Education Sciences

26 pages, 1397 KB

Open AccessArticle

Attitudes and Interest of Greek Students Towards Science

by Vasileios Gkagkas, Eleni Petridou and Euripides Hatzikraniotis

Educ. Sci. 2025, 15(9), 1171; https://doi.org/10.3390/educsci15091171 (registering DOI) - 7 Sep 2025

Understanding students’ attitudes toward science is vital for fostering engagement in scientific fields. This study aimed to adapt and validate the Test of Science-Related Attitudes (TOSRA) for Greek upper-secondary Physics classrooms and explore how attitudes vary by gender, grade, and school location. A [...] Read more.

Understanding students’ attitudes toward science is vital for fostering engagement in scientific fields. This study aimed to adapt and validate the Test of Science-Related Attitudes (TOSRA) for Greek upper-secondary Physics classrooms and explore how attitudes vary by gender, grade, and school location. A translated and culturally adapted version of TOSRA was administered to 662 students (grades 10–11) from urban and rural schools. Five of the original seven factors were retained. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) tested the factor structure and reliability. Group comparisons were conducted using t-tests. A 32-item, five-factor structure showed good fit (CFI = 0.969, TLI = 0.966, RMSEA = 0.064) and high internal consistency (α = 0.89 overall). Students reported stronger acceptance of inquiry and enjoyment-related factors compared with leisure and career interest. Boys scored higher on Leisure, 11th graders on Adoption of Scientific Attitudes, and rural students on Career Interest. The Greek TOSRA-Physics is a valid and reliable instrument for assessing science attitudes and evaluating inquiry-based programs. Full article

(This article belongs to the Section Higher Education)

26 pages, 3924 KB

Open AccessArticle

Supporting Pre-School Children’s Number Learning Through Embodied Representation

by Jennifer Way and Katherin Cartwright

Educ. Sci. 2025, 15(9), 1170; https://doi.org/10.3390/educsci15091170 (registering DOI) - 7 Sep 2025

Abstract

Situated within the Embodied Learning in Early Mathematics and Science project in Australia, this paper explores the relationships between ‘embodied activities’ used by a preschool teacher and the children’s development of number sense over six months. Using an instrumental case study approach, qualitative [...] Read more.

Situated within the Embodied Learning in Early Mathematics and Science project in Australia, this paper explores the relationships between ‘embodied activities’ used by a preschool teacher and the children’s development of number sense over six months. Using an instrumental case study approach, qualitative data from multiple sources including self-reported data from the teacher, activity descriptions, two task-based interviews with nine children, and number-knowledge data extracted from a mathematics achievement assessment (pretest and post-test) was analysed. Pattern searching techniques across text and video revealed connections between the embodied activities implemented by the teacher and the children’s development of subitizing and counting skills, mathematical drawing, and number magnitude knowledge. We propose that attending to specific aspects of children’s physical development, particularly finger dexterity and drawing skills, in experiences that focus on representing number concepts, can support their development of number sense. Full article

(This article belongs to the Special Issue Exploring Mathematical Thinking in Early Childhood Education)

21 pages, 1074 KB

Open AccessArticle

Young Learners’ Perceptions of How Their Teachers, Peers, and Parents Impact Their EFL Motivation and Task Engagement: A SEM Study

by Mai Sri Lena and Marianne Nikolov

Educ. Sci. 2025, 15(9), 1169; https://doi.org/10.3390/educsci15091169 (registering DOI) - 7 Sep 2025

Abstract

This study examined how young learners’ (YLs’) views of teachers’, peers’, and parents’ roles influence their motivation and task engagement in learning English, as well as their parents’ perspectives on their children’s motivation and task engagement, using a quantitative cross-sectional design. The study [...] Read more.

This study examined how young learners’ (YLs’) views of teachers’, peers’, and parents’ roles influence their motivation and task engagement in learning English, as well as their parents’ perspectives on their children’s motivation and task engagement, using a quantitative cross-sectional design. The study draws on self-determination theory, social cognitive theory, YLs’ language learning motivation, and task engagement. Data from surveys were analyzed using structural equation modeling with IBM SPSS AMOS Version 26. The sample included 598 YLs and their parents from Indonesian elementary schools. The model examines direct and indirect effects of four independent variables (YLs’ and parents’ perceptions of teachers’, peers’, and parents’ roles) on a dependent variable (task engagement) with a mediator (motivation). The model fit was adequate (Chi-Square = 67.452, CMIN/DF = 3.895, RMSEA = 0.07, RMR = 0.014, CFI = 0.934, and TLI = 0.976). Both children’s and parents’ perceptions positively influenced children’s motivation and engagement. Motivation significantly influenced task engagement and mediated the impact of children’s and parents’ views on it. The findings recommend engaging parents, encouraging peer collaboration, and training teachers to build a supportive environment for young English learners. Full article

(This article belongs to the Topic Diversity, Educational Inclusion, Emotional Intelligence, Coping, and Other Factors That Influence Psychological Health and Well-Being)

27 pages, 1101 KB

Open AccessSystematic Review

The Direct and Cascading Impacts of School Leaders’ Emotional Intelligence on Teachers and Students: A Systematic Review

by Oluwasola Babatunde Sasere and Martha Matashu

Educ. Sci. 2025, 15(9), 1168; https://doi.org/10.3390/educsci15091168 (registering DOI) - 6 Sep 2025

Abstract

Emotional intelligence (EI) is increasingly recognised as being essential for effective school leadership. However, the direct and cascading effects of school leaders’ EI on teachers and students remain underexplored, particularly in diverse global contexts. This systematic review examined how school leaders’ EI competencies [...] Read more.

Emotional intelligence (EI) is increasingly recognised as being essential for effective school leadership. However, the direct and cascading effects of school leaders’ EI on teachers and students remain underexplored, particularly in diverse global contexts. This systematic review examined how school leaders’ EI competencies impact teachers’ performance and students’ learning outcomes across contexts. This study synthesised 28 studies published between 2011 and 2024, following the PRISMA guidelines. The findings revealed that self-awareness, empathy, and relationship management emerged as core EI competencies for school leaders across contexts, and principals with high EI positively impacted teachers’ emotional reframing, instructional delivery, and collective efficacy. This study also shows that teacher well-being, instructional leadership practices, and school climate mediated the cascading effects on student outcomes. In addition, this study revealed that cultural and contextual factors modulate EI expression in leadership and that EI metrics showed limitations in cross-cultural applicability. While school leaders’ EI enhances teacher performance and student outcomes through direct and indirect pathways, this review highlights that EI manifestation and efficacy depend on alignment with cultural norms and systemic priorities. Based on these findings, we propose the development of culturally responsive EI frameworks and assessment tools for cultivating emotionally intelligent leadership across global educational contexts. Full article

(This article belongs to the Topic Diversity, Educational Inclusion, Emotional Intelligence, Coping, and Other Factors That Influence Psychological Health and Well-Being)

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21 pages, 808 KB

Open AccessArticle

Enhancing Quantum Literacy in Secondary Education Through Quantum Computing and Quantum Key Distribution

by Aspasia V. Oikonomou, Ilias K. Savvas and Omiros Iatrellis

Educ. Sci. 2025, 15(9), 1167; https://doi.org/10.3390/educsci15091167 (registering DOI) - 6 Sep 2025

Abstract

In the current era of rapid technological change, where artificial intelligence and quantum computing are reshaping knowledge, quantum literacy in high schools is becoming increasingly relevant. An understanding of quantum science is now important for fostering future readiness to prepare students for the [...] Read more.

In the current era of rapid technological change, where artificial intelligence and quantum computing are reshaping knowledge, quantum literacy in high schools is becoming increasingly relevant. An understanding of quantum science is now important for fostering future readiness to prepare students for the future, as it directly affects research, technology and innovation. Introducing quantum computing through educational tools and interactive platforms in schools will make quantum science accessible, equipping students with the necessary skills to understand and participate in future developments. This work investigates the necessity of quantum literacy among secondary education students, as well as their perceptions and understanding of basic concepts of quantum physics. Prior to data collection, students participated in two 90 min educational presentations that introduced fundamental principles of quantum physics through quantum computing and its applications, with an emphasis on cryptography and key distribution. Then, through the application of a specially designed questionnaire, data were collected from 78 students of different kind of schools and background and analyzed quantitatively and qualitatively. The results showed positive trends in students’ responses regarding their familiarity with quantum literacy and their understanding of fundamental principles such as superposition and entanglement. In addition, the analysis highlighted students’ interest in quantum computing and technology and its potential applications. This study highlights the need to integrate quantum literacy into the secondary education curriculum in order to foster scientific thinking and prepare students for the challenges of the quantum era. The educational intervention with the two presentations seemed to contribute positively to the development of students’ quantum literacy. Full article

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14 pages, 700 KB

Open AccessArticle

Dimensions of Meaning in Physical Education—Voices from Experienced Teachers

by Carla Girona-Durá, Iván López-Bautista, Olalla García-Taibo and Salvador Baena-Morales

Educ. Sci. 2025, 15(9), 1166; https://doi.org/10.3390/educsci15091166 (registering DOI) - 6 Sep 2025

Abstract

Background: Meaningful Physical Education (MPE) emphasizes six pedagogical dimensions, social interaction, enjoyment, fair challenge, motor competence, personally relevant learning, and enduring satisfaction, that contribute to students’ motor and emotional development. This study explores how experienced in-service Physical Education (PE) teachers perceive their capacity [...] Read more.

Background: Meaningful Physical Education (MPE) emphasizes six pedagogical dimensions, social interaction, enjoyment, fair challenge, motor competence, personally relevant learning, and enduring satisfaction, that contribute to students’ motor and emotional development. This study explores how experienced in-service Physical Education (PE) teachers perceive their capacity to foster these dimensions in their daily teaching practice. Methods: A qualitative, interpretative study was conducted through semi-structured interviews with 14 PE teachers (≥10 years of experience) from primary and secondary schools in Spain. A validated interview protocol, structured around the six MPE dimensions, guided data collection. Transcriptions were thematically analyzed using an inductive–deductive coding approach. Results: Teachers described strategies to promote social cohesion, engagement through playful experiences, and differentiation to achieve fair challenges. They emphasized the importance of visible motor progress and emotional safety, and highlighted that when students perceive lessons as relevant, their motivation and long-term adherence to physical activity increases. Although teachers recognized challenges in implementing all dimensions simultaneously, they valued MPE as a guiding framework. Conclusions: The findings support MPE as a feasible and pedagogically rich model in real school contexts. Promoting these dimensions appears to be critical in fostering students’ sustained participation in physical activity and supporting their holistic motor development. Full article

17 pages, 656 KB

Open AccessArticle

Padlet Adoption to Enhance Multidisciplinary Online and Hybrid Teaching and Learning at an Australian University

by Yanjun Wang, Si Fan, Tracy Douglas, Michelle Parks, Bianca Coleman, Tracey Muir, Stephanie Richey, Robyn McCarthy, David Hicks, Wei Li and Jillian Brandsema

Educ. Sci. 2025, 15(9), 1165; https://doi.org/10.3390/educsci15091165 (registering DOI) - 6 Sep 2025

Abstract

This study examines the transformative role of educational technologies in higher education, with a focus on their impact on student engagement and collaboration in online and hybrid learning environments. It draws on data from 11 educators at an Australian university across Education, Health [...] Read more.

This study examines the transformative role of educational technologies in higher education, with a focus on their impact on student engagement and collaboration in online and hybrid learning environments. It draws on data from 11 educators at an Australian university across Education, Health Sciences, and Humanities disciplines. Utilising the online tool Padlet, these educators facilitated interactive activities that enhanced teaching and learning. This article analyses Padlet’s unique features and how they were employed to optimise student engagement and learning outcomes. Semi-structured interviews reveal how Padlet supported multimedia presentations, group work, and discussions. The findings underscore the versatility of Padlet in promoting critical thinking and knowledge sharing, ultimately enhancing the student experience in both online and hybrid learning settings. This study encourages educators to adopt innovative strategies that incorporate Padlet and similar technologies to enhance their teaching practices. Full article

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

18 pages, 24627 KB

Open AccessArticle

Enhancing Heritage Education Through ICT: Insights from the H2OMap Erasmus+ Project

by Delia Trifi, Pablo Altaba, Paloma Barreda-Juan, Guillem Monrós-Andreu, Laura Menéndez, Juan A. García-Esparza and Sergio Chiva

Educ. Sci. 2025, 15(9), 1164; https://doi.org/10.3390/educsci15091164 - 5 Sep 2025

Abstract

This study explored the Erasmus+ project ’H2OMap: Innovative Learning by Hydraulic Heritage Mapping’, integrating environmental awareness and cultural heritage into secondary education through interdisciplinary, ICT, and STEM-based approaches. Focused on water-related heritage in the Mediterranean, the study pursued three aims: integrate ICT-supported participatory [...] Read more.

This study explored the Erasmus+ project ’H2OMap: Innovative Learning by Hydraulic Heritage Mapping’, integrating environmental awareness and cultural heritage into secondary education through interdisciplinary, ICT, and STEM-based approaches. Focused on water-related heritage in the Mediterranean, the study pursued three aims: integrate ICT-supported participatory mapping bridging history/geography subjects with digital innovation; identify learning benefits and implementation conditions; and generate transferable outputs and datasets for classroom reuse. Intellectual outputs include a methodological guide, an e-learning course, and an educational multiplatform comprising a mobile mapping app for in situ geocataloguing, an online database, and a geoportal with interactive StoryMaps. Evidence came from classroom testing across age groups, teacher feedback from the e-learning course, student mobilities in Spain, Italy, and Portugal, and platform usage records. More than 390 students and teachers participated, documenting over 100 hydraulic heritage elements. Additionally, dissemination through nine multiplier events and conferences reached over 550 external attendees. Findings show increased student engagement and ICT/GIS skills, clearer cross-curricular integration, and a replicable open workflow supported by structured coordination that strengthens school–university partnerships. Learner experience emphasised hands-on, place-based exploration and collaborative documentation of water heritage. Recommendations include using open geospatial standards, providing teacher training, and maintaining geoportals for classroom reuse. Full article

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

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17 pages, 822 KB

Open AccessArticle

‘I Did Not Choose Teaching Because…’: Examining the Underrepresentation of Ethnic Minority Teacher Candidates in Australia

by Sun Yee Yip and Yue Xu

Educ. Sci. 2025, 15(9), 1163; https://doi.org/10.3390/educsci15091163 - 5 Sep 2025

Abstract

Ethnic minority teacher candidates are disproportionately underrepresented in Australia’s teacher education programs. This study examined the perceptions of ethnic minorities who considered but did not choose teaching to understand the inhibitors and what could have motivated them to pursue teaching. Using Margaret Archer’s [...] Read more.

Ethnic minority teacher candidates are disproportionately underrepresented in Australia’s teacher education programs. This study examined the perceptions of ethnic minorities who considered but did not choose teaching to understand the inhibitors and what could have motivated them to pursue teaching. Using Margaret Archer’s theory of reflexive decision-making and data from 152 survey respondents and 48 interview participants, we found that participants’ teaching career decision is influenced by personal conditions (personal beliefs), structural conditions (racism and discrimination, financial consideration, and career pathway), and cultural conditions (status and image of teaching and social influence). Strategies to attract ethnic minorities into teaching are discussed. Full article

(This article belongs to the Special Issue Breaking Barriers: Promoting Equity and Inclusion in Teacher Education Programs)

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26 pages, 2435 KB

Open AccessArticle

Does Increased Choice over Learning Topic Improve the Effectiveness of Automated Feedback for Educators?

by Dorottya Demszky, Heather C. Hill, Eric Taylor, Ashlee Kupor, Deepak Varuvel Dennison and Chris Piech

Educ. Sci. 2025, 15(9), 1162; https://doi.org/10.3390/educsci15091162 - 5 Sep 2025

Abstract

Educator agency in the form of choice over learning experiences is widely thought to enhance educator engagement and instructional improvement, yet causal evidence is scarce. We conducted a preregistered randomized controlled trial in an online computer science course with volunteer instructors who teach [...] Read more.

Educator agency in the form of choice over learning experiences is widely thought to enhance educator engagement and instructional improvement, yet causal evidence is scarce. We conducted a preregistered randomized controlled trial in an online computer science course with volunteer instructors who teach students worldwide. All instructors (N = 583) received automated feedback on their instruction, with half randomly assigned to have choice over the feedback topic. Choice alone did not increase feedback engagement or yield observable changes in practice, but it raised student attendance—an effect that was strongest for instructors who voluntarily engaged with additional training resources, including training modules and teaching simulations. For this subset of instructors, having choice over feedback had significant positive impacts on their instruction and student outcomes compared to the control group. This suggests that agency in choosing feedback topics may be most effective when combined with instructors’ intrinsic motivation to pursue self-directed improvement. Our study also demonstrates a scalable method for testing design principles in educator training and underscores the need to examine when, how and for whom agency might drive improvement. Full article

(This article belongs to the Special Issue A Nexus Between Teacher Agency and Accountability: Research and Practice)

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9 pages, 800 KB

Open AccessProject Report

Navigating the Forgetting Curve: A Longitudinal Study of Knowledge Retention and Confidence Dynamics in Dental Education

by Niping Wang, Jason A. Griggs, Charles J. Caskey and Jennifer L. Bain

Educ. Sci. 2025, 15(9), 1161; https://doi.org/10.3390/educsci15091161 - 5 Sep 2025

Abstract

Retention of foundational knowledge is critical in dental education, yet the implications of Ebbinghaus forgetting curve are often overlooked. This study examined how well dental students retained core periodontal concepts and how confident in their knowledge evolved over the dental school years. A [...] Read more.

Retention of foundational knowledge is critical in dental education, yet the implications of Ebbinghaus forgetting curve are often overlooked. This study examined how well dental students retained core periodontal concepts and how confident in their knowledge evolved over the dental school years. A standardized 20-question multiple-choice exam was administered to 120 students at six points: before and after each of three progressive periodontal courses. Students also rated their confidence for each answer. Data from 113 students were analyzed. During the first-year course, mean scores increased significantly from 42–46% to 76–81%. After a four-month gap, second-year pre-course scores dropped to 66–70% and then rebounded to 84–89% post-course. In the third year, despite a nine-month gap, pre-course scores remained relatively high (78–81%) and rose slightly to 80–83% post-instruction. Performance and confidence improved significantly over time (p < 0.001), and a strong positive correlation was observed between them (r = 0.87, p < 0.001). These findings support the value of repeated reinforcement in promoting long-term knowledge retention and increasing student confidence. Full article

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20 pages, 510 KB

Open AccessArticle

Students’ Perceptions of Generative AI Image Tools in Design Education: Insights from Architectural Education

by Michelle Boyoung Huh, Marjan Miri and Torrey Tracy

Educ. Sci. 2025, 15(9), 1160; https://doi.org/10.3390/educsci15091160 - 5 Sep 2025

Abstract

The rapid emergence of generative artificial intelligence (GenAI) has sparked growing interest across educational disciplines, reshaping how knowledge is produced, represented, and assessed. While recent research has increasingly explored the implications of text-based tools such as ChatGPT in education, far less attention has [...] Read more.

The rapid emergence of generative artificial intelligence (GenAI) has sparked growing interest across educational disciplines, reshaping how knowledge is produced, represented, and assessed. While recent research has increasingly explored the implications of text-based tools such as ChatGPT in education, far less attention has been paid to image-based GenAI tools—despite their particular relevance to fields grounded in visual communication and creative exploration, such as architecture and design. These disciplines raise distinct pedagogical and ethical questions, given their reliance on iteration, authorship, and visual representation as core elements of learning and practice. This exploratory study investigates how architecture and interior architecture students perceive the use of AI-generated images, focusing on ethical responsibility, educational relevance, and career implications. To ensure participants had sufficient exposure to visual GenAI tools, we conducted a series of workshops before surveying 42 students familiar with image generation processes. Findings indicate strong enthusiasm for GenAI image tools, which students viewed as supportive during early-stage design processes and beneficial to their creativity and potential future professional competitiveness. Participants regarded AI use as ethically acceptable when accompanied by transparent acknowledgment. However, acceptance declined in later design stages, where originality and critical judgment were perceived as more central. While limited in scope, this exploratory study foregrounds student voices to offer preliminary insights into evolving conversations about AI in creative education and to inform future reflection on developing ethically and pedagogically responsive curricula across the design disciplines. Full article

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

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11 pages, 684 KB

Open AccessCommentary

Reframing Academic Development for the Ecological University: From ‘Change’ to ‘Growth’

by Ian M. Kinchin

Educ. Sci. 2025, 15(9), 1159; https://doi.org/10.3390/educsci15091159 - 5 Sep 2025

Abstract

This paper contributes to an emerging multi-layered perspective of academic development that embraces the diversity of knowledges that exists across the university campus. However, across these multiple layers there are a few universal characteristics that can provide cohesion and sustainability for third-space practitioners. [...] Read more.

This paper contributes to an emerging multi-layered perspective of academic development that embraces the diversity of knowledges that exists across the university campus. However, across these multiple layers there are a few universal characteristics that can provide cohesion and sustainability for third-space practitioners. A focus on growth allows academic development to align with a philosophy of becoming that is supported by the powerful adaptive cycle heuristic. A professional framework that highlights key ecological concepts of resilience and humility draws together the professional endeavours of academic developers. This may help to disengage the university from destructive pathological values that are maintained by neoliberalism. Full article

(This article belongs to the Section Teacher Education)

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26 pages, 549 KB

Open AccessArticle

Measuring Mathematics Teaching Quality: The State of the Field and a Call for the Future

by Melissa A. Gallagher, Timothy D. Folger, Temple A. Walkowiak, Anne Garrison Wilhelm and Jeremy Zelkowski

Educ. Sci. 2025, 15(9), 1158; https://doi.org/10.3390/educsci15091158 - 4 Sep 2025

Abstract

To better understand how teaching quality has been conceptualized and measured within the sub-field of mathematics education, we conducted a systematic review of 24 journals to identify instruments that have been used to measure mathematics teaching quality; which instruments have interpretation and use [...] Read more.

To better understand how teaching quality has been conceptualized and measured within the sub-field of mathematics education, we conducted a systematic review of 24 journals to identify instruments that have been used to measure mathematics teaching quality; which instruments have interpretation and use statements; and the validity, reliability, and fairness evidence for each instrument. We found 47 instruments with validity, reliability, and fairness evidence. These instruments primarily captured teachers’ enactment of specific teaching practices through classroom observations or student questionnaires. Some instruments captured approximations of practice through teacher questionnaires or interviews. Only two instruments presented an integrated interpretation and use argument (IUA) framework, although eleven included at least one component of an IUA framework. We found that measure developers were most likely to present reliability evidence and evidence related to test content, internal structure, and relations to other variables. They were least likely to present evidence related to response processes, consequences of testing, or fairness. These findings suggest that although there are many instruments of mathematics teaching quality, instrument developers still have considerable work to do in collecting and presenting validity and fairness evidence for these instruments. Full article

(This article belongs to the Special Issue Recent Advances in Measuring Teaching Quality)

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19 pages, 969 KB

Open AccessArticle

Beyond Emotional Intelligence: Validation of a Model of Emotional Competence Applied to Teachers

by Antonio Francisco Rodríguez Hernández, Carmen M. Hernández-Jorge and Jonathan Delgado Hernández

Educ. Sci. 2025, 15(9), 1157; https://doi.org/10.3390/educsci15091157 - 4 Sep 2025

Abstract

Is there an approach that goes beyond the debate between models that argue that emotional intelligence is a skill and those that maintain this construct is a personality trait? This study aims to validate a theoretical model of competent ‘emocreativity’ and to study [...] Read more.

Is there an approach that goes beyond the debate between models that argue that emotional intelligence is a skill and those that maintain this construct is a personality trait? This study aims to validate a theoretical model of competent ‘emocreativity’ and to study the psychometric properties of the instrument that measures the emotional competencies included in this model. The participants were 177 teaching professionals and 370 students enrolled in university teacher training programs, who completed two instruments: the Self-Assessment Questionnaire of Emotional Competencies (CACE) and the TMMS24 using a Google form. The results indicate that the CACE has robust psychometric properties, given that the exploratory factor analysis (EFA) is confirmed by the confirmatory factor analysis, and the model’s components show internal consistency. In addition, its convergent validity has been compared with another Emotional Intelligence questionnaire (TMMS24). The conclusion is that the CACE responds to the factorial structure of the initial theoretical model, organized into four factors: emotional awareness, emotional change, emotional bonding, and emotional creativity, thus offering empirical validation of an instrument that can complement traditional approaches to the study of emotional intelligence. Full article

(This article belongs to the Section Education and Psychology)

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33 pages, 1540 KB

Open AccessSystematic Review

Meta-Analysis for Math Teachers’ Professional Development and Students’ Achievement

by Anita V. Franklin and Mido Chang

Educ. Sci. 2025, 15(9), 1156; https://doi.org/10.3390/educsci15091156 - 4 Sep 2025

Abstract

Background: Recent research emphasizes the need to synthesize empirical studies on “K–12” math teachers’ professional development (PD) programs and their impact on student learning. Objective: This meta-analysis examines how teachers’ participation in PD programs affects students’ math achievement, analyzing the influence of program [...] Read more.

Background: Recent research emphasizes the need to synthesize empirical studies on “K–12” math teachers’ professional development (PD) programs and their impact on student learning. Objective: This meta-analysis examines how teachers’ participation in PD programs affects students’ math achievement, analyzing the influence of program characteristics, such as duration, PD teaching approach, modality, grade level, type of math content, PD category, and study design. Design: Using online databases, 30 randomized or quasi-experimental studies from the U.S. and Canada (2003–2021) were selected, yielding 164 independent effect sizes, as some studies reported multiple interventions. Results: Only 1% of publications met the inclusion criteria. Most were excluded due to duplication, geographic location, lack of K–12 focus, missing data, or non-empirical content. PD was most effective when programs were under a year, focused on geometry, combined content and pedagogy, targeted grades 6–8, used online video, were reform-initiated, and employed randomized designs. Modality did not significantly impact outcomes. Conclusions: While extensive research exists on PD best practices, few studies empirically link program features to student achievement. This study offers evidence that well-designed math PD can significantly improve student outcomes, providing actionable insights for educators and policymakers. Full article

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25 pages, 1262 KB

Open AccessArticle

Teachers’ Views on STEM Education in Bulgaria: A Qualitative Survey

by Elena Paunova-Hubenova, Boyan Bontchev, Valentina Terzieva and Yavor Dankov

Educ. Sci. 2025, 15(9), 1155; https://doi.org/10.3390/educsci15091155 - 4 Sep 2025

Abstract

Modern technologies, tools, and services are rapidly penetrating life, requiring a radical shift in traditional education and the rapid implementation of interdisciplinary STEM (science, technology, engineering, and mathematics) learning approaches. Hence, numerous studies have been initiated to explore key aspects of modern STEM [...] Read more.

Modern technologies, tools, and services are rapidly penetrating life, requiring a radical shift in traditional education and the rapid implementation of interdisciplinary STEM (science, technology, engineering, and mathematics) learning approaches. Hence, numerous studies have been initiated to explore key aspects of modern STEM methods and existing opportunities for their evaluation, personalization, and optimization. The article presents results from qualitative research conducted through semi-structured interviews with schoolteachers who have experience in implementing innovative STEM methods in their educational practice. The focus of the study is on the qualitative analysis of modern methods and good practices applied in teaching STEM subjects in Bulgaria. The formulated research questions address the readiness to apply STEM educational methods in Bulgarian schools, focusing on prerequisites such as institutional support, availability of technology infrastructure and resources, and teachers’ competencies. Additionally, these research questions aim to explore teachers’ views on modern teaching methods and approaches currently utilized in STEM education, as well as their perceived effectiveness, engagement, and applicability. The key themes and insights that emerged from the interviews also shed light on the state-of-the-art of STEM education in Bulgarian schools and the current use of teaching methods and techniques for STEM education. The findings revealed that teachers miss time in the curriculum dedicated to STEM lessons and need more integrated learning resources and additional qualifications to apply STEM methods effectively. The interpretation of results analyzes the significance of the findings and their implications for teaching practices and policies in STEM education. Full article

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22 pages, 258 KB

Open AccessArticle

Abandoning Hope? What Mathematics Education Researchers Say About Why They Do What They Do

by Kathleen T. Nolan and David Wagner

Educ. Sci. 2025, 15(9), 1154; https://doi.org/10.3390/educsci15091154 - 4 Sep 2025

Abstract

A research study was designed to understand how a group of mathematics education researchers describe their scholarly work—why they do it and how their research relates to a specific conceptualization of culturally responsive pedagogy (CRP). In the analysis of interviews with 17 international [...] Read more.

A research study was designed to understand how a group of mathematics education researchers describe their scholarly work—why they do it and how their research relates to a specific conceptualization of culturally responsive pedagogy (CRP). In the analysis of interviews with 17 international mathematics education researchers, we distilled the scholars’ descriptions of their hopes for their scholarly action. The themes of these distillations include seven imperatives for research action: ‘communicate’, ‘investigate’, ‘make’, ‘change and move’, ‘position’, ‘humanize’, and ‘reflect’. Drawing on the interview data, each of these action themes is elaborated on and synthesized into action-focused questions (AFQs), intended as prompts for like-minded scholars to use in reflection on and choices for intentional scholarly action. Our rationale for focusing on why scholars do what they do is grounded in our claim that mathematics education research could have a greater impact on the practices in schools if researchers focused more explicitly on unpacking the why of their research. Full article

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

22 pages, 519 KB

Open AccessArticle

Between Tradition and Reform: The Attitudes of Croatian Preservice Primary School Teachers Towards Science Teaching and Their Views on Science

by Nataša Erceg and Anna Alajbeg

Educ. Sci. 2025, 15(9), 1153; https://doi.org/10.3390/educsci15091153 - 4 Sep 2025

Abstract

This study investigated the professional attitudes of Croatian preservice primary school teachers towards science teaching and their epistemological views on science in the context of the ongoing educational reform. In a quantitative survey conducted at a Croatian university, teachers’ overall attitudes were assessed; [...] Read more.

This study investigated the professional attitudes of Croatian preservice primary school teachers towards science teaching and their epistemological views on science in the context of the ongoing educational reform. In a quantitative survey conducted at a Croatian university, teachers’ overall attitudes were assessed; it investigated whether participation in a science course influenced these attitudes, and the relationship between their attitudes towards teaching and their epistemological views on science was analyzed. The results showed predominantly positive but nuanced attitudes that combined both traditional and contemporary conceptions of science education. Furthermore, the results showed that participation in the science course had no significant influence on these attitudes, and that professional attitudes appeared to develop independently of epistemological views. The study emphasizes the need to effectively integrate theoretical knowledge and practical experience in teacher education. Furthermore, it emphasizes the importance of inquiry-based learning, reflective teaching practice, promoting gender equality, effective mentoring and maintaining professional networks. Future research should investigate specific curricular interventions aimed at improving trainee teachers’ coherence and confidence in science teaching. Full article

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

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