paper has revealed marked, measurable differences between human-authored and AI-generated works. We investigate this duality in the context of Hungarian as an under-represented [...] Read more.

Although prior research indicates that expert reviewers identify AI-generated academic texts with low accuracy, the quantitative analysis presented in this paper has revealed marked, measurable differences between human-authored and AI-generated works. We investigate this duality in the context of Hungarian as an under-represented training language: on one hand, we perform a quantitative text analysis of the lexical, syntactic, and stylistic features of Hungarian-language academic essays by human authors (doctoral candidates) and those generated by Google Gemini, OpenAI GPT, and Anthropic Claude models. On the other hand, using a blind experimental design, we analyze how human reviewers (N = 391) with varying levels of expertise perceive and assess the quality of the texts. The quantitative analysis showed that AI-generated essays are characterized by lower lexical diversity and an absence of epistemic markers. The human evaluation yielded complex results: reviewers active in academic practice (members of the academically active and academically passive clusters) acknowledged the formal and logical precision of the AI-generated texts, yet they noted a lack of originality and critical depth. Reviewers less engaged with academic practice (members of the non-academic and inactive clusters), in contrast, were primarily persuaded by the more natural style and originality of the human-authored texts. The findings suggest that with moderate-level prompting and the provision of source literature, an AI-generated essay can be created in a few hours that reviewers deem superior to human work in certain aspects, such as formal and logical precision. Furthermore, our findings suggest that with targeted, more sophisticated prompt engineering, the quality gap between AI-generated and human-authored texts could narrow further. These findings have significant implications for assessment methods in higher education and for the regulation of academic publishing. Full article

(This article belongs to the Special Issue Higher Education in the Age of AI: Instructional Innovation, Societal Equity, and Infrastructure Reliance)

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