Journal Description
Education Sciences
Education Sciences
is an international, peer-reviewed, open access journal on education 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), 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 24.9 days after submission; acceptance to publication is undertaken in 3.7 days (median values for papers published in this journal in the second half of 2023).
- 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.
Impact Factor:
3.0 (2022);
5-Year Impact Factor:
2.8 (2022)
Latest Articles
Using Digital Technologies to Build Connections between Families and Schools as Children Transition to School
Educ. Sci. 2024, 14(5), 520; https://doi.org/10.3390/educsci14050520 (registering DOI) - 11 May 2024
Abstract
This paper reports research that investigated how digital technologies were used to develop and maintain home–school connections and develop positive relationships when children transition to nursery schools and schools. School case studies, comprising four purposively selected schools with nursery provision in Northern Ireland
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This paper reports research that investigated how digital technologies were used to develop and maintain home–school connections and develop positive relationships when children transition to nursery schools and schools. School case studies, comprising four purposively selected schools with nursery provision in Northern Ireland and four primary schools in New Zealand, provided the context and evidence to enable a small-scale comparative study of how digital technologies enabled the development of relationships between homes and schools over time. In this paper, the findings were analysed using a conceptual model and framework derived from earlier studies in this field. However, given the contemporary social and technological context, it was found that the framework could be reviewed and elaborated, enabling the creation of a new conceptual framework that is offered here. Our findings reveal methods of employing digital technologies to positively support parental engagement when children transition to nurseries and schools. From the analysis of our findings using the framework developed, points to consider for future practice, policy, and research are highlighted, with an emphasis on understanding and integrating parents’ aspirations into the transition process. Opportunities that use existing and emerging methods for home–school–community connections need to be made known to teachers and schools. While the digital technologies used must be capable of maintaining appropriate regular communication, additionally, supporting ways for involving parental voice in reviews of existing practices and exploring new opportunities should be shared with teachers and schools. Future research should explore how the use of digital technologies in developing wider and deeper engagement and participation of parents and carers with nurseries and schools might lead to a longer-term and positive engagement in later years beyond nursery schools and initial transition to school.
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(This article belongs to the Section Technology Enhanced Education)
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Frameworks and Models for Digital Transformation in Engineering Education: A Literature Review Using a Systematic Approach
by
Niels Erik Ruan Lyngdorf, Dan Jiang and Xiangyun Du
Educ. Sci. 2024, 14(5), 519; https://doi.org/10.3390/educsci14050519 (registering DOI) - 11 May 2024
Abstract
In response to the opportunities and challenges posed by rapid technological advancement, digital transformation (DT) has recently emerged as a key concept in higher engineering education. DT involves using digital technologies to transform educational and pedagogical practices to enhance the learning and teaching
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In response to the opportunities and challenges posed by rapid technological advancement, digital transformation (DT) has recently emerged as a key concept in higher engineering education. DT involves using digital technologies to transform educational and pedagogical practices to enhance the learning and teaching experiences, prepare students for the needs of industry, and foster innovation. Despite a growing number of small-scale empirical studies concentrating on digitalization at lower single-activity and classroom levels, the practices of traditional education largely remain. There is a need for more systematic and holistic frameworks to facilitate and guide DT in engineering education. This study reviews 13 studies, using a systematic approach to identify and analyze the literature on frameworks for DT of engineering education. Several characteristics are identified, including types of DT frameworks and models; drivers of DT; and digital learning tools and types. In addition, various anticipated outcomes of DT reported in the included studies are described at the micro, mezzo, and macro levels. Recommendations for future practices for engineering students, educators, and institutions and future research directions for engineering educational researchers are also proposed to support the further development of digital education.
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(This article belongs to the Section STEM Education)
Open AccessArticle
Gender and STEM Education: An Analysis of Interest and Experience Outcomes for Black Girls within a Summer Engineering Program
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Trina Fletcher, Kerrie Hooper, Danay Fernandez Alfonso and Ahlam Alharbi
Educ. Sci. 2024, 14(5), 518; https://doi.org/10.3390/educsci14050518 (registering DOI) - 11 May 2024
Abstract
An effective way to increase the participation of historically excluded students in engineering education is through informal programming that covers science, technology, engineering, and mathematics (STEM). This study is part of a broader investigation conducted by Fletcher aimed at evaluating the programs offered
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An effective way to increase the participation of historically excluded students in engineering education is through informal programming that covers science, technology, engineering, and mathematics (STEM). This study is part of a broader investigation conducted by Fletcher aimed at evaluating the programs offered by the National Society of Black Engineers (NSBE) as part of the Search for Education, Elevation and Knowledge (SEEK) program at different sites. The study collected pre- and post-assessment data from 1235 girls across twelve sites to determine if there were significant differences in interest- and experience-related outcomes at single-gender and coeducation sites. The study found that the two single-gender sites out of the twelve sites had statistically significant differences in participant responses in favor of single-gender sites, with one site showing a significant association with overall enjoyment of the program. The study used social cognitive theory (SCT) and intersectionality to guide the research and found that the site type had a significant association with the results. These findings suggest the need for further exploration of the impact of site type within informal education programs, especially those targeting historically excluded populations in STEM.
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(This article belongs to the Special Issue Gender and STEM Education)
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Digital and Physical Interactive Learning Environments: Early Childhood Mathematics Teachers’ Beliefs about Technology through Reflective Writing
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Maha Saad Alsaeed and Mona Khalifah Aladil
Educ. Sci. 2024, 14(5), 517; https://doi.org/10.3390/educsci14050517 (registering DOI) - 11 May 2024
Abstract
In early mathematics education, the beliefs of the teacher are essential for facilitating the integration of technology into teaching mathematics. This study explores the influence of physical and digital interactive learning environments on the development of early childhood teachers’ beliefs about integrating technology
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In early mathematics education, the beliefs of the teacher are essential for facilitating the integration of technology into teaching mathematics. This study explores the influence of physical and digital interactive learning environments on the development of early childhood teachers’ beliefs about integrating technology into early mathematics classrooms. To understand the development of teachers’ beliefs, a half-year, content-based professional development program that incorporates interactive digital and physical environments was designed for this research on early childhood mathematics teachers (N = 58). We administered a questionnaire to measure teachers’ beliefs regarding employing an interactive technological environment in mathematics classrooms before and after engaging in an intervention program. In addition, a reflective writing strategy was implemented with the participants (N = 10) to understand the development of their beliefs about technology via an evaluation of their levels of reflection. In general, the research findings indicate that an interactive learning environment supports an improvement in teachers’ beliefs about technology. Furthermore, positive qualitative findings were drawn from the reflective writing essays of early childhood teachers. The qualitative findings indicate that an interactive environment enables teachers to be conscious of selecting effective math-specific technologies that facilitate children’s exploration and discovery of mathematics concepts.
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(This article belongs to the Special Issue Using Technologies for Sustainable Inclusive Practices in Early Childhood Education)
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Neurodiversity Positively Predicts Perceived Extraneous Load in Online Learning: A Quantitative Research Study
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Anne-Laure Le Cunff, Vincent Giampietro and Eleanor Dommett
Educ. Sci. 2024, 14(5), 516; https://doi.org/10.3390/educsci14050516 (registering DOI) - 10 May 2024
Abstract
Working memory impairments are common in neurodevelopmental conditions, potentially impacting how neurodivergent students experience cognitive load during learning. We conducted a survey with 231 participants focused on students with attention deficit/hyperactivity disorder (ADHD), autism spectrum disorder (ASD), and dyslexia. Parametric tests and a
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Working memory impairments are common in neurodevelopmental conditions, potentially impacting how neurodivergent students experience cognitive load during learning. We conducted a survey with 231 participants focused on students with attention deficit/hyperactivity disorder (ADHD), autism spectrum disorder (ASD), and dyslexia. Parametric tests and a regression analysis were used to investigate the relationship between neurodiversity and perceived cognitive load in online learning. Neurodivergent students reported significantly higher extraneous cognitive load (ECL) in online learning compared to their neurotypical peers. However, no significant differences in perceived intrinsic and germane cognitive load were found between the two groups. Neurodiversity, and specifically ADHD, positively predicted perceived ECL in online learning. This study provides novel insights into the association between neurodiversity and cognitive load in online learning, suggesting a need for targeted support to help neurodivergent students reduce ECL in online learning environments and highlighting the importance of promoting inclusive educational practices that meet the needs of all students.
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(This article belongs to the Section Education and Psychology)
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Open AccessReview
Team- and Problem-Based Learning in Health Services: A Systematic Literature Review of Recent Initiatives in the United States
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Eileen S. Alexander, Ashley A. White, Ashley Varol, Kacey Appel and Cristian Lieneck
Educ. Sci. 2024, 14(5), 515; https://doi.org/10.3390/educsci14050515 (registering DOI) - 10 May 2024
Abstract
The COVID-19 pandemic caused a sudden shift to virtual platforms. Physical distance and limited experience with both synchronous and asynchronous teamwork at work and school hampered problem-solving and the development of critical thinking skills. Under these circumstances, the implementation of team-based and problem-based
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The COVID-19 pandemic caused a sudden shift to virtual platforms. Physical distance and limited experience with both synchronous and asynchronous teamwork at work and school hampered problem-solving and the development of critical thinking skills. Under these circumstances, the implementation of team-based and problem-based learning (TBL, PBL, respectively) required a reevaluation of how teams collaborate and engage in problem-solving remotely. The research team conducted a systematic review to identify health services studies, themes, and attributes of learning initiatives associated with the success of TBL and PBL conducted during the COVID-19 pandemic. This systematic review was conducted using the preferred reporting items for systematic reviews and meta-analysis (PRISMA) guidelines. The review results identified three themes associated with TBL and PBL learning initiatives in health services: (1) TBL and PBL have transformed health services education with modified TBL (mTBL) and modified PBL (mPBL) as the new norms; (2) the amplification of age-appropriate principles for professional motivation in healthcare; and (3) active learning impacts practical abilities for professional success and future leadership roles. The pandemic underscored the importance of flexibility, resilience, and innovation in TBL and PBL approaches in health services education. Despite the superiority of mPBL and mTBL, the barriers to implementation and student acceptance of active learning include inadequate resource and space allocation, and student preferences for passive, traditional lecture. Further, online learning required increased facilitator training, administration time, and time to provide feedback.
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(This article belongs to the Section Higher Education)
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Rethinking Undergraduate Computer Science Education: Using the 4Es Heuristic to Center Students in an Introductory Computer Science Course
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Francheska D. Starks, Shalaunda M. Reeves, Jonathan Rickert, Kyle Li, Brock Couch and Joanna Millunchick
Educ. Sci. 2024, 14(5), 514; https://doi.org/10.3390/educsci14050514 (registering DOI) - 10 May 2024
Abstract
There is a nationwide effort to increase the representation and engagement of minoritized students in computer science education. Discourse about the barriers to diversity among computer science majors is often characterized by student pathologies and does not consider the impacts of classroom culture
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There is a nationwide effort to increase the representation and engagement of minoritized students in computer science education. Discourse about the barriers to diversity among computer science majors is often characterized by student pathologies and does not consider the impacts of classroom culture and instructor pedagogies. Amid the push for strategies to recruit and retain minoritized students in computer science, little has been done to transform curriculum and analyze faculty perspectives on curriculum and pedagogy as methods to increase students’ access to the computer science major. This paper presents an example of curriculum redesign for an undergraduate introductory computer science course (ICS) that sought to address issues of inequitable representation by centering student identities and redistributing power in favor of students. The authors draw upon critical sociocultural and the 4Es heuristic for disciplinary literacy to reimagine the ICS course as a space that centers on the important roles of identity and power in solving for diversity in computer science education. We highlight for researchers and practitioners how our work may be used to disrupt meritocratic practices that alienate minoritized and economically disadvantaged students and to expand definitions of mastery and expertise in computer science education.
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(This article belongs to the Section STEM Education)
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An Intervention into Imagery and Self-Efficacy: Enhancing Athletic Achievements of Alpine Skiers
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Katrina Volgemute, Zermena Vazne and Daina Krauksta
Educ. Sci. 2024, 14(5), 513; https://doi.org/10.3390/educsci14050513 - 10 May 2024
Abstract
Psychological preparation has taken on a crucial role in today’s sports practice. Effective resolutions to the challenges inherent in athletes’ psychological preparation require a comprehensive understanding of the key components that constitute the psychological preparation process. This quasi-experimental study aims to first, assess
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Psychological preparation has taken on a crucial role in today’s sports practice. Effective resolutions to the challenges inherent in athletes’ psychological preparation require a comprehensive understanding of the key components that constitute the psychological preparation process. This quasi-experimental study aims to first, assess the interrelationships among imagery abilities, physical self-efficacy, and sport performance among a sample of alpine skiers. Secondly, this study sought to assess the effect of a psychological intervention on imagery and self-efficacy, and its impact on their task performance. The proposed hypothesis suggests that integrating imagery and self-efficacy interventions into the training process of alpine skiers will enhance athletes’ achievements on the slalom ski track. Seven leading Latvian youth alpine skiers with an average age of M = 17.14 (SD = 1.77) participated in a three-month psychological skill intervention targeting imagery and self-efficacy enhancement, alongside control training sessions on a slalom ski track to evaluate its effectiveness on sport performance. Pre- and post-intervention assessments were conducted using questionnaires, revealing significant improvements in imagery abilities and self-efficacy (p < 0.05). Notably, positive interrelationships between imagery abilities, self-efficacy, and sport performance were observed. These findings underscore the efficacy of integrating psychological interventions into the athlete training process and highlight the importance of psychological readiness in optimizing athletic achievements, particularly in dynamic sports like alpine skiing. The study results provide novel theoretical and practical psychological insights into the training process of athletes in sports.
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(This article belongs to the Section Education and Psychology)
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Lesson Study as a Professional Development Model for Teaching Spatial Ability in Primary STEM
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Ergi Bufasi, Ildze Čakāne, Karlis Greitans, Inese Dudareva and Dace Namsone
Educ. Sci. 2024, 14(5), 512; https://doi.org/10.3390/educsci14050512 - 10 May 2024
Abstract
This study explores the efficacy of a professional development (PD) model that employs lesson study to teach spatial ability skills in primary STEM education. The structure of the PD supported the ‘Insights’ mechanism by focusing on visualisation, mental rotation, construction and deconstruction, and
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This study explores the efficacy of a professional development (PD) model that employs lesson study to teach spatial ability skills in primary STEM education. The structure of the PD supported the ‘Insights’ mechanism by focusing on visualisation, mental rotation, construction and deconstruction, and spatial orientation, which are vital for nurturing students’ spatial abilities. The ‘Motivation’ mechanism was addressed through goal setting in lesson planning, motivating teachers to integrate spatial tasks into their curricula. Continuous feedback and practical support facilitated the ‘Technique’ mechanism, embedding learned skills into everyday teaching practices. Last, the ‘Embed in Practice’ mechanisms, including action planning and prompts, were effectively translated into classroom practices, evidencing the model’s operational efficacy.
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(This article belongs to the Special Issue Teacher Professional Development and Sustainability)
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Building Resilience into Classrooms: A Participatory Action Approach
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Beth Doll and Kyle Bizal
Educ. Sci. 2024, 14(5), 511; https://doi.org/10.3390/educsci14050511 - 10 May 2024
Abstract
The ClassMaps strategy builds resilience into classrooms by translating the compelling results of developmental risk and resilience research into simple action plans that embed positive protective supports into classroom routines and practices. The refined routines reinforce students’ developing self-agency and foster their nurturing
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The ClassMaps strategy builds resilience into classrooms by translating the compelling results of developmental risk and resilience research into simple action plans that embed positive protective supports into classroom routines and practices. The refined routines reinforce students’ developing self-agency and foster their nurturing relationships with adults and peers. The strategy is carried out in four stages—administering the ClassMaps Survey to describe students’ experiences of classroom strengths and weaknesses, conducting a classroom meeting with students to scrutinize the results and brainstorm plans for change, implementing simple modifications to classroom routines and practices based on that plan, and evaluating the impact of the modifications a few weeks later. The ClassMaps Survey’s central role in the strategy is justified by the reliability of its subscales and their relation to the key protective supports identified in resilience research. The ClassMaps strategy is a useful example of ‘giving psychology away’.
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(This article belongs to the Special Issue Effects of Strengths-Based Interventions for Promoting Social and Emotional Wellbeing among Special Student Populations)
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Open AccessSystematic Review
The Impact of Resilience Interventions on University Students’ Mental Health and Well-Being: A Systematic Review
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Ghalib G. Abulfaraj, Rebecca Upsher, Helena M. S. Zavos and Eleanor J. Dommett
Educ. Sci. 2024, 14(5), 510; https://doi.org/10.3390/educsci14050510 - 10 May 2024
Abstract
Attending university is a time of considerable change, and there are rising concerns about the mental health and well-being of university students, leading to calls for a whole-university approach to student support. Resilience interventions offer an opportunity to improve mental health and well-being,
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Attending university is a time of considerable change, and there are rising concerns about the mental health and well-being of university students, leading to calls for a whole-university approach to student support. Resilience interventions offer an opportunity to improve mental health and well-being, whilst also developing a much sought-after graduate attribute. We conducted a systematic review of interventions designed to increase university students’ levels of resilience and examined the impact of these on students’ mental health and well-being. Five databases identified 1377 unique records, 47 of which were eligible for inclusion. Eligible studies were drawn from a range of countries and adopted different designs, with the most common being the randomised controlled trial (RCT). Interventions were classified into mindfulness, skills-based, psychoeducation, and coaching, with delivery both online and face-to-face. The most common outcomes were depression, anxiety, stress, and well-being. The ‘Quality Assessment Tool for Before-After (Pre-/Post) Studies’ was used to assess the risk of bias with most studies rated as fair. Overall, the studies indicated that there is little evidence of a positive effect on depression, but stress and anxiety may be reduced following interventions. Well-being data were inconclusive. Interestingly, most interventions did not impact measures of resilience or mindfulness, despite the training targeting these constructs. The available research is currently limited and there is a need for more high-quality designs providing descriptions of interventions.
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(This article belongs to the Section Higher Education)
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Make Lectures Match How We Learn: The Nonlinear Teaching Approach to Economics
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Peng Zhou
Educ. Sci. 2024, 14(5), 509; https://doi.org/10.3390/educsci14050509 - 9 May 2024
Abstract
This paper proposes a nonlinear teaching approach, based on learning theories in cognitive psychology, with a special focus on large-cohort economics modules. The fundamental rationale is to match the features of teaching with the nature of learning. This approach was implemented in an
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This paper proposes a nonlinear teaching approach, based on learning theories in cognitive psychology, with a special focus on large-cohort economics modules. The fundamental rationale is to match the features of teaching with the nature of learning. This approach was implemented in an undergraduate economics module, which received qualitative feedback and quantitative evaluation. Formal econometric models with both binary and continuous treatment effects were developed and estimated to quantify the effects of the proposed approach. Evidence shows that the nonlinear teaching approach significantly improves the effectiveness and efficiency of the learning-teaching process but does not promote student attendance.
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(This article belongs to the Topic Effectiveness and Sustainable Application on Educational Technology)
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Nice for Whom? A Dangerous, Not-So-Nice, Critical Race Love Letter
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G. T. Reyes
Educ. Sci. 2024, 14(5), 508; https://doi.org/10.3390/educsci14050508 - 9 May 2024
Abstract
In this article, I critically analyze and respond to empirical data in the form of racialized discourse—specifically, racist messages sent directly to me as a result of my previously published article entitled, “A Love Letter to Educational Leaders of Color: CREWing UP with
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In this article, I critically analyze and respond to empirical data in the form of racialized discourse—specifically, racist messages sent directly to me as a result of my previously published article entitled, “A Love Letter to Educational Leaders of Color: CREWing UP with Critical Whiteness Studies”. Being informed by a robust racial analysis of acts that reinforce white supremacy, this article will likely be perceived as not nice by those who benefit from and work to protect white supremacy. Likely, I will be the one accused of being hateful, divisive, and even racist. In order to interrogate the weaponization of this conception of “niceness”, my analysis will be driven by Critical Race Hermeneutics with white emotionality and whitelashing used as interpretive lenses. As this article’s engagement with these critical race frameworks poses a threat to those who benefit from racism, this is a dangerous, not-so-nice critical race love letter.
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(This article belongs to the Special Issue Niceness, Leadership and Educational Equity)
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The Digital Competences Necessary for the Successful Pedagogical Practice of Teachers in the Digital Age
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Gabriela Kiryakova and Daniela Kozhuharova
Educ. Sci. 2024, 14(5), 507; https://doi.org/10.3390/educsci14050507 - 9 May 2024
Abstract
The digital transformation of society is a reality. Technology is becoming integral to people’s daily lives and children are growing up in the digital age. The education systems have to reflect and adapt to the new digital reality to effectively engage and prepare
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The digital transformation of society is a reality. Technology is becoming integral to people’s daily lives and children are growing up in the digital age. The education systems have to reflect and adapt to the new digital reality to effectively engage and prepare students for the future. Teachers have to possess digital competences at a high level, meaning that they are successfully able to use digital tools and technologies in their teaching practices. Digital competences include digital literacy, experience using educational software and platforms, and the ability to seamlessly integrate information and communication technologies (ICT) into the organization of educational activities. The current paper aims to study the opinion of teachers in Bulgarian schools regarding the possibilities of using digital technologies to achieve educational goals and the extent to which teachers integrate digital tools in their teaching activities. Teachers’ opinions about the need for specific digital competences are important. The results of the survey show that teachers in Bulgaria actively use digital technologies in their daily teaching activities (84.8%) in order to create and provide learning content to students and to provoke their active participation, and is a convenient tool for evaluating their students’ knowledge and skills and for providing effective feedback. The conducted research also identifies the necessary competences that teachers of the digital generation of learners need—skills and competences for developing authored electronic resources in various formats for students with different learning styles, as well as for working in online environments—individually and collaboratively with other teachers.
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(This article belongs to the Special Issue Technology as a Tool for Inclusive Education)
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Examining the Influence of Secondary Math and Science Teacher Preparation Programs on Graduates’ Instructional Quality and Persistence in Teaching
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Danielle Marie Rhemer, Will Rogers and Sherry Ann Southerland
Educ. Sci. 2024, 14(5), 506; https://doi.org/10.3390/educsci14050506 - 8 May 2024
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This quantitative, non-experimental study explored the relationship between the features of math and science teachers’ preparation programs and their graduates’ instructional rigor and persistence in teaching. Five math and science teacher preparation programs from across the United States were examined. Six sets of
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This quantitative, non-experimental study explored the relationship between the features of math and science teachers’ preparation programs and their graduates’ instructional rigor and persistence in teaching. Five math and science teacher preparation programs from across the United States were examined. Six sets of instructional tasks were collected from forty-six recent graduates of these programs to provide insights into novices’ instructional rigor, and employment data were collected for thirty-seven of these graduates three to eight years after graduation. Regardless of the program’s features, all teachers could design and implement instruction with moderate to high rigor. However, this ability was not the norm. Mixed-effect models suggest the strongest evidence between degree types (bachelor versus post-bachelor) was related to teachers’ persistence: novices from graduate programs were more likely to persist in the work. However, no program feature was strongly associated with instructional rigor. Further research is needed to determine if the differences we found in teacher persistence are due to the nature of applicants drawn to particular programs (undergraduate versus graduate) or the program’s structure. Future research is also needed to explore the influence of instructional context (i.e., district, school, and department norms for instruction) on math and science teachers’ instructional rigor.
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Comparative Analysis of Knowledge Control and Evaluation Methods in Higher Education
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Nitza Davidovitch, Aleksandra Gerkerova and Olga Kyselyova
Educ. Sci. 2024, 14(5), 505; https://doi.org/10.3390/educsci14050505 - 8 May 2024
Abstract
The article analyses knowledge control and evaluation methods in higher education, focusing on both standardized and non-standardized testing. It explores fundamental quality criteria and the perspectives of lecturers and students on the roles of these methods in assessing knowledge. The study evaluates attitudes
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The article analyses knowledge control and evaluation methods in higher education, focusing on both standardized and non-standardized testing. It explores fundamental quality criteria and the perspectives of lecturers and students on the roles of these methods in assessing knowledge. The study evaluates attitudes towards both testing types, considering factors such as efficiency, usability, reliability, objectivity, accuracy, and content relevance. The findings suggest that combining standardized and non-standardized tests with problem-solving tasks significantly enhances knowledge assessment in technical disciplines, demonstrating the methods’ interdependence and complementarity. Data shows that both testing types achieve high scores, with standardized tests receiving an integral index of 0.72 and non-standardized tests scoring 0.69. Respondents positively evaluate the effectiveness and convenience of standardized tests, attributing their reliability, objectivity, accuracy, and practical orientation. Although there is a clear preference for standardized tests among participants, the benefits of non-standardized tests are also acknowledged. The study thus recommends a balanced approach, incorporating both methods to ensure an effective and high-quality assessment and knowledge control strategy in higher education.
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(This article belongs to the Special Issue Assessment and Evaluation in Higher Education—Series 3)
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Designing Holistic and Multivoiced Online Learning: Higher Education Actors’ Pedagogical Decisions and Perspectives
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Vasiliki Papageorgiou, Edgar Meyer and Iro Ntonia
Educ. Sci. 2024, 14(5), 504; https://doi.org/10.3390/educsci14050504 - 8 May 2024
Abstract
Higher education has witnessed continuous growth in online learning, further catalysed by the COVID-19 pandemic. Moving forward, it is important to transition from remote teaching to sustainable, high-quality and mature online learning practices for impactful student learning. This paper presents the findings of
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Higher education has witnessed continuous growth in online learning, further catalysed by the COVID-19 pandemic. Moving forward, it is important to transition from remote teaching to sustainable, high-quality and mature online learning practices for impactful student learning. This paper presents the findings of a qualitative multiple case study research that investigated the pedagogical decisions and rationales of educators and digital learning professionals in deliberately designed online learning contexts. Data were collected through 31 interviews, observations and documents from seven interdisciplinary design teams across six UK universities over an extended period. Three themes were constructed to convey key research insights including: (1) embracing a multi-level view of student learning journeys, (2) embedding multiple and diverse ‘voices’ and (3) creating a complex web of social learning opportunities and ‘spaces’. The findings from this study offer a revitalised understanding of pedagogies suggesting holistic and multivoiced approaches to online learning. Findings pointed to the need for narrative-based approaches to online learning design, attention to purposeful hybrid learning spaces and an expansive view of educators’ role. The insights presented in this paper can be enlightening for educators, teaching teams, digital learning teams, academic developers, researchers and university leadership, opening up dialogue and new directions for online learning practices and research.
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(This article belongs to the Special Issue Technologies and Teacher Education: Situating Educators in Possible Futures and Postdigital Era)
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Open AccessArticle
Strategies for Integrating Generative AI into Higher Education: Navigating Challenges and Leveraging Opportunities
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Gila Kurtz, Meital Amzalag, Nava Shaked, Yanay Zaguri, Dan Kohen-Vacs, Eran Gal, Gideon Zailer and Eran Barak-Medina
Educ. Sci. 2024, 14(5), 503; https://doi.org/10.3390/educsci14050503 - 7 May 2024
Abstract
The recent emergence of generative AI (GenAI) tools such as ChatGPT, Midjourney, and Gemini have introduced revolutionary capabilities that are predicted to transform numerous facets of society fundamentally. In higher education (HE), the advent of GenAI presents a pivotal moment that may profoundly
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The recent emergence of generative AI (GenAI) tools such as ChatGPT, Midjourney, and Gemini have introduced revolutionary capabilities that are predicted to transform numerous facets of society fundamentally. In higher education (HE), the advent of GenAI presents a pivotal moment that may profoundly alter learning and teaching practices in aspects such as inaccuracy, bias, overreliance on technology and algorithms, and limited access to educational AI resources that require in-depth investigation. To evaluate the implications of adopting GenAI in HE, a team of academics and field experts have co-authored this paper, which analyzes the potential for the responsible integration of GenAI into HE and provides recommendations about this integration. This paper recommends strategies for integrating GenAI into HE to create the following positive outcomes: raise awareness about disruptive change, train faculty, change teaching and assessment practices, partner with students, impart AI learning literacies, bridge the digital divide, and conduct applied research. Finally, we propose four preliminary scale levels of a GenAI adoption for faculty. At each level, we suggest courses of action to facilitate progress to the next stage in the adoption of GenAI. This study offers a valuable set of recommendations to decision-makers and faculty, enabling them to prepare for the responsible and judicious integration of GenAI into HE.
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(This article belongs to the Special Issue Imagine the Future of Higher Education: Challenges and Opportunities for Teaching and Learning)
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D-Learning: An Experimental Approach to Determining Student Learning Outcomes Using Augmented Reality (AR) Technology
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Jadranko Tuta and Ljerka Luić
Educ. Sci. 2024, 14(5), 502; https://doi.org/10.3390/educsci14050502 - 7 May 2024
Abstract
This study investigates the impact of applying digital learning through the use of augmented reality technology in university education on student learning outcomes. The research strategy and design were developed with the aim of answering the following research questions: Do different forms of
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This study investigates the impact of applying digital learning through the use of augmented reality technology in university education on student learning outcomes. The research strategy and design were developed with the aim of answering the following research questions: Do different forms of active learning using augmented reality (AR) influence student knowledge?; Is it possible to assess the impact of AR implementation in teaching on the quality of learning outcomes? The main goal of his research is to identify the information objects Situated, Games, and Research within the Active Learning information package and, based on them, examine and determine the existence, relationship, and intensity of connections of the created information construct Knowledge. The research was conducted through the application of an experimental technique with incorporated survey and knowledge test methods on a sample of 270 participants, in 3 groups of 90 students each. Knowledge was examined through initial tests and final tests for each form of the conducted experiment: Situated, Games, and Research. The obtained results were processed using statistical methods of calculating correlation coefficients and factor analysis. The results indicate that students taught through all forms of AR active learning achieve a statistically significantly higher level of knowledge, thus confirming the hypothesis. In conclusion, the obtained research results provide a basis for further research using the described methodology and the further development of educational application solutions based on new AR technologies.
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(This article belongs to the Section Technology Enhanced Education)
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Perceptions of UDL Teaching Practices among University Students with Disabilities
by
Yi-Fan Li, Dalun Zhang, Chih-Tsen Liu, Ke Wang, Wei Yan and Xin Dong
Educ. Sci. 2024, 14(5), 501; https://doi.org/10.3390/educsci14050501 - 7 May 2024
Abstract
The purpose of this study was to investigate how students’ disabilities impacted their learning at the university and to measure their perceptions of universal design for learning (UDL). An online survey was administered at a large public research university in the south-central United
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The purpose of this study was to investigate how students’ disabilities impacted their learning at the university and to measure their perceptions of universal design for learning (UDL). An online survey was administered at a large public research university in the south-central United States; 160 students with disabilities completed the survey. These students with disabilities described how their disabilities influenced their learning in the following aspects: attention issues, slow processing, absence, accessibility issues, reading and writing challenges, mental health challenges, and social interaction challenges. The results also revealed that some UDL teaching practices were not being fully utilized by instructors based on the perceptions of students with disabilities. We discussed those UDL practices which were not being used by instructors and highlighted the impact of using the practices on students’ learning. These practices include effective teaching methods such as helping students organize and summarize learning content, using technology to increase accessibility, providing flexibility in assessments and assignments, providing meaningful feedback, and recruiting students’ attention and engagement.
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(This article belongs to the Special Issue Advances in Inclusive Autism Research and Practice: Co-produced Understandings of Inclusion and Educational Support)
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