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Education Sciences
Volume 14
Issue 10
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Educ. Sci., Volume 14, Issue 10 (October 2024) – 102 articles

Cover Story (view full-size image): Project-based learning (PBL) is a popular active learning method in STEM education, yet issues of unequal participation in group work often arise. To address this, we integrated peer evaluation using Buddycheck into a PBL summative assessment. Students worked in small groups to create and present posters, while Buddycheck allowed them to assess each other’s contributions. The peer evaluation produced an adjustment factor applied to group marks to determine individual grades based on performance. Students reported that this promoted fairness, enhanced accountability, and boosted engagement. Overall, Buddycheck was well received, leading to better group dynamics, improved learning outcomes, and higher final grades. View this paper
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21 pages, 1875 KiB  
Article
Science and Mathematics Teachers’ Integration of TPACK in STEM Subjects in Qatar: A Structural Equation Modeling Study
by Nasser Mansour, Ziad Said, Mustafa Çevik and Abdullah Abu-Tineh
Educ. Sci. 2024, 14(10), 1138; https://doi.org/10.3390/educsci14101138 - 21 Oct 2024
Viewed by 988
Abstract
This study aimed to explore how secondary school science and mathematics teachers in Qatar integrate Technological Pedagogical Content Knowledge (TPACK) into their teaching practices. The study examined the relationships between the subcomponents of TPACK using structural equation modeling (SEM), complemented by an analysis [...] Read more.
This study aimed to explore how secondary school science and mathematics teachers in Qatar integrate Technological Pedagogical Content Knowledge (TPACK) into their teaching practices. The study examined the relationships between the subcomponents of TPACK using structural equation modeling (SEM), complemented by an analysis of additional categorical variables. A total of 245 science and mathematics teachers from Qatar participated in the research. The model’s findings showed that the internal components—technological knowledge, pedagogical knowledge, and content knowledge—had a significant and positive direct effect on the external factors: technological pedagogical knowledge, technological content knowledge, and pedagogical content knowledge. However, these internal components did not directly impact TPACK itself. Together, these variables accounted for 77% of the variance in TPACK. Among the findings, Technological Content Knowledge (TCK) emerged as one of the most influential variables affecting TPACK, emphasizing its importance in teachers’ TPACK integration. On the other hand, it was found that Pedagogical Content Knowledge (PCK) did not have a direct and significant effect on TPACK. Categorical variables like certificates and postgraduate education significantly impact TPACK and its subcomponents, while gender, field of study, and teaching experience do not. This finding underscores the importance of structured training and postgraduate education in enhancing TPACK skills for science and mathematics teachers. Participation in technology-based certification programs and postgraduate studies in STEM is crucial for their TPACK development in teaching STEM subjects. Future studies could explore the long-term impact of structured, technology-based training programs on enhancing STEM teachers’ TPACK development and assess how this improvement influences student learning outcomes in science and mathematics classrooms. This would provide deeper insights into the effectiveness of such programs and their potential to transform teaching practices and student achievement in STEM education. Full article
(This article belongs to the Special Issue Using Technology to Foster Excellence in Mathematics and Science Education)
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21 pages, 344 KiB  
Article
Identifying Gifted Potential Through Positive Psychology Content
by Fangfang Mo, Ophélie Allyssa Desmet and F. Richard Olenchak
Educ. Sci. 2024, 14(10), 1137; https://doi.org/10.3390/educsci14101137 - 21 Oct 2024
Viewed by 1727
Abstract
Traditional identification approaches have often excluded many students from underrepresented backgrounds from gifted and talented service programs. This study introduces an innovative identification method based on the Bull’s Eye Model for Affective Development—Expansion (BEM-e), which focuses on identifying giftedness and talents through targeted [...] Read more.
Traditional identification approaches have often excluded many students from underrepresented backgrounds from gifted and talented service programs. This study introduces an innovative identification method based on the Bull’s Eye Model for Affective Development—Expansion (BEM-e), which focuses on identifying giftedness and talents through targeted positive psychological traits. This method is integrated within an affective curriculum designed to create authentic learning environments that align with students’ interests and strengths, fostering deeper engagement, motivation, and self-efficacy. Grounded in the positive psychology theory, the curriculum includes engaging, activity-oriented modules with comprehensive dynamic assessments. These assessments allow teachers to identify a broad range of talents and abilities, promoting equity and a holistic identification process, which contributes to a more equitable and comprehensive education system. Full article
(This article belongs to the Special Issue Innovative Curriculum and Teaching Practice for Advanced Learners)
15 pages, 1886 KiB  
Article
Analysis of Tactical Knowledge for Learning an Alternative Invasion Sport
by Olga Calle, Antonio Antúnez, Sergio José Ibáñez and Sebastián Feu
Educ. Sci. 2024, 14(10), 1136; https://doi.org/10.3390/educsci14101136 - 20 Oct 2024
Viewed by 1277
Abstract
The study of declarative and procedural knowledge in sport allows us to assess students’ tactical learning processes. The aim of this study was to analyze and compare the level of declarative and procedural knowledge acquired by students according to the pedagogical model and [...] Read more.
The study of declarative and procedural knowledge in sport allows us to assess students’ tactical learning processes. The aim of this study was to analyze and compare the level of declarative and procedural knowledge acquired by students according to the pedagogical model and gender, after the application of two intervention programs for an alternative invasion sport, “Rosquilla”. This study involved 136 students distributed into six groups of Primary Education (fifth and sixth year) and Secondary Education (first year). Each group in the same year participated in a different intervention program, one based on the Game-Centered Model and the other on a hybrid model of the Game-Centered Model and the Sports Education Model. A descriptive analysis was carried out to determine the characteristics of the participants. Subsequently, an independent samples Mann–Whitney U-test was applied to compare the level of knowledge between the models and genders in the pre- and post-test periods. A Linear Mixed Model was used to analyze the level of knowledge of students within each group and compare them according to methodology and gender. The results indicate that both programs generated improvements in declarative and procedural knowledge. Therefore, students learn equally regardless of the methodological perspective and gender. Full article
(This article belongs to the Topic Recent Advances in Physical Education and Sports)
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19 pages, 2027 KiB  
Article
Introductory Physics Students Who Typically Worked Alone or in Groups: Insights from Gender-Based Analysis Before and During COVID-19
by Apekshya Ghimire and Chandralekha Singh
Educ. Sci. 2024, 14(10), 1135; https://doi.org/10.3390/educsci14101135 - 19 Oct 2024
Viewed by 867
Abstract
Collaboration with peers both inside and outside the classroom can be an invaluable tool for helping students learn physics. We investigated the impact of peer collaboration on learning physics by examining the characteristics of women and men who typically worked alone versus those [...] Read more.
Collaboration with peers both inside and outside the classroom can be an invaluable tool for helping students learn physics. We investigated the impact of peer collaboration on learning physics by examining the characteristics of women and men who typically worked alone versus those who typically collaborated with peers in their algebra-based introductory physics course when they took the course before and during the COVID-19 pandemic when the classes were on Zoom. Our findings indicate that, on average, students who worked with peers had higher grades and reported greater peer influence on their physics self-efficacy during the pandemic compared to those who worked alone. We also observed that, for both women and men, a larger percentage of students typically worked in groups before the pandemic, while a greater percentage typically worked alone during the pandemic. We discuss these results in relation to students’ prior academic preparation, physics grades, self-efficacy and their perception of the effectiveness of peer collaboration on their physics self-efficacy. Full article
(This article belongs to the Special Issue Gender and STEM Education)
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19 pages, 560 KiB  
Article
First Level Leadership in Schools: Evidence from Secondary Schools Across Australia
by John De Nobile
Educ. Sci. 2024, 14(10), 1134; https://doi.org/10.3390/educsci14101134 - 18 Oct 2024
Viewed by 818
Abstract
This article presents the results of an investigation into the phenomenon of ‘first level leadership’ in schools. The current theorisation of school leadership largely includes senior and middle leaders. Yet there is evidence in schools, as well as recent research, about the existence [...] Read more.
This article presents the results of an investigation into the phenomenon of ‘first level leadership’ in schools. The current theorisation of school leadership largely includes senior and middle leaders. Yet there is evidence in schools, as well as recent research, about the existence of ‘first level leaders’. Some scholars might argue that this equates to teacher leadership, but that term is often confounded with middle leadership. First level leadership includes the efforts of teachers who hold positions of responsibility, but experience smaller spans of influence than middle leaders. The study reported here represents the initial phase of a multi-phase research program aimed at clarifying who first level leaders are and what they do. The aim of the present study was to identify evidence of first level leadership from role descriptions, explanations of governance and leadership structures. The official websites of 675 secondary schools from all sectors and states of Australia were investigated to identify potential first level leadership positions, resulting in evidence from 87 schools. Confirmation of these positions was achieved through descriptions of responsibilities and jurisdictional documents such as role descriptions. The positions included coaches, coordinators and assistant heads. The article concludes with implications for educational leadership theory as well as policy and practices relating to developing school leaders. Full article
(This article belongs to the Special Issue Critical Issues for Senior, Middle and Other Levels of Leadership)
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21 pages, 847 KiB  
Article
Parental Expectation, Attitudes, and Home Numeracy Environment in Korea and in the U.S.: Potential Sources of Asian Math Advantages
by Kyong-Ah Kwon, Haesung Im and Amber Beisly
Educ. Sci. 2024, 14(10), 1133; https://doi.org/10.3390/educsci14101133 - 18 Oct 2024
Viewed by 726
Abstract
This present study examined relations among parental math attitudes, expectations, and practice, and preschool children’s math achievement (i.e., parental math practice as a mediator) that may differ between Korean and U.S. samples. We examined measurement invariance to minimize the bias and inaccurate estimates [...] Read more.
This present study examined relations among parental math attitudes, expectations, and practice, and preschool children’s math achievement (i.e., parental math practice as a mediator) that may differ between Korean and U.S. samples. We examined measurement invariance to minimize the bias and inaccurate estimates in scores in two samples, which is a common barrier in cross-cultural studies. The Korean sample comprised 232 children (mean age = 54.58 months) and their parents from large urban cities and two other provinces. The U.S. sample included 146 preschool children (mean age = 52.49 months) and their parents in an urban area. We utilized measurement invariance to investigate whether the parental math practice has the same meaning across the two samples, along with mediation group comparisons. U.S. parents tended to have more positive math attitudes and higher expectations, while Korean parents were likely to be more involved in math practice with children at home. Korean children scored significantly higher on math achievement than the U.S. children. Among the Korean sample, higher parental math expectations were associated with higher levels of parental math practice, which was, in turn, associated with higher levels of child math outcomes after controlling for child age and SES. On the contrary, parental math expectations were unrelated to their math practice or child math outcomes in the U.S. sample. Parent math attitudes were not associated with any variables in both samples. These findings explain Asian math advantages that emerge early and offer insights into cultural processes (i.e., the importance of parental math practice) that may play a different role in children’s math outcomes. Full article
(This article belongs to the Special Issue Understanding Early Childhood Care and Education (ECCE) from Cultural Perspectives)
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13 pages, 472 KiB  
Article
Harnessing Artificial Intelligence for Enhanced Scientific Collaboration: Insights from Students and Educational Implications
by Małgorzata Gawlik-Kobylińska
Educ. Sci. 2024, 14(10), 1132; https://doi.org/10.3390/educsci14101132 - 18 Oct 2024
Viewed by 1499
Abstract
This study aimed to explore students’ perspectives on integrating artificial intelligence (AI) into scientific collaboration, specifically on writing academic articles and creating scientific posters. The research employed open-ended interviews conducted among 61 civil and military students. Opinions were labelled, coded, and gathered into [...] Read more.
This study aimed to explore students’ perspectives on integrating artificial intelligence (AI) into scientific collaboration, specifically on writing academic articles and creating scientific posters. The research employed open-ended interviews conducted among 61 civil and military students. Opinions were labelled, coded, and gathered into the following categories: positive impact on collaboration, challenges faced, and educational impact. Among the positives were improving efficiency, enhancing the quality of work, and generating new ideas. The challenges concerned experiencing technical difficulties with AI tools, inconsistency in AI outputs, and AI dependence, which may lead to behaviours on the verge of addiction. Regarding educational impact, students noticed that AI helps improve learning new skills, increases engagement in the task, and enhances critical thinking. As one researcher performed the thematic analyses, Cohen’s Kappa statistic was used to ensure intra-coder reliability. This study highlights the need for further research to optimize the use of AI in scientific collaboration while addressing ethical concerns related to students’ motivations for using AI tools, promoting responsible use, and researching students’ emotions, cognitive processes, and behaviours resulting from their interactions with AI tools. The research provides valuable insights for educators and policymakers to integrate AI effectively into academic practice. Full article
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17 pages, 471 KiB  
Article
A Follow-Up Study of an Early Childhood Mentoring Program: Sustaining Impactful Change for Mentors and Mentees
by Rebecca Andrews, Fay Hadley and Iain Hay
Educ. Sci. 2024, 14(10), 1131; https://doi.org/10.3390/educsci14101131 - 18 Oct 2024
Viewed by 726
Abstract
Government funded mentoring programs are one strategy to address the supply crisis of early childhood teachers (ECTs) in Australia. There is little or no published research on the long-term impacts of these programs. This paper presents the findings of an evaluation survey completed [...] Read more.
Government funded mentoring programs are one strategy to address the supply crisis of early childhood teachers (ECTs) in Australia. There is little or no published research on the long-term impacts of these programs. This paper presents the findings of an evaluation survey completed 18 months after the mentoring program finished, covering the perspectives of experienced ECTs (mentors) and beginning ECTs (mentees). The participants (N = 39) reported personal and professional growth over the period of the program. Subsequently, their enriched knowledge, skills and understanding of mentoring impacted their own, other individuals and wider practices within their workplaces. Enablers to participation were a supportive director and the scheduling of the program out of hours. The predominant challenge for ongoing enactment of learnings was time constraints due to daily demands of early childhood workplaces. Recommendations for sustainability of effective mentoring practices are proffered and warrant the attention of governments, employers and the sector. Full article
(This article belongs to the Special Issue Critical Issues for Senior, Middle and Other Levels of Leadership)
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33 pages, 2635 KiB  
Review
Transition into Distance Education: A Scoping Review
by Roxana Schweighart, Michael Hast, Anna Maria Pampel, Julian Alexander Rebien and Caroline Trautwein
Educ. Sci. 2024, 14(10), 1130; https://doi.org/10.3390/educsci14101130 - 17 Oct 2024
Viewed by 889
Abstract
The number of students enrolling in distance learning programmes is rising worldwide, making distance education (DE) a significant part of higher education (HE). Transitioning into a study programme involves numerous challenges, especially for distance learners who face higher dropout rates and compromised academic [...] Read more.
The number of students enrolling in distance learning programmes is rising worldwide, making distance education (DE) a significant part of higher education (HE). Transitioning into a study programme involves numerous challenges, especially for distance learners who face higher dropout rates and compromised academic performance compared to traditional on-campus students. However, when students master these challenges, study success becomes more likely. Nevertheless, knowledge about transitioning into DE remains limited. This scoping review aims to compile existing knowledge and enhance understanding of the critical initial phase of DE by answering the research question: “What is known about the transition into DE in HE?”. Following the methodological steps outlined in the PRISMA-ScR checklist, we identified 60 sources from five databases, meeting inclusion criteria through a multi-stage screening process. These articles were analysed using qualitative content analysis. We developed a category system with 12 main categories: 1. Process of transition into DE; 2. Reasons for choosing DE; 3. Characteristics of distance learners; 4. Academic success and failure; 5. General assessment of DE; 6. Differences between face-to-face and DE; 7. Advantages of DE; 8. Challenges of DE; 9. Critical life events; 10. Coping strategies; 11. Add-on initiatives; and 12. Recommendations for DE. The results underline the complexity of the transition into DE, which has unique patterns for each student. The article concludes with practical implications and recommendations for supporting the transition into DE. Full article
(This article belongs to the Section Higher Education)
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16 pages, 261 KiB  
Article
Podcasts and Informal Learning: Exploring Knowledge Acquisition and Retention
by Ema Meden, Marko Radovan and Damijan Štefanc
Educ. Sci. 2024, 14(10), 1129; https://doi.org/10.3390/educsci14101129 - 17 Oct 2024
Viewed by 1868
Abstract
This study explores how podcasts’ accessibility fosters learning, examining listener engagement, content preferences, and the unique educational opportunities they offer. With the rise of digital audio platforms, podcasts have emerged as a significant medium for acquiring knowledge outside formal educational settings. Using an [...] Read more.
This study explores how podcasts’ accessibility fosters learning, examining listener engagement, content preferences, and the unique educational opportunities they offer. With the rise of digital audio platforms, podcasts have emerged as a significant medium for acquiring knowledge outside formal educational settings. Using an online survey, data were collected from 605 respondents, who were predominantly young and well educated, to understand their podcast listening habits and the extent of informal learning. The study categorizes informal learning into self-directed, incidental, and tacit learning. Results show that more than half of respondents engage in self-directed learning, while a third participate in incidental learning, indicating that podcasts serve as effective tools for intentional and unintentional knowledge acquisition. ANOVA analysis reveals that self-directed learners exhibit higher information retention and critical evaluation skills compared to tacit learners. Additionally, trust in podcast content is significantly higher among educated listeners. The study concludes that while podcasts are valuable for learning and professional development, there is a need for enhanced digital literacy to improve critical appraisal skills among listeners. These findings provide insights into the cognitive processes involved in podcast-based learning and suggest practical strategies for educators and content creators to enhance the educational impact of podcasts. Full article
(This article belongs to the Special Issue ICTs in Managing Education Environments)
23 pages, 1228 KiB  
Article
The Integration of Mixed Reality Simulation into Reading Literacy Modules
by Carisma Nel, Lisa Dieker and Elma Marais
Educ. Sci. 2024, 14(10), 1128; https://doi.org/10.3390/educsci14101128 - 17 Oct 2024
Viewed by 781
Abstract
The reading literacy crisis, among learners, in countries throughout the world and in South Africa seems to be reaching pandemic levels. Hence, the quality of teaching and the preparation that pre-service teachers receive at initial teacher education institutions is under the spotlight. A [...] Read more.
The reading literacy crisis, among learners, in countries throughout the world and in South Africa seems to be reaching pandemic levels. Hence, the quality of teaching and the preparation that pre-service teachers receive at initial teacher education institutions is under the spotlight. A proactive action research design is used to integrate mixed reality simulation into reading literacy modules. Our data collection methods included professional conversations, WhatsApp voice notes and video calls, reflective journal entries and reflections on observing video recordings of lesson segments in the MRS environment. The data was analyzed using content analysis. The main themes emanating from the data included: lack of focus on high leverage teaching practices, limited use of pedagogies of enactment, add-on to existing content, experimentation, perceptions, planning and preparation, content-method integration, pedagogies of enactment, assessment, resources and feedback. Grounded in a Community of Practice framework, we narrate our experiences of re-imagining mixed reality simulation as a core component of initial teacher education programs. The authors conclude by sharing insights and recommendations for policymakers, faculty leaders, and curriculum designers, contributing to informed decisions regarding integrating and potentially upscaling mixed reality simulation within reading literacy modules in initial teacher education programs. Full article
(This article belongs to the Special Issue The Multifaced Opportunities for Utilization of Simulation-Based Learning Models in K-12 and Professional Development in Education)
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34 pages, 1600 KiB  
Article
Empowering Women in Tech Innovation and Entrepreneurship: A Qualitative Approach
by Teresa Felgueira, Teresa Paiva, Catarina Alves and Natália Gomes
Educ. Sci. 2024, 14(10), 1127; https://doi.org/10.3390/educsci14101127 - 17 Oct 2024
Cited by 1 | Viewed by 2362
Abstract
Women’s participation and leadership in technology and entrepreneurship are crucial for advancing innovation and ensuring inclusive economic development. Despite progress in gender equality, women in tech face challenges like under-representation and systemic biases. This research delves into the multifaceted experiences of women in [...] Read more.
Women’s participation and leadership in technology and entrepreneurship are crucial for advancing innovation and ensuring inclusive economic development. Despite progress in gender equality, women in tech face challenges like under-representation and systemic biases. This research delves into the multifaceted experiences of women in tech innovation and entrepreneurship, highlighting the barriers they face and the strategies they use to overcome them. This study used a qualitative, observational design with semi-structured interviews and thematic analysis to explore the experiences and perceptions of entrepreneurial women in the Science, Technology, Engineering, and Mathematics (STEM) field. It was possible to conclude that entrepreneurial women exhibit a strong sense of autonomy, competence, and leadership, enabling them to manage their ventures independently and effectively. Also, the success of entrepreneurial women is multifaceted, combining personal fulfilment, professional achievements, and financial stability, with positive feedback and recognition playing a key role. Building strong social and supportive relationships is vital for entrepreneurial women, providing a sense of belonging, community, and emotional support. In this context, to empower women in STEM and entrepreneurship, Higher Education Institutions (HEIs) should promote entrepreneurship as a career path, provide practical and value-based education, and foster a work environment of trust, communication, and continuous learning. Full article
(This article belongs to the Special Issue Gender and STEM Education)
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14 pages, 506 KiB  
Article
Development and Validation of a Questionnaire to Understand Students’ Perceptions of Bilingual Education in Taiwan
by Chee-Peng Mason Seng, Chia-Kai Huang and Tzu-Bin Lin
Educ. Sci. 2024, 14(10), 1126; https://doi.org/10.3390/educsci14101126 - 17 Oct 2024
Viewed by 795
Abstract
This study employed a localized bilingual education model developed in Taiwan to design a questionnaire targeted at junior high school students. The questionnaire was validated using exploratory factor analysis. Reliability testing indicated Cronbach’s alpha values for subscales ranging from 0.88 to 0.95, with [...] Read more.
This study employed a localized bilingual education model developed in Taiwan to design a questionnaire targeted at junior high school students. The questionnaire was validated using exploratory factor analysis. Reliability testing indicated Cronbach’s alpha values for subscales ranging from 0.88 to 0.95, with an overall Cronbach’s alpha of 0.98. A total of 760 junior high school students in Taipei City who have received bilingual instruction completed the questionnaire. The results demonstrate that the questionnaire has high construct validity and internal consistency, making it a practical tool to evaluate students’ perceptions of bilingual education. Future studies should focus on qualitative research such as in-depth interviews, extend the survey to students at the university and primary school levels, and verify the questionnaire’s structure through confirmatory factor analysis. Full article
(This article belongs to the Special Issue Bilingual Education in a Challenging World: From Policy to Practice)
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12 pages, 256 KiB  
Article
Are Short-Term Study Abroad Experiences Effective in Developing Global Citizenship in University Students Studying Health Degrees?
by Ernesta Sofija, Tenille Moselen, Natalie Reyes Bernard, Stephen Larmar, Hazel Rands and Neil Harris
Educ. Sci. 2024, 14(10), 1125; https://doi.org/10.3390/educsci14101125 - 16 Oct 2024
Viewed by 904
Abstract
Short-term study abroad (STSA) experiences are an increasingly popular strategy used by universities to develop global citizenship in students. Global citizenship is particularly important for emerging health professionals with many health challenges of the 21st century being of global importance. Yet, evidence on [...] Read more.
Short-term study abroad (STSA) experiences are an increasingly popular strategy used by universities to develop global citizenship in students. Global citizenship is particularly important for emerging health professionals with many health challenges of the 21st century being of global importance. Yet, evidence on the effectiveness of STSA is inconclusive, predominantly due to methodological issues limiting research to date. This quasi-experimental study draws on a recognized global citizenship framework encompassing dimensions of social responsibility, global competence, and global civic engagement to examine the changes in global citizenship pre- and post-STSA experience in health students. The sample consisted of health students (n = 75) who participated in an STSA experience (study tour or practicum) from 16 to 22 days in a less industrialized country and a control group (n = 66) who did not partake in any intervention. The data analysis found that students in the intervention group had significant improvements in their overall global citizenship score and its dimensions separately, except for social responsibility, while no significant changes were seen in the control group. The findings provide evidence to support STSA experiences as an accessible option for universities to promote global citizenship development among health students. Full article
25 pages, 4786 KiB  
Systematic Review
Systematic Review of Instruments to Assess Computational Thinking in Early Years of Schooling
by Lina Marcela Ocampo, Milena Corrales-Álvarez, Sergio Augusto Cardona-Torres and María Zapata-Cáceres
Educ. Sci. 2024, 14(10), 1124; https://doi.org/10.3390/educsci14101124 - 16 Oct 2024
Viewed by 1362
Abstract
Computational thinking (CT) is considered a key competence in today’s digital era. It is an emerging construct that relates to critical thinking and creativity. Research on its assessment is in the process of consolidation. This systematic review aims to analyze studies that have [...] Read more.
Computational thinking (CT) is considered a key competence in today’s digital era. It is an emerging construct that relates to critical thinking and creativity. Research on its assessment is in the process of consolidation. This systematic review aims to analyze studies that have used CT assessment instruments for children and adolescents aged 4 to 16 years in order to identify which variables, they assess and their psychometric properties. The search and analysis were carried out following the PRISMA statement protocol, analyzing 50 articles published between 2006 and March 2023. An increase in the publication of CT measurement instruments is observed, with 54% of them supported by evidence of validity and 88% by reliability, highlighting construct validity, followed by content and criteria validity. China leads in the number of publications, while Asia and Europe concentrate most of the research. There is a noticeable contribution from South America, evidencing the lack of participation from Central and South American countries in this field of study. Full article
(This article belongs to the Special Issue Measuring Children’s Computational Thinking Skills)
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14 pages, 277 KiB  
Article
An Investigation of Content-Specific Unit Emotions in Secondary Physical Education
by Kelly L. Simonton, Alex C. Garn and Todd E. Layne
Educ. Sci. 2024, 14(10), 1123; https://doi.org/10.3390/educsci14101123 - 16 Oct 2024
Viewed by 629
Abstract
The intent of quality high school physical education (PE) is to develop a connection with students to help enhance their desire to continue engagement beyond K–12 education. While traditional instructional approaches may produce benefits, it is important to recognize continued data suggesting reasons [...] Read more.
The intent of quality high school physical education (PE) is to develop a connection with students to help enhance their desire to continue engagement beyond K–12 education. While traditional instructional approaches may produce benefits, it is important to recognize continued data suggesting reasons for decreased student motivation and participation. The purpose of this study was to investigate student responses in their perceived control, value, emotions, and intentions for future activity as it pertained to differing content areas throughout their PE curriculum. The participants included 72 9th grade students. The students participated in five instructional units: modified volleyball, spikeball, outdoor adventure, yoga, and drumfit. At the conclusion of each unit, students responded to a virtual survey utilizing previously validated instruments measuring a variety of emotional contexts. The results were analyzed using a variety of measurements. The in-depth data revealed that student intention may be more anchored in value and emotion than previously identified. Students’ emotional connection to the content appears to be vital to their motivation, engagement, and intention to engage in the activity outside of PE. Based on these findings, teachers should make a concerted effort to select content based on student interests and value, instead of choosing content they find interesting and meaningful. Full article
(This article belongs to the Special Issue Lifestyle Sports and Physical Education)
27 pages, 2215 KiB  
Article
From Welcoming Newly Arrived Migrant Students to Creating an Inclusive and Hospitable Environment: The Proposal from the Universe School
by Mar Badia Martín and Adriana Devant Cerezo
Educ. Sci. 2024, 14(10), 1122; https://doi.org/10.3390/educsci14101122 - 16 Oct 2024
Viewed by 1042
Abstract
In Catalan schools, the rising influx of newly immigrated students poses significant challenges concerning their inclusion. These students show lower academic performance and self-esteem, are more likely to engage in risky behaviors, and lack support as they cope with the mourning process of [...] Read more.
In Catalan schools, the rising influx of newly immigrated students poses significant challenges concerning their inclusion. These students show lower academic performance and self-esteem, are more likely to engage in risky behaviors, and lack support as they cope with the mourning process of migrating. Implementing intercultural education, working on socio-emotional skills, and helping to build a support network can be protective factors in improving the students’ development. This project was implemented in a Barcelona public school and aimed to identify the needs of newcomer students and enhance their inclusion. A questionnaire administered to 30 teachers revealed low knowledge about migratory mourning and intercultural education. Consequently, training sessions addressed to the school’s teaching staff were developed to provide them with the necessary knowledge and skills to deal with these topics. Interviews were conducted with the newly arrived children, specifically with 12 of them. They revealed a need for emotional support, the presence of migratory mourning, and a lack of a support network and socio-emotional skills. Students have appreciated the active listening and the opportunity to share their migration process. Teachers feel more empowered to support students in the migration mourning process after the training sessions. Feedback after the training sessions highlighted the clarity, ease of understanding, and usefulness of the material shared positively. The project lays the groundwork for more inclusive and intercultural initiatives in the school. Integrating the provided training into the teacher training curriculum could have a significant impact, better equipping educators to support recently arrived migrant students. Full article
(This article belongs to the Special Issue Reclaiming and Rethinking Teacher Education: Global Concerns, Challenges and Opportunities)
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13 pages, 428 KiB  
Article
Seed Grant Programs to Promote Community Transformation in Higher Education Institutions
by Gabriella Coloyan Fleming, Sydni Alexa Cobb, Del Watson, Audrey Boklage, Maura Borrego, Lydia Contreras and Christine Julien
Educ. Sci. 2024, 14(10), 1121; https://doi.org/10.3390/educsci14101121 - 16 Oct 2024
Viewed by 892
Abstract
Used in higher education for many decades, seed grants are now beginning to be applied as a strategy to advance diversity, equity and inclusion goals, including rebuilding community post-pandemic. There is little research on the effectiveness of seed grants for such communal goals. [...] Read more.
Used in higher education for many decades, seed grants are now beginning to be applied as a strategy to advance diversity, equity and inclusion goals, including rebuilding community post-pandemic. There is little research on the effectiveness of seed grants for such communal goals. This work is innovative in two key ways. First, these seed grants focus on promoting a strong sense of community at the institution rather than promoting individual investigators and research projects. Second, engaging students and staff as principal investigators (PIs) disrupts power structures in the academy. We present a systematic analysis of seed grant project reports (n = 45) and survey data (n = 56) from two seed grant programs implemented at the same institution. A diverse set of projects was proposed and funded. Projects had a positive impact on awardees and their departments and colleges. Seed grant program activities were successful at building community among awardees and recognizing individual efforts. Most noteworthy are the career development opportunities for graduate students, postdocs and staff, which are afforded by changes to PI eligibility. We conclude that seed grant programs have the potential for organizational learning and change around community building in higher education. Full article
(This article belongs to the Special Issue Strategic Academic Research and Development)
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19 pages, 1093 KiB  
Article
Construction and Validation of a Survey on the Technological Difficulties in Italian Secondary Schools: The Mathematics Teacher Case
by Filippo Messina and Pedro Tadeu
Educ. Sci. 2024, 14(10), 1120; https://doi.org/10.3390/educsci14101120 - 15 Oct 2024
Viewed by 680
Abstract
(1) Background: This study explores the technological difficulties of mathematics teachers in Italian secondary schools, focusing on the factors that influence their ability to integrate technology in teaching. (2) Methods: A questionnaire was developed and administered to a pilot group of 45 mathematics [...] Read more.
(1) Background: This study explores the technological difficulties of mathematics teachers in Italian secondary schools, focusing on the factors that influence their ability to integrate technology in teaching. (2) Methods: A questionnaire was developed and administered to a pilot group of 45 mathematics teachers from vocational secondary schools in Sicily and Veneto, followed by a larger survey with 557 mathematics teachers across Italy. The structural model was analysed using the maximum likelihood method via AMOS software (v.22 SPSS Inc., Chicago, IL, USA). (3) Results: The results highlight the importance of personal commitment in the school context and students’ problem-solving skills as key factors influencing the teachers’ technological challenges. The findings also indicate dissatisfaction with the school institution and families, as well as personal resistance to using information and communication technologies (ICT) in more advanced educational activities. (4) Conclusions: The study underscores the significant impact of these technological difficulties on teachers’ effectiveness in fostering students’ problem-solving abilities, calling attention to the need for better institutional support and strategies to reduce resistance to ICT use in education. Full article
(This article belongs to the Special Issue ICTs in Managing Education Environments)
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22 pages, 3226 KiB  
Article
Exploring the Role of Mind Mapping Tools in Scaffolding Narrative Writing in English for Middle-School EFL Students
by Xinyan Fu and Jackie E. Relyea
Educ. Sci. 2024, 14(10), 1119; https://doi.org/10.3390/educsci14101119 - 15 Oct 2024
Viewed by 1470
Abstract
The purpose of this study was to investigate the effects of scaffolded English writing instruction using mind mapping tools on English narrative writing proficiency among Chinese middle-school EFL students. Specifically, we examined its effects on four subcomponents of narrative writing compositions: lexical complexity, [...] Read more.
The purpose of this study was to investigate the effects of scaffolded English writing instruction using mind mapping tools on English narrative writing proficiency among Chinese middle-school EFL students. Specifically, we examined its effects on four subcomponents of narrative writing compositions: lexical complexity, grammatical complexity, accuracy, and fluency. Non-equivalent group pre-test–post-test design was employed in this study. The participants were 55 eighth-grade students in an English class. The data were collected through two writing tests administered before and after a two-month intervention. The results showed that students’ writing demonstrated significant improvements in lexical complexity, grammatical complexity, accuracy, and fluency. These findings suggest that scaffolded writing instruction with mind mapping can effectively enhance multiple dimensions of writing skills in adolescent EFL learners. This study provides insights into the application of using mind mapping to scaffold EFL learners’ narrative writing proficiency. Full article
(This article belongs to the Special Issue Second Language Learning: Theories and Practices)
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20 pages, 238 KiB  
Article
Building Resilience during Compassion Fatigue: Autoethnographic Accounts of College Students and Faculty
by Riley N. Nelson, Amanda Johnson Bertucci, Sara Swenson, Angel Seguine and Meenal Rana
Educ. Sci. 2024, 14(10), 1118; https://doi.org/10.3390/educsci14101118 - 15 Oct 2024
Viewed by 2172
Abstract
Compassion fatigue (CF) is a well-researched topic in the fields of mental health and nursing. However, studies on CF in the fields of primary, secondary, and higher education are very recent and scant. Compassion fatigue (CF) can be defined as the empathic strain [...] Read more.
Compassion fatigue (CF) is a well-researched topic in the fields of mental health and nursing. However, studies on CF in the fields of primary, secondary, and higher education are very recent and scant. Compassion fatigue (CF) can be defined as the empathic strain or general exhaustion experienced by helping professionals such as psychotherapists, nurses, social workers, healthcare workers, family caregivers, and elderly caregivers. In this paper, utilizing the Double ABC-X Stress Model, we explored the antecedents, experiences, and consequences of compassion fatigue among college students and professionals who have previous personal experiences with stress and trauma, work with children and families, and work in higher education to prepare professionals to work in such fields. This study uses an autoethnographic approach, where the five authors of the study were also the participants. Utilizing the lifespan and ecological perspectives, we examined the symptoms preceding compassion fatigue and preventative strategies, as well as risk factors and protective factors. This study covers a breadth of compassion fatigue, from predisposition to onset and recovery, and considers alternative strategies for coping, including creating meaning from difficult experiences. 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)
12 pages, 1040 KiB  
Article
Research Priorities in Neuroeducation: Exploring the Views of Early Career Neuroscientists and Educators
by Anne-Laure Le Cunff, Hannah C. Wood, Petra Kis-Herczegh and Eleanor J. Dommett
Educ. Sci. 2024, 14(10), 1117; https://doi.org/10.3390/educsci14101117 - 15 Oct 2024
Viewed by 1345
Abstract
The field of neuroeducation, which integrates neuroscience findings into educational practice, has gained significant attention in recent years. Establishing research priorities in neuroeducation is crucial for guiding future studies and ensuring that the field benefits both neuroscience and education. This study aimed to [...] Read more.
The field of neuroeducation, which integrates neuroscience findings into educational practice, has gained significant attention in recent years. Establishing research priorities in neuroeducation is crucial for guiding future studies and ensuring that the field benefits both neuroscience and education. This study aimed to address the need for collaboration between neuroscientists and educators by conducting a priority-setting exercise with early career professionals from both fields. Using the nominal group technique (NGT) with interquartile range (IQR) analysis, we identified seven key priorities in neuroeducation and assessed the level of consensus on these priorities. The top-ranked priorities were “Emotional and Mental Well-being”, “Neurodiversity and Special Education Needs”, and “Active and Inclusive Teaching Methods”, though IQR analysis revealed varying levels of consensus. Lower-ranked priorities, such as “Role of Technology on Learning and the Brain”, showed a higher consensus. This discrepancy between ranking and consensus highlights the complex nature of neuroeducation, reflecting differing perspectives between neuroscientists and educators. These findings suggest the need for interdisciplinary collaboration to bridge these gaps and foster evidence-based practices. We recommend that future research focuses on the specific neural mechanisms underlying emotional well-being, strategies for supporting neurodivergent learners, and practical approaches to integrating inclusive teaching methods in diverse educational contexts. Full article
(This article belongs to the Special Issue Neuroscience and Education: A Fruitful Partnership)
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17 pages, 242 KiB  
Article
Enhancing Arabic Language Acquisition: Effective Strategies for Addressing Non-Native Learners’ Challenges
by Sultan Almelhes
Educ. Sci. 2024, 14(10), 1116; https://doi.org/10.3390/educsci14101116 - 14 Oct 2024
Viewed by 2116
Abstract
The Arabic language has gained significant global recognition, with a growing number of non-Arab individuals learning it as a second language. Despite this trend, learners of Arabic face various challenges that have not been thoroughly examined. This study aimed to investigate the challenges [...] Read more.
The Arabic language has gained significant global recognition, with a growing number of non-Arab individuals learning it as a second language. Despite this trend, learners of Arabic face various challenges that have not been thoroughly examined. This study aimed to investigate the challenges encountered by learners of the Arabic language and to determine the factors that contribute to effective language learning and use. Data from 444 non-native speakers learning Arabic as a second language were analyzed with SPSS 27 using a descriptive approach. The results indicated that Arabic instructors should focus on improving feedback practices, developing customized curricula, and incorporating technology and multimedia resources into their teaching methods. Furthermore, this study highlights the importance of integrating cultural components and accommodating diverse learners in the classroom. To improve speaking proficiency, learners can engage in activities such as listening to radio broadcasts, collaborating with classmates, and building relationships with Arabic-speaking friends. The results of this research provide insights that can assist instructors of Arabic as a second language in supporting learners, improving their abilities to learn and communicate in Arabic. Full article
18 pages, 1214 KiB  
Article
Enhancing Learning Engagement: A Study on Gamification’s Influence on Motivation and Cognitive Load
by Charles Baah, Irene Govender and Prabhakar Rontala Subramaniam
Educ. Sci. 2024, 14(10), 1115; https://doi.org/10.3390/educsci14101115 - 14 Oct 2024
Viewed by 4896
Abstract
Research has demonstrated that engagement in any learning environment improves learning and may even boost performance. Consequently, numerous scholars have examined various approaches to raising student engagement in learning. Gamification is one such approach because it is thought to increase motivation and reduce [...] Read more.
Research has demonstrated that engagement in any learning environment improves learning and may even boost performance. Consequently, numerous scholars have examined various approaches to raising student engagement in learning. Gamification is one such approach because it is thought to increase motivation and reduce cognitive load to ultimately improve learning outcomes. However, some studies have called into question its benefits, prompting more research to be conducted to properly understand the phenomenon. Hence, the study examined gamification’s influence on motivation and cognitive load for enhancing learning engagement. The study was underpinned by the integration of the Attention, Relevance, Confidence, and Satisfaction (ARCS) model, self-determination theory (SDT), and cognitive load theory (CLT) in developing a conceptual framework. A sample of 407 university students who participated in five gamified courses were involved in the study. The data collected through a questionnaire were analyzed using SmartPLS structural equation modeling software. According to the study’s findings, both motivation and cognitive load influence engagement in learning, with cognitive load being the stronger influence. The study contributes to our knowledge by elucidating the relationship between gamification and students’ cognitive load and motivation to learn, as well as how these elements ultimately engage students in the learning process. Full article
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26 pages, 3610 KiB  
Article
The Effectiveness of a MOOC as a Form of Professional Learning: An Examination of an Adolescent Learner Social and Emotional Well-Being Course
by Donna Pendergast, Katherine Main and Sarah McManus
Educ. Sci. 2024, 14(10), 1114; https://doi.org/10.3390/educsci14101114 - 14 Oct 2024
Viewed by 1400
Abstract
Massive Open Online Courses (MOOCs) provide borderless opportunities to engage with content and ideas, with prospective participants from around the globe being able to easily register. The course featured in this study focused on the social and emotional well-being of adolescents, selected because [...] Read more.
Massive Open Online Courses (MOOCs) provide borderless opportunities to engage with content and ideas, with prospective participants from around the globe being able to easily register. The course featured in this study focused on the social and emotional well-being of adolescents, selected because of a recognized need for professional learning related to this topic. It was purposely designed for delivery as a MOOC and was designed as a 6h program around four topics to be completed over two weeks in asynchronous mode. It was delivered seven times from 2019 to 2023, with 32,969 individuals enrolled across these deliveries. The effectiveness of engaging in the course for professional learning purposes is of particular interest to this study. To that end, a convergent mixed methods study was conducted. First, quantitative and qualitative survey data collected at various course stages were examined to reveal the demographic characteristics of participants and their experiences in the course using data from surveys and comments about their experiences. The findings revealed, among other factors, that 65% were female, with just under half (47%) aged 45 years or less, nearly half (44%) held a bachelor’s degree as their highest level of qualification, and 48% were employed within the teaching and education sector. The most active learners were from Europe (48%) and Asia (27%), with active learners from a total of 178 countries. The course has a high course retention index, with 51% of learners completing 51% of the course and 8383 learners completing 90% or more of the course. The qualitative findings reveal the strongly positive experiences reported by the active participants. Secondly, we examined the effectiveness of the MOOC for participants’ professional learning needs by assessing the course using a framework with ten domains related to its core design features, modified for use by the course designers as a self-reflective tool. We found that the domains that scored the lowest were collaboration, interactivity, and, to a lesser extent, pedagogy. The study’s limitations include the incomplete data provided as part of the MOOC protocols, and the use of a self-reflection tool, which may inadvertently incorporate bias. This study points to these gaps in the data, including the need to access longitudinal data that go beyond a focus on the design of courses to extend to the impact and outcomes of the experience. Full article
(This article belongs to the Special Issue Teacher Educators’ Professional Development)
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22 pages, 4533 KiB  
Article
Investigating Students’ Conceptual Knowledge of Quantum Physics to Improve the Teaching and Learning Process
by Patricija Nikolaus, Mile Dželalija and Ivana Weber
Educ. Sci. 2024, 14(10), 1113; https://doi.org/10.3390/educsci14101113 - 14 Oct 2024
Viewed by 988
Abstract
Research in the field of quantum physics is important for progress in many areas of exploration and development. Quantum computers and other quantum devices are promising technologies with numerous potential applications. On the other hand, understanding, interpreting, teaching, and learning quantum physics as [...] Read more.
Research in the field of quantum physics is important for progress in many areas of exploration and development. Quantum computers and other quantum devices are promising technologies with numerous potential applications. On the other hand, understanding, interpreting, teaching, and learning quantum physics as part of an educational process is a major challenge. In the Republic of Croatia, students usually come in contact with the concepts of quantum physics towards the end of their high school education. These concepts are often abstract and represent a remarkable leap from the theories of classical physics. The aim of this study is to test the measurement properties of the instrument used to assess the progress of understanding and knowledge of quantum physics in a sample of Croatian high school students. The quantum physics conceptual survey (QPCS), developed and first tested in 2006 by Wuttiprom et al. at the University of Sydney, was the instrument we used in this study. The test was administered to 76 high school students. The results show that the QPCS test is valid and generally reliable in the context of Croatian secondary education, but for the topics Waves and particles and Uncertainty principle, the reliability needs further investigation. The results of the pretest and posttest were analysed and compared with each other and with previously published results. Quantitative methods were used to analyse the results obtained. We present several possible solutions to improve the teaching process, that we expect will lead to better results, especially for topics that are challenging for students. Full article
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20 pages, 1205 KiB  
Systematic Review
Life Skills in Compulsory Education: A Systematic Scoping Review
by Lone Hvalby, Astrid Guldbrandsen and Hildegunn Fandrem
Educ. Sci. 2024, 14(10), 1112; https://doi.org/10.3390/educsci14101112 - 14 Oct 2024
Viewed by 2827
Abstract
The significance of life skills within educational settings has grown; however, there remains a gap regarding a comprehensive understanding of the overarching concept. This systematic scoping review addresses that need, with the aim to identify and map empirical research published between 2013 and [...] Read more.
The significance of life skills within educational settings has grown; however, there remains a gap regarding a comprehensive understanding of the overarching concept. This systematic scoping review addresses that need, with the aim to identify and map empirical research published between 2013 and 2023 focused on life skills in compulsory education (grade 1–10). In addition to mapping the studies according to their characteristics, how life skills are defined is also examined, with a specific focus on collectivistic and individualistic perspectives. Through a rigorous search process, 50 studies were identified. The studies are mainly concerned with evaluating the efficacy of life skills programs or interventions for adolescents. They define life skills by both the type of skill and what it achieves. Key trends include an emphasis on an individualistic understanding of the term, lacking collectivistic perspectives. The implications focus on life skills education connected to lifelong learning, Bildung, and holistic growth from a collectivistic perspective, suggesting that future research could include life skills education for younger children for more sustainable effects favorable for desired societal outcomes. Full article
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18 pages, 268 KiB  
Article
Characteristics of Curious Minds: Evidence from Interviews with Renowned Experts in Five Curiosity-Dominant Fields
by Menucha Birenbaum, Fadia Nasser-Abu Alhija, Hany Shilton, Helena Kimron, Neria Shahor and Rovena Rosanski
Educ. Sci. 2024, 14(10), 1111; https://doi.org/10.3390/educsci14101111 - 14 Oct 2024
Viewed by 1466
Abstract
Semi-structured interviews were conducted with 50 renowned experts from five curiosity-dominant professional fields (scientists, inventors (high-tech entrepreneurs), artists, explorers, and therapeutic professionals). The five-dimensional curiosity framework proposed by Kashdan and colleagues (comprising joyous discovery, deprivation sensitivity, social curiosity, stress (uncertainty) tolerance, and thrill-seeking) [...] Read more.
Semi-structured interviews were conducted with 50 renowned experts from five curiosity-dominant professional fields (scientists, inventors (high-tech entrepreneurs), artists, explorers, and therapeutic professionals). The five-dimensional curiosity framework proposed by Kashdan and colleagues (comprising joyous discovery, deprivation sensitivity, social curiosity, stress (uncertainty) tolerance, and thrill-seeking) was adopted. The purpose was to explore nuances of curiosity manifestations expressed by the subjects in their own words and related personality and contextual attributes. A directed approach to content analysis was applied to code the interview data; qualitative methods were employed for data analysis, complemented by quantitative ones. Insights gained from the findings regarding the curiosity construct, focusing on differences among the groups in regard to aspects of social curiosity and effects of uncertainty tolerance and thrill-thinking, were discussed, followed by implications for cultivating curious minds. Full article
(This article belongs to the Section Education and Psychology)
15 pages, 417 KiB  
Article
Fostering Faithful Praxis: Tracing Educators’ Affective Turning Points in an Australian Islamic Teacher Education Program
by Nadeem Memon, Isra Brifkani and Dylan Chown
Educ. Sci. 2024, 14(10), 1110; https://doi.org/10.3390/educsci14101110 - 14 Oct 2024
Viewed by 1586
Abstract
There has been a rise in Islamic schools in Australia, a trend similarly seen in other Western countries, and yet limited opportunities for teacher preparation on what it means to impart an Islamically grounded education. This study utilises qualitative research methods, specifically portraiture [...] Read more.
There has been a rise in Islamic schools in Australia, a trend similarly seen in other Western countries, and yet limited opportunities for teacher preparation on what it means to impart an Islamically grounded education. This study utilises qualitative research methods, specifically portraiture to shed light on the experiences of in-service Islamic school educators, with varied backgrounds and religious affiliations in a cohort of the Graduate Certificate in Education (Islamic Education) program in Australia. This faith-based teacher education program aims to foster “faithful praxis”, and recenter the Divine in teaching and learning. The research focused on analysing transformative affective shifts as reflected in the program’s final portfolios. Portraits of four participants reflect a reconceptualisation of education as a holistic process that aims to nurture the whole student: mind, body, and soul. The portraits also highlight awakening experiences that signify the role of reflexivity and self-reflection of the educator so that educational renewal is of the whole collective in the school community. Implications of this study signify the role of spirituality in teaching and learning and the importance of moving beyond conventional and secular models of teacher education programs. Full article
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28 pages, 646 KiB  
Article
Comparing the Impact of Non-Cognitive Skills in STEM and Non-STEM Contexts in Kazakh Secondary Education
by Gulbakhyt Sultanova and Nurym Shora
Educ. Sci. 2024, 14(10), 1109; https://doi.org/10.3390/educsci14101109 - 14 Oct 2024
Viewed by 1276
Abstract
The role of non-cognitive skills in academic achievement has garnered increasing attention in educational research. This study explores the impact of non-cognitive skills on academic achievement in STEM and non-STEM subjects in secondary education. Survey data from 795 teachers and 12,965 students across [...] Read more.
The role of non-cognitive skills in academic achievement has garnered increasing attention in educational research. This study explores the impact of non-cognitive skills on academic achievement in STEM and non-STEM subjects in secondary education. Survey data from 795 teachers and 12,965 students across 20 STEM schools in Kazakhstan were analyzed to examine the impact of 26 non-cognitive skills on performance in math, physics, first language, and history. Regression and mediation analyses were conducted to investigate how students’ self-assessment of non-cognitive skills directly affects academic achievement and how these effects are mediated by teachers’ assessments. The findings indicate that non-cognitive skills exhibit varying direct and total effects, with mediated effects showing greater consistency across different subjects. In math and physics, information processing skill and grit show the strongest direct and total effects on academic achievement. In first language and history, responsibility management and teamwork skill are most influential. Except for capacity for optimism and growth mindset, all skills demonstrated mediated effects across the four subjects. This research informs curriculum development and equitable policies by showing how non-cognitive skills impact academic performance across subjects. It studies the case of Kazakhstan, adding to global education discourse and offering valuable insights for enhancing STEM education. Full article
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