Education Sciences

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Open AccessReview

Mathematical Knowledge for Teaching the Area of Plane Surfaces: A Literature Review on Professional Noticing

by Ana Cristina Ferreira and Alfonso Jiménez Espinosa

Educ. Sci. 2025, 15(10), 1272; https://doi.org/10.3390/educsci15101272 (registering DOI) - 23 Sep 2025

Mathematics teaching is a social practice, shaped by distinct ways of recognizing, interpreting, and responding to situations that emerge in the classroom. This professional noticing, however, requires a kind of mathematical knowledge that is specific to teaching. This study aims to identify discussions [...] Read more.

Mathematics teaching is a social practice, shaped by distinct ways of recognizing, interpreting, and responding to situations that emerge in the classroom. This professional noticing, however, requires a kind of mathematical knowledge that is specific to teaching. This study aims to identify discussions have taken place in Brazil regarding the mathematical knowledge necessary for teaching the concept of area of plane surfaces in Basic Education, based on a literature review conducted through the CAPES Theses and Dissertations Catalog. The theoretical framework is grounded in Moreira’s distinctions between school mathematics and academic mathematics, as well as in the body of literature concerning the concept of professional noticing. The analysis of the 17 selected studies revealed, among other aspects, that by understanding area as a magnitude through the lens of the Game with Frames—originally developed by Douady and Perrin-Glorian in the 1980s and later expanded by Brazilian researchers—it is possible to infer mathematical knowledge relevant to teaching the area of plane surfaces in Basic Education. This perspective supports the development of professional noticing of students’ errors, difficulties, and misconceptions observed both in classrooms and in teacher education contexts. Some elements of this knowledge are discussed in the present article. Full article

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

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Open AccessArticle

A Structural Model of Distance Education Teachers’ Digital Competencies for Artificial Intelligence

by Julio Cabero-Almenara, Antonio Palacios-Rodríguez, Maria Isabel Loaiza-Aguirre and Dhamar Rafaela Pugla-Quirola

Educ. Sci. 2025, 15(10), 1271; https://doi.org/10.3390/educsci15101271 (registering DOI) - 23 Sep 2025

Abstract

Integrating Artificial Intelligence (AI) into education poses new challenges and opportunities, particularly in the training of university professors, where Teaching Digital Competence (TDC) emerges as a key factor to leverage its potential. The aim of this study was to evaluate a structural model [...] Read more.

Integrating Artificial Intelligence (AI) into education poses new challenges and opportunities, particularly in the training of university professors, where Teaching Digital Competence (TDC) emerges as a key factor to leverage its potential. The aim of this study was to evaluate a structural model designed to measure TDC in relation to the educational use of AI. A quantitative methodology was applied using a validated questionnaire distributed through Google Forms between March and May 2024. The sample consisted of 368 university professors. The model examined relationships among key dimensions, including cognition, capacity, vision, ethics, perceived threats, ai-powered innovation, and job satisfaction. The results indicate that cognition is the strongest predictor of capacity, which in turn significantly influences vision and ethics. AI-powered innovation presented limited explained variance, while perceived threats from AI negatively affected capacity. Additionally, job satisfaction was mainly influenced by external factors beyond the model. The overall model fit confirmed its reliability in explaining the proposed relationships. This study highlights the critical role of cognitive training in AI for teachers and the importance of designing targeted professional development programs to enhance TDC. Although a generally positive attitude towards AI was identified, perceptions of threats remained low. Full article

(This article belongs to the Special Issue Teaching and Learning with Technology to Promote Educational Inclusion Processes: Opportunities and Challenges)

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Open AccessEssay

Politicizing the Department of Education in the War Against DEI: Theorizing Implications for the Principal Preparation Landscape

by Mario M. Jackson and Bolumani Sondah

Educ. Sci. 2025, 15(10), 1270; https://doi.org/10.3390/educsci15101270 (registering DOI) - 23 Sep 2025

Abstract

This essay theorizes implications of mounting political efforts to dismantle the Department of Education (DoE) as part of the anti–Diversity, Equity, and Inclusion (DEI) movement, with particular attention to consequences for principal preparation programs. While overlooked, federal policies have played a critical albeit [...] Read more.

This essay theorizes implications of mounting political efforts to dismantle the Department of Education (DoE) as part of the anti–Diversity, Equity, and Inclusion (DEI) movement, with particular attention to consequences for principal preparation programs. While overlooked, federal policies have played a critical albeit complex role in shaping the principal preparation landscape. This essay challenges prevailing narratives that characterize federal impact on preparation programs as minimal, offering a more nuanced account of how federal policies support the development of high-quality and equity-oriented school leaders. This essay identifies three primary areas of federal influence: prioritizing high-needs schools, encouraging the adoption of innovative and evidence-based practices, and facilitating national understanding of the principal preparation landscape. These dimensions are used to theorize consequences of defunding or dismantling the DoE for educational leadership preparation. In addition to implications for policymakers and lobbyists ahead of the impending congressional vote about the DoE’s future, implications are offered for future research and federal policies to improve and expand the scope of influence over preparation programs. Full article

(This article belongs to the Special Issue Trends and Prospects: Comparative Studies in Doctoral Education—a Look into How Doctoral Programs Navigate Legislative Landmines)

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Open AccessArticle

What Role Does Occupational Well-Being During Practical Field Experiences Play in Pre-Service Teachers’ Career-Oriented Reflections?

by Katharina Neuber, Lucas Jacobsen, Hendrik Lohse-Bossenz and Kira Elena Weber

Educ. Sci. 2025, 15(10), 1269; https://doi.org/10.3390/educsci15101269 - 23 Sep 2025

Abstract

Background: Practical field experiences (PFEs) in teacher education aim to foster pre-service teachers’ career-oriented reflection processes. Although aspects of occupational well-being are thought to shape reflection, empirical evidence remains limited. This study investigated how different facets of occupational well-being—including positive and negative affect [...] Read more.

Background: Practical field experiences (PFEs) in teacher education aim to foster pre-service teachers’ career-oriented reflection processes. Although aspects of occupational well-being are thought to shape reflection, empirical evidence remains limited. This study investigated how different facets of occupational well-being—including positive and negative affect as well as job satisfaction—predict distinct dimensions of pre-service teachers’ career-oriented reflections during a four-week PFE. Methods: Using a quantitative pre-post design, we analyzed data from 242 German bachelor’s degree students. Occupational well-being was assessed using the Positive and Negative Affect Schedule (PANAS) and a job satisfaction scale; reflection processes were measured via five subscales capturing information, exploration, critical reflection, career guidance, and development. Results: Findings indicate a significant increase in positive affect (d = 0.75), a slight decrease in negative affect (d = 0.15), and stable job satisfaction. Regression analyses reveal that baseline positive affect and job satisfaction enhanced career guidance and exploration, whereas negative affect promoted critical reflection. Increases in positive affect and job satisfaction further strengthened career guidance and development. Conclusion: Aspects of occupational well-being can substantially shape career-oriented reflection processes. These findings highlight the importance of explicitly considering pre-service teachers’ emotional experiences in the design of field experiences and reflection opportunities within teacher education. Full article

(This article belongs to the Special Issue The Role of Reflection in Teaching and Learning)

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Open AccessArticle

Chilean Teachers’ Knowledge of and Experience with Artificial Intelligence as a Pedagogical Tool

by Jhon Alé, Beatrice Ávalos and Roberto Araya

Educ. Sci. 2025, 15(10), 1268; https://doi.org/10.3390/educsci15101268 - 23 Sep 2025

Abstract

Although Artificial Intelligence (AI) is transforming teachers’ knowledge and professional practice, its full potential has yet to be fully realized. To incorporate AI effectively into pedagogical contexts, it is essential that teachers possess the knowledge necessary to guide its responsible use. However, in [...] Read more.

Although Artificial Intelligence (AI) is transforming teachers’ knowledge and professional practice, its full potential has yet to be fully realized. To incorporate AI effectively into pedagogical contexts, it is essential that teachers possess the knowledge necessary to guide its responsible use. However, in Latin America, there remains limited empirical evidence to support this process. To address this gap, this empirical study analyzes teachers’ knowledge of AI using the Intelligent-TPACK framework, which includes an ethical dimension. A validated and adapted questionnaire was administered to 709 primary and secondary school teachers from the Metropolitan Region of Chile, using a non-probability sampling method. The sample is compositional–descriptive in nature for the study variables and is not statistically representative of the broader population. Data were analyzed through descriptive and inferential statistical methods. The results reveal mixed levels of knowledge—slightly higher in technological knowledge yet lower in terms of integration and ethical awareness. Significant differences were found by gender, age, teaching level, and subject area. Regression models identified teaching experience, gender, and educational level as the most consistent predictors. Additionally, cluster analysis revealed four exploratory professional profiles characterized by varying degrees of knowledge. These findings are discussed in light of teacher training needs and aim to inform the development of professional learning programs better aligned with the actual demands of the teaching profession. Full article

(This article belongs to the Special Issue Digital Competence of Educators: Opportunities and Challenges)

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Open AccessArticle

The Effect of Growth Mindset Interventions on Students’ Self-Regulated Use of Retrieval Practice

by Jingshu Xiao, Martine Baars, Kate Man Xu and Fred Paas

Educ. Sci. 2025, 15(10), 1267; https://doi.org/10.3390/educsci15101267 - 23 Sep 2025

Abstract

Although general growth mindset interventions have been found to improve learning outcomes, relatively little research focused on effects of specific growth mindset interventions. However, domain-specific growth mindset beliefs may be a more accurate predictor of performance within that same domain. The current study [...] Read more.

Although general growth mindset interventions have been found to improve learning outcomes, relatively little research focused on effects of specific growth mindset interventions. However, domain-specific growth mindset beliefs may be a more accurate predictor of performance within that same domain. The current study investigated the effect of a specific growth mindset intervention designed to enhance self-regulated learning on learners’ adoption of retrieval practice while studying image–name pairs. The impact of this targeted approach was compared to the effects of a broader, general growth mindset intervention, which emphasized the brain’s malleability. Participants were 178 first-year university students, who were randomly assigned to three groups: a general growth mindset group (n = 58), a specific growth mindset group (n = 64), and a control group (n = 56). All groups were informed about the benefits of retrieval practice after the intervention. Our results showed that higher education students can benefit from mindset interventions in terms of their growth mindset beliefs. However, no effects on the use of retrieval practice were found, possibly due to the high difficulty of the learning material. Future research could explore the difficulty of learning materials when investigating the effect of mindset interventions on students’ use retrieval practice during self-regulated learning. Full article

(This article belongs to the Section Education and Psychology)

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Open AccessArticle

How Morphology, Context, Vocabulary and Reading Shape Lexical Inference in Typical and Dyslexic Readers

by Ifigeneia Dosi

Educ. Sci. 2025, 15(10), 1266; https://doi.org/10.3390/educsci15101266 - 23 Sep 2025

Abstract

Children’s ability to infer meanings of unfamiliar words during reading is thought to rely on the interplay between decoding, morphological awareness, contextual support, and vocabulary knowledge, but it remains unclear how these sources operate in typically developing (TD) readers compared to those with [...] Read more.

Children’s ability to infer meanings of unfamiliar words during reading is thought to rely on the interplay between decoding, morphological awareness, contextual support, and vocabulary knowledge, but it remains unclear how these sources operate in typically developing (TD) readers compared to those with developmental dyslexia (DD). This study examined whether morphological cues (suffixes) or/and contextual information facilitate meaning inference and which variables predict performance. Sixty children (30 TD, 30 DD; aged 9–12) completed a battery of tasks assessing pseudoword decoding, expressive vocabulary (breadth) synonyms, antonyms (depth), morphological awareness (deriving and decomposing words), and reading comprehension. The main inference task consisted of 20 short stories in which pseudowords replaced target words; in half the stories, pseudowords included derivational suffixes, while in the other half no such clues were available. Results showed that TD children performed significantly better than DD peers across all tasks. Regression analyses revealed that vocabulary depth and morphological awareness predicted inferencing in both groups, but decoding was uniquely predictive for DD children and reading comprehension only for TD children. These findings suggest that while lexical inference in both groups appears to draw on vocabulary and morphology, TD children may additionally integrate higher-order comprehension, whereas DD children seem to remain more influenced by decoding and partial lexical cues. Full article

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

33 pages, 399 KB

Open AccessArticle

Universal Design for Learning as an Equity Framework: Addressing Educational Barriers and Enablers for Diverse Non-Traditional Learners

by John C. Chick, Laura Morello and Jeffrey Vance

Educ. Sci. 2025, 15(9), 1265; https://doi.org/10.3390/educsci15091265 - 22 Sep 2025

Abstract

Non-traditional learners comprise approximately 73% of undergraduate enrollment, representing diverse populations including first-generation college students, adult learners, veterans, multilingual learners, and students with family responsibilities. Despite their numerical dominance, these students face systemic barriers that traditional pedagogical approaches often fail to address. This [...] Read more.

Non-traditional learners comprise approximately 73% of undergraduate enrollment, representing diverse populations including first-generation college students, adult learners, veterans, multilingual learners, and students with family responsibilities. Despite their numerical dominance, these students face systemic barriers that traditional pedagogical approaches often fail to address. This mixed-methods study examined how Universal Design for Learning (UDL) principles impact non-traditional learners’ educational experiences in higher education. Using a convergent parallel design with 154 participants from a Hispanic-serving institution, the study collected quantitative data through the validated Personalized Learning Supporting Instrument (PLSI) and qualitative data from open-ended questions. The refined 12-item PLSI demonstrated strong psychometric properties. While UDL factors showed limited direct association with GPA overall, Flexible Instructional Methods and Materials significantly predicted academic performance. Qualitative analysis identified six barrier themes (online learning difficulties, course content issues, financial constraints, balancing responsibilities, accessibility challenges, and health interruptions) and five positive impact themes (interactive learning, supportive environments, skill development, goal clarification, and effective assignments). Demographic analysis revealed counterintuitive patterns—students with traditional “barriers” achieved high GPAs at rates of 73–76%, while first-generation students showed the lowest high GPA rate (53.2%). These findings challenge deficit-based assumptions about non-traditional learners while revealing important equity gaps. This study demonstrates both the promise and limitations of UDL for diverse populations, suggesting institutions need comprehensive approaches with differentiated support strategies. Full article

(This article belongs to the Special Issue Education and Diversity: Innovative Approaches for Inclusion, Diversity and Personalized Learning)

15 pages, 471 KB

Open AccessArticle

Bilingual Contextual Variability: Learning Words in Two Languages

by Justin Lauro and Pamela Freitas Pereira Toassi

Educ. Sci. 2025, 15(9), 1264; https://doi.org/10.3390/educsci15091264 - 22 Sep 2025

Abstract

Background. Bilingual novel word learning is shaped by both semantic context and the language in which learning occurs. According to the context variability hypothesis and instance-based learning frameworks, varied semantic contexts promote the formation of flexible lexical-semantic representations. However, the extent to [...] Read more.

Background. Bilingual novel word learning is shaped by both semantic context and the language in which learning occurs. According to the context variability hypothesis and instance-based learning frameworks, varied semantic contexts promote the formation of flexible lexical-semantic representations. However, the extent to which these benefits generalize across languages and transfer to novel contexts remains unclear. Method. Two experiments examined the effects of study language (L1, L2, or both) and semantic variability (repeated vs. varied contexts) on novel word learning in English–Spanish bilinguals. Participants studied rare words embedded in sentences and were tested via a word-stem completion task. In Experiment 1, test sentences were identical to those seen during the study. In Experiment 2, half of the test sentences were novel, requiring generalization beyond previously encountered contexts. Orthographic overlap across languages was also assessed. Results. In Experiment 1, varied semantic contexts improved recall accuracy, supporting the context variability hypothesis. Unexpectedly, words studied in L2 were recalled more accurately than those studied in L1, consistent with desirable difficulty effects. Additionally, orthographic overlap moderated learning, with greater benefits observed in mixed-language conditions. In Experiment 2, overall accuracy declined, and no main effects of language or context were observed. However, a three-way interaction showed that orthographic overlap improved recall only when words were studied in L1 and tested in novel contexts. Conclusions. Semantic and linguistic variability can enhance bilingual word learning when test conditions are consistent with the learning context. However, generalization to novel contexts may require deeper processing, extended exposure, or additional retrieval cues. Full article

(This article belongs to the Special Issue Language Learning in Multilingual, Inclusive and Immersive Contexts)

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23 pages, 326 KB

Open AccessArticle

A Mixed-Methods Exploration of the Utilisation of Embedded University Wellbeing Services by Ethnic Minority Students in London

by Jessica Jones Nielsen, Rachel Thomas and Anne-Kathrin Fett

Educ. Sci. 2025, 15(9), 1263; https://doi.org/10.3390/educsci15091263 - 22 Sep 2025

Abstract

The current study aimed to explore the incidence and severity of the mental health difficulties of ethnically diverse students at University of London institutions. Student mental health is a growing concern in UK higher education, yet little research has explored how ethnically diverse [...] Read more.

The current study aimed to explore the incidence and severity of the mental health difficulties of ethnically diverse students at University of London institutions. Student mental health is a growing concern in UK higher education, yet little research has explored how ethnically diverse students experience embedded university wellbeing services. Despite persistent inequalities, embedded university wellbeing services remain under researched for ethnic minority students in the UK. A sequential explanatory mixed-methods design was essential to illuminate the mechanisms underlying observed quantitative patterns amongst this group of students, with qualitative accounts providing depth and context to statistical trends. A sequential explanatory mixed-methods approach was employed, combining data from 203 ethnically diverse students at University of London institutions with data from open-text and semi-structured interviews. A mixed-methods design was critical in capturing both the absence of broad group differences and the specific barriers shaping ethnic minority student experiences. Results showed few ethnic differences in distress, help-seeking, or dropout. However, ethnic minority students reported greater in-group stigma and cultural barriers, which were negatively associated with help-seeking. Qualitative themes further illustrated the importance of the therapeutic relationship, concerns about privacy, perceptions of undeservingness, and time constraints. Findings highlight the importance of culturally responsive approaches to embedded university wellbeing services in higher education. Targeted outreach, ethnic matching of therapists, and a more diverse counselling workforce may improve engagement and reduce inequalities. Full article

(This article belongs to the Special Issue Addressing Mental Health and Well-Being in Higher Education: Collaborative Insights from Education, Psychology, and the Learning Sciences)

31 pages, 1690 KB

Open AccessArticle

Urban–Remote Disparities in Taiwanese Eighth-Grade Students’ Science Performance in Matter-Related Domains: Mixed-Methods Evidence from TIMSS 2019

by Kuan-Ming Chen, Tsung-Hau Jen and Ya-Wen Shang

Educ. Sci. 2025, 15(9), 1262; https://doi.org/10.3390/educsci15091262 - 22 Sep 2025

Abstract

This study investigates urban–remote disparities in the science performance of Taiwanese eighth-grade students, particularly in matter-related domains, using an explanatory–sequential mixed-methods design. For the quantitative phase, we applied differential item functioning (DIF) analysis with Mantel–Haenszel statistics and logistic regression to the TIMSS 2019 [...] Read more.

This study investigates urban–remote disparities in the science performance of Taiwanese eighth-grade students, particularly in matter-related domains, using an explanatory–sequential mixed-methods design. For the quantitative phase, we applied differential item functioning (DIF) analysis with Mantel–Haenszel statistics and logistic regression to the TIMSS 2019 science assessment, while in the qualitative phase, we employed think-aloud interviews and the repertory grid technique (RGT) with 12 students (6 urban, 6 remote) to explore cognitive structures. The quantitative phase identified 26 items (12.3% of 211) disadvantaging remote students, with DIF most pronounced in constructed-response formats and matter-related domains: “Composition of Matter”, “Physical States and Changes in Matter”, and “Properties of Matter”. The follow-up qualitative analyses revealed fragmented, associative cognitive structures in remote learners, marked by reliance on observable (macroscopic) properties rather than microscopic explanations, terminological confusion, microscopic gaps, and misconceptions, contrasting with urban students’ hierarchical integration. Triangulation suggests that the observed disparities are linked to experiential constraints, potentially accounted for by hindered micro–macro connections. Our findings suggest that resource inequities may play a role in sustaining certain biases, indicating that targeted measures could help to make science education more inclusive. Based on these results, we tentatively outline possible educational interventions to improve equity in science education. Full article

(This article belongs to the Special Issue Inquiry-Based Learning and Student Engagement)

13 pages, 237 KB

Open AccessArticle

Mindsets for Preschool Inclusion: Preschool Teachers’ Perspectives on Disability in Early Childhood Education

by Daniel Then and Agneta Floth

Educ. Sci. 2025, 15(9), 1261; https://doi.org/10.3390/educsci15091261 - 22 Sep 2025

Abstract

Inclusion is a process of social transformation that is profoundly shaping the field of early childhood education. According to a narrow understanding of inclusion, the focus is on the joint participation of children with and without disabilities in general educational settings. How preschool [...] Read more.

Inclusion is a process of social transformation that is profoundly shaping the field of early childhood education. According to a narrow understanding of inclusion, the focus is on the joint participation of children with and without disabilities in general educational settings. How preschool teachers perceive and facilitate the inclusion of children with disabilities in this context depends significantly on their understanding of disability. This study therefore explores preschool teachers’ perspectives on the construct of disability. The data are based on interviews with n = 21 preschool teachers working in German preschools. The results show that teachers partially view disabilities as individual deficits of the child, partially as consequences of inadequate environmental conditions, and partially as something to be avoided and deconstructed. Most teachers combine multiple understandings of disability. Overall, the results indicate that a significant number of teachers hold a mindset shaped by the assumption of two distinct groups: those with and those without disabilities (dual-group theory). The results are discussed in the context of current debates on educational inclusion and the dual-group theory. Full article

(This article belongs to the Special Issue Teachers and Teaching in Early Childhood Education and Care: Time to Think Otherwise)

25 pages, 310 KB

Open AccessArticle

Building Bridges for Twice-Exceptional Students: A Case Study in a Secondary School

by Alexandra Pauline Lawson, Jia White and John Williams

Educ. Sci. 2025, 15(9), 1260; https://doi.org/10.3390/educsci15091260 - 19 Sep 2025

Abstract

Twice-exceptional (2e) students, those who are both gifted and experience learning difficulties, are often overlooked in mainstream educational settings. This paper reports on a qualitative case study conducted in a secondary school in Western Australia, exploring the collaborative experiences of one 2e student, [...] Read more.

Twice-exceptional (2e) students, those who are both gifted and experience learning difficulties, are often overlooked in mainstream educational settings. This paper reports on a qualitative case study conducted in a secondary school in Western Australia, exploring the collaborative experiences of one 2e student, their educators, and their mother. Guided by the neurodiversity paradigm and a strengths-based approach, this study engaged the student, their mother, and educators in co-designing practices that addressed the student’s challenges while leveraging their interests and capabilities. Data were collected through semi-structured interviews, questionnaires, written correspondence, work samples, and analysis of school and specialist reports. While the study found that collaboratively developed, personalised practices can enhance student engagement and wellbeing, it also revealed practical challenges, including time constraints, systemic rigidity, and limited staff understanding of 2e students. This study demonstrated the value and potential of teacher-led inquiry in promoting bespoke, strengths-based educational planning for 2e students, while highlighting the challenges of implementing such approaches within traditional school structures. Full article

(This article belongs to the Special Issue Supporting Education Attainment and Inclusion for Twice-Exceptional Students)

16 pages, 345 KB

Open AccessArticle

Austrian Physics Teachers’ Views on Language and Inclusive Content Learning in Multilingual Classrooms

by Iris Knapp, Lisa Paleczek and Susanne Seifert

Educ. Sci. 2025, 15(9), 1259; https://doi.org/10.3390/educsci15091259 - 19 Sep 2025

Abstract

The Austrian education system faces the ongoing challenge of addressing linguistic diversity in classrooms where many middle school students speak a first language other than German. Yet, teaching practices often prioritize subject content over inclusion through language-sensitive approaches, limiting equitable access to education. [...] Read more.

The Austrian education system faces the ongoing challenge of addressing linguistic diversity in classrooms where many middle school students speak a first language other than German. Yet, teaching practices often prioritize subject content over inclusion through language-sensitive approaches, limiting equitable access to education. In response, the revised Austrian middle school curriculum emphasizes “language learning and reading” as a cross-cutting theme, promoting language-sensitive teaching across all subjects, including physics. This study explores how Austrian middle school physics teachers (N = 131) perceive and implement language-sensitive practices in response to the new curriculum. Using a questionnaire, it investigates their attitudes towards (1) the revised curriculum, (2) reading, and (3) the role of language in physics lessons. Findings show that while teachers are highly motivated to implement the curriculum, they often lack the methodological knowledge necessary to effectively support learners with lower German language proficiency. Physics instruction poses specific challenges due to its reliance on subject-specific terminology and academic discourse, further disadvantaging students with lower German language skills. This research highlights the urgent need for targeted professional development to support inclusive, language-sensitive teaching, ensuring all students—regardless of linguistic background—can access and succeed in physics education. Full article

(This article belongs to the Special Issue Inclusive STEAM Education)

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18 pages, 659 KB

Open AccessReview

Virtual Reality in Critical Care Nursing Education: A Scoping Review

by Laura Lima Souza, Samia Valeria Ozorio Dutra, José Aguinaldo Alves da Silva Filho, Lucas Ferreira Silva, Vanessa Gomes Mourão, Daniele Vieira Dantas, Rodrigo Assis Neves Dantas and Kátia Regina Barros Ribeiro

Educ. Sci. 2025, 15(9), 1258; https://doi.org/10.3390/educsci15091258 - 19 Sep 2025

Abstract

The provision of care to critically ill patients demands specialized training. Virtual reality (VR) has emerged as an effective tool in nursing education, promoting active learning and fostering the development of essential care competencies. Therefore, this study aimed to map the existing literature [...] Read more.

The provision of care to critically ill patients demands specialized training. Virtual reality (VR) has emerged as an effective tool in nursing education, promoting active learning and fostering the development of essential care competencies. Therefore, this study aimed to map the existing literature on the content related to the teaching of adult critical care nursing practices that have been modeled in VR environments. This study employed a scoping review methodology, guided by the Joanna Briggs Institute (JBI) and the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) guidelines. A comprehensive search was conducted across 13 data sources, including grey literature. A total of 27 studies were included, highlighting key content areas such as cardiopulmonary resuscitation, tracheostomy care, and mechanical ventilation. The findings indicate that VR has a positive impact on knowledge acquisition, technical skill development, critical thinking, and the enhancement of student and professional confidence and safety. VR demonstrates considerable promise as a pedagogical tool for nursing education in complex clinical settings. However, methodological and technical limitations persist and require further attention. This review contributes to the scientific advancement by systematically organizing the evidence on the use of immersive technologies in health education. Full article

(This article belongs to the Section Technology Enhanced Education)

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17 pages, 958 KB

Open AccessReview

Digital Tools to Support Personalized Education for Gifted Students: A Systematic Literature Review

by Ana Vidal-Fernández, Cipriano Martínez-Algora and Marcos Román-González

Educ. Sci. 2025, 15(9), 1257; https://doi.org/10.3390/educsci15091257 - 19 Sep 2025

Abstract

Personalized education, particularly for gifted students, has attracted increasing attention as digital tools expand opportunities to adapt learning to individual students’ needs, interests, and abilities. However, the conceptual ambiguity surrounding personalization, which is often conflated with differentiation or individualization, calls for a clearer [...] Read more.

Personalized education, particularly for gifted students, has attracted increasing attention as digital tools expand opportunities to adapt learning to individual students’ needs, interests, and abilities. However, the conceptual ambiguity surrounding personalization, which is often conflated with differentiation or individualization, calls for a clearer understanding of its implementation in digital environments. This study presents a systematic literature review of research published between 2000 and 2024 on digital tools for the personalized education of gifted students. Following the PRISMA guidelines, a comprehensive search was conducted in SCOPUS and Web of Science, yielding 257 initial records. After applying inclusion and exclusion criteria, a final corpus of 55 studies was analyzed through temporal, geographic, educational, and curricular perspectives. Thematic coding was also applied. The results show a marked increase in publications after 2020, with the United States and Russia as leading contributors, and a predominant focus on secondary education and STEM/STEAM disciplines. Across studies, digital tools were found to support personalization by fostering autonomy, creativity, collaboration, and advanced cognitive skills, though significant challenges remain in terms of equity, teacher training, and data security. Following this review, we conclude that although digital tools hold substantial promise for advancing personalized learning, their broader implementation requires integrative and context-sensitive strategies. Full article

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22 pages, 1569 KB

Open AccessArticle

Investigating How a Technology-Enhanced, Systems Thinking-Oriented Engineering Course Influences Students’ Attitudes Towards Design and Technology

by Brina Kurent and Stanislav Avsec

Educ. Sci. 2025, 15(9), 1256; https://doi.org/10.3390/educsci15091256 - 19 Sep 2025

Abstract

The aim of this study was to investigate the changes in students’ attitudes towards design and technology in different Information and Communication Technology (ICT)-based learning environments for technical and engineering subjects. Students’ positive attitudes towards the subject can promote deeper knowledge transfer and [...] Read more.

The aim of this study was to investigate the changes in students’ attitudes towards design and technology in different Information and Communication Technology (ICT)-based learning environments for technical and engineering subjects. Students’ positive attitudes towards the subject can promote deeper knowledge transfer and reduce anxiety about technology. Teachers who have a positive attitude towards the subject tend to promote a high-quality learning process. A total of 44 students participated in this study, with the experimental group and the control group each consisting of 22 students. For this study, we used a quasi-experimental research design with pre- and post-tests and a control variable for ICT engagement. The results suggest that the technology-enhanced systems thinking approach has significant effects on perceptions of the difficulty of technology and engineering differences in students’ attitudes towards design and technology, while perceived autonomy in ICT use can increase motivation and engagement. Feeling competent in ICT use may increase perceived interest, awareness, and aspirations for design and technology and reduce tediousness and gender differences in technology and engineering. Full article

(This article belongs to the Special Issue Technology-Enhanced Education for Engineering Students)

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26 pages, 391 KB

Open AccessReview

The Impact of AI on Inclusivity in Higher Education: A Rapid Review

by José Manuel Cotilla Conceição and Esther van der Stappen

Educ. Sci. 2025, 15(9), 1255; https://doi.org/10.3390/educsci15091255 - 19 Sep 2025

Abstract

This paper examines the current implementation of Artificial Intelligence (AI) in higher education and its implications for inclusivity, particularly for minority groups. Using a rapid review methodology, it synthesises academic literature, policy reports, and case studies to explore how AI is reshaping educational [...] Read more.

This paper examines the current implementation of Artificial Intelligence (AI) in higher education and its implications for inclusivity, particularly for minority groups. Using a rapid review methodology, it synthesises academic literature, policy reports, and case studies to explore how AI is reshaping educational environments. The analysis reveals that although AI technologies—such as adaptive learning systems, intelligent tutoring, and predictive analytics—are increasingly adopted, their primary aim remains institutional efficiency rather than fostering equity. Initiatives explicitly designed to support underrepresented students are rare, exposing a gap between technological innovation and inclusive practice. The study identifies key barriers, including socioeconomic inequality, cultural and linguistic bias, and limited institutional capacity, which are often compounded by AI systems trained on non-representative data. While isolated case studies demonstrate that (e.g., culturally) responsive AI can enhance educational access for marginalised learners, these remain exceptions rather than norms. The findings suggest that without deliberate efforts to embed inclusivity in AI design and deployment, existing inequalities may be perpetuated or worsened. The paper concludes that realising AI’s inclusive potential requires ethical frameworks, diverse development teams, and equitable access strategies. It calls for future empirical research focused on practical interventions that reduce disparities, contributing to a more just and inclusive higher education landscape. Full article

(This article belongs to the Section Higher Education)

18 pages, 280 KB

Open AccessArticle

Exploring the Impact of Multigrading on Learners with Disabilities: A Qualitative Study in Harry Gwala District, KZN, South Africa

by Sifiso Emmanuel Mbelu

Educ. Sci. 2025, 15(9), 1254; https://doi.org/10.3390/educsci15091254 - 19 Sep 2025

Abstract

This qualitative study investigates the impact of multigrade classroom arrangements on learners with disabilities in the Harry Gwala District of KwaZulu-Natal, South Africa. Drawing on Bronfenbrenner’s Ecological Systems Theory, the research explores how systemic factors, from classroom-level practices to broader policy environments, shape [...] Read more.

This qualitative study investigates the impact of multigrade classroom arrangements on learners with disabilities in the Harry Gwala District of KwaZulu-Natal, South Africa. Drawing on Bronfenbrenner’s Ecological Systems Theory, the research explores how systemic factors, from classroom-level practices to broader policy environments, shape inclusive education in rural multigrade settings. Data were collected through semi-structured interviews and focus group discussions with twenty teachers and ten principals. Thematic analysis revealed five key themes: instructional challenges, emotional and professional strain on teachers, systemic resource limitations, leadership constraints, and long-term developmental implications for learners with disabilities. Participants reported that multigrade settings hinder differentiated instruction, leading to frustration and disengagement among learners with disabilities. Teachers expressed emotional exhaustion and a lack of training tailored to inclusive multigrade contexts. Principals highlighted chronic resource shortages and unclear policy directives, which limited their ability to support inclusive practices. Despite these challenges, some school principals demonstrated strong commitment and agency, suggesting that leadership can be a catalyst for change even in under-resourced environments. The study contributes to the literature by disentangling the lived experiences of teachers from policy interpretations and by foregrounding the voices of those navigating inclusive education in complex rural settings. It recommends structural reforms, including context-sensitive teacher training, improved resource allocation, and leadership development. These findings align with international commitments such as Article 24 of the UNCRPD and offer practical insights for policymakers, teachers, and researchers committed to advancing equity in education. Full article

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

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