Education Sciences

6 pages, 152 KiB

Open AccessEditorial

Cultivating Inclusive Classroom Practices in Special Education

by Mirna Nel and Juan Bornman

Educ. Sci. 2025, 15(8), 970; https://doi.org/10.3390/educsci15080970 - 28 Jul 2025

The purpose of this Special Issue was to gather recent and high-quality research reports which integrated or investigated a socio-ecological approach towards inclusive teaching and learning practices in special education [...] Full article

(This article belongs to the Special Issue Cultivating Inclusive Classrooms: Practices in Special Education)

22 pages, 1411 KiB

Open AccessArticle

Better Is Better: Describing Family-Centrism, How Inquiry and Co-Construction as a Counter-Story Raises the Bar in Family–School Partnerships

by Janice Kroeger and Jamie Sisson

Educ. Sci. 2025, 15(8), 969; https://doi.org/10.3390/educsci15080969 - 28 Jul 2025

Abstract

In this paper, we argue that what is sometimes at fault for the poor attendance and lack of engagement in schools observed from historically marginalized families is a missed opportunity to increase understanding or cultural relevance on the part of schools. In this [...] Read more.

In this paper, we argue that what is sometimes at fault for the poor attendance and lack of engagement in schools observed from historically marginalized families is a missed opportunity to increase understanding or cultural relevance on the part of schools. In this paper, we use the construct of “counter stories” which has the potential to change the script on the instrumentalist demands of quantity versus quality in parent engagement. By providing examples of what we consider “quality” engagement techniques via the staff’s interpretation of their roles within one demographically rich early learning center, the strategies used to engage parents are documented. Counter-stories of practice show family-centrism as interpreted by school leaders. By describing one community context and its practices of building relationships with newcomer families, relationally driven parent engagement techniques are revealed. The authors highlight how inquiry-based methods surpass the generic approaches described in policy. When parent engagement “arises” from within parents’ motivations and informs authentic knowing (by teachers and school leaders), community systems are elevated. Professionals’ decisions about children and community groups that are informed by families’ knowledge are consequently meaningful and authentic. Full article

(This article belongs to the Special Issue A Familycentric Approach to Schooling: What It Is, What It Takes, What It Looks Like)

16 pages, 2592 KiB

Open AccessArticle

Finger Patterns as a Tool for Teaching and Learning About Number Relations Exceeding 10 in the Many Hands Activity

by Anna-Lena Ekdahl and Angelika Kullberg

Educ. Sci. 2025, 15(8), 968; https://doi.org/10.3390/educsci15080968 - 28 Jul 2025

Abstract

In this study, we investigate the learning opportunities offered in the enactment of a finger pattern activity with numbers exceeding 10 that shows how smaller units can be composed into larger units. Research on early arithmetic learning shows the importance of students understanding [...] Read more.

In this study, we investigate the learning opportunities offered in the enactment of a finger pattern activity with numbers exceeding 10 that shows how smaller units can be composed into larger units. Research on early arithmetic learning shows the importance of students understanding numbers as composed units and making use of arithmetic strategies that are based on unitizing rather than single-unit counting. The Many Hands activity was enacted in an intervention program focusing on 6-year-olds’ learning of structuring numbers and number relations during one school year, conducted in collaboration with teachers. The activity, with numbers exceeding 10, was enacted at the end of the program. Video observations of 19 teaching episodes in which the activity was used were analyzed using the variation theory of learning. The analysis focused on identifying which aspects of numbers were made visible for students to discern and how finger patterns became a tool for structuring numbers and number relations. Five aspects were made visible in the enactments of the Many Hands activity: (i) small numbers as composed units; (ii) units within units; (iii) units within units and new, larger units; (iv) relationships between units in the number system; and (v) place value. In 12 of the 19 episodes, the teacher or the students used their fingers to show and see the structure of numbers in relation to the identified aspects. Full article

(This article belongs to the Special Issue Early Mathematics Education with a Focus on the Teacher and the Teaching)

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25 pages, 1101 KiB

Open AccessArticle

Transforming Learning Environments: Asset Management, Social Innovation and Design Thinking for Educational Facilities 5.0

by Giacomo Barbieri, Freddy Zapata and Juan David Roa De La Torre

Educ. Sci. 2025, 15(8), 967; https://doi.org/10.3390/educsci15080967 - 28 Jul 2025

Abstract

Educational institutions are facing a crisis characterized by the need to address diverse learning styles and vocational aspirations, exacerbated by ongoing financial pressures. To navigate these challenges effectively, there is an urgent need to innovate educational practices and learning environments, ensuring they are [...] Read more.

Educational institutions are facing a crisis characterized by the need to address diverse learning styles and vocational aspirations, exacerbated by ongoing financial pressures. To navigate these challenges effectively, there is an urgent need to innovate educational practices and learning environments, ensuring they are adaptable and responsive to the evolving needs of students and the workforce. The adoption of the Industry 5.0 framework offers a promising solution, providing a holistic approach that emphasizes the integration of human creativity and advanced technologies to transform educational institutions into resilient, human-centric, and sustainable learning environments. In this context, this article presents a transdisciplinary methodology that integrates Asset Management (AM) with Social Innovation (SI) through Design Thinking (DT) to co-design Educational Facilities 5.0 with stakeholders. The application of the proposed approach in an AgroLab case study—a food and agricultural laboratory—demonstrates how the methodology enables the definition of an Educational Facility 5.0 and generates AM Design Knowledge to support informed decision-making in the subsequent design, implementation, and operation phases. Following DT principles—where knowledge emerges through iterative experimentation and insights from practical applications—this article also discusses the role of SI and DT in AM, the role of Large Language Models in convergent processes, and a vision for Educational Facilities 5.0. Full article

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24 pages, 2212 KiB

Open AccessArticle

Toward Sustainable Digital Literacy: A Comparative Study of Gamified and Non-Gamified Digital Board Games in Higher Education

by Songpon Khanchai, Perasuk Worragin, Pakinee Ariya, Kannikar Intawong and Kitti Puritat

Educ. Sci. 2025, 15(8), 966; https://doi.org/10.3390/educsci15080966 - 28 Jul 2025

Abstract

This study examines the effects of gamified and non-gamified digital board games on students’ digital literacy and engagement. A total of 98 undergraduate students (n = 98) were randomly assigned to one of two conditions: gamified or non-gamified. The digital board game, [...] Read more.

This study examines the effects of gamified and non-gamified digital board games on students’ digital literacy and engagement. A total of 98 undergraduate students (n = 98) were randomly assigned to one of two conditions: gamified or non-gamified. The digital board game, designed to simulate real-world digital literacy scenarios, was implemented in a classroom setting. Students’ digital literacy performance was assessed through pre- and post-tests, and their engagement was measured using the Game Engagement Questionnaire. The results revealed that students in the gamified condition significantly outperformed those in the non-gamified condition in digital literacy post-test scores (p = 0.039). Additionally, the gamified group showed significantly higher engagement scores in flow (p = 0.039), enjoyment (p = 0.033), immersion (p = 0.042), and social interaction (p = 0.030). These findings highlight the effectiveness of gamified learning environments in enhancing digital literacy skills and multidimensional engagement. Full article

(This article belongs to the Special Issue Sustainability of Digital Game-Based Learning)

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13 pages, 472 KiB

Open AccessArticle

From Experience to Identity: Autoethnographic Reflections on Becoming Educators in Pedagogy and Social Education

by Maria-Antonia Gomila-Grau, Victoria Quesada-Serra and Marta Bertrán-Tarrés

Educ. Sci. 2025, 15(8), 965; https://doi.org/10.3390/educsci15080965 - 26 Jul 2025

Abstract

(1) Background: The development of professional identity in future educators is a dynamic and multifaceted process, shaped by personal experiences, interpersonal relationships, role models, and the values internalized across diverse learning ecologies. This identity formation is closely intertwined with academic achievement, socio-educational [...] Read more.

(1) Background: The development of professional identity in future educators is a dynamic and multifaceted process, shaped by personal experiences, interpersonal relationships, role models, and the values internalized across diverse learning ecologies. This identity formation is closely intertwined with academic achievement, socio-educational integration, peer interactions, and the underlying motivations for choosing a particular educational and professional trajectory. This study explores the connections between students’ educational experiences and their motivation to pursue careers in pedagogy and social education. (2) Methods: Based on 138 autoethnographic narratives written by undergraduate students enrolled in Anthropology of Education courses at two [Spanish] universities. (3) Results: The analysis reveals how reflective engagement with personal educational histories enables students to reconstruct the relational foundations of their learning paths. These reflections inform their academic and career choices, which are understood not as static decisions, but as evolving trajectories shaped by a generational context characterized by uncertainty and change. (4) Conclusions: The findings highlight how students, through their narratives, articulate both their professional aspirations and a vision of the educator as an agent of change—one who emerges in response to, and often in critique of, the educational structures and practices. Full article

(This article belongs to the Collection Trends and Challenges in Higher Education)

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20 pages, 505 KiB

Open AccessReview

The Current State of School Attendance Research and Data in Canada

by Jess Whitley, Natasha McBrearty, Maria A. Rogers and J. David Smith

Educ. Sci. 2025, 15(8), 964; https://doi.org/10.3390/educsci15080964 - 25 Jul 2025

Abstract

The issue of school absenteeism has received increased attention in previous years due to the widespread absences caused by the COVID-19 pandemic. However, Canadian research is sparse on the topic, and a data-based picture of the extent of the problem does not exist. [...] Read more.

The issue of school absenteeism has received increased attention in previous years due to the widespread absences caused by the COVID-19 pandemic. However, Canadian research is sparse on the topic, and a data-based picture of the extent of the problem does not exist. In this conceptual article, we briefly trace the origins of school absenteeism and outline the current status of prevalence data and research in the area of school absenteeism in Canada, drawing on a broad range of sources including national and international surveys. Our exploration suggests several recommendations to advance knowledge and practice in the area, including the identification and sharing of attendance-related data within and across provinces and territories, the development of partnerships between researchers and school boards, the integration of discipline-specific research in the area and the analysis of school absenteeism through nuanced, complex lenses. Full article

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21 pages, 5452 KiB

Open AccessTechnical Note

Technology Review of Magic School AI: An Intelligent Way for Education Inclusivity and Teacher Workload Reduction

by Xiaying Li, Belle Li, Jianing Li and Su-Je Cho

Educ. Sci. 2025, 15(8), 963; https://doi.org/10.3390/educsci15080963 - 25 Jul 2025

Abstract

Students with special needs often require more assistance and attention to meet their educational needs. However, schools frequently grapple with a critical shortage of special education teachers and support staff. This shortage of special education teachers can result in limited resources for general [...] Read more.

Students with special needs often require more assistance and attention to meet their educational needs. However, schools frequently grapple with a critical shortage of special education teachers and support staff. This shortage of special education teachers can result in limited resources for general and subject teachers (e.g., math, science), making it challenging to provide individualized support to students with special needs. Specifically, subject teachers may struggle to design effective curricular content modifications and accommodations for such students without the guidance and suggestions of special education teachers. Artificial Intelligence (AI) technologies can provide some support for teachers and schools in meeting the needs of students with special needs. Also, AI may help reduce teachers’ workload. In this technology review, we assess the capabilities of Magic School AI (MSAI) in providing accommodations and modifications to assist teachers in streamlining their workload and fostering inclusivity in their classrooms. We examined five functions: text leveler, text scaffolders, assignment scaffolder, exemplar and non-examples, and sentence starters. Additionally, we discuss the limitations of MSAI and conclude by suggesting potential improvements for the system. Full article

(This article belongs to the Special Issue Intelligent Education: A Comprehensive Look at the Integration of AI across Academic Domains)

21 pages, 1334 KiB

Open AccessArticle

AI and Q Methodology in the Context of Using Online Escape Games in Chemistry Classes

by Markéta Dobečková, Ladislav Simon, Lucia Boldišová and Zita Jenisová

Educ. Sci. 2025, 15(8), 962; https://doi.org/10.3390/educsci15080962 - 25 Jul 2025

Abstract

The contemporary digital era has fundamentally reshaped pupil education. It has transformed learning into a dynamic environment with enhanced access to information. The focus shifts to the educator, who must employ teaching strategies, practices, and methods to engage and motivate the pupils. New [...] Read more.

The contemporary digital era has fundamentally reshaped pupil education. It has transformed learning into a dynamic environment with enhanced access to information. The focus shifts to the educator, who must employ teaching strategies, practices, and methods to engage and motivate the pupils. New possibilities are emerging for adopting active pedagogical approaches. One example is the use of educational online escape games. In the theoretical part of this paper, we present online escape games as a tool that broadens pedagogical opportunities for schools in primary school chemistry education. These activities are known to foster pupils’ transversal or soft skills. We investigate the practical dimension of implementing escape games in education. This pilot study aims to analyse primary school teachers’ perceptions of online escape games. We collected data using Q methodology and conducted the Q-sort through digital technology. Data analysis utilised both the PQMethod programme and ChatGPT 4-o, with a subsequent comparison of their respective outputs. Although some numerical differences appeared between the ChatGPT and PQMethod analyses, both methods yielded the same factor saturation and overall results. Full article

(This article belongs to the Special Issue Innovation in Teacher Education Practices)

21 pages, 2537 KiB

Open AccessArticle

Spatial Disparities in University Admission Outcomes Among Ethnic Hungarian Students: Regional Analysis in the Central European Carpathian Basin

by József Demeter, Klára Czimre and Károly Teperics

Educ. Sci. 2025, 15(8), 961; https://doi.org/10.3390/educsci15080961 - 25 Jul 2025

Abstract

This research investigates higher education admission outcomes at Hungarian universities for ethnic Hungarian minority students residing in countries within the Carpathian Basin. The region is distinguished by a variety of national policies that impact minority education. By analyzing extensive data on the availability [...] Read more.

This research investigates higher education admission outcomes at Hungarian universities for ethnic Hungarian minority students residing in countries within the Carpathian Basin. The region is distinguished by a variety of national policies that impact minority education. By analyzing extensive data on the availability of mother tongue education, the status of minority rights, advanced level examination performance, and types of settlement using a wide range of statistical methods, our study reveals significant cross-national differences in the distribution of admission scores and central tendencies. Compared to lower and more varied scores for students from Ukraine and Romania, ethnic Hungarian students from Serbia and Slovakia achieved high average admission scores. Performance was notably more consistent among students from EU member states compared to non-EU regions, strongly linking outcomes to the more robust implementation of minority rights and better access to mother-tongue education within the EU framework. A critical finding is the strong positive correlation (Pearson r = 0.837) between admission scores and advanced level examination results, highlighting the pivotal role of these exams for the academic progression of these minority students. The Jonckheere-Terpstra test (p < 0.05) further confirmed significant performance differences between ranked country groups, with Serbian and Slovak students generally outperforming their Ukrainian and Romanian counterparts. Counterintuitively, settlement type (urban vs. rural) exhibited a negligible relationship with admission scores (r = 0.150), explaining only 2% of score variability. This challenges common assumptions and suggests other factors specific to the Hungarian minority context are more influential. This study provides crucial insights into the complex dynamics influencing Hungarian minority students’ access to higher education, underscoring cross-country educational inequalities, and informing the development of equitable minority rights and mother-tongue education policies in Central Europe for these often-marginalized communities. Full article

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23 pages, 2259 KiB

Open AccessArticle

Pre-Service Physics Teachers’ Perceptions of Interdisciplinary Teaching: Confidence, Challenges, and Institutional Influences

by Elmira Kozhabekova, Fariza Serikbayeva, Zhadyra Yermekova, Saule Nurkasymova and Nuri Balta

Educ. Sci. 2025, 15(8), 960; https://doi.org/10.3390/educsci15080960 - 25 Jul 2025

Abstract

Interdisciplinary teaching plays an important role in modern physics education by improving students’ understanding, problem-solving skills, and engagement through the integration of multiple disciplines. This study examines pre-service physics teachers’ perceptions of interdisciplinary teaching, focusing on their confidence in implementing interdisciplinary approaches, perceived [...] Read more.

Interdisciplinary teaching plays an important role in modern physics education by improving students’ understanding, problem-solving skills, and engagement through the integration of multiple disciplines. This study examines pre-service physics teachers’ perceptions of interdisciplinary teaching, focusing on their confidence in implementing interdisciplinary approaches, perceived benefits, and the challenges they expect. A Likert-scale survey was administered to 292 pre-service teachers from two universities in Kazakhstan. Findings indicate that students’ confidence in interdisciplinary teaching increases over time, while their recognition of its benefits remains consistently high across all academic years. However, barriers such as lack of training and feeling unprepared persist, even at the master’s level, indicating the need for structured interdisciplinary training. Institutional differences significantly impact students’ perceptions, with students from one university showing higher confidence levels than those from another, showing variations in curriculum and support systems. Gender differences in confidence were minimal. Additionally, perceptions of interdisciplinary teaching do not follow a linear trajectory, as students in their second and third years experienced a temporary decline in confidence before recovering in later years. Our findings indicate the need for structured interdisciplinary training in teacher education programs, institutional support to reduce disparities in confidence levels, targeted interventions during academic transitions, and ongoing professional development to address persistent barriers. Full article

(This article belongs to the Section STEM Education)

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15 pages, 717 KiB

Open AccessArticle

Bridging Theory and Practice with Immersive Virtual Reality: A Study on Transfer Facilitation in VET

by David Kablitz

Educ. Sci. 2025, 15(8), 959; https://doi.org/10.3390/educsci15080959 - 25 Jul 2025

Abstract

This study explores the potential of immersive virtual reality (IVR) to enhance knowledge transfer in vocational education, particularly in bridging the gap between academic learning and practical workplace application. The focus lies on relevant predictors for actual learning transfer, namely knowledge acquisition and [...] Read more.

This study explores the potential of immersive virtual reality (IVR) to enhance knowledge transfer in vocational education, particularly in bridging the gap between academic learning and practical workplace application. The focus lies on relevant predictors for actual learning transfer, namely knowledge acquisition and the transfer-related self-efficacy. Additionally, the Cognitive Affective Model of Immersive Learning (CAMIL) is used to investigate potential predictors in IVR learning. This approach allows for empirical testing of the CAMIL and validation of its assumptions using empirical data. To address the research questions, a quasi-experimental field study was conducted with 141 retail trainees at a German vocational school. Participants were assigned to either an IVR group or a control group receiving traditional instruction. The intervention spanned four teaching sessions of 90 min each, focusing on the design of a retail sales area based on sales-promoting principles. To assess subject-related learning outcomes, a domain-specific knowledge test was developed. In addition, transfer-related self-efficacy and other relevant constructs were measured using Likert-scale questionnaires. The results show that IVR-based instruction significantly improves knowledge acquisition and transfer-related self-efficacy compared to traditional teaching methods. In terms of the CAMIL-based mechanisms, significant correlations were found between transfer-related self-efficacy and factors such as interest, motivation, academic self-efficacy, embodiment, and self-regulation. Additionally, correlations were found between knowledge acquisition and relevant predictors such as interest, motivation, and self-regulation. These findings underscore IVR’s potential to facilitate knowledge transfer in vocational school, highlighting the need for further research on its long-term effects and the actual application of learned skills in real-world settings. Full article

(This article belongs to the Special Issue Dynamic Change: Shaping the Schools of Tomorrow in the Digital Age)

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18 pages, 639 KiB

Open AccessArticle

Psychoeducational Classroom Interventions Promoting Inclusion of Special Educational Needs Students in Mainstream Classes: The Case of the BATTIE Program

by Diamanto Filippatou, Anna Gerakini and Georgios Androulakis

Educ. Sci. 2025, 15(8), 958; https://doi.org/10.3390/educsci15080958 - 25 Jul 2025

Abstract

Inclusive education emphasizes the right of all students, including those with special educational needs and disabilities (SEND), to access equitable learning opportunities in mainstream classrooms. This study presents the implementation and evaluation of a school-based intervention within the BATTIE (Bottleneck Analysis and Teacher [...] Read more.

Inclusive education emphasizes the right of all students, including those with special educational needs and disabilities (SEND), to access equitable learning opportunities in mainstream classrooms. This study presents the implementation and evaluation of a school-based intervention within the BATTIE (Bottleneck Analysis and Teacher Trainings for Inclusive Education) project in Greece, aiming to enhance inclusion through differentiated instruction (DI) and a whole school approach. The intervention was conducted across 26 schools and involved 116 educators and 130 students with SEND. A qualitative methodology was employed, utilizing structured classroom observations, field notes, and semi-structured interviews with teachers. The data were thematically analyzed using NVivo 11. Findings indicated notable improvements in student engagement, academic participation, and classroom collaboration, especially among students with SEND. Teachers reported enhanced professional confidence, better understanding of inclusive strategies, and improved collaboration with special education staff. However, limitations in interdisciplinary cooperation—particularly with school psychologists—were identified. This study concludes that sustained professional development, school-wide collaboration, and differentiated instruction are essential for fostering inclusive practices. It underscores the potential of structured, whole school interventions to improve learning environments for diverse student populations and provides insights for educational policy and practice reform. Full article

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

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21 pages, 597 KiB

Open AccessArticle

Competency Learning by Machine Learning-Based Data Analysis with Electroencephalography Signals

by Javier M. Antelis, Myriam Alanis-Espinosa, Omar Mendoza-Montoya, Pedro Cervantes-Lozano and Luis G. Hernandez-Rojas

Educ. Sci. 2025, 15(8), 957; https://doi.org/10.3390/educsci15080957 - 25 Jul 2025

Abstract

Data analysis and machine learning have become essential cross-disciplinary skills for engineering students and professionals. Traditionally, these topics are taught through lectures or online courses using pre-existing datasets, which limits the opportunity to engage with the full cycle of data analysis and machine [...] Read more.

Data analysis and machine learning have become essential cross-disciplinary skills for engineering students and professionals. Traditionally, these topics are taught through lectures or online courses using pre-existing datasets, which limits the opportunity to engage with the full cycle of data analysis and machine learning, including data collection, preparation, and contextualization of the application field. To address this, we designed and implemented a learning activity that involves students in every step of the learning process. This activity includes multiple stages where students conduct experiments to record their own electroencephalographic (EEG) signals and use these signals to learn data analysis and machine learning techniques. The purpose is to actively involve students, making them active participants in their learning process. This activity was implemented in six courses across four engineering careers during the 2023 and 2024 academic years. To validate its effectiveness, we measured improvements in grades and self-reported motivation using the MUSIC model inventory. The results indicate a positive development of competencies and high levels of motivation and appreciation among students for the concepts of data analysis and machine learning. Full article

(This article belongs to the Section Higher Education)

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13 pages, 217 KiB

Open AccessArticle

An Investigation of Alternative Pathways to Teacher Qualifications in Australia

by Merryn Lesleigh Dawborn-Gundlach

Educ. Sci. 2025, 15(8), 956; https://doi.org/10.3390/educsci15080956 - 24 Jul 2025

Abstract

In alignment with global educational trends, Australia has adopted a pluralistic approach to initial teacher education (ITE), encompassing traditional university-based programs, employment-integrated models and vocational training routes. This diversification of pathways has emerged as a strategic response to persistent workforce challenges, including chronic [...] Read more.

In alignment with global educational trends, Australia has adopted a pluralistic approach to initial teacher education (ITE), encompassing traditional university-based programs, employment-integrated models and vocational training routes. This diversification of pathways has emerged as a strategic response to persistent workforce challenges, including chronic shortages, uneven distribution of qualified educators, and limited demographic diversity within the profession. Rather than supplanting conventional ITE models, these alternative pathways serve as complementary options, broadening access and enhancing system responsiveness to evolving societal and educational needs. The rise in non-traditional routes represents a deliberate response to the well-documented global teacher shortage, frequently examined in comparative educational research. Central to their design is a restructuring of traditional program elements, particularly duration and delivery methods, to facilitate more flexible and context-sensitive forms of teacher preparation. Such approaches often create opportunities for individuals who may be excluded from conventional pathways due to socioeconomic constraints, geographic isolation, or non-linear career trajectories. Significantly, the diversity introduced by alternative entry candidates has the potential to enrich school learning environments. These educators often bring a wide range of prior experiences, disciplinary knowledge, and cultural perspectives, contributing to more inclusive and representative teaching practices. The implications for student learning are substantial, particularly in disadvantaged communities where culturally and professionally diverse teachers may enhance engagement and academic outcomes. From a policy perspective, the development of flexible, multifaceted teacher education pathways constitutes a critical component of a sustainable workforce strategy. As demand for qualified teachers intensifies, especially in STEM disciplines and in rural, regional and remote areas, the role of alternative pathways is likely to become increasingly pivotal in achieving broader goals of equity, quality and innovation in teacher preparation. Full article

(This article belongs to the Special Issue Innovation in Teacher Education Practices)

26 pages, 850 KiB

Open AccessArticle

Impact of Virtual Reality Immersion in Biology Classes on Habits of Mind of East Jerusalem Municipality High School Students: Examining Mediating Roles of Self-Regulation, Flow Experience, and Motivation

by Nader Neiroukh and Abedalkarim Ayyoub

Educ. Sci. 2025, 15(8), 955; https://doi.org/10.3390/educsci15080955 - 24 Jul 2025

Abstract

This quantitative study investigates the effects of virtual reality immersion on enhancing scientific habits of mind (critical and creative thinking) through the mediation of flow experience, motivation, and self-regulation in high school biology classes in East Jerusalem. The random multi-stage cluster sample consisted [...] Read more.

This quantitative study investigates the effects of virtual reality immersion on enhancing scientific habits of mind (critical and creative thinking) through the mediation of flow experience, motivation, and self-regulation in high school biology classes in East Jerusalem. The random multi-stage cluster sample consisted of 347 high school students from three schools who learned biology concepts constructively during the first semester using VR-based instruction, complying with the principles of the Cognitive Affective Model of Immersive Learning (CAMIL). The results of PLS-SEM revealed that VRI significantly affected critical and creative thinking directly and indirectly. Cases of partial and complete mediation intervened, showing the effects of mediators on enhancing habits of mind through a sequence of mediation flowing from flow experience through motivation to self-regulation, which functioned as a key intermediary factor in the relationship between virtual reality immersion and habits of mind. Based on the results of the study, the complex structure warrants further investigation. The results of the study suggest that VRI’s impact on critical and creative thinking was intensified through mediation effects. In addition, the findings confirm that flow experience and motivation played essential roles in fostering a conducive learning environment that supports cognitive skill development. The results highlight that the enhancement of self-regulation was a necessary step for the enhancement of critical and creative thinking. The study recommends integrating VRI into teaching biology to enhance students’ higher-order thinking skills. Further studies on self-regulation should explore adaptive interventions that strengthen self-regulatory strategies to maximize the cognitive benefits of virtual reality immersion. Full article

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19 pages, 2323 KiB

Open AccessArticle

Augmented Reality 3D Multibase Blocks at the Future Classroom Lab Through Active Methodology: Analyzing Pre-Service Teachers’ Disposition in Mathematics Course

by Ana Isabel Montero-Izquierdo, Jin Su Jeong and David González-Gómez

Educ. Sci. 2025, 15(8), 954; https://doi.org/10.3390/educsci15080954 - 24 Jul 2025

Abstract

The use of augmented reality (AR) tools and innovative learning environments in education have increased over the last few years due to the rapid advancement of technology. In this study, an AR mathematics learning intervention has been proposed which consisted of the creation [...] Read more.

The use of augmented reality (AR) tools and innovative learning environments in education have increased over the last few years due to the rapid advancement of technology. In this study, an AR mathematics learning intervention has been proposed which consisted of the creation of 3D multibase blocks to perform AR arithmetic calculations conducted through active methodologies in the future classroom lab (FCL). The aim of this study was to analyze pre-service teachers’ (PSTs) affective domain (emotion, self-efficacy, and attitude), engagement, motivation, and confidence. The sample consisted of 97 PSTs enrolled on the second year of the Primary Education degree, who were attending the “Mathematics and its Didactics” subject. The findings revealed a significant increase in PSTs’ satisfaction, fun, confidence, and pride, and a decrease in uncertainty, nervousness, and concern. Regarding PSTs’ self-efficacy, a significant improvement was observed in knowing the necessary steps to teach mathematical concepts and work in the FCL. No significant differences were found in attitude, engagement, and motivation; however, the PSTs showed a high disposition in all of them before starting the intervention. Additionally, the PSTs reported to be more confident, and it enhanced their knowledge in the use of 3D design and AR applications to create multibase blocks to support the teaching–learning content of arithmetic operations. Full article

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18 pages, 27645 KiB

Open AccessArticle

Innovative Pedagogies for Industry 4.0: Teaching RFID with Serious Games in a Project-Based Learning Environment

by Pascal Vrignat, Manuel Avila, Florent Duculty, Christophe Bardet, Stéphane Begot and Pascale Marangé

Educ. Sci. 2025, 15(8), 953; https://doi.org/10.3390/educsci15080953 - 24 Jul 2025

Abstract

This work was conducted within the framework of French university reforms undertaken since 2022. Regardless of learning level and target audience, project-based learning has proved its effectiveness as a teaching strategy for many years. The novelty of the present contribution lies in the [...] Read more.

This work was conducted within the framework of French university reforms undertaken since 2022. Regardless of learning level and target audience, project-based learning has proved its effectiveness as a teaching strategy for many years. The novelty of the present contribution lies in the gamification of this learning method. A popular game, Trivial Pursuit, was adapted to enable students to acquire knowledge in a playful manner while preparing for upcoming technical challenges. Various technical subjects were chosen to create new cards for the game. A total of 180 questions and their answers were created. The colored tokens were then used to trace manufactured products. This teaching experiment was conducted as part of a project-based learning program with third-year Bachelor students (Electrical Engineering and Industrial Computing Department). The game components associated with the challenge proposed to the students comprised six key elements: objectives, challenges, mechanics, components, rules, and environment. Within the framework of the Industry 4.0 concept, this pedagogical activity focused on the knowledge, understanding, development, and application of an RFID (Radio Frequency Identification) system demonstrating the capabilities of this technology. This contribution outlines the various stages of the work assigned to the students. An industrial partner was also involved in this work. Full article

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26 pages, 5099 KiB

Open AccessArticle

Rethinking Traditional Playgrounds: Temporary Landscape Interventions to Advance Informal Early STEAM Learning in Outdoors

by Nazia Afrin Trina, Muntazar Monsur, Nilda Cosco, Leehu Loon, Stephanie Shine and Ann Mastergeorge

Educ. Sci. 2025, 15(8), 952; https://doi.org/10.3390/educsci15080952 - 24 Jul 2025

Abstract

Traditional playground settings are often less effective in fostering STEAM (Science, Technology, Engineering, Arts, and Mathematics)-related activities, as fixed play structures tend to restrict the diversity of play behaviors and inhibit children’s ability to engage in self-directed, imaginative exploration. Using a research-through-design methodology, [...] Read more.

Traditional playground settings are often less effective in fostering STEAM (Science, Technology, Engineering, Arts, and Mathematics)-related activities, as fixed play structures tend to restrict the diversity of play behaviors and inhibit children’s ability to engage in self-directed, imaginative exploration. Using a research-through-design methodology, this study investigated how playground design (temporary landscape interventions) influences children’s engagement in informal STEAM learning activities and enhances the STEAM learning affordances of the playground. Conducted at an early learning center in Lubbock, Texas, the research involved GIS-based Environment–Behavior Mapping (E-B Mapping) and video analysis of 21 preschool-age children to compare pre- and post-intervention STEAM learning behaviors. The intervention incorporated fourteen nature-based landscape elements—such as sand and water play areas, sensory gardens, loose parts, art areas, etc.—to enhance affordances for informal STEAM activities. The results showed a marked decrease in passive behaviors and a notable rise in constructive play; collaborative interactions; and STEAM-related activities such as building, hypothesizing, observing, and experimenting. Engagement shifted away from fixed play structures to more diverse and naturalized play settings. The findings underscore the critical role of integrating diverse landscape settings and elements into playgrounds in enriching STEAM learning experiences for young children. Full article

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

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