Education Sciences

20 pages, 593 KB

Open AccessArticle

From PISA Results to Policy Action: Knowledge Mobilization for Immigrant Students in German Federalism

by Lisa Teufele, Jennifer Diedrich and Samuel Greiff

Educ. Sci. 2026, 16(1), 129; https://doi.org/10.3390/educsci16010129 - 14 Jan 2026

While the international influence of the Programme for International Student Assessment (PISA) on education policy debates is well recognized, the degree to which PISA findings drive actual policy reforms and classroom practices remain debated. Using PISA as a case, this article examines how [...] Read more.

While the international influence of the Programme for International Student Assessment (PISA) on education policy debates is well recognized, the degree to which PISA findings drive actual policy reforms and classroom practices remain debated. Using PISA as a case, this article examines how educational research is translated into policy responses and practices in German federalism, focusing specifically on immigrant students—a key group within German education reform discourse. It analyzes the reflection of PISA findings from the 2000, 2018, and 2022 assessments on immigrant student performance in the resolutions of the Standing Conference of Ministers of Education and Cultural Affairs, the process of implementation by the federal states (Länder), and the effect on school-level practice. Framed by research knowledge mobilization theory, the article investigates the relationships among research production, mediation, and usage, clarifying the interplay between educational research, policy, and practice in Germany’s federal system. Historical analysis exposes consistent gaps between research-derived recommendations and binding, actionable change at both policy and practice levels, often due to challenges in developing evidence-based and consistently applied policy measures across the Länder. The article concludes with practical recommendations for improving the impact of interdisciplinary, policy-oriented research on policy and practice, considering the complexities of Germany’s federal governance. Full article

(This article belongs to the Special Issue Assessment for Learning: The Added Value of Educational Monitoring)

20 pages, 641 KB

Open AccessArticle

An Integrated Individual, Social, and Technology Model for the Sustainable Adoption of Generative AI in Blended Learning

by Will W. K. Ma

Educ. Sci. 2026, 16(1), 128; https://doi.org/10.3390/educsci16010128 - 14 Jan 2026

Abstract

Generative AI is a promising adjunct to blended learning, offering an innovative means to enhance academic performance. Its rapid diffusion has been accompanied by criticism and uncertainty, particularly regarding ethics and the potential displacement of human labor. A review of the existing research [...] Read more.

Generative AI is a promising adjunct to blended learning, offering an innovative means to enhance academic performance. Its rapid diffusion has been accompanied by criticism and uncertainty, particularly regarding ethics and the potential displacement of human labor. A review of the existing research reveals persistent gaps in understanding AI use among students. This study therefore aimed to develop an integrated model to explain generative AI adoption across two distinctive time points. Employing a survey-based design, cross-sectional data were collected at two time points from college students at a local tertiary institution in Hong Kong. PLS-SEM Model testing showed that performance expectancy was the strongest and most persistent determinant of both intention to use and actual use across both data collections. Risk propensity had no effect at the outset, but at a longer usage time point, it was significantly related to intention and use through performance expectancy. Social influence exerted a direct and significant effect initially and later demonstrated both direct and indirect significant effects on intention and use via performance expectancy. The findings identify key determinants and enhance our understanding of the complex decision-making process involved in the use of generative AI. Full article

(This article belongs to the Special Issue Artificial Intelligence and Blended Learning: Challenges, Opportunities, and Future Directions)

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27 pages, 409 KB

Open AccessArticle

Adaptive e-Learning for Number Theory: A Mixed Methods Evaluation of Usability, Perceived Learning Outcomes, and Engagement

by Péter Négyesi, Ilona Oláhné Téglási, Tünde Lengyelné Molnár and Réka Racsko

Educ. Sci. 2026, 16(1), 127; https://doi.org/10.3390/educsci16010127 - 14 Jan 2026

Abstract

This study developed and evaluated an adaptive e-learning environment for selected number theory topics using a mixed-methods research design, conducted over an eleven-month period across secondary and early tertiary education contexts. The evaluation focused on three primary outcome domains: (1) learning-related outcomes (problem-solving [...] Read more.

This study developed and evaluated an adaptive e-learning environment for selected number theory topics using a mixed-methods research design, conducted over an eleven-month period across secondary and early tertiary education contexts. The evaluation focused on three primary outcome domains: (1) learning-related outcomes (problem-solving accuracy and task success rate), (2) learner engagement and activity indicators (daily logins and tasks completed per day), and (3) system usability, assessed according to Jakob Nielsen’s usability dimensions. Quantitative data were collected through student and teacher questionnaires (N = 264 students; N = 52 teachers) and large-scale logfile analytics comprising more than 825,000 recorded system interactions. Qualitative feedback from students and teachers complemented the quantitative analyses. The results indicate statistically significant increases in learner activity, task completion rates, and problem-solving success following the introduction of the adaptive system, as demonstrated by inferential statistical analyses with confidence intervals. Post-use evaluations further indicated high levels of learner motivation and self-confidence, along with positive perceptions of system usability. Teachers evaluated the system positively in terms of learnability, efficiency, and instructional integration. Logfile analyses also revealed sustained growth in daily engagement and task success over time. Overall, the findings suggest that adaptive e-learning environments can effectively support engagement, usability, and learning-related performance in number theory education, although further research is required to examine the sustainability of learning-related outcomes over extended periods and to further refine error-handling mechanisms. Full article

(This article belongs to the Special Issue What to Teach—and What to Stop Teaching—in Mathematics in the Age of AI: Statistical Evidence on Effective and Ineffective Methods)

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17 pages, 285 KB

Open AccessArticle

Exploring the Use of AI-Based Patient Simulations to Support Cultural Competence Development in Nursing Students: A Mixed-Methods Study

by Małgorzata Lesińska-Sawicka and Bartłomiej Michalak

Educ. Sci. 2026, 16(1), 126; https://doi.org/10.3390/educsci16010126 - 14 Jan 2026

Abstract

(1) Background: Developing cultural competence and reflective communication skills remains a challenge in nursing education. Traditional teaching methods often provide limited opportunities for safe practice of culturally sensitive interactions in emotionally complex situations. Artificial intelligence (AI)–based patient simulations may offer a scalable approach [...] Read more.

(1) Background: Developing cultural competence and reflective communication skills remains a challenge in nursing education. Traditional teaching methods often provide limited opportunities for safe practice of culturally sensitive interactions in emotionally complex situations. Artificial intelligence (AI)–based patient simulations may offer a scalable approach to experiential and reflective learning. (2) Aim: This study explored the educational potential of AI-based patient simulations in supporting nursing students’ self-assessed cultural competence, reflective awareness, and communication confidence. (3) Methods: A convergent mixed-methods pre–post study was conducted among 24 s-cycle nursing students. Participants engaged in individual AI-based patient simulations with simulated patients representing diverse cultural contexts. Quantitative data were collected using an exploratory cultural competence self-assessment scale administered before and after the simulation. Qualitative data included post-simulation reflection forms and AI-student interaction transcripts, analysed using inductive thematic analysis. (4) Results: A statistically significant increase in overall self-assessed cultural competence was observed (Wilcoxon signed-rank test: Z = 4.05, p < 0.001, r = 0.59), with the greatest improvements in communication adaptability and perceived communication sufficiency. Qualitative findings indicated an emotional shift from uncertainty to engagement, heightened awareness of cultural complexity, reflective reassessment of assumptions, and high perceived educational value of AI simulations. (5) Conclusions: AI-based patient simulations represent a promising pedagogical tool for fostering reflective and communication-oriented learning in culturally complex nursing contexts. Their primary value lies in supporting experiential learning, emotional engagement, and the development of cultural humility, suggesting their potential role as a complementary educational strategy in advanced nursing education. Full article

24 pages, 428 KB

Open AccessArticle

University Dropout in Granada: A Biographical Narrative Study Addressing Student Diversity Based on External Factors

by Daniel Álvarez-Ferrandiz, Juan Carlos Armenteros-Mayoral, José Alvarez-Rodríguez and Clemente Rodríguez-Sabiote

Educ. Sci. 2026, 16(1), 125; https://doi.org/10.3390/educsci16010125 - 14 Jan 2026

Abstract

University dropout is a problem that affects all universities around the world. It is multidimensional and multicausal in nature. The consequences of a student dropping out affect them not only financially but also in terms of their self-perception. In this article, an analysis [...] Read more.

University dropout is a problem that affects all universities around the world. It is multidimensional and multicausal in nature. The consequences of a student dropping out affect them not only financially but also in terms of their self-perception. In this article, an analysis of in-depth interviews was carried out to determine what motivations students have when leaving classrooms to provide solutions to the new cohorts that enter. The sample consisted of 21 students, including 14 men and 7 women, from different Andalusian universities. A logical minimization analysis was carried out, showing the necessary implications for each of the subjects who participated. Afterwards, frequency and percentage analyses were carried out for each of the dimensions that made up the interview, with success in primary education having the lowest percentage (4.7%) and academic orientation having the highest percentage (90.47%). Full article

(This article belongs to the Special Issue New Educational Responsibilities in Today’s Society: The Role of Artificial Intelligence, Quality and Inclusion)

22 pages, 5489 KB

Open AccessArticle

Exploring Dynamic Assessment of Writing: The Loop Pedagogy from an Ecological-Languaging-Competencies (ELC) Lens

by Peichang He, Paul John Thibault, Man Zhu and Angel Mei Yi Lin

Educ. Sci. 2026, 16(1), 124; https://doi.org/10.3390/educsci16010124 - 14 Jan 2026

Abstract

This study explored dynamic assessment (DA) of writing in a linguistically and culturally diverse context. Drawing on conceptualizations of DA and ecological languaging competencies (ELC), an ELC-based Loop Pedagogy was designed and adapted in a primary English language teaching (ELT) classroom aiming to [...] Read more.

This study explored dynamic assessment (DA) of writing in a linguistically and culturally diverse context. Drawing on conceptualizations of DA and ecological languaging competencies (ELC), an ELC-based Loop Pedagogy was designed and adapted in a primary English language teaching (ELT) classroom aiming to foster ongoing development of a dynamic, dialogic, and differentiated assessment approach. A mixed methods research design was adopted with data sources including questionnaires, lesson observations, interviews, and documents/artifacts of student works. Research findings indicated that with optimized choices of learning, timely scaffolding, personalized written feedback, as well as a caring and supportive environment, students with diverse learning needs improved their writing abilities, enhanced their language awareness, and increased their positive affect toward writing activities. Full article

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

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20 pages, 467 KB

Open AccessSystematic Review

Vision-Language Models in Teaching and Learning: A Systematic Literature Review

by Jing Tian

Educ. Sci. 2026, 16(1), 123; https://doi.org/10.3390/educsci16010123 - 14 Jan 2026

Abstract

Vision-language models (VLMs) integrate visual and textual information and are increasingly being used as innovative tools in educational applications. However, there is a lack of evidence regarding current practices for integrating VLMs into teaching and learning. To address this research gap and identify [...] Read more.

Vision-language models (VLMs) integrate visual and textual information and are increasingly being used as innovative tools in educational applications. However, there is a lack of evidence regarding current practices for integrating VLMs into teaching and learning. To address this research gap and identify the opportunities and challenges associated with the integration of VLMs in education, this paper presents a systematic review of VLM use in formal educational contexts. Peer-reviewed articles published between 2020 and 2025 were retrieved from five major databases: ACM Digital Library, Scopus, Web of Science, Engineering Village, and IEEE Xplore. Following the PRISMA-guided framework, 42 articles were selected for inclusion. Data were extracted and analyzed against six research questions: (1) where VLMs are applied across academic disciplines and educational levels; (2) what types of VLM solutions are deployed and which image–text modalities they infer and generate; (3) the pedagogical roles of VLMs within teaching workflows; (4) reported outcomes and benefits for learners and instructors; (5) challenges and risks identified in practice, together with corresponding mitigation strategies; and (6) reported evaluation methods. The included studies span K-12 through higher education and cover diverse disciplines, with deployments dominated by pre-trained models and a smaller number of domain-adapted approaches. VLM-supported pedagogical functions cluster into five roles: analyst, assessor, content curator, simulator, and tutor. This review concludes by discussing implications for VLM adoption in educational settings and offering recommendations for future research. Full article

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

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26 pages, 1279 KB

Open AccessSystematic Review

The Impact of Game-Based Learning on Motivation, Self-Efficacy, and Academic Achievement in the Natural Sciences: A Meta-Analysis

by José Gabriel Soriano-Sánchez, Rocío Quijano López and Diego Airado Rodríguez

Educ. Sci. 2026, 16(1), 122; https://doi.org/10.3390/educsci16010122 - 14 Jan 2026

Abstract

Game-based learning has become an increasingly popular educational methodology due to its ability to enhance student interest and engagement. The aim of this study was to analyze the effect of game-based learning on motivation, self-efficacy, and academic performance in Natural Sciences learning. A [...] Read more.

Game-based learning has become an increasingly popular educational methodology due to its ability to enhance student interest and engagement. The aim of this study was to analyze the effect of game-based learning on motivation, self-efficacy, and academic performance in Natural Sciences learning. A systematic review and meta-analytic methodology was employed, following PRISMA guidelines. For this purpose, the databases consulted were Web of Science and Scopus, from which a total of 234 documents were retrieved and reduced to 15 studies after rigorously applying the established eligibility criteria. These studies were included in the systematic review and meta-analysis to ensure the validity and relevance of the meta-analytic findings. The meta-analytic results revealed a very strong and highly significant positive effect across all subgroups, benefiting the experimental groups (Z = 6.29; p < 0.00001). In conclusion, the implementation of game-based learning has a positive impact on motivation, self-efficacy, and academic performance in the teaching and learning of Natural Sciences content. Therefore, its incorporation into pedagogical practices represents an opportunity to strengthen student engagement and promote more meaningful learning. Full article

(This article belongs to the Section STEM Education)

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19 pages, 1114 KB

Open AccessArticle

Gender Beliefs and Gender-Related Practices: Insights from Teachers and Leaders of One Estonian School

by Berit Silvia Vaikre, Eve Eisenschmidt, Marlene Kollmayer, Mari-Liis Tali and Raisa Carpelan

Educ. Sci. 2026, 16(1), 121; https://doi.org/10.3390/educsci16010121 - 14 Jan 2026

Abstract

Teachers’ and leaders’ gendered beliefs and practices shape students’ learning experiences, yet Estonian schools lack systematic approaches to address these dynamics. This study explored teachers’ and school leadership team members’ gender beliefs and gender-related practices. The framework was developed based on gender belief [...] Read more.

Teachers’ and leaders’ gendered beliefs and practices shape students’ learning experiences, yet Estonian schools lack systematic approaches to address these dynamics. This study explored teachers’ and school leadership team members’ gender beliefs and gender-related practices. The framework was developed based on gender belief system theory, which was adapted to suit the educational context and specific aims of this research. Focus group interviews with four teachers and four leadership team members from one school were conducted using a qualitative abductive research strategy and thematic analysis. The findings revealed themes on gender stereotypes, roles, transgender and gender-diverse students, sexual orientation, students’ interests, and gender-related practices in schools. Teachers and leaders held varying and sometimes contradictory gender beliefs, exhibiting both stereotypical views and awareness of biases. Moreover, they were open to dialogue, with some willing to adjust their views. While perceiving their schools as gender-supportive, they acknowledged broader gender inequality issues and practices. Full article

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25 pages, 640 KB

Open AccessArticle

The Coach Matters: Facilitating Characteristics of PLC Coaches Within the Context of a Professional Development Trajectory for School Leaders

by Els Tanghe and Wouter Schelfhout

Educ. Sci. 2026, 16(1), 120; https://doi.org/10.3390/educsci16010120 - 14 Jan 2026

Abstract

Group coaching for school leaders can make a positive contribution to supporting professional and school development. Little research has focused on the effect of group coaching as an integrated approach during a professional development trajectory. To maximize effectiveness, empirical research on perceived key [...] Read more.

Group coaching for school leaders can make a positive contribution to supporting professional and school development. Little research has focused on the effect of group coaching as an integrated approach during a professional development trajectory. To maximize effectiveness, empirical research on perceived key factors is essential. A professional development trajectory for school leaders with integrated professional learning communities provided an opportunity to examine the experienced impact of coach characteristics linked to the coaching approach, coaching skills and coaching expertise on outcomes. Based on mixed-method research, we can conclude that the PLC coach matters. Depending on the didactic approach and coaching skills applied by the coach, school leaders sometimes experienced that coaching had a major impact on their ability to convert insights into concrete actions, as well as on their desire to continue working on the content of the trajectory. Both school leaders and coaches perceived that coaches with a large amount of domain expertise but little in the area of coaching were less effective than those more skilled with coaching and with less domain-specific knowledge. Nevertheless, both are important: coaches should use existing expertise in the development process, taking into account the needs and expectations of school leaders. Mediating factors that influenced the experienced effectiveness of PLC coaching were also examined. Full article

(This article belongs to the Section Education and Psychology)

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22 pages, 573 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 (registering DOI) - 13 Jan 2026

Abstract

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 tasks. 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 instructional practices 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 demonstrates its potential in supporting engagement, critical thinking, writing skills and ethical use of AI, and highlights the importance of rethinking writing pedagogy and the 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)

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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

Abstract

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

Abstract

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

Abstract

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

Abstract

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

Abstract

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

Abstract

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

Abstract

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

Abstract

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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