Education Sciences

20 pages, 349 KiB

Open AccessArticle

Students’ Well-Being in Digital Learning Environments: A Multilevel Analysis of Sixth-Graders in Comprehensive Schools

by Wilhelmine Berger, Eva Grommé, Ferdinand Stebner, Tobias Koch, Christian Reintjes and Sonja Nonte

Educ. Sci. 2025, 15(8), 1034; https://doi.org/10.3390/educsci15081034 - 12 Aug 2025

Abstract

Despite increasing digitalization of schools, the impact of digital learning environments on students’ well-being at school remains insufficiently understood. This study examines how individual- and class-level characteristics of digital learning environments affect sixth-graders’ well-being (N = 1033; 45 classes in Germany). Data [...] Read more.

Despite increasing digitalization of schools, the impact of digital learning environments on students’ well-being at school remains insufficiently understood. This study examines how individual- and class-level characteristics of digital learning environments affect sixth-graders’ well-being (N = 1033; 45 classes in Germany). Data were collected using standardized questionnaires measuring students’ well-being at school, digital competencies, digital media use in school, perception of gaining digital skills at school, and teachers’ use of digital tools in the classroom. Multilevel analyses were conducted to assess the influence of individual and class-level factors. Results indicate that students’ perceived gains in digital skills in school are positively linked to their well-being at school, while digital teaching practices focused on individualization have a small negative effect. Other aspects of digital learning environments, such as the frequency of digital media use and additional dimensions of teaching quality, did not show significant effects. Home resources (e.g., piano, cars) were positively linked to students’ well-being at school. These findings underscore the importance of fostering the development of skills, rather than simply increasing media usage to support students’ well-being at school. The study also suggests that individualized digital differentiation in classrooms should be implemented thoughtfully to avoid potential negative social consequences. Full article

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

16 pages, 2313 KiB

Open AccessArticle

Augmented Reality Technology in Aiding Preschoolers’ Education: A Preliminary Study

by Kin Aik Law, Han-Foon Neo, William Ng, Yang Yang Thye and Chuan-Chin Teo

Educ. Sci. 2025, 15(8), 1033; https://doi.org/10.3390/educsci15081033 - 12 Aug 2025

Abstract

Education has been steadily incorporating technology to support and enhance teaching and learning practices. One illustrative example is the use of augmented reality (AR), which seamlessly merges virtual elements with the physical world. Children are acquainted with emerging technology as they are the [...] Read more.

Education has been steadily incorporating technology to support and enhance teaching and learning practices. One illustrative example is the use of augmented reality (AR), which seamlessly merges virtual elements with the physical world. Children are acquainted with emerging technology as they are the new generation who have been exposed to smart phones and tablets. They belong to a new generation profoundly influenced by these devices. In this research, an AR-based edutainment mobile application with digital visual elements and sound, namely ARKiD, is developed as an alternative to traditional educational mechanisms. It aims to enhance the learning experience for preschool children. This research investigates teachers’ and preschoolers’ perceptions and behavioral patterns in using ARKiD. A mixed method approach was used to collect data from 12 teachers and 65 preschoolers aged 4–5. During data collection, both qualitative and quantitative methods are used. Qualitative methods include observation based on psychomotor aspects, for example, controlling, turning, inspecting, and interview while quantitative refers to the use of questionnaires. The questionnaire was designed based on the technology acceptance model (TAM) which consisted of four antecedents, namely perceived usefulness (PU), perceived ease of use (PEOU), attitude (A) and behavioral intention (BI). This research revealed that the teachers and preschoolers enjoyed using ARKiD despite some concerns regarding AR technology. Overall, preschoolers can operate the ARKiD independently and it shows the learning effectiveness. This research has presented a new type of educational technology to bridge the gap in the field. Full article

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18 pages, 1293 KiB

Open AccessArticle

Do Community Schools Work for High-Needs Students? Evaluating Integrated Student Support Services and Outcomes for Equity

by Jaekyung Lee, Young Sik Seo, Myles S. Faith, Fabian Barch and Lino Loja

Educ. Sci. 2025, 15(8), 1032; https://doi.org/10.3390/educsci15081032 - 12 Aug 2025

Abstract

This study examines whether and how community schools’ integrated student support services (academic, socioemotional, health, and family support) contributed to improving whole-child/youth development and reducing systemic inequalities of students’ learning/wellness outcomes across New York State under the Every Student Succeeds Act (ESSA). Applying [...] Read more.

This study examines whether and how community schools’ integrated student support services (academic, socioemotional, health, and family support) contributed to improving whole-child/youth development and reducing systemic inequalities of students’ learning/wellness outcomes across New York State under the Every Student Succeeds Act (ESSA). Applying a quasi-experimental method with propensity score matching to the state’s 2018–2023 school survey and report card databases, it provides new evidence on the efficacy of community school programs on average and by subgroups (race/ethnicity, poverty, disability, English language learner, and housing status). The results of matched comparisons between community schools and non-community schools are mixed, after considering their differences in terms of student demographics and baseline conditions. Overall, community schools showed policy implementation fidelity with more state funding, policy-aligned practices, and school-based health centers/clinics. However, community schools had no discernable impacts on academic achievement and chronic absenteeism overall, except that the operation of school-based health centers was associated with a reduction in absenteeism. In contrast, community schools had more positive impacts on high school graduation rates, particularly among disadvantaged minority students; the impacts are attributable to policy-aligned practices, set-aside funding, and school-based health center dental programs. Educational policy and research implications are discussed. Full article

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15 pages, 474 KiB

Open AccessSystematic Review

Maria Montessori’s Educational Approach to Intellectual Disability and Autism: A Systematic Review of Quantitative Research

by Francesco Domenico Di Blasi, Angela Antonia Costanzo, Maria Agatina Stimoli, Giuseppa Liccardi, Pierluigi Zoccolotti and Serafino Buono

Educ. Sci. 2025, 15(8), 1031; https://doi.org/10.3390/educsci15081031 - 11 Aug 2025

Abstract

The Montessori method was originally developed from an examination of children with cognitive disabilities. Numerous studies have explored the application of Montessori principles with typically developing children and adolescents across different educational settings. However, despite its original interest in children with cognitive disabilities, [...] Read more.

The Montessori method was originally developed from an examination of children with cognitive disabilities. Numerous studies have explored the application of Montessori principles with typically developing children and adolescents across different educational settings. However, despite its original interest in children with cognitive disabilities, there has been a limited number of systematic reviews specifically addressing its impact on these children. We conducted a systematic review of quantitative research based on a search of the literature on the effects of the Montessori educational approach in teaching academic and non-academic skills to children and young people with intellectual disabilities (IDs) and autism. A search was conducted of seven bibliographic databases: Embase, PubMed/MEDLINE, PsycINFO, Cochrane Library, Ebscohost, Proquest, and Scopus, until 31 October 2024. We identified 7165 reports, 3 of which meet the inclusion criteria for the review. The selected studies reported improvements in the areas investigated, including motor skills, perceptual abilities, cognitive development, and self-care, confirming the effectiveness of the Montessori methodology. Although there are few experimental studies available, these findings provide valuable operational insights. They suggest that we can return to the roots of the method, which was originally designed for children with mental disorders. An experimental approach to this time-honored method could enhance its application in neurodevelopmental disorders, maximizing autonomy and inclusion while improving the quality of life for individuals with disabilities. Full article

(This article belongs to the Special Issue Special and Inclusive Education: Challenges, Policy and Practice)

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32 pages, 4838 KiB

Open AccessSystematic Review

The Role of Non-Digital and Digital UNO-Type Card Games as Learning Media in Different Levels of Mathematics Education: A Systematic Review

by Szilvia Szilágyi, Attila Körei and Ingrida Vaičiulytė

Educ. Sci. 2025, 15(8), 1030; https://doi.org/10.3390/educsci15081030 - 11 Aug 2025

Abstract

This systematic review explores the number and role of the UNO^® card game and UNO-type learning media across different levels of mathematics education. UNO^®-inspired games have gained recognition as innovative pedagogical tools that promote engagement, motivation, and active learning among [...] Read more.

This systematic review explores the number and role of the UNO^® card game and UNO-type learning media across different levels of mathematics education. UNO^®-inspired games have gained recognition as innovative pedagogical tools that promote engagement, motivation, and active learning among students in various mathematics topics in the last few years. This review synthesises existing research on the application of these games in preschool, primary, secondary, and higher education settings. We employed a hybrid approach, combining database searches and the snowball method, to ensure a comprehensive and thorough selection of the relevant literature for our systematic review. Published research studies between January 1980 and June 2025 that employed UNO^® or UNO-type card games in education were collected. Forty-one research studies met the inclusion criteria for this review. We sought answers to three research questions. At first, we made a time analysis to organise the collected records. Based on the collection, we identified the mathematical topics for which teachers and researchers used the original UNO^® game or developed UNO-type games at various educational levels, as well as the role of UNO^® and UNO-type games in mathematics education. In approximately 68.29% of the cases, the authors introduce their own educational games modelled after UNO^®. In contrast, just less than one-third of the records (31.71%) utilise the original UNO^® playing cards in the teaching–learning process. The findings indicate that UNO-type educational maths games can enhance conceptual understanding, foster collaborative skills, and improve learning outcomes when appropriately integrated into curricula. This review also offers educators recommendations for effectively introducing these games at various educational levels. We aim to provide an evidence-based, well-structured insight into the potential of UNO^® and UNO-type learning tools. Full article

(This article belongs to the Special Issue Game-Based Learning in and Beyond Classrooms, Viewed from an Educational Equity Perspective)

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22 pages, 1165 KiB

Open AccessArticle

AI-Assisted Exam Variant Generation: A Human-in-the-Loop Framework for Automatic Item Creation

by Charles MacDonald Burke

Educ. Sci. 2025, 15(8), 1029; https://doi.org/10.3390/educsci15081029 - 11 Aug 2025

Abstract

Educational assessment relies on well-constructed test items to measure student learning accurately, yet traditional item development is time-consuming and demands specialized psychometric expertise. Automatic item generation (AIG) offers template-based scalability, and recent large language model (LLM) advances promise to democratize item creation. However, [...] Read more.

Educational assessment relies on well-constructed test items to measure student learning accurately, yet traditional item development is time-consuming and demands specialized psychometric expertise. Automatic item generation (AIG) offers template-based scalability, and recent large language model (LLM) advances promise to democratize item creation. However, fully automated approaches risk introducing factual errors, bias, and uneven difficulty. To address these challenges, we propose and evaluate a hybrid human-in-the-loop (HITL) framework for AIG that combines psychometric rigor with the linguistic flexibility of LLMs. In a Spring 2025 case study at Franklin University Switzerland, the instructor collaborated with ChatGPT (o4-mini-high) to generate parallel exam variants for two undergraduate business courses: Quantitative Reasoning and Data Mining. The instructor began by defining “radical” and “incidental” parameters to guide the model. Through iterative cycles of prompt, review, and refinement, the instructor validated content accuracy, calibrated difficulty, and mitigated bias. All interactions (including prompt templates, AI outputs, and human edits) were systematically documented, creating a transparent audit trail. Our findings demonstrate that a HITL approach to AIG can produce diverse, psychometrically equivalent exam forms with reduced development time, while preserving item validity and fairness, and potentially reducing cheating. This offers a replicable pathway for harnessing LLMs in educational measurement without sacrificing quality, equity, or accountability. Full article

(This article belongs to the Special Issue Educational Assessment Theories and Methodologies: Trends in Standardized Testing)

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35 pages, 1507 KiB

Open AccessArticle

Machiavellianism, Lying, and Motivation as Predictors of Academic Performance in Romanian Engineering Students

by Mihaela Laura Bratu, Liviu Ion Rosca and Nicolae Alexandru Rosca

Educ. Sci. 2025, 15(8), 1028; https://doi.org/10.3390/educsci15081028 - 11 Aug 2025

Abstract

This study explores the relationship between academic motivation, Machiavellian traits, and lying tendencies among Romanian engineering students, with a focus on how these psychological variables influence academic performance. Data were collected from 706 students using the MUSIC Model of Motivation, the Machiavellianism Scale, [...] Read more.

This study explores the relationship between academic motivation, Machiavellian traits, and lying tendencies among Romanian engineering students, with a focus on how these psychological variables influence academic performance. Data were collected from 706 students using the MUSIC Model of Motivation, the Machiavellianism Scale, and the Lie Attitude Questionnaire. Statistical analysis included Spearman correlations, regression models, and moderation analysis using PROCESS Macro (Model 7). The results showed significant negative correlations between Machiavellianism and all five motivational dimensions (e.g., ρ = −0.259 for Empowerment, p < 0.001), as well as between lying tendencies and motivation (e.g., ρ = −0.206 for Empowerment, p < 0.001). Surprisingly, Machiavellianism had a positive effect on academic grades (β = 0.107, p = 0.043), suggesting strategic academic behavior. Motivation was a stronger predictor of performance among female students. These findings highlight the importance of promoting ethical, intrinsic motivation in university settings and call for thoughtful integration of behavioral variables into academic success models. Full article

(This article belongs to the Section Higher Education)

19 pages, 1752 KiB

Open AccessSystematic Review

Virtual Reality in Engineering Education: A Scoping Review

by Georgios Lampropoulos, Pablo Fernández-Arias, Antonio de Bosque and Diego Vergara

Educ. Sci. 2025, 15(8), 1027; https://doi.org/10.3390/educsci15081027 - 11 Aug 2025

Abstract

The aim of this study is to explore the role of virtual reality in engineering education. Specifically, it analyzed 342 studies that were published during 2010–2025 following a systematic approach. It examined how virtual reality is used in engineering education, explored the document [...] Read more.

The aim of this study is to explore the role of virtual reality in engineering education. Specifically, it analyzed 342 studies that were published during 2010–2025 following a systematic approach. It examined how virtual reality is used in engineering education, explored the document main characteristics, and identified emerging topics. The study also revealed existing limitations and suggested future research directions. According to the outcomes, the following six topics emerged: (i) Immersive technologies in engineering education, (ii) Virtual laboratories, (iii) Immersive and realistic simulations, (iv) Hands-on activities and practical skills development, (v) Engineering drawing, design, and visualization, and (vi) Social and collaborative learning. Virtual reality was proven to be an effective educational tool which supports engineering education and complements existing learning practices. Using virtual reality, students can apply their theoretical knowledge and practice their skills within low-risk, safe, and secure learning environments characterized by high immersion and interactivity. Virtual reality through the creation of virtual laboratories can also effectively support social, collaborative, and experiential learning and improve students’ academic performance, engagement, interaction, and motivation. Learning using virtual reality can also enhance students’ knowledge acquisition, retention, and understanding. Improvements on students’ design, planning, and implementation skills and decision making, problem-solving skills, and visual analytic skills were also observed. Finally, when compared to physical laboratories, virtual reality learning environments offered lower costs, reduced infrastructure requirements, less maintenance, and greater flexibility and scalability. Full article

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11 pages, 1020 KiB

Open AccessCommentary

Disconnected in a Connected World: Improving Digital Literacies Instruction to Reconnect with Each Other, Ideas, and Texts

by Joseph Marangell and Régine Randall

Educ. Sci. 2025, 15(8), 1026; https://doi.org/10.3390/educsci15081026 - 11 Aug 2025

Abstract

This commentary addresses a problem of practice related to student disengagement in technology-rich classrooms, where learners are digitally connected but socially and academically disconnected. Although not an empirical study, the commentary draws on instructional examples from secondary- and graduate-level teaching. The authors examine [...] Read more.

This commentary addresses a problem of practice related to student disengagement in technology-rich classrooms, where learners are digitally connected but socially and academically disconnected. Although not an empirical study, the commentary draws on instructional examples from secondary- and graduate-level teaching. The authors examine how digital literacy instruction can strengthen engagement, reading comprehension, and ethical participation in online environments. The article highlights strategies such as the workshop model, multimodal composition, digital content curation, and the use of mentor texts to support critical thinking and collaborative learning. These practices aim to develop students’ analytical skills, awareness of audience, and recognition of their own positionality in digital spaces. Across courses, the authors reflected on increased student engagement when digital tools were used not simply for task completion but to support inquiry, discourse, and authentic creation for real audiences. Full article

(This article belongs to the Special Issue Digital Literacy Environments and Reading Comprehension)

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20 pages, 539 KiB

Open AccessArticle

“It Required Lots of Energy from Me and I Didn’t Feel I Received Much in Return”: Perceptions of Educarers Who Dropped Out of the Ministry of Education’s Training Course Towards Their Dropping Out

by Nurit Lavi and Sigal Achituv

Educ. Sci. 2025, 15(8), 1025; https://doi.org/10.3390/educsci15081025 - 11 Aug 2025

Abstract

This study explores dropout from professional training programs for early childhood educarers from the perspective of those who left a national training course before completion—a viewpoint previously unexamined in Israel or internationally. While dropout has been studied in various educational contexts, this study [...] Read more.

This study explores dropout from professional training programs for early childhood educarers from the perspective of those who left a national training course before completion—a viewpoint previously unexamined in Israel or internationally. While dropout has been studied in various educational contexts, this study addresses the research gap by focusing on the participants themselves. Based on semi-structured interviews with 15 educarers from four training colleges, the study identifies four key themes: (1) the challenge of learning in heterogeneous groups combining beginners and veterans that overlook prior experience; (2) the physical and emotional strain of attending evening classes after full workdays, particularly for mothers of young children; (3) disappointment with the lack of practical tools and an overly theoretical curriculum; and (4) the absence of emotional and professional support mechanisms during the course. These findings highlight a systemic misalignment between the structure of the training and participants’ lived realities. The study expands the job demands–resources model by framing dropout as an outcome of imbalanced responsibility across participants, training institutions, and workplaces. It calls for differentiated, context-sensitive training that integrates practical tools with theoretical content and provides sustained support to strengthen professional capacity and retention in the early childhood workforce. Full article

(This article belongs to the Special Issue Transformative Pedagogies: Fostering Motivation, Enhancing Attractiveness, and Cultivating Commitment in Early Childhood Education Through Teacher Education)

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19 pages, 2100 KiB

Open AccessArticle

Empowering Diverse Learners: Integrating Tangible Technologies and Low-Tech Tools to Foster STEM Engagement and Creativity in Early Childhood Education

by Victoria Damjanovic and Stephanie Branson

Educ. Sci. 2025, 15(8), 1024; https://doi.org/10.3390/educsci15081024 - 10 Aug 2025

Abstract

This qualitative case study explores how preschool teachers enact inclusive pedagogical practices by integrating tangible technologies, low-tech, and no-tech tools within an inquiry-based learning framework. Focusing on teacher decision-making and children’s multimodal engagement, the study examines two questions: (1) How do early childhood [...] Read more.

This qualitative case study explores how preschool teachers enact inclusive pedagogical practices by integrating tangible technologies, low-tech, and no-tech tools within an inquiry-based learning framework. Focusing on teacher decision-making and children’s multimodal engagement, the study examines two questions: (1) How do early childhood teachers use a range of tools to support inclusive, inquiry-driven learning? and (2) How do children engage with these tools to communicate, collaborate, and construct knowledge? Drawing on classroom observations, teacher-created storyboards, child artifacts, and educator reflections, findings illustrate how programmable robots, recycled materials, and hands-on resources support accessibility and creative expression for diverse learners. Children used alternative modalities such as coding, drawing, building, and storytelling to represent their ideas and engage in problem-solving across a range of developmental and linguistic needs. Teachers are positioned as pedagogical designers who scaffold inclusive participation through flexible environments, intentional provocations, and responsive guidance. Rather than treating technology as a standalone innovation, the study emphasizes how its integration, when grounded in play, inquiry, and real-world relevance, can promote equity and engagement. These findings contribute to research on Universal Design for Learning (UDL), early STEM education, and inclusive instructional design in early childhood classrooms. Full article

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16 pages, 2045 KiB

Open AccessArticle

Facilitating Kindergarten Teachers’ Positive Education Through an Online Digital Storytelling Workshop

by Jenny Wanyi Li, Suzannie K. Y. Leung and Holly P. T. Yau

Educ. Sci. 2025, 15(8), 1023; https://doi.org/10.3390/educsci15081023 - 10 Aug 2025

Abstract

In early childhood education (ECE), positive education is important for children’s well-being and holistic development. However, there is little research on positive education in ECE, and kindergarten teachers lack the knowledge and training for its implementation. Digital storytelling is a novel and child-friendly [...] Read more.

In early childhood education (ECE), positive education is important for children’s well-being and holistic development. However, there is little research on positive education in ECE, and kindergarten teachers lack the knowledge and training for its implementation. Digital storytelling is a novel and child-friendly teaching approach that can be applied in different learning domains. Our study aimed to design a digital storytelling workshop for kindergarten teachers to equip them with digital storytelling skills that could be applied in positive education. A total of 15 teachers from a Hong Kong kindergarten participated in this digital storytelling online professional development program through the Zoom and Padlet platforms. We used the observation method to capture teachers’ perceptions, dialogues, and behaviors, collecting a total of 300 min of activity videos, researchers’ field notes, teachers’ storyboards, final videos, and reflections on Padlet for the data analysis. Based on a thematic analysis, we found that teachers had positive feelings about this digital storytelling workshop, believing that it improved their digital storytelling skills and facilitated their provision of positive education and other activities. This study contributes to the development of positive education and digital storytelling, highlighting the necessity of online professional development and providing effective strategies for ECE practitioners. Full article

(This article belongs to the Special Issue Teacher Professional Development and Teaching Practices in Early Childhood Education: An International Landscape)

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17 pages, 310 KiB

Open AccessArticle

Do Student Teachers Have Domain-Specific Beliefs About Talent? An Intra- and Inter-Individual Comparison

by Julia Klug, Kathrin Claudia Hamader and Silke Rogl

Educ. Sci. 2025, 15(8), 1022; https://doi.org/10.3390/educsci15081022 - 9 Aug 2025

Abstract

This study examines the nature of talent beliefs among student teachers. As teacher beliefs are linked to disciplinary content and teacher identity, understanding if these beliefs are influenced by specific domains is important to shaping future teacher education. To assess this, 215 student [...] Read more.

This study examines the nature of talent beliefs among student teachers. As teacher beliefs are linked to disciplinary content and teacher identity, understanding if these beliefs are influenced by specific domains is important to shaping future teacher education. To assess this, 215 student teachers from two Austrian Universities were surveyed, including 43 mathematics and 93 language majors. The results show intra-individual differences for beliefs about mathematics and verbal talents and inter-individual differences for beliefs about mathematical talents across math and language participants. However, this was not the case for beliefs about verbal talent. Future studies should consider examining domain-specific talent beliefs and their predictive effects on teaching quality. Full article

(This article belongs to the Section Teacher Education)

24 pages, 1559 KiB

Open AccessSystematic Review

Phases and Activities of Technology-Integrated Project-Based Learning in K-12: Findings from a Systematic Literature Review

by J. Enrique Hinostroza, Stephanie Armstrong-Gallegos, Paulina Soto-Valenzuela and Mariana Villafaena

Educ. Sci. 2025, 15(8), 1021; https://doi.org/10.3390/educsci15081021 - 9 Aug 2025

Abstract

Despite the growing adoption of technology-integrated project-based learning (PjBL) in K-12 education, little research has systematically examined its implementation. To address this gap, we conducted a systematic literature review, guided by PRISMA standards, of 24 studies describing successful PjBL interventions using digital technologies. [...] Read more.

Despite the growing adoption of technology-integrated project-based learning (PjBL) in K-12 education, little research has systematically examined its implementation. To address this gap, we conducted a systematic literature review, guided by PRISMA standards, of 24 studies describing successful PjBL interventions using digital technologies. Our findings reveal that while most interventions include the initial phases of PjBL, fewer than half incorporate a closing phase, often neglecting revision and reflection. Additionally, the activities within each phase are partial, omitting key elements necessary to fully leverage this methodology, which poses challenges to the comparability and transferability of PjBL. Moreover, the use of digital technologies is often partial and limited. To improve implementation, we analyze the full range of activities and technology use and propose an empirical model for designing future PjBL interventions and enhancing teacher training and professional development. Furthermore, we emphasize the need to formally integrate project management skill development into PjBL practices. Full article

(This article belongs to the Section Technology Enhanced Education)

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22 pages, 896 KiB

Open AccessArticle

Analysis of the Level of Geometric Thinking of Pupils in Slovakia

by Katarína Žilková, Ján Záhorec and Michal Munk

Educ. Sci. 2025, 15(8), 1020; https://doi.org/10.3390/educsci15081020 - 8 Aug 2025

Abstract

This study is focused on the analysis of the level of geometric thinking of 15-year-old Slovak pupils in relation to the difficulty of geometric problems, their gender, and their assessment in mathematics. The main aim of this study was to determine the level [...] Read more.

This study is focused on the analysis of the level of geometric thinking of 15-year-old Slovak pupils in relation to the difficulty of geometric problems, their gender, and their assessment in mathematics. The main aim of this study was to determine the level of geometric thinking of 15-year-old Slovak pupils, to examine the relationship between their mathematics assessment and the level of geometric thinking, and to find out gender differences in relation to the different levels of geometric thinking. The van Hiele test was adapted and applied to a representative sample of 15-year-old Slovak pupils to determine the level of geometric thinking. We used reliability/item analysis. The reliability of the knowledge test (after adaptation) was assessed using Cronbach’s alpha (0.64). The validity of the test was demonstrated by the correlation of the Usiskin test results with pupils’ mathematics grades (Goodman–Kruskal’s gamma, p < 0.05). Statistical analysis showed that 15-year-old Slovak pupils achieve different levels of geometric thinking depending on the difficulty of the tasks. Pupil achievement declined significantly as task difficulty increased. Pupils had the greatest difficulty with tasks classified as the fifth (rigorous) and partly the fourth (deductive) van Hiele level, which require a deep understanding of geometric systems and the ability to prove logically. The lower-level tasks (visualization, analysis, and abstraction) were able to differentiate students according to different levels of geometric thinking. The results showed a significant positive relationship (Goodman–Kruskal’s gamma, p < 0.05) between the pupils’ overall mathematics scores (expressed as a grade) and their level of geometric thinking as detected by the van Hiele test. The analysis of gender differences (Duncan’s test, p < 0.05) showed that in the less challenging tasks, corresponding to the first three van Hiele levels (visualization, analysis, abstraction), girls performed statistically significantly better than boys. In the more challenging tasks, classified as the fourth (deductive) and fifth (rigorous) levels of geometric thinking, there were no statistically significant differences between boys and girls. In the more challenging tasks, the performances of both genders were comparable. The presented study identifies significant deficits in the development of higher levels of geometric thinking among 15-year-old Slovak pupils. These findings strongly imply the necessity for the transformation of the curriculum, textbooks, and didactic approaches with the aim of systematically developing deductive and rigorous reasoning, while it is essential to account for the demonstrated gender differences in performance. Full article

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18 pages, 278 KiB

Open AccessArticle

Leading with Purpose? New Language and Lenses for Considering Educational Purpose and Analysis of Purpose Statements in Australia, Singapore, Finland and Japan

by Michael Theodor Murphy, Rachel Wilson, Rebecca Kechen Dong and Rina Dhillon

Educ. Sci. 2025, 15(8), 1019; https://doi.org/10.3390/educsci15081019 - 8 Aug 2025

Abstract

The purpose of education, viewed as a wicked problem, requires critical examination, particularly in the context of policy that may shape leadership in schools and systems. Given that purpose is a complex and multidimensional construct, it requires multiple frameworks for a comprehensive exploration. [...] Read more.

The purpose of education, viewed as a wicked problem, requires critical examination, particularly in the context of policy that may shape leadership in schools and systems. Given that purpose is a complex and multidimensional construct, it requires multiple frameworks for a comprehensive exploration. We build on Gert Biesta’s three domains of education, qualification, socialisation and subjectification, by developing a novel typology of different perceived benefits of educational purpose and then explore the tensions inherent within these. The benefits typology is derived from the literature specifically exploring educational purpose since 2000, and we employ a tensional analysis framework to untangle competing and interrelated benefit perspectives and identify the paradoxes, dilemmas, dualities and dialectics inherent in purpose statements, which in turn have significant implications for the challenges educational leaders must navigate. We apply this new lens and language for reflection and consideration of purpose by using the framework to examine purpose statements from four international contexts (Australia, Singapore, Finland and Japan), illustrating new ways of conceptualising and analysing the complexity of educational purpose. By extending Biesta’s framework with additional theoretical and practical approaches for educational leaders and researchers seeking to critically examine dominant purpose narratives, this paper makes a small but significant contribution to development of more holistic, sustainable and equitable conceptions of educational purpose in a rapidly changing and increasingly complex global landscape. Full article

(This article belongs to the Special Issue Educational Leadership: International Perspectives and Global Innovations)

19 pages, 258 KiB

Open AccessArticle

Strategic Digital Change in Action: A Transferable Model for Teacher Competence Development

by Alberto A. Jiménez-Hidalgo, Linda Castañeda and María Dolores Lettelier

Educ. Sci. 2025, 15(8), 1018; https://doi.org/10.3390/educsci15081018 - 7 Aug 2025

Abstract

This article presents a case of strategic and participatory institutional innovation in higher education, focused on developing teacher digital competence (TDC) as a key enabler of sustainable digital transformation. In response to the post-pandemic challenges faced by the National University of Cuyo (UNCuyo), [...] Read more.

This article presents a case of strategic and participatory institutional innovation in higher education, focused on developing teacher digital competence (TDC) as a key enabler of sustainable digital transformation. In response to the post-pandemic challenges faced by the National University of Cuyo (UNCuyo), a large and multi-campus public university in Argentina, the European CUTE methodology was adapted and implemented to align professional development with institutional planning. Grounded in the DigCompEdu framework, this action-oriented process moved beyond individual initiatives to create a coordinated, multi-level strategy involving educators, department leaders, and university authorities. Through a research-based design that included context analysis, participatory diagnosis, and co-designed interventions, the project built a shared understanding of digital teaching needs and institutional readiness. The implementation highlights how locally adapted frameworks, collaborative structures, and iterative decision-making can drive meaningful change across a complex university system. This case contributes to the international conversation on how higher education institutions can operationalize innovation at scale by investing in teacher competence, inclusive processes, and strategic alignment. Lessons learned from this experience are relevant for universities seeking to build institutional capacity for digital transformation in diverse educational contexts with potential downstream benefits for student learning and inclusion. Full article

(This article belongs to the Special Issue Higher Education Development and Technological Innovation)

33 pages, 1547 KiB

Open AccessArticle

Active Learning Methodologies for Increasing the Interest and Engagement in Computer Science Subjects in Vocational Education and Training

by Belkis Díaz-Lauzurica and David Moreno-Salinas

Educ. Sci. 2025, 15(8), 1017; https://doi.org/10.3390/educsci15081017 - 7 Aug 2025

Abstract

Active learning strategies and methodologies place the students at the core of the learning process. The objective is to engage students in their own learning through significant activities that involve active participation. These activities are designed to promote collaboration, reflection, and practical application [...] Read more.

Active learning strategies and methodologies place the students at the core of the learning process. The objective is to engage students in their own learning through significant activities that involve active participation. These activities are designed to promote collaboration, reflection, and practical application of the knowledge acquired to develop cognitive, social, and emotional competences. These methodologies are of particular interest in STEM disciplines and vocational education, where practice is a key element in the assimilation of theoretical concepts. In this line, a case study is presented where active methodologies have been applied to two groups of Vocational Education and Training in the area of Computer Science to improve interest and commitment. The present study focuses on two groups of first-year students enrolled in the Web Application Design course, one in the Programming subject and the other in the Markup Language subject. Both groups are heterogeneous, composed of young adults with significantly different backgrounds, skills, and motivation. The teaching–learning process is based on active methodologies, such as Project-Based Learning, Design Thinking, Flipped Classroom, or gamification, which are adapted for different subjects in the field of Computer Science. These methodologies facilitate the experimental design and testing of diverse solutions for programming problems, thereby enhancing students’ motivation and interest, while promoting creativity and reflection. The results show an improvement in the interest and commitment of the students in both groups. Despite the fact that less than 50% of students successfully passed in the initial examination, more than 75% students passed after the second-chance examination. The findings have consistently suggested that the implementation of active methodologies leads to significant enhancements in the proficiency, development, motivation, and self-learning capabilities of students, and that these methodologies make students more aware of their learning process. Full article

(This article belongs to the Special Issue Perspectives on Computer Science Education)

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28 pages, 443 KiB

Open AccessArticle

Promoting Reading and Writing Development Among Multilingual Students in Need of Special Educational Support: Collaboration Between Heritage Language Teachers and Special Educational Needs Teachers

by Christa Roux Sparreskog and Alexandra S. Dylman

Educ. Sci. 2025, 15(8), 1016; https://doi.org/10.3390/educsci15081016 - 7 Aug 2025

Abstract

In the Swedish compulsory school system, multilingual students’ reading and writing development is supported, among other measures and practices, by heritage language (HL) teachers. To effectively support multilingual students, whether they require special educational assistance or not, collaboration between heritage language teachers and [...] Read more.

In the Swedish compulsory school system, multilingual students’ reading and writing development is supported, among other measures and practices, by heritage language (HL) teachers. To effectively support multilingual students, whether they require special educational assistance or not, collaboration between heritage language teachers and special education needs (SEN) teachers is essential. Thus, a key consideration is how HL and SEN teachers work together to promote reading and writing skills in multilingual children. We present two sub-studies: Study 1, a questionnaire answered by 33 HL teachers, and Study 2, consisting of in-depth interviews with a different group of 13 HL teachers. Both sub-studies aim to increase our understanding of HL teachers’ experiences of collaborative practices with SEN teachers for promoting reading and writing development among multilingual students with or without the need of special educational support. The findings reveal that HL teachers, though well qualified and committed, are often excluded from collaborative planning with SEN teachers. This study highlights the systemic barriers and opportunities for improving literacy support through interprofessional collaboration. Full article

(This article belongs to the Special Issue Students with Special Educational Needs in Reading and Writing)

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