Education Sciences

10 pages, 341 KiB

Open AccessArticle

Fear of the Aquatic Environment in Learning Swimming: Causes, Effects, and Learning Methodologies

by Diana Coelho, Paulo Eira and António Azevedo

Educ. Sci. 2025, 15(6), 760; https://doi.org/10.3390/educsci15060760 (registering DOI) - 16 Jun 2025

In the swimming context, practitioners show difficulties in learning its basic skills, and the emotional factor seems to be one of the triggers for these complications, with “fear” standing out as one of the most studied emotions due to its cognitive reactive nature [...] Read more.

In the swimming context, practitioners show difficulties in learning its basic skills, and the emotional factor seems to be one of the triggers for these complications, with “fear” standing out as one of the most studied emotions due to its cognitive reactive nature associated with survival mechanisms. This emotional response can hinder the learning process in swimming, potentially leading to disengagement or dropout. The present study aimed to analyze the causes that lead to fear of the aquatic environment, its effects on learning swimming, and how swimming coaches can intervene to help overcome this fear. Direct observation was used to capture the individuals’ perception of the degree of fear. Subsequently, semi-structured interviews were conducted to analyze an intervention aimed at reducing the fear of water, followed by a corresponding content analysis. The fear of water is commonly associated with anxiety, panic, and muscle tension. The role of the swimming instructor is crucial, as their teaching approach significantly influences the swimmer’s emotional response, particularly in fostering a sense of security. The use of playful activities proves effective in helping children adapt, overcoming the limitations posed by the fear of water. Recognizing students’ fears allows instructors to structure swimming lessons effectively, helping students overcome their emotional barriers. Therefore, introducing children to the aquatic environment at an early age contributes to this goal. Full article

16 pages, 299 KiB

Open AccessArticle

High School English as a Second Language Teachers’ Narratives on Differentiated Instruction: A Case of South African Selected Schools

by Onyinyechi Glory Ndu and Sive Makeleni

Educ. Sci. 2025, 15(6), 759; https://doi.org/10.3390/educsci15060759 (registering DOI) - 16 Jun 2025

Abstract

The existence of poor academic performance among English as a second language (ESL) high school learners in the Eastern Cape Province has raised a lot of debate among scholars on the most suitable approach teachers could use to assist learners. Teachers’ narratives on [...] Read more.

The existence of poor academic performance among English as a second language (ESL) high school learners in the Eastern Cape Province has raised a lot of debate among scholars on the most suitable approach teachers could use to assist learners. Teachers’ narratives on the implementation of differentiated instruction and its effectiveness in the academic development of learners have been emphasized. Despite these prolific debates, learners in the Eastern Cape still struggle academically, given that the province always appears in the bottom three of the National Senior Certificate report regarding learners’ academic performance. Therefore, this study examines high school English as a second language teachers’ narratives on differentiated instruction. A purposive sampling technique was used to select a sample of ninety-nine (99) teachers, which involved fifty (50) teachers for the questionnaires and forty-nine (49) teachers with at least five years of experience from ten (10) schools for the interviews. The findings revealed that some teachers understood the concept of the approach and narrated its effectiveness, while some teachers misconceived DI as individualized instruction and inclusive education. Similarly, others preferred the traditional method and maintained that differentiated instruction implementation is easier said than practiced where there are diverse learners. Based on this study’s findings, it was concluded that teachers should be afforded professional development programs. Full article

17 pages, 292 KiB

Open AccessArticle

Factors Motivating Black Female Learners to Enroll in STEM Streams and Their Strategies to Cope with the Curriculum: A Qualitative Inquiry in a South African Secondary School

by Hope Nosipho Sikhosana, Hlologelo Malatji, Aldridge Tafadzwa Munyoro and Thobeka Sweetness Nkomo

Educ. Sci. 2025, 15(6), 758; https://doi.org/10.3390/educsci15060758 (registering DOI) - 16 Jun 2025

Abstract

Participation in science, technology, engineering, and mathematics (STEM) fields is crucial, as these fields present an opportunity for individuals to overcome socio-economic adversities such as unemployment and poverty. In South Africa, access to STEM education has improved in recent years, partly due to [...] Read more.

Participation in science, technology, engineering, and mathematics (STEM) fields is crucial, as these fields present an opportunity for individuals to overcome socio-economic adversities such as unemployment and poverty. In South Africa, access to STEM education has improved in recent years, partly due to the availability of study grants for learners interested in these fields. However, evidence shows that women remain underrepresented in STEM fields. Gender stereotypes, bullying, and pay disparities are cited as some of the contributing factors. Despite these overwhelming challenges, female learners are increasingly pursuing STEM education. Guided by the resilience theory, we explored the factors motivating female learners to enroll in STEM fields at a public secondary school level in South Africa. The research adopted the snowball sampling technique to recruit learners attending a public secondary school in South Africa. Due to COVID-19-related restrictions in 2022, the research data was collected through telephonic one-on-one interviews. The findings revealed that access to competitive employment opportunities, impactful careers, personal growth, and financial independence were some factors sparking the female learners’ interest in STEM. However, the learners experienced gender stereotypes and discrimination, which made them doubt their abilities to thrive in STEM education/fields. To cope with the complexities of STEM, the learners relied on their caregivers for emotional support, and they attended extra lessons and tutorials offered by the education system. The findings highlight the need for the government to prioritize support programs for female learners who must continuously fight rejection in STEM fields. Full article

(This article belongs to the Special Issue Gender and STEM Education)

24 pages, 336 KiB

Open AccessArticle

Critical Thinking in Distance Education: The Challenges in a Decade (2016–2025) and the Role of Artificial Intelligence

by Evangelia Manousou

Educ. Sci. 2025, 15(6), 757; https://doi.org/10.3390/educsci15060757 (registering DOI) - 16 Jun 2025

Abstract

This qualitative study investigates how critical thinking is cultivated in postgraduate distance learning, focusing on two time points, 2016 and 2025, in the context of the Greek higher education system. It draws on semi-structured interviews with 30 participants (15 tutors and 15 students [...] Read more.

This qualitative study investigates how critical thinking is cultivated in postgraduate distance learning, focusing on two time points, 2016 and 2025, in the context of the Greek higher education system. It draws on semi-structured interviews with 30 participants (15 tutors and 15 students or graduates) from two online postgraduate programmes: Education Sciences and Education and Technologies in Distance Teaching and Learning Systems. Thematic analysis was used to explore participants’ perceptions of critical thinking development. The two-phase comparison captures how understandings and practices have evolved, particularly in light of the emergence of generative AI between 2016 and 2025. In Phase B, this research specifically examines AI’s potential role in supporting critical thinking and the pedagogical adaptations required by tutors. Nine key themes were identified. One of the most pressing concerns raised was that educators are perceived as largely ineffective in fostering critical thinking through online teaching. This study contributes empirical insight and practical recommendations to improve critical thinking cultivation in digital learning environments, especially in the age of AI. Full article

(This article belongs to the Special Issue Unleashing the Potential of E-learning in Higher Education)

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20 pages, 1021 KiB

Open AccessArticle

Habit Predicting Higher Education EFL Students’ Intention and Use of AI: A Nexus of UTAUT-2 Model and Metacognition Theory

by Shaista Rashid

Educ. Sci. 2025, 15(6), 756; https://doi.org/10.3390/educsci15060756 (registering DOI) - 16 Jun 2025

Abstract

With the emergence of AI technology, its adoption in higher education has become an interesting field for researchers. The present study explores the acceptance of AI for learning the English language by Pakistani EFL students using the UTAUT-2 and Metacognition theory. The UTAUT-2 [...] Read more.

With the emergence of AI technology, its adoption in higher education has become an interesting field for researchers. The present study explores the acceptance of AI for learning the English language by Pakistani EFL students using the UTAUT-2 and Metacognition theory. The UTAUT-2 questionnaire was adapted with minor changes to make it suitable for the EFL context. Data were collected from the English departments of the top ten general universities in Pakistan to make the findings generalizable. Another step taken to ensure generalizability was the sampling of 611 students randomly from both undergraduate (BS and ADP) and postgraduate (MPhil and PhD) programs studying in different semesters. PLS-SEM was employed for data analysis. In the first step, the PLS algorithm was run for the measurement model, which confirmed the reliability, validity, and fitness of the model. Second, the bootstrapping method was used for hypothesis testing. The findings reveal that six of the ten hypotheses for direct relationships are supported. Habit (0.489) was found to be the strongest contributor to BI, followed by PE (0.141), SI (0.100), and FC (0.093). Moreover, actual use behaviour was predicted by habit (0.325) instead of BI and FC. These findings are supported by metacognition theory, as the habit of AI seems to shape the metacognitive knowledge of EFL learners in place of traditional learning methods, and other factors seem to reinforce the metacognitive experience of using AI language. The study suggests implications for EFL experts, academia, and policymakers to strategically integrate AI into language learning by informing them of its potential benefits and risks. Full article

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18 pages, 273 KiB

Open AccessArticle

Designing English Curriculum Courses for Primary Preservice Teachers: A Focus on the Transformative Potential of Postmodern Picture Books

by Beryl Exley, Kylie Zee Bradfield and Danielle Heinrichs Henry

Educ. Sci. 2025, 15(6), 755; https://doi.org/10.3390/educsci15060755 (registering DOI) - 16 Jun 2025

Abstract

In this article, we document our experiences as teacher educators as we designed and implemented two courses that scaffold primary preservice teachers to engage critically with postmodern picture books and to explore a range of pedagogical practices for using postmodern picture books in [...] Read more.

In this article, we document our experiences as teacher educators as we designed and implemented two courses that scaffold primary preservice teachers to engage critically with postmodern picture books and to explore a range of pedagogical practices for using postmodern picture books in classrooms with young children. Initially, our preservice teachers told us they did not have many experiences with postmodern picture books. Postmodern picture books are a special form of children’s literature that showcase some unique characteristics such as breaking boundaries, excess, indeterminacy and parody. In this article, our research investigation includes two case studies which draw on Schon’s classical approach to exploring the epistemology of our own practice through a reflective lens that brings together academic theory and professional practice. Firstly, we each recount our preservice teachers’ most adverse reactions to postmodern picture books. In response, we use the multiliteracies framework of the New London Group, that of situated practice, overt instruction, critical framing and transformed practice, to describe how we designed the learning activities and assessment tasks at two different universities in Australia. We do not attempt to generalise from our findings; rather, we explore the pedagogical framework that takes our preservice teachers from places of not knowing, resistance, and critique to one where they can articulate their understandings of postmodern picture books as social and cultural commentary and demonstrate a range of effective pedagogical applications. Full article

(This article belongs to the Special Issue Inspiring Engagement through Reading and Writing with Children’s Literature in Initial Teacher Education)

21 pages, 276 KiB

Open AccessEssay

Charting New Imaginaries for DEI: Lessons from a Capabilities Approach to Justice

by Deryl K. Hatch-Tocaimaza and Ruth Oliver Andrew

Educ. Sci. 2025, 15(6), 754; https://doi.org/10.3390/educsci15060754 (registering DOI) - 16 Jun 2025

Abstract

In the face of ongoing debate surrounding diversity, equity, and inclusion (DEI) in higher education, this essay examines the limitations of current DEI frameworks by interrogating the theories of justice on which they are implicitly based. While DEI initiatives aim to address both [...] Read more.

In the face of ongoing debate surrounding diversity, equity, and inclusion (DEI) in higher education, this essay examines the limitations of current DEI frameworks by interrogating the theories of justice on which they are implicitly based. While DEI initiatives aim to address both the symptoms and structural roots of marginalization, they often fall short of realizing transformative change within entrenched institutional dynamics. This essay contends that the justice paradigms most commonly underpinning DEI—rooted in rights-based and utilitarian traditions prevalent in modern liberal institutions—fail to fully engage the conditions necessary for human freedom, flourishing, and self-determination. In response, it advances a capabilities approach to justice as a more expansive framework for understanding and guiding DEI efforts. Emphasizing individuals’ real freedoms to achieve well-being in context, the capabilities approach foregrounds the relational, material, and institutional dimensions of justice. Reframing DEI through this lens, the essay invites higher education professionals to engage in equity work that is not only compliant or symbolic but rooted in the transformation of the conditions that support human and ecological thriving. Rather than offering a definitive model, this intervention aims to animate new questions and practices that expand the horizon of what justice-oriented DEI work in higher education can become. Full article

(This article belongs to the Special Issue Navigating the Challenges, Tensions, and Complexities of Political and Legislative Attacks in Higher Education)

18 pages, 678 KiB

Open AccessArticle

Understanding Fourth-Grade Student Achievement Using Process Data from Student’s Web-Based/Online Math Homework Exercises

by Oksana Ilina, Sona Antonyan, Maria Kosogorova, Anna Mirny, Jenya Brodskaia, Manasi Singhal, Pavel Belakurski, Shreya Iyer, Brandon Ni, Ranai Shah, Milind Sharma and Larry Ludlow

Educ. Sci. 2025, 15(6), 753; https://doi.org/10.3390/educsci15060753 (registering DOI) - 14 Jun 2025

Abstract

Understanding how students’ online homework behaviors relate to their academic success is increasingly important, especially in elementary education where such research is still emerging. In this study, we examined three years of online homework data from fourth-grade students enrolled in an after-school math [...] Read more.

Understanding how students’ online homework behaviors relate to their academic success is increasingly important, especially in elementary education where such research is still emerging. In this study, we examined three years of online homework data from fourth-grade students enrolled in an after-school math program. Our goal was to see whether certain behaviors—like how soon students started their homework, how many times they tried to solve problems, or whether they uploaded their written work—could help explain differences in homework completion and test performance. We used multiple regression analyses and found that some habits, such as beginning homework soon after class and regularly attending lessons, were consistently linked to better homework scores across all curriculum levels. Test performance, however, was harder to predict and showed fewer consistent patterns. These findings suggest that teaching and encouraging specific online study behaviors may help support younger students’ academic growth in digital learning environments. Full article

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19 pages, 290 KiB

Open AccessArticle

The Possibilities and Impossibilities of Transformative Leadership: An Autoethnographic Study of Demographic Data Policy Enactment in Ontario

by Allison Segeren

Educ. Sci. 2025, 15(6), 752; https://doi.org/10.3390/educsci15060752 (registering DOI) - 14 Jun 2025

Abstract

Policy discourses of equity, diversity, and inclusion (EDI) have influenced Ontario’s K-12 education system for decades. Recently, EDI education policies have mandated that district school boards collect demographic data from students and staff. The purpose of this research is to examine the enactment [...] Read more.

Policy discourses of equity, diversity, and inclusion (EDI) have influenced Ontario’s K-12 education system for decades. Recently, EDI education policies have mandated that district school boards collect demographic data from students and staff. The purpose of this research is to examine the enactment of demographic data collection policies in one Ontario school district through an exploration of the policy enactment activities of the research leader who was responsible for demographic data collection projects. Drawing on theories of policy enactment and transformative leadership, this research interrogates how provincially mandated demographic data collection policies are translated in local contexts and shape policy responses and practices. This research employs an autoethnographic methodology to illuminate the diverse policy positions and policy work of the research leader. The narrative of policy enactment is one that includes complexity and contradiction in terms of the enactment and outcomes of demographic data collection policy. Ultimately, conflicting organizational cultures, hierarchies, and limited material resources all served to constrain the enactment of demographic data collection projects in ways that would support transformative, anti-racist outcomes. Full article

(This article belongs to the Special Issue Enhancing Educational Leadership and Management for Effective Education Policy Implementation)

20 pages, 770 KiB

Open AccessArticle

dmQAR: Mapping Metacognition in Digital Spaces onto Question–Answer Relationship

by Brittany Adams, Nance S. Wilson and Gillian E. Mertens

Educ. Sci. 2025, 15(6), 751; https://doi.org/10.3390/educsci15060751 (registering DOI) - 14 Jun 2025

Abstract

This paper proposes the Digital Metacognitive Question–Answer Relationship (dmQAR) Framework, an adaptation of traditional QAR models for the complexities of digital reading environments. In response to the nonlinear, multimodal, and algorithmically curated nature of online texts, the dmQAR Framework scaffolds purposeful metacognitive questioning [...] Read more.

This paper proposes the Digital Metacognitive Question–Answer Relationship (dmQAR) Framework, an adaptation of traditional QAR models for the complexities of digital reading environments. In response to the nonlinear, multimodal, and algorithmically curated nature of online texts, the dmQAR Framework scaffolds purposeful metacognitive questioning to support comprehension, evaluation, and critical engagement. Drawing on research in metacognition, critical literacy, and digital reading, the framework reinterprets “Right There,” “Think and Search,” “Author and Me,” and “On My Own” question categories to align with the demands of digital spaces. Practical instructional strategies, including think-alouds, student-generated questioning, digital annotation, and reflection journals, are detailed to support implementation across diverse educational contexts. The paper emphasizes that developing self-regulated questioning is essential for fostering critical literacy and resisting surface-level engagement with digital texts. Implications for instruction highlight the need for explicit metacognitive scaffolding and equitable access to digital literacy tools. Future research directions include empirical validation of the framework’s impact on digital reading comprehension and exploration of developmental differences in metacognitive questioning practices. In an era of widespread misinformation and algorithmic bias, embedding metacognitive questioning into literacy education is vital for preparing students to navigate digital landscapes critically and reflectively. Full article

(This article belongs to the Special Issue Digital Literacy Environments and Reading Comprehension)

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19 pages, 1136 KiB

Open AccessArticle

Association Between Parental Attendance at Early Adolescence’s Parent–Teacher Conferences and Their Children’s Performance in Standardized Exams for High School and College Entrance

by Sydney L. Fu, Sean O. Fu, Rebecca Y. Chen, Earl Fu, Martin M. Fu, Tony Szu-Hsien Lee and Hsun-Yu Chan

Educ. Sci. 2025, 15(6), 750; https://doi.org/10.3390/educsci15060750 (registering DOI) - 13 Jun 2025

Abstract

Adolescents’ performance in high-stakes standardized examinations plays a pivotal role in shaping their educational trajectories. This longitudinal study investigated whether parental attendance at parent–teacher conferences (PTCs) during early adolescence is associated with students’ performance in standardized examinations required for high school and college [...] Read more.

Adolescents’ performance in high-stakes standardized examinations plays a pivotal role in shaping their educational trajectories. This longitudinal study investigated whether parental attendance at parent–teacher conferences (PTCs) during early adolescence is associated with students’ performance in standardized examinations required for high school and college entrance. Drawing on data from the Taiwan Youth Project, we analyzed responses from 1294 ninth-grade students and 524 twelfth-grade students with available exam results. Parental participation in PTCs was recorded in both seventh and eighth grades, along with two other types of school-based involvement and covariates, such as parental education level, household income, students’ birth order, prior academic rank, peer relationships, parental support, and parental expectations. Hierarchical linear modeling was employed to control for individual and school-level variables. The results showed that parental attendance at PTCs in eighth grade was associated with higher scores on high school entrance exams in ninth grade. Furthermore, attending PTCs in both seventh and eighth grades was significantly associated with better performance in college entrance exams in twelfth grade (β = 3.02, p < 0.01). These findings suggest that sustained parental engagement in PTCs contributes to improved academic performance in adolescence. Policies that promote equitable and continued parent–teacher collaboration may support long-term student success. Full article

(This article belongs to the Section Education and Psychology)

20 pages, 480 KiB

Open AccessArticle

Development and Initial Validation Steps of a Standardized Video Test Assessing Professional Vision of Classroom Management and Instructional Support

by Jasmin Lilian Bauersfeld, Patricia Bourcevet, Heike Hahn and Bernadette Gold

Educ. Sci. 2025, 15(6), 749; https://doi.org/10.3390/educsci15060749 (registering DOI) - 13 Jun 2025

Abstract

Teachers’ professional vision (PV) is important for implementing teaching quality in classrooms. PV entails noticing and reasoning on relevant events out of classrooms’ complexity. Many events entail situations of classroom management and instructional support, which are crucial for student learning. Standardized video-based instruments [...] Read more.

Teachers’ professional vision (PV) is important for implementing teaching quality in classrooms. PV entails noticing and reasoning on relevant events out of classrooms’ complexity. Many events entail situations of classroom management and instructional support, which are crucial for student learning. Standardized video-based instruments have been used to validly and reliably gmeasure PV of classroom management and PV of instructional support. However, most instruments focused on one teaching quality dimension (e.g., on classroom management or instructional support) and used several classroom videos for each focus. Therefore, the present study gives preliminary insights into the standardized assessment of PV of multiple foci of teaching quality (i.e., classroom management and instructional support) using a single classroom video from an elementary math lesson. Participants were 221 math master’s student teachers, 83 math bachelor’s student teachers, 40 math pre-service teachers in the induction program, 19 elementary math teachers, and 19 math students. The results of confirmatory factor analyses displayed a good fit for a two-dimensional structure with the following factors: PV of classroom management and PV of instructional support. Furthermore, our findings showed that master’s student teachers and pre-service teachers differed from bachelor’s student teachers and math students in PV of classroom management, but not when compared to experienced teachers. In conclusion, the findings mark an important first step in developing an instrument that captures classrooms’ complexity by simultaneously measuring PV of multiple foci of teaching quality using the identical classroom video. Full article

(This article belongs to the Special Issue Enhancing the Power of Video in Teacher Education)

26 pages, 1030 KiB

Open AccessSystematic Review

Newton’s Second Law Teaching Strategies—Identifying Opportunities for Educational Innovation

by Victor Ricardo Parra-Zeltzer, Jaime Huincahue and Diana Abril

Educ. Sci. 2025, 15(6), 748; https://doi.org/10.3390/educsci15060748 (registering DOI) - 13 Jun 2025

Abstract

Physics teaching faces challenges due to students’ limited understanding of fundamental concepts such as force and motion, as well as the restricted pedagogical strategies often employed by instructors and the limited variety of approaches to physical foundations. This difficulty is aggravated by the [...] Read more.

Physics teaching faces challenges due to students’ limited understanding of fundamental concepts such as force and motion, as well as the restricted pedagogical strategies often employed by instructors and the limited variety of approaches to physical foundations. This difficulty is aggravated by the perception of physics as distant from everyday life and by the traditional approach focused on solving mathematical problems. Despite the importance of Newton’s second law, many students confuse the relationships between mass, force, and acceleration, which highlights the need to innovate in teaching practices toward active learning trends. To explore the state of teaching Newton’s second law, a systematic review of the literature was conducted using the PRISMA methodology, analyzing twenty-six articles from the Web of Science and Scopus databases. This revealed an increase in interest in teaching this law, especially in 2023. However, the limited number of studies (only 26) also indicates that research on this topic remains scarce and underexplored. Most studies focus on primary and secondary school students (43%) and employ quantitative methodologies (38%). Teaching strategies include problem-solving (40%), simulations (27%), practical activities (14%), and group discussions (12%). Furthermore, it was identified that Newton’s law is primarily represented in scalar form, with limited inclusion of vector approaches, which highlights the need to discuss didactic alternatives that consider both approaches. Full article

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20 pages, 511 KiB

Open AccessArticle

Conceptualizing the Education Doctorate (EdD) as a Lever for Improving Education Leaders’ Use of Research Evidence

by Jill Alexa Perry, Elizabeth Farley-Ripple, Andrew Leland, Samantha Shewchuk and William Firestone

Educ. Sci. 2025, 15(6), 747; https://doi.org/10.3390/educsci15060747 (registering DOI) - 13 Jun 2025

Abstract

This paper explores how redesigned Education Doctorate (EdD) programs in educational leadership can serve as a lever for strengthening the use of research evidence (URE) in schools and districts. Drawing on the COM-B framework, we conceptualize a theory of action that links EdD [...] Read more.

This paper explores how redesigned Education Doctorate (EdD) programs in educational leadership can serve as a lever for strengthening the use of research evidence (URE) in schools and districts. Drawing on the COM-B framework, we conceptualize a theory of action that links EdD program design to leaders’ capabilities, motivations, and behaviors in applying research to educational improvement. We identify key dimensions of leadership preparation that align with well-documented URE practices. Finally, we discuss how these insights can inform doctoral programs as well as in-service professional learning and suggest the need for additional empirical work on these relationships and a deeper understanding of how local contexts shape the effectiveness of leadership preparation in supporting research-informed decision-making. Full article

(This article belongs to the Special Issue Strengthening Educational Leadership Preparation and Development)

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26 pages, 1014 KiB

Open AccessArticle

ChatGPT or Human Mentors? Student Perceptions of Technology Acceptance and Use and the Future of Mentorship in Higher Education

by Jimin Lee and Alena G. Esposito

Educ. Sci. 2025, 15(6), 746; https://doi.org/10.3390/educsci15060746 (registering DOI) - 13 Jun 2025

Abstract

GAI technologies are increasingly recognized as mentor-like resources in higher education. While these tools offer academic guidance and personalized feedback, little is known about how students perceive and evaluate AI-generated mentorship. This study investigated how Prior ChatGPT Use, primary mentor identity, mentorship effectiveness, [...] Read more.

GAI technologies are increasingly recognized as mentor-like resources in higher education. While these tools offer academic guidance and personalized feedback, little is known about how students perceive and evaluate AI-generated mentorship. This study investigated how Prior ChatGPT Use, primary mentor identity, mentorship effectiveness, and technology acceptance predict students’ response identification and evaluations of AI- versus human-generated responses. College students (N = 127) completed a survey in which they identified the source of masked responses across different domains and rated each response on helpfulness, caring, and likelihood to reach out again. Binary logistic regression models revealed that Prior ChatGPT Use predicted greater accuracy in identifying AI-generated responses, while mentor identity did not. Multiple linear regression analyses showed that students’ evaluations were influenced by perceived response sources more than actual sources. Participants who viewed human mentorship as effective were less likely to seek support from AI-perceived responses, while those who found ChatGPT useful rated AI-perceived responses more favorably. Technology acceptance factors were positively correlated with ratings of AI-perceived responses. These findings suggest that students’ pre-existing biases shape engagement with AI more than content itself, highlighting the importance of perception and the need to promote AI literacy when integrating ChatGPT as a mentorship tool. Full article

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

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19 pages, 288 KiB

Open AccessArticle

Teaching Older Struggling Readers: Novice 4–12th General and Special Education Teachers’ Knowledge of Foundational Reading Skills

by Erin K. Washburn and Abby Pierce

Educ. Sci. 2025, 15(6), 745; https://doi.org/10.3390/educsci15060745 (registering DOI) - 13 Jun 2025

Abstract

There is a need for teachers in 4–12th grade to possess strong foundational reading skills to support older students who persistently struggle with reading. The present study examined novice, 4–12th grade teachers’ knowledge of foundational reading skills and their perceptions of and beliefs [...] Read more.

There is a need for teachers in 4–12th grade to possess strong foundational reading skills to support older students who persistently struggle with reading. The present study examined novice, 4–12th grade teachers’ knowledge of foundational reading skills and their perceptions of and beliefs about teaching reading using the Survey of Reading-Related Knowledge and Perceptions. Participating novice teachers (n = 333) included elementary general education teachers (n = 113), special education elementary teachers (n = 120), secondary general education teachers (n = 73), and special education secondary teachers (n = 27). Survey data were analyzed using descriptive and inferential statistics. Results indicated that novice teachers, on average, scored below 50% on reading-related knowledge items. Novice teachers, on average, self-reported higher scores for their beliefs and perceived ability to teach reading than their actual knowledge of foundational reading skills. Implications for supporting novice teacher knowledge related to foundational reading skills are provided. Full article

(This article belongs to the Special Issue Students with Special Educational Needs in Reading and Writing)

17 pages, 292 KiB

Open AccessReview

Storying the FEW Nexus: A Framework for Cultivating Place-Based Integrated STEM Education in Rural Schools

by Hannah H. Scherer and Amy Price Azano

Educ. Sci. 2025, 15(6), 744; https://doi.org/10.3390/educsci15060744 (registering DOI) - 13 Jun 2025

Abstract

When education in STEM, social science, and the humanities are disconnected from each other and from place, it is inauthentic and nonresponsive to the lived experiences of people and communities. In rural spaces, the Food–Energy–Water (FEW) Nexus, a framework for problem solving and [...] Read more.

When education in STEM, social science, and the humanities are disconnected from each other and from place, it is inauthentic and nonresponsive to the lived experiences of people and communities. In rural spaces, the Food–Energy–Water (FEW) Nexus, a framework for problem solving and decision-making around these central resources, is salient because of the concentration of FEW resource production and extraction present. Storying the FEW Nexus is an interdisciplinary pedagogical framework that is theoretically rooted in a critical pedagogy of place and socio-ecological systems. Storying the FEW Nexus brings together these two related but distinct frameworks, calling attention to the need for relevant, place-based, and rural-focused narratives within STEM instruction. Developed for K-12 learners in rural places, Storying the FEW Nexus positions STEM knowledge and skills as resources that, alongside local narratives, are vital to the sustainability and viability of communities with unique and intertwined environmental justice histories and current realities. The FEW Nexus is leveraged to support rural learners in developing sustainable solutions to local socio-ecological systems issues. In this conceptual paper, we review the literature base supporting this integrated approach, describe the framework within the context of these aims, and make suggestions for researchers and practitioners. Full article

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

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22 pages, 3159 KiB

Open AccessArticle

Mobile-Enhanced Outdoor Education for Tang Sancai Heritage Tourism: An Interactive Experiential Learning Approach

by Jing Wang, Xing Zhang and Jasni Dolah

Educ. Sci. 2025, 15(6), 743; https://doi.org/10.3390/educsci15060743 - 13 Jun 2025

Abstract

Outdoor experiences significantly enrich intangible cultural heritage tourism, yet limited interaction often restricts deep cultural learning. This research investigates how a mobile application, grounded in experiential learning theory, enhances tourists’ learning about Tang Sancai, a form of Chinese intangible cultural heritage, in the [...] Read more.

Outdoor experiences significantly enrich intangible cultural heritage tourism, yet limited interaction often restricts deep cultural learning. This research investigates how a mobile application, grounded in experiential learning theory, enhances tourists’ learning about Tang Sancai, a form of Chinese intangible cultural heritage, in the outdoor setting of Sancai Town, Luoyang. Employing a theory learning behavior design scenario framework, the application integrates activity-based exploration, reflective multimedia content, and immersive simulation scenarios to promote active participation, critical reflection, and context-rich outdoor learning experiences. Controlled experiments using pre- and post-tests and questionnaires revealed that participants using the application significantly outperformed those using conventional digital tools in knowledge retention, comprehension, and experiential learning outcomes. Technology acceptance analysis highlighted perceived usefulness as a critical driver of learning success. However, limited effects on behavioral progression suggest that short-term digital interactions may not sustain long-term behavioral change. This research offers a replicable mobile learning framework for outdoor cultural education, extends experiential learning theory to informal tourism contexts, and provides practical insights into using technology to enrich outdoor educational experiences, while supporting heritage preservation. Full article

(This article belongs to the Special Issue Outdoors: Playing, Learning and Teaching)

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19 pages, 515 KiB

Open AccessArticle

Teachers’ Emotional Exhaustion Scale (TEES): Development and Psychometric Validation

by Jonathan Martínez-Líbano

Educ. Sci. 2025, 15(6), 742; https://doi.org/10.3390/educsci15060742 - 13 Jun 2025

Abstract

Emotional exhaustion in schoolteachers is a critical issue due to its detrimental effects on teachers’ mental health and its potential negative impact on students’ academic outcomes. This study aimed to develop and validate the Teachers’ Emotional Exhaustion Scale (TEES). The research was conducted [...] Read more.

Emotional exhaustion in schoolteachers is a critical issue due to its detrimental effects on teachers’ mental health and its potential negative impact on students’ academic outcomes. This study aimed to develop and validate the Teachers’ Emotional Exhaustion Scale (TEES). The research was conducted in three phases. First, the scale items were developed and evaluated by expert judges using Aiken’s V for content validation. Second, an exploratory factor analysis (EFA) was performed on a sample of 153 teachers to identify the scale’s factor structure. Finally, a confirmatory factor analysis (CFA) was conducted with a sample of 473 Chilean teachers to validate the factor structure. The EFA revealed a two-factor structure comprising Emotional Fatigue (EF) and Emotional Hopelessness (EH), which was subsequently confirmed in the CFA. The model demonstrated a satisfactory fit to the data: χ²(32) = 142.383, p < 0.001; CMIN/DF = 1.651. The goodness-of-fit indices were robust (GFI = 0.933, NFI = 0.952, IFI = 0.981, TLI = 0.974, CFI = 0.980), and the RMSEA was 0.065, indicating an acceptable model fit. The TEES is a valid and reliable instrument for assessing emotional exhaustion in teachers. These findings are particularly relevant in the Chilean educational context, where teachers’ mental health and its implications for the education system are of increasing concern. The TEES can serve as a valuable tool for the early identification of emotional exhaustion, ultimately contributing to teacher retention and the improvement of educational quality. Full article

(This article belongs to the Section Education and Psychology)

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