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Education Sciences

Education Sciences is an international, peer-reviewed, open access journal on education, published monthly online by MDPI. The European Network of Sport Education (ENSE) is affiliated with Education Sciences and its members receive discounts on the article processing charges.

Open Access— free for readers, with article processing charges (APC) paid by authors or their institutions.
High Visibility: indexed within Scopus, ESCI (Web of Science), Educational Research Abstracts, PsycInfo, and other databases.
Journal Rank: JCR - Q1 (Education and Educational Research) / CiteScore - Q1 (Physical Therapy, Sports Therapy and Rehabilitation)
Rapid Publication: manuscripts are peer-reviewed and a first decision is provided to authors approximately 26.5 days after submission; acceptance to publication is undertaken in 3.9 days (median values for papers published in this journal in the second half of 2025).
Recognition of Reviewers: reviewers who provide timely, thorough peer-review reports receive vouchers entitling them to a discount on the APC of their next publication in any MDPI journal, in appreciation of the work done.
Companion journal: AI in Education.
Journal Cluster of Education and Psychology: Adolescents, Behavioral Sciences, Education Sciences, Journal of Intelligence, Psychology International and Youth.

Impact Factor: 2.6 (2024); 5-Year Impact Factor: 2.7 (2024)

Imprint Information Journal Flyer Open Access ISSN: 2227-7102

Latest Articles

22 pages, 340 KB

Open AccessArticle

Effects of Sport Education Model on Meaningful Experiences in Physical Education and (De)Motivating Teaching Approaches

by Zilia Villafaña-Samper, Diego Esteban-Torres, Lorién Capablo-Jal, Javier García-Cazorla, Carlos Mayo-Rota and Luis García-González

Educ. Sci. 2026, 16(1), 60; https://doi.org/10.3390/educsci16010060 (registering DOI) - 1 Jan 2026

This study aimed to examine the effects of a basketball teaching unit based on the Sport Education Model on students’ meaningful experiences in Physical Education and their perceptions of (de)motivating teaching approaches used by their Physical Education teachers. A total of 102 secondary [...] Read more.

This study aimed to examine the effects of a basketball teaching unit based on the Sport Education Model on students’ meaningful experiences in Physical Education and their perceptions of (de)motivating teaching approaches used by their Physical Education teachers. A total of 102 secondary school students (49 girls; M_age = 13.66, SD = 0.72) participated in a pre-experimental, single group pretest-posttest design. Students completed the Meaningful Physical Education Scale and the Situation-in-School-Physical Education questionnaire before and after an eight-session intervention implemented by a pre-service teacher. Data were analyzed using mixed 2 (Time: pre, post) × 2 (Sex: male, female) MANOVAs and follow-up ANOVAs. The multivariate analyses revealed no significant overall Time × Sex interaction effects for either meaningful PE dimensions or (de)motivating teaching approaches. At the univariate level, significant improvements were observed in social interaction and challenge dimensions of meaningful PE, along with increased perceptions of autonomy-supportive and structuring teaching approaches and reduced controlling and awaiting approaches. However, univariate analyses showed specific sex-related differences: boys reported greater improvements in fun, challenge, and personally relevant learning, whereas girls perceived their teacher as displaying more clarifying behaviors. These findings suggest that the Sport Education Model fosters meaningful and motivating learning environments for both sexes, though the nature of these improvements may vary slightly between boys and girls. Full article

(This article belongs to the Special Issue Healthy Habits, Psychological Variables and Learning in Children and Adolescents)

27 pages, 1064 KB

Open AccessArticle

Research-Based Learning in Engineering Education: A Case Study

by Nadezhda Kafadarova, Silviya Stoyanova-Petrova and Diana Stoyanova

Educ. Sci. 2026, 16(1), 59; https://doi.org/10.3390/educsci16010059 (registering DOI) - 1 Jan 2026

This paper presents a case study of research-based learning (RBL) implemented in an undergraduate engineering course through a module titled “State-of-Charge Monitoring of Li-Ion Batteries Using Thermographic Surface-Temperature Measurements”. The experiment involved 10 third-year engineering students and employed a single-group pre- and post-test [...] Read more.

This paper presents a case study of research-based learning (RBL) implemented in an undergraduate engineering course through a module titled “State-of-Charge Monitoring of Li-Ion Batteries Using Thermographic Surface-Temperature Measurements”. The experiment involved 10 third-year engineering students and employed a single-group pre- and post-test design and a lecturer interview. The module provided students with an authentic research experience using advanced laboratory equipment. The study examines students’ attitudes, satisfaction, and development of research skills, as well as the lecturer’s perspective on the advantages and challenges of RBL. While the study had a limited timeframe and specific design characteristics, the findings could benefit researchers interested in integrating RBL. Results indicated that students showed initial interest, primarily seeking practical knowledge and skills. By the end of the experiment, they reported that RBL fostered high motivation and strengthened their sense of commitment, responsibility, and initiative. Despite the students’ enthusiasm and the lecturer’s motivation, the results show that preparing and implementing RBL required significant time and effort on the lecturer’s part. The students’ lack of prior knowledge in research activities and the limited time frame posed considerable challenges. Recommendations include implementing RBL over a longer period and involving additional educators to enhance student support. Full article

(This article belongs to the Section Higher Education)

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26 pages, 1532 KB

Open AccessArticle

From Scientific Inquiry to Visual Expression: Developing a Sustainable Worldview Through Science and Fine Art in Primary Education

by Matija Purkat, Iztok Devetak, Matej Vošnjak and Robert Potočnik

Educ. Sci. 2026, 16(1), 58; https://doi.org/10.3390/educsci16010058 (registering DOI) - 1 Jan 2026

This paper explores the potential of interdisciplinary teaching that combines science and fine art to foster students’ responsible engagement with environmental and social challenges, positioned as an important contribution to sustainability. Within a participatory action research project conducted over five cycles in a [...] Read more.

This paper explores the potential of interdisciplinary teaching that combines science and fine art to foster students’ responsible engagement with environmental and social challenges, positioned as an important contribution to sustainability. Within a participatory action research project conducted over five cycles in a Slovenian primary school, the Model of Interdisciplinary Teaching in Science and Fine Art (MITSFA) was developed. It integrates problem-based science tasks, experimental work, reflective discussions, and art assignments with a strong communicative and esthetic dimension. The paper analyses activities that encouraged scientific inquiry, critical thinking, and visual interpretation of complex phenomena, ranging from material properties to sustainable spatial planning. Empirical data include students’ artworks, interviews, written reflections, and the teacher’s research diary. Findings suggest that combining scientific exploration with visual expression deepens understanding, fosters emotional engagement, and promotes environmental and social awareness. Students showed greater sensitivity to complexity, ability to recognize layered meanings, and readiness to express their worldview through art. It can be concluded that meaningful learning emerges where scientific and artistic processes are interconnected, highlighting the teacher’s role as a creative facilitator bridging investigation and interpretation. The study demonstrates how integrating science and fine art in primary education directly supports education for sustainable development by cultivating environmental awareness and responsibility. Full article

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16 pages, 529 KB

Open AccessReview

Conceptualizing the Impact of AI on Teacher Knowledge and Expertise: A Cognitive Load Perspective

by Irfan Ahmed Rind

Educ. Sci. 2026, 16(1), 57; https://doi.org/10.3390/educsci16010057 (registering DOI) - 1 Jan 2026

Artificial intelligence (AI) is increasingly embedded in education through adaptive platforms, intelligent tutoring systems, and generative tools. While these technologies promise efficiency and personalization, they also raise concerns about pedagogical deskilling, reduced teacher autonomy, and ethical risks. This paper conceptualizes the potential impacts [...] Read more.

Artificial intelligence (AI) is increasingly embedded in education through adaptive platforms, intelligent tutoring systems, and generative tools. While these technologies promise efficiency and personalization, they also raise concerns about pedagogical deskilling, reduced teacher autonomy, and ethical risks. This paper conceptualizes the potential impacts of AI on teaching expertise and instructional design through the lens of Cognitive Load Theory (CLT). The aim is to conceptualize how AI may reshape the management of intrinsic, extraneous, and germane cognitive loads. The study proposes that AI may effectively scaffold intrinsic load and reduce extraneous distractions but displace teacher judgment in ways that undermine germane learning and reflective practice. Additionally, opacity, algorithmic bias, and inequities in access may create new forms of cognitive and ethical burden. The conceptualization presented in this paper contributes to scholarship by foregrounding teacher cognition, an underexplored dimension of AI research, conceptualizing the teacher as a cognitive orchestrator who balances human and algorithmic inputs, and integrating ethical and equity considerations into a cognitive framework. Recommendations are provided for teacher education, policy, and AI design, emphasizing the need for pedagogy-driven integration that preserves teacher expertise and supports deep learning. Full article

(This article belongs to the Topic AI Trends in Teacher and Student Training)

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27 pages, 1313 KB

Open AccessArticle

Are Teachers Prepared for the Anthropocene? Climate–Vegetation Integration in Science Teacher Education Across 26 Countries

by José Carlos Piñar-Fuentes, Ana Cano-Ortiz, Luisana Rodríguez Ramírez and Eusebio Cano

Educ. Sci. 2026, 16(1), 56; https://doi.org/10.3390/educsci16010056 - 31 Dec 2025

This study examines how climate change and vegetation are integrated into teacher education curricula across 26 countries, addressing a critical gap in understanding how future teachers are prepared to respond to the climate and biodiversity crises. To evaluate curricular integration systematically, we developed [...] Read more.

This study examines how climate change and vegetation are integrated into teacher education curricula across 26 countries, addressing a critical gap in understanding how future teachers are prepared to respond to the climate and biodiversity crises. To evaluate curricular integration systematically, we developed and validated the Climate and Vegetation Curriculum Integration Index (CCVI), which measures four dimensions: climate change, vegetation, links between the two, and pedagogical strategies. Content analysis of 70 official curriculum documents was conducted, with high inter-rater reliability (κ = 0.72–0.85) and internal consistency (Cronbach’s α = 0.89) confirming the robustness of the instrument. Results show that integration remains partial and uneven: climate change content is more common than biodiversity, while vegetation is often marginalized, perpetuating the phenomenon of “plant blindness.” Exemplary cases in Finland, Germany, Mexico, Norway, and Switzerland demonstrate that high levels of integration are achievable, but intra-country variability often exceeds cross-country differences, highlighting the influence of institutional design. The study concludes that teacher education worldwide is not yet aligned with the urgency of global sustainability challenges. The CCVI provides a practical tool for benchmarking progress and guiding reforms, underscoring the need to embed sustainability as a core element of teacher preparation to foster ecological literacy, resilience, and civic engagement. Full article

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

26 pages, 1308 KB

Open AccessArticle

Faculty Perceptions and Adoption of AI in Higher Education: Insights from Two Lebanese Universities

by Najib Najjar, Melissa Rouphael, Maya El Hajj, Tania Bitar, Pascal Damien and Walid Hleihel

Educ. Sci. 2026, 16(1), 55; https://doi.org/10.3390/educsci16010055 - 31 Dec 2025

Artificial intelligence (AI) is increasingly transforming higher education, evolving from simple personalization tools into a wide range of applications that support teaching, learning, and assessment. This study examines how university instructors in Lebanon perceive and adopt AI in their academic practices, drawing on [...] Read more.

Artificial intelligence (AI) is increasingly transforming higher education, evolving from simple personalization tools into a wide range of applications that support teaching, learning, and assessment. This study examines how university instructors in Lebanon perceive and adopt AI in their academic practices, drawing on evidence from two private institutions: Notre Dame University–Louaize (NDU) and the Holy Spirit University of Kaslik (USEK). The study also proposes practical directions for effective institutional implementation. Using a cross-sectional design and convenience sampling, data were collected from 133 faculty members. Although 73.7% of participants reported moderate to high familiarity with AI, their actual classroom use of such tools remained limited. Adoption was primarily centered on chatbots (69.2%) and translation tools (54.9%), while more advanced technologies, such as adaptive learning systems and AI-based tutoring platforms, were seldom utilized (under 7%). Additionally, participants identified efficiency (69.2%), increased student engagement (44.4%), and personalized learning opportunities (42.9%) as the main benefits of AI integration. In contrast, they reported insufficient training (46.6%), restricted access to resources (45.9%), and concerns about the accuracy of AI-generated outputs (29.3%) as major barriers. Moreover, statistical analysis indicated a strong positive relationship between familiarity with AI and frequency of adoption, with no significant differences across gender, age, or academic qualifications. Overall, the results suggest that faculty members in Lebanese higher education currently view AI primarily as a helpful tool for improving efficiency rather than as a transformative pedagogical innovation. To advance integration, higher education institutions should prioritize targeted professional development, ensure equitable access to AI tools, and establish transparent ethical and governance frameworks. Full article

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18 pages, 1049 KB

Open AccessArticle

Pre-Service Teachers’ Interpretations and Decisions About a 3D Geometry Activity Sequence

by Ceneida Fernández, Zaira Ortiz-Laso, Antonio Saorín and Melania Bernabeu

Educ. Sci. 2026, 16(1), 54; https://doi.org/10.3390/educsci16010054 - 31 Dec 2025

The most widespread lesson preparation resource used by mathematics teachers is the textbook. Initial teacher training programmes should therefore develop the skill of curricular noticing, i.e., the ability to critically analyse and make decisions concerning an activity sequence from a textbook. This mix-method [...] Read more.

The most widespread lesson preparation resource used by mathematics teachers is the textbook. Initial teacher training programmes should therefore develop the skill of curricular noticing, i.e., the ability to critically analyse and make decisions concerning an activity sequence from a textbook. This mix-method study focused on the interpretations and decisions adopted by 85 Spanish pre-service primary school teachers (PTs) in relation to a three-dimensional (3D) geometry activity sequence from a textbook. The PTs were assigned two tasks: the first was identifying the limitations of the activity sequence for supporting students’ geometrical understanding regarding three aspects—attributes, geometrical processes, and modes of representation—and the second was completing the sequence. Most PTs interpreted a number of activity sequence limitations. In terms of their decision-making, the PTs prioritised certain characteristics over others, such as introducing further attributes rather than changing representation modes, or adding geometrical processes to their activity sequence designs. Moreover, the analysis allowed determining how PTs completed the activity sequence to address limitations, thereby revealing relationships between their interpretations and decisions. The study findings help teacher educators to design courses aimed at supporting the PTs’ ability to make more informed and effective teaching choices that enhance student learning. Full article

(This article belongs to the Special Issue Different Approaches in Mathematics Teacher Education)

23 pages, 838 KB

Open AccessArticle

Advancing Early Childhood Mental Health Consultation: Evaluating Traditional and AI-Enhanced Approaches to Support Children and Teachers

by Ruby Natale, Carolina Velasquez, Yue Pan, Morgan Debra Darabi, Yaray Agosto, Lillian Ashleigh Hubbard and Jason F. Jent

Educ. Sci. 2026, 16(1), 53; https://doi.org/10.3390/educsci16010053 - 31 Dec 2025

Early Childhood Mental Health Consultation (ECMHC) promotes children’s social–emotional development and reduces challenging behaviors in early care and education (ECE) centers, yet implementation barriers increase teacher stress and reduce confidence. Scalable, efficient, and accessible approaches are needed to meet ECE center demands. This [...] Read more.

Early Childhood Mental Health Consultation (ECMHC) promotes children’s social–emotional development and reduces challenging behaviors in early care and education (ECE) centers, yet implementation barriers increase teacher stress and reduce confidence. Scalable, efficient, and accessible approaches are needed to meet ECE center demands. This quasi-experimental match-controlled study evaluated two ECMHC programs in promoting children’s social–emotional development and improving teachers’ skills/attitudes compared to an attention control condition in 22 ECE centers in lower-resourced areas of BLINDED. We compared Jump Start (JS; traditional human consultation model), Jump Start Go (JS Go; AI-enhanced consultation model), and Healthy Caregivers–Healthy Children (HC2; obesity-prevention consultation model). Child social–emotional development, teacher workplace stress/confidence, and classroom practices were assessed at pre-and post-intervention. Children in JS and JS Go interventions demonstrated significant social–emotional gains (F = 13.55, p < 0.001), with the largest reductions in internalizing problems observed in children who received JS Go (−2.91 points; F = 9.65, p < 0.001). JS Go classrooms also showed greater improvements in prosocial behavior (F = 5.05, p = 0.012) and resiliency (F = 8.95, p < 0.001) than HC2 classrooms. Findings suggest that both traditional and AI-enhanced ECMHC approaches can promote teachers’ capacity to support children’s social–emotional development. Full article

(This article belongs to the Special Issue Addressing the Mental Health Needs of Students and Teachers: Strategies for School-Based Interventions)

30 pages, 4630 KB

Open AccessArticle

An Ethnomathematics Perspective on the Use of a Sea Sámi Boatbuilder Tool

by Anne Birgitte Fyhn, Ann-Kristine Balto, Nils Ailo Anti, Hans Oliver Hansen and Ove Stødle

Educ. Sci. 2026, 16(1), 52; https://doi.org/10.3390/educsci16010052 - 31 Dec 2025

The fanasváhter is a special tool used by boatbuilders to determine how steeply the boatboards should be positioned. Sámi mathematics teacher educators, together with Sea Sámi boatbuilders and a pre-service mathematics teacher, present a descriptive case study of a Sea Sámi boatbuilder’s use [...] Read more.

The fanasváhter is a special tool used by boatbuilders to determine how steeply the boatboards should be positioned. Sámi mathematics teacher educators, together with Sea Sámi boatbuilders and a pre-service mathematics teacher, present a descriptive case study of a Sea Sámi boatbuilder’s use of this tool. The aim is to reveal mathematical understanding that might be relevant for vocational school teaching. Firstly, we analyze a semi-structured interview with a skilled boatbuilder with respect to knowledge and values embedded in the use of the fanasváhter. Because the Sea Sámi boatbuilding tradition was almost extinct after the Nazis’ devastation in World War II, there is a need for some creativity in the boatbuilders’ regeneration of Sea Sámi boatbuilding. An analysis of the use of the fanasváhter with respect to creativity reveals how creativity is important in Sea Sámi boatbuilding. The analysis further reveals that Sea Sámi boatbuilders compare angles, but they do not refer to any angles measured in degrees. This contrasts with traditional school mathematics. Thus, the Sea Sámi boatbuilders’ mathematics is less abstract and more intuitive than traditional school mathematics. Full article

(This article belongs to the Special Issue Supporting Mathematics Teaching and Learning in Indigenous, Migrational, and Multilingual Contexts)

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15 pages, 481 KB

Open AccessArticle

Lectures Versus Flipped-Classroom Learning in Anatomy: Cross-Testing Evidence on Performance, Transfer, and Student Satisfaction

by Javier Torralba Estellés, Elena Martinez Mendoza and Paul Breton

Educ. Sci. 2026, 16(1), 51; https://doi.org/10.3390/educsci16010051 - 31 Dec 2025

Evidence for flipped-classroom learning in the health professions is growing, yet its advantage over lectures when transferable learning is tested remains unclear. We conducted a cross-sectional, inter-institutional comparison of two European programs (anonymized as Center A—lecture-based; Center B—flipped classroom). Students in Years 1 [...] Read more.

Evidence for flipped-classroom learning in the health professions is growing, yet its advantage over lectures when transferable learning is tested remains unclear. We conducted a cross-sectional, inter-institutional comparison of two European programs (anonymized as Center A—lecture-based; Center B—flipped classroom). Students in Years 1 to 3 completed two anatomy examinations (0–10 scale): their own institutional exam and the partner’s exam. A 10-item Likert questionnaire produced a 0 to 10 Global Satisfaction Index. Analyses included Welch’s t test, effect sizes, and 95% confidence intervals. Own scores were comparable between centers (mean difference ≈ +0.10; p = 0.66; Hedges’ g ≈ 0.07). Cross scores strongly favored Center B [difference ≈ −2.40; 95% CI −2.72 to −2.07; p < 10⁻³²; g ≈ −1.87]. By course, the Own → Cross drop was large in Center A across Years 1 to 3, moderate in Center B, and nearly absent in Year 3. Satisfaction was higher in Center B; internal consistency of the 10-item scale was modest overall (α ≈ 0.61). When assessment demands transfer to an unfamiliar format, flipped-classroom exposure confers a large performance advantage and higher satisfaction, while differences vanish on familiar exams. The findings support aligning anatomy curricula with active, application-focused learning and mixed-format assessment to promote durable, transferable learning. Full article

(This article belongs to the Special Issue Innovative Pedagogy for Online, Face-to-Face (F2F) and Hybrid Delivery Modes in Higher Education)

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15 pages, 14541 KB

Open AccessArticle

Integrating Deep Learning into Educational Wellbeing: Early Screening of Anxiety, Depression, and Stress Among University Students

by Brenda Juárez-Santiago, Karla Olvera-Raymundo, Juan Manuel Olivares-Ramírez, Norma Olguín-López, Omar Rodriguez Abreo and Juvenal Rodríguez-Reséndiz

Educ. Sci. 2026, 16(1), 50; https://doi.org/10.3390/educsci16010050 - 31 Dec 2025

The growing prevalence of anxiety, depression, and stress among students highlights the urgent need for school-based strategies that promote psychological well-being and timely intervention. This study explores the use of artificial intelligence (AI) as a scalable and data-driven tool to support institutional mental [...] Read more.

The growing prevalence of anxiety, depression, and stress among students highlights the urgent need for school-based strategies that promote psychological well-being and timely intervention. This study explores the use of artificial intelligence (AI) as a scalable and data-driven tool to support institutional mental health initiatives in higher education. Using synthetic and real datasets derived from validated psychometric instruments (the Beck Anxiety Inventory (BAI), Beck Depression Inventory (BDI), and the Perceived Stress Scale (PSS-14)), we trained and evaluated 32 deep neural network architectures for the early detection of emotional distress. Optimized three- and four-layer dense models achieved classification accuracies exceeding 95%, demonstrating the feasibility of deploying AI-based screening tools in educational settings. Beyond prediction, this approach can support counselors and educators in identifying at-risk students and informing proactive, school-based interventions to improve mental health and resilience in post-pandemic academic environments. Full article

(This article belongs to the Section Education and Psychology)

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18 pages, 278 KB

Open AccessArticle

What Happens to the Rainbow During the Storm? TQ Center(ed) Diversity Workers’ Strategic Navigation and Freedom Dreaming During Sociopolitical Turmoil

by Antonio Duran, Jonathan T. Pryor, Steven Feldman, D. Chase J. Catalano, Kalyani Kannan and Kristopher Oliveira

Educ. Sci. 2026, 16(1), 49; https://doi.org/10.3390/educsci16010049 - 31 Dec 2025

The intention of trans and queer (TQ) center(ed) diversity work is to address the persistence of heterosexism, trans oppression, and other manifestations of oppression in higher education. Yet, TQ center(ed) diversity work has often been in a precarious position of understaffing and limited [...] Read more.

The intention of trans and queer (TQ) center(ed) diversity work is to address the persistence of heterosexism, trans oppression, and other manifestations of oppression in higher education. Yet, TQ center(ed) diversity work has often been in a precarious position of understaffing and limited resources. In the current moment, the impact of anti-DEI legislation on TQ center(ed) diversity work is evident by the recent shutting down of centers and services across the United States. Yet, how do those in these roles navigate these challenges and still imagine liberatory futures in the face of such legislation? This paper stems from a larger participatory action research project, which explored the narratives of 14 TQ center(ed) diversity workers as they navigated the tumultuous sociopolitical climate that seeks to disrupt and/or defund their work. Our findings underscored how TQ center(ed) diversity workers found ways to subversively navigate their practice in the face of anti-DEI legislation, including empowering students to engage in the action of ‘complaints.’ Additionally, their stories revealed the challenges in being able to think about liberation within an institutionalized role, especially given the spectrum of sociopolitical contexts where they were present. Full article

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

36 pages, 6026 KB

Open AccessArticle

Examining the Relationships Among Burnout, Mathematics Self-Efficacy, Anxiety, and Mathematical Competence in Primary and Secondary Students with Dyscalculia

by Alexander Stamatios Antoniou, Garyfalia Charitaki, Kyriaki Pavlidou and Anastasia Alevriadou

Educ. Sci. 2026, 16(1), 48; https://doi.org/10.3390/educsci16010048 - 30 Dec 2025

Dyscalculia is a learning disability in mathematics frequently accompanied by cognitive, emotional, and motivational challenges. However, the combined contribution of these factors to mathematical competence remains insufficiently understood. This cross-sectional study examined the relationships among cognitive abilities, mathematics self-efficacy, anxiety, burnout, and mathematical [...] Read more.

Dyscalculia is a learning disability in mathematics frequently accompanied by cognitive, emotional, and motivational challenges. However, the combined contribution of these factors to mathematical competence remains insufficiently understood. This cross-sectional study examined the relationships among cognitive abilities, mathematics self-efficacy, anxiety, burnout, and mathematical competence in a sample of 64 students with dyscalculia aged 10–14 years. Participants completed standardized assessments of intelligence, mathematical performance, mathematics self-efficacy and anxiety, and school burnout. Group comparisons indicated that mathematics self-efficacy, anxiety, and burnout significantly differentiated primary and secondary school students, whereas differences in mathematical competence were not statistically significant. Multivariate analyses revealed that cognitive abilities were meaningfully associated with multiple dimensions of mathematical competence. In addition, canonical correlation analyses demonstrated strong associations between psychological factors and mathematical performance, with school burnout emerging as a particularly salient correlate of reduced mathematical competence. Overall, the findings highlight the multifactorial nature of mathematical performance in dyscalculia and underscore the importance of integrating cognitive assessment with interventions that address emotional and motivational factors, such as enhancing self-efficacy, reducing anxiety, and preventing school burnout. Full article

(This article belongs to the Section Special and Inclusive Education)

33 pages, 2053 KB

Open AccessSystematic Review

Generative AI in Art Education: A Systematic Review of Research Trends, Tool Applications, and Outcomes (2019–2025)

by Yihan Jiang, Yujiao Fan and Zifeng Liu

Educ. Sci. 2026, 16(1), 47; https://doi.org/10.3390/educsci16010047 - 30 Dec 2025

Generative artificial intelligence (GenAI) tools are transforming art education by enabling instant creation of textual, visual, audio, and multimodal outputs. This systematic review synthesizes research on GenAI applications in art education from January 2019 to August 2025. Following PRISMA 2020 guidelines, 19 peer-reviewed [...] Read more.

Generative artificial intelligence (GenAI) tools are transforming art education by enabling instant creation of textual, visual, audio, and multimodal outputs. This systematic review synthesizes research on GenAI applications in art education from January 2019 to August 2025. Following PRISMA 2020 guidelines, 19 peer-reviewed empirical studies across six databases (Web of Science, ScienceDirect, Springer, Taylor & Francis, Scopus, and ERIC) met inclusion criteria, which required clear pedagogical implementation with students or educators as active participants. Research accelerated from two studies in 2023 to 14 in 2025, with most studies examining higher education and East Asia contexts through mixed methods approaches and grounded in constructivist and cognitive learning theories. Text-to-image generation models (DALL-E, Midjourney, Stable Diffusion) and conversational AI (ChatGPT) were most frequently implemented across creative production, pedagogical scaffolding, and instructional design applications. Findings from this emerging body of research suggest that GenAI has the potential to improve learning achievement, creative thinking, engagement, and cultural understanding when integrated through structured pedagogical frameworks with intentional instructor design. However, these positive outcomes represent early-stage implementation trends in well-resourced contexts rather than broadly generalizable conclusions. Successful integration requires explicit instructional frameworks, clear ethical guidelines for human-AI collaboration, and evolved assessment methods. Full article

(This article belongs to the Special Issue The Impact of Artificial Intelligence on Teaching and Learning)

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29 pages, 714 KB

Open AccessArticle

Designing a Teaching–Learning Sequence to Cultivate Plant Awareness Through Transformative Learning

by Alexandros Amprazis and Penelope Papadopoulou

Educ. Sci. 2026, 16(1), 46; https://doi.org/10.3390/educsci16010046 - 30 Dec 2025

Plant awareness, which refers to the ability to notice, value, and understand the importance of plants, has emerged as a significant research field, particularly considering the growing concerns about sustainability and biodiversity loss. Acknowledging the crucial role of plants in sustaining life on [...] Read more.

Plant awareness, which refers to the ability to notice, value, and understand the importance of plants, has emerged as a significant research field, particularly considering the growing concerns about sustainability and biodiversity loss. Acknowledging the crucial role of plants in sustaining life on Earth and human well-being, several studies highlight the need for educational interventions that can meaningfully enhance plant awareness. In this context, the present study aims to design, implement, and evaluate a Teaching–Learning Sequence (TLS) with university students in a Pedagogical Department. The TLS was grounded in the principles of transformative learning, an educational approach focused not merely on the transmission of knowledge but on fostering deep, personal shifts in learners’ perceptions and attitudes. To assess its impact, the Plant Awareness Disparity Index (PAD-I) was used before and after the implementation, supported by systematic observations and focus group discussions. Results indicate that the TLS effectively enhanced specific dimensions of plant awareness, particularly relative interest between plants and animals and attitudes toward plants. These findings position transformative learning as a promising pedagogical framework for promoting plant awareness in higher education and pave the way for its future application in earlier educational levels. Full article

(This article belongs to the Special Issue Teaching and Learning Sequences: Design and Effect)

32 pages, 3663 KB

Open AccessArticle

Technology Acceptance and Perceived Learning Outcomes in Construction Surveying Education: A Comparative Analysis Using UTAUT and Bloom’s Taxonomy

by Ri Na, Dyala Aljagoub, Tianjiao Zhao and Xi Lin

Educ. Sci. 2026, 16(1), 45; https://doi.org/10.3390/educsci16010045 - 30 Dec 2025

Rapid adoption of digital surveying technologies in construction has highlighted the need for engineering education to equip students with technological competency as well as higher-order problem-solving skills. This experiment explores undergraduate students’ acceptance of emerging surveying technologies and their perceived learning results within [...] Read more.

Rapid adoption of digital surveying technologies in construction has highlighted the need for engineering education to equip students with technological competency as well as higher-order problem-solving skills. This experiment explores undergraduate students’ acceptance of emerging surveying technologies and their perceived learning results within a constructivist framework of experiential learning. Thirty-six students in a required construction surveying class interacted with traditional and advanced technologies such as total stations, terrestrial laser scanning, drones, and mobile LiDAR through structured, semi-structured, and unstructured lab activities. Data were gathered based on two post-course surveys: a technology acceptance survey grounded in Unified Theory of Acceptance and Use of Technology (UTAUT) and a self-perceived cognitive learning outcome survey through Bloom’s Taxonomy. Qualitative analysis along with quantitative analysis indicated a gap between technology acceptance and perceived learning gains. Laser scanner had the greatest acceptance scores followed by other advanced tools. Total station (widespread in hands-on lab activities) was perceived to have been most influential in terms of enhancing learning. Lower-order skills were strengthened in structured labs, while higher-order thinking emerged more unevenly in open-ended labs. These findings underscore that the mode of student engagement with technology matters more for learning than the sophistication of the tools themselves. By embedding UTAUT and Bloom’s Taxonomy in an authentic learning environment, this experiment provides engineering educators a mechanism to assess technology-enhanced learning and identifies strategies to facilitate higher-order skills aligned with industry needs. Full article

(This article belongs to the Special Issue Technology-Enhanced Education for Engineering Students)

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17 pages, 299 KB

Open AccessArticle

Teachers’ Attitudes Toward Inclusion and the ICF: Evidence from a National Survey in Portugal

by Maria José Saragoça and Adelinda Araújo Candeias

Educ. Sci. 2026, 16(1), 44; https://doi.org/10.3390/educsci16010044 - 30 Dec 2025

The “International Classification of Functioning, Disability and Health (ICF)” frames disability as an interaction between individual functioning and contextual factors, promoting participation over deficit-based models. In Portugal, the ICF was mandatory for eligibility decisions between 2008 and 2018 and remains a conceptual reference [...] Read more.

The “International Classification of Functioning, Disability and Health (ICF)” frames disability as an interaction between individual functioning and contextual factors, promoting participation over deficit-based models. In Portugal, the ICF was mandatory for eligibility decisions between 2008 and 2018 and remains a conceptual reference in inclusive education. However, little is known about teachers’ attitudes toward its use. This study explored Portuguese teachers’ attitudes toward (a) inclusion of students with “special educational needs (SEN)” and (b) the ICF as a framework for educational planning. A cross-sectional online survey was conducted with 417 public-school teachers working across all levels of compulsory education, from pre-school to secondary education. The questionnaire assessed six indicators of inclusion attitudes and a validated 27-item ICF Attitudes Scale. Data were analyzed using descriptive and correlational procedures. Teachers expressed strong support for participation in school life and selective academic integration, while rejecting full-time placement for all SEN students. Attitudes toward the ICF were generally positive, highlighting its perceived usefulness for planning and identifying barriers. Professional background variables showed only weak associations with these attitudes. Teachers value inclusive participation and recognize the ICF’s potential, but practical implementation depends on time, resources, and collaboration. Findings underscore the need for practice-based professional development to strengthen inclusive education. Full article

(This article belongs to the Special Issue Inclusion and Equity for Students with Special Educational Needs: Trends, Tensions, and Tactics)

15 pages, 259 KB

Open AccessArticle

Evaluating the Relationship Between Pre-Service Teachers’ Artificial Intelligence Readiness and Professional Self-Efficacy

by Kuralay Baimukhambetova, Kalibek Ybyraimzhanov, Kulakhmet Moldabek, Ulsana Borashkyzy Akhatayeva, Aliya Zhetkizgenova and Elmira Uaidullakyzy

Educ. Sci. 2026, 16(1), 43; https://doi.org/10.3390/educsci16010043 - 30 Dec 2025

The rapid development of educational technologies requires a deeper understanding of pre-service teachers’ readiness for artificial Intelligence and the extent to which their professional self-efficacy beliefs influence this process. Although the integration of emerging technologies has gained increasing attention, the relationship between technological [...] Read more.

The rapid development of educational technologies requires a deeper understanding of pre-service teachers’ readiness for artificial Intelligence and the extent to which their professional self-efficacy beliefs influence this process. Although the integration of emerging technologies has gained increasing attention, the relationship between technological competence and professional confidence among pre-service teachers remains underexplored. This study aims to investigate the interplay between pre-service teachers’ readiness for artificial intelligence and their professional self-efficacy. An exploration sequential mixed method design was employed, beginning with a quantitative phase involving 293 pre-service teachers, followed by a qualitative phase to capture deeper insights. Findings revealed that pre-service teachers demonstrated an elevated level of readiness for artificial intelligence and positive self-efficacy beliefs, yet no meaningful relationship emerged between the two variables. The results suggest that professional self-efficacy and technological readiness are influenced by broader contextual and pedagogical factors rather than functioning in a straightforward manner. In the qualitative phase, participants highlighted both opportunities and challenges related to the use of artificial intelligence in primary education. While many emphasized its potential to support personalized learning, reduce workload, and enhance student adaptability, concerns were raised about ethical implications, risks to social-emotional development, cultural values, digital literacy gaps, and infrastructural limitations. The study underscores the necessity for teacher education programs to extend beyond technical training by incorporating pedagogical, ethical, and cultural dimensions to prepare pre-service teachers for meaningful integration of artificial intelligence into educational practice. Full article

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

22 pages, 691 KB

Open AccessArticle

Effects of Academic Self-Regulatory Behaviors and Attention Difficulties on Reading Achievement of First-Grade Students

by Obi Bryan Lawrence, Mido Chang and Al B. Lawrence

Educ. Sci. 2026, 16(1), 42; https://doi.org/10.3390/educsci16010042 - 30 Dec 2025

A growing body of research shows that students’ self-regulatory behaviors are positively associated with reading achievement, whereas attention difficulties are negatively related. However, these factors have typically been examined separately. This study addresses this gap by simultaneously analyzing self-regulation and attention difficulties, as [...] Read more.

A growing body of research shows that students’ self-regulatory behaviors are positively associated with reading achievement, whereas attention difficulties are negatively related. However, these factors have typically been examined separately. This study addresses this gap by simultaneously analyzing self-regulation and attention difficulties, as well as their interactions with sociodemographic characteristics, thereby offering a more comprehensive understanding of early reading development. Using nationally representative data from approximately 18,000 first-grade students in the Early Childhood Longitudinal Study (ECLS-K:2011), we employed structural equation modeling to examine how self-regulatory behaviors and attention difficulties mediate the relationship between reading achievement and attention difficulties. Findings indicated that the direct and mediating effects of self-regulation and attention difficulties differed across sociodemographic groups. Attention difficulties emerged as the stronger mediator of reading achievement compared to self-regulation. These results underscore the importance of supporting self-regulatory skills in the early elementary grades to manage attention difficulties and improve reading performance. This study is among the first to integrate sociodemographic factors with self-regulation and attention in predicting reading outcomes, providing a foundation for more targeted early interventions. Full article

(This article belongs to the Section Language and Literacy Education)

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21 pages, 3031 KB

Open AccessArticle

How Learning Environments Affect University Students’ Employability Skills Development: Students and Staff Views

by Michael Batterley, Maria Limniou, Grace Mason and Carole Bode

Educ. Sci. 2026, 16(1), 41; https://doi.org/10.3390/educsci16010041 - 29 Dec 2025

Universities frequently provide employability training, such as interview techniques, within classroom settings. However, limited engagement from both students and staff has prompted exploration of alternative content and delivery methods. Three-dimensional Virtual Reality (VR) and two-dimensional desktop simulations have previously been identified as effective [...] Read more.

Universities frequently provide employability training, such as interview techniques, within classroom settings. However, limited engagement from both students and staff has prompted exploration of alternative content and delivery methods. Three-dimensional Virtual Reality (VR) and two-dimensional desktop simulations have previously been identified as effective and engaging learning environments. This study investigates whether using a VR application could enhance undergraduate students’ learning of interview skills compared to a desktop application or a video-focused lecture presentation. Students were exposed to one environment, and staff engaged with three different learning environments (VR application, desktop application and video lecture). Employability skills development, user experience and immersive presence were assessed. University staff rated the VR learning environment as more effective for employability skills training, immersive presence and enjoyment compared to the desktop condition. They also found the VR environment more enjoyable than the lecture condition, although lectures were significantly more preferred than the desktop environment. In contrast, no significant differences were found between the conditions across any of the measures in the student sample. These findings suggest that VR systems offer a promising alternative for employability training, particularly in enhancing engagement and perceived effectiveness among staff. Full article

(This article belongs to the Special Issue Technology-Based Immersive Teaching and Learning)

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