Formal and Non-Formal Learning Contexts: Interdisciplinary Perspectives in Educational Sciences

Journal Name	Impact Factor	CiteScore	Launched Year	First Decision (median)	APC
Education Sciences education	3.5	6.2	2011	24.8 Days	CHF 2000	Submit
Knowledge knowledge	-	-	2021	45.6 Days	CHF 1000	Submit
Social Sciences socsci	2.0	3.5	2012	30.3 Days	CHF 1800	Submit
Sustainability sustainability	4.1	8.9	2009	16.9 Days	CHF 2400	Submit
World world	2.8	-	2020	29.5 Days	CHF 1200	Submit

16 pages, 636 KB

Open AccessArticle

Institutional Mentoring, Educational Aspirations, and Social Inequality in Hungary

by Zita Horváth and Emese Nagy

Soc. Sci. 2026, 15(8), 546; https://doi.org/10.3390/socsci15080546 - 13 Aug 2026

Viewed by 158

Educational inequality and early school leaving remain persistent challenges in stratified education systems, particularly for disadvantaged students in rural areas. Although mentoring programmes are widely promoted as compensatory interventions, relatively little is known about how institutionally embedded mentoring influences educational aspirations and trajectories [...] Read more.

Educational inequality and early school leaving remain persistent challenges in stratified education systems, particularly for disadvantaged students in rural areas. Although mentoring programmes are widely promoted as compensatory interventions, relatively little is known about how institutionally embedded mentoring influences educational aspirations and trajectories within highly stratified school systems. This study examines the nationwide Hungarian Teach for Hungary mentoring programme, in which university students provide formally organised peer mentoring to disadvantaged lower secondary school students. The study adopts a triangulated mixed-methods design, integrating longitudinal administrative education data (2018–2024), pre–post survey data, and qualitative interviews. The dataset includes 25 higher education institutions, 108 partner schools, and more than 3300 mentored students, enabling an analysis of mentoring processes across diverse institutional and regional contexts. The findings suggest that mentoring is associated with more structured educational aspirations, smoother transitions to upper secondary education, and more stable patterns of school participation, particularly in disadvantaged rural settings. Rather than producing direct academic effects, mentoring appears to operate through institutional mechanisms that shape students’ access to educational information, expectations, and opportunity structures. Formal mentor preparation, ongoing supervision, and institutional coordination emerge as key conditions for sustaining high-quality mentoring relationships and supporting students’ educational orientation. The study contributes to international research on mentoring and educational inequality by conceptualizing mentoring as an institutionally mediated mechanism embedded within stratified education systems. Beyond the Hungarian context, the findings provide analytically transferable insights for education systems seeking to address persistent inequalities in educational access and transition opportunities. Full article

(This article belongs to the Topic Formal and Non-Formal Learning Contexts: Interdisciplinary Perspectives in Educational Sciences)

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25 pages, 2917 KB

Open AccessSystematic Review

Systematic Review of the Effectiveness of Neurodidactic Spaced Learning Strategies in Long-Term Memory

by Marianela Silva Sánchez, Gertrudis Amarilis Lainez Quinde and Wilson Alexander Zambrano Vélez

Educ. Sci. 2026, 16(6), 962; https://doi.org/10.3390/educsci16060962 - 17 Jun 2026

Viewed by 1124

Abstract

In the current higher education landscape, students frequently resort to “cramming” or massed study practices, which often lead to superficial learning and rapid information decay rather than long-term memory (LTM) consolidation. This systematic review aims to analyze the evidence on the effectiveness of [...] Read more.

In the current higher education landscape, students frequently resort to “cramming” or massed study practices, which often lead to superficial learning and rapid information decay rather than long-term memory (LTM) consolidation. This systematic review aims to analyze the evidence on the effectiveness of neurodidactic strategies based on spaced learning for LTM consolidation in university contexts. Following the PRISMA statement and the PICOS model, a comprehensive search was conducted in Scopus and Web of Science, identifying 19 empirical studies that met the eligibility criteria. The corpus was then subjected to a risk of bias assessment using RoB-2, ROBINS-I, and MMAT. The results indicate that neurodidactic strategies—categorized into operative, methodological, and socio-emotional types—are associated with improved knowledge retention in several contexts when learning episodes are distributed over time. Some studies report positive trends in retention compared to massed practice, particularly in health sciences and language learning, but the heterogeneity of methodologies and outcome measures limits definitive conclusions. Therefore, while the integration of spaced learning within a neurodidactic framework appears promising, the evidence should be interpreted as suggestive rather than conclusive, and further research is needed to confirm these observations across diverse settings. This systematic review has been registered in the Open Science Framework (OSF). Full article

(This article belongs to the Topic Formal and Non-Formal Learning Contexts: Interdisciplinary Perspectives in Educational Sciences)

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22 pages, 5664 KB

Open AccessArticle

Empirical Restructuring of Planning Education Under Spatial Data Science Intervention

by Lixiang Zhai, Xiaoqian Wang, Jingjing Zhang and Peng Qi

Educ. Sci. 2026, 16(6), 932; https://doi.org/10.3390/educsci16060932 - 11 Jun 2026

Viewed by 309

Abstract

Driven by the digital transformation of territorial spatial governance, traditional urban planning is irreversibly shifting towards a data-driven empirical paradigm. However, constrained by mimetic isomorphism and path dependence, many geography-based regional universities remain trapped in an educational dilemma: they overemphasize morphological representation while [...] Read more.

Driven by the digital transformation of territorial spatial governance, traditional urban planning is irreversibly shifting towards a data-driven empirical paradigm. However, constrained by mimetic isomorphism and path dependence, many geography-based regional universities remain trapped in an educational dilemma: they overemphasize morphological representation while marginalizing quantitative decision-making, fostering a structural mismatch between graduate competencies and industry demands. To explore a systematic pathway out of this dilemma, this study chronicles a three-year pedagogical intervention utilizing a mixed-methods design with a historical control cohort (N = 275) within the urban planning program of Gansu Agricultural University—a regional institution situated in a less-developed frontier where territorial renewal demands macro-spatial synthesis over aesthetic forms. The intervention strategically redefined the graduate competency profile as “spatial data analysts”, constructing a pedagogical model comprising foundational algorithmic training, cross-disciplinary faculty collaboration, and real-world Project-Based Learning (PBL), coupled with a restructured, evidence-based evaluation system. Longitudinal tracking and quantitative analyses indicate a structural alignment with elevated educational efficacy. At the macro level of employment trajectories, the proportion of graduates securing knowledge-intensive data positions experienced a structural shift, rising from a baseline of 14.5% to 42.5%, reflecting an enhanced capacity to capitalize on expanding societal demands. At the meso level of practical competence, the award rate in high-level professional competitions increased by 35.4%. At the micro cognitive level, the new evaluation mechanism is associated with a successful redirection of students’ cognitive resources toward algorithmic logic and policy translation (p < 0.001) while highly significantly enhancing their self-efficacy in tackling complex, wicked engineering problems (p < 0.001). Rather than isolating pure causal mechanics, this study interprets these systemic gains as a contextual realignment of academic supply. It provides a context-sensitive, reproducible methodological reference for cultivating professional distinctiveness and reshaping the spatial planning education system in the digital era. Full article

(This article belongs to the Topic Formal and Non-Formal Learning Contexts: Interdisciplinary Perspectives in Educational Sciences)

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13 pages, 1139 KB

Open AccessArticle

Beyond the Classroom: Reframing the EFL Curriculum Through Place-Based and Experiential Learning

by Alexandra Fidalgo Das Neves and Armando Daniel Sousa

Educ. Sci. 2026, 16(6), 839; https://doi.org/10.3390/educsci16060839 - 27 May 2026

Viewed by 788

Abstract

Preparing learners for participation in global communication requires alignment with broader curricular frameworks, yet meaningful learning also depends on engagement with students’ sociocultural and ecological contexts. Balancing these dimensions constitutes a central challenge for secondary EFL curriculum design. Drawing on Experiential Learning theory [...] Read more.

Preparing learners for participation in global communication requires alignment with broader curricular frameworks, yet meaningful learning also depends on engagement with students’ sociocultural and ecological contexts. Balancing these dimensions constitutes a central challenge for secondary EFL curriculum design. Drawing on Experiential Learning theory and Local Critical Pedagogy, this study explores how a place-based and experiential approach can contribute to reframing the secondary EFL curriculum through the integration of outdoor and community-based learning practices. The study pursued three objectives: (a) to explore the pedagogical potential of an interdisciplinary and non-formal approach to EFL instruction; (b) to design and implement a locally grounded curricular module aligned with national requirements; and (c) to analyse the contribution of experiential and outdoor practices to the enrichment of the formal English curriculum. Adopting a qualitative, exploratory and interpretative design, the study involved 20 tenth-grade students and consisted of the curricular reconfiguration of a 10th-grade module developed in collaboration with a local environmental education project (Bioescola). Following Orion’s outdoor learning model, the intervention unfolded in three stages: preparatory classroom work, an interdisciplinary outdoor learning experience, and a structured reflective session. Data were collected through questionnaires, semi-structured interviews, and field notes. Findings suggest increased student engagement in oral interaction and greater communicative confidence, alongside stronger engagement with local ecological contexts. The study concludes that the integration of place-based and ecologically oriented practices into EFL teaching can meaningfully enrich the formal curriculum. While limited in scope and sample size, the research highlights the transformative potential of locally embedded experiential language education in upper secondary schooling. Full article

(This article belongs to the Topic Formal and Non-Formal Learning Contexts: Interdisciplinary Perspectives in Educational Sciences)

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23 pages, 3981 KB

Open AccessArticle

Comparing the Effects of GenAI and Traditional Search on Scientific Concept Understanding in a Simulation-Based Video Lecture: An Eye-Tracking Study

by Jingjing Xu, Yiqing Huang, Zhongling Pi and Longlong Li

Educ. Sci. 2026, 16(5), 769; https://doi.org/10.3390/educsci16050769 - 13 May 2026

Viewed by 494

Abstract

Using search tools for help-seeking during simulation-based video lectures has become increasingly popular and important. Intelligence search tools (such as GenAI) and traditional search engines, two of the most commonly used search methods, can aid students’ learning of scientific concepts. However, few studies [...] Read more.

Using search tools for help-seeking during simulation-based video lectures has become increasingly popular and important. Intelligence search tools (such as GenAI) and traditional search engines, two of the most commonly used search methods, can aid students’ learning of scientific concepts. However, few studies have investigated how different search modes influence students’ understanding of these concepts. The present study aimed to identify the effects of GenAI search and traditional search on students’ understanding of scientific concepts in a simulation-based video lecture, focusing on visual attention, behavioral patterns, cognitive load, and learning performance. Our study adopted a between-subjects design with two experimental conditions: (a) Traditional search (n = 28) and (b) GenAI search (n = 29). We assigned participants to watch a video lecture, during which they could choose to operate a virtual simulation experiment or search for relevant information in a designated search area. Participants’ eye movements, behavior patterns, cognitive load and learning performance were measured and analyzed. The result revealed that traditional search prompted sustained attention to video learning materials, while GenAI search increased cross-area visual scanning and showed more frequent information search behavior. In addition, students’ retention performance improved, although their transfer performance did not show a significant increase in GenAI search. Furthermore, there was no significant difference in cognitive load between the two conditions. These results suggest that although GenAI encourages students to organize and process more information in the active exploration region, it has notable limitations in supporting deeper, context-dependent understanding and deductive reasoning regarding abstract concepts. Full article

(This article belongs to the Topic Formal and Non-Formal Learning Contexts: Interdisciplinary Perspectives in Educational Sciences)

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18 pages, 321 KB

Open AccessArticle

Enhancing Knowledge Absorptive and Protective Capacity in South African State-Owned Enterprises Through Training and Development Practices

by Malefetjane Phineas Phaladi and Stevens Phaphadi Mamorobela

Knowledge 2026, 6(2), 9; https://doi.org/10.3390/knowledge6020009 - 1 Apr 2026

Viewed by 1247

Abstract

This study examined how human resource management (HRM) training and development practices contribute to strengthening knowledge absorptive and protective capacities within South African state-owned enterprises (SOEs). Using an exploratory mixed-methods approach, this research was conducted in two phases. Firstly, 20 HR managers were [...] Read more.

This study examined how human resource management (HRM) training and development practices contribute to strengthening knowledge absorptive and protective capacities within South African state-owned enterprises (SOEs). Using an exploratory mixed-methods approach, this research was conducted in two phases. Firstly, 20 HR managers were interviewed, and annual reports from nine SOEs were reviewed. Thematic analysis, supported by Atlas.ti, revealed key insights that informed the design of a survey used in the second phase. In the second phase, the survey was administered to 585 randomly selected employees across three SOEs, achieving a 25% response rate. Data analysis carried out with Statistical Analysis Software (SAS) version 8.4 showed strong reliability, with a Cronbach’s alpha of 0.94. Findings indicate that training and development initiatives play a significant role in building absorptive capacity as they enhance knowledge acquisition and the ability to integrate new skills. These practices also reinforced employees’ tacit knowledge base, particularly through job-specific training and skills development. However, whilst HRM practices were effective in knowledge absorption, they were less successful in safeguarding and protecting critical tacit knowledge against potential loss. This study highlights the dual challenge facing SOEs: advancing employees’ capacity to absorb knowledge whilst also developing stronger mechanisms to protect valuable expertise. Full article

(This article belongs to the Topic Formal and Non-Formal Learning Contexts: Interdisciplinary Perspectives in Educational Sciences)

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18 pages, 316 KB

Open AccessArticle

A Replication Study of the Effects of Guided Versus Minimally Guided Classroom Engagement on Academic Achievement in Physics

by Uchenna Kingsley Okeke and Sam Ramaila

Educ. Sci. 2026, 16(4), 519; https://doi.org/10.3390/educsci16040519 - 26 Mar 2026

Viewed by 722

Abstract

This study presents a comparative analysis of classroom engagement effects on the academic achievement of senior secondary school physics students, focusing on the replication of prior research and contrasting the impacts of guided and minimally guided constructivist instructional approaches. Drawing on established frameworks [...] Read more.

This study presents a comparative analysis of classroom engagement effects on the academic achievement of senior secondary school physics students, focusing on the replication of prior research and contrasting the impacts of guided and minimally guided constructivist instructional approaches. Drawing on established frameworks of inquiry-based instruction, particularly Cognitively Guided Instruction (CGIS) and Cubing Instruction (CIS), the research investigates their relative efficacy in enhancing student learning outcomes. The clustered quasi-experimental pretest–posttest design, involving the Cognitively Guided Instructional Strategy (CGIS) and the Cubing Instructional Strategy (CIS), was adopted by the study. The intact classroom groups of schools purposively selected participated in the study. An achievement test was administered before and after instruction, and the Analysis of Covariance (ANCOVA) and t-tests were used to determine the effects of the intervention while controlling for baseline achievement and mathematical ability. The findings show that the treatment had a significant effect on the students’ achievement (p = 0.030). The t-test result demonstrated that students exposed to the CGIS recorded higher posttest mean scores than those in the CIS group. These outcomes suggests that guided inquiry may offer pedagogical advantages in supporting classroom and conceptual learning. However, the evidence should be cautiously interpreted. The study contributes to the literature as a conceptual replication by providing evidence regarding the effects of guided and minimally guided constructivist approaches in a different instructional setting. The outcomes underscore the importance of balancing instructional guidance and learner autonomy in physics classrooms, as well as the need for further research involving larger samples and diverse contexts to strengthen causal inference. Full article

(This article belongs to the Topic Formal and Non-Formal Learning Contexts: Interdisciplinary Perspectives in Educational Sciences)

21 pages, 5423 KB

Open AccessArticle

Craft as Pedagogy in Architectural Production: Labour, Technology and Non-Formal Learning

by Milinda Pathiraja

Soc. Sci. 2026, 15(3), 211; https://doi.org/10.3390/socsci15030211 - 23 Mar 2026

Cited by 1 | Viewed by 647

Abstract

In rapidly urbanising developing economies, construction activity frequently relies on informal and semi-skilled labour. This coincides with limited opportunities for systematic skill development, leading to persistent labour deskilling. While existing research has predominantly addressed these challenges through policy reform, industrialisation, or efficiency-driven technological [...] Read more.

In rapidly urbanising developing economies, construction activity frequently relies on informal and semi-skilled labour. This coincides with limited opportunities for systematic skill development, leading to persistent labour deskilling. While existing research has predominantly addressed these challenges through policy reform, industrialisation, or efficiency-driven technological models, less emphasis has been placed on the role of architectural design in shaping labour–technology relations on-site. This article adopts a constructivist perspective on technology to investigate how architectural design can serve as a socio-technical framework for non-formal labour upskilling within construction practice. Drawing upon qualitative case studies of two architectural projects in Sri Lanka—a suburban residential retrofit and a low-income rural housing prototype—this study analyses how design strategies such as systemisation, construction sequencing, material hybridity, and craft-based component detailing embed tacit learning within production processes. The findings demonstrate that craft, understood as a mode of tacit knowledge and on-the-job learning rather than as a stylistic or nostalgic response, can facilitate skill acquisition across diverse economic and technical contexts. By repositioning architectural design as an active mediator between technology and labour, this article contributes to debates within construction studies, social sciences, and architectural theory and proposes design-led construction strategies as a context-sensitive alternative to purely policy- or efficiency-driven approaches to labour development. Full article

(This article belongs to the Topic Formal and Non-Formal Learning Contexts: Interdisciplinary Perspectives in Educational Sciences)

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25 pages, 4484 KB

Open AccessArticle

Innovative Teaching for Enhancing Pro-Environmental Behavior Among First-Year University Students: Evidence from a Solomon Four-Group Experimental Design

by Surasak Jotaworn, Wanjai Lamprom and Issara Siramaneerat

Soc. Sci. 2026, 15(3), 162; https://doi.org/10.3390/socsci15030162 - 3 Mar 2026

Cited by 1 | Viewed by 981

Abstract

Given the persistent challenges in promoting pro-environmental behavior and student engagement in higher education, particularly in environmental courses, this study examines the effects of creative teaching strategies—specifically icebreaker games and activities—on cognitive understanding, attitudes, and pro-environmental behaviors among first-year university students in environmental [...] Read more.

Given the persistent challenges in promoting pro-environmental behavior and student engagement in higher education, particularly in environmental courses, this study examines the effects of creative teaching strategies—specifically icebreaker games and activities—on cognitive understanding, attitudes, and pro-environmental behaviors among first-year university students in environmental education. Grounded in the Green Competency framework and game-based learning theory, the study addresses an empirical gap concerning the sustained impacts of active learning approaches. A Solomon four-group experimental design was employed with 200 students enrolled in the Environmental Society course at Rajamangala University of Technology Thanyaburi (RMUTT). Pre- and post-tests assessed changes across the three learning domains. ANOVA and Scheffé post hoc analyses revealed statistically significant improvements in cognition, attitudes, and behaviors among students exposed to the intervention, particularly those receiving both pre-testing and innovative instruction. Regression analysis indicated that cognitive understanding was the strongest predictor of pro-environmental behavior (β = 0.531, p < 0.001), while demographic variables showed no significant influence. The findings demonstrate that well-designed icebreaker activities can enhance student engagement and foster lasting behavioral change when aligned with course objectives. This study contributes to the sustainability education literature by linking active pedagogy, emotional engagement, and behavioral outcomes and offers practical implications for student-centered curriculum design in higher education. Full article

(This article belongs to the Topic Formal and Non-Formal Learning Contexts: Interdisciplinary Perspectives in Educational Sciences)

27 pages, 1633 KB

Open AccessArticle

Pedagogical Design for Integrating Formal and Non-Formal Learning: Insights from a TLS-Based CPD Model in a Resource-Constrained Context

by Dana Assakayeva, Kuanyshbek Adanov, Rashit Belgibayev and Inessa Morkhova

Educ. Sci. 2025, 15(12), 1662; https://doi.org/10.3390/educsci15121662 - 10 Dec 2025

Cited by 2 | Viewed by 1259

Abstract

Few studies have examined how formal and non-formal learning contexts can be systematically combined within teacher professional development, particularly in low- and middle-income country (LMIC) settings where non-formal education remains underdeveloped. This study addresses this gap by presenting the development and implementation of [...] Read more.

Few studies have examined how formal and non-formal learning contexts can be systematically combined within teacher professional development, particularly in low- and middle-income country (LMIC) settings where non-formal education remains underdeveloped. This study addresses this gap by presenting the development and implementation of a Teacher–Lesson–School (TLS)-Based Personalized Teacher Professional Development model (PTPD-model) aimed at enhancing teachers’ functional and digital literacy as a prerequisite for fostering similar competencies among students. The novelty of the model lies in integrating formal subject-based instruction with non-formal school education (clubs, workshops, and project formats), positioning teachers not only as participants in formal Continuing Professional Development (CPD) courses but also as active agents of non-formal learning. The model draws upon international research frameworks, including the Programme for the International Assessment of Adult Competencies (PIAAC), the Teaching and Learning International Survey (TALIS), the Programme for International Student Assessment (PISA), the TLS approach, and the framework of Teacher Professional Development for Sustainable Development Goals (TPD for SDG). The study was conducted in 2023–2025 using a mixed, longitudinal, quasi-experimental design and a purposive sample (n= 80 teachers from 16 rural schools in Kazakhstan). A triangulated evaluation approach combined self-assessment and expert-based observations. The TLS-based PTPD model was implemented as a modular program with elements of coaching, personalization, and school-based projects. The findings demonstrate significant improvements in teachers’ digital and instructional competencies, lesson quality, and school-level engagement. This study provides one of the first systematic examinations of such integration in Central Asia, offering insights relevant to regional reforms, global education policy, and the achievement of Sustainable Development Goal 4.7 (SDG 4.7). Full article

(This article belongs to the Topic Formal and Non-Formal Learning Contexts: Interdisciplinary Perspectives in Educational Sciences)

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14 pages, 244 KB

Open AccessArticle

Integrating Formal and Non-Formal Learning: A Qualitative and Quantitative Study of Innovative Teaching Strategies in Secondary Schools

by Gianluca Gravino, Davide Di Palma, Fabiola Palmiero, Generoso Romano and Maria Giovanna Tafuri

Educ. Sci. 2025, 15(12), 1649; https://doi.org/10.3390/educsci15121649 - 6 Dec 2025

Cited by 1 | Viewed by 1360

Abstract

This study explores the impact of integrating formal and non-formal learning in secondary school education through a mixed-methods experimental design. A total of 120 students (aged 14–16) from two secondary schools were randomly assigned to an experimental group (n = 60) and a [...] Read more.

This study explores the impact of integrating formal and non-formal learning in secondary school education through a mixed-methods experimental design. A total of 120 students (aged 14–16) from two secondary schools were randomly assigned to an experimental group (n = 60) and a control group (n = 60). The experimental group participated in a twelve-week interdisciplinary programme that combined traditional curricular subjects with non-formal educational practices such as sports, theatre, art, and community engagement, supported by digital learning platforms. Quantitative data were collected through validated instruments, while qualitative data were gathered through observations, focus groups, and semi-structured interviews with students, teachers, and parents. Statistical analyses (t-tests and ANOVA) revealed significant improvements in intrinsic motivation, psychological well-being, and sense of belonging among students in the experimental group compared to the control group. Thematic analysis of qualitative data confirmed these findings, highlighting increased collaboration, engagement, and inclusion. The results indicate that integrating formal and non-formal education fosters holistic learning, strengthens community ties, and promotes emotional and cognitive development. These findings provide empirical support for policies and pedagogical practices aimed at developing flexible, participatory, and sustainable educational models. Full article

(This article belongs to the Topic Formal and Non-Formal Learning Contexts: Interdisciplinary Perspectives in Educational Sciences)

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