Education Sciences

17 pages, 1622 KiB

Open AccessArticle

Knowledge About Attention Deficit Hyperactivity Disorder (ADHD) Among Kindergarten and Primary School Teachers in Hungary

by Ágnes Tóth-Szerecz, Tun Zaw Oo and Melinda Csima

Educ. Sci. 2025, 15(7), 922; https://doi.org/10.3390/educsci15070922 - 18 Jul 2025

Abstract

Understanding the students’ Attention Deficit Hyperactivity Disorder (ADHD) is crucial for teachers as it significantly impacts their ability to support and manage ADHD students effectively. Thus, this study aimed to investigate ADHD knowledge among kindergarten and primary school teachers (n = 732). [...] Read more.

Understanding the students’ Attention Deficit Hyperactivity Disorder (ADHD) is crucial for teachers as it significantly impacts their ability to support and manage ADHD students effectively. Thus, this study aimed to investigate ADHD knowledge among kindergarten and primary school teachers (n = 732). The ADHD-related knowledge questionnaire was employed to gather teachers’ required knowledge about ADHD. The findings showed that teachers were knowledgeable in ADHD knowledge, especially its etiology and symptoms. A significant difference was also found between teachers with special education need (SEN) training and those without SEN training. However, there was no significant difference in ADHD knowledge between kindergarten and primary school teachers. Based on the regression analyses, SEN training significantly contributed to the prediction of teachers’ ADHD knowledge acquisition in both kindergarten and primary schools. This study provides valuable insight into ADHD knowledge among kindergarten and primary school teachers, particularly in etiology and symptoms, highlighting gaps in treatment and diagnostic understandings. It also emphasized the importance of SEN training in enhancing teachers’ ADHD knowledge. Full article

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17 pages, 511 KiB

Open AccessArticle

“It’s Like a Nice Atmosphere”—Understanding Physics Students’ Experiences of a Flipped Classroom Through the Lens of Transactional Distance Theory

by Anna K. Wood

Educ. Sci. 2025, 15(7), 921; https://doi.org/10.3390/educsci15070921 - 18 Jul 2025

Abstract

In this paper, physics students’ experiences of a flipped, active learning physics class are explored through the lens of transactional distance theory (TDT). Transactional distance (TD) is the psychological and communicative distance that may arise between students and their teacher in learning environments [...] Read more.

In this paper, physics students’ experiences of a flipped, active learning physics class are explored through the lens of transactional distance theory (TDT). Transactional distance (TD) is the psychological and communicative distance that may arise between students and their teacher in learning environments such as large classes. TD has been shown to have a negative impact on students’ satisfaction, engagement, and learning outcomes, yet there is lack of research on how pedagogical approaches, such as the flipped classroom and active learning, may ameliorate the impacts of TD. In this paper, I use a qualitative methodology to gain an in-depth understanding of the ways in which a flipped class can impact the experience of transactional distance for first year physics students. Eleven students took part in semi-structured interviews about their experience of the class, from which three themes were developed: (a) creating connections; (b) stimulating engagement; and (c) supporting responsiveness. These themes are interpreted through the lens of TDT to understand the ways in which the flipped class and active learning pedagogics reduced students’ experience of TD. This gives new insights into students’ experiences of small group discussions, pre-class quizzes, and in-class ‘clicker’ questions. The implications for the pedagogical design of flipped classes will be discussed. Full article

(This article belongs to the Special Issue Reach for the Stars: Enhancing Pedagogy and Technology in Physics and Astronomy Education)

26 pages, 661 KiB

Open AccessSystematic Review

Exploring Greek Primary Teachers’ Perspectives in Inclusive Education for Special Educational Needs (SEN) Students and Related Research Trends: A Systematic Literature Review

by Georgia Sakellaropoulou, Natalia Spyropoulou and Achilles Kameas

Educ. Sci. 2025, 15(7), 920; https://doi.org/10.3390/educsci15070920 - 18 Jul 2025

Abstract

Inclusive Education aims to ensure equitable learning opportunities for all students, including those with special educational needs (SEN) and disabilities, by promoting accessible teaching practices and supportive learning environments. Although its importance for fostering the academic and social development of diverse learners has [...] Read more.

Inclusive Education aims to ensure equitable learning opportunities for all students, including those with special educational needs (SEN) and disabilities, by promoting accessible teaching practices and supportive learning environments. Although its importance for fostering the academic and social development of diverse learners has been widely recognized in international policy and research, its practical implementation is still under investigation, particularly within the Greek primary education system. This study investigates (a) Greek primary school teachers’ perspectives, focusing on their attitudes, knowledge, challenges, and perceived needs in Inclusive Education for SEN students and (b) research trends relating to these perspectives, focusing on publication trends and methodological characteristics, through a systematic literature review using the PRISMA methodology. The analysis revealed a shift in Greek primary teachers’ attitudes towards Inclusive Education for SEN students, trending towards neutral or negative responses, alongside limited knowledge, various challenges, and an absence of targeted support mechanisms. The analysis also highlighted chronological gaps between the identified studies in international journals and a variability in methodological approaches and sample characteristics. These insights point to a pressing need for further targeted and ongoing research on Greek primary teachers’ perspectives and professional development initiatives to enable effective and inclusive practices for SEN students in Greek primary education. Full article

(This article belongs to the Special Issue Teachers and Teaching in Inclusive Education)

27 pages, 364 KiB

Open AccessArticle

The Role of Sport in Physical Education in Finland and the Kurdistan Region of Iraq—Primary School Teachers’ Reflections

by Joonas Kalari, Warhel Asim Mohammed, Golaleh Makrooni and Pål Lagestad

Educ. Sci. 2025, 15(7), 919; https://doi.org/10.3390/educsci15070919 - 17 Jul 2025

Abstract

There is a lack of studies comparing PE teachers’ reflections on the role of sport in different regions. Using Kirk’s conceptualization of the role of sport, this qualitative comparative study aimed to explore and compare fifth-grade physical education (PE) teachers’ perceptions and experiences [...] Read more.

There is a lack of studies comparing PE teachers’ reflections on the role of sport in different regions. Using Kirk’s conceptualization of the role of sport, this qualitative comparative study aimed to explore and compare fifth-grade physical education (PE) teachers’ perceptions and experiences related to PE teaching in Finland and in the Kurdistan region of Iraq (KRI). In-depth interviews were conducted with eight Finnish and six KRI teachers, and the data were analyzed using the NVivo qualitative analysis program. The results showed that the Finnish teachers’ reflections were classified into four themes: joy and competence rather than sport, sport and curriculum, the status of sport in society and prerequisites for physical activities and sport. The KRI teachers’ reflections were also classified into four themes: sport as an aim in PE, the teacher as a model and leader of the sport, sport raising one’s status and PE being not only about sport. The role of sport in PE was recognized by teachers from both regions, although from different perspectives. The Finnish teachers made a clear distinction between PE and sport. The KRI teachers perceived PE and sport almost as one, in the belief that PE primarily teaches pupils about sport and that sport itself is a central goal. Both groups of teachers aimed to enhance their pupils’ well-being and encourage a physically active lifestyle through PE. The KRI teachers believed that engaging students in sports would promote these aims, whereas Finnish teachers saw sport as just one of many components needed to achieve these objectives. The Finnish teachers emphasized the national PE curriculum guiding their work, while the KRI teachers had no standardized PE curriculum in primary school. This comparative study highlights the importance of implementing a well-structured PE curriculum in primary schools in the KRI. Further studies should examine how the implementation of such a curriculum will affect KRI teachers’ teaching and the role of sport in PE. Full article

19 pages, 762 KiB

Open AccessArticle

Life Satisfaction of International Students: (How) Do Study Demands, Institutional, and Individual Resources Matter?

by Juan Serrano-Sánchez, Julia Zimmermann, Edgar Hahn and Dina Kuhlee

Educ. Sci. 2025, 15(7), 918; https://doi.org/10.3390/educsci15070918 - 17 Jul 2025

Abstract

International students are an important group at German higher education institutions. Yet few studies have considered the psychosocial situation of these students. The present study combines the study demands-resources model (SD-R model) and the acculturation framework to adapt the former to the specific [...] Read more.

International students are an important group at German higher education institutions. Yet few studies have considered the psychosocial situation of these students. The present study combines the study demands-resources model (SD-R model) and the acculturation framework to adapt the former to the specific situation of international students, and examines the effects of study demands, institutional resources, individual resources (acculturation orientations, i.e., affective and cognitive orientations towards the home and host country), stress, and engagement on their life satisfaction as one indicator of well-being. We used cross-sectional survey data from 503 international students across more than 20 higher education institutions. Latent structural equation models showed that lower study demands were associated with lower stress and higher student engagement, which in turn predicted greater life satisfaction. Although higher institutional resources also related to increased engagement and, thus, higher life satisfaction, they were unexpectedly linked to increased stress, which was in turn associated with lower life satisfaction. Additionally, the expected positive effect of affective host country orientation on life satisfaction, mediated through perceived stress and engagement, was confirmed. The consideration of acculturation orientations in the SD-R model helps to understand the specific conditions of well-being amongst international students in Germany. Full article

(This article belongs to the Special Issue Mind Matters: Exploring Mental Health and Well-Being in the Education System)

22 pages, 922 KiB

Open AccessArticle

Strategies Employed by Mexican Secondary School Students When Facing Unfamiliar Academic Vocabulary

by Karina Hess Zimmermann, María Guadalupe Hernández Arriola and Gloria Nélida Avecilla-Ramírez

Educ. Sci. 2025, 15(7), 917; https://doi.org/10.3390/educsci15070917 - 17 Jul 2025

Abstract

This article examines the strategies employed by Mexican secondary school students to understand unfamiliar academic vocabulary and the relationship between these strategies and their reading proficiency. Within the broader Latin American context—where low reading comprehension levels remain prevalent—the study focused on a sample [...] Read more.

This article examines the strategies employed by Mexican secondary school students to understand unfamiliar academic vocabulary and the relationship between these strategies and their reading proficiency. Within the broader Latin American context—where low reading comprehension levels remain prevalent—the study focused on a sample of 40 first-year secondary students, categorized according to their reading level. Using two instruments, the research identified the vocabulary learning strategies used by students and assessed their effectiveness in deriving word meaning. Findings indicate that while students across reading levels use similar strategies, those with higher reading proficiency more frequently and effectively apply complex strategies such as contextual abstraction, retrieving textual information, rereading the text, and full morphological analysis. Morphological analysis proved to be the most effective strategy, provided students possessed the metalinguistic skills necessary to decompose and reconstruct word meaning from all morphemes. The study concludes that the successful use of vocabulary strategies is closely linked to students’ reading proficiency, and that reading comprehension and academic vocabulary knowledge are mutually reinforcing. These findings highlight the importance of explicitly teaching academic vocabulary in school settings as a means to enhance students’ reading performance. Full article

(This article belongs to the Special Issue Evidence-Based Solutions for Literacy Development in the Global South: A Focus on Latin America and the Caribbean)

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20 pages, 861 KiB

Open AccessArticle

Can Sustainable Schools Influence Environmental Consciousness and Behavior in Early Childhood? The Perspectives of Early Childhood Educators

by Dafni Petkou, Aristea Kounani, Maria Tsiouni and Eleni Afedoulidou

Educ. Sci. 2025, 15(7), 916; https://doi.org/10.3390/educsci15070916 - 17 Jul 2025

Abstract

The promotion of sustainable schools is an important criterion for the promotion of ecological protection and the transformation of today’s society into a more sustainable one. The early childhood environment is believed to provide the ideal foundation for fostering values and attitudes related [...] Read more.

The promotion of sustainable schools is an important criterion for the promotion of ecological protection and the transformation of today’s society into a more sustainable one. The early childhood environment is believed to provide the ideal foundation for fostering values and attitudes related to sustainable education and promoting pro-environmental behaviors. The main goal of this study is to explore educators’ perceptions and expectations regarding the role of sustainable schools in shaping the environmental awareness and behavior of young children. A pilot study was carried out in the context of quantitative research on Preschool Teachers of Primary Education. Research results indicate that a Sustainable School (SS), beyond the curriculum, must promote issues of environmental awareness, culture, equality, natural resource management, and human rights. Also, it was seen that a modern school should provide Educators with new training opportunities in teaching methods that are based on sustainability principles and promote sustainability skills. Students’ acquisition of environmental knowledge can positively influence pro-environmental behavior and increase the likelihood of engaging in sustainable practices to protect the environment. Full article

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27 pages, 836 KiB

Open AccessArticle

Early Language Access and STEAM Education: Keys to Optimal Outcomes for Deaf and Hard of Hearing Students

by Marie Coppola and Kristin Walker

Educ. Sci. 2025, 15(7), 915; https://doi.org/10.3390/educsci15070915 - 17 Jul 2025

Abstract

This paper offers an overview of a large study of language and cognitive development in deaf and hard of hearing children. Specifically, we investigated how acquiring a signed or spoken language (language modality) and when a child’s access to language begins (i.e., at [...] Read more.

This paper offers an overview of a large study of language and cognitive development in deaf and hard of hearing children. Specifically, we investigated how acquiring a signed or spoken language (language modality) and when a child’s access to language begins (i.e., at birth or later in development) influence cognitive development. We conducted in-person behavioral assessments with 404 children 3–10 years old (280 deaf and hard of hearing; 124 typically hearing). The tasks measured a range of abilities along a continuum of how strongly they depend on language input, such as general vocabulary and number words (strongly dependent) vs. skills such as tracking sets of two to three objects and standardized ‘nonverbal’ picture-similarity tasks (relatively independent of language). Overall, the timing of children’s access to language predicted more variability in their performance than language modality. These findings help refine our theories about how language influences development and suggest how a STEAM pedagogical approach may ameliorate the impacts of later access to language. These results underscore children’s need for language early in development. That is, deaf and hard of hearing children must receive fully accessible language input as early as possible through sign language, accompanied by hearing technology aimed at improving access to spoken language, if desired. Full article

(This article belongs to the Special Issue Full STEAM Ahead! in Deaf Education)

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20 pages, 942 KiB

Open AccessArticle

European Researchers’ Night: The Role of Scientific Events in Teacher Training

by Raquel Pires Lopes, João Miguel Alves Ferreira, Sergii Tukaiev, Cristina de Sousa and Raquel Barata

Educ. Sci. 2025, 15(7), 914; https://doi.org/10.3390/educsci15070914 - 17 Jul 2025

Abstract

European Researchers’ Night 2023 was developed at the National Museum of Natural History and Science of Lisbon, Portugal, with the motto “Science for Everyone (SCIEVER)—Inclusion and Sustainability”. The event promotes the relevance of science and research by focusing on the social, economic, and [...] Read more.

European Researchers’ Night 2023 was developed at the National Museum of Natural History and Science of Lisbon, Portugal, with the motto “Science for Everyone (SCIEVER)—Inclusion and Sustainability”. The event promotes the relevance of science and research by focusing on the social, economic, and environmental dimensions of sustainability and inclusion and bridging the gap between scientists, students, and civil society. Our study aims to understand the impact of the event on 30 students from a degree in Basic Education, who completed a questionnaire before and after the event. Data collection was focused on the audience’s expectations and engagement with the activities and the perceived value of such events. The students attended the event as a group, and the individual experiences described were similar: the importance of the European Researchers’ Night in raising awareness of science in initial teacher training. The findings may have implications in terms of curricula revision, education research, and education policies. Full article

(This article belongs to the Section Teacher Education)

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28 pages, 860 KiB

Open AccessArticle

Teacher Efficacy Beliefs: A Multilevel Analysis of Teacher- and School-Level Predictors in Mexico

by Fatima Salas-Rodriguez, Sonia Lara and Martín Martínez

Educ. Sci. 2025, 15(7), 913; https://doi.org/10.3390/educsci15070913 - 17 Jul 2025

Abstract

All individuals hold beliefs about their ability to successfully perform specific tasks. These beliefs, known as self-efficacy, play a key role in guiding and motivating human behavior. In education, both teachers’ self-efficacy beliefs and the collective efficacy shared by teachers within a school [...] Read more.

All individuals hold beliefs about their ability to successfully perform specific tasks. These beliefs, known as self-efficacy, play a key role in guiding and motivating human behavior. In education, both teachers’ self-efficacy beliefs and the collective efficacy shared by teachers within a school have been linked to improved performance, well-being, and job satisfaction among students and educators. While these constructs have been widely studied in various countries and contexts, little is known about them in Mexico, the country with the largest Spanish-speaking population worldwide. This study is the first to examine the relationship between teacher self-efficacy (TSE), collective efficacy, and other teacher- and school-level variables in Mexico. Given the absence of psychometrically robust instruments to assess collective efficacy among Spanish-speaking teachers, the Collective Teacher Beliefs Scale (CTBS) was first adapted into Spanish, and its psychometric properties were evaluated. Subsequently, multilevel analyses incorporating teacher- and school-level factors revealed that professional development on multicultural communication, classroom autonomy, and collaboration, at the teacher level, and collective efficacy and stakeholder participation, at the school level, were significant predictors of TSE. Finally, implications for future practice and policy are discussed. Full article

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

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27 pages, 3217 KiB

Open AccessArticle

Identification of Writing Strategies in Educational Assessments with an Unsupervised Learning Measurement Framework

by Cheng Tang, Jiawei Xiong and George Engelhard

Educ. Sci. 2025, 15(7), 912; https://doi.org/10.3390/educsci15070912 - 17 Jul 2025

Abstract

This study proposes a framework that leverages natural language processing and unsupervised machine learning techniques to measure, identify, and classify examinees’ writing strategies. The framework integrates three categories of writing strategies (text complexity, evidence use, and argument structure) to identify the characteristics of [...] Read more.

This study proposes a framework that leverages natural language processing and unsupervised machine learning techniques to measure, identify, and classify examinees’ writing strategies. The framework integrates three categories of writing strategies (text complexity, evidence use, and argument structure) to identify the characteristics of examinees’ writing. Additionally, a measurement model is used to calibrate examinees’ writing proficiency. An empirical example is presented to demonstrate the performance of the framework. The data comprise 430 Grade 8 examinees’ responses to English Language Arts (ELA) assessments in the United States. Using K-means clustering, distinct patterns were identified in each category. The one-parameter logistic measurement model was applied to estimate examinees’ writing proficiency. Analyses revealed significant effects of text complexity and evidence use on writing proficiency, while argument structure was not significant. This study has implications for writing instruction and assessment design that highlight the point that effective writing is not simply a matter of isolated skill acquisition, but rather the coordinated implementation of complementary strategies, a finding that supports cognitive developmental theories of writing. Full article

(This article belongs to the Section Education and Psychology)

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17 pages, 506 KiB

Open AccessArticle

A Narrative Inquiry into the Cultivation of a Classroom Knowledge Community in a Chinese Normal University

by Libo Zhong and Cheryl J. Craig

Educ. Sci. 2025, 15(7), 911; https://doi.org/10.3390/educsci15070911 - 17 Jul 2025

Abstract

This narrative inquiry explores a vibrant classroom knowledge community in a Chinese normal university. By examining the teacher’s interactions, we analyze the community’s development through three perspectives: (1) the author’s narrative of the course outline, (2) the teacher’s narrative of classroom culture, and [...] Read more.

This narrative inquiry explores a vibrant classroom knowledge community in a Chinese normal university. By examining the teacher’s interactions, we analyze the community’s development through three perspectives: (1) the author’s narrative of the course outline, (2) the teacher’s narrative of classroom culture, and (3) students’ narratives of their growth. The author presents a student-centered model and seven steps for enacting the course, outlining the environment for cultivating the knowledge community. The teacher’s narrative reveals clues to his success, emphasizing his use of storytelling to foster the community and share educational ideas. Students’ narratives reflect their growth, validating the classroom as a safe space for development and language learning. The significance of this research is that the classroom knowledge community consisted of the teacher, his undergraduate students, and his post-graduates. The three layers existed because of this unrestrained character, devoid of conflicts of interest, created a safe place for students’ development. This research study adds to the literature on how knowledge communities form in school contexts. It focuses on a particular space and time and involves multiple layers of participants, which is prerequisite to the conceptualization of classroom knowledge community. This research has important implications for college language education. Full article

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18 pages, 282 KiB

Open AccessArticle

A Qualitative Descriptive Study of Teachers’ Beliefs and Their Design Thinking Practices in Integrating an AI-Based Automated Feedback Tool

by Meerita Kunna Segaran and Synnøve Heggedal Moltudal

Educ. Sci. 2025, 15(7), 910; https://doi.org/10.3390/educsci15070910 - 16 Jul 2025

Abstract

In this post-digital age, writing assessment has been markedly influenced by advancements in artificial intelligence (AI), emphasizing the role of automated formative feedback in supporting second language (L2) writing. This study investigates how Norwegian teachers use an AI-driven automated feedback tool, the Essay [...] Read more.

In this post-digital age, writing assessment has been markedly influenced by advancements in artificial intelligence (AI), emphasizing the role of automated formative feedback in supporting second language (L2) writing. This study investigates how Norwegian teachers use an AI-driven automated feedback tool, the Essay Assessment Technology (EAT), in process writing for the first time. Framed by the second and third-order barriers framework, we looked at teachers’ beliefs and the design level changes that they made in their teaching. Data were collected in Autumn 2022, during the testing of EAT’s first prototype. Teachers were first introduced to EAT in a workshop. A total of 3 English as a second language teachers from different schools were informants in this study. Teachers then used EAT in the classroom with their 9th-grade students (13 years old). Through individual teacher interviews, this descriptive qualitative study explores teachers’ perceptions, user experiences, and pedagogical decisions when incorporating EAT into their practices. The findings indicate that teachers’ beliefs about technology and its role in student learning, as well as their views on students’ responsibilities in task completion, significantly influence their instructional choices. Additionally, teachers not only adopt AI-driven tools but are also able to reflect and solve complex teaching and learning activities in the classroom, which demonstrates that these teachers have applied design thinking processes in integrating technology in their teaching. Based on the results in this study, we suggest the need for targeted professional development to support effective technology integration. Full article

(This article belongs to the Special Issue Technologies and Teacher Education: Preparing Teachers for the Digital Age)

20 pages, 1633 KiB

Open AccessArticle

A Proposal of Integration of Universal Design for Learning and Didactic Suitability Criteria

by Alicia Sánchez, Carlos Ledezma and Vicenç Font

Educ. Sci. 2025, 15(7), 909; https://doi.org/10.3390/educsci15070909 - 16 Jul 2025

Abstract

Given the growing relevance of issues of educational inclusion at an international level, educational curricula have pointed out the need to address the diversity of students in the classroom. In this article, a theoretical reflection is proposed around the Universal Design for Learning [...] Read more.

Given the growing relevance of issues of educational inclusion at an international level, educational curricula have pointed out the need to address the diversity of students in the classroom. In this article, a theoretical reflection is proposed around the Universal Design for Learning (UDL) guideline—as inclusive principles for generic teaching and learning processes—and Didactic Suitability Criteria (DSC) guideline—as specific principles for mathematical teaching and learning processes—to establish relationships and seek complementarities between both references. To this end, firstly, a document analysis of literature about UDL was conducted; secondly, UDL and DSC guidelines were contrasted, relating UDL principles and verification points to DSC components and indicators to design a first proposal of an integrated guideline between both references; and, thirdly, an expert validation was conducted with researchers familiar with DSC to adjust the guideline originally proposed. As a main result, a proposal of integration of the UDL and DSC guidelines was designed, which intends to organise the reflection of (prospective and practising) mathematics teachers on their teaching practice. This integrated proposal not only seeks to address current curricular needs, but also to delve deeper into theoretical development that contributes to refining existing tools to encourage reflection on teaching practice. Full article

(This article belongs to the Special Issue Innovation, Didactics, and Education for Sustainability)

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30 pages, 350 KiB

Open AccessArticle

General Education Teachers’ Perspectives on Challenges to the Inclusion of Students with Intellectual Disabilities in Qatar

by Sughra Darwish, Ali Alodat, Maha Al-Hendawi and Annalisa Ianniello

Educ. Sci. 2025, 15(7), 908; https://doi.org/10.3390/educsci15070908 - 16 Jul 2025

Abstract

This study examines the challenges that general education teachers face in implementing inclusive education for students with intellectual disabilities in Qatar. Employing a mixed-methods approach, quantitative data were collected from 255 teachers via a structured questionnaire, complemented by qualitative insights from semi-structured interviews [...] Read more.

This study examines the challenges that general education teachers face in implementing inclusive education for students with intellectual disabilities in Qatar. Employing a mixed-methods approach, quantitative data were collected from 255 teachers via a structured questionnaire, complemented by qualitative insights from semi-structured interviews with five participants. The findings indicate that teachers encounter moderate to high levels of difficulty, particularly in areas related to the school environment and the availability of educational resources. Significant demographic differences were observed, with male teachers and those working in primary schools reporting greater perceived barriers. Thematic analysis revealed six key factors influencing teachers’ perceptions: student diversity, instructional practices, teacher preparedness, school culture and environment, family and community involvement, and logistical challenges. Despite national policy support for inclusive education, the study reveals ongoing deficits in teacher training, institutional backing, and resource provision. These findings underscore the complex intersection of individual, institutional, and societal factors shaping inclusive education efforts. The study offers valuable insights for localizing inclusive education efforts in Qatar and similar contexts, with implications for educators, policymakers, and educational leaders committed to fostering equitable learning environments. Full article

25 pages, 295 KiB

Open AccessArticle

Project-Based Learning in Social Innovation—Developing a Sense of Belonging in Online Contexts

by Mats Danielson and Ivar Björkman

Educ. Sci. 2025, 15(7), 907; https://doi.org/10.3390/educsci15070907 - 16 Jul 2025

Abstract

This study examines how students perceive factors contributing to their sense of belonging (SoB) in an online project-based master’s course in social innovation, incorporating collaboration with external stakeholders and structured around real-world challenges from external partners. SoB has been shown to impact academic [...] Read more.

This study examines how students perceive factors contributing to their sense of belonging (SoB) in an online project-based master’s course in social innovation, incorporating collaboration with external stakeholders and structured around real-world challenges from external partners. SoB has been shown to impact academic outcomes positively, but online teamwork and collaboration outside the institution walls present unique challenges. The study adopts a qualitative approach and an interpretivist standpoint to find meaningful aspects and generate an understanding of positions among the students. Data was gathered through interviews, allowing students to express their unique experiences and perspectives on SoB in the context of a master’s course, with participants from several countries. Thematic analysis of the interview data identified the following seven categories related to students’ perceived belonging: team formation and trust, personal introductions, group continuity, access to teachers, use of informal communication channels, shared tools, and digital fluency. Furthermore, working towards a common challenge or goal seems to promote SoB among team members. The results indicate that SoB was shaped by multiple interrelated factors, with team-based collaboration and structured group dynamics playing a central role. The study contributes to ongoing research on student belonging by identifying specific practices that may support SoB in digitally supported, team-oriented learning environments. Full article

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

18 pages, 319 KiB

Open AccessArticle

Influence of Short Novels on Creation of Educational Programs in Literature: Taking A.P. Chekhov’s “The Chameleon” and Lu Xun’s “A Madman’s Diary” as Examples

by Yuhang Xin and Saule Bayazovna Begaliyeva

Educ. Sci. 2025, 15(7), 906; https://doi.org/10.3390/educsci15070906 - 16 Jul 2025

Abstract

This study explores how artificial intelligence (AI) technologies can be theoretically integrated into literature curriculum development, using the works of Anton Chekhov and Lu Xun as illustrative case texts. The aim is to reduce barriers to language and cultural understanding in literature education [...] Read more.

This study explores how artificial intelligence (AI) technologies can be theoretically integrated into literature curriculum development, using the works of Anton Chekhov and Lu Xun as illustrative case texts. The aim is to reduce barriers to language and cultural understanding in literature education and increase the efficiency and accessibility of cross-cultural teaching. We used natural language processing (NLP) techniques to analyze textual features, such as readability index, lexical density, and syntactic complexity, of AI-generated and human-translated “The Chameleon” and “A Madman’s Diary”. Teaching cases from universities in China, Russia, and Kazakhstan are reviewed to assess the emerging practice of AI-supported literature teaching. The proposed theoretical framework draws on hermeneutics, posthumanism, and cognitive load theories. The results of the data-driven analysis suggest that AI-assisted translation tends to simplify sentence structure and improve surface readability. While anecdotal classroom observations highlight the role of AI in initial comprehension, deeper literary interpretation still relies on teacher guidance and critical human engagement. This study introduces a conceptual “AI Literature Teaching Model” that positions AI as a cognitive and cultural mediator and outlines directions for future empirical validation. Full article

22 pages, 1621 KiB

Open AccessArticle

Dancing Dialogues: Mapping and Discussing Access to Dance in Portuguese Upper-Secondary Schools

by Joana Mesquita, Eunice Macedo and Helena C. Araújo

Educ. Sci. 2025, 15(7), 905; https://doi.org/10.3390/educsci15070905 - 16 Jul 2025

Abstract

This article analyzes the role of dance and the arts in European and national educational policy agendas and maps the provision of dance in upper-secondary schools in the district of Porto, Portugal. To understand the role of dance in educational policies, we conducted [...] Read more.

This article analyzes the role of dance and the arts in European and national educational policy agendas and maps the provision of dance in upper-secondary schools in the district of Porto, Portugal. To understand the role of dance in educational policies, we conducted a document analysis of regulations and decree-laws inspired by Stephen Ball’s policy cycle approach. To explore how these policies materialize in educational contexts, a mapping approach was conducted in upper-secondary schools within the district of Porto, Portugal. Results show that, at the public education policy level, although there is no specific debate about dance, the arts are gradually being included in the educational agendas, but still in a scarce way and with a more instrumental approach. At the institutional level, access to dance in education is not sufficiently democratized, reinforcing social and territorial inequalities. Despite its local scope, the study contributes to the broader international debate on equity in access to education with the arts, mainly dance. It offers insights from Southern Europe—a region often underrepresented in global research—which can inform research and policy development aimed at more inclusive educational systems. Full article

(This article belongs to the Special Issue Contemporary Arts Education Through the Lens of Social Justice: Insights from Research and Practice)

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18 pages, 529 KiB

Open AccessArticle

Learners’ Acceptance of ChatGPT in School

by Matthias Conrad and Henrik Nuebel

Educ. Sci. 2025, 15(7), 904; https://doi.org/10.3390/educsci15070904 - 16 Jul 2025

Abstract

The rapid development of generative artificial intelligence (AI) systems such as ChatGPT (GPT-4) could transform teaching and learning. Yet, integrating these tools requires insight into what drives students to adopt them. Research on ChatGPT acceptance has so far focused on university settings, leaving [...] Read more.

The rapid development of generative artificial intelligence (AI) systems such as ChatGPT (GPT-4) could transform teaching and learning. Yet, integrating these tools requires insight into what drives students to adopt them. Research on ChatGPT acceptance has so far focused on university settings, leaving school contexts underexplored. This study addresses the gap by surveying 506 upper secondary students in Baden-Württemberg, Germany, using the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2). Performance expectancy, habit and hedonic motivation emerged as strong predictors of behavioral intention to use ChatGPT for school purposes. Adding personality traits and personal values such as conscientiousness or preference for challenge raised the model’s explanatory power only marginally. The findings suggest that students’ readiness to employ ChatGPT reflects the anticipated learning benefits and enjoyment rather than the avoidance of effort. The original UTAUT2 is therefore sufficient to explain students’ acceptance of ChatGPT in school contexts. The results could inform educators and policy makers aiming to foster the reflective and effective use of generative AI in instruction. Full article

(This article belongs to the Special Issue Dynamic Change: Shaping the Schools of Tomorrow in the Digital Age)

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