Education Sciences

21 pages, 264 KB

Open AccessArticle

Effectiveness of a Course in Advancing Students’ Understanding of Barriers to Learning and Participation of Underutilized Groups in Science, Technology, Engineering and Math (STEM)

by Ashley B. Heim and Michele G. Wheatly

Educ. Sci. 2025, 15(12), 1625; https://doi.org/10.3390/educsci15121625 - 3 Dec 2025

Abstract

A course was created at a large private R1 university in the northeast U.S. to explore Diversity, Equity, Inclusion, and Accessibility (DEIA) in STEM in response to and to fulfill a university-wide DEIA requirement for undergraduates. To assess the effectiveness of the course, [...] Read more.

A course was created at a large private R1 university in the northeast U.S. to explore Diversity, Equity, Inclusion, and Accessibility (DEIA) in STEM in response to and to fulfill a university-wide DEIA requirement for undergraduates. To assess the effectiveness of the course, open-response pre- and post-tests were designed that measured students’ understanding of barriers to learning and participation across four underutilized groups in STEM: (1) women, (2) racial minorities, (3) people with disabilities, and (4) people raised in lower socioeconomic households. Written responses on the first and last day of class were analyzed for 69 unique students in three successive cohorts (Fall 2022, 2023, and 2024) and disaggregated by student-reported demographic data. A common codebook was developed that could be broadly applied to all four underutilized groups with overarching categories of individual/self; cultural/societal; and institutional/educational/career, with codes and subcodes specific to each category. Additionally, codes distinct to each underutilized group also emerged. As intended, students on average cited more total and unique barrier codes in the post-test than in the pre-test, confirming that the course had deepened their understanding of the multifaceted challenges and opportunities within educational systems and the broader culture that impact STEM inclusivity. When exploring STEM barriers for women, women reported more unique codes in the pre-test than men, but men showed higher gains from pre- to post-test. Similarly, White and Asian students showed greater gains than racial minority students when identifying STEM barriers for racial minorities. Students without disabilities reported a doubling in unique STEM barrier codes in the post-test. In these three groups, codes related to academic and workplace discrimination were commonly cited. Students who reported being from a low socioeconomic household were limited in this study, though these individuals included more unique codes in their pre-test responses on average. Students in this group commonly cited barriers related to access to opportunity. In general, we found that STEM students acquired significant understanding of barriers to STEM participation in the four underutilized groups of focus after completing a dedicated DEIA course. Additionally, learning gains were often greater in the majority (or privileged) demographic. Full article

(This article belongs to the Special Issue Barriers to Learning and Participation in Educational Settings: Lights and Shadows Towards Inclusive Education)

20 pages, 2325 KB

Open AccessArticle

Development of a STEM Teaching Strategy to Foster 21st-Century Skills in High School Students Through Gamification and Low-Cost Biomedical Technologies

by Kelly J. Marin-Mantilla and William D. Moscoso-Barrera

Educ. Sci. 2025, 15(12), 1624; https://doi.org/10.3390/educsci15121624 - 3 Dec 2025

Abstract

STEM (Science, Technology, Engineering, and Mathematics) is essential for the development of 21st-century skills, particularly in a world driven by technological innovation. However, in vulnerable school contexts, access to meaningful STEM experiences remains limited. This study addresses this issue through the design and [...] Read more.

STEM (Science, Technology, Engineering, and Mathematics) is essential for the development of 21st-century skills, particularly in a world driven by technological innovation. However, in vulnerable school contexts, access to meaningful STEM experiences remains limited. This study addresses this issue through the design and implementation of a didactic strategy in a public high school in Bogotá, Colombia, based on two educational resources: the BioSen electronic board, which is compatible with Arduino technology and designed to acquire physiological signals such as electrocardiography (ECG), electromyography (EMG), electrooculography (EOG), and body temperature; and the Space Exploration instructional guide, which is organized around contextualized learning missions. This study employed a quasi-experimental mixed-methods design that combined pre–post perception questionnaires, unstructured classroom observations, and a contextualized knowledge test administered to three student groups. Findings demonstrate that after eight weeks of implementation with upper secondary students, the strategy had a positive impact on the development of 21st-century skills, such as creativity, computational thinking, and critical thinking. These skills were assessed through a mixed quasi-experimental design combining perception questionnaires, qualitative observations, and knowledge evaluations. Unlike the control groups, students who participated in the intervention adjusted their self-perceptions when facing real-world challenges and showed progress in the application of key competencies. Overall, the results support the effectiveness of integrating low-cost biomedical tools with gamified STEM instruction to enhance higher-order thinking skills and student engagement in vulnerable educational contexts. Full article

(This article belongs to the Special Issue STEM Synergy: Advancing Integrated Approaches in Education)

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14 pages, 463 KB

Open AccessReview

Theorising Universal Design for Learning to Create More Inclusive Outdoor Play Spaces: A Preliminary Review

by Marion Sturges, Tonia Gray and Carolyn Galbraith

Educ. Sci. 2025, 15(12), 1623; https://doi.org/10.3390/educsci15121623 - 2 Dec 2025

Abstract

Outdoor play can be linked to numerous health, cognitive, and social benefits for children. All children must have opportunities to engage in regular outdoor play experiences. Despite this, some children, including those with different abilities, are less likely to participate in outdoor play. [...] Read more.

Outdoor play can be linked to numerous health, cognitive, and social benefits for children. All children must have opportunities to engage in regular outdoor play experiences. Despite this, some children, including those with different abilities, are less likely to participate in outdoor play. Educator-led outdoor play programs, including those in schools and early childhood centres, “bush schools”, and other initiatives, may increase time spent playing outdoors for all children, as learned activities generalise to the home environment. However, effective inclusion in these programs requires practices that are flexible enough to welcome all children, of all abilities. Universal Design for Learning (UDL), a framework designed to support flexible and inclusive learning environments, offers an inclusive approach. UDL provides a tool which has the potential to assist educators in creating flexible learning processes for their students and has been used across a range of curriculum areas. To explore this further and to investigate the use of UDL in educator-led outdoor play programs, the authors undertook a preliminary review of literature that mapped the field and identified 10 relevant studies related to both UDL and outdoor play programs. From this review, three themes were identified: the critical importance of including all children in outdoor play, the potential of UDL to support this inclusion, and the need for specific UDL resources tailored to outdoor play. Finally, we argue that integrating UDL into educator-led outdoor play initiatives may enhance accessibility and participation for children with unique needs. This review suggests an explicit agenda for future research and practice for professionals in the field. Full article

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15 pages, 359 KB

Open AccessArticle

The Involvement in Inquiry-Based Working of Primary Teachers in China: A Large-Scale Study

by Yuqiao Luo, Hanne Tack, Martin Valcke, Huang Zuo and Ruben Vanderlinde

Educ. Sci. 2025, 15(12), 1622; https://doi.org/10.3390/educsci15121622 - 2 Dec 2025

Abstract

Worldwide, educational systems have shown a growing interest in teachers as inquiry-oriented professionals. The present study reports on a large-scale quantitative study to explore the current involvement of Chinese primary school teachers in inquiry-based working. The latter reflects three forms of activities at [...] Read more.

Worldwide, educational systems have shown a growing interest in teachers as inquiry-oriented professionals. The present study reports on a large-scale quantitative study to explore the current involvement of Chinese primary school teachers in inquiry-based working. The latter reflects three forms of activities at both the classroom and school levels, including systematic reflection, using research, and conducting research. Data were collected from a sample of 5566 primary teachers from 114 schools across seven cities. Multilevel analysis results show how primary school teachers feel challenged to engage in inquiry-based working when tackling school-level problems. Several individual-level predictors, such as educational level, research function, and teachers’ perception of research-related courses, could be identified as significant precursors of teachers’ involvement in inquiry-based working. At the school level, significant predictors are related to the location of the school. In this regard, large disparities were found in teacher involvement in inquiry-based working between rural and urban schools. The paper argues that these insights provide implications as to how teacher education and school policy can support primary teachers to become inquiry-oriented professionals. Full article

20 pages, 393 KB

Open AccessArticle

From Framework to Practice: A Study of Positive Behaviour Supports Implementation in Swedish Compulsory Schools

by Fathi Abou Zaid and Lena Boström

Educ. Sci. 2025, 15(12), 1621; https://doi.org/10.3390/educsci15121621 - 2 Dec 2025

Abstract

Improving the social environment conducive to learning in schools is a critical challenge globally and within the Swedish context, as education systems face persistent issues like a lack of classroom safety and a concurrent crisis in teacher well-being and professional leadership. Therefore, various [...] Read more.

Improving the social environment conducive to learning in schools is a critical challenge globally and within the Swedish context, as education systems face persistent issues like a lack of classroom safety and a concurrent crisis in teacher well-being and professional leadership. Therefore, various intervention frameworks are implemented to address the issue. This study investigated how two Swedish compulsory schools implemented the Positive Behaviour Supports (PBS) framework. By combining classroom observations and teacher interviews, the research addresses a gap in existing research that often provides an incomplete view of actual practices. The results, based on observations and interviews with 14 staff members, confirmed that PBS successfully creates a calm and predictable school climate. Teachers consistently maintained a calm demeanour and used clear lesson structures, along with positive feedback. However, the study also revealed a significant gap between the intended proactive nature of PBS and the observed reactive behaviours of teachers. While the framework fostered a shared, collaborative approach among staff, it was inconsistently applied when it came to proactive strategies, such as explicitly teaching social and life skills. The results suggest that future professional development should focus on helping teachers shift from a reactive to a more consistently proactive and positive model of behavioural support. Full article

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9 pages, 186 KB

Open AccessArticle

Learning with Place©: Pedagogical Leadership for Doing ‘Otherwise’

by Jeanne Marie Iorio and Catherine Hamm

Educ. Sci. 2025, 15(12), 1620; https://doi.org/10.3390/educsci15121620 - 2 Dec 2025

Abstract

The Learning with Place© framework is a process for change, grounded in positioning local Place first. Generated from a decade-long post-qualitative inquiry—Learning with Place©—focused on pedagogy and practices, the framework creates the conditions to rethink leadership as ‘otherwise’. In this paper, we will [...] Read more.

The Learning with Place© framework is a process for change, grounded in positioning local Place first. Generated from a decade-long post-qualitative inquiry—Learning with Place©—focused on pedagogy and practices, the framework creates the conditions to rethink leadership as ‘otherwise’. In this paper, we will offer pedagogical leadership as relational leadership situated in local Place that encompasses collective thinking and relational professional learning to disrupt expected hierarchical contextless leadership. Using speculative fiction, we will share what it means to reimagine pedagogical leadership in new ways, with the intention of offering the possibility of what can eventually happen in the practice of pedagogical leadership. Our speculations make visible how pedagogical leadership should move beyond education settings and be connected with local histories, stories, and the more-than-human. These entanglements provide innovative ways to engage with local and global issues and work towards the common good. Full article

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

14 pages, 290 KB

Open AccessArticle

Motivation and Self-Regulated Learning Among Online English Learners: Profiles and Pedagogical Implications

by Shifang Tang, Zhuoying Wang, Mei Jiang, David D. Jimenez and Lei Zhang

Educ. Sci. 2025, 15(12), 1619; https://doi.org/10.3390/educsci15121619 - 1 Dec 2025

Abstract

In this study, we examined the interrelations between motivation and self-regulated learning (SRL) strategies in the context of online English language instruction among Chinese university students. Data were collected from 1100 first-year undergraduates enrolled in an online College English course. Canonical correlation analysis [...] Read more.

In this study, we examined the interrelations between motivation and self-regulated learning (SRL) strategies in the context of online English language instruction among Chinese university students. Data were collected from 1100 first-year undergraduates enrolled in an online College English course. Canonical correlation analysis revealed significant multivariate associations between motivational constructs and SRL strategies. Cluster analysis further identified two distinct learner profiles, Engaged Strategic Learners and Disengaged Learners, demonstrating differences in motivation, SRL use, and online learning experiences. Thematic analysis of open-ended responses offered additional insights into students’ perceived challenges and instructional needs. Our findings contribute to a deeper understanding of how motivational and SRL characteristics influence learners’ engagement and outcomes in online English learning environments. Full article

23 pages, 332 KB

Open AccessReview

Early School Leaving by Design—Prevention, Intervention and Compensation—A Policy Analysis of Early School Leaving and Underachievement Interventions in Europe

by Martin Brown, Joe O’Hara, Sarah Gardezi, Gerry McNamara, John O’Hara, Geraldine French, Grainne McKenna, Aideen Cassidy, Anne Rowan and Michael McNamara

Educ. Sci. 2025, 15(12), 1618; https://doi.org/10.3390/educsci15121618 - 1 Dec 2025

Abstract

The purpose of this paper is to provide a comparative policy analysis of successful strategies that have been implemented across European countries to address early school leaving (ESL) and academic underachievement. Employing a transformative and multidimensional approach, the study examines systemic and local [...] Read more.

The purpose of this paper is to provide a comparative policy analysis of successful strategies that have been implemented across European countries to address early school leaving (ESL) and academic underachievement. Employing a transformative and multidimensional approach, the study examines systemic and local interventions that integrate cognitive and socio-emotional dimensions of learning. Using Eurostat data to categorise countries based on their ESL reduction progress, the analysis evaluates legislative frameworks, policy initiatives, and educational practices through the prevention, intervention, and compensation model. The findings identify common themes such as the expansion of early childhood education and care (ECEC), enhancement of guidance and counselling services, targeted support for socio-economically disadvantaged groups, inclusive policies for marginalised populations including Roma communities, and the development of vocational and second-chance education pathways. The paper highlights the critical importance of coherent and scalable policy design to reduce educational inequalities and contribute to achieving European Union ESL reduction targets by 2030. It advances policy discourse by emphasising the essential need for balanced preventive and compensatory measures to improve educational outcomes and to foster social inclusion across varied national contexts. Full article

38 pages, 560 KB

Open AccessReview

Beyond Technology Tools: Supporting Student Engagement in Technology Enhanced Learning

by Olga Rotar

Educ. Sci. 2025, 15(12), 1617; https://doi.org/10.3390/educsci15121617 - 1 Dec 2025

Abstract

As digital technologies become integral to higher education, understanding how they support student engagement is increasingly important. This article presents a critical review of 50 empirical studies published between 2018 and 2025, examining how specific technology tools foster student engagement. The analysis revealed [...] Read more.

As digital technologies become integral to higher education, understanding how they support student engagement is increasingly important. This article presents a critical review of 50 empirical studies published between 2018 and 2025, examining how specific technology tools foster student engagement. The analysis revealed a persistence of conceptual ambiguity and inconsistency of the definitions of student engagement. Most studies focus on behavioural engagement, with cognitive, social, collaborative and emotional aspects receiving less attention. Technological and agentic engagement are rarely discussed. Additionally, the majority of studies lack a clear theoretical foundation, reflecting a persistent emphasis on technological application rather than theoretical advancement. The review argues for a more theoretically grounded and humanised approach to technology-enhanced learning that prioritises pedagogical care and a strategic use of technology tools. Full article

(This article belongs to the Special Issue Supporting Learner Engagement in Technology-Rich Environments)

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5 pages, 169 KB

Open AccessEditorial

Tribute to a Towering Figure in Special Education: James M. Kauffman

by Dimitris Anastasiou and Garry Hornby

Educ. Sci. 2025, 15(12), 1616; https://doi.org/10.3390/educsci15121616 - 1 Dec 2025

Abstract

Dr [...] Full article

(This article belongs to the Special Issue Special and Inclusive Education: Perspectives, Challenges and Prospects)

16 pages, 301 KB

Open AccessArticle

Deconstructing Logocentrism and School-Centrism in Indonesia’s Islamic Education: A Critical Epistemological Analysis

by Naupal Asnawi and Muhammad Zuhdi

Educ. Sci. 2025, 15(12), 1615; https://doi.org/10.3390/educsci15121615 - 29 Nov 2025

Abstract

This study critically examines how the deep institutionalization of Islamic thought in Indonesia’s religious educational establishments has fallen short in addressing contemporary challenges for Indonesian Muslims. The central argument is that a significant gap remains between the educational ideals of the Qur’an and [...] Read more.

This study critically examines how the deep institutionalization of Islamic thought in Indonesia’s religious educational establishments has fallen short in addressing contemporary challenges for Indonesian Muslims. The central argument is that a significant gap remains between the educational ideals of the Qur’an and Hadith and the lived realities of Muslim life. Employing Muhammad Abed al-Jabiri’s critical-analytical approach, the article advances three main claims: First, Islamic education in Indonesia is still dominated by logocentrism and school-centrism. Second, these paradigms act as obstacles to developing a critically engaged Muslim society capable of responding to global issues. Third, logocentrism encourages dogmatism by promoting a singular truth, while school-centrism entrenches fanaticism, formalism, and, at times, radicalism. The study concludes that only a critical reassessment of these paradigms can drive meaningful educational reform and enable Indonesian Muslims to better confront contemporary realities. Full article

(This article belongs to the Special Issue Critical Perspectives on the Philosophy of Education)

17 pages, 1185 KB

Open AccessPerspective

Unveiling Mathematical Creativity: The Interplay of Intelligence, Intellect, and Education

by Eric L. Mann and Scott A. Chamberlin

Educ. Sci. 2025, 15(12), 1614; https://doi.org/10.3390/educsci15121614 - 29 Nov 2025

Abstract

Mathematical creativity remains a complex and often contested construct, with its definition and measurement still subject to debate. While the four classic indicators—elaboration, flexibility, fluency, and originality have provided a foundation for research, they alone cannot resolve the field’s conceptual “fuzziness.” This paper [...] Read more.

Mathematical creativity remains a complex and often contested construct, with its definition and measurement still subject to debate. While the four classic indicators—elaboration, flexibility, fluency, and originality have provided a foundation for research, they alone cannot resolve the field’s conceptual “fuzziness.” This paper examines mathematical creativity through three intersecting lenses: intelligence, intellect, and education. Intelligence is viewed as cognitive capacity, providing the mental resources for abstraction, problem transformation, and reasoning. Education offers the conceptual tools, heuristics, and domain knowledge necessary for productive problem solving. Intellect—closely associated with the personality trait of openness—supports curiosity, tolerance for ambiguity, and exploration. We argue that the interaction among these three factors influences the likelihood of producing mathematically creative processes and products. Drawing on contemporary research, we propose a model that integrates cognitive ability, educational attainment, and personality characteristics to better predict creative potential. This model highlights how educational environments can either foster or inhibit creativity and suggests that creativity is not a fixed trait but a dynamic outcome shaped by opportunity, knowledge, and affect. We conclude by discussing implications for assessment, curriculum design, and future research, encouraging a more nuanced approach to cultivating mathematical creativity across diverse educational and cultural contexts. Full article

(This article belongs to the Special Issue Research Needs in Mathematical Giftedness and Creativity)

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18 pages, 271 KB

Open AccessArticle

Inclusive Teaching Practices in Secondary Schools: Understanding Teachers’ Competence in Using Differentiated Instruction to Support Secondary School Students with Disabilities

by William Nketsia, Maxwell Peprah Opoku and Michael Amponteng

Educ. Sci. 2025, 15(12), 1613; https://doi.org/10.3390/educsci15121613 - 29 Nov 2025

Abstract

The use of differentiated instruction practices has proved to be an effective approach to improving student learning in inclusive settings. In 2015, Ghana adopted differentiated instruction (DI) in its policy on inclusive education to address the diverse educational needs of all children. The [...] Read more.

The use of differentiated instruction practices has proved to be an effective approach to improving student learning in inclusive settings. In 2015, Ghana adopted differentiated instruction (DI) in its policy on inclusive education to address the diverse educational needs of all children. The use of DI hinges on teachers’ capabilities; however, in Ghana, not much is known about high school teachers’ understanding of the concept of DI and their preparedness to use DI strategies to address the diverse learning needs of students. To address these gaps in the literature, this study used an original questionnaire designed based on the conceptual framework of DI. In total, 204 high school teachers were recruited from 10 high schools that were conveniently selected across three regions in Ghana. Differentiation was rated positively by the participants, and a relationship was found between teacher readiness and teaching strategies. The study concludes with a recommendation for targeted training in DI to enhance inclusive teaching practices in classrooms. Full article

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

14 pages, 320 KB

Open AccessArticle

Rethinking School Inclusion: A Comparative Analysis of Decree-Laws No. 3/2008 and No. 54/2018 in Portugal Based on UNESCO Reports

by Elsa Gabriel Morgado, Antonino Pereira, Luís Borges Gouveia, João Bartolomeu Rodrigues and Levi Leonido

Educ. Sci. 2025, 15(12), 1612; https://doi.org/10.3390/educsci15121612 - 29 Nov 2025

Abstract

This article proposes a comparative analysis of Decree-Laws No. 3/2008 and No. 54/2018, legal instruments that define the models for supporting inclusive education in Portugal. By linking national regulatory developments with data and recommendations from UNESCO’s monitoring reports (GEM Reports), this research assesses [...] Read more.

This article proposes a comparative analysis of Decree-Laws No. 3/2008 and No. 54/2018, legal instruments that define the models for supporting inclusive education in Portugal. By linking national regulatory developments with data and recommendations from UNESCO’s monitoring reports (GEM Reports), this research assesses the structural and conceptual changes underlying Portuguese education policy. The research follows a qualitative approach, of an exploratory and interpretative nature, using comparative document analysis as the central method. The results reveal a transition from a model focused on categorizing students with special educational needs (SEN) to an approach focused on universally meeting the needs of all students. The Discussion and Conclusions and Recommendations highlight the need to strengthen teacher training, pedagogical leadership, and monitoring based on disaggregated data, as recommended by UNESCO. Full article

(This article belongs to the Special Issue Effective Policies and Practices in Inclusive Preschool and Primary Education)

36 pages, 2324 KB

Open AccessArticle

A Comparative Analysis of AI Use in Scientific Inquiry Learning Among Gifted and Non-Gifted Students

by Mei-Huei Li, Ching-Chih Kuo and Chiao-Wen Wu

Educ. Sci. 2025, 15(12), 1611; https://doi.org/10.3390/educsci15121611 - 29 Nov 2025

Abstract

This study examined the utilization of artificial intelligence (AI) in inquiry-based science learning among gifted and non-gifted students. The participants included 484 students (197 gifted and 287 non-gifted; 226 males and 233 females) who completed three validated questionnaire instruments: the AI-Assisted Scientific Inquiry [...] Read more.

This study examined the utilization of artificial intelligence (AI) in inquiry-based science learning among gifted and non-gifted students. The participants included 484 students (197 gifted and 287 non-gifted; 226 males and 233 females) who completed three validated questionnaire instruments: the AI-Assisted Scientific Inquiry Learning Questionnaire (AASILQ), the AI-Assisted Science Learning Questionnaire (AASLQ), and the AI Literacy Questionnaire (AILQ). Factor analyses confirmed four latent constructs in the AASILQ, two in the AASLQ, and four in the AILQ, with all scales demonstrating strong internal consistency. Group comparisons were conducted according to educational placement and gender. The results indicated significant differences regarding educational placement: gifted students reported lower levels of AI-Assisted Scientific Inquiry Learning yet demonstrated higher AI literacy and greater confidence in the safe use of AI. Gender analyses revealed that female students expressed heightened concern regarding privacy issues. These findings extend the literature on AI integration in science education by highlighting nuanced differences in how gifted and non-gifted learners engage with AI, thereby offering implications for the design of equitable and responsive AI-supported learning environments. Full article

(This article belongs to the Special Issue Inquiry-Based Learning and Student Engagement)

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17 pages, 252 KB

Open AccessArticle

Delphi Validation of a Rubric for IkasLab Spaces for Active and Global Learning

by Aitor Yañez-Perea, Naiara Bilbao-Quintana and Arantzazu López-De la Serna

Educ. Sci. 2025, 15(12), 1610; https://doi.org/10.3390/educsci15121610 - 28 Nov 2025

Abstract

Innovative learning environments such as IkasLab demand evaluation instruments that connect spatial design with pedagogical, cognitive, and technological dimensions; however, no validated tools currently address this need. This study aimed to develop and validate a rubric for assessing IkasLab classrooms, conceived as active [...] Read more.

Innovative learning environments such as IkasLab demand evaluation instruments that connect spatial design with pedagogical, cognitive, and technological dimensions; however, no validated tools currently address this need. This study aimed to develop and validate a rubric for assessing IkasLab classrooms, conceived as active learning environments that foster cognitive and metacognitive processes. A two-round Delphi study was conducted with a panel of 13 experts in learning spaces, cognitive processes, and ICT. Quantitative assessments and qualitative contributions were analysed, and the expert competence index (K = 0.835) confirmed a high level of expertise and consensus. The resulting rubric is organised into four blocks—social learning spaces, learner-centred environments, spaces for reflective thinking, and spaces for deep learning—each linked to specific cognitive processes derived from established theoretical frameworks. The validated instrument offers a structured and coherent framework for examining how spatial, cognitive, and technological components interact within IkasLab environments. The findings contribute theoretically by articulating a model that associates physical learning spaces with cognitive processes, and practically by providing an evidence-based tool for teachers, designers, and policymakers seeking to evaluate or implement active, flexible, and cognitively oriented learning environments. Full article

(This article belongs to the Special Issue Addressing Challenges in Teacher Preparation for Transformative Education)

20 pages, 2878 KB

Open AccessArticle

Advancing Sustainable Design Education: University-Led Initiatives in Engaging Primary School Students and Empowering Communities

by Maria Sinou, Evgenia Tousi, Zoe Kanetaki, Nikos Kourniatis, Despina Kalessopoulou, Katerina Timotheou and Loukia Martha

Educ. Sci. 2025, 15(12), 1609; https://doi.org/10.3390/educsci15121609 - 28 Nov 2025

Abstract

This paper emphasizes the importance of introducing sustainable design principles to primary school children and explores educational methods that foster awareness of the built environment. Through a literature review and three case studies, the research compares different pedagogical approaches used to engage children [...] Read more.

This paper emphasizes the importance of introducing sustainable design principles to primary school children and explores educational methods that foster awareness of the built environment. Through a literature review and three case studies, the research compares different pedagogical approaches used to engage children in sustainability-focused design activities. The case studies examine methods such as STEAM-based analytical problem-solving, storytelling for conceptual understanding, and artistic installations for experiential learning. Findings highlight that tailored pedagogical strategies enhance children’s engagement, while involving university students as facilitators creates reciprocal learning benefits. The study also underscores the role of community engagement by linking local sustainability challenges to classroom learning, thereby encouraging students to apply concepts to real-world issues. Additionally, it suggests that incorporating digital and hybrid models can increase the scalability and accessibility of such programs. Overall, this research identifies best practices, strengths, and weaknesses of various approaches and proposes guiding principles for effective sustainable design education. The outcomes demonstrate the potential of university-led initiatives and collaborative frameworks to build impactful, adaptable educational models. By integrating sustainability into early education, schools and policymakers can foster environmentally conscious citizens equipped to address future challenges. Full article

(This article belongs to the Special Issue Education About and for Sustainability—Sustainability in Education: International Perspectives on Learning, Schooling, Education Environments and Systems)

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27 pages, 2724 KB

Open AccessArticle

Visualising the Fluidity of Multilingual and Intercultural Identities of Australian University Students Studying Abroad in China

by Peiru Tong, Irene Shidong An and Xin Zhang

Educ. Sci. 2025, 15(12), 1608; https://doi.org/10.3390/educsci15121608 - 28 Nov 2025

Abstract

This study explores the fluidity of multilingual and intercultural identities among Australian university students participating in a study abroad (SA) program in China. It pilots a structured analytical framework to analyse visual metaphors created by the participants, examining how Chinese language learners depict [...] Read more.

This study explores the fluidity of multilingual and intercultural identities among Australian university students participating in a study abroad (SA) program in China. It pilots a structured analytical framework to analyse visual metaphors created by the participants, examining how Chinese language learners depict their evolving identities, thereby uncovering their fluid nature. An analysis of three case studies of Australian students—one of Chinese heritage, one Australian-born of Serbian heritage, and one Japanese-born who moved to Australia in childhood—illustrates their unique trajectories of identity formation. Multimodal data reveals that while the visual metaphors of all three students point to fluidity, with sub-themes of dynamism, blending, and layeredness, the SA experience triggers diverse individual processes of identity negotiation and transformation. This study contributes to the fields of multilingual and intercultural education and SA through its innovative use of a visual metaphor analysis approach, which effectively captures and decodes the complexities of intercultural development among language learners in an SA environment. The study advocates visual metaphor as a valuable tool for both researching and understanding how multilinguals, especially those whose first and home language is not English, reflect on their multilingual and intercultural identity and experiences. Full article

(This article belongs to the Special Issue Innovative Teaching Strategies to Promote Language and Literacy Development: Multimodal and Multidisciplinary Perspectives)

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24 pages, 291 KB

Open AccessArticle

From Compliance to Cultivation: How Principals’ Values Shape Communities of Practice for Inclusion in Market-Driven Kindergartens

by Rohnii Tse and Joseph Mintz

Educ. Sci. 2025, 15(12), 1607; https://doi.org/10.3390/educsci15121607 - 28 Nov 2025

Abstract

Leadership plays a decisive role in shaping inclusive cultures in early childhood education, yet its influence operates through complex social mechanisms beyond formal policy implementation. This qualitative case study applies Communities of Practice (CoP) theory to examine how leadership values shape the practices, [...] Read more.

Leadership plays a decisive role in shaping inclusive cultures in early childhood education, yet its influence operates through complex social mechanisms beyond formal policy implementation. This qualitative case study applies Communities of Practice (CoP) theory to examine how leadership values shape the practices, relationships and collaborative dynamics of two kindergartens in a competitive, market-driven system. Through the CoP lens, we demonstrate how values-based leadership mediates between policy frameworks and actual inclusive practice. Our findings illuminate how leadership influence flows through community sponsorship, shapes professional identities, and either enables or constrains collaboration across professional boundaries. The study reveals significant contrasts between leadership focused on policy compliance and leadership that cultivates inclusive communities through ‘principled pragmatism’. It demonstrates how leaders navigate tensions between market pressures and inclusive values, contributing to understanding how CoP theory illuminates leadership processes that sustain inclusive communities through cultivation rather than individual competencies alone. Full article

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