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Education Sciences
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Education and Diversity: Innovative Approaches for Inclusion, Diversity and Personalized...
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Education and Diversity: Innovative Approaches for Inclusion, Diversity and Personalized Learning

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (1 September 2025) | Viewed by 5641

Special Issue Editors

Prof. Dr. Alberto Robres

E-Mail Website
Guest Editor
Department of Educational Sciences, Faculty of Humanities and Education, University of Zaragoza, 22003 Huesca, Spain
Interests: academic achievement; diversity and personalized learning
Dr. Alejandro Quintas-Hijós

E-Mail Website
Guest Editor
Department of Educational Sciences, Faculty of Humanities and Education, University of Zaragoza, 22003 Huesca, Spain
Interests: educative technology; digital competence; pedagogy; physical education; philosophy; didactics; elementary education

Special Issue Information

Dear Colleagues,

The International Congress on Education and Diversity serves as an interdisciplinary forum that brings together education professionals from various levels and fields. This Special Issue aims to compile innovative research and experiences that address educational inclusion, diversity and personalized learning. Authors are invited to submit papers exploring topics such as cultural and religious diversity, sexual diversity, the integration of educational technologies, inclusive education policies, education in rural contexts, and talent development in education. Our goal is to foster an academic dialogue that promotes equitable educational practices tailored to the needs of all students.

Prof. Dr. Alberto Robres
Dr. Alejandro Quintas-Hijós
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • educational inclusion
  • diversity, personalized learning
  • interdisciplinary education

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Further information on MDPI's Special Issue policies can be found here.

Published Papers (5 papers)

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Research

31 pages, 3425 KB  
Article
Role of Parent Language and Ethnicity on Family Science Problem-Solving Processes
by Susannah Sandrin, Jennifer Broatch and Katherine Short-Meyerson
Educ. Sci. 2025, 15(12), 1573; https://doi.org/10.3390/educsci15121573 - 21 Nov 2025
Viewed by 167
Abstract
The goal of this study was to examine problem-solving processes of elementary-aged children (4th grade U.S., ages 9–10) and their parents as they applied themselves to hands-on science activities together, with the larger goal of studying how parents influence the development of children’s [...] Read more.
The goal of this study was to examine problem-solving processes of elementary-aged children (4th grade U.S., ages 9–10) and their parents as they applied themselves to hands-on science activities together, with the larger goal of studying how parents influence the development of children’s science inquiry skills. In this diverse group of families, which was approximately equally balanced in terms of ethnicity (Hispanic and non-Hispanic) and parent and child gender, the influence of parent language, dyad ethnicity, and dyad gender was examined while controlling for family socio-economic status. Four problem-solving processes were examined: writing a hypothesis, recording results, drawing/sketching the process, and writing an explanation of how or why a process worked. The study included 153 families in a metropolitan area in the southwestern U.S. (Phoenix, AZ), approximately balanced in terms of child and parent ethnicity and gender. Gender differences were not observed for any of the problem-solving processes. Differences in some problem-solving processes, especially for writing a hypothesis, were observed based on parent language and dyad ethnicity. Families employed the strategy of drawing/sketching out solutions with a similar level of detail, regardless of parent education, language, ethnicity, and gender. Thus, we propose the use of drawing/sketching in the elementary science classroom as a useful strategy for reaching a diverse audience of learners. Family socio-economic status (as measured by parent education and family income) was strongly associated with parent language and dyad ethnicity. Implications for these findings are discussed. Full article
(This article belongs to the Special Issue Education and Diversity: Innovative Approaches for Inclusion, Diversity and Personalized Learning)
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15 pages, 615 KB  
Article
Exploring Emotional Intelligence, Attitudes Towards Disability, and Sexism Among Future Teachers in Spain
by Alberto Nolasco Hernández, Jesús Paz-Albo, Aránzazu Hervás-Escobar and Laura Gracia Sanchez
Educ. Sci. 2025, 15(10), 1291; https://doi.org/10.3390/educsci15101291 - 1 Oct 2025
Viewed by 559
Abstract
This research aimed to evaluate the emotional intelligence of future teachers and its relationship with attitudes towards people with disabilities, sexism, and bullying behaviors. Using a non-experimental design under a quantitative approach, 1004 future teaching subjects were selected by convenience sampling from different [...] Read more.
This research aimed to evaluate the emotional intelligence of future teachers and its relationship with attitudes towards people with disabilities, sexism, and bullying behaviors. Using a non-experimental design under a quantitative approach, 1004 future teaching subjects were selected by convenience sampling from different Faculties of Education in Spanish universities. The following instruments were applied online: for emotional intelligence, the TMMS-24; for bullying assessment, the Bullying Questionnaire-CAME; the General Scale of Attitudes towards People with Disabilities (2016) and the Ambivalent Sexism Inventory (ASI). Results indicated that both male and female future teachers exhibited low levels of emotional intelligence. A correlation was observed between greater emotional intelligence and more positive attitudes towards people with disabilities, as well as a lower tendency towards sexism. Additionally, a relationship was found between greater emotional attention and a lower tendency to bully from the victim’s perspective. These findings highlight the importance of developing emotional intelligence in future teachers to improve their interactions with students and promote a more inclusive and respectful school environment. Full article
(This article belongs to the Special Issue Education and Diversity: Innovative Approaches for Inclusion, Diversity and Personalized Learning)
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33 pages, 399 KB  
Article
Universal Design for Learning as an Equity Framework: Addressing Educational Barriers and Enablers for Diverse Non-Traditional Learners
by John C. Chick, Laura Morello and Jeffrey Vance
Educ. Sci. 2025, 15(9), 1265; https://doi.org/10.3390/educsci15091265 - 22 Sep 2025
Viewed by 1958
Abstract
Non-traditional learners comprise approximately 73% of undergraduate enrollment, representing diverse populations including first-generation college students, adult learners, veterans, multilingual learners, and students with family responsibilities. Despite their numerical dominance, these students face systemic barriers that traditional pedagogical approaches often fail to address. This [...] Read more.
Non-traditional learners comprise approximately 73% of undergraduate enrollment, representing diverse populations including first-generation college students, adult learners, veterans, multilingual learners, and students with family responsibilities. Despite their numerical dominance, these students face systemic barriers that traditional pedagogical approaches often fail to address. This mixed-methods study examined how Universal Design for Learning (UDL) principles impact non-traditional learners’ educational experiences in higher education. Using a convergent parallel design with 154 participants from a Hispanic-serving institution, the study collected quantitative data through the validated Personalized Learning Supporting Instrument (PLSI) and qualitative data from open-ended questions. The refined 12-item PLSI demonstrated strong psychometric properties. While UDL factors showed limited direct association with GPA overall, Flexible Instructional Methods and Materials significantly predicted academic performance. Qualitative analysis identified six barrier themes (online learning difficulties, course content issues, financial constraints, balancing responsibilities, accessibility challenges, and health interruptions) and five positive impact themes (interactive learning, supportive environments, skill development, goal clarification, and effective assignments). Demographic analysis revealed counterintuitive patterns—students with traditional “barriers” achieved high GPAs at rates of 73–76%, while first-generation students showed the lowest high GPA rate (53.2%). These findings challenge deficit-based assumptions about non-traditional learners while revealing important equity gaps. This study demonstrates both the promise and limitations of UDL for diverse populations, suggesting institutions need comprehensive approaches with differentiated support strategies. Full article
(This article belongs to the Special Issue Education and Diversity: Innovative Approaches for Inclusion, Diversity and Personalized Learning)
14 pages, 245 KB  
Article
FEM-A Questionnaire: Assessment Tool for Level 1 Autism in Women
by Estefanía Ortas de Haro and Ester Ayllón-Negrillo
Educ. Sci. 2025, 15(9), 1242; https://doi.org/10.3390/educsci15091242 - 18 Sep 2025
Viewed by 1483
Abstract
Inclusive education requires tools that are sensitive to neurocognitive diversity and capable of identifying profiles that have historically remained overlooked. In the case of autism, women are frequently underdiagnosed due to more subtle manifestations, social camouflaging strategies, and biases in traditional diagnostic instruments, [...] Read more.
Inclusive education requires tools that are sensitive to neurocognitive diversity and capable of identifying profiles that have historically remained overlooked. In the case of autism, women are frequently underdiagnosed due to more subtle manifestations, social camouflaging strategies, and biases in traditional diagnostic instruments, which have been developed primarily based on male samples. This lack of detection limits access to appropriate educational support and hinders equitable intervention. In response to this need, the present study developed and validated a self-report questionnaire for the detection of Level 1 Autism Spectrum Disorder (ASD) in women over 16 years of age. A total of 47 items were initially created and later reduced to a 19-item unifactorial model after exploratory and confirmatory factor analyses. The model explained 68.2% of the variance and showed good fit indices (RMSEA = 0.061; CFI = 0.920; TLI = 0.905; SRMR = 0.047), as well as high internal consistency (α = 0.962), temporal stability (r = 0.948), and discriminative power (AUC = 0.961). This instrument can contribute to teacher training and the implementation of fairer educational practices by facilitating the identification of the female autism phenotype and promoting learning environments where all individuals can thrive. Full article
(This article belongs to the Special Issue Education and Diversity: Innovative Approaches for Inclusion, Diversity and Personalized Learning)
15 pages, 265 KB  
Article
The Educational Community and the Inclusion of LGBTIQ+ Students: Towards a Rainbow School Free from LGBTIQphobia
by Begoña Sánchez-Torrejón and Macarena Machín Álvarez
Educ. Sci. 2025, 15(8), 971; https://doi.org/10.3390/educsci15080971 - 28 Jul 2025
Viewed by 789
Abstract
In a society that advocates for human rights, a moralistic, needs-based approach is incompatible with policies and practices that ensure educational inclusion for all individuals regardless of gender identity or sexual orientation. This study analyses the perspectives of members of the educational community [...] Read more.
In a society that advocates for human rights, a moralistic, needs-based approach is incompatible with policies and practices that ensure educational inclusion for all individuals regardless of gender identity or sexual orientation. This study analyses the perspectives of members of the educational community on sex–gender diversity. Specifically, it presents the views of 32 individuals from four primary schools located in southern Andalusia. A qualitative methodology based on interviews and content analysis was employed, supported by NVIVO12 software. The findings reveal differing understandings of sex–gender diversity; the school’s stance on such diversity and, particularly, on LGBTIQ+phobia; as well as the role of initial teacher training in this area. Full article
(This article belongs to the Special Issue Education and Diversity: Innovative Approaches for Inclusion, Diversity and Personalized Learning)
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