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Creating Meaningful Learning Opportunities through Incorporating Local Research into Chemistry Classroom Activities
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Incidence of Bullying in Sparsely Populated Regions
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Teaching and Learning Research Methodologies in Education: A Systematic Literature Review
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How Constructivist Environment Changes Perception of Learning: Physics Is Fun
Journal Description
Education Sciences
Education Sciences
is an international peer-reviewed open access journal published monthly online by MDPI. The European Network of Sport Education (ENSE) is affiliated with Education Sciences and its members receive discounts on the article processing charges.
- Open Access— free for readers, with article processing charges (APC) paid by authors or their institutions.
- High Visibility: indexed within Scopus, ESCI (Web of Science), ERIC, Educational Research Abstracts, PscyInfo, and other databases.
- Journal Rank: CiteScore - Q1 (Education)
- Rapid Publication: manuscripts are peer-reviewed and a first decision is provided to authors approximately 20.2 days after submission; acceptance to publication is undertaken in 3.9 days (median values for papers published in this journal in the second half of 2022).
- Recognition of Reviewers: reviewers who provide timely, thorough peer-review reports receive vouchers entitling them to a discount on the APC of their next publication in any MDPI journal, in appreciation of the work done.
Latest Articles
Developing Critical Thinking in Technical and Vocational Education and Training
Educ. Sci. 2023, 13(6), 590; https://doi.org/10.3390/educsci13060590 (registering DOI) - 09 Jun 2023
Abstract
Critical thinking has been difficult to develop in technical and vocational education and training, where acquiring practical skills is often the priority. This study looks at whether tried-and-tested methods for developing critical thinking in higher education are also effective in this educational context.
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Critical thinking has been difficult to develop in technical and vocational education and training, where acquiring practical skills is often the priority. This study looks at whether tried-and-tested methods for developing critical thinking in higher education are also effective in this educational context. To test this, an intervention was carried out as part of a compulsory, semester-long “Basic Communication Skills” class for 149 first year engineering students. This involved linking the expected learning outcomes for the course to a series of sub-skills comprising an updated definition of critical thinking. Furthermore, a set of strategies promoting active participation among students was also implemented. The proposed methodology led to improved levels of critical thinking when compared to traditional teaching methods. It was found that lessons characterized as interactive, dynamic, and encouraging active student participation facilitate the teacher’s job in the classroom and improve the development of critical thinking in a specific technical and vocational education context.
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(This article belongs to the Special Issue Vocational Education, Skill Formation, and Social Development)
Open AccessArticle
Art Education: Two Decades of Creation, Evaluation and Application of an Interdisciplinary Method of Artistic Literacy
by
, , , and
Educ. Sci. 2023, 13(6), 589; https://doi.org/10.3390/educsci13060589 (registering DOI) - 09 Jun 2023
Abstract
The Interdisciplinary Method of Musical Literacy, Education and Artistic Awareness (MILMESA) is developed and applied essentially in higher education (artistic, cultural and teacher training courses), promoting effective endogenous (interarts) and exogenous interconnection (artistic and other non-artistic areas) of an inter and pluridisciplinary matrix,
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The Interdisciplinary Method of Musical Literacy, Education and Artistic Awareness (MILMESA) is developed and applied essentially in higher education (artistic, cultural and teacher training courses), promoting effective endogenous (interarts) and exogenous interconnection (artistic and other non-artistic areas) of an inter and pluridisciplinary matrix, as well as assuming itself as a privileged vehicle of relationship and extension to the community in the frame of the making of artistic-cultural and pedagogical-didactic events in the European, Luso-Brazilian, Luso-African and Hispanic American territories. It was created, tested and evaluated in five consecutive quadrennia (2002–2023), being regularly adapted, adapted and added to according to the observed realities, evolving into the deepening of new concepts and models of intervention in these domains (e.g., Expressive and Proximal Didactics). Using the ethnographic method and the case study, and having the source of data collection as the document analysis of written and iconographic or visual sources (n = 1386) and participant observation, this study aimed to describe and analyse the application and evolution of MILMESA in terms of education and extension to the community. It was concluded that there was a need to promote, with greater regularity and scope, greater technological interaction via digital platforms and social networks, within the framework of the participation of external specialists (e-DEP) and the very experience of MILMESA’s experiences and initiatives, giving it a more meaningful and participatory range.
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(This article belongs to the Section Teacher Education)
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Improving Concentration and Academic Performance of a Mathematically Talented Student with ASD/ADHD: An Enrichment Program
Educ. Sci. 2023, 13(6), 588; https://doi.org/10.3390/educsci13060588 (registering DOI) - 09 Jun 2023
Abstract
This study explored whether computer-assisted, project-based learning instruction can help a twice-exceptional (2e) student increase classroom concentration, mathematical concepts, and problem-solving skills. This research used a case study design. The researchers analyzed data collected from student and teacher interviews, behavioral records, and task
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This study explored whether computer-assisted, project-based learning instruction can help a twice-exceptional (2e) student increase classroom concentration, mathematical concepts, and problem-solving skills. This research used a case study design. The researchers analyzed data collected from student and teacher interviews, behavioral records, and task performances. The result showed that the incidence of misbehaviors decreased from more than ten times to fewer than three times per hour. According to the Flow Short Scale (FSS), reports of his peers, and the case management teacher, the participant with autism spectrum disorder (ASD) was highly attentive during the project. As for his academic performances, the rubric and scoring results from the instructors suggested that this participant performed very well in data representation, logical thinking, and mathematical thinking. However, he obtained a low score in flow control because of a lack of experience. His peers noted that he understood the mathematics concept of the tasks, was highly proficient in Scratch, completed a considerable portion of his work, and was willing to share the details of his works thoroughly. His peers in the project praised his learning attitude and the quality of his work highly.
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(This article belongs to the Special Issue Excellence Gaps in Education)
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Project-Based Learning as a Methodology to Improve Reading and Comprehension Skills in the English Language
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Educ. Sci. 2023, 13(6), 587; https://doi.org/10.3390/educsci13060587 (registering DOI) - 09 Jun 2023
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This study aimed to investigate the effectiveness of Project-Based Learning (PBL) in enhancing English language reading skills among ninth-grade students in a school located in Quito. The research employed a mixed-methods approach, combining a descriptive nature with a comprehensive literature review from reputable
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This study aimed to investigate the effectiveness of Project-Based Learning (PBL) in enhancing English language reading skills among ninth-grade students in a school located in Quito. The research employed a mixed-methods approach, combining a descriptive nature with a comprehensive literature review from reputable sources such as ScienceDirect, Scopus, MDPI, Web of Science, and Springer. The analytical-synthetic method was utilized, incorporating an observation guide to diagnose students’ reading preferences and habits, along with questionnaires administered to 10 teachers and two institutional authorities to gather insights on their experiences with PBL. The main objective was increasing interest and competence in reading, reading, and comprehension. Following the implementation of PBL, the 20 participating students exhibited enhanced motivation and demonstrated advancements in their reading skills. They engaged in significant, relevant projects aligned with their social and educational environment. The results highlight the effectiveness of PBL as a teaching strategy for developing English language reading skills. The findings suggest that educators have a fundamental responsibility to stimulate and encourage the development of reading abilities, especially for students at the beginning of their schooling. PBL offers an active and innovative approach to foster student engagement and improve reading and comprehension skills. Therefore, this study demonstrates that implementing PBL can positively impact students’ English language reading skills. These results support the recommendation for the widespread adoption of PBL in English language learning contexts to enhance reading proficiency among students.
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Gender as a Differentiating Factor in Mathematics Anxiety of Pre-Service Teachers
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, , and
Educ. Sci. 2023, 13(6), 586; https://doi.org/10.3390/educsci13060586 (registering DOI) - 09 Jun 2023
Abstract
Developing mathematical competencies in future teachers requires particular attention to both cognitive and affective aspects. A positive attitude towards mathematics increases enjoyment, motivation, and confidence when working with the subject. It also reduces the anxiety of facing activities and problems and gives greater
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Developing mathematical competencies in future teachers requires particular attention to both cognitive and affective aspects. A positive attitude towards mathematics increases enjoyment, motivation, and confidence when working with the subject. It also reduces the anxiety of facing activities and problems and gives greater value to the academic and professional usefulness of mastering mathematical knowledge. These attitudes will also be reflected in their future teaching practice. For this reason, it is of great interest to study the attitudes of this critical group since, despite the numerous investigations carried out in this field, the influence of variables, such as place of origin or gender, on the attitudes and, in particular, on the attitudinal factor that best explains them, anxiety towards mathematics, has not yet been clarified. This work has analyzed the attitude and anxiety of 235 future teachers who study in rural and urban environments. The results show that gender is a differentiating factor in anxiety, with similar results in the schools of the two environments. However, the differences between men and women are more pronounced in the rural environment.
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(This article belongs to the Special Issue Students’ Emotions in Learning Contexts)
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Dealing with Diverse Cultures and Needs: How Have Higher Education Institutions in Portugal Responded to COVID-19?
Educ. Sci. 2023, 13(6), 585; https://doi.org/10.3390/educsci13060585 (registering DOI) - 08 Jun 2023
Abstract
This article seeks to provide a comprehensive analysis of the strategies implemented by Portuguese higher education institutions in addressing cultural diversity and meeting the demands of international students, particularly in the context of the COVID-19 pandemic outbreak. In methodological terms, this is a
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This article seeks to provide a comprehensive analysis of the strategies implemented by Portuguese higher education institutions in addressing cultural diversity and meeting the demands of international students, particularly in the context of the COVID-19 pandemic outbreak. In methodological terms, this is a qualitative study in which more than 40 in-depth interviews were conducted with degree mobility students from Brazil, Portuguese-speaking African Countries, China and Syria, who were already in Portugal when the pandemic was declared in the country in March 2020. Through the lens of multiculturalism, which understands that higher education should be inclusive and equal for all, we found that higher education institutions in Portugal did not provide adequate support to its international student body at a time of so many challenges and uncertainties. Our data indicate that higher education institutions in Portugal need to make more efforts towards fostering a diverse and inclusive environment, whilst taking into account the complex needs of international students.
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(This article belongs to the Special Issue Multiculturalism in Higher Education: Current Trends, Challenges, and Practices)
Open AccessArticle
In-Service Teacher Education Program through an Educational Design Research Approach in the Framework of the 2030 Agenda
Educ. Sci. 2023, 13(6), 584; https://doi.org/10.3390/educsci13060584 (registering DOI) - 08 Jun 2023
Abstract
Science education plays a key role in promoting Education for Sustainable Development (ESD) through the training of informed and participatory citizens committed to the management of our planet and its resources. This work presents the design and assessment of an In-Service Teacher Education
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Science education plays a key role in promoting Education for Sustainable Development (ESD) through the training of informed and participatory citizens committed to the management of our planet and its resources. This work presents the design and assessment of an In-Service Teacher Education Program (ISTEP) through an Educational Design Research approach aiming at developing skills that make it possible to operationalize the experimental practical teaching of science topics, within the scope of ESD, in an articulated, coherent, and progressive way throughout Basic Education. It was implemented with 14 teachers from the three cycles of Portuguese Basic Education (ages 6–15), and focused on “Soils”. An integrated set of activities and respective didactic resources were co-built (the trainer-researcher with the in-service teachers) with a progressive, systematic, and sequential vision of the “Soils” theme. The content analysis of the teachers’ answers to questionnaires and during the final reflection point to an improvement in their practices regarding the ability to plan and design didactic resources on science topics from a Sustainable Development perspective. This ISTEP can be adapted to other themes and educational contexts, namely through close cooperation on education issues, which is one of the lines of action of the Community of Portuguese-Speaking Countries.
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(This article belongs to the Special Issue Challenges and Experiences in Science Teacher Training)
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With or without Wikipedia? Integrating Wikipedia into the Teaching Process in Estonian General Education Schools
Educ. Sci. 2023, 13(6), 583; https://doi.org/10.3390/educsci13060583 - 07 Jun 2023
Abstract
Today’s education has been shaped by the rapid development of digital technologies and easy accessibility to a large number of electronic sources. This has instigated a genuine need to change current teaching attitudes and practices. Wikipedia, as a multilingual online platform open to
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Today’s education has been shaped by the rapid development of digital technologies and easy accessibility to a large number of electronic sources. This has instigated a genuine need to change current teaching attitudes and practices. Wikipedia, as a multilingual online platform open to all, is a source of information that is used on a daily basis and therefore cannot be ignored in the teaching process. The aim of this study is to explore the possibilities of using the Estonian Wikipedia for teaching purposes in general education schools. The study is based on semi-structured interviews with 49 teachers from 11 general education schools in Estonia. The results of the qualitative content analysis of the interviews indicate that teachers consider the use of Wikipedia to be a suitable for teaching, alongside other information sources and environments. However, teachers acknowledge some uncertainty and caution towards Wikipedia, as they do not consider it a very reliable teaching tool: an attitude largely inherited from the early days of Wikipedia. While teachers themselves are active and frequent Wikipedia users, and allow students to search for information, they do not assign Wikipedia-based text-creation tasks to students. The results of this study provide a basis for discussion about integrating Wikipedia into teaching in a way that is accessible, engaging, and inclusive for students.
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Open AccessReview
Literature Review of Accreditation Systems in Higher Education
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and
Educ. Sci. 2023, 13(6), 582; https://doi.org/10.3390/educsci13060582 - 07 Jun 2023
Abstract
This study investigates the accreditation processes in higher education across various countries, focusing on the time and bureaucratic burden associated with accrediting new courses. The aim is to identify strategies to accelerate the accreditation process for new courses in higher education institutions. A
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This study investigates the accreditation processes in higher education across various countries, focusing on the time and bureaucratic burden associated with accrediting new courses. The aim is to identify strategies to accelerate the accreditation process for new courses in higher education institutions. A comprehensive literature review was conducted to achieve this objective, examining the accreditation processes in Portugal, Spain, the United States, France, China, Japan, Sweden, the United Kingdom, India, and Germany. The study’s key findings revealed that the accreditation process is generally efficient in most countries, with courses receiving accreditation within a reasonable timeframe. However, the process can be more complex and time-consuming for institutions seeking accreditation for the first time or offering new or innovative courses. Institutions must meet all established criteria and promptly provide all required documentation to expedite the accreditation process. The implications of these findings suggest that higher education institutions should collaborate closely with relevant accrediting agencies to ensure a streamlined accreditation process. Institutions should also consider agency requirements and course specialization when developing new courses. Furthermore, governments play a crucial role in promoting transparency and competition among higher education institutions, which can lead to enhanced quality assurance and increased customer satisfaction in the education sector.
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(This article belongs to the Collection Trends and Challenges in Higher Education)
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Digital Teaching Competence among Teachers of Different Educational Stages in Spain
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, , and
Educ. Sci. 2023, 13(6), 581; https://doi.org/10.3390/educsci13060581 - 07 Jun 2023
Abstract
The new educational reality requires teachers to have skills and competencies to improve the teaching-learning process and, therefore, the quality of teaching, integrating new technologies. To assess the competence level of teachers, a descriptive study was designed, in which 150 teachers from different
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The new educational reality requires teachers to have skills and competencies to improve the teaching-learning process and, therefore, the quality of teaching, integrating new technologies. To assess the competence level of teachers, a descriptive study was designed, in which 150 teachers from different stages in Spain took part and were administered the DigCompEdu Check-in questionnaire. Non-probabilistic (purposive) sampling was used. The results show an intermediate level of competence among teachers at all the educational stages surveyed. However, this level varies according to the stage at which they work, with secondary education, vocational training, GCE and university teachers standing out the most in the fields of competence analysed using the questionnaire. Different proposals for improvement are proposed too, as well as the existing coincidences with previous studies; furthermore, the need for training from the beginning of teacher preparation is highlighted, as well as the need for continuous training for active teachers to optimise the potential offered by the new technologies, also is very important that taking on challenges such as the correct communication trough technologies, the use and creation of digital content or the protection and security of online data, among others.
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(This article belongs to the Special Issue Digital Learning Innovation)
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Artificial Intelligence and Business Studies: Study Cycle Differences Regarding the Perceptions of the Key Future Competences
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Educ. Sci. 2023, 13(6), 580; https://doi.org/10.3390/educsci13060580 - 05 Jun 2023
Abstract
The purpose of this article is to identify the differences in various aspects of the perception of artificial intelligence by students of economics and business studies at different levels of study and, on this basis, to formulate recommendations both to the higher education
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The purpose of this article is to identify the differences in various aspects of the perception of artificial intelligence by students of economics and business studies at different levels of study and, on this basis, to formulate recommendations both to the higher education institutions themselves, which educate in the field of economic and business sciences, as well as to curriculum designers. First, we utilized descriptive statistics to analyze the responses for each construct among undergraduate and postgraduate students. In the second part, we employed the Kolmogorov-Smirnov and Shapiro-Wilk tests to assess the normality of data distribution. Finally, in the third part, we employed the non-parametric Mann-Whitney U test to identify the differences between undergraduate and postgraduate students. The results show that statistically significant differences can be identified especially in how students of both study levels see and understand the importance of AI. Although we did not identify significant differences between students of both levels in how they see their role in the future labor market, which will be (or already is) characterized by artificial intelligence, we must emphasize that students of both levels evaluate their roles modestly in this respect. Therefore, on this basis, we have made recommendations for more active development and integration of AI in the study process; the article presents important suggestions for improving education to prepare students for the business world of artificial intelligence.
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(This article belongs to the Special Issue Current Challenges in Digital Higher Education)
Open AccessArticle
The Impact of the COVID-19 Pandemic on Sense of Belonging and Science Outcomes among Biomedical Science Students: A Longitudinal Study
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, , , , , and
Educ. Sci. 2023, 13(6), 579; https://doi.org/10.3390/educsci13060579 - 05 Jun 2023
Abstract
To understand how COVID-19 impacted undergraduate research experiences (URE), the current study examined how student outcomes changed over time among biomedical science majors. In addition, this study describes how a Building Infrastructure Leading to Diversity (BUILD) Promoting Opportunities for Diversity in Education and
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To understand how COVID-19 impacted undergraduate research experiences (URE), the current study examined how student outcomes changed over time among biomedical science majors. In addition, this study describes how a Building Infrastructure Leading to Diversity (BUILD) Promoting Opportunities for Diversity in Education and Research (PODER) URE program shifted entirely online in response to COVID-19. Biomedical science majors at a university in Southern California completed surveys in 2019 and 2020 and rated their science identity, science self-efficacy, and academic self-concept. We examined how scores changed over time by comparing: (1) BUILD and non-BUILD students and (2) students from underrepresented groups (URG) and non-URG students. Sense of belonging scores from 2020 were also compared among BUILD and non-BUILD students. BUILD students reported a significant increase in science self-efficacy scores, unlike non-BUILD participants. BUILD students also increased their science identity scores, unlike non-BUILD participants. Differences in sense of belonging were not significant, and differences between URG and non-URG students were not significant. Given the importance of science self-efficacy and science identity in a student’s academic trajectory, our results indicate that UREs such as BUILD PODER were able to improve or maintain critical student outcomes during a pandemic. These results highlight the importance of URE participation among biomedical science majors.
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(This article belongs to the Special Issue The Psychological and Educational Effects of COVID-19: Now and Then)
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Students’ Perceived M-Learning Quality: An Evaluation and Directions to Improve the Quality for H-Learning
Educ. Sci. 2023, 13(6), 578; https://doi.org/10.3390/educsci13060578 - 04 Jun 2023
Abstract
The COVID-19 pandemic has transformed the paradigm of the higher education sector and has instigated a speedy consumption of a diverse range of mobile learning software systems. Many universities were adhering to online modes of education during the pandemic; however, some of the
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The COVID-19 pandemic has transformed the paradigm of the higher education sector and has instigated a speedy consumption of a diverse range of mobile learning software systems. Many universities were adhering to online modes of education during the pandemic; however, some of the universities are now following hybrid modes of learning, termed h-learning. Higher education students spent two years of taking their classes online during the COVID-19 pandemic and have experienced various challenges. Simultaneously, the main challenge for higher education institutions remains how to consistently offer the best quality of students’ perceived m-learning and maintain continuance for the new shift towards hybrid learning. Hence, it becomes essential to determine the m-learning quality factors that would contribute to maintaining superior m-learning quality in higher education during the COVID-19 pandemic and afterwards via a hybrid mode of learning. Thus, the m-learning quality (MLQual) framework was conceptualized through an extensive review of the literature, and by employing survey-based quantitative research methods, MLQual was validated via structural equation modeling (SEM) techniques. The outcome of this research yielded the MLQual framework used to evaluate the students’ perceived m-learning quality and will offer higher education practitioners the chance to upgrade their higher education policies for h-learning accordingly. With the preceding discussion, it is evident that evaluation of the students’ perceived m-learning quality factors in higher education is always a question that should be researched adequately. Determination of such m-learning quality factors is essential in order to offer significant directions to the higher education practitioners for improving both the quality and delivery of m-learning and h-learning. Consequently, the present study embraces two key objectives: First, to identify and evaluate the m-learning quality factors which could be employed to improve the quality of m-learning. Second, to propose the MLQual framework for the evaluation of students’ perceived m-learning quality.
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(This article belongs to the Topic Advances in Online and Distance Learning)
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A Novel Strategic Approach to Evaluating Higher Education Quality Standards in University Colleges Using Multi-Criteria Decision-Making
Educ. Sci. 2023, 13(6), 577; https://doi.org/10.3390/educsci13060577 - 04 Jun 2023
Abstract
Universities worldwide strive to achieve excellence in research, learning, teaching, and community services, which are the pillars of their strategic plans. However, satisfying international ranking criteria might not directly result in achieving their strategic objectives. This paper proposes a new approach to rank
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Universities worldwide strive to achieve excellence in research, learning, teaching, and community services, which are the pillars of their strategic plans. However, satisfying international ranking criteria might not directly result in achieving their strategic objectives. This paper proposes a new approach to rank university colleges by evaluating their educational quality. Standard sets of criteria from multiple international university ranking systems and a university’s strategic plan’s Balanced Scorecard perspectives were cross-mapped for the evaluation. A new multi-criteria decision-making-based framework was applied to six colleges of a non-profit university in the Middle East. It revealed their performance rankings and contributions to the university’s educational quality objectives. This paper offers a novel approach for universities to develop strategies that satisfy multiple international ranking systems while achieving their strategic goals concurrently and as per their priorities. Implications include informing university leaders on the most contributing colleges and assisting in pinpointing quality shortcomings and their causes. This helps universities design better performance indicators and allocate resources to achieve educational excellence. This paper puts forward a new approach for universities to unify their efforts in satisfying the requirements of multiple international ranking systems while achieving their strategic goals.
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(This article belongs to the Special Issue Higher Education Quality Assurance)
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Investigation of Progressive Learning within a Statics Course: An Analysis of Performance Retention, Critical Topics, and Active Participation
Educ. Sci. 2023, 13(6), 576; https://doi.org/10.3390/educsci13060576 - 02 Jun 2023
Abstract
Previous research has demonstrated a link between prior knowledge and student success in engineering courses. However, while course-to-course relations exist, researchers have paid insufficient attention to internal course performance development. This study aims to address this gap—designed to quantify and thus extract meaningful
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Previous research has demonstrated a link between prior knowledge and student success in engineering courses. However, while course-to-course relations exist, researchers have paid insufficient attention to internal course performance development. This study aims to address this gap—designed to quantify and thus extract meaningful insights—by examining a fundamental engineering course, Statics, from three perspectives: (1) progressive learning reflected in performance retention throughout the course; (2) critical topics and their influence on students’ performance progression; and (3) student active participation as a surrogate measure of progressive learning. By analyzing data collected from 222 students over five semesters, this study draws insights on student in-course progressive learning. The results show that early learning had significant implications in building a foundation in progressive learning throughout the semester. Additionally, insufficient knowledge on certain topics can hinder student learning progression more than others, which eventually leads to course failure. Finally, student participation is a pathway to enhance learning and achieve excellent course performance. The presented analysis approach provides educators with a mechanism for diagnosing and devising strategies to address conceptual lapses for STEM (science, technology, engineering, and mathematics) courses, especially where progressive learning is essential.
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(This article belongs to the Special Issue Assessment and Evaluation in Higher Education—Series 3)
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A Scoping Review of School-Based Strategies for Addressing Anxiety, Intolerance of Uncertainty and Prediction in Autistic Pupils
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and
Educ. Sci. 2023, 13(6), 575; https://doi.org/10.3390/educsci13060575 - 02 Jun 2023
Abstract
In a typical school day, young people need to do many tasks which rely on the ability to predict. Since prediction underpins cognitive and social skills, difficulties with prediction lead to multiple challenges to learning. In this review, we consider the evidence that
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In a typical school day, young people need to do many tasks which rely on the ability to predict. Since prediction underpins cognitive and social skills, difficulties with prediction lead to multiple challenges to learning. In this review, we consider the evidence that autistic people often have difficulty making predictions about other people’s behaviour, or understanding what they are required to do, contributing to high rates of anxiety and intolerance of uncertainty. The focus of the review is to consider what we already know about effective strategies used by schools to support learning and social inclusion and to consider how we might build on these approaches. We propose a number of so far unexplored ideas with the potential to build predictive skills and which require evaluation.
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(This article belongs to the Special Issue Research Perspectives on Education for Students with Autism Disorders)
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Nursing Students’ Evolving Perceptions of Online Learning: A Hierarchy of Curricula
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Educ. Sci. 2023, 13(6), 574; https://doi.org/10.3390/educsci13060574 - 02 Jun 2023
Abstract
Many nursing programs had relatively light online learning components before the COVID-19 pandemic. The transition to fully online courses without preliminary planning represented a problematic shock to most nursing students and faculty. To understand students’ perceptions of the critical success of online learning
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Many nursing programs had relatively light online learning components before the COVID-19 pandemic. The transition to fully online courses without preliminary planning represented a problematic shock to most nursing students and faculty. To understand students’ perceptions of the critical success of online learning factors, an empirical comparison was conducted of nursing (n = 126) and non-nursing students (n = 1766) with similar demographic characteristics, but in different timeframes. A two-sample t-test was conducted for each question to ascertain significant differences in student perceptions between nursing and non-nursing students. While the ranking of critical success factors was similar for nursing and other students, the perceptions of nursing students were generally far more critical of the capability of online learning due, partially due to the perception that the online medium is less well suited to nursing education, and partially to instructional challenges caused by the rapid transition and chaos caused by the pandemic. The pandemic provided an inferior initial exposure to online nursing education in programs that had not previously prepared for online instruction, but had an abnormally increased demand for more online education. Without aggressive efforts to improve online teaching in programs with similar circumstances, students’ perceptions of overall quality may not improve significantly in the long term.
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(This article belongs to the Special Issue Advancements in Online/Blended Learning and Teaching: Shifting towards the New Normal)
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Integration of Project-Based Learning (PjBL) Methodology in the Course “Bioprocesses Applied to the Environment”
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, , , , and
Educ. Sci. 2023, 13(6), 570; https://doi.org/10.3390/educsci13060570 - 02 Jun 2023
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This paper explains the steps carried out for the design of an educational innovation and the outcomes of its implementation. The innovation consists of integrating the contents of two courses (‘biological wastewater treatment’ and ‘bioprocesses applied to the treatment of wastes’) for the
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This paper explains the steps carried out for the design of an educational innovation and the outcomes of its implementation. The innovation consists of integrating the contents of two courses (‘biological wastewater treatment’ and ‘bioprocesses applied to the treatment of wastes’) for the same academic year using project-based learning methodology to connect knowledge between subjects and to utilize transversal competences. Students from the second year of a chemical engineering master’s degree worked on an open-ended project based on a current environmental problem. This methodology lets the students properly acquire several transversal competences, such as ‘Design and project’, ‘Teamwork and leadership’, and ‘Effective communication’, which were evaluated with rubrics. However, according to the students’ perception, other skills, such as ‘Comprehension and integration, analysis and problem solving’, ‘Knowledge of contemporary problems’, and ‘Planning and time management’, were also worked on and improved. Based on the results from the matrix analysis and the Likert questionnaire, the organization and development of the activity were positively assessed, highlighting the importance of the lecturers’ feedback. The learning outcome in terms of knowledge integration was accomplished, reaching project marks 8.5–10 on a 0–10 scale.
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Public Investment in Short-Cycle Tertiary Vocational Education: Historical, Longitudinal, and Fixed-Effects Analyses of Developed and Less-Developed Countries
Educ. Sci. 2023, 13(6), 573; https://doi.org/10.3390/educsci13060573 - 01 Jun 2023
Abstract
We use three analytic steps to examine public investment in short-cycle tertiary education. First, reviewing the historical development, the literature reveals that national and regional policies on educational development emphasized bachelor’s programs in vocational education in the early twenty-first century, especially in the
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We use three analytic steps to examine public investment in short-cycle tertiary education. First, reviewing the historical development, the literature reveals that national and regional policies on educational development emphasized bachelor’s programs in vocational education in the early twenty-first century, especially in the EU. This historical background informs the longitudinal trend analysis in the second step of the educational and public investment variables (2000–2018) in our econometric analysis. The combined descriptive studies illuminate competitive advantages for EU and ASEAN nations in networks emphasizing open economic and academic exchange. Third, the fixed-effects analysis indicates a higher level of investment in general tertiary education per student, associated with a lower enrollment level in short-cycle vocational and technical tertiary programs. Using insights from this three-step process, we explore the implications of a nation’s capacity to invest in short-cycle tertiary programs as part of economic development and the pursuit of social equity within and across countries. Specifically, we conclude that short-cycle programs are a step toward integrating vocational education into programs in polytechnics and other higher education institutions.
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(This article belongs to the Special Issue Education Improvement Promoting Human Capabilities Development in Post-Neoliberal Period)
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Open AccessArticle
Entrepreneurship Education with Purpose: Active Ageing for 50+ Entrepreneurs and Sustainable Development for Rural Areas
Educ. Sci. 2023, 13(6), 572; https://doi.org/10.3390/educsci13060572 - 01 Jun 2023
Abstract
As older people have accumulated more developed networks, stronger financial positions and a greater ability to leverage resources and create more credible businesses, they are better placed to start new and more successful businesses than the younger generation. This paper presents the research
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As older people have accumulated more developed networks, stronger financial positions and a greater ability to leverage resources and create more credible businesses, they are better placed to start new and more successful businesses than the younger generation. This paper presents the research that has been conducted for the ENTRUST project, which aims at designing an entrepreneurship training programme for people aged 50+ who are interested in creating new businesses to foster the sustainable development of rural areas and to provide services to tourists or other businesses that support tourism in rural areas. The results of the surveys for potential 50+ entrepreneurs (72 respondents) and experts in rural development and tourism organizations (100 respondents) show that there are perceived business opportunities in rural areas for experienced 50+ professionals. There is also a high demand for training targeted at rural tourism entrepreneurs. The interviews of experienced 50+ entrepreneurs (8) who work in cooperation with the rural community show that 50+ entrepreneurs find their work meaningful and that they want to continue working “as long as their health allows”. They greatly value the opportunity to develop the rural area and to be involved in preserving its historical and cultural heritage.
Full article
(This article belongs to the Special Issue Entrepreneurship Education Creating Impact for Societies: Known Worlds and New Frontiers)
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