Education Sciences

11 pages, 301 KiB

Open AccessArticle

AI as Sub-Symbolic Systems: Understanding the Role of AI in Higher Education Governance

by Xiaomin Li, David A. Turner and Baocun Liu

Educ. Sci. 2025, 15(7), 866; https://doi.org/10.3390/educsci15070866 (registering DOI) - 6 Jul 2025

This paper develops the argument that, in the application of AI to improve the system of governance for higher education, machine learning will be more effective in some areas than others. To make that assertion more systematic, a classificatory taxonomy of types of [...] Read more.

This paper develops the argument that, in the application of AI to improve the system of governance for higher education, machine learning will be more effective in some areas than others. To make that assertion more systematic, a classificatory taxonomy of types of decisions is necessary. This paper draws upon the classification of decision processes as either symbolic or sub-symbolic. Symbolic approaches focus on whole system design and emphasise logical coherence across sub-systems, while sub-symbolic approaches emphasise localised decision making with distributed engagement, at the expense of overall coherence. AI, especially generative AI, is argued to be best suited to working at the sub-symbolic level, although there are exceptions when discriminative AI systems are designed symbolically. The paper then uses Beer’s Viable System Model to identify whether the decisions necessary for viability are best approached symbolically or sub-symbolically. The need for leadership to recognise when a sub-symbolic system is failing and requires symbolic intervention is a specific case where human intervention may be necessary to override the conclusions of an AI system. The paper presents an initial analysis of which types of AI would support which functions of governance best, and explains why ultimate control must always rest with human leaders. Full article

(This article belongs to the Special Issue Higher Education Governance and Leadership in the Digital Era)

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21 pages, 551 KiB

Open AccessArticle

Latine Students STEM Identity Development: Reflecting on Implicit Biases, Imposter Syndrome, Self-Efficacy, and Support Systems

by Alyssa Guadalupe Cavazos, Valerie Leija and Javier Cavazos Vela

Educ. Sci. 2025, 15(7), 865; https://doi.org/10.3390/educsci15070865 (registering DOI) - 5 Jul 2025

Abstract

This study used an equity ethic framework and a STEM identity model to contextualize and understand Latine students’ perceptions of STEM identity development. The purpose of this study was to investigate how Latine undergraduate students who engaged in STEM coursework perceived their learning [...] Read more.

This study used an equity ethic framework and a STEM identity model to contextualize and understand Latine students’ perceptions of STEM identity development. The purpose of this study was to investigate how Latine undergraduate students who engaged in STEM coursework perceived their learning experiences and stories of resilience through an equity ethic framework. Data were collected through interviews with 19 Latine college students attending a Hispanic-Serving Institution. Findings revealed the following themes related to Latine students’ STEM identity development and lived experiences in STEM coursework: implicit biases, imposter syndrome, self-efficacy, and support system and resources. Findings highlight the need for institutions of higher education to promote Latine students’ self-efficacy to positively influence STEM identity development while addressing systemic issues, such as implicit biases and imposter syndrome to create safe, growth-enhancing educational climates for students with minoritized identities. We provided implications to cultivate Latine students’ STEM identity development through inclusive teaching and learning practices that foster equitable learning environments as well as institutional resources that support students’ mental health and resilience. Implications of this study can be modeled at HSIs to positively influence STEM identity development and increase Latine students’ persistence in STEM fields. Full article

(This article belongs to the Special Issue Pathways to Progress and Practice: Leading the Way in STEM Education Innovations and the Workforce)

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17 pages, 438 KiB

Open AccessArticle

Familycentric School as a Solution to School Refusal/School Can’t

by Rebecca English

Educ. Sci. 2025, 15(7), 864; https://doi.org/10.3390/educsci15070864 (registering DOI) - 4 Jul 2025

Abstract

School refusal, sometimes called school can’t, is a growing problem in Australia and around the world. It has coincided with a period of distrust in schools and a sense that schools are not serving the needs of their communities. One approach that can [...] Read more.

School refusal, sometimes called school can’t, is a growing problem in Australia and around the world. It has coincided with a period of distrust in schools and a sense that schools are not serving the needs of their communities. One approach that can bridge the gap between schools and their communities is Familycentric schooling. This approach involves bringing families into the classroom and working with parents as leaders alongside teachers. This paper examined submissions to a parliamentary inquiry into homeschooling after a period of school can’t. These families reported they wanted to support their children, but the school was not welcoming. The paper finds that Familycentric schooling, with its approach of welcoming parent knowledge in the classroom and working alongside professionals to support young people in their learning and engagement in school, could be a solution to prevent school can’t and encourage young people to reengage with school. It suggests that the role of schools has changed and that Familycentric schooling may help schools adapt to the needs of twenty-first century parents. Full article

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

19 pages, 321 KiB

Open AccessArticle

Creating Cultural Conditions for Collaborative Professional Learning in FE and HE Communities of Practice: A Case Study

by Clare Power, Catriona Warren, Eleanor Neff, Tracey Anderson and Joan Slevin

Educ. Sci. 2025, 15(7), 863; https://doi.org/10.3390/educsci15070863 (registering DOI) - 4 Jul 2025

Abstract

This research is situated within the Irish tertiary educational space, between higher education (HE) and further education and training (FET). The higher education organisation in which this research is set is the Literacy Development Centre (LDC)—South-East Technological University (SETU), and the further education [...] Read more.

This research is situated within the Irish tertiary educational space, between higher education (HE) and further education and training (FET). The higher education organisation in which this research is set is the Literacy Development Centre (LDC)—South-East Technological University (SETU), and the further education organisation is the Longford Westmeath Education Training Board (LWETB). This study focuses on the provision of a 30 Credit NFQ Level 6 qualification entitled Certificate in Adult Literacy Studies. Methods include multiple focus groups to capture the differing accounts of experience. The findings of this research present a unique 360-degree view of experiences of the blended delivery of this curriculum programme. Voices reported here include all stakeholders, specifically the people who logistically manage the programme from both the HE and FE perspectives, the lecturers and their students. The research focuses specifically on the opportunities, the positives, the challenges and the lessons learned for all the research participants involved in delivering this programme within this tertiary space. This article concludes with a discussion of the impact of this type of academic delivery upon the students and other respective organisational stakeholders from both the HE and the FE perspectives. Full article

(This article belongs to the Special Issue Harmonizing Vocational Education and the Arts: Exploring the Role of Aesthetic Experience in Conceptual Development)

19 pages, 445 KiB

Open AccessSystematic Review

Students’ Motivation for Classroom Music: A Systematic Literature Review

by Bernadett Kiss, Tun Zaw Oo, Fanni Biró and Krisztián Józsa

Educ. Sci. 2025, 15(7), 862; https://doi.org/10.3390/educsci15070862 (registering DOI) - 4 Jul 2025

Abstract

Music learning can provide students with significant emotional and educational benefits, including stress relief, increased confidence, self-expression, brain development, enhanced attention, and perseverance. Despite these advantages, many students perceive music lessons as less important and tend to pay less attention in music classrooms. [...] Read more.

Music learning can provide students with significant emotional and educational benefits, including stress relief, increased confidence, self-expression, brain development, enhanced attention, and perseverance. Despite these advantages, many students perceive music lessons as less important and tend to pay less attention in music classrooms. Consequently, motivation plays a crucial role for both teachers and students in facilitating an effective teaching and learning process in music education. Although motivation is generally understood as a student’s desire to engage in the learning process, it remains a complex concept that researchers and educators continue to explore across various educational contexts. This study aimed to review students’ motivation for classroom music by analyzing research from different studies in music education. Following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, 27 studies were reviewed and included. The findings identified four theoretical constructs related to motivation in classroom music: expectancy–value theory, self-determination theory, mastery motivation, and achievement goal theory. Among these, the first two were most commonly discussed across the reviewed studies. All the reviewed studies employed self-reported questionnaires as their primary assessment tools. Most studies indicated that girls demonstrated higher motivation levels than boys in music classrooms. Additionally, the findings emphasized that teachers’ instructional strategies are critical for enhancing students’ motivation. This study contributes to the field of music education by highlighting the pivotal role of teacher strategies in fostering motivation and by providing a comprehensive review of motivational theories, assessment tools, and gender-related motivational differences in music education. Full article

(This article belongs to the Special Issue Contemporary Issues in Music Education: International Perspectives)

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23 pages, 518 KiB

Open AccessArticle

Problem-Oriented Learning as a Method of Developing Soft Skills Among Students of Pedagogical Specialties

by Perizat Sanatbay, Guldana Smailova, Kadisha Shalgynbayeva, Marziya Asilbekova and Anar Tauekelova

Educ. Sci. 2025, 15(7), 861; https://doi.org/10.3390/educsci15070861 (registering DOI) - 4 Jul 2025

Abstract

In the context of the transformation of the modern higher education system, the supra-professional competencies (soft skills) necessary for future specialists in the humanitarian field, in particular, social educators, are of particular importance. The present study is aimed at studying the effectiveness of [...] Read more.

In the context of the transformation of the modern higher education system, the supra-professional competencies (soft skills) necessary for future specialists in the humanitarian field, in particular, social educators, are of particular importance. The present study is aimed at studying the effectiveness of problem-based learning (PBL) as a method of forming key soft skills among students of the educational program “Social Pedagogy” of the L.N. Gumilyov Eurasian National University. The theoretical part of the study includes an overview of international and domestic scientific discourse on flexible skills and a problem-oriented approach. In the empirical part, the methods of pedagogical experimentation, questionnaires, self-assessment of competencies, and quantitative analysis of the dynamics of soft skill development during the semester were applied. The results indicate a positive correlation between the intensity of students’ participation in PBL practices and the level of development of skills such as critical thinking, teamwork, communicative competence, and time management. The study also identified institutional and methodological barriers to the implementation of PBL in Kazakhstan’s educational practice, including the lack of trained facilitators and the lack of adapted cases. Based on the data obtained, a model of a localized PBL strategy integrated into the training of social educators is proposed. The research contributes to the development of the methodological culture of teacher education and opens up prospects for creating a sustainable system of soft skills formation in universities in Kazakhstan. Full article

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24 pages, 432 KiB

Open AccessArticle

Developing Pre-Service Teachers’ Pedagogical Content Knowledge: Lessons from a Science Methods Class

by Dalila Dragnić-Cindrić and Janice L. Anderson

Educ. Sci. 2025, 15(7), 860; https://doi.org/10.3390/educsci15070860 - 4 Jul 2025

Abstract

A citizen’s ability to thrive in today’s technologically advanced society necessitates robust and nimble scientific literacy. The development of such literacy is rooted in science instruction that engages students with appropriate cognitive tools that enable active knowledge construction through scientific practices. One such [...] Read more.

A citizen’s ability to thrive in today’s technologically advanced society necessitates robust and nimble scientific literacy. The development of such literacy is rooted in science instruction that engages students with appropriate cognitive tools that enable active knowledge construction through scientific practices. One such instructional approach with proven positive science learning outcomes is project-based learning. However, little is known about future teachers’ takeaways from participation in project-based learning science methods courses and how those takeaways connect to teachers’ developing pedagogical content knowledge. In this qualitative study, we examined pre-service teachers’ end-of-semester reflective blogs and identified the main themes and connections to the five dimensions of pedagogical content knowledge (PCK). Across three cohorts of pre-service science teachers, we found nine common themes connected to the four dimensions of PCK that involve teachers’ orientations towards science teaching, their knowledge of science curricula, instructional strategies, and students’ understanding of science. We found no prominent connections to the dimension that emphasizes a teacher’s knowledge of the scientific literacy assessment. These findings suggest the asymmetrical development of pre-service teachers’ PCK. Teacher educators should explicitly address the scientific literacy assessment and support pre-service teachers as they develop their knowledge of it. We discuss additional implications for research and practice. Full article

(This article belongs to the Special Issue Developing Teachers: A Necessary Condition for Quality Retention)

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29 pages, 1736 KiB

Open AccessArticle

Unlocking Student Choices: Assessing Student Preferences in Courses in Engineering Education

by Patricia Mares-Nasarre, Niels van Boldrik, Elske Bakker, Robert Lanzafame and Oswaldo Morales-Nápoles

Educ. Sci. 2025, 15(7), 859; https://doi.org/10.3390/educsci15070859 - 4 Jul 2025

Abstract

Effective resource planning in higher education requires anticipating student demand for courses, especially when dealing with elective programs. Monitoring student preference is a recurring topic in the literature; however, to the authors’ knowledge, no simple methods for estimating student preferences when choosing courses [...] Read more.

Effective resource planning in higher education requires anticipating student demand for courses, especially when dealing with elective programs. Monitoring student preference is a recurring topic in the literature; however, to the authors’ knowledge, no simple methods for estimating student preferences when choosing courses in higher education have been proposed. This study develops and explores the use of a simple questionnaire to capture patterns in student course preferences within a university context. The research is developed in the context of the nine Cross-Over modules offered as part of the curriculum of the master’s programs (MSc) of the Faculty of Civil Engineering and Geosciences of Delft University of Technology (The Netherlands). No prior registration is required far in advance for these courses, making an accurate estimation of student numbers critical for the planning and allocation of educational resources. The developed questionnaire is applied three times in two different academic years to the students’ choice of Cross-Over modules. The questionnaire was shared in 2021, with 225 responses out of 339 students, in 2022, with 159 responses out of 365 students, and in 2024, with 94 responses out of 272 students. Student enrollment in the academic year 2023/2024 is used to assess the performance of the questionnaire. The questionnaire is able to capture general preferences of the students, providing fair estimates of the number of students per course; larger differences are observed in courses with a lower number of students. In addition, some patterns were identified in student preferences: there is a relationship between the first and second choices, and students usually choose modules closer to their own disciplines. The developed questionnaire provides with a reasonable first estimation of the expected number of students in courses, allowing for better planning and allocation of educational resources beforehand. Full article

(This article belongs to the Section Higher Education)

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22 pages, 337 KiB

Open AccessArticle

“I Don’t Believe Any Qualifications Are Required”: Exploring Global Stakeholders’ Perspectives Towards the Developmental Experiences of Esports Coaches

by Matthew Watson, Michael G. Trotter, Sylvain Laborde and Thomas M. Leeder

Educ. Sci. 2025, 15(7), 858; https://doi.org/10.3390/educsci15070858 - 4 Jul 2025

Abstract

Esports is a global industry, with coaches widely regarded as having a pivotal role in facilitating player development and enhancing performance. Despite this, limited research has investigated the developmental experiences of esports coaches and how they are valued by diverse stakeholder groups. Consequently, [...] Read more.

Esports is a global industry, with coaches widely regarded as having a pivotal role in facilitating player development and enhancing performance. Despite this, limited research has investigated the developmental experiences of esports coaches and how they are valued by diverse stakeholder groups. Consequently, the aim of this research is to explore global stakeholders’ perspectives towards the developmental experiences of esports coaches. Data were collected via a qualitative online survey completed by 98 participants, representing 28 nationalities, across six esports stakeholder groups (head coach, assistant coach, player, team manager, performance staff, analyst). Following a reflexive thematic analysis process, three themes were generated: (1) Speaking the same language: the importance of playing and knowing the game; (2) Walking the walk: the need for coaching experience to demonstrate competency; and (3) Formal professional learning and development: a bone of contention. By understanding how diverse stakeholders value different developmental experiences, the findings offer unique insights into the contested nature of coach development in esports. This research contributes to the esports coaching literature and provides a foundation for future empirical research into this emerging area, with recommendations and implications for esports coach education and practice discussed. Full article

(This article belongs to the Special Issue Understanding the Professional Learning and Development of Physical Education Teachers and Sport Coaches)

16 pages, 1763 KiB

Open AccessArticle

Comparison Between Guided and Non-Guided Homework as a Tool for Learning Electric Circuit Theory

by Rafael Diez, Arturo Fajardo and Jairo A. Hurtado

Educ. Sci. 2025, 15(7), 857; https://doi.org/10.3390/educsci15070857 - 4 Jul 2025

Abstract

The present work highlights the differences between two simultaneous groups taking the electric circuit theory course. Both groups were given the same non-mandatory homework prior to the evaluation; however, the instructions provided to the groups differed. Historically, this homework has been assigned without [...] Read more.

The present work highlights the differences between two simultaneous groups taking the electric circuit theory course. Both groups were given the same non-mandatory homework prior to the evaluation; however, the instructions provided to the groups differed. Historically, this homework has been assigned without any guidelines, and instructors have not been aware of whether students completed the task. In this study, specific instructions were developed to simulate the same stressful conditions regarding time constraints for finding the correct answer that students face during an exam. The results indicate that the group of students who received categorized exercises along with a structured schedule performed better than the non-guided group (2.8/5 versus 2.3/5 on average). The study also reveals that a significant portion of students engaged with this optional activity during the initial weeks (45%), but this engagement decreased substantially over time (to 5%), showing a correlation between evaluation results and commitment to the exercises. Sharing these findings with students may help improve performance in a course that historically has had a pass rate below 50%. Full article

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19 pages, 901 KiB

Open AccessArticle

Merging Didactic and Relational Competence: A Student Perspective on the Teacher’s Role in Working with Student Health

by Zofia Hammerin, Jenny Westerlund and Goran Basic

Educ. Sci. 2025, 15(7), 856; https://doi.org/10.3390/educsci15070856 - 3 Jul 2025

Abstract

School has been identified as a suitable arena for targeting improvements in the health of children and young people. Teachers are highlighted as crucial contributors to student health which has resulted in changes in the teaching profession. The aim of this study is [...] Read more.

School has been identified as a suitable arena for targeting improvements in the health of children and young people. Teachers are highlighted as crucial contributors to student health which has resulted in changes in the teaching profession. The aim of this study is to examine the students’ perspective on the role of the teacher in working with student health. Interviews with 34 students aged 16–19 years were carried out. Data were analysed using qualitative content analysis with theoretical underpinnings from pragmatism and symbolic interactionism. This approach identified four dominating roles for teachers: (1) a creator of joyful learning, (2) a creator of a sense of control, (3) a spreader of happiness, and (4) a creator of feeling valued. This study shows that the role of the teacher in working with student health is in acting, not in being, and that this role is constantly (re)created through interaction. The student perspective on the role of the teacher in student health work has close similarities to the role of the teacher in inclusive teaching, merging relational competence with didactic skill. In conclusion, we argue that developing teachers’ didactic as well as relational competency, along with understanding competence within a pragmatic and symbolic interactionist theoretical framework, could improve student health practices. Full article

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33 pages, 1588 KiB

Open AccessArticle

Development and TAM-Based Validation of a User Experience Scale for Actual System Use in Online Courses

by Mei Wang, Siva Shankar Ramasamy, Ahmad Yahya Dawod and Xi Yu

Educ. Sci. 2025, 15(7), 855; https://doi.org/10.3390/educsci15070855 - 3 Jul 2025

Abstract

This study aims to develop and validate a user experience scale to construct an Actual System Use model for online courses based on the Technology Acceptance Model, allowing for a comprehensive assessment of the multidimensional factors affecting Learning Outcomes and Actual System Use [...] Read more.

This study aims to develop and validate a user experience scale to construct an Actual System Use model for online courses based on the Technology Acceptance Model, allowing for a comprehensive assessment of the multidimensional factors affecting Learning Outcomes and Actual System Use in the context of online courses. The scale includes six core dimensions: Interactive Experience, Content Quality, Learning Outcomes, Teaching Quality, Technical Support, and Learning Motivation. Through a literature review, pre-survey, exploratory factor analysis, and confirmatory factor analysis, the reliability and validity of the developed scale were verified. A second-order complex Structural Equation Model was used to measure users’ Actual System Use with respect to online courses. The results demonstrate that the Interactive Experience and Learning Motivation dimensions play crucial roles in enhancing learners’ engagement and learning satisfaction, while Perceived Usefulness and Perceived Ease of Use significantly influence system usage behaviors. This study provides a systematic theoretical basis and empirical data for the design of online courses, offering valuable insights for optimizing course design and enhancing user experiences. Full article

(This article belongs to the Special Issue Advancements in Educational and Information Technology: Bridging the Gap in Learning)

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27 pages, 1736 KiB

Open AccessArticle

Polynomials—Unifying or Fragmenting High School Mathematics?

by Jelena Pleština, Željka Milin Šipuš and Matija Bašić

Educ. Sci. 2025, 15(7), 854; https://doi.org/10.3390/educsci15070854 - 3 Jul 2025

Abstract

This paper presents research on the origin, scope, evolution, and rationale of knowledge about polynomials in high school mathematics. Within the framework of the Anthropological Theory of the Didactic, Croatian high school curricula and textbooks were analyzed, and four models of knowledge to [...] Read more.

This paper presents research on the origin, scope, evolution, and rationale of knowledge about polynomials in high school mathematics. Within the framework of the Anthropological Theory of the Didactic, Croatian high school curricula and textbooks were analyzed, and four models of knowledge to be taught were identified in the period following the formal abandonment of New Math principles. None of the identified models provides a unified discourse that integrates knowledge about polynomials transposed from scholarly domains of algebra and mathematical analysis. In relation to other curricular content the knowledge about polynomials has two-fold importance: (1) contributing to the development of various techniques related to high school algebra and calculus; (2) serving as a fundamental example in the formation of the notion of a function. Thus, the observed reduction in polynomial content over the analyzed period affects both practical and theoretical knowledge. The findings suggest that curricular changes have primarily focused on the selection of knowledge, with scarce adaptations of knowledge to be taught compared to the knowledge before each curricular change. This has led to a persistent gap between algebraic and analytical approaches to polynomials, potentially influencing the learned knowledge even among the highest-achieving students. Despite polynomials’ epistemological and didactical potential to bridge high school algebra and calculus, their restriction to specific forms of algebraic expressions and linear and quadratic functions contributes more to the fragmentation of high school mathematics. Full article

(This article belongs to the Special Issue Curriculum Development in Mathematics Education)

18 pages, 1892 KiB

Open AccessSystematic Review

Using Eye-Tracking in Education—A Review Study

by Vlastimil Chytry, Nikola Mundokova and Milan Kubiatko

Educ. Sci. 2025, 15(7), 853; https://doi.org/10.3390/educsci15070853 - 3 Jul 2025

Abstract

Visual perception is a complex psychological operation that is used to understand our environment. Its measurement gradually penetrates various areas of human life as well as the educational process. The presented study has a theoretical–analytical character; its aim was to identify the nature [...] Read more.

Visual perception is a complex psychological operation that is used to understand our environment. Its measurement gradually penetrates various areas of human life as well as the educational process. The presented study has a theoretical–analytical character; its aim was to identify the nature of publications that are devoted to the issue of eye-tracking focused on the educational process. The selection of the analyzed articles was carried out in the Web of Science database in January 2021, and all peer-reviewed articles (marked articles) that were in the Education category were included in the Educational Research database. Those texts were further analyzed with the use of the generally recognized PRISMA guidelines. The number of studies that are focused on eye-tracking had an upward trend, studies from Europe were the most often represented, the authors focused on reading comprehension, and the most common sample were university students. Implications for practice and suggestions for further research can be found in the conclusion. Full article

(This article belongs to the Section Education and Psychology)

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19 pages, 847 KiB

Open AccessArticle

School Climate and Self-Efficacy Relating to University Lecturers’ Positive Mental Health: A Mediator Model

by Qin Lai, Bity Salwana Alias and Aida Hanim A. Hamid

Educ. Sci. 2025, 15(7), 852; https://doi.org/10.3390/educsci15070852 - 3 Jul 2025

Abstract

Rising workloads and institutional pressures in higher education threaten lecturers’ mental health, yet few studies explore how university climate and self-efficacy contribute to their positive mental health (PMH). This study employed a cross-sectional survey to investigate the mediating role of lecturers’ self-efficacy in [...] Read more.

Rising workloads and institutional pressures in higher education threaten lecturers’ mental health, yet few studies explore how university climate and self-efficacy contribute to their positive mental health (PMH). This study employed a cross-sectional survey to investigate the mediating role of lecturers’ self-efficacy in the relationship between university climate and lecturers’ PMH. A total of 357 responses were collected from English major lecturers in Chinese higher education institutions through an online survey with convenience sampling. Data were collected via an online questionnaire using validated scales: the School Climate Inventory (SCI-5) for school climate, the General Self-Efficacy Scale (GSES) for self-efficacy, and the Positive Mental Health Scale (PMH) for mental health. The results indicated that all five dimensions of university climate—Collaboration (β = 0.122, p < 0.05), Student Relations (β = 0.163, p < 0.01), School Resources (β = 0.12, p < 0.05), Decision-Making (β = 0.11, p < 0.05), and Instructional Innovation (β = 0.325, p < 0.001)—positively influenced lecturers’ self-efficacy, with instructional innovation having the most significant impact. Moreover, self-efficacy significantly enhanced lecturers’ PMH (β = 0.27, p < 0.001) and partially mediated the relationship between university climate and lectures’ PMH (VAF = 20–80%). The findings highlighted the importance of fostering an innovative and supportive university climate while enhancing self-efficacy to promote faculty well-being. Future studies can further extend the results of this study through institutional and individual development strategies. Full article

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21 pages, 525 KiB

Open AccessArticle

Legislating a Strategic Plan: Anti-2SLGBTQIA+ Discourse and the Political Agenda Reshaping Higher Education in Oklahoma

by Quan Phan and Jenny Sperling

Educ. Sci. 2025, 15(7), 851; https://doi.org/10.3390/educsci15070851 - 3 Jul 2025

Abstract

Oklahoma has become a focal point in the national escalation of anti-2SLGBTQIA+ and anti-DEI efforts, emerging as one of the most aggressive states in proposing and advancing bills that undermine queer and trans rights across sectors, including public education, healthcare, free speech, and [...] Read more.

Oklahoma has become a focal point in the national escalation of anti-2SLGBTQIA+ and anti-DEI efforts, emerging as one of the most aggressive states in proposing and advancing bills that undermine queer and trans rights across sectors, including public education, healthcare, free speech, and civil liberties. Although many bills do not pass into law, the volume, language, and momentum constitute a discursive and political terrain that actively regulates 2SLGBTQIA+ lives. This study retools the concept of strategic planning—typically associated with institutions’ mission-setting—as an analytical heuristic to examine how legislative efforts operate as a coordinated political agenda. Drawing on critical policy analysis (CPA) and critical discourse analysis (CDA), the authors map selected legislative texts from 2021 to 2024 to demonstrate how Oklahoma lawmakers are using policy discourse to reshape higher education into an extension of state power, advancing white cisheteronormative logics. By framing these efforts as ideologically coherent rather than isolated, this analysis contributes to the urgent work of identifying and resisting the restructuring of public education against 2SLGBTQIA+ communities. Full article

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

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29 pages, 4973 KiB

Open AccessArticle

Speech and Elocution Training (SET): A Self-Efficacy Catalyst for Language Potential Activation and Career-Oriented Development for Higher Vocational Students

by Xiaojian Zheng, Mohd Hazwan Mohd Puad and Habibah Ab Jalil

Educ. Sci. 2025, 15(7), 850; https://doi.org/10.3390/educsci15070850 - 2 Jul 2025

Abstract

This study explores how Speech and Elocution Training (SET) activates language potential and fosters career-oriented development among higher vocational students through self-efficacy mechanisms. Through qualitative interviews with four vocational graduates who participated in SET 5 to 10 years ago, the research identifies three [...] Read more.

This study explores how Speech and Elocution Training (SET) activates language potential and fosters career-oriented development among higher vocational students through self-efficacy mechanisms. Through qualitative interviews with four vocational graduates who participated in SET 5 to 10 years ago, the research identifies three key findings. First, SET comprises curriculum content (e.g., workplace communication modules such as hosting, storytelling, and sales pitching) and classroom training using multimodal TED resources and Toastmasters International-simulated practices, which spark language potential through skill-focused, realistic exercises. Second, these pedagogies facilitate a progression where initial language potential evolves from nascent career interests into concrete job-seeking intentions and long-term career plans: completing workplace-related speech tasks boosts confidence in career choices, planning, and job competencies, enabling adaptability to professional challenges. Third, SET aligns with Bandura’s four self-efficacy determinants; these are successful experiences (including personalized and virtual skill acquisition and certified affirmation), vicarious experiences (via observation platforms and constructive peer modeling), verbal persuasion (direct instructional feedback and indirect emotional support), and the arousal of optimistic emotions (the cognitive reframing of challenges and direct desensitization to anxieties). These mechanisms collectively create a positive cycle that enhances self-efficacy, amplifies language potential, and clarifies career intentions. While highlighting SET’s efficacy, this study notes a small sample size limitation, urging future mixed-methods studies with diverse samples to validate these mechanisms across broader vocational contexts and refine understanding of language training’s role in fostering linguistic competence and career readiness. Full article

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14 pages, 557 KiB

Open AccessReview

Teachers’ Beliefs About Multilingualism in Early Childhood Education Settings: A Scoping Review

by Zhijun Zheng

Educ. Sci. 2025, 15(7), 849; https://doi.org/10.3390/educsci15070849 - 2 Jul 2025

Abstract

There is an increasing number of multilingual children attending early childhood education and care (ECEC) settings around the world. Early childhood teachers play a crucial role in supporting these multilingual young children. As teachers’ teaching practices are directed by their beliefs, it is [...] Read more.

There is an increasing number of multilingual children attending early childhood education and care (ECEC) settings around the world. Early childhood teachers play a crucial role in supporting these multilingual young children. As teachers’ teaching practices are directed by their beliefs, it is significant to understand early childhood teachers’ beliefs about multilingualism in the existing literature in order to better support multilingual children. From 14 studies, this review categorised three main themes of early childhood teachers’ beliefs about multilingualism: multilingualism as a problem, multilingualism as a right, and concerns about multilingualism as a resource. Two studies examined factors associated with the variation in teachers’ beliefs. The findings of this review summarised various perspectives of teachers’ misconceptions and negative beliefs about multilingualism, although a small number of studies reported teachers’ positive beliefs about multilingualism in ECEC. This review addresses early childhood teachers’ knowledge gaps in child language development and multilingual pedagogies. In addition, this review identifies several research gaps for future studies. For example, more studies conducted in non-Western contexts and studies on teachers’ beliefs about supporting multilingual infants and toddlers are much needed. This review also contributes to informing future directions for professional development to empower early childhood teachers to support multilingualism. Full article

(This article belongs to the Special Issue Understanding Early Childhood Care and Education (ECCE) from Cultural Perspectives)

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22 pages, 4518 KiB

Open AccessArticle

Broadening Participation in Computing Through Cultivating Teacher Professional Growth: Stories from Teachers of Color

by Feiya Luo, Fatema Nasrin and Idowu David Awoyemi

Educ. Sci. 2025, 15(7), 848; https://doi.org/10.3390/educsci15070848 - 2 Jul 2025

Abstract

With the need to ensure equitable and inclusive computer science (CS) education for K-12 students, much effort has been devoted to promoting secondary CS teachers’ practices and pedagogies. However, there is a lack of focus on elementary teachers’ experiences, especially those of teachers [...] Read more.

With the need to ensure equitable and inclusive computer science (CS) education for K-12 students, much effort has been devoted to promoting secondary CS teachers’ practices and pedagogies. However, there is a lack of focus on elementary teachers’ experiences, especially those of teachers of color. This study stands at the intersections of Black/African American teachers teaching at an elementary school with a majority of historically underrepresented and economically disadvantaged students (Black/African Americans and Hispanic/Latinx). Using a basic qualitative approach with constant comparative analysis, this study revealed important insights regarding the professional growth manifested by six teachers of color over the course of computer science professional development and classroom implementation. Data analysis revealed five main themes reflecting the teachers’ growth: (1) Teachers reported positive outcomes including improved understanding, confidence, and intentions regarding CS integration as a result of attending PD; (2) Teachers demonstrated enhanced abilities to use a variety of tools and resources in CS teaching after PD; (3) Teachers discussed various pedagogies, including culturally and personally responsive pedagogical practices, and racial awareness to promote inclusive instruction in the classroom and used strategies to promote personal relevance more than the collective cultural values or beliefs in CS teaching specifically; (4) Teachers reported having ongoing reflections on how they can implement successful CS-integrated instruction with their enhanced knowledge and beliefs; (5) Positive student outcomes were both reported by the teachers and observed by the researchers as a result of teachers’ experimentation, which gave the teachers more confidence to enact CS teaching. Areas for improvement were also identified. This paper discussed the important implementations of fostering professional growth in teachers of color for broadening minoritized students’ participation in computing. Full article

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