Education Sciences

32 pages, 854 KB

Open AccessArticle

Enacted and Unaddressed Pedagogical Opportunities During Play Sessions: A Case Analysis of Early Childhood Education Pre-Service Teachers’ Professional Vision

by Tarja-Riitta Hurme, Anitta Melasalmi, Marjaana Puurtinen and Hans Gruber

Educ. Sci. 2026, 16(8), 1325; https://doi.org/10.3390/educsci16081325 - 18 Aug 2026

Abstract

In early childhood education (ECE), eye-tracking research has primarily investigated in-service teachers’ visual gaze and reflective practices in pedagogical settings. However, little is known about how pre-service ECE teachers’ visual information-processing is oriented by their pedagogical goals, particularly in authentic play-based contexts. This [...] Read more.

In early childhood education (ECE), eye-tracking research has primarily investigated in-service teachers’ visual gaze and reflective practices in pedagogical settings. However, little is known about how pre-service ECE teachers’ visual information-processing is oriented by their pedagogical goals, particularly in authentic play-based contexts. This paper addresses this gap by examining how pre-service ECE teachers adapt their professional vision during children’s play. The study involved two pre-service ECE teachers with work experience. The data consisted of video recordings and mobile eye-tracking data collected during authentic play situations involving children aged 3–5, participants’ written pedagogical plans, and cued retrospective recall interviews with mobile eye-tracking recordings as interview stimuli. Integrating these data sources enables a process-oriented analysis of professional vision by linking observable gaze patterns with participants’ retrospective accounts of what they attended to and why. The data demonstrate that professional vision is a goal-oriented process in which pre-set goals guide pre-service teachers’ gaze allocation, shaping their interpretations of children’s play in pedagogically relevant ways. The analyses also reveal instances of unaddressed pedagogical opportunities. These instances restrict teachers’ ability to reorient their attention in response to children’s initiatives. The study conceptualizes visual information-processing in play-based contexts as a dynamic relationship between pre-set pedagogical goals and ad hoc adaptation, thereby offering insights into emerging aspects of developing adaptive expertise. Full article

(This article belongs to the Special Issue Learning Through Play: Reimagining Pedagogies in Early Childhood)

15 pages, 246 KB

Open AccessArticle

Training Education Professionals in Educational Robotics: Findings from the sfera.BOT Project in Italian Schools

by Caio Carvalho and Carla Morais

Educ. Sci. 2026, 16(8), 1324; https://doi.org/10.3390/educsci16081324 - 18 Aug 2026

Abstract

Educational robotics is increasingly recognized as a promising tool for innovation in teaching and learning. However, its successful integration in schools often depends on the availability of targeted professional development programs that support educators with no prior experience in this field. This study [...] Read more.

Educational robotics is increasingly recognized as a promising tool for innovation in teaching and learning. However, its successful integration in schools often depends on the availability of targeted professional development programs that support educators with no prior experience in this field. This study addresses this gap by presenting and evaluating the development and implementation of a training program specifically designed to equip educators with the knowledge, skills, and confidence to integrate robotics into early and primary education. The program, sfera.BOT, was designed as part of a regional educational initiative in Basilicata, Italy, and was conceived within T.I. Abilito, a national initiative that promotes educational inclusion; within this broader framework, however, the training pathway examined here was addressed to educators working with all children in mainstream early childhood and primary classrooms, rather than exclusively with children with disabilities. It followed a blended learning model and was grounded in hands-on exploration, collaborative planning, and weekly mentoring sessions. The research employed a qualitative approach to explore the experiences of four female educators from diverse backgrounds who completed the training. Data was collected through semi-structured interviews, a knowledge assessment questionnaire, and field observations. The findings reveal that participants acquired significant technical and pedagogical competencies, shifted from initial insecurity to confident implementation, and began to see themselves as potential trainers and change agents within their schools. Given the small, purposefully selected sample and the specific regional context, these findings are context-rich rather than statistically generalizable. The study underscores how well-structured, practical, and context-aware training can foster continuing professional development in the field of educational robotics. Full article

(This article belongs to the Section Technology Enhanced Education)

32 pages, 361 KB

Open AccessArticle

The IMAGINE Programme: Inspiring Innovative Practice for Intercultural and Democratic Teacher Education in Europe

by Tamar Shuali Trachtenberg, Remedios Moril Valle, Carmen Carmona, Assumpta Aneas Álvarez, Marta Simó Sánchez and Victoria Tenreiro Rodríguez

Educ. Sci. 2026, 16(8), 1323; https://doi.org/10.3390/educsci16081323 - 18 Aug 2026

Abstract

In increasingly multicultural societies, preparing teachers to engage effectively with human diversity and to foster inclusive, equitable, and democratic learning environments has become a central priority for teacher education. This study examines (1) how a human diversity perspective contributes to the conceptualisation and [...] Read more.

In increasingly multicultural societies, preparing teachers to engage effectively with human diversity and to foster inclusive, equitable, and democratic learning environments has become a central priority for teacher education. This study examines (1) how a human diversity perspective contributes to the conceptualisation and development of intercultural and democratic competences in teacher education, and (2) how non-formal, participatory, dialogical, experiential, and heritage-based pedagogies support the development of these competences among pre-service and in-service teachers through participation in the IMAGINE programme. Moving beyond approaches that primarily frame diversity in terms of cultural difference, minority status, or racialised identities, the study conceptualises human diversity as an inherent condition of contemporary democratic societies and explores its potential as both a conceptual framework and a pedagogical resource for competence development. Drawing on established international frameworks, particularly Deardorff’s model of intercultural competence and the Council of Europe’s Reference Framework of Competences for Democratic Culture (RFCDC), the study adopts a qualitative longitudinal case study design to examine IMAGINE, an annual residential teacher education seminar implemented since 2021. The analysis explores participants’ understandings of human diversity and examines how participatory, dialogical, experiential, and heritage-based pedagogies create the conditions that support intercultural and democratic competence development across successive editions of the programme. The findings highlight the relevance of a human diversity perspective for teacher education and identify a set of interconnected pedagogical conditions that support competence development. These include engagement with minority narratives and lived experiences, dialogical and collaborative learning, emotional and experiential engagement, critical reflection, the creation of safe spaces for dialogue, and heritage-based educational experiences. Rather than operating independently, these conditions appear to reinforce one another by enabling participants to encounter different perspectives, critically examine assumptions, engage emotionally with experiences of diversity, and negotiate meaning collaboratively. The study contributes to research on intercultural and democratic teacher education in two main respects. First, it provides empirical insights into the potential of human diversity as a broader conceptual lens through which diversity may be understood as constitutive of democratic societies, thereby opening discussion on the possibility of moving beyond predominantly culture-centred understandings of diversity towards a more encompassing human diversity perspective. Second, it provides empirical insights into the pedagogical conditions through which intercultural and democratic competences can be fostered, demonstrating the potential of dialogical, experiential, collaborative, and heritage-based learning environments for the professional development of both pre-service and in-service teachers. Full article

(This article belongs to the Special Issue Teacher Preparation in Multicultural Contexts)

28 pages, 2524 KB

Open AccessArticle

Understanding Mathematical Problem-Solving Errors of Students with Disabilities: Complementary Insights from Written Test and Dynamic Assessment

by Sam Choo, Lexi Hwang, Mari Quanbeck and Kyoungeun Song

Educ. Sci. 2026, 16(8), 1322; https://doi.org/10.3390/educsci16081322 - 18 Aug 2026

Abstract

This study explored and compared the mathematical problem-solving (MPS) errors identified through two different assessment types. Participants were 13 students with disabilities from a middle school resource room. Participants completed the MPS written test (WT) and dynamic assessment (DA) before and after receiving [...] Read more.

This study explored and compared the mathematical problem-solving (MPS) errors identified through two different assessment types. Participants were 13 students with disabilities from a middle school resource room. Participants completed the MPS written test (WT) and dynamic assessment (DA) before and after receiving the Enhanced Anchored Instruction (EAI). A series of error analysis indicates that many MPS errors identified on the pretest were no longer observed on the posttest across the assessment types. Results also revealed that although WT and DA used the same test items and identified several similar error types, each assessment revealed distinct aspects of students’ MPS process and difficulties. Full article

(This article belongs to the Special Issue Mathematics Education in Special and Inclusive Settings: Research and Practice)

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26 pages, 22347 KB

Open AccessArticle

Designing for Circularity: A Gamified Deck of Cards for Sustainability Education in the Textile and Fashion Industry

by Fernanda Enéia Schulz, João Pedro Teixeira, António Dinis Marques, Isabel Cabral and Joana Cunha

Educ. Sci. 2026, 16(8), 1321; https://doi.org/10.3390/educsci16081321 - 18 Aug 2026

Abstract

The transition to a circular economy requires professionals to adopt new strategies and a systemic approach to product development. This shift demands continuous learning and the development of new competencies to understand and apply circular economy principles. In this context, innovative educational approaches [...] Read more.

The transition to a circular economy requires professionals to adopt new strategies and a systemic approach to product development. This shift demands continuous learning and the development of new competencies to understand and apply circular economy principles. In this context, innovative educational approaches that foster engagement and lifelong learning (LLL) are essential. Gamification can support this process by enhancing motivation, creativity, problem-solving, and knowledge retention, while interactive tools help learners critically examine and operationalise circular economy principles. This article discusses the design and application of the “Circularity Deck of Cards,” a learning resource developed as part of a European-funded project Be@t, to facilitate the circular design of products and services. The study follows a mixed-methodological approach encompassing three phases: a systematic mapping of international tools and methodological approaches; the conceptual and visual development of the resource; and its implementation and evaluation through a workshop involving undergraduate, master’s, and doctoral students and researchers in fashion design and textile engineering in Portugal. The data were collected using a questionnaire that combined quantitative and qualitative questions, designed to assess the receptiveness to, challenges of, and opportunities arising from gamification in the teaching of circular design. The findings indicate that participants responded positively to the tool, recognising its value as both a pedagogical resource and a professional instrument for promoting sustainability and circularity in the textile and clothing industry. Ultimately, gamification catalyses training students, designers, and industry professionals to address the challenges of circularity, fostering new perspectives on circular design in professional practice. Full article

(This article belongs to the Special Issue Open Educational Practices in Higher Education and Science: Participation, Innovation, and Sustainability)

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26 pages, 1952 KB

Open AccessArticle

Gamification and Active Learning in Agricultural Engineering: Evaluating the Impact of an Interactive Response System on Academic Performance and Stress Reduction

by Patricia Marín-Membrive, Araceli Peña-Fernández and Diego Luis Valera-Martínez

Educ. Sci. 2026, 16(8), 1320; https://doi.org/10.3390/educsci16081320 - 18 Aug 2026

Abstract

The transition towards active-learning pedagogies represents an important challenge in STEM (Science, Technology, Engineering, and Mathematics) education, particularly in Agricultural Engineering courses characterised by mathematically demanding content and complex engineering problem solving. Although gamification and Student Response Systems (SRSs) have shown promising educational [...] Read more.

The transition towards active-learning pedagogies represents an important challenge in STEM (Science, Technology, Engineering, and Mathematics) education, particularly in Agricultural Engineering courses characterised by mathematically demanding content and complex engineering problem solving. Although gamification and Student Response Systems (SRSs) have shown promising educational potential, empirical evidence regarding their combined application in Agricultural Engineering remains limited. This quasi-experimental repeated-measures study evaluated an Educational Innovation Project integrating the Wooclap Student Response System with structured gamification activities—including educational escape rooms, forensic engineering simulations, collaborative challenges, and peer discussion—in two undergraduate Agricultural Engineering courses at the University of Almería. Academic performance was assessed through short-term (one week) and medium-term (one month) knowledge-retention tests, while students’ perceptions were explored using repeated questionnaire administrations throughout the intervention. Quantitative analyses included descriptive statistics, assessment of normality, paired-samples Student’s t-tests, 95% confidence intervals, and Cohen’s d effect sizes. The intervention was associated with statistically significant improvements in short-term and medium-term academic performance, with medium to large effect sizes, while students also reported high levels of engagement, perceived knowledge retention, technological usability, and reduced academic stress. These findings suggest that integrating a Student Response System with structured gamification may support active learning and knowledge retention in technically demanding Agricultural Engineering courses. Nevertheless, because of the quasi-experimental repeated-measures design and the absence of a parallel control group, the findings should be interpreted as evidence of an association between the instructional approach and the observed educational outcomes rather than as proof of causal effectiveness. Further controlled studies involving larger and more diverse engineering cohorts are warranted. Full article

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1 pages, 143 KB

Open AccessCorrection

Correction: Hirsch and Rubach (2024). Exploring the Interplay Between Teaching Strategies and Digital Competencies Beliefs Among Pre-Service Teachers: A Longitudinal Study. Education Sciences, 14(12), 1342

by Anne-Kathrin Hirsch and Charlott Rubach

Educ. Sci. 2026, 16(8), 1319; https://doi.org/10.3390/educsci16081319 - 18 Aug 2026

Abstract

There was an error in the original publication (Hirsch & Rubach, 2024) [...] Full article

(This article belongs to the Special Issue Empowering Teacher Professionalization with Digital Competences)

23 pages, 478 KB

Open AccessArticle

Localizing International Accreditation in Teacher Education: Evidence from CAEP Implementation in Kuwait

by Huda Alazmi, Khalaf Al’Abri and Ghazi Alrasheedi

Educ. Sci. 2026, 16(8), 1318; https://doi.org/10.3390/educsci16081318 - 17 Aug 2026

Abstract

International accreditation frameworks increasingly influence teacher education and quality assurance worldwide, yet limited research has examined their implementation in non-Western higher education contexts. This study used an explanatory sequential mixed methods design to explore faculty perceptions of how well the teacher education programs [...] Read more.

International accreditation frameworks increasingly influence teacher education and quality assurance worldwide, yet limited research has examined their implementation in non-Western higher education contexts. This study used an explanatory sequential mixed methods design to explore faculty perceptions of how well the teacher education programs at Kuwait University’s College of Education align with the Council for the Accreditation of Educator Preparation (CAEP) standards. The study also explained the institutional factors that shaped these perceptions. In the quantitative phase, a questionnaire was distributed to all eligible College of Education faculty members, and 38 faculty members completed the survey. In the qualitative phase, seven faculty members were purposively selected because of their direct experience with accreditation, quality assurance, and program evaluation. In addition, historical accreditation reports were analyzed to provide a broader institutional context. Quantitative data were analyzed using descriptive statistics. Qualitative data from the interview transcripts and historical accreditation reports were analyzed using thematic analysis. The quantitative findings indicated moderate perceived alignment with CAEP Standards 1 (Content and Pedagogical Knowledge), 2 (Clinical Partnerships and Practice), and 6 (Fiscal and Administrative Capacity), while lower alignment was reported for Standards 3 (Candidate Quality, Recruitment, and Selectivity), 4 (Program Impact), and 5 (Quality Assurance and Continuous Improvement). The qualitative findings explained these patterns by revealing that weaker alignment was associated with challenges in candidate recruitment, curriculum alignment, school–university partnerships, evidence-based quality assurance, institutional leadership, organizational culture, communication, and resource capacity. The integrated findings demonstrate that successful implementation of international accreditation standards extends beyond technical compliance and depends on organizational readiness, institutional commitment, and sustained quality assurance processes within the local context. The study recommends strengthening institution-wide quality assurance systems, improving leadership coordination, and promoting evidence-based decision-making to support sustainable accreditation and the continuous improvement of teacher education programs. Full article

(This article belongs to the Section Higher Education)

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29 pages, 1800 KB

Open AccessArticle

Citizenship Education in Engineering Degree Programs: An Analysis of the Academic Literature

by Juan José Salinas-Valdés, Katherine López-Jiménez, Delfín Ortega-Sánchez, Marlys Campos-Campos and Cristian Eduardo Orellana-Fonseca

Educ. Sci. 2026, 16(8), 1317; https://doi.org/10.3390/educsci16081317 - 17 Aug 2026

Abstract

Citizenship education in engineering programs has become a topic of growing concern due to the social, environmental, and technological impacts of engineers’ professional practice. However, there is a lack of systematized information about trends and gaps in the academic literature in this area, [...] Read more.

Citizenship education in engineering programs has become a topic of growing concern due to the social, environmental, and technological impacts of engineers’ professional practice. However, there is a lack of systematized information about trends and gaps in the academic literature in this area, which hinders the work of researchers, educators, and academic administrators. Therefore, this study examined the academic literature of the last thirty years (1996–2025) in four major scientific databases (WoS Core Collection, Scopus, SciELO, and Dialnet Plus). A systematic review was conducted using the PRISMA method, which allowed the selection of the articles (n = 74). These articles were then examined through qualitative thematic analysis. Additionally, descriptive frequencies of the corpus were identified, allowing for more precise contextualization. The results show a growing, albeit concentrated, field amidst an incipient transition from a dominant individualistic approach to a critical-democratic one. Furthermore, several significant gaps in the literature were identified, pointing to new research directions. Finally, the implications of these results for engineering schools are presented. Full article

(This article belongs to the Topic Constructing and (Re)constructing Social Identities in Educational Contexts: Power, Norms, and Resistance)

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25 pages, 10912 KB

Open AccessSystematic Review

Global Prevalence of Depression Among University Students: A Comprehensive Umbrella Review

by Gilda Yun Kai Sam, Xun Ci Soh, Harshitha Balaji, Gabriel X. D. Tan, Shu Fen Diong, Meilan Hu, Andree Hartanto and Nadyanna M. Majeed

Educ. Sci. 2026, 16(8), 1316; https://doi.org/10.3390/educsci16081316 - 17 Aug 2026

Abstract

Depression has become a major concern for educational institutes due to its increasing incidence and detrimental impacts on students’ well-being. However, its global prevalence in the context of tertiary education remains unclear. This umbrella review summarised existing meta-analyses and systematic reviews to examine [...] Read more.

Depression has become a major concern for educational institutes due to its increasing incidence and detrimental impacts on students’ well-being. However, its global prevalence in the context of tertiary education remains unclear. This umbrella review summarised existing meta-analyses and systematic reviews to examine the worldwide prevalence of depression among university students. Several sociodemographic and methodological factors, including differences in depression prevalence before, during, and after COVID-19, were examined as moderators. Structured and exhaustive searches were conducted in five bibliographic databases and five journals, alongside two sources of grey literature. A total of 61 meta-analyses and systematic reviews were included in the final synthesis. Review-level sample sizes ranged from 823 to 8,238,954 (Mdn = 24,047), covering all inhabited continents and a broad range of countries across high-, middle-, and low-income settings. The global median prevalence of depression across the included reviews was 32.00%, with reported estimates ranging from 11.00% to 63.00%. Analysis of specific populations highlighted greater vulnerability among female students and those studying in Asia compared to Europe. The pandemic was shown to have contributed to the increase in depression prevalence among university students. Given this high prevalence of depression, there is an imperative need for educational institutions to prioritise mental well-being. Full article

(This article belongs to the Special Issue Pedagogy of Wellbeing in Higher Education: Innovating Educational Practice to Support Student Mental Health)

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16 pages, 459 KB

Open AccessArticle

A Game-Based Eye-Tracking Task for Inclusive Educational Assessment in Children with Autism Spectrum Disorder and Dyslexia: An Exploratory Study

by Gülce Alev-Savtak, Şükrü Torun and Aşena Karamete

Educ. Sci. 2026, 16(8), 1315; https://doi.org/10.3390/educsci16081315 - 17 Aug 2026

Abstract

Background: Inclusive educational assessment requires tools that capture how learners with diverse cognitive profiles engage with tasks. This study examines whether a game-based, gaze-contingent eye-tracking task can generate relevant indicators for inclusive assessment of autistic children and children with dyslexia. Methods: Forty-five children [...] Read more.

Background: Inclusive educational assessment requires tools that capture how learners with diverse cognitive profiles engage with tasks. This study examines whether a game-based, gaze-contingent eye-tracking task can generate relevant indicators for inclusive assessment of autistic children and children with dyslexia. Methods: Forty-five children (15 autistic, 15 with dyslexia, 15 neurotypical) completed a Unity 3D eye-tracking task assessing implicit joint attention, inhibitory control, and task engagement. Six gaze-based metrics were analyzed alongside standardized measures of joint attention, theory of mind, working memory, and processing speed. Group differences in the eye-tracking metrics were examined using permutation-based analysis of covariance controlling for chronological age and Full-Scale IQ, and associations with clinical measures were examined using a small set of pre-specified, Holm-corrected Spearman correlations. Results: Significant group differences were observed for five of the six metrics (partial η² = 0.33–0.81). The autistic group showed the highest values on difficulty-related metrics and differed significantly from both the neurotypical and dyslexia groups on nearly every measure, while the neurotypical and dyslexia groups did not differ significantly from each other. One correlation remained significant after correction for multiple comparisons: task efficiency in the autistic group was linked to a behavioral correlate of theory of mind. Conclusions: Gaze-based indicators within a game-based task can differentiate autistic children from neurotypical and dyslexic peers and show a preliminary behavioral correlate of theory of mind in autism specifically. These findings offer narrow, preliminary support for the value of process-oriented tools for inclusive educational assessment. Future research should examine feasibility, validity, and psychometric stability in larger, matched samples and in authentic school contexts. Full article

(This article belongs to the Special Issue Innovative Technologies for Inclusive Education: Supporting Learners with Special Educational Needs)

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29 pages, 8028 KB

Open AccessArticle

Evaluation of Inductive Coding with LLMs

by Leoni Dörfel and Rieke Ammoneit

Educ. Sci. 2026, 16(8), 1314; https://doi.org/10.3390/educsci16081314 - 17 Aug 2026

Abstract

Large Language Models (LLMs) like ChatGPT are reshaping qualitative research by offering data-driven analysis. Recent studies focus on labeling and classifying qualitative data, yet the generative process behind code system development is underexplored. This study investigates how ChatGPT constructs coding systems from interview [...] Read more.

Large Language Models (LLMs) like ChatGPT are reshaping qualitative research by offering data-driven analysis. Recent studies focus on labeling and classifying qualitative data, yet the generative process behind code system development is underexplored. This study investigates how ChatGPT constructs coding systems from interview data under iterative code engineering. The resulting code system is systematically compared to an inductive coding framework derived by content analysis—quantitatively by SBERT analysis, Jaccard index, and network analysis, and qualitatively. The results of NLP-based analysis show that there are mostly high cosine similarities in the one-to-one mapping between ChatGPT codes and content analysis. The overall Jaccard index is low, indicating limited overlap between the coding units and, consequently, that the two coding systems often did not refer to the same content. However, the mapped codes showed substantial variation: while nearly half exhibited high overlap, others showed no overlap. Network analysis shows that network density is comparable across the two systems, indicating a similar level of interconnectedness among codes despite differences in network size. Finally, iterative prompt engineering could create a stable code system, but ChatGPT lacks in domain-specific coding addressing the research questions adequately, warranting further investigation across larger datasets. Full article

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30 pages, 1770 KB

Open AccessArticle

Design and Expert Validation of the MIGEAS Model: A Data Analytics-Driven Framework for Strategic Management and Functional Integration in Higher Education

by Paúl Francisco Baldeón-Egas, Giraldo León Rodríguez and Renato M. Toasa

Educ. Sci. 2026, 16(8), 1313; https://doi.org/10.3390/educsci16081313 - 17 Aug 2026

Abstract

Higher Education Institutions (HEIs) face increasing challenges in effectively integrating their core functions of Teaching, Research, and Community Engagement (TRCE) while responding to growing demands for quality, accountability, and data-informed governance. This study aimed to design and refine the Integrated Strategic Management and [...] Read more.

Higher Education Institutions (HEIs) face increasing challenges in effectively integrating their core functions of Teaching, Research, and Community Engagement (TRCE) while responding to growing demands for quality, accountability, and data-informed governance. This study aimed to design and refine the Integrated Strategic Management and Functional Integration Model (MIGEAS, from its Spanish acronym: Modelo Integral de Gestión Estratégica y Articulación Sustantiva), a Data Analytics (DA)-driven conceptual framework intended to strengthen strategic management and the articulation of core university functions. The framework was developed through a design-oriented process combining theoretical synthesis with exploratory diagnostic evidence obtained from specialized institutional informants, semi-structured interviews, focus-group discussions, documentary analysis, and Force Field Analysis. The diagnostic evidence was used to identify institutional conditions and design requirements rather than to support population-level statistical inference. These findings informed the dimensions, components, relationships, and six implementation phases of MIGEAS. The resulting framework was subsequently refined and evaluated through a three-round modified Delphi procedure involving five purposively selected experts. Expert judgments showed moderate but statistically significant agreement during the first two rounds and strong convergence in the final round (Kendall’s W = 0.921, p < 0.001), following successive modifications based on expert feedback. The findings support MIGEAS as an expert-refined conceptual framework that integrates strategic management, Data Analytics, functional integration, organizational change, and continuous improvement within a unified institutional architecture. The framework provides a structured basis for future implementation and evaluation in diverse higher education contexts. Full article

(This article belongs to the Topic Transformation of Higher Education in Emerging Technological Frameworks: Quality, Sustainability and Institutional Development)

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23 pages, 1793 KB

Open AccessReview

Institutional Conditions Associated with Youth Motivation and Retention in Technical and Vocational Education and Training: A Critical Narrative Review and Conceptual Framework for Dropout Diagnosis and Prevention

by Juliana Dalla Martha Rodriguez

Educ. Sci. 2026, 16(8), 1312; https://doi.org/10.3390/educsci16081312 - 17 Aug 2026

Abstract

Background: Technical and vocational education and training (TVET) in Brazil faces persistent retention challenges despite growing demand for qualified workers. Although Self-Determination Theory (SDT) offers a framework for understanding motivation, dropout research has often emphasized individual and socioeconomic factors, giving less attention to [...] Read more.

Background: Technical and vocational education and training (TVET) in Brazil faces persistent retention challenges despite growing demand for qualified workers. Although Self-Determination Theory (SDT) offers a framework for understanding motivation, dropout research has often emphasized individual and socioeconomic factors, giving less attention to institutional conditions. Methods: This critical narrative review synthesizes theoretical, empirical, and policy-oriented literature on SDT, TVET, motivation, engagement, and dropout prevention, anchored mainly in Brazilian studies, educational statistics, and policy documents. A transparent, non-systematic search informed by SANRA organized the evidence around three institutional dimensions: curriculum, teaching practices, and student support and belonging. Complementary theories clarified the explanatory scope and limits of SDT. Results: Motivation in Brazilian TVET emerges as context-dependent and institutionally co-produced. Curricular organization, teaching practices, support structures, and equity policies may support or frustrate autonomy, competence, and relatedness and are associated with differences in engagement and vulnerability to dropout. The review proposes a three-level conceptual diagnostic architecture and five evidence-informed prevention axes. The architecture organizes candidate measures and contextual indicators; it is not an empirically validated predictive model. Conclusions: TVET dropout should not be interpreted solely as individual failure but may also be examined as a possible indicator of institutional motivational climate. The framework is calibrated to Brazilian TVET and requires prospective, multicenter, equity-sensitive validation against observed dropout outcomes before use for individual risk prediction or broader international adaptation. Full article

(This article belongs to the Section Education and Psychology)

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23 pages, 3365 KB

Open AccessArticle

From Discipline to Improvisation: A Practice-Based Model for Training Creativity

by Yuli Liang, Peter Walgenbach and Stefan R. Schweinberger

Educ. Sci. 2026, 16(8), 1311; https://doi.org/10.3390/educsci16081311 - 17 Aug 2026

Abstract

For a long time, research on creativity has focused more on cognitive aspects (“minds”) rather than the production side (“actions”). This paper examines the creative practice as a subjective experience, using researcher introspection as a qualitative methodology. Through in-depth reflection on the creative [...] Read more.

For a long time, research on creativity has focused more on cognitive aspects (“minds”) rather than the production side (“actions”). This paper examines the creative practice as a subjective experience, using researcher introspection as a qualitative methodology. Through in-depth reflection on the creative development of an Ikebana artist, this study captures the complexity of creative practice, and offers detailed insights into its embodied and procedural dimensions, including experimentation and flow. Drawing on the theory of deliberate practice, the study challenges the notion that creativity is purely spontaneous and demonstrates how improvisation emerges through disciplined practice and deliberate experimentation. We propose a three-stage, practice-based model for training creativity: mastering fundamentals, exploring variations, and ultimately breaking free from established forms. Full article

(This article belongs to the Section Education and Psychology)

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26 pages, 480 KB

Open AccessArticle

Scaling Professional Development with a Diverse Early Childhood Workforce

by Carolina Maldonado-Carreño, Olga Lucía Gonzalez-Beltrán, Eduardo Escallón, Laura Rojas, Juliana Sánchez, Tiffany Jiménez and Esteban Galvis

Educ. Sci. 2026, 16(8), 1310; https://doi.org/10.3390/educsci16081310 - 17 Aug 2026

Abstract

This qualitative phenomenological study examines how CDI teachers and community mothers in Colombia experienced the implementation of a professional development program structured as a cascade model. Semi-structured interviews were used to explore participants’ accounts of implementation and the conditions they described as facilitating [...] Read more.

This qualitative phenomenological study examines how CDI teachers and community mothers in Colombia experienced the implementation of a professional development program structured as a cascade model. Semi-structured interviews were used to explore participants’ accounts of implementation and the conditions they described as facilitating or constraining their engagement with the program. Participants’ accounts suggest that the cascade model operated within a workforce already differentiated by institutional roles, professional trajectories, and working conditions, with these differences being reflected in participants’ experiences of training and pedagogical appropriation. Participants also described drawing on motivation, professional judgment, and peer networks, some of which supported the continued circulation of program-related knowledge beyond the formal training structure. Together, these findings suggest that cascade models can extend the reach of professional development but may also reproduce pre-existing structural inequalities unless workforce heterogeneity and the capacities educators already bring to implementation are explicitly considered in program design. Full article

(This article belongs to the Special Issue Strengths and Assets of the Early Childhood Workforce)

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35 pages, 535 KB

Open AccessArticle

Individual and System Factors Involved in First-Generation College Students’ Risk and Resilience: Qualitative Student Perspectives and Recommendations

by Ashley M. Shaw, Eva L. Fortier, Brooke N. Contarino and Magdalene A. E. Meek

Educ. Sci. 2026, 16(8), 1309; https://doi.org/10.3390/educsci16081309 - 16 Aug 2026

Abstract

Since the term ‘first-generation college student’ (FGCS) garnered increased attention in the 2000s, many institutions have implemented programming specifically for FGCS (e.g., bridge programs, first-year seminars). FGCS should be key stakeholders who inform programming. As such, qualitative research is needed to elevate FGCS [...] Read more.

Since the term ‘first-generation college student’ (FGCS) garnered increased attention in the 2000s, many institutions have implemented programming specifically for FGCS (e.g., bridge programs, first-year seminars). FGCS should be key stakeholders who inform programming. As such, qualitative research is needed to elevate FGCS voices. To date, little research has examined adjustment and well-being in FGCS. This study included qualitative interviews (approximately 30 min) concerning adjustment and well-being in FGCS (N = 24; 79% female, M age = 19, 92% White), defined as students whose parents have not completed a four-year bachelor’s degree. Participants’ responses were coded according to Bronfenbrenner’s Ecological Systems Theory levels, to account for the multi-layered systems (e.g., family, high school, university, peers) that impact their risk and resilience before and during college. One central theme was how seeking help from family, peers, and university resources promoted resilience. Conversely, individual risk factors (e.g., low socioeconomic status; insufficient guidance) interacted with the high school environment and economic landscape of higher education to confer risk. Overall, many challenges (e.g., mental health) improved over time. Students made recommendations for both high school and university staff about how to best support FGCS, which have implications for programming at the high school and university level. Full article

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21 pages, 456 KB

Open AccessArticle

Examining the Preparation–Efficacy Relationship Through Program Learning Outcomes in Traditional Teacher Preparation

by Brad D. Thompson, Rebecca L. S. Adams, Katie S. L. Pelton, Tanya M. Pinkerton, Wendy Peia Oakes and Erin Sitz

Educ. Sci. 2026, 16(8), 1308; https://doi.org/10.3390/educsci16081308 - 16 Aug 2026

Abstract

As schools navigate widening achievement gaps, learning recovery demands, and increasingly complex teaching contexts, understanding how educators are prepared to enter the profession has become increasingly important. Using end-of-program survey data from 473 completers of a large traditional teacher preparation (TTP) program in [...] Read more.

As schools navigate widening achievement gaps, learning recovery demands, and increasingly complex teaching contexts, understanding how educators are prepared to enter the profession has become increasingly important. Using end-of-program survey data from 473 completers of a large traditional teacher preparation (TTP) program in the southwestern United States collected across three post-pandemic semesters, the purpose of this study was to examine the relationship between program completers’ perceived preparation adequacy and their self-efficacy during the transition from program completion to the first year of teaching. Findings indicate that perceived preparation adequacy remained positively associated with self-efficacy, with program completers reporting high levels of confidence in key professional domains. Perceptions of preparedness and self-efficacy were consistently high across undergraduate and graduate pathways, suggesting that shared program learning outcomes (PLOs) and clinically rich preparation experiences may provide a coherent foundation for educator development across multiple routes. Descriptive data also indicate that most completers intended to enter the teaching workforce following program completion, a transition not always realized. Collectively, these findings highlight the potential usefulness of contemporary PLOs in traditional preparation that are reinforced with practice-based opportunities. Implications for educator preparation and workforce development are discussed. Full article

(This article belongs to the Special Issue Educator Preparation and Advancement Pathways)

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Open AccessArticle

Socially Just Assessment in Initial Teacher Education: Analysis of a Participatory Co-Construction Experience in Chile

by Javiera Sofía Bustamante-Carrasco and Ricardo Sánchez-Lara

Educ. Sci. 2026, 16(8), 1307; https://doi.org/10.3390/educsci16081307 - 16 Aug 2026

Abstract

University assessment processes tend to prioritize testing of rote knowledge over critical thinking and the common good. Socially Just Assessment (SJA) aims to subvert these traditional logics; however, its implementation in Initial Teacher Education (ITE) remains scarce. This qualitative study, exploratory in scope, [...] Read more.

University assessment processes tend to prioritize testing of rote knowledge over critical thinking and the common good. Socially Just Assessment (SJA) aims to subvert these traditional logics; however, its implementation in Initial Teacher Education (ITE) remains scarce. This qualitative study, exploratory in scope, analyzes a participatory experience within an initial practicum course of a Language and Literature Education program in Santiago, Chile. The methodological design enacted the principles of SJA through a pedagogical sequence consisting of five sessions of co-design and collective validation between a teacher and her students. The results demonstrate that the exercise inverted traditional roles and redistributed pedagogical power. Furthermore, strengthening autonomy and teacher identity. In conclusion, assessment co-design constitutes an empirical practice of justice that transforms the classroom into a democratic space. Full article

(This article belongs to the Section Teacher Education)

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