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Mindsets for Preschool Inclusion

Journal Description

Education Sciences

Education Sciences is an international, peer-reviewed, open access journal on education, published monthly online by MDPI. The European Network of Sport Education (ENSE) is affiliated with Education Sciences and its members receive discounts on the article processing charges.

Open Access— free for readers, with article processing charges (APC) paid by authors or their institutions.
High Visibility: indexed within Scopus, ESCI (Web of Science), Educational Research Abstracts, PsycInfo, and other databases.
Journal Rank: JCR - Q1 (Education and Educational Research) / CiteScore - Q1 (Physical Therapy, Sports Therapy and Rehabilitation)
Rapid Publication: manuscripts are peer-reviewed and a first decision is provided to authors approximately 26.5 days after submission; acceptance to publication is undertaken in 3.9 days (median values for papers published in this journal in the second half of 2025).
Recognition of Reviewers: reviewers who provide timely, thorough peer-review reports receive vouchers entitling them to a discount on the APC of their next publication in any MDPI journal, in appreciation of the work done.
Companion journal: AI in Education.
Journal Cluster of Education and Psychology: Adolescents, Behavioral Sciences, Education Sciences, Journal of Intelligence, Psychology International and Youth.

Impact Factor: 2.6 (2024); 5-Year Impact Factor: 2.7 (2024)

Imprint Information Journal Flyer Open Access ISSN: 2227-7102

Latest Articles

22 pages, 634 KB

Open AccessArticle

Ai-RACE as a Framework for Writing Assignment Design in Higher Education

by Amira El-Soussi and Dima Yousef

Educ. Sci. 2026, 16(1), 119; https://doi.org/10.3390/educsci16010119 - 13 Jan 2026

Higher education continues to encounter the challenge of redesigning writing pedagogy beyond the rapid adoption of emerging technologies. This challenge is particularly evident in English writing courses, which play a role in developing students’ writing and research skills in universities across the United [...] Read more.

Higher education continues to encounter the challenge of redesigning writing pedagogy beyond the rapid adoption of emerging technologies. This challenge is particularly evident in English writing courses, which play a role in developing students’ writing and research skills in universities across the United Arab Emirates (UAE). While generative artificial intelligence (GenAI) tools offer practical affordances for writing instruction, their growing use has also raised concerns about academic integrity, authenticity, and critical engagement. Although early discourse has focused on the risks and potential of GenAI, there remains a clear dearth of frameworks to guide instructors in designing meaningful and engaging writing assignments. This paper introduces Ai-RACE, an adaptable pedagogical framework for designing purposeful and innovative writing assignments. Grounded in classroom-based insights, principles of writing pedagogy, constructivist and multimodal learning theories, Ai-RACE conceptualises assignment design around five interconnected components: AI integration, Relevance, Authenticity, the 4Cs, and Engagement. Employing a design-focused qualitative approach, the study uses classroom implementation and student reflections to examine the implementation of Ai-RACE in writing contexts. Although situated within a specific institutional context, the study offers transferable guidelines for designing writing assignments across international higher education settings. By positioning Ai-RACE as a design heuristic, the study highlights its significance in supporting engagement, critical thinking, writing skills and ethical use of AI, and highlights the importance of rethinking writing pedagogy and the role of professional development in AI- influenced contexts. Full article

(This article belongs to the Special Issue The Power and Promise of Authentic Learning in Higher Education: Critical Approaches and Practical Strategies)

34 pages, 5223 KB

Open AccessArticle

Practical Arguments of Prospective Primary Education Teachers in Mathematical Modelling Problems

by Carlos Ledezma, Telesforo Sol, Alicia Sánchez and Vicenç Font

Educ. Sci. 2026, 16(1), 118; https://doi.org/10.3390/educsci16010118 - 13 Jan 2026

This article studies practical argumentation in the context of designing application problems and transforming them into modelling problems. To this end, the practical arguments developed by prospective primary education teachers were analysed, using a scheme for structuring and representing these arguments and a [...] Read more.

This article studies practical argumentation in the context of designing application problems and transforming them into modelling problems. To this end, the practical arguments developed by prospective primary education teachers were analysed, using a scheme for structuring and representing these arguments and a modelling cycle for representing the solution plans proposed to these problems. This is a case study with three groups of prospective teachers who were taking a course on mathematical reasoning and activity in primary education, where problem solving and mathematical modelling were the two most relevant topics. For data collection, a questionnaire was applied to and an interview was conducted with the study subjects, thus identifying nine episodes of practical argumentation based on the justification of their pedagogical decisions made on the design and transformation of problems. Also, the written reports prepared by the study subjects were reviewed to analyse their solution plans proposed to the problems. The results showed that the study subjects developed practical arguments to justify the design of motivating learning situations and problems for students in realistic contexts close to their environment and the transformation of application problems into modelling problems by eliminating data from their statements and formulating an open-ended question. Full article

(This article belongs to the Section Teacher Education)

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13 pages, 1541 KB

Open AccessArticle

The Professional Development (PD) Paradox: How Policy Shapes English Teacher Identity and Constrains Authentic Learning in Thailand

by Phatchara Phantharakphong and Indika Liyanage

Educ. Sci. 2026, 16(1), 117; https://doi.org/10.3390/educsci16010117 - 13 Jan 2026

Better outcomes in English language learning through improving the quality of teaching is a policy objective in Thailand’s school system. Mandating continuing professional development aims to support the interaction of teachers’ practice, learning, and unique individual strengths and needs in development and refinement [...] Read more.

Better outcomes in English language learning through improving the quality of teaching is a policy objective in Thailand’s school system. Mandating continuing professional development aims to support the interaction of teachers’ practice, learning, and unique individual strengths and needs in development and refinement of their identities as professionals capable of optimising learning outcomes. The study reported in this paper used data obtained in interviews with five Thai English teachers to investigate how the teachers’ understanding of participation in PD influences their conceptions of professional identity in the Thai context. We found teachers view continuing learning and development as integral to their identities as effective teachers, yet they approach PD offerings/experiences with ideas about development as a teacher that are associated with linear relations between learning and practice and with teaching as technical activity. We conclude that policy prescribing mandated PD and association of PD participation with professional status and career structures shifts understanding of PD away from the needs of teachers and learners as unique individuals. Achieving quality English teaching and learning in Thailand through PD needs to focus on the complexity of negotiating identities in local contexts and engaging teachers in identification of their professional needs. Full article

(This article belongs to the Special Issue Transforming Teacher Education for Academic Excellence)

40 pages, 934 KB

Open AccessArticle

Learning Model Based on Early Psychological Development and the Constitutive Role of Relationship

by José Víctor Orón Semper and Inmaculada Lizasoain Iriso

Educ. Sci. 2026, 16(1), 116; https://doi.org/10.3390/educsci16010116 - 13 Jan 2026

A theoretical model of learning is proposed which is grounded in the constitutive role of interpersonal relationships, integrating contributions from early developmental psychology and relational philosophy. Using a Theoretical Educational Inquiry approach, the study critically examines dominant competency-based and cognitivist models, identifying their [...] Read more.

A theoretical model of learning is proposed which is grounded in the constitutive role of interpersonal relationships, integrating contributions from early developmental psychology and relational philosophy. Using a Theoretical Educational Inquiry approach, the study critically examines dominant competency-based and cognitivist models, identifying their inability to account for learning as a deep personal transformation. Drawing on authors such as Stern, Trevarthen, Hobson, Winnicott, and Kohut, it presents empirical evidence that the self and cognitive-affective capacities emerge within primary relational bonds. However, interpersonal relationships are not the environment where development occurs, but the end towards which it is oriented: if the relational bond is the point of departure, the interpersonal encounter is the telos shaping the whole process. The child’s engagement with inner and outer worlds is driven by the search for such encounter, irreducible to mere relational pleasantness, although this may indicate its realization. Philosophical perspectives from Polo, Levinas, Buber, Whitehead, Spaemann, and Marcel support the understanding of learning as a relational event of co-constitution. Learning implies cycles of crisis and reintegration. This approach shifts the focus from skill acquisition as an end to using it as a means for fostering meaningful interpersonal relationships, thereby reorienting education towards a dignity-centered paradigm. Full article

(This article belongs to the Special Issue Early Childhood Education and Care Lays the Foundations for Learning and Wellbeing)

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16 pages, 249 KB

Open AccessArticle

Thinking Otherwise with Children in Cities: A Storying Approach to Co-Researching with Children and Teachers

by Will Parnell and Sally Guyon

Educ. Sci. 2026, 16(1), 115; https://doi.org/10.3390/educsci16010115 - 13 Jan 2026

This Children in Cities research project examines an approach to storying research that foregrounds collaborative meaning-making between educators and young children in their city. Through exploring how educators and young children might “think otherwise” about teaching, learning, and participation with history, Place noticing [...] Read more.

This Children in Cities research project examines an approach to storying research that foregrounds collaborative meaning-making between educators and young children in their city. Through exploring how educators and young children might “think otherwise” about teaching, learning, and participation with history, Place noticing and entanglements between humans, more-than-human, and non-humans, three stories and a metaphor surface in the data. Drawing on three stories, metaphor is employed as an analytic and integrative device to deepen interpretation of lived experiences. Central to the methodology is a democratic orientation that seeks to reduce hierarchical boundaries, engaging children aged 3–5 as co-researchers in the selection, interpretation, and representation of stories. This positioning recognizes children as competent participants whose perspectives offer valuable contributions to life learning such as storying Place and taking up socio-historical responsibilities. Findings suggest that such visits with city places can broaden conceptions of fairness in early childhood education, fostering more welcoming and relational approaches to both research and teaching. Full article

(This article belongs to the Special Issue Teachers and Teaching in Early Childhood Education and Care: Time to Think Otherwise)

39 pages, 2558 KB

Open AccessSystematic Review

Enhancing Informal Education Through Augmented Reality: A Systematic Review Focusing on Institutional Informal Learning Places (2018–2025)

by Stephanie Moser, Miriam Lechner, Marina Lazarević and Doris Lewalter

Educ. Sci. 2026, 16(1), 114; https://doi.org/10.3390/educsci16010114 - 13 Jan 2026

Informal learning in institutional settings plays a vital role in lifelong education by fostering self-directed knowledge acquisition. With the increasing integration of digital media into these environments, augmented reality (AR) has emerged as a particularly promising technology due to its ability to overlay [...] Read more.

Informal learning in institutional settings plays a vital role in lifelong education by fostering self-directed knowledge acquisition. With the increasing integration of digital media into these environments, augmented reality (AR) has emerged as a particularly promising technology due to its ability to overlay virtual content in real-time and across multiple sensory modalities. This systematic literature review investigates the use of AR in institutional informal learning places (IILPs) from 2018 to 2025, aiming to synthesize findings across the following overall research questions: (1) In which IILP contexts has AR been implemented, and what are the characteristics of the technology? (2) What learning-relevant functions and (3) outcomes are associated with AR in these settings? (4) Which learning theories underpin the design of AR interventions? Following the PRISMA guidelines, empirical studies were identified through comprehensive database searches (Scopus, Web of Science, IEEE Xplore, FIS Bildung) and cross-referencing. Forty-four studies were analyzed via qualitative content analysis. The goal is to provide a descriptive overview of findings, patterns, and relationships. Findings indicate that AR is widely adopted across diverse domains and institutional contexts, primarily through mobile-based AR applications for K–12 learning. Native app development signals growing technological maturity. AR enhances both cognitive and emotional-motivational outcomes, though its potential to support social interaction remains insufficiently investigated. The predominant function of AR is the provision of information. Most of the examined studies are grounded in constructivist or cognitivist learning theories, particularly the Cognitive Theory of Multimedia Learning. Only limited references to emotional-motivational frameworks and minimal references to behaviorist frameworks were found. Full article

(This article belongs to the Special Issue Investigating Informal Learning in the Age of Technology)

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12 pages, 207 KB

Open AccessArticle

From Isolation to Inclusion: Advancing Rural Educational Equity in Scotland

by Michalis Constantinides

Educ. Sci. 2026, 16(1), 113; https://doi.org/10.3390/educsci16010113 - 13 Jan 2026

This paper investigates how Scottish rural schools engage with their broader educational landscape, particularly through collaborative practices and capacity-building efforts. It examines how these schools cultivate a culture of partnership, both among institutions and within their communities, to strengthen leadership and enhance teaching [...] Read more.

This paper investigates how Scottish rural schools engage with their broader educational landscape, particularly through collaborative practices and capacity-building efforts. It examines how these schools cultivate a culture of partnership, both among institutions and within their communities, to strengthen leadership and enhance teaching and learning. Guided by Place-Based Education (PBE) as its conceptual framework, the study emphasises equity challenges rooted in local contexts and situates rural education within Scotland’s historical, societal, and policy landscape. Drawing on qualitative case studies of five schools, data were collected through semi-structured interviews with principals and supported by documentary evidence and student attainment data from national assessments. The findings showcase school leaders’ efforts to enhance social and educational outcomes and build sustainable, equity-driven systems. The paper concludes with implications for policy and practice, addressing equitable access, workforce recruitment and retention, and the potential for schools to collaborate with local and regional stakeholders to strengthen rural education. Full article

(This article belongs to the Special Issue Practice and Policy: Rural and Urban Education Experiences)

21 pages, 1579 KB

Open AccessSystematic Review

Systematised Review of Know-How in Teacher Training: Science–Technology–Society Teaching in the Primary School Classroom

by Carmela García-Marigómez, Vanessa Ortega-Quevedo, Noelia Santamaría-Cárdaba and Cristina Gil-Puente

Educ. Sci. 2026, 16(1), 112; https://doi.org/10.3390/educsci16010112 - 13 Jan 2026

Scientific literacy is a key element in today’s society, shaping everyday life and fostering informed decision-making and critical thinking. However, the traditional transmission of science, among other factors, has fostered a simplistic and negative view of this field of knowledge, leading to a [...] Read more.

Scientific literacy is a key element in today’s society, shaping everyday life and fostering informed decision-making and critical thinking. However, the traditional transmission of science, among other factors, has fostered a simplistic and negative view of this field of knowledge, leading to a detachment of the population from it. In this context, teachers need to assume a transformative role. To this end, it must be recognised that didactic change cannot be limited to cognitive aspects, given the relevance of attitudes as a key component of professional knowledge and as a driver of a consolidated shift. Concern about this reality leads us to describe the structure and content of scientific knowledge related to the study of Primary Education teachers’ attitudes towards the teaching of the Nature of Science and Technology. A mixed-methodological design was employed, comprising a documentary-bibliometric study with a science-mapping approach and documentary analysis. The results showed that studies often focus on the cognitive component of attitudes, mainly on beliefs about knowledge or self-efficacy. However, studies on affective or conative components remain scarce, and none have been found that comprehensively address all three components of attitudes, despite their potential to provide a deeper understanding of their role in educational change. The need to address teachers’ attitudes holistically is highlighted to better understand the evaluative and motivational factors that guide teaching practices. Likewise, the importance of moving towards studies based on educational interventions that promote the development of science as useful for life is emphasised. Full article

(This article belongs to the Special Issue Critical Thinking in Science Education: Nurturing Inquiry, Socio-Scientific Issues, and Innovation)

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16 pages, 2284 KB

Open AccessCommunication

Embedding Rhetorical Competence in Medical Education: A Communication-Focused Course Innovation for Medical Students

by József L. Szentpéteri, Roland Hetényi, Dávid Fellenbeck, Kinga Dávid, Kata Kumli and Péter Szabó

Educ. Sci. 2026, 16(1), 111; https://doi.org/10.3390/educsci16010111 - 13 Jan 2026

Effective communication is essential for professional practice, yet medical curricula rarely incorporate systematic, performance-based training. The Sell Yourself!—Presentation Techniques course was developed to address this gap through a two-day, practice-oriented program integrating rhetorical training, evolutionary psychology, and structured peer feedback. We examined anonymized [...] Read more.

Effective communication is essential for professional practice, yet medical curricula rarely incorporate systematic, performance-based training. The Sell Yourself!—Presentation Techniques course was developed to address this gap through a two-day, practice-oriented program integrating rhetorical training, evolutionary psychology, and structured peer feedback. We examined anonymized institutional evaluations from 450 medical students using descriptive statistics and combined inductive–deductive thematic and content coding to gauge the perceived educational utility of the course. The course received a mean satisfaction rating of 9.6/10, with approximately 74% of students assigning the maximum score. Inductive analysis identified interactivity (143 mentions), practical usefulness (76), feedback and improvement (75), positive atmosphere (51), instructor quality (47), and multimedia examples (37) as key strengths, while critiques primarily concerned breaks and scheduling (62), course length and intensity (59), and smaller concerns regarding feedback processes, content structure, and technical issues. Deductive coding indicated perceived improvements across five predefined dimensions: increased confidence, rhetorical fluency, feedback quality, peer recognition, and cultural inclusivity. Structured rhetorical training appears to be well received by learners and may provide a feasible model for embedding communication competence in medical education. These findings also offer a transferable template for integrating performance-based communication training into other programs. However, conclusions are limited by reliance on self-reported perceptions and the absence of a control group or direct assessment of applied communication outcomes. Full article

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14 pages, 1766 KB

Open AccessArticle

Toward Reading Success in Vulnerable Contexts: Psycholinguistic Precursors and the Simple View of Reading

by Daniel Cubilla-Bonnetier, Hugo Marte-Santana, Betty Reyes-Ramírez, Jesús Andújar-Avilés and Laura V. Sánchez-Vincitore

Educ. Sci. 2026, 16(1), 110; https://doi.org/10.3390/educsci16010110 - 13 Jan 2026

In a low-reading-achievement context, this study examines the applicability of the Simple View of Reading in the Dominican Republic, a Spanish-speaking country, assessing elementary students across the first seven years of formal schooling, and it investigates the contribution of key psycholinguistic precursors to [...] Read more.

In a low-reading-achievement context, this study examines the applicability of the Simple View of Reading in the Dominican Republic, a Spanish-speaking country, assessing elementary students across the first seven years of formal schooling, and it investigates the contribution of key psycholinguistic precursors to decoding fluency and reading comprehension across public and private schools. Structural equation models were estimated for a sample of 1168 Dominican students across three grade-level clusters and for each educational subsystem (public vs. private). Model fit indices support the adequacy of the proposed latent structure. Our findings reveal that decoding emerges as the primary predictor of reading comprehension in the early grades, whereas language comprehension becomes increasingly influential in later grades—although this shift appears to occur later than reported in other contexts, particularly within public schools. Moreover, phonological awareness contributes persistently to decoding (even in 6th–7th), supporting the hypothesis of delayed decoding automatization, which could account for the reading-comprehension difficulties identified in international assessments. Socioeconomic position exhibits a decreasing effect on reading comprehension as students’ progress through school, although it remains significant at all grades. These findings highlight the need for educational policy approaches that accelerate decoding automatization to free cognitive resources for comprehension processes, emphasizing effective phonological-awareness training and explicit, systematic literacy instruction. Full article

(This article belongs to the Special Issue Evidence-Based Solutions for Literacy Development in the Global South: A Focus on Latin America and the Caribbean)

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24 pages, 2219 KB

Open AccessArticle

Adaptive and Personalized Learning in Higher Education: An Artificial Intelligence-Based Approach

by Juan Roberto Hernández-Herrera, Jesus Ortiz-Bejar and Jose Ortiz-Bejar

Educ. Sci. 2026, 16(1), 109; https://doi.org/10.3390/educsci16010109 (registering DOI) - 12 Jan 2026

The integration of Artificial Intelligence (AI) in higher education offers a potential solution to the scalability of personalized learning, yet empirical frameworks connecting diagnostic data with teacher-mediated interventions remain limited in developing contexts. This study adopts a sequential multi-phase research design to address [...] Read more.

The integration of Artificial Intelligence (AI) in higher education offers a potential solution to the scalability of personalized learning, yet empirical frameworks connecting diagnostic data with teacher-mediated interventions remain limited in developing contexts. This study adopts a sequential multi-phase research design to address this gap. Phase 1 comprised a diagnostic quantitative analysis of the National Survey on Access and Permanence in Education (ENAPE 2021), involving a representative sample of 3422 Mexican undergraduate students. Using Exploratory Factor Analysis (KMO = 0.96) and Pearson correlations, the study established a structural baseline. Phase 2 implemented a quasi-experimental exploratory pilot (N = 23) across two academic clusters (Civil Engineering and Nutrition) using “ActivAI”, a custom GPT configured with Retrieval-Augmented Generation (RAG). Results from Phase 1 revealed a strong, statistically significant correlation (

r = 0.72

,

p < 0.01

) between the perceived impact of education on daily life and the perception of equity, identifying “relevance” as a key driver of accessibility. Phase 2 results demonstrated high student satisfaction with AI-driven personalization (M = 4.49, SD = 0.64), although disciplinary variations in engagement were observed (SD = 0.85 in Nutrition versus 0.45 in Engineering). The study concludes by proposing the Dynamic Integration Model, which leverages AI not as a replacement for instruction but as a scalability toolkit for teacher-led orchestration, ensuring that personalization addresses dynamic student needs rather than static learning styles. Full article

(This article belongs to the Special Issue AI-Enhanced Didactics: Transforming Education Through Intelligent Technologies and Fostering 21st Century Skills)

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18 pages, 677 KB

Open AccessArticle

How Need-Thwarting Teaching Styles Are Combined for Physical Education Teachers: Differences in Students’ Motivational Outcomes

by Javier García-Cazorla, Carlos Mayo-Rota, Zilia Villafaña-Samper, Diego Esteban-Torres, Luis García-González and Ángel Abós

Educ. Sci. 2026, 16(1), 108; https://doi.org/10.3390/educsci16010108 - 12 Jan 2026

Grounded in the circumplex model, this study examined how need-thwarting teaching styles, control and chaos, are combined by Physical Education teachers (as perceived by students) and how these combinations differ in relation to students’ basic psychological needs and motivational outcomes within (experiences and [...] Read more.

Grounded in the circumplex model, this study examined how need-thwarting teaching styles, control and chaos, are combined by Physical Education teachers (as perceived by students) and how these combinations differ in relation to students’ basic psychological needs and motivational outcomes within (experiences and perceived learning) and outside (intention to be physically active) the Physical Education context. A total of 431 Spanish secondary school students (M_age = 14.92; 53% girls) participated. Latent profile analysis identified three profiles: (1) high control—moderate chaos (35%), (2) moderate control—high chaos (9%), and (3) high demanding—low chaos (56%). Mean comparisons revealed that students in the “high demanding—low chaos” profile reported the most adaptive outcomes, including greater autonomy and competence satisfaction, more positive Physical Education experiences, higher perceived learning, and stronger intentions to be physically active. Conversely, the “moderate control—high chaos” profile was linked to the most maladaptive outcomes, characterized by greater basic psychological needs frustration and poorer experiences, learning, and physical activity intentions. The “high control—moderate chaos” profile yielded intermediate results. Overall, findings indicate that chaotic teaching, especially in its abandoning form, was associated with the worst quality of students’ motivation, while a demanding approach may be comparatively less harmful but still detrimental. Teacher training should therefore reduce controlling and chaotic practices and foster autonomy support and structure. Full article

(This article belongs to the Special Issue Positive Pedagogy in Physical Education and Sport Contexts)

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27 pages, 653 KB

Open AccessReview

Learning to Be Human: Forming and Implementing National Blends of Transformative and Holistic Education to Address 21st Century Challenges and Complement AI

by Margaret Sinclair

Educ. Sci. 2026, 16(1), 107; https://doi.org/10.3390/educsci16010107 - 12 Jan 2026

The paper introduces ‘transformative’ curriculum initiatives such as education for sustainable development (ESD) and global citizenship education (GCED), which address ‘macro’ challenges such as climate change, together with ‘holistic’ approaches to student learning such as ‘social and emotional learning’ (SEL) and education for [...] Read more.

The paper introduces ‘transformative’ curriculum initiatives such as education for sustainable development (ESD) and global citizenship education (GCED), which address ‘macro’ challenges such as climate change, together with ‘holistic’ approaches to student learning such as ‘social and emotional learning’ (SEL) and education for ‘life skills’, ‘21st century skills’, ‘transversal competencies’, AI-related ethics, and ‘health and well-being.’ These are reflected in ^{Section 6} of the 2023 UNESCO Recommendation on Education for Peace, Human Rights and Sustainable Development. It is suggested that such broad goals put forward at global policy level may serve as inspiration for national context-specific programming, while also needing better integration of national insights and cultural differences into global discourse. The paper aims to provide insights to education policy-makers responsible for national curriculum, textbooks and other learning resources, teacher training and examination processes, helping them to promote the human values, integrity and sense of agency needed by students in a time of multiple global and personal challenges. This requires an innovative approach to curricula for established school subjects and can be included in curricula being developed for AI literacy and related ethics. Research into the integration of transformative and holistic dimensions into curricula, materials, teacher preparation, and assessment is needed, as well as ongoing monitoring and feedback. AI-supported networking and resource sharing at local, national and international level can support implementation of transformative and holistic learning, to maintain and strengthen the human dimensions of learning. Full article

(This article belongs to the Special Issue Addressing the Mental Health Needs of Students and Teachers: Strategies for School-Based Interventions)

21 pages, 264 KB

Open AccessArticle

Student Teachers as Learners and Teachers: Praxeological Perspectives on Programming in Mathematics

by Odd Tore Kaufmann, Khaled Jemai, Marianne Maugesten and Toril Eskeland Rangnes

Educ. Sci. 2026, 16(1), 104; https://doi.org/10.3390/educsci16010104 - 12 Jan 2026

This study investigates how master’s student teachers (MSTs) conceptualize and integrate programming and computational thinking within mathematics education. Grounded in the Anthropological Theory of the Didactic, and specifically its notion of praxeology, the study analyses 39 written reflections produced by MSTs who completed [...] Read more.

This study investigates how master’s student teachers (MSTs) conceptualize and integrate programming and computational thinking within mathematics education. Grounded in the Anthropological Theory of the Didactic, and specifically its notion of praxeology, the study analyses 39 written reflections produced by MSTs who completed a compulsory programming-based mathematics task. The analysis identifies both mathematical and didactic praxeologies, revealing how MSTs’ engagement with programming reflects their development both as learners and as future teachers. The findings demonstrate that MSTs’ personal learning strategies, such as exploration, iteration, and productive struggle, closely parallel their envisioned classroom practices. The findings also show that many participants framed programming itself as the central learning object, highlighting a need to develop confidence and competence before applying programming as a tool for mathematical inquiry. The study argues that programming tasks provide a productive arena for bridging theory and practice in teacher education by fostering an interplay between praxis (know-how) and logos (know-why). Finally, the results indicate that MSTs require institutional support specifically aimed at developing basic programming fluency (e.g., handling syntax, debugging, and programming environments), so that computational thinking can be mobilized for mathematical exploration rather than being overshadowed by technical challenges. Full article

(This article belongs to the Special Issue Technology Integration in Mathematics Teacher Education: Enhancing Pedagogy and Practice)

19 pages, 547 KB

Open AccessArticle

Relationship Between Procrastination and Perceived Academic Achievement: The Mediating Role of Internet Addiction

by Maria Edita Huanambal-Pérez, Elias Javier Calixtro-Ruiz, Denis Frank Cunza-Aranzábal and Carlos D. Abanto-Ramírez

Educ. Sci. 2026, 16(1), 106; https://doi.org/10.3390/educsci16010106 - 10 Jan 2026

Academic achievement serves as a crucial indicator of quality within higher education. In this context, internet addiction and procrastination emerge as significant factors influencing student performance. However, existing literature has predominantly focused on objective and comparative metrics, such as grades, thereby limiting the [...] Read more.

Academic achievement serves as a crucial indicator of quality within higher education. In this context, internet addiction and procrastination emerge as significant factors influencing student performance. However, existing literature has predominantly focused on objective and comparative metrics, such as grades, thereby limiting the exploration of the subjective dimension from the student’s perspective. This research aims to investigate the mediating role of internet addiction (IA) in the relationship between academic procrastination (AP) and self-perceived academic achievement (AA) among Peruvian university students. Employing an explanatory and cross-sectional design, data were collected from 525 university students aged 18 to 40 years, utilizing validated instruments such as the Internet Addiction Questionnaire, the University Academic Performance Scale, and the Academic Procrastination Scale. The findings revealed a negative influence of AP on AA (b = −0.385, p < 0.001, 95% CI [−1.457, −0.991]), a positive influence of AP on IA (b = 0.205, p < 0.001, 95% CI [0.341, 0.886]), and a positive influence of IA on AA (b = 0.326, p < 0.001, 95% CI [0.239, 0.441]). IA partially and competitively mediates 12.5% of the relationship between AP and AA. Full article

(This article belongs to the Section Education and Psychology)

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30 pages, 6245 KB

Open AccessArticle

Learning to Engineer: Integrating Robotics-Centred Project-Based Learning in Early Undergraduate Education

by Pg Emeroylariffion Abas

Educ. Sci. 2026, 16(1), 105; https://doi.org/10.3390/educsci16010105 - 10 Jan 2026

Engineering programmes have been giving more weight to experiential learning, largely because many students still find it difficult to see how classroom theory connects to the work that engineers handle on the ground. With this in mind, a robotics-centred Project-based Learning (PBL) module [...] Read more.

Engineering programmes have been giving more weight to experiential learning, largely because many students still find it difficult to see how classroom theory connects to the work that engineers handle on the ground. With this in mind, a robotics-centred Project-based Learning (PBL) module was introduced to first-year general engineering students as part of the faculty’s engineering spine. The module asks students to design, build, and program small autonomous robots capable of navigating and competing in a set arena. Even a simple task of this kind draws together multiple strands of engineering. Students shift between sketching mechanical layouts, wiring basic circuits, writing code, testing prototypes, and negotiating the usual challenges that arise when several people share responsibility for the same piece of hardware. To explore how students learned through the module, a mixed-methods evaluation was carried out using survey responses alongside reflective pieces written by the students themselves. Certain patterns appeared repeatedly. Many students felt that their technical skills had grown, particularly in breaking down a messy problem into smaller, more workable components. Teamwork also surfaced as a prominent theme. Groups often had to sort out issues such as a robot veering off course due to a misaligned sensor or a block of code producing unpredictable behaviour. These issues were undoubtedly challenging for the students, but they also had a certain pedagogical flavour, with many students describing them as a source of frustration as well as a learning opportunity. Later iterations of the module may benefit from more targeted support at key stages. Despite the many challenges, robotics has been shown to be an attractive way for students to step into engineering practice. The project helped them build technical capability, but it also encouraged habits that matter just as much in real work, such as planning, communicating clearly, and returning to a problem until it behaves as expected. Taken together, the experience offers useful guidance for curriculum designers seeking to create early learning environments that feel authentic and manageable and for motivating students who are just beginning their engineering journey. Full article

(This article belongs to the Special Issue Engineering Education: Innovation Through Integration)

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34 pages, 608 KB

Open AccessArticle

Scaffolding Probabilistic Reasoning in Civil Engineering Education: Integrating AI Tutoring with Simulation-Based Learning

by Jize Zhang

Educ. Sci. 2026, 16(1), 103; https://doi.org/10.3390/educsci16010103 - 9 Jan 2026

Undergraduate civil engineering students frequently struggle to transition from deterministic to probabilistic reasoning, a conceptual shift essential for modern structural design practice governed by reliability-based codes. This paper presents a design-based research (DBR) contribution and a theoretically grounded pedagogical framework that integrates AI-powered [...] Read more.

Undergraduate civil engineering students frequently struggle to transition from deterministic to probabilistic reasoning, a conceptual shift essential for modern structural design practice governed by reliability-based codes. This paper presents a design-based research (DBR) contribution and a theoretically grounded pedagogical framework that integrates AI-powered conversational tutoring with interactive simulations to scaffold this transition. The framework synthesizes cognitive load theory, scaffolding principles, self-regulated learning research, and threshold concepts theory. The design incorporates three novel elements: (1) a structured misconception inventory specific to structural reliability, derived from literature and expert elicitation, with each misconception linked to targeted intervention strategies; (2) an integration architecture connecting large language model tutoring with domain-specific simulations, where simulation states inform tutoring and misconception detection triggers targeted activities; and (3) a scaffolded module sequence building systematically from deterministic foundations through probability concepts to reliability analysis methods. Sequential modules progress from uncertainty recognition through Monte Carlo simulation and design applications. We provide technical specifications for the implementation of AI tutoring, including prompt engineering strategies, accuracy safeguards that address known limitations of large language models (LLMs), and protocols for escalation to human instructors. An assessment framework specifies concept inventory items, process measures, and practical competence tasks. Ultimately, this paper provides testable conjectures and identifies conditions under which the framework might fail, structuring subsequent empirical validation with student participants following institutional ethics approval. Full article

(This article belongs to the Section Technology Enhanced Education)

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28 pages, 9279 KB

Open AccessArticle

A Grammar of Speculation: Learning Speculative Design with Generative AI in Biodesign Education

by Santiago Ojeda Ramirez, Nicole Hakim and Giovanna Danies

Educ. Sci. 2026, 16(1), 102; https://doi.org/10.3390/educsci16010102 - 9 Jan 2026

This study examines how undergraduate design students imagined and critiqued biotechnological futures through speculative work with generative AI in a semester-long biodesign course. Using inductive qualitative coding and visual discourse analyses, we traced how students’ prompts, images, and reflections reveal an evolving grammar [...] Read more.

This study examines how undergraduate design students imagined and critiqued biotechnological futures through speculative work with generative AI in a semester-long biodesign course. Using inductive qualitative coding and visual discourse analyses, we traced how students’ prompts, images, and reflections reveal an evolving grammar of speculation. Students shifted from crisis description to design-oriented possibility and socio-political reasoning about ecological, cultural, and ethical implications. Generative AI supported this shift by offering visual feedback that enabled students to recognize assumptions and critically examine speculative designs. Through repeated cycles of prompting and refinement, students advanced biodesign prototypes and developed a nuanced understanding of AI’s affordances and limits. Extending constructionism learning theories into speculative design with generative AI, this study examines how learners externalize discursive and imaginative thought through prompt-crafting. These findings articulate a grammar of speculation, showing how generative AI mediates critical AI literacy as a discursive and constructionist learning process. Full article

(This article belongs to the Special Issue Advancing Science Learning through Design-Based Learning)

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25 pages, 299 KB

Open AccessArticle

Language Assessment Literacy Development: A Case Study of Three EFL Teachers

by Sabah Al-Akbari, Marianne Nikolov and Ágnes Hódi

Educ. Sci. 2026, 16(1), 101; https://doi.org/10.3390/educsci16010101 - 9 Jan 2026

Language Assessment Literacy (LAL) is critical for teachers to perform their assessment tasks, but many teachers in low-resource contexts do not receive adequate assessment training. This qualitative multiple-case study examined the impact of a short-term Professional Development (PD) program on three in-service English [...] Read more.

Language Assessment Literacy (LAL) is critical for teachers to perform their assessment tasks, but many teachers in low-resource contexts do not receive adequate assessment training. This qualitative multiple-case study examined the impact of a short-term Professional Development (PD) program on three in-service English as a Foreign Language (EFL) teachers in developing their LAL and in shaping their assessment conceptions, knowledge and practices as assessors. The PD training program consisted of a 30 h workshop delivered over one week and integrated theory, practice, collaborative learning, reflection, and feedback. Data collection instruments included classroom observations and interviews. Findings showed that the PD program improved teachers’ LAL by developing their assessment conceptions, knowledge, skills, and confidence, although the degree of improvement varied across participants. The findings also identified challenges teachers encountered in their assessment practices, including limited time, large class sizes, insufficient resources, and sociocultural factors that constrained teachers’ assessment conceptions and restricted their LAL development. The findings showed that PD programs could strengthen teachers’ professional identity as assessors by incorporating relevant content, practice opportunities, feedback, a supportive learning community, and self-reflection. The study findings have broader implications for professional development of LAL in other low-resource and exam-oriented EFL contexts with strong sociocultural constraints. Full article

(This article belongs to the Special Issue Teachers as Assessors: Exploring the Socio-Emotional Dimension of Teacher Assessment Literacy)

19 pages, 4494 KB

Open AccessArticle

Developing Technical Literacy for Business School Students Studying Innovation

by Alexander Utne, Håvar Brattli and Matthew Lynch

Educ. Sci. 2026, 16(1), 100; https://doi.org/10.3390/educsci16010100 - 9 Jan 2026

This study examines how business school students with no programming background develop technical literacy through a newly introduced Digital Innovation course. Addressing a gap in non-STEM education research—where little is known about how social science students experience technical literacy interventions—we draw on qualitative [...] Read more.

This study examines how business school students with no programming background develop technical literacy through a newly introduced Digital Innovation course. Addressing a gap in non-STEM education research—where little is known about how social science students experience technical literacy interventions—we draw on qualitative data from group exam reflections (n = 14) and mid-semester survey responses (n = 7). Using an inductive thematic analysis, the study investigates how students perceived, navigated, and made sense of foundational coding activities. Four themes emerged: (1) Perceived value of coding and technical literacy, (2) Hidden gaps in foundational technical literacy, (3) AI as a cognitive and pedagogical scaffold and (4) Emerging technical competence and identity formation. Framed within theories of digital literacy and constructivist learning, the findings show how limited, scaffolded exposure to web development can shift students from digital consumption toward novice digital production. The study contributes empirical insight into how coding can be meaningfully embedded within business school curricula and offers pedagogical recommendations for designing accessible technical literacy interventions. Full article

(This article belongs to the Special Issue Digital Literacy for Teaching Excellence: Empowering Educators in the Digital Age)

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