Education Sciences

14 pages, 528 KB

Open AccessSystematic Review

Integrating Artificial Intelligence into the Cybersecurity Curriculum in Higher Education: A Systematic Literature Review

by Jing Tian

Educ. Sci. 2025, 15(11), 1540; https://doi.org/10.3390/educsci15111540 (registering DOI) - 15 Nov 2025

Abstract

Background: To understand the state of the art of how artificial intelligence (AI) and cybersecurity are taught together, this paper conducts a systematic literature review on integrating AI into the cybersecurity curriculum in higher education. Methods: The peer-reviewed works were screened from major [...] Read more.

Background: To understand the state of the art of how artificial intelligence (AI) and cybersecurity are taught together, this paper conducts a systematic literature review on integrating AI into the cybersecurity curriculum in higher education. Methods: The peer-reviewed works were screened from major databases published between 2020 and 2025. Integrating AI and cybersecurity typically requires new learning designs. To address this gap in higher education, this review is organized by three categories of research questions: (1) who we teach (audiences and delivery modes), (2) what we teach (related AI topics and cybersecurity topics and how they are integrated), and (3) how we teach (instructional activities and tools used in teaching). Results: The course delivery is mostly face-to-face. The course curricula focus mostly on perception AI. Teaching methods are active and practical, with hands-on labs, interactive tasks, and game-based activities, supported by hardware, programming notebooks, and interactive visualizations. Conclusion: This paper provides the state of the art of integrating AI into the cybersecurity curriculum in higher education, actionable recommendations, and implications for further research. Therefore, it is relevant and transferable for instructors in the field of artificial intelligence education and cybersecurity education. Full article

(This article belongs to the Special Issue Artificial Intelligence and Blended Learning: Challenges, Opportunities, and Future Directions)

► Show Figures

Figure 1

25 pages, 315 KB

Open AccessArticle

Saints, Superheroes, and Zombies: Early Childhood Professionals’ Well-Being and Relational Health in the Waning Days of the COVID-19 Pandemic

by Julia C. Torquati, Kathleen C. Gallagher, Jesutomilola Olayemi and Alexandra M. Daro

Educ. Sci. 2025, 15(11), 1539; https://doi.org/10.3390/educsci15111539 - 14 Nov 2025

Abstract

Early childhood education is a demanding profession. Understanding how early childhood (EC) professionals’ draw on internal assets and external resources to sustain well-being is critical, as their well-being is linked to the quality of the care and education they provide. This phenomenological study [...] Read more.

Early childhood education is a demanding profession. Understanding how early childhood (EC) professionals’ draw on internal assets and external resources to sustain well-being is critical, as their well-being is linked to the quality of the care and education they provide. This phenomenological study examined professionals’ strengths and assets, how they used them to manage workplace demands to sustain well-being, and how they engaged with broader systems to enhance the quality of care and education they provide. Thirteen focus groups were conducted with 98 English-speaking (n = 87 female, 3 male, 8 missing gender) and 23 Spanish-speaking (n = 22 female, 1 missing gender) EC professionals. Analysis identified three interdependent themes: (1) holistic well-being; (2) centrality of relationships; and (3) interactions with systems. Participants reported well-being ranging from struggling to sustaining. Relationships with children, families, and co-workers were a source of motivation, commitment, and satisfaction with their work. Participants emphasized the importance of caring for their own well-being to effectively care for others. Systems both supported and hindered well-being. Participants used support-seeking, problem-focused, proactive, and restorative strategies to cope with stressors. Findings underscore the relational and systemic dimensions of EC professionals’ well-being and the strategies they employ to sustain it. Full article

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

27 pages, 915 KB

Open AccessArticle

Fostering Reflection and Attention to Enhance Struggling Students’ Mathematical Problem Solving—A Case Study

by Tikva Ovadiya

Educ. Sci. 2025, 15(11), 1538; https://doi.org/10.3390/educsci15111538 - 14 Nov 2025

Abstract

Research has shown that attention plays a crucial role in developing mathematical problem-solving skills, particularly for students who struggle with non-routine tasks. Even basic operations require shifts in attention, underscoring the deep connection between attention and mathematical cognition. Attentional strategies are observable and [...] Read more.

Research has shown that attention plays a crucial role in developing mathematical problem-solving skills, particularly for students who struggle with non-routine tasks. Even basic operations require shifts in attention, underscoring the deep connection between attention and mathematical cognition. Attentional strategies are observable and can be developed with targeted scaffolding. This study aimed to enhance high school students’ attentional engagement in problem-solving through a structured intervention. Over an academic year, twelve struggling students in Grades 11 and 12 participated in three one-on-one sessions with a researcher, receiving focused instruction. These sessions encouraged reflection and attention by using the “CCRSRC” model: Connections (identifying similarity connections among the problems presented); Choice (the student deciding which problem to solve); Reflection (explaining the choice); Solving (an attempt is made); Repetition (repeating steps 1–4 as often as wished); and Choice (to end the repetition and move on). Mason’s theory of shifts of attention was used to examine learners’ attentional development. This article provides a detailed analysis of one intervention case, offering insight into how CCRSRC actions serve as catalysts for fostering learner attention. In addition to describing and characterizing a single case, the article summarizes the attention data of all learners involved in the individual intervention. Full article

(This article belongs to the Special Issue Conceptual Understanding in Mathematics: Focusing on Students with Learning Disabilities or Difficulties)

► Show Figures

Figure 1

17 pages, 296 KB

Open AccessArticle

Beyond Detection: Redesigning Authentic Assessment in an AI-Mediated World

by Steven Kickbusch, Kevin Ashford-Rowe, Andrew Kemp, Jennifer Boreland and Henk Huijser

Educ. Sci. 2025, 15(11), 1537; https://doi.org/10.3390/educsci15111537 - 14 Nov 2025

Abstract

The rapid uptake of generative AI (e.g., ChatGPT, DALL·E and MS Copilot) is disrupting conventional notions of authenticity in assessment across higher education. The dominant response, surveillance and AI detection, misdiagnoses the problem. In an AI-mediated world, authenticity cannot be policed into existence; [...] Read more.

The rapid uptake of generative AI (e.g., ChatGPT, DALL·E and MS Copilot) is disrupting conventional notions of authenticity in assessment across higher education. The dominant response, surveillance and AI detection, misdiagnoses the problem. In an AI-mediated world, authenticity cannot be policed into existence; it must be redesigned. Situating AI within contemporary knowledge work shaped by digitisation, collaboration and evolving ethical expectations, we reconceptualise authenticity as something constructed in contexts where AI is expected, declared and scrutinised. The emphasis shifts from what students know to how they apply knowledge, make judgement, and justify choices with AI in the loop. We offer practical design for learning moves, i.e., discipline-agnostic learning design patterns that position AI as a collaborator rather than a cheating application: tasks that require students to critique, adapt and verify AI outputs, provide explicit process transparency (prompts, iterations, rationale) and exercise assessable demonstrations of digital discernment and ethical judgement. Examples include asking business students to interrogate a chatbot-generated market analysis and inviting pre-service teachers to evaluate AI-produced lesson plans for inclusivity and pedagogical soundness. Reflective artefacts such as metacognitive commentary, process logs, and oral defences make students’ thinking visible, substantiate attribute, and reduce reliance on punitive “gotcha” approaches. Our contribution is twofold: i. a conceptual account of authenticity fit for an AI-mediated world, and ii. a set of actionable, discipline-agnostic patterns that can be tailored to local contexts. The result is an integrity stance anchored in design rather than detection, enabling assessment that remains meaningful, ethical and intellectually demanding in the presence of AI, while advancing a broader shift toward assessment paradigms that reflect real-world professionalism. Full article

(This article belongs to the Special Issue The Power and Promise of Authentic Learning in Higher Education: Critical Approaches and Practical Strategies)

17 pages, 976 KB

Open AccessSystematic Review

Use of Active Methodologies in Basic Education: An Umbrella Review

by Andrea María González López, María Ángeles Pascual Sevillano and Paolo Sorzio

Educ. Sci. 2025, 15(11), 1536; https://doi.org/10.3390/educsci15111536 - 14 Nov 2025

Abstract

Active methodologies are consolidated as a key trend in education for the competence development of students at all educational stages, due to the academic, social, personal, and professional benefits that their implementation in the classroom provides. The profusion of systematic reviews on different [...] Read more.

Active methodologies are consolidated as a key trend in education for the competence development of students at all educational stages, due to the academic, social, personal, and professional benefits that their implementation in the classroom provides. The profusion of systematic reviews on different types of active methodologies in recent years provides a high level of accumulated evidence. Therefore, a review of reviews allows comparing and contrasting different studies, offering a comprehensive perspective on their impact on Basic Education (Primary and Secondary Education). This study carries out an umbrella review through a qualitative systematic analysis using WoS, Scopus, and Dialnet databases. Reviews carried out in the last six years on the use of different active methodologies have been analysed, obtaining a total of 33 final references. The findings indicate that general research on active methodologies in Basic Education is limited, and these have a positive impact on students with favorable effects on their academic performance and comprehensive development. Despite their relevance, passive and directive methodologies remain predominant. Furthermore, the need for teacher training for effective implementation of active methodologies in the classroom is highlighted. Full article

► Show Figures

Figure 1

15 pages, 1177 KB

Open AccessArticle

An Exploration of Physics Teachers’ Lesson Plans Within the IBSE Framework: The Case of Teaching Mechanics in Autistic Students

by George Kaliampos, Antomi Saregar, Muhammad Aizri Fadillah and Konstantinos Ravanis

Educ. Sci. 2025, 15(11), 1535; https://doi.org/10.3390/educsci15111535 - 14 Nov 2025

Abstract

Drawing from a broad and multifaceted stream of educational research and practice that has gradually emerged in recent decades within science education field, widely known as Inquiry-Based Science Education (IBSE), the current study aims to extend its boundaries within the special education field. [...] Read more.

Drawing from a broad and multifaceted stream of educational research and practice that has gradually emerged in recent decades within science education field, widely known as Inquiry-Based Science Education (IBSE), the current study aims to extend its boundaries within the special education field. In particular it aspires to investigate to what extent teachers foster IBSE characteristics and accommodate the specific learning characteristics of students with autism when they are called to teach them projectile motion and the concept of force. To fulfill this goal, seven secondary school physics teachers with a background in special education were recruited to develop lesson plans on mechanics for high-functioning autistic adolescents. Our findings indicate that these teachers exhibit varying levels of engagement, with certain aspects of IBSE being applied more consistently than others. Notably, the nature of the content appears to play a significant role in shaping this variability. The findings show that teachers tend to demonstrate different levels of engagement, with some aspects of IBSE being more consistently applied than others. Interestingly, the nature of the content appears to play a significant role in influencing this variability. The findings of the current study are likely to contribute to teaching and learning science content to students that with autism spectrum disorder. Full article

(This article belongs to the Special Issue The Impact of Inquiry-Based Science Teaching in Secondary Schools)

15 pages, 423 KB

Open AccessArticle

What’s Next for Feedback in Writing Instruction? Pre-Service Teachers’ Perceptions of Assessment Practices and the Role of Generative AI

by Maria Navío-Inglés, Jesús Guzmán Mora, Paula O’Connor-Jiménez and Almudena García González

Educ. Sci. 2025, 15(11), 1534; https://doi.org/10.3390/educsci15111534 - 14 Nov 2025

Abstract

Providing effective feedback on writing remains a challenge for teachers. Among the tools and strategies being explored to address this issue is generative artificial intelligence (AI), due to its potential to deliver immediate and tailored feedback that complements teacher input. However, successful implementation [...] Read more.

Providing effective feedback on writing remains a challenge for teachers. Among the tools and strategies being explored to address this issue is generative artificial intelligence (AI), due to its potential to deliver immediate and tailored feedback that complements teacher input. However, successful implementation requires understanding the views of those likely to integrate such tools into their future teaching practice. This quasi-experimental study explores pre-service teachers’ perceptions of the inclusion of generative AI-generated feedback. A control group received teacher feedback on their writing, while an experimental group received a combination of teacher and AI-generated feedback. After the intervention, participants’ views on the feedback received and their preparedness for assessing writing were analyzed. Results reveal more positive perceptions among the experimental group, along with greater confidence in their ability to teach and assess writing. Although both groups acknowledged the need to improve their own linguistic knowledge and assessment strategies, and emphasized the importance of teacher-led feedback, participants in the experimental group also advocated for including AI tools. This highlights the need to strengthen linguistic knowledge and assessment training in teacher education, as well as the positive attitudes and openness towards generative AI among those who have experienced its potential in feedback provision. Full article

(This article belongs to the Special Issue AI-Enhanced Didactics: Transforming Education Through Intelligent Technologies and Fostering 21st Century Skills)

► Show Figures

Figure 1

17 pages, 487 KB

Open AccessArticle

Techno-Pedagogical Approaches and Academic Performance: A Quantitative Study Based on LMS Log Data

by Luisa M. Regueras, María J. Verdú, Juan P. de Castro and Susana Álvarez-Álvarez

Educ. Sci. 2025, 15(11), 1533; https://doi.org/10.3390/educsci15111533 - 13 Nov 2025

Abstract

The widespread adoption of virtual classrooms during the COVID-19 pandemic accelerated the integration of Learning Management Systems (LMSs) into Higher Education, positioning them as essential tools in blended learning environments. LMSs provide teachers with a wide range of tools and functionalities, generating heterogeneous [...] Read more.

The widespread adoption of virtual classrooms during the COVID-19 pandemic accelerated the integration of Learning Management Systems (LMSs) into Higher Education, positioning them as essential tools in blended learning environments. LMSs provide teachers with a wide range of tools and functionalities, generating heterogeneous teaching strategies and providing many useful indicators for analysis. However, the complexity of log data combined with the intricacies of hybrid environments presents a significant challenge. This paper presents a quantitative approach to analysing LMS log data in Higher Education, with a specific focus on identifying and characterising teaching strategies implemented in the post-pandemic context. It seeks to examine the extent to which virtual classrooms have been effectively integrated into teaching practices and to assess how different techno-pedagogical approaches influence students’ academic performance. Moreover, we try to develop and define a comprehensive methodology for data treatment, including selection of analytical variables, the identification and clustering of usage profiles based on LMS interactions, and a comparative interpretative analysis of the findings. Our results suggest that the techno-pedagogical strategies are not uniformly effective across all areas of knowledge. This highlights the need for a more nuanced understanding of how these strategies interact with disciplinary traditions, pedagogical practices, and student profiles. Full article

(This article belongs to the Special Issue Beyond the Clickstream: Qualitative, Quantitative, and Mixed Approaches to Understanding Online Learners)

21 pages, 3088 KB

Open AccessArticle

Art-Based Museum Programs for Teacher Wellbeing: A Delphi Study for a Socially Just and Sustainable Framework

by Carmen Basanta and Carmen Urpí

Educ. Sci. 2025, 15(11), 1532; https://doi.org/10.3390/educsci15111532 - 13 Nov 2025

Abstract

Teacher wellbeing is a matter of social justice since burnout syndrome disproportionately affects those working in under-resourced and diverse educational contexts by limiting their ability to foster inclusive and equitable learning. To this situation, art museums respond as pedagogical spaces for wellbeing while [...] Read more.

Teacher wellbeing is a matter of social justice since burnout syndrome disproportionately affects those working in under-resourced and diverse educational contexts by limiting their ability to foster inclusive and equitable learning. To this situation, art museums respond as pedagogical spaces for wellbeing while contributing to socially just and sustainable arts education. School teachers are offered new opportunities for ongoing professional development tailored to their well-being needs, such as burnout prevention. A two-round international Delphi study with experts from universities, schools, museums, and arts-and-wellbeing organizations (n = 26 1st round, n = 17 2nd round)—rather than focusing on teachers’ personal accounts—develops consensus on a pedagogical framework for art-based programs designed to prevent teacher burnout and enhance wellbeing. The findings identify nine pedagogical guidelines highlighting participatory approaches—audience, objectives, content, methodology, scheduling, facilitators, activities, evaluation, and program adherence. By positioning art museums as democratic, inclusive, and relational spaces, the framework advances the role of the arts in addressing systemic challenges in education, such as supporting teachers’ wellbeing. This research contributes to the international debate on socially just arts education by demonstrating how teacher wellbeing can be fostered through innovative, evidence-based museum practices aligned with SDG 4. Full article

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

► Show Figures

Figure 1

29 pages, 350 KB

Open AccessArticle

Innovation Plans in Portuguese Schools: The Importance of the Aspects and Locus of Action on the Slow Path to Metamorphosis

by Natália Martins, Cristina Palmeirão and José Matias Alves

Educ. Sci. 2025, 15(11), 1531; https://doi.org/10.3390/educsci15111531 - 13 Nov 2025

Abstract

Academic failure and social inequalities are becoming more prevalent in schools. While knowledge has evolved and society has undergone significant transformation, schools have largely remained structured around a uniform model applied indiscriminately to all. In Portugal, efforts were made to initiate change through [...] Read more.

Academic failure and social inequalities are becoming more prevalent in schools. While knowledge has evolved and society has undergone significant transformation, schools have largely remained structured around a uniform model applied indiscriminately to all. In Portugal, efforts were made to initiate change through the conceptualisation and implementation of innovation plans to alter the prevailing grammar of schooling, prompting an inquiry into whether these initiatives yielded the intended outcomes. To this end, a case study was conducted in two such schools, aiming to capture the perspectives, ideas, and perceptions of various stakeholders: students and teachers through questionnaires, coordinating teachers via narrative accounts, and school leaders through semi-structured interviews. The findings reveal that the contexts of implementation, the scale of the initiative, and the number of schools involved significantly influence both practices and leadership outcomes. Nonetheless, despite these constraints, the innovation plans facilitated the emergence of more collaborative dynamics and the creation of more meaningful learning environments, wherein students assumed a more active role in their educational processes. The results further indicate that these innovation plans encountered obstacles rooted in entrenched professional and organisational cultures, which hindered profound changes in the structuring of teaching and learning practices. Full article

(This article belongs to the Special Issue Teacher Effectiveness, Student Success and Pedagogic Innovation)

21 pages, 449 KB

Open AccessArticle

Assessing Differentiation in All Phases of Teaching (ADAPT): Properties and Quality of the ADAPT Instrument

by Marieke van Geel, Trynke Keuning, Marjoleine Dobbelaer and Cees Glas

Educ. Sci. 2025, 15(11), 1530; https://doi.org/10.3390/educsci15111530 - 13 Nov 2025

Abstract

Existing observation instruments to measure differentiated instruction often lack insight into the degree to which teachers’ decisions match the actual needs of their students, and neglect the importance of preparation and evaluation. This article describes the psychometric evaluation of a comprehensive instrument (Assessing [...] Read more.

Existing observation instruments to measure differentiated instruction often lack insight into the degree to which teachers’ decisions match the actual needs of their students, and neglect the importance of preparation and evaluation. This article describes the psychometric evaluation of a comprehensive instrument (Assessing Differentiation in All Phases of Teaching; ADAPT) that does not suffer from these shortcomings. To assess its quality, 41 raters used it to score videos of lessons and interviews of 86 primary school teachers. A 5-dimensional item-response model showed good fit and high internal consistency, and a decision study was conducted to determine the reliability and agreement coefficients for different numbers of raters. For the intended low-stakes use, a single rater would be enough to provide a reliable estimate of a teacher’s overall score. Finally, rater experiences showed that ADAPT has high practical value due to the comprehensive manual and detailed score descriptions and examples. The instrument can therefore not only be used for research purposes, but can also serve as a valuable resource for teachers and teacher educators in practice. Full article

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

► Show Figures

Figure 1

19 pages, 835 KB

Open AccessReview

Mapping the Integration of Theory of Planned Behavior and Self-Determination Theory in Education: A Scoping Review on Teachers’ Behavioral Intentions

by Qian Jia, Carlos Martínez-Hernández and Juan Peña-Martínez

Educ. Sci. 2025, 15(11), 1529; https://doi.org/10.3390/educsci15111529 - 13 Nov 2025

Abstract

Teachers’ motivation and behavioral intentions are pivotal to implementing educational innovations effectively. Understanding these processes requires theoretical frameworks that capture both deliberate decision-making and underlying motivational forces. The Theory of Planned Behavior (TPB) and Self-Determination Theory (SDT) have each contributed valuable insights, yet [...] Read more.

Teachers’ motivation and behavioral intentions are pivotal to implementing educational innovations effectively. Understanding these processes requires theoretical frameworks that capture both deliberate decision-making and underlying motivational forces. The Theory of Planned Behavior (TPB) and Self-Determination Theory (SDT) have each contributed valuable insights, yet both face limitations when used independently. Integrating TPB and SDT may provide a more comprehensive account of how self-determined motivation shapes attitudes, subjective norms, and perceived behavioral control—the proximal predictors of intention proposed by TPB. This scoping review, conducted following the PRISMA-ScR framework, examines how TPB–SDT integration has been applied to study teachers’ behavioral intentions. A search across five databases—EBSCO, Scopus, Web of Science, ERIC, and CNKI—identified 1384 records, of which nine studies met the inclusion criteria. Most studies employed quantitative approaches, particularly structural equation modeling, while longitudinal, mixed-methods, and intervention-based designs were rare. Cross-cultural comparisons were lacking, and in-service teachers were studied more often than pre-service teachers. Findings reveal a limited but expanding body of research on TPB-SDT integration in education, with attitudes and autonomy emerging as the most consistent predictors of teachers’ intentions. This review highlights theoretical potential, methodological gaps, and directions for advancing research on teacher motivation. Full article

(This article belongs to the Special Issue Addressing Challenges in Teacher Preparation for Transformative Education)

► Show Figures

Figure 1

21 pages, 425 KB

Open AccessArticle

Participation in Tasks Outside the Classroom and the Educational Institution of Non-University Teachers in Spain

by Héctor Monarca, Roberto Sánchez-Cabrero and Javier Pericacho-Gómez

Educ. Sci. 2025, 15(11), 1528; https://doi.org/10.3390/educsci15111528 - 12 Nov 2025

Abstract

This study aims to identify the most significant characteristics of non-university teaching staff within the general system in Spain who participate in non-traditional tasks outside the school and the classroom within the educational field. An exploratory study was conducted on a sample of [...] Read more.

This study aims to identify the most significant characteristics of non-university teaching staff within the general system in Spain who participate in non-traditional tasks outside the school and the classroom within the educational field. An exploratory study was conducted on a sample of 6512 teachers in Spain, using a 13-item Likert-scale questionnaire structured into three scopes (Technical–Political, Scientific–Academic, and Teacher Training). The results identify three distinct profiles of teachers who participate in tasks away from the classroom and the educational institution, according to the educational level at which they work. In the case of Early Childhood Education teachers who participate most in such tasks, the most significant variables are gender, holding a management position, type of school, and Continuous Teacher Training (CTT). For Primary Education teachers, the most important variables are teaching experience, holding a management position, and CTT. Finally, for Secondary Education teachers who participate most in these tasks, the most significant variables across all three scopes are teaching experience, holding a management position, and CTT. Although the proportion of teachers who report dedicating time to tasks outside the classroom and the school is small, a deeper understanding of the characteristics of those who do such activities for the consideration and design of strategies, plans, and policies, targeted by educational level, in order to increase or improve the degree of teacher participation in the three scopes under investigation. Full article

(This article belongs to the Special Issue Teacher Empowerment: Examining Factors and Strategies for Promoting Agentic Behavior)

► Show Figures

Figure 1

21 pages, 272 KB

Open AccessArticle

Beyond the Numbers: K-12 Teachers’ Experiences, Beliefs, and Challenges in Developing Data Literacy

by Ean Teng Khor, Amelia Chee and Shu Shing Lee

Educ. Sci. 2025, 15(11), 1527; https://doi.org/10.3390/educsci15111527 - 12 Nov 2025

Abstract

As schools increasingly adopt data-informed practices, the importance of teacher data literacy has grown significantly. However, little is known about how teachers in Singapore understand and experience data use in their daily work. This qualitative study explores the beliefs, challenges, and professional learning [...] Read more.

As schools increasingly adopt data-informed practices, the importance of teacher data literacy has grown significantly. However, little is known about how teachers in Singapore understand and experience data use in their daily work. This qualitative study explores the beliefs, challenges, and professional learning experiences of Ministry of Education teachers in Singapore. Semi-structured interviews were conducted with in-service teachers from diverse school settings, and data were analyzed using Braun and Clarke’s thematic analysis approach to ensure methodological rigor. Four key themes emerged: (1) teachers value data but differ in how they define and apply it; (2) professional learning opportunities are often fragmented or insufficiently targeted; (3) emotional and time-related tensions hinder sustained data use; and (4) teachers desire clearer structures and dedicated support roles for data work. The findings underscore the need for ongoing, contextualized support and highlight the importance of addressing both the cognitive and affective dimensions of teacher data literacy. The study offers implications for contextualized professional development and system-level reforms to better support data-informed teaching. Full article

24 pages, 3475 KB

Open AccessArticle

Development of Epistemic Meta Didactic–Mathematical Knowledge in Mathematics Teachers When Teaching Functions: A Scoping Review

by Neus Inglada, Adriana Breda, Gemma Sala-Sebastià and Yuly Vanegas

Educ. Sci. 2025, 15(11), 1526; https://doi.org/10.3390/educsci15111526 - 12 Nov 2025

Abstract

In this study, a PRISMA-guided scoping review of research papers on teachers’ epistemic meta didactic–mathematical knowledge with regard to functions is carried out. The objective is to identify the factors that characterize the epistemic meta didactic–mathematical knowledge of teachers who lead epistemically suitable [...] Read more.

In this study, a PRISMA-guided scoping review of research papers on teachers’ epistemic meta didactic–mathematical knowledge with regard to functions is carried out. The objective is to identify the factors that characterize the epistemic meta didactic–mathematical knowledge of teachers who lead epistemically suitable instructional processes for functions. The Web of Science and Scopus databases were used to select 15 papers published between 2019 and 2024 that examine mathematics teachers’ epistemic meta didactic–mathematical knowledge when teaching functions. Two qualitative analyses of the chosen texts were performed. With the support of the R interface for multidimensional analysis of texts and questionnaires, five categories were obtained from the first analysis. Those categories guided the second analysis, which consists of a manual study of the documents. The result is the following characterization of the meta didactic–mathematical knowledge a teacher should have when teaching functions: (1) complexity of functions in the history of mathematics and in the curriculum, (2) personal practice of multiple processes using functions in different contexts, and (3) analysis of the tasks designed in instructional processes and reflection on teaching practice. The main conclusion of this research is that the presence of these contents in teacher preparation programs can contribute to improving the teaching of functions. Full article

(This article belongs to the Special Issue Different Approaches in Mathematics Teacher Education)

► Show Figures

Figure 1

13 pages, 351 KB

Open AccessArticle

Self-Rated Originality as a Mediator That Connects Creative Activities and AI-Rated Originality in Divergent Thinking

by Yoojoong Kim and Denis Dumas

Educ. Sci. 2025, 15(11), 1525; https://doi.org/10.3390/educsci15111525 - 12 Nov 2025

Abstract

Engagement in everyday creative activities is widely considered to be a good way to develop creative thinking ability. Perhaps, by engaging in such activities, creators can learn at which point their work could be acknowledged as novel and useful by peers or experts [...] Read more.

Engagement in everyday creative activities is widely considered to be a good way to develop creative thinking ability. Perhaps, by engaging in such activities, creators can learn at which point their work could be acknowledged as novel and useful by peers or experts in the field. However, little is known about the underlying mechanisms of this development process. So, our study aimed to examine the mediating effect of self-rated originality on the relationship between everyday creative activities and AI-rated originality in divergent thinking. In our dataset, the indirect effect of everyday creative activities on AI-rated originality was significant, whereas the direct effect was not significant, indicating full mediation. These results revealed that engaging in everyday creative activities did not directly enhance AI-rated originality but instead indirectly contributed to AI-judged originality through students’ generation of self-perceived original ideas. Our empirical findings will open the door to a better understanding of how incorporating students’ self-evaluations into creative education might facilitate the transition from creative activities to creative thinking, and eventually to domain-specific creative achievements. Full article

(This article belongs to the Special Issue Creativity and Education)

► Show Figures

Figure 1

19 pages, 742 KB

Open AccessArticle

Effective Personality in Early Childhood Teacher Education: A Pilot Study on Its Relationship with Inclusive Education in a Pedagogy Program in Southern Chile

by Silvia Lazo Ruiz, Osvaldo Hernández González and María Isabel Calvo Álvarez

Educ. Sci. 2025, 15(11), 1524; https://doi.org/10.3390/educsci15111524 - 11 Nov 2025

Abstract

This pilot study analyzes the level of development of personal and social competencies linked to Effective Personality in Early Childhood Education pre-service teachers, to provide evidence for the construction of an inclusive teaching profile. Using a quantitative, descriptive, and cross-sectional design, the Effective [...] Read more.

This pilot study analyzes the level of development of personal and social competencies linked to Effective Personality in Early Childhood Education pre-service teachers, to provide evidence for the construction of an inclusive teaching profile. Using a quantitative, descriptive, and cross-sectional design, the Effective Personality Questionnaire in the University Context (PECED) questionnaire was administered to 107 teacher candidates at a university in southern Chile. The results show a positive profile in dimensions such as academic self-actualization and problem-solving self-efficacy, along with moderate levels of social self-actualization and aspects of self-esteem. Differences were identified according to age, but not according to cohort. Moreover, a significant correlation was found between self-esteem and problem-solving self-efficacy. The main contribution of this study lies in the application of the PECED instrument in a still largely unexplored educational context, revealing the need for intentional pedagogical interventions for pre-service teachers’ social–emotional development. The findings support the redesign of Early Childhood teacher education curriculum proposals with an inclusive approach and suggest extending the research to other academic programs and regions, validating the usefulness of the Effective Personality construct as a diagnostic and training tool in initial teacher education. Full article

(This article belongs to the Topic Diversity, Educational Inclusion, Emotional Intelligence, Coping, and Other Factors That Influence Psychological Health and Well-Being)

► Show Figures

Figure 1

19 pages, 296 KB

Open AccessArticle

Understanding Multimodal Assessment Practices in Higher Education to Improve Equity

by Ekaterina Midgette, Olivia G. Stewart and Ian August

Educ. Sci. 2025, 15(11), 1523; https://doi.org/10.3390/educsci15111523 - 11 Nov 2025

Abstract

Multimodal assignments can improve student engagement, offer different paths for meaning-making or accessing information, and shift top-down power structures often inherent in traditional classrooms. However, despite the growing interest in including multimodal assignments in courses, many instructors still struggle with how to assess [...] Read more.

Multimodal assignments can improve student engagement, offer different paths for meaning-making or accessing information, and shift top-down power structures often inherent in traditional classrooms. However, despite the growing interest in including multimodal assignments in courses, many instructors still struggle with how to assess them and may continue to value print-based modes. This qualitative study, framed through social semiotics, aimed to explore why instructors in higher education include multimodal assignments and their corresponding assessments in their teaching and how they design and implement the assessments. Based on the analysis of focus group data, findings indicate that although there is a shared purpose of creating multimodal assignments and assessments to reinvent instructional practices to be more inclusive and equitable, instructors operate in the continuous process of rethinking and refining of what counts as “good” multimodal assessment. Furthermore, the implications for professional development programs emphasizing equity-centered pedagogies are discussed. Full article

23 pages, 1120 KB

Open AccessArticle

Inclusive Education as a Pillar of Sustainability: An Experimental Study on Students’ Attitudes Towards People with Disabilities

by Aniella Mihaela Vieriu

Educ. Sci. 2025, 15(11), 1522; https://doi.org/10.3390/educsci15111522 - 11 Nov 2025

Abstract

Inclusive education represents a central pillar of social sustainability, demanding a nuanced understanding of the factors shaping students’ attitudes toward people with disabilities. Grounded in the social–relational model of disability—which conceptualizes disability as the interaction between individual characteristics and environmental barriers—this study examined [...] Read more.

Inclusive education represents a central pillar of social sustainability, demanding a nuanced understanding of the factors shaping students’ attitudes toward people with disabilities. Grounded in the social–relational model of disability—which conceptualizes disability as the interaction between individual characteristics and environmental barriers—this study examined the effects of emotionally valenced video stimuli (positive, negative, neutral), gender, and tolerance level on university students’ attitudes, using a randomized quasi-experimental design with repeated measures. The intervention was implemented entirely online to ensure consistency and accessibility. A total of 179 undergraduate students from the National University of Science and Technology Politehnica Bucharest (Romania), aged 20 to 23 years (M = 21.4, SD = 1.6), participated in the study, which lasted approximately two weeks. Participants completed pre- and post-intervention assessments, including the Elementary Tolerance Scale and a 25-item Attitude Scale combining strengths-based descriptors with stereotype-consistent items used diagnostically to detect bias (without endorsing such framings). Results revealed a significant main effect of video type, F(2,176) = 10.07, p < 0.001, with higher post-test scores for the positive condition (M = 93.82) compared to the negative (M = 85.88) and neutral (M = 82.67) conditions. Gender (p = 0.033) and tolerance level (p = 0.034) also emerged as significant moderators. We explicitly reject deficit-oriented terminology, contextualizing its use solely for diagnostic and analytical purposes; wherever possible, affirming, strengths-based, and socially grounded language is prioritized. These findings highlight the value of brief, emotionally tailored interventions for fostering inclusive attitudes in higher education and emphasize the importance of ethically curated, co-designed educational materials and measurement practices grounded in dignity and human rights. Ethical Note (Content Warning): The study adopts a social–relational, human-rights perspective on disability. Deficit-based narratives were analyzed exclusively as subjects of critique and are not endorsed. Descriptions of the “negative” stimulus were deliberately minimized to reduce potential harm and included only for scientific transparency. Negative-valence questionnaire items reflect prevalent stereotypes and were used solely as diagnostic indicators of bias. Future research should prioritize collaborative co-creation with scholars and advocates with disabilities and employ ethically curated, inclusive stimuli. Full article

► Show Figures

Figure 1

Journal Description

Education Sciences

Latest Articles

Journal Menu

Journal Browser

Highly Accessed Articles

Latest Books

E-Mail Alert

News

Topics

Conferences

Special Issues

Topical Collections

Further Information

Guidelines

MDPI Initiatives

Follow MDPI