Education Sciences

16 pages, 617 KiB

Open AccessArticle

Witnessing and Experiencing Discrimination: A Study in Spanish Adolescents

by Lorena Valdivieso-León, Alba Ayuso-Lanchares and Clara Gonzalez-Sanguino

Educ. Sci. 2024, 14(12), 1356; https://doi.org/10.3390/educsci14121356 - 11 Dec 2024

Objectives: to examine the nature and context of discriminatory experiences among adolescents in Spain. Methods: A mixed study of discourse content analysis in 1000 randomly selected Spanish adolescents aged 12 to 16 years stratified by age, gender and territorial distribution. Data were analyzed [...] Read more.

Objectives: to examine the nature and context of discriminatory experiences among adolescents in Spain. Methods: A mixed study of discourse content analysis in 1000 randomly selected Spanish adolescents aged 12 to 16 years stratified by age, gender and territorial distribution. Data were analyzed to identify perpetrators, actions, and locations of discrimination. Results: Overall, 66% of adolescents reported witnessing or experiencing discrimination, primarily manifested through teasing, insults, and harassment. Peers were identified as the main perpetrators (73.9%), with schools being the primary context (69.4%) where discrimination occurs. Discrimination often lacked clear reasons (27.78%), but ethnicity (23.83%) and physical appearance (22.51%) were the most common factors, followed by gender (5.99%) or academic/ability issues (5.99%) or having an illness or developmental disorder (5.41%). Conclusions: Discrimination among adolescents is frequent, with racism and rejection of minority groups as the main causes. The findings underscore the need for interventions to address discriminatory behaviors in schools and broader society, with implications for adolescent well-being and mental health. Full article

(This article belongs to the Special Issue Special and Inclusive Education: Challenges, Policy and Practice)

13 pages, 2254 KiB

Open AccessArticle

Immersive Spatial Computing: How Technology Can Improve Science Content Reading and Vocabulary in Elementary Schools

by Leonard Annetta, Ashley Johnson, Mark H. Newton and Yvonne Franco

Educ. Sci. 2024, 14(12), 1355; https://doi.org/10.3390/educsci14121355 - 11 Dec 2024

Abstract

Elementary school curricular standards in the United States emphasize mathematics and literacy, while social studies and science are often left behind. Integrating science instruction with either mathematics or literacy is a strategy some teachers use to teach skills and concepts in both disciplines. [...] Read more.

Elementary school curricular standards in the United States emphasize mathematics and literacy, while social studies and science are often left behind. Integrating science instruction with either mathematics or literacy is a strategy some teachers use to teach skills and concepts in both disciplines. Understanding science at a young age is reliant on grasping vocabulary that is new to the learner. Integrating visual imagery into reading instruction improves students’ comprehension, enhances retrieval, and increases retention. The media-based reading enhancement of text through spatial computing has begun to show promise for the integration of science vocabulary and reading comprehension, especially for low-proficiency readers. This paper provides a literary rationale for technology-enhanced intervention, provides examples of a study conducted to test the efficacy of such an intervention, presents the implications of the study’s findings, and discusses future avenues for how spatial computing might be used in science and literacy instruction in the future. Full article

(This article belongs to the Special Issue Using Technology to Foster Excellence in Mathematics and Science Education)

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20 pages, 663 KiB

Open AccessArticle

Addressing the Language and Literacy Needs and Challenges of Students with Refugee Experiences: Integrated Supports

by Maureen E. Kendrick and Margaret Early

Educ. Sci. 2024, 14(12), 1354; https://doi.org/10.3390/educsci14121354 - 11 Dec 2024

Abstract

This paper reports on an ethnographic research study with experienced K-12 teachers and paraprofessionals in Western Canada to understand (1) the language and literacy needs and challenges of students with refugee experiences; and (2) the pedagogical responses used to build trusting, collaborative relationships [...] Read more.

This paper reports on an ethnographic research study with experienced K-12 teachers and paraprofessionals in Western Canada to understand (1) the language and literacy needs and challenges of students with refugee experiences; and (2) the pedagogical responses used to build trusting, collaborative relationships of power. Our theoretical framework draws on Bronfenbrenner’s ecological systems model, which we align with a literacy ecology of communities perspective. Working with 15 participants in a school district with a long history of resettlement, we address the following questions: (1) What do teachers and paraprofessionals identify as the language and literacy learning needs and challenges for students with refugee experiences? and (2) What are the most appropriate and empowering pedagogical responses to meet curricular expectations and use language and literacy for social impact and identity representation? Using thematic analysis, we identify four interweaving themes: relationships, mindful pedagogies, well-being, and safety. We provide illustrative examples from ethnographic focus group discussions, triangulated with informal interviews and observations in relation to an integrated model of supports for students with refugee experiences. We conclude with four critical lessons learned about relationships, communication flows within and across nested ecological systems, flexibility and structure, and inspirational pedagogies. Full article

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2 pages, 138 KiB

Open AccessCorrection

Correction: Chen et al. Exploring the Literacy Experiences of Preservice Early Childhood Teachers: Social and Contextual Influences, and Implications for Teacher Education. Educ. Sci. 2024, 14, 1042

by Jennifer J. Chen, Yonggang Ren and Shirley O’Neill

Educ. Sci. 2024, 14(12), 1353; https://doi.org/10.3390/educsci14121353 - 11 Dec 2024

Abstract

In the original publication [...] Full article

25 pages, 1042 KiB

Open AccessArticle

STEM Language Literacy Learning in Engineering Education in Kazakhstan

by Damira Jantassova, Daniel Churchill, Zhuldyz Tentekbayeva and Saltanat Aitbayeva

Educ. Sci. 2024, 14(12), 1352; https://doi.org/10.3390/educsci14121352 - 10 Dec 2024

Abstract

The mastery of STEM (Science-Technology-Engineering-Mathematics) language literacy is essential for both engineering students and professionals as it enables effective communication using technical terminology and facilitates problem-solving, research, and innovation within the field. However, STEM language proficiency remains an area of improvement within Kazakhstan’s [...] Read more.

The mastery of STEM (Science-Technology-Engineering-Mathematics) language literacy is essential for both engineering students and professionals as it enables effective communication using technical terminology and facilitates problem-solving, research, and innovation within the field. However, STEM language proficiency remains an area of improvement within Kazakhstan’s engineering education system. Our research focused on enhancing STEM language literacy learning for Bachelor of Engineering students in Kazakhstan, with a specific emphasis on leveraging digital technologies to support their learning. Our paper outlines the outcomes of the research project titled ‘Enhancing Scientific and Professional Language Learning for Engineering Students in Kazakhstan through Digital Technologies’, conducted at the Saginov Technical University (STU) in Kazakhstan and supported by the Science Committee of the Ministry of Science and Higher Education of the Republic of Kazakhstan (Grant No. AP19678460). This project holds significant promise for advancing engineering education in the country. Throughout this project, our team examined best practices for STEM literacy learning in engineering education globally. We also utilised a comprehensive SWOT analysis (Strengths, Weaknesses, Opportunities, and Threats) to identify effective approaches for STEM literacy learning and the successful integration of digital technologies. Ultimately, we developed a framework for enhancing STEM language literacy in engineering education at universities in Kazakhstan. Full article

(This article belongs to the Section Higher Education)

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17 pages, 5855 KiB

Open AccessArticle

A Story of the ‘Kitchen Furniture’ in ECEC—Challenging Norms and Ideas Around Gender and Play

by Mia Heikkilä

Educ. Sci. 2024, 14(12), 1351; https://doi.org/10.3390/educsci14121351 - 10 Dec 2024

Abstract

The Swedish National Curriculum for Preschools states that “the environment in the preschool should inspire and challenge children to broaden their abilities and interests without being constrained by gender stereotyped perceptions”. The aim of a three-year research and development (R&D) project was to [...] Read more.

The Swedish National Curriculum for Preschools states that “the environment in the preschool should inspire and challenge children to broaden their abilities and interests without being constrained by gender stereotyped perceptions”. The aim of a three-year research and development (R&D) project was to both analyse and recreate early childhood education and care (ECEC) units’ indoor spaces, aiming at creating an indoor educational environment that would be socially inclusive and norm-aware, and support preschools to fulfil their curricular assignment around gender equality. The aim of this article is to present a specific process for challenging the norms around certain indoor play places and spaces as well as pieces of furniture in ECEC settings that risk reproducing gender norms. This aim was achieved through a social semiotic multimodal gender analysis of so-called “kitchen furniture”, as a well-established, commonly occurring space in ECEC. The process of how this was challenged is presented in this article. A gender analysis of what affordances for play this kitchen-focused piece of furniture gives, and how it can be recreated, was conducted. The introduction of more inclusive furniture to the ECEC units, through creating and building a play trolley, could affect children’s play in a more inclusive way. The analysis addressed both this idea and teachers’ self-initiated move of the piece of furniture within the ECEC unit. The process was performed with a multidimensional perspective of understanding play as a combination of children’s meaning-making and the affordances of both relationships and the environment. Full article

(This article belongs to the Special Issue Gender and Early Childhood Education: Debates and Current Challenges)

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21 pages, 2995 KiB

Open AccessArticle

A Machine-Learning Approach to Predicting the Achievement of Australian Students Using School Climate; Learner Characteristics; and Economic, Social, and Cultural Status

by Myint Swe Khine, Yang Liu, Vivek K. Pallipuram and Ernest Afari

Educ. Sci. 2024, 14(12), 1350; https://doi.org/10.3390/educsci14121350 - 10 Dec 2024

Abstract

The Programme for International Student Assessment (PISA) is a global survey conducted by the Organisation for Economic Co-operation and Development (OECD) to assess educational systems by evaluating the academic performance of 15-year-old school students in mathematics, science, and reading. In PISA 2022, 13,437 [...] Read more.

The Programme for International Student Assessment (PISA) is a global survey conducted by the Organisation for Economic Co-operation and Development (OECD) to assess educational systems by evaluating the academic performance of 15-year-old school students in mathematics, science, and reading. In PISA 2022, 13,437 students from Australia participated in the test. While the PISA main questionnaire assesses the subject knowledge, the student background questionnaire solicits contextual information such as school climate, learner characteristics, and socioeconomic status. This study analyses how these contextual variables predict student achievement using the machine-learning models Ridge Linear Regression, K-Nearest Neighbours, Decision Trees, eXtreme Gradient Boosting, and Support Vector Machines, and it reports the evaluation matrices and the most accurate model in predicting student achievement. The analysis shows that contextual variables are associated with student achievement and account for 42% of the variance in achievement. In addition to evaluating multiple machine-learning regressors, Shapley Additive Explanation (SHAP) analysis is conducted to explain the model predictions and evaluate feature importance. Using SHAP analysis, this paper demonstrates how educators and school administrators may effectively interpret the machine-learning results and devise strategies for student success. Full article

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20 pages, 1405 KiB

Open AccessSystematic Review

Evaluation of Mathematical and Scientific Competences in Primary Education STEAM Projects in Spain: A Systematic Review

by Ainhoa Berciano, Araitz Uskola and Teresa Zamalloa

Educ. Sci. 2024, 14(12), 1349; https://doi.org/10.3390/educsci14121349 - 10 Dec 2024

Abstract

The aim of this article is to present an overview of the current state of the mathematical and scientific competences in Primary Education in Spain and how their development is assessed in STEAM experiences (with students of 6–12 years of age). To this [...] Read more.

The aim of this article is to present an overview of the current state of the mathematical and scientific competences in Primary Education in Spain and how their development is assessed in STEAM experiences (with students of 6–12 years of age). To this end, a systematic review based on the PRISMA 2020 protocol was carried out in the Scopus, Web of Sciences, and Dialnet databases, analyzing all articles published from 1993 to 2022 relating to the subject. In total, 53 articles were selected, most published in the last five years and primarily in the Dialnet database. It was found that the majority of the targeted objectives in the experiences were related to STEAM competence, but only 14 evaluated aspects related to mathematical or scientific competence. The mathematical competence was evaluated by the measurement of geometry or number content and their corresponding operations and by how information data (statistics) are graphically represented. In a few cases, the evaluation is also related to computational thinking and orientation skills. In the case of scientific competence, its evaluation was mainly based on the assessment of the understanding of concepts, with those concepts being related to Physics in 80% of the cases. The only evaluated aspect of scientific competence other than concept understanding was hypothesis formulation, which was featured in two articles. These results highlight the need to systematically incorporate assessments that provide a clearer view of mathematical or scientific competence development in implementing STEAM experiences in primary education. Full article

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19 pages, 4483 KiB

Open AccessArticle

STEAM Architecture—A STEAM Project for Pre-University Studies to Connect the Curricula with Architectural Concepts

by Judith Martínez, Nicolás Montés and Alberto Zapatera

Educ. Sci. 2024, 14(12), 1348; https://doi.org/10.3390/educsci14121348 - 10 Dec 2024

Abstract

This article presents STEAM Architecture, a STEAM project for all educational levels, from pre-school to high school, a project that links the learning of subjects with architectural concepts, thus trying to generate meaningful learning in students. The project is the result of an [...] Read more.

This article presents STEAM Architecture, a STEAM project for all educational levels, from pre-school to high school, a project that links the learning of subjects with architectural concepts, thus trying to generate meaningful learning in students. The project is the result of an ERASMUS+ project (DART4City (2020-1-ES01-KA227-SCH-095545) Empowering Arts and creativity for the cities of tomorrow) in which a methodology was developed to extract STEAM projects from European curricula. This methodology has two variants: “forward” and “backward”. The “forward” variant analyzes the curriculum and found the areas of opportunity with more connections among the contents while the “backward” methodology proposes a specific theme to look for the connections. The “backward” variant allows finding a topic that may be of social interest. This is the variant we use in this article. We explore the “backward” methodology in order to find an area of opportunity in society, in particular related to architecture. A questionnaire is distributed to different sectors of people in society to find out whether the learning of different architectural concepts at pre-university levels is interesting. The results of these tests show the potential of a STEAM project related to architecture. The design of the STEAM architecture project shows how the subdivision is carried out from an educational point of view, and also from an architectural point of view. Both worlds agree on dividing space into micro-, meso- and macro-space depending on the scale of what is being treated. For this reason, the STEAM architecture project is subdivided into Room, House, Neighbourhood and City for each educational level: pre-school, primary school and high school (which is 4 years of secondary school (ESO) and the last 2 years of high school). At the end of the article, we show the different workshops that were held in order to analyze the goodness of the proposal. Full article

(This article belongs to the Special Issue Interdisciplinary Approaches to STEM Education)

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13 pages, 219 KiB

Open AccessArticle

Mixed Methods in Educational Large-Scale Studies: Integrating Qualitative Perspectives into Secondary Data Analysis

by Jana Costa

Educ. Sci. 2024, 14(12), 1347; https://doi.org/10.3390/educsci14121347 - 9 Dec 2024

Abstract

This article highlights the integration of qualitative perspectives into the traditionally quantitative domain of large-scale studies and explores how mixed methods can overcome the limitations of predefined datasets. Different purposes for integrating qualitative perspectives before, during, and after LSAs are presented. Two examples [...] Read more.

This article highlights the integration of qualitative perspectives into the traditionally quantitative domain of large-scale studies and explores how mixed methods can overcome the limitations of predefined datasets. Different purposes for integrating qualitative perspectives before, during, and after LSAs are presented. Two examples are used to illustrate the potential and challenges of re-analyzing existing data from a qualitative perspective. Therefore, this article argues that the integration of qualitative perspectives can provide new empirical insights, allowing researchers to explore new patterns, address research gaps, and reframe theoretical foundations. In this way, mixed methods can enhance the scope of LSA data analysis, making it more adaptable to complex educational research questions and enriching the overall research process. Full article

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

23 pages, 1224 KiB

Open AccessReview

Maximize the Impacts of Forgiveness Education with Moral Agency Development

by Lai Yung Wong

Educ. Sci. 2024, 14(12), 1346; https://doi.org/10.3390/educsci14121346 - 9 Dec 2024

Abstract

Forgiveness education is more than the teaching of forgiveness. Since forgiveness education cultivates virtuous characters and the best self as the moral self, it sets the foundation for moral agency development. Based on a review of research and the literature about the psychological [...] Read more.

Forgiveness education is more than the teaching of forgiveness. Since forgiveness education cultivates virtuous characters and the best self as the moral self, it sets the foundation for moral agency development. Based on a review of research and the literature about the psychological processes of forgiveness and moral agency, this article illustrates how the forgiveness virtue and moral agency operate and enhance each other for their common roots in the moral self. Due to their symbiotic relationship, promoting moral agency development in forgiveness education is beneficial for the cultivation of mature forgivers, mature moral agents, and good citizens with virtuous characters. To maximize the effectiveness and the impacts of forgiveness education, the GMIRA method is proposed. That is, setting the learning goal of living and being the best self; social modeling towards the goal, and blending the holistic moral agency concept into the existing forgiveness curriculum using the IRA (invitation, reflection, and assessment) strategies. Since moral agency is adaptive, the IRA methods can be flexibly applied to fit individual developmental needs across time and social-cultural contexts in all types of education. This novel idea is open for future research. Full article

(This article belongs to the Special Issue Forgiveness Education around the World: Considerations, Benefits, and Approaches)

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17 pages, 302 KiB

Open AccessArticle

The Past, Present, and Future of Clickers: A Review

by J. Bryan Henderson and Elijah L. Chambers

Educ. Sci. 2024, 14(12), 1345; https://doi.org/10.3390/educsci14121345 - 9 Dec 2024

Abstract

Classroom response technologies commonly called “clickers” have been a popular tool for teaching in many disciplines, even required by some courses. Despite this excitement and corresponding investment in clicker technology, scholars disagree on the value of clickers. To help support teachers who utilize [...] Read more.

Classroom response technologies commonly called “clickers” have been a popular tool for teaching in many disciplines, even required by some courses. Despite this excitement and corresponding investment in clicker technology, scholars disagree on the value of clickers. To help support teachers who utilize or are interested in using clickers, we explore the past, present, and future of clickers in education. This manuscript provides a literature review of how clickers are used, the benefits and challenges, and suggestions on the implementation of clicker technologies. Utilizing five research databases and a wide range of search terms, two general trends for clicker use became apparent: traditional classrooms that use clickers to enhance them and classrooms integrating clickers with more novel pedagogical approaches. After separating the papers into groups based on the trend they follow, the benefits and challenges were identified and recorded. In turn, we summarize what research has to say regarding both teachers and students for each of these primary outcomes. Building off clicker research both past and present, this review then looks toward the future by providing suggestions for overcoming the challenges faced by students and teachers when using clickers. Furthermore, we recommend important directions to consider for future research on clickers, including the need for more empirical studies of how different uses of clickers can benefit different learners in increasingly equitable ways. Full article

(This article belongs to the Special Issue Learning Design for the Digital Age: Leveraging Technology for Engagement and Use)

5 pages, 158 KiB

Open AccessEditorial

Teachers and Teaching in Teacher Education: Editorial

by Ainat Guberman and Vasileios Symeonidis

Educ. Sci. 2024, 14(12), 1344; https://doi.org/10.3390/educsci14121344 - 9 Dec 2024

Abstract

A decade has passed since Goodwin and colleagues asked who teacher educators are and what they need to know and be able to do [...] Full article

(This article belongs to the Special Issue Teachers and Teaching in Teacher Education)

24 pages, 2217 KiB

Open AccessArticle

Engaging Preservice Secondary Science Teachers in TeachLivE^TM to Support English Learners in Developing and Communicating Science Ideas: An Innovation Guided by a Trifocal Approach

by Kelsey Beeghly, Su Gao, Vassiliki Zygouris-Coe and Joyce Nutta

Educ. Sci. 2024, 14(12), 1343; https://doi.org/10.3390/educsci14121343 - 9 Dec 2024

Abstract

To meet the needs of English learners (ELs) and the call of the Next Generation Science Standards to engage all students in communicating science ideas, a collaboration between science, second language acquisition, and disciplinary literacy teacher educators resulted in a trifocal approach within [...] Read more.

To meet the needs of English learners (ELs) and the call of the Next Generation Science Standards to engage all students in communicating science ideas, a collaboration between science, second language acquisition, and disciplinary literacy teacher educators resulted in a trifocal approach within a reformed science teacher education program. The purpose of this study is to explore how TeachLivE^TM, a mixed-reality simulation technology, was used to prepare preservice teachers (PSTs) to support ELs in communicating science ideas through questioning. Findings from transcribed lessons, coaching sessions, and PST self-reports show that TeachLivE^TM provided opportunities to practice questioning and reflect on challenges, and was a collaborative learning context. The significance for secondary science teacher education and inservice teacher professional development is presented. Full article

(This article belongs to the Special Issue Using Technology to Foster Excellence in Mathematics and Science Education)

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18 pages, 2526 KiB

Open AccessArticle

Exploring the Interplay Between Teaching Strategies and Digital Competencies Beliefs Among Pre-Service Teachers: A Longitudinal Study

by Anne-Kathrin Hirsch and Charlott Rubach

Educ. Sci. 2024, 14(12), 1342; https://doi.org/10.3390/educsci14121342 - 9 Dec 2024

Abstract

One goal of teacher education is to create learning environments where pre-service teachers can explore and enhance their digital competencies. We aim to contribute knowledge on how these learning environments should be designed. First, our study focuses on examining the changes in pre-service [...] Read more.

One goal of teacher education is to create learning environments where pre-service teachers can explore and enhance their digital competencies. We aim to contribute knowledge on how these learning environments should be designed. First, our study focuses on examining the changes in pre-service teachers’ Technological Pedagogical Knowledge (TPK) and Technological Pedagogical Content Knowledge (TPACK) over one semester. Secondly, we evaluate the impact of various teaching strategies aimed at fostering these professional digital competencies, as conceptualized by the Synthesis of Qualitative Evidence (SQD) model. Our sample comprised 308 pre-service teachers (30% male students;

\bar{x}

_age = 23.29) from one German University attending different seminars (N = 40). Utilizing latent-change score models and bi-factor exploratory structural equation models, we indicated no significant overall change in TPK and TPACK across seminars. Taking into account the SQD teaching strategies and students’ satisfaction with these, not single teaching strategies but the orchestration of these strategies significantly positively impacted the development of pre-service teachers’ TPK and TPACK across seminars within a semester. These findings highlight the importance of employing various teaching strategies in pre-service teacher education to enhance pre-service teachers’ TPK and TPACK. Full article

(This article belongs to the Special Issue Empowering Teacher Professionalization with Digital Competences)

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27 pages, 3890 KiB

Open AccessArticle

Evaluating the Impact of an Educational Intervention Using Project-Based Learning on Postpandemic Recovery in Rural Colombia

by Mercedes Carmen Arrieta-Cohen, Luz Angela Torres-Arizal and Ricardo León Gómez-Yepes

Educ. Sci. 2024, 14(12), 1341; https://doi.org/10.3390/educsci14121341 - 9 Dec 2024

Abstract

This study evaluates the impact of a Project-Based Learning (PBL) intervention on postpandemic educational recovery in rural Colombia, focusing on student competencies in mathematics, language, science, and 21st-century skills. Conducted in rural schools, the intervention aimed to address significant learning gaps exacerbated by [...] Read more.

This study evaluates the impact of a Project-Based Learning (PBL) intervention on postpandemic educational recovery in rural Colombia, focusing on student competencies in mathematics, language, science, and 21st-century skills. Conducted in rural schools, the intervention aimed to address significant learning gaps exacerbated by the COVID-19 pandemic by providing teacher training and direct student support. A pretest–posttest single-group design was used to assess the effectiveness of the intervention, with standardized tests measuring academic competencies and an analytical rubric evaluating 21st-century skills. The results indicate significant improvements in math, language, and science test scores, with notable gains in problem-solving, collaborative work, communication, and critical thinking. However, a decline in creativity scores highlights the need for a stronger emphasis on fostering creativity within the PBL framework. Gender differences were observed, with female students generally outperforming males, suggesting the need for tailored instructional approaches. This study’s limitations, including the absence of a control group, nonrandom sampling, and the use of subjective assessment methods, are acknowledged, with recommendations for future research to address these issues. Despite these limitations, the findings underscore the potential of PBL to enhance student learning outcomes in rural settings, offering valuable insights for educators and policymakers aiming to support educational recovery and development in similar contexts. Further research is recommended to explore the long-term effects of PBL and to refine the intervention for broader implementation. Full article

(This article belongs to the Section Curriculum and Instruction)

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24 pages, 3549 KiB

Open AccessArticle

An Analysis of Thermal Comfort as an Influencing Factor on the Academic Performance of University Students

by Pilar Romero, Víctor Valero-Amaro, Sergio Rubio and María Teresa Miranda

Educ. Sci. 2024, 14(12), 1340; https://doi.org/10.3390/educsci14121340 - 8 Dec 2024

Abstract

Academic performance is the level of achievement that students reach in their educational activities. It is influenced by several factors that should be analysed and prioritised, especially in engineering courses, characterised by their difficulty and low success rates compared to other careers. This [...] Read more.

Academic performance is the level of achievement that students reach in their educational activities. It is influenced by several factors that should be analysed and prioritised, especially in engineering courses, characterised by their difficulty and low success rates compared to other careers. This paper analyses the impact of these factors on academic performance during exams in a technical college in southwestern Spain, with a particular focus on environmental conditions, identified as a relevant and independent variable. The results show a significant connection between thermal comfort and academic performance. Temperatures within the comfort range (23–26 °C) improved students’ satisfaction with exams. In contrast, those who experienced thermal discomfort pointed to environmental conditions as the main obstacle to their performance, overcoming factors such as prior preparation and coincidence of exams. These findings underline the importance of optimising the classroom’s thermal environment through strategies that promote a more favourable learning space, improving both students’ well-being and their academic performance. Full article

(This article belongs to the Special Issue Research Methods and Empirical Studies of Higher Education Study Environments)

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11 pages, 229 KiB

Open AccessArticle

What Affects Teachers’ Use of Technology: Teachers’ Beliefs Regarding Technology, Teachers’ Technological Skills, or Available Sources of Support?

by Roman Yavich and Nitza Davidovitch

Educ. Sci. 2024, 14(12), 1339; https://doi.org/10.3390/educsci14121339 - 8 Dec 2024

Abstract

Many studies have examined teachers’ use of technology, but not many have examined what factors promote such use. The current study examines the effect of several factors on use of technology by teachers. A questionnaire on this topic was given to 120 male [...] Read more.

Many studies have examined teachers’ use of technology, but not many have examined what factors promote such use. The current study examines the effect of several factors on use of technology by teachers. A questionnaire on this topic was given to 120 male and female teachers from Israel. It was found that teachers’ beliefs on the effectiveness of use of technology in education, as well as support for such use from parents of school students, promotes teachers’ use of technology in education. Teachers’ technological knowledge and skills, support from the school management and from Education Ministry supervisors, and the availability of technological support were not found to promote teachers’ use of technology in education. Conducting programs and workshops that will educate teachers on the usefulness of technology in education and promote parent–teacher cooperation is recommended. The study may greatly help to promote the use of technology in teaching and education, which may greatly improve student learning. Full article

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

19 pages, 628 KiB

Open AccessArticle

Simulation-Based Learning as a Tool for Assessing and Fostering Awareness of Empathic Patterns in Teacher Education

by Michal Levi-Keren, Gabriella Landler-Pardo, Yehudith Weinberger and Rinat Arviv Elyashiv

Educ. Sci. 2024, 14(12), 1338; https://doi.org/10.3390/educsci14121338 - 7 Dec 2024

Abstract

Simulation-Based Learning (SBL) in education has demonstrated significant potential in preparing participants to effectively address future challenges in a dynamic and ever-changing world. Empathy, as a multidimensional skill, is fundamental to successfully navigate these complex situations. This study aims to assess the effectiveness [...] Read more.

Simulation-Based Learning (SBL) in education has demonstrated significant potential in preparing participants to effectively address future challenges in a dynamic and ever-changing world. Empathy, as a multidimensional skill, is fundamental to successfully navigate these complex situations. This study aims to assess the effectiveness of SBL in enhancing student teachers’ awareness and understanding of empathy’s multifaceted nature. Using a quasi-experimental design, 232 students participated in courses that integrated empathy instruction with simulation workshop experiences. The students used a rubric based on the Empathetic Patterns in Interpersonal Communication (EPIC) model, developed and validated by the authors in prior studies, to identify empathic patterns in two videotaped simulations shown to them at the beginning and end of the course. The same task was completed by seven content experts in empathy and psychology, as well as six experienced simulation workshop instructors serving as clinical experts. Additionally, the students responded to open-ended questions suggesting various expressions of empathy. The results indicated that SBL workshops, when integrated into a teaching framework that addresses empathy and analyzed through a structured rubric, can serve as an effective platform for enhancing students’ ability to identify and understand empathic patterns. Full article

(This article belongs to the Special Issue The Multifaced Opportunities for Utilization of Simulation-Based Learning Models in K-12 and Professional Development in Education)

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