Education Sciences

17 pages, 1569 KB

Open AccessArticle

The Role of Automated Diagnostics in the Identification of Learning Disabilities: Bayesian Probability Models in the Diagnostic Assessment

by Gergő Vida, Kálmán Sántha, Márta Trembulyák, Petra Pongrácz and Regina Balogh

Educ. Sci. 2025, 15(10), 1385; https://doi.org/10.3390/educsci15101385 - 16 Oct 2025

Abstract

This study investigates the application of Bayesian probability models in the diagnostic assessment of learning disabilities. The objective of this study was to determine whether specific conditions identified in expert reports could predict subsequent diagnoses. The sample consisted of 201 expert reports on [...] Read more.

This study investigates the application of Bayesian probability models in the diagnostic assessment of learning disabilities. The objective of this study was to determine whether specific conditions identified in expert reports could predict subsequent diagnoses. The sample consisted of 201 expert reports on children diagnosed with learning disabilities, which were analysed using qualitative content analysis, fuzzy set qualitative comparative analysis (fsQCA), and Bayesian conditional probability models. Variables such as vocabulary, working memory index, processing speed, and visuomotor coordination were examined as potential predictors. The analysis demonstrated that Bayesian networks captured conditional links, such as the strong association between working memory and perceptual inference, as well as an unexpected negative link between vocabulary and verbal comprehension. The study concludes that Bayesian networks provide a transparent and data-driven framework for pre-screening and risk assessment in special education settings. The limitations of this study include the absence of a control group and exclusive reliance on SNI cases. Future research should explore the integration of abductive reasoning into automated diagnostic software to enhance inclusivity and support decision-making. Full article

(This article belongs to the Special Issue Building Resilient Education in a Changing World)

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30 pages, 1256 KB

Open AccessArticle

Manifestations, Detection and Approach to Bullying and Cyberbullying from the Teachers’ Perspective: A Mixed Study in Spanish School Contexts

by Elena Blanca Martinez Piedra and Cristina Sánchez Romero

Educ. Sci. 2025, 15(10), 1384; https://doi.org/10.3390/educsci15101384 - 16 Oct 2025

Abstract

Bullying and cyberbullying were the focus of analysis in this study. The purpose of the study was to explore teachers’ perceptions, experiences and strategies in relation to these issues, as well as their training needs. A convergent mixed-methods design was used, consisting of [...] Read more.

Bullying and cyberbullying were the focus of analysis in this study. The purpose of the study was to explore teachers’ perceptions, experiences and strategies in relation to these issues, as well as their training needs. A convergent mixed-methods design was used, consisting of a quantitative questionnaire applied to 224 teachers, 12 semi-structured interviews and a field diary. Quantitative results indicated a high level of awareness of the seriousness of bullying, but a lower perception of self-efficacy in its detection and intervention, especially in digital contexts. The internal reliability of the measured dimensions was high (α > 0.85) and differences were identified according to gender and professional experience. At the qualitative level, diverse meanings of bullying, intuitive teaching practices, institutional barriers and specific demands for applied training were evident. Triangulation confirmed the coherence between sources and revealed the need for a strong institutional architecture to support teaching. It was concluded that teachers require resources, support and ongoing training to take a proactive role in bullying prevention and intervention. Full article

(This article belongs to the Special Issue Media Literacy in Lifelong Learning)

17 pages, 1416 KB

Open AccessArticle

Visual Multiplication Through Stick Intersections: Enhancing South African Elementary Learners’ Mathematical Understanding

by Terungwa James Age and Masilo France Machaba

Educ. Sci. 2025, 15(10), 1383; https://doi.org/10.3390/educsci15101383 - 16 Oct 2025

Abstract

This paper presents a novel visual approach to teaching multiplication to elementary school pupils using stick intersections. Within the South African context, where students consistently demonstrate low mathematics achievement, particularly in foundational arithmetic operations, this research explores an alternative pedagogical strategy that transforms [...] Read more.

This paper presents a novel visual approach to teaching multiplication to elementary school pupils using stick intersections. Within the South African context, where students consistently demonstrate low mathematics achievement, particularly in foundational arithmetic operations, this research explores an alternative pedagogical strategy that transforms abstract multiplication concepts into visual, concrete, countable representations. Building on theories of embodied cognition and visual mathematics, this study implemented and evaluated the stick intersection method with 45 Grade 4 students in Polokwane, Limpopo Province. Using a mixed-methods approach combining quantitative assessments with qualitative observations, the results revealed statistically significant improvements in multiplication performance across all complexity levels, with particularly substantial gains among previously low-performing students (61.3% improvement, d = 1.87). Qualitative findings demonstrated enhanced student engagement, deeper conceptual understanding of place value, and overwhelmingly positive learner perceptions of the method. The visual approach proved especially valuable in the multilingual South African classroom context, where it transcended language barriers by providing direct visual access to mathematical concepts. High retention rates (94.9%) one-month post-intervention suggest the method facilitated lasting conceptual understanding rather than temporary procedural knowledge. This research contributes to mathematics education by demonstrating how visually oriented, culturally responsive pedagogical approaches can address persistent challenges in developing mathematics proficiency, particularly in resource-constrained educational environments. Full article

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15 pages, 1140 KB

Open AccessArticle

Implicit Foreign Language Learning: How Early Exposure and Immersion Affect Narrative Competence

by Suzanne Quay and Moe Kano

Educ. Sci. 2025, 15(10), 1382; https://doi.org/10.3390/educsci15101382 - 16 Oct 2025

Abstract

This study investigates how short-term naturalistic immersion shapes the development of evaluative narrative competence in Japanese junior high school students learning English as a foreign language. While prior second language acquisition (SLA) research has established the benefits of input-rich environments, little is known [...] Read more.

This study investigates how short-term naturalistic immersion shapes the development of evaluative narrative competence in Japanese junior high school students learning English as a foreign language. While prior second language acquisition (SLA) research has established the benefits of input-rich environments, little is known about how implicit learning during brief immersion experiences supports higher-order storytelling skills. To address this gap, we analyzed students’ performance on a standardized problem-solving task and a storytelling task before and after a one-month homestay abroad. Results showed significant post-immersion gains in narrative complexity, with longer stories, greater use of causal and evaluative devices, and increased diversity of expression. Regression analysis revealed that the age of first English exposure strongly predicted outcomes: early starters demonstrated broader and more sophisticated use of evaluative strategies than later starters. These findings suggest that short-term immersion can substantially enhance narrative competence, particularly for learners with early exposure, while highlighting the need for tailored pedagogical interventions to help later starters capitalize on implicit learning opportunities. Full article

(This article belongs to the Section Language and Literacy Education)

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28 pages, 1267 KB

Open AccessReview

Mapping the Field: A Scoping Review of Initial Teacher Education Research in Central Asia

by Assel Sharimova, Naureen Durrani and Gullala Jumamuratova

Educ. Sci. 2025, 15(10), 1381; https://doi.org/10.3390/educsci15101381 - 16 Oct 2025

Abstract

This study maps the landscape of initial teacher education (ITE) research in Central Asia and its positioning within global academic discourse between 2004 and 2024. Drawing on a systematic scoping review of 144 publications conducted using the PRISMA-ScR protocol, it analyses publication trends, [...] Read more.

This study maps the landscape of initial teacher education (ITE) research in Central Asia and its positioning within global academic discourse between 2004 and 2024. Drawing on a systematic scoping review of 144 publications conducted using the PRISMA-ScR protocol, it analyses publication trends, methodological approaches and thematic foci. The findings indicate that although Central Asia’s contributions to global ITE discourse remain limited, scholarly output is growing, particularly in Kazakhstan, while publications from Tajikistan and Turkmenistan are notably absent. Most studies are empirical and predominantly quantitative, with a strong thematic focus on curriculum-related areas, with limited attention to research and practicum in ITE programmes, teaching practices of teacher educators and educational reform and policies in the field, including issues of equity. By critically assessing these trends, the study identifies key gaps and proposes directions for future research, contributing to a more coherent and connected body of ITE scholarship in and on Central Asia. As the first synthesis of ITE research across the region, it offers a foundation for comparative analysis and cross-national dialogue on teacher education reform. Full article

(This article belongs to the Section Teacher Education)

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21 pages, 332 KB

Open AccessArticle

Reconfiguration of Allied Health Education in Portugal: Perspectives from Professionals, Professors and Researchers

by Miguel Saúde, António Magalhães and Amélia Veiga

Educ. Sci. 2025, 15(10), 1380; https://doi.org/10.3390/educsci15101380 - 16 Oct 2025

Abstract

In 2013, Portugal implemented a major restructuring of Allied Health (AH) education by merging multiple separate first-cycle degree programmes into a smaller number of broader qualifications. The reform was designed to streamline curricula, increase efficiency, boost graduate employability, and align national qualifications with [...] Read more.

In 2013, Portugal implemented a major restructuring of Allied Health (AH) education by merging multiple separate first-cycle degree programmes into a smaller number of broader qualifications. The reform was designed to streamline curricula, increase efficiency, boost graduate employability, and align national qualifications with international standards. This study examines how Portuguese AH professionals, academics, and researchers perceive these reforms ten years on. A cross-sectional web-based survey collected 495 responses from AH stakeholders. Perceptions were quantified with a validated 21-item scale organised into three domains through exploratory factor analysis: (A) curricular change and structural effects; (B) educational quality and international harmonization; and (C) Professional Consequences of the Mergers. Differences between groups were examined by Kruskal–Wallis and Mann–Whitney U tests. There were notable differences by age, educational background, experience, and academic qualifications. Younger practitioners and post-merger graduates indicated more favourable perceptions of the reforms (Domains A and B), whereas older, pre-merger-trained, and doctoral-level respondents were more critical, especially regarding autonomy and specialization (Domain C). Views on the reform are influenced by generational, experiential, and academic factors. Individualized communication and policy-focused approaches are needed to promote stakeholder engagement and maintain the legitimacy of subsequent health education reforms in Portugal. Full article

(This article belongs to the Special Issue Teacher Effectiveness, Student Success and Pedagogic Innovation)

24 pages, 585 KB

Open AccessArticle

Supporting Children’s Working Memory Through Instructional Support in Primary School: A Microtrial Study

by Simona Sankalaite, Sophie Pollé, Mariëtte Huizinga, Saskia Van der Oord, Lauryna Rakickiene and Dieter Baeyens

Educ. Sci. 2025, 15(10), 1379; https://doi.org/10.3390/educsci15101379 - 15 Oct 2025

Abstract

Working memory (WM) is crucial for learning and academic success, emphasizing the need for effective theory- and practice-informed interventions supporting children with poor WM. Given limited transferable effects, recent research stresses the importance of context, focusing on malleable environmental factors like teacher–student interaction. [...] Read more.

Working memory (WM) is crucial for learning and academic success, emphasizing the need for effective theory- and practice-informed interventions supporting children with poor WM. Given limited transferable effects, recent research stresses the importance of context, focusing on malleable environmental factors like teacher–student interaction. This study uses a microtrial approach to explore the effects of teacher-provided instructional support on children’s observable WM-related problematic behavior. The experimental group (n = 35, 42.9% girls, Mage = 8.37, SDage = 1.66) received targeted instructional support, while the control group (n = 32, 40.6% girls, Mage = 8.67, SDage = 2.03) received teaching as usual. Pre- and post-intervention comparisons examined changes in students’ WM behavior. The four-week intervention included five strategies derived from a systematic review and a qualitative study, building on teachers’ existing practices. Findings revealed a significant time × condition interaction, with reduced WM-related problematic behavior in the experimental group, showing medium to large effect sizes (η_p² = 0.08–0.20). Improvements were noted in classroom behavior and the home environment, as reported by parents blinded to the condition. This study contributes to the causal evidence base indicating that targeted instructional support can reduce WM-related challenges and highlights the potential of brief, teacher-provided classroom interventions. Full article

(This article belongs to the Section Curriculum and Instruction)

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25 pages, 645 KB

Open AccessArticle

Agentic Actions and Agentic Perspectives Among Fellowship-Funded Engineering Doctoral Students

by Maya Denton, Ariel Chasen, Gabriella Coloyan Fleming, Maura Borrego and David Knight

Educ. Sci. 2025, 15(10), 1378; https://doi.org/10.3390/educsci15101378 - 15 Oct 2025

Abstract

In the US and Europe, institutions, foundations and governments invest significant financial resources in doctoral fellowships. Unlike other graduate funding mechanisms, fellowships are typically not tied to specific projects or job responsibilities and thus may afford more agency to students. We examined how [...] Read more.

In the US and Europe, institutions, foundations and governments invest significant financial resources in doctoral fellowships. Unlike other graduate funding mechanisms, fellowships are typically not tied to specific projects or job responsibilities and thus may afford more agency to students. We examined how fellowship funding contributes to or undermines agency of doctoral student recipients. We interviewed 23 US engineering doctoral students primarily funded on a fellowship for at least one semester. We qualitatively analyzed the interviews, using inductive and deductive methods of coding. Participants described increased flexibility with their projects, advisor, and personal life; additional access to physical resources, people and networks, and research experiences; and feelings of internal validation and external recognition from fellowship awards. Contexts of advising, timing of fellowship, source of fellowship, financial circumstances, and fellowship structure influenced their experiences. Agentic perspectives and actions included choice of advisor and research projects, switching advisors if necessary, completing internships and visiting other labs, and enjoying a higher standard of living. Advisor support is a necessity for students funded on fellowships. Multi-year fellowships from external sources, in comparison to internal sources, more often supported agency. We make recommendations for institutions to structure and administer fellowships to better support students. Full article

(This article belongs to the Section Higher Education)

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23 pages, 602 KB

Open AccessSystematic Review

Use of Digital Technologies to Support Socioemotional Teacher Training: A Systematic Review

by Fabiola Sáez-Delgado, Paulo Coronado-Sánchez, Javier Mella-Norambuena, Yaranay López-Angulo, Joaquin Brieba-Fuenzalida, Carolina Contreras-Saavedra and Gissela Lozano-Peña

Educ. Sci. 2025, 15(10), 1377; https://doi.org/10.3390/educsci15101377 - 15 Oct 2025

Abstract

Several studies in the educational field have explored the use of digital technologies and how they promote the strengthening of socioemotional competencies. However, most of these studies have focused on students, leaving their application to teachers in the background. This systematic review identifies [...] Read more.

Several studies in the educational field have explored the use of digital technologies and how they promote the strengthening of socioemotional competencies. However, most of these studies have focused on students, leaving their application to teachers in the background. This systematic review identifies and analyzes studies on the application of digital tools aimed at strengthening the socioemotional competencies of teachers in order to answer the following question: What digital technologies have been implemented to support the socioemotional development of teachers in educational settings and what are their results? The study followed the PRISMA 2020 guidelines, based on the identification of research in the ERIC, EBSCO, OpenAlex, Sciencedirect, Scopus, PubMed, arXiv, and Google Scholar databases. Out of 451 research studies identified in an observation window open to any year, 57 studies were selected for analysis. The digital technologies reviewed to strengthen teachers’ socioemotional competencies were grouped into three categories: self-reflection tools (65%), such as digital diaries and blogs; intentional emotional development technologies (68%), such as virtual reality and gamification; and collaborative platforms (37%), such as social networks. Their use evidenced the development of CASEL model competencies: self-awareness and responsible decision-making (86%), self-regulation (81%), social awareness (58%) and relational skills (68%). It is recommended to integrate these technologies in an intentional and contextualized way in teacher training, in order to enhance their well-being, emotional preparation, and prosperity even in the midst of current educational challenges. Full article

(This article belongs to the Special Issue Beyond Classroom Walls: Exploring Virtual Learning Environments)

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32 pages, 3797 KB

Open AccessArticle

Advancing Quality Physical Education: From the Canadian PHE Competencies to the QPE Foundations and Outcomes Frameworks

by Caleb Poulin and Melanie Davis

Educ. Sci. 2025, 15(10), 1376; https://doi.org/10.3390/educsci15101376 - 15 Oct 2025

Abstract

To foster engaged, resilient, healthy, and active citizens, there is a critical need to elevate the status of quality physical education (QPE) in Canadian schools. Within the K–12 educational context, systemic changes for physical education (PE) daily instructional time, curriculum development, and teacher [...] Read more.

To foster engaged, resilient, healthy, and active citizens, there is a critical need to elevate the status of quality physical education (QPE) in Canadian schools. Within the K–12 educational context, systemic changes for physical education (PE) daily instructional time, curriculum development, and teacher education are necessary to prepare educators for implementing comprehensive QPE programs that prioritize students’ holistic development and foundational movement competence. This manuscript examines the intricate role of the “Canadian Physical and Health Education Competencies” and its Essential and Foundational Elements, PE Competencies Wheel, and Wholistic Verb Wheel serve as a competency-informed approach for supporting PE curriculum updates and policy reform nationwide. Furthermore, the results section explores how the Canadian PHE Competencies serves as a foundation for advancing QPE and introduces two interconnected frameworks: the QPE Foundations Framework and the QPE Outcomes Framework—Skills for Life. Building on the overarching goals of the Canadian Physical and Health Education Competencies, the QPE Foundations Framework outlines essential components for program implementation, while the QPE Outcomes Framework—Skills for Life identifies eight core skills students develop through quality movement experiences. Together, these frameworks offer a transformative and progressive approach for understanding and assessing QPE, with the intention to serve as practical tools for pre-service and in-service educators, Physical Education Teacher Education (PETE) teacher educators, administrators, and policymakers. This manuscript concludes by advocating for enhanced pre-service educator training and ongoing professional development for in-service educators, ensuring all students have access to QPE experiences and equitable opportunities for developing the knowledge, skills, and attitudes to live active and well—for life. Full article

(This article belongs to the Special Issue Empowering the Next Generation: Fostering Physical Education through Effective Pedagogy)

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27 pages, 768 KB

Open AccessArticle

Investigating the Connection Between Spatial Reasoning Skills and Reggio Emilia-Inspired Kindergarten Mathematics Activities

by Robyn K. Pinilla, Pratimaben J. Mehta and Enrique Pineda Sanchez

Educ. Sci. 2025, 15(10), 1375; https://doi.org/10.3390/educsci15101375 - 15 Oct 2025

Abstract

Spatial reasoning (SR) skills are inherent to our daily interactions with the world and essential to young children’s learning in science, technology, engineering, arts, and mathematics (STEAM) domains. Most simply, SR skills allow humans to mentally represent and transform objects and their relations. [...] Read more.

Spatial reasoning (SR) skills are inherent to our daily interactions with the world and essential to young children’s learning in science, technology, engineering, arts, and mathematics (STEAM) domains. Most simply, SR skills allow humans to mentally represent and transform objects and their relations. While the connection between SR skills and mathematics achievement is strong, the skills are infrequently emphasized in curriculum or instruction in the early grades of traditional elementary schools. The Regio-Emilia Inspired Approach (RE-IA) offers a schooling model that promotes teachers, or guides, to engage children in authentic learning opportunities and co-construct an emergent curriculum suited to their learning goals, which offers opportunities to learn and practice SR skills through interactive engagements. In this study, we sought to understand and identify specific ways of designing and implementing mathematics activities that support children in receiving opportunities to learn SR skills, whether they are explicit within learning objectives or implicit in learning actions students take. We examined lessons that offer opportunities to integrate SR within a kindergarten mathematics project targeting data analysis concepts. Findings revealed RE-IA as one pedagogical approach to including SR in early childhood education, which could help educators provide engaging environments and joyful mathematics learning experiences for young children. Implications for practice and directions for future research aimed more broadly at transdisciplinary STEAM and in other school models are discussed. Full article

(This article belongs to the Special Issue Cultivating Teachers for STEAM Education)

20 pages, 248 KB

Open AccessArticle

Transformative Leadership in Arab Schools in Israel: Strategies for Promoting Social Justice and Mobility

by Alaa Elmalak-Watad

Educ. Sci. 2025, 15(10), 1374; https://doi.org/10.3390/educsci15101374 - 15 Oct 2025

Abstract

This study explored how school leaders in Arab schools in Israel enact transformative leadership to promote student social mobility and social justice. In the context of persistent structural inequalities and educational disparities, the study sought to illuminate leadership practices that go beyond technical [...] Read more.

This study explored how school leaders in Arab schools in Israel enact transformative leadership to promote student social mobility and social justice. In the context of persistent structural inequalities and educational disparities, the study sought to illuminate leadership practices that go beyond technical management and embrace a broader vision of social justice. Employing a qualitative research design, the study was based on 60 semi-structured interviews with principals and other school staff in Arab schools in Israel, as well as observations. A thematic analysis revealed four main dimensions of transformative leadership: promoting academic achievement; emphasizing emotional and social well-being; empowering students and encouraging leadership; and developing students’ skills and abilities. These practices reflect a strong alignment with Shields’s model of transformative leadership, which emphasizes equity, inclusion, and critical social change. The findings suggest that school leaders in the Arab minority in Israel view their role not only as educators but also as social agents working to mitigate marginalization and provide students with meaningful opportunities for advancement. Transformative leadership in these schools is deeply rooted in a commitment to social justice and equity and offers valuable insights for educational policy and leadership training programs. Full article

(This article belongs to the Special Issue Transformative School Leadership: Strategies for Innovation and Improvement)

19 pages, 285 KB

Open AccessArticle

“I Sit Here Feeling the Beauty” Together with Nature—Children’s Knowledge in the Nature Kindergarten

by Hilde Alme and Marianne Presthus Heggen

Educ. Sci. 2025, 15(10), 1373; https://doi.org/10.3390/educsci15101373 - 15 Oct 2025

Abstract

The use of nature as an environment to develop children’s knowledge in kindergartens is growing globally. Understanding how children learn in nature and the types of knowledge they acquire is crucial for this pedagogical approach. This article examines the outcomes for children aged [...] Read more.

The use of nature as an environment to develop children’s knowledge in kindergartens is growing globally. Understanding how children learn in nature and the types of knowledge they acquire is crucial for this pedagogical approach. This article examines the outcomes for children aged 3–5 years within these practices. It examines how they acquire knowledge and the types of knowledge they gain, emphasizing that the focus extends beyond epistemic knowledge alone. The children’s knowledge of nature is analysed through Aristotle’s forms of knowledge—episteme (scientific knowledge), techne (skills), and phronesis (practical wisdom). This article also incorporates the theory of relational knowledge. Our study involved thirty children and twenty staff members from six nature groups, with the main method being child interviews. Our methods included child-guided tours of the “nature area,” playful focus group interviews with children, and child-drawn illustrations. This approach enabled the children to share their thoughts and experiences. The staff were interviewed in focus groups. Our results show that children acquire knowledge through sensory experiences, reflection, action, and interactions with nature over time. Learning occurs through the collaboration of three actors: nature, children, and staff. This allows children to think independently and develop relational knowledge about nature through their active engagement. Full article

(This article belongs to the Special Issue Early Childhood Education and Care Lays the Foundations for Learning and Wellbeing)

15 pages, 506 KB

Open AccessReview

The Use of Powered Devices to Support Autonomous Mobility in Children with Motor Disability Attending Early Childhood Intervention: Implications for Physical Education and School Inclusion

by Marina Perelló-Díez, Jesús Vicente Ruiz-Omeñaca, María Ángeles Valdemoros-San-Emeterio and Berta Paz-Lourido

Educ. Sci. 2025, 15(10), 1372; https://doi.org/10.3390/educsci15101372 - 15 Oct 2025

Abstract

Mobility in children with motor disabilities is critical to their quality of life because it enhances participation and social inclusion in school and community settings. Recently, early childhood intervention programs have begun incorporating powered mobility devices (PMDs) to promote children’s autonomy at an [...] Read more.

Mobility in children with motor disabilities is critical to their quality of life because it enhances participation and social inclusion in school and community settings. Recently, early childhood intervention programs have begun incorporating powered mobility devices (PMDs) to promote children’s autonomy at an earlier age than before. This study aimed to review the research on PMDs and highlight the implications for physical education and inclusion. Guided by PRISMA recommendations for scoping reviews, a synthesis of the findings from 46 articles published between 2010 and 2025 was conducted. Results indicate that the increasing use of these devices aligns with an emerging shift in professional perspectives toward technology-assisted mobility to improve participation. However, several factors influence the success of PMD implementation, including device type, children’s health status, and social, family, environmental, and attitudinal conditions. This shift presents both opportunities and challenges for schools. It is essential for physical education teachers to remain updated on innovations in this field, such as modified ride-on cars, and to strengthen collaboration between schools and early childhood intervention services to overcome physical, social, and attitudinal barriers to inclusion. Full article

(This article belongs to the Special Issue Exploring Teaching and Learning in Physical Education and Sport)

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19 pages, 1157 KB

Open AccessArticle

Software Development Projects as a Way for Multidisciplinary Soft and Future Skills Education

by Krzysztof Podlaski, Michał Beczkowski, Katharina Simbeck, Katrin Dziergwa, Derek O’Reilly, Shane Dowdall, Joao Monteiro, Catarina Oliveira Lucas, Johanna Hautamaki, Heikki Ahonen, Hiram Bollaert, Philippe Possemiers and Zofia Stawska

Educ. Sci. 2025, 15(10), 1371; https://doi.org/10.3390/educsci15101371 - 14 Oct 2025

Abstract

The modern job market demands soft and future skills from both technical and non-technical professionals. It is often challenging to teach these competencies in a traditional academic setting. This paper presents an effective approach for developing these skills through a short, intensive, joint [...] Read more.

The modern job market demands soft and future skills from both technical and non-technical professionals. It is often challenging to teach these competencies in a traditional academic setting. This paper presents an effective approach for developing these skills through a short, intensive, joint project. While our case study is an Erasmus+ program, the methodology can be applied within various frameworks. We use problem-based and active learning, along with group work, to teach. The approach also emphasizes diversity by arranging multidisciplinary student groups to work on software development tasks. In our project, less than half of the participants had a computer science background, demonstrating that these tasks are engaging for non-technical students. The multicultural and international environment of the project is crucial in a global working environment, and its brief, intense nature helps simulate real-world stressful situations. This methodology provides a practical way to prepare students for the demands of the modern workplace. The results confirmed the effectiveness of the project in developing certain key skills, though not all competencies showed a measurable increase during the event’s short duration. Full article

(This article belongs to the Collection Trends and Challenges in Higher Education)

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17 pages, 1325 KB

Open AccessArticle

Views on Mathematics Education: A Comparative Study of Future Primary and Future Mathematics Teachers

by Vana Colić, Zorana Lužanin, Bojan Lazić, Sanja Maričić and Jasmina Klemenović

Educ. Sci. 2025, 15(10), 1370; https://doi.org/10.3390/educsci15101370 - 14 Oct 2025

Abstract

Teacher identity emerges from the intertwined relationship of past, present, and future experiences, shaped through active reflection within individual, social, and cultural contexts. This study investigates how initial teacher education programs for future primary school teachers and future mathematics teachers influence their perceptions [...] Read more.

Teacher identity emerges from the intertwined relationship of past, present, and future experiences, shaped through active reflection within individual, social, and cultural contexts. This study investigates how initial teacher education programs for future primary school teachers and future mathematics teachers influence their perceptions of mathematics education. Questionnaires with predominantly open-ended questions were distributed to 369 students: 195 enrolled in mathematics teacher education programs and 174 in primary school teacher education programs. The survey examined their preferences for school subjects in prior education, motivations for choosing teaching as a profession, important teacher qualities, and attitudes toward mathematics. The results reveal significant differences between the two groups: future primary school teachers emphasize the focus on children and relational aspects of teaching, while future mathematics teachers highlight mathematics as a scientific discipline. Both groups’ responses reflect their respective educational programs and experiences. The findings suggest that adopting a holistic approach in teacher education, integrating content knowledge with pedagogical practice, and supporting reflective processes can foster deeper self-understanding and the development of a professional teacher identity. Full article

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

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20 pages, 1145 KB

Open AccessArticle

Multivariable Study of Innovative Competence Profile in University Faculty: Analysis of Determining Factors and Their Relationship to Improvement of Educational Quality

by Javier Espitia Barrero, Catalina Guerrero-Romera, Jose-David Cuesta-Sáez-de-Tejada, Jesús-Manuel Martínez-González, Eider Bilbao-Aiastui and Cipriano Martínez-Algora

Educ. Sci. 2025, 15(10), 1369; https://doi.org/10.3390/educsci15101369 - 14 Oct 2025

Abstract

Innovation in university education has become a key pillar for improving learning quality and ensuring faculty adaptation to the challenges of the 21st century. This study aims to analyze the innovative competence profile of university faculty, exploring their disposition toward innovation, the use [...] Read more.

Innovation in university education has become a key pillar for improving learning quality and ensuring faculty adaptation to the challenges of the 21st century. This study aims to analyze the innovative competence profile of university faculty, exploring their disposition toward innovation, the use of advanced pedagogical methodologies, and their integration of information and communication technologies (ICT). A quantitative, non-experimental, cross-sectional design was employed, using a validated questionnaire administered to a sample of 136 faculty members at the University of Murcia. Findings indicate that educational innovation in higher education is influenced by both individual and institutional factors. Female faculty members demonstrate greater openness to innovation, particularly in development and training, while those with intermediate teaching experience (11–20 years) report higher implementation of innovative methodologies compared to those with less than 10 years or more than 20 years of experience. Additionally, the Faculty of Education stands out for its integration of innovative strategies, in contrast to other faculties where adoption is more limited. Despite a generally positive attitude toward innovation, shortcomings were identified in the evaluation and dissemination of these methodologies, which hinder their consolidation within the academic community. The results highlight the need for institutional strategies that enhance teacher training, promote effective evaluation, and foster interfaculty collaboration to share experiences and best practices. Full article

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31 pages, 820 KB

Open AccessArticle

Is Use of Literacy-Focused Curricula Associated with Children’s Literacy Gains and Are Associations Moderated by Risk Status, Receipt of Intervention, or Preschool Setting?

by Zhiling Meng Shea, Shayne B. Piasta, Ye Shen, Alida K. Hudson, Cynthia M. Zettler-Greeley, Kandia Lewis and Jessica A. R. Logan

Educ. Sci. 2025, 15(10), 1368; https://doi.org/10.3390/educsci15101368 - 14 Oct 2025

Abstract

Integrating literacy-focused curricula in preschool settings may help support children’s literacy learning. In this study, we explored the use of literacy-focused curricula and how it was associated with preschool children’s literacy gains (i.e., print and letter knowledge, phonological awareness, language and comprehension, and [...] Read more.

Integrating literacy-focused curricula in preschool settings may help support children’s literacy learning. In this study, we explored the use of literacy-focused curricula and how it was associated with preschool children’s literacy gains (i.e., print and letter knowledge, phonological awareness, language and comprehension, and emergent writing) relative to non-literacy-focused curricula. We estimated multilevel structural equation models using data from an intervention study that included a sample of 571 children nested within 98 preschool classrooms. Because early disparities in emergent literacy are associated with later reading and writing difficulties, we examined how such associations might be moderated by child risk status, receipt of emergent literacy intervention, and program settings. We found that literacy-focused curricula were not often used by teachers in preschool classrooms, but teachers’ use of such curricula was positively associated with children’s phonological awareness gains. Risk status did not moderate the association between use of literacy-focused curricula and children’s emergent writing gains. Additionally, emergent literacy intervention and program settings did not moderate the associations. However, we found that teachers’ use of literacy-focused curricula was positively associated with print and letter knowledge, phonological awareness, and language and comprehension for children identified as at risk for later reading difficulties compared to those who were not at risk. As such, our findings suggest that integrating or supplementing existing classroom instruction with literacy-focused curricula could yield meaningful benefits for children identified as at risk for later reading difficulties. Full article

(This article belongs to the Special Issue Advances in Evidence-Based Literacy Instructional Practices)

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23 pages, 311 KB

Open AccessArticle

The Effect of a Science Camp on Elementary Students’ Science Identity and Their Perceptions of Science, Scientists, and STEM Careers

by Elsun Seung and Soonhye Park

Educ. Sci. 2025, 15(10), 1367; https://doi.org/10.3390/educsci15101367 - 14 Oct 2025

Abstract

This mixed-methods research investigated the impact of a summer science camp—developed in conjunction with an elementary science methods course—on elementary students’ science identity, perceptions of science, scientists, and STEM careers. Data were collected from a total of 40 students in Grades 2–6 who [...] Read more.

This mixed-methods research investigated the impact of a summer science camp—developed in conjunction with an elementary science methods course—on elementary students’ science identity, perceptions of science, scientists, and STEM careers. Data were collected from a total of 40 students in Grades 2–6 who attended the camp. The pre- and post-camp science identity surveys and focus group interviews were conducted at both the beginning and end of the camp. Data were analyzed using paired-samples t-tests and the constant comparative method. Data analysis revealed a significant overall increase (p = 0.008) in participants’ science identity scores following their participation in the summer science camp. Additionally, participants began to focus more on the epistemic goals of scientific investigations, rather than merely viewing science as experimentation. Their understanding of scientists’ work became more sophisticated, reflecting improved awareness of various scientific fields, types of scientists, specific experiments, and equipment. Participants also reported that camp activities more closely resembled the work scientists do, compared to their typical school science experiences. Most participants appeared to develop a heightened interest in science through the camp, which in turn fostered more positive attitudes toward pursuing STEM careers. Full article

(This article belongs to the Special Issue STEM Stories: Inspiring Integrated STEM Teaching and Learning from Early Childhood to Teacher Education)

21 pages, 283 KB

Open AccessArticle

Walking the Leadership Tightrope: Principals’ Experience of Work–Life Balance

by Andy Love and Se Woong Lee

Educ. Sci. 2025, 15(10), 1366; https://doi.org/10.3390/educsci15101366 - 14 Oct 2025

Abstract

Principals experience high levels of anxiety, frustration, and stress, often struggling with their physical, mental, and emotional well-being. Balancing work–life responsibilities is critical, yet we know little about how school principals understand and navigate work–life balance (WLB). Building on boundary and spillover theories, [...] Read more.

Principals experience high levels of anxiety, frustration, and stress, often struggling with their physical, mental, and emotional well-being. Balancing work–life responsibilities is critical, yet we know little about how school principals understand and navigate work–life balance (WLB). Building on boundary and spillover theories, we employed an interpretive qualitative research design and interviewed 10 school principals in Missouri to better understand their experiences with WLB and its impact on their well-being. Our findings revealed that while principals themselves understand the importance of WLB, they shared that achieving it is challenging for individuals on their own. Instead, there is a need for a community of understanding and systematic support to help them achieve a better balance. Full article

(This article belongs to the Special Issue School Leadership Well-Being: Stressors, Enablers, and Impact on Leadership Practices and Educational Outcomes)

33 pages, 3248 KB

Open AccessArticle

Playing Gebeta in Preschool: Informal Pathways to Early Numeracy Through Directionality and Bundling

by Oliver Thiel

Educ. Sci. 2025, 15(10), 1365; https://doi.org/10.3390/educsci15101365 - 14 Oct 2025

Abstract

Preschool children develop essential mathematical concepts through play, yet little is known about how traditional board games can support this process. This small-scale microgenetic case study investigates how children unfamiliar with the Ethiopian game Gebeta (a mancala-type game) learn to play the game [...] Read more.

Preschool children develop essential mathematical concepts through play, yet little is known about how traditional board games can support this process. This small-scale microgenetic case study investigates how children unfamiliar with the Ethiopian game Gebeta (a mancala-type game) learn to play the game and what mathematical competencies emerge. Video observations were conducted with 5-year-olds in Norway as they engaged in repeated play sessions. Event logs and transcripts were analysed with a focus on children’s developing strategies and difficulties. The results show that children quickly understood the basic rules but faced challenges with directionality (i.e., maintaining the correct direction of play) and differentiating between different types of game moves. Over time, they demonstrated evident progress in following the rules. They began to treat groups of counters as units, moving from one-by-one counting to bundling and unitising. These developments align with Bishop’s fundamental activities locating and counting. We conclude that Gebeta provides a playful context in which children can practice directionality and bundling, both of which are crucial for avoiding common errors in later school mathematics, such as off-by-one counting errors and misunderstandings of the number system. The study suggests that Gebeta can be introduced in early childhood settings without simplifying the rules, providing an engaging resource for early mathematics education. Full article

(This article belongs to the Special Issue Exploring Mathematical Thinking in Early Childhood Education)

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18 pages, 414 KB

Open AccessArticle

“I Am for Diversity…”: How a Victimhood Legal Formula Weaponizes Faculty Academic Freedom Against Diversity, Equity, Inclusion, and Social Justice

by LaWanda Wynette Ward and Daisy Rodriguez

Educ. Sci. 2025, 15(10), 1364; https://doi.org/10.3390/educsci15101364 - 14 Oct 2025

Viewed by 2

Abstract

The phenomenon of white men faculty filing lawsuits alleging that diversity, equity, inclusion, and social justice violate their free speech and academic freedom rights is instructive for how legal strategies are employed. We engaged white legal logic to examine how three white men [...] Read more.

The phenomenon of white men faculty filing lawsuits alleging that diversity, equity, inclusion, and social justice violate their free speech and academic freedom rights is instructive for how legal strategies are employed. We engaged white legal logic to examine how three white men faculty members narrated their experiences and what legal precedent was used to support their requested legal redress. The two most salient themes are as follows: (1) plaintiffs constructed a dual legal narrative, positioning themselves as both victims and champions of DEI and social justice initiatives by simultaneously mischaracterizing DEI and social justice to align with their ideological perspectives; (2) plaintiffs weaponized academic freedom and free speech legal precedents to frame their purported ideological dissent about DEI initiatives as a constitutionally protected right. In addition to identifying two major themes, we observed a pattern in legal strategies to add to white legal logic: a victimhood legal formula. Ultimately, we illuminate calculated efforts to maintain systemic inequities under the guise of law and demonstrate the enduring struggle over education’s role in a racially diverse society. Full article

(This article belongs to the Special Issue Navigating the Challenges, Tensions, and Complexities of Political and Legislative Attacks in Higher Education)

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18 pages, 860 KB

Open AccessArticle

Break Barriers: Motivation and Obstacles in Secondary School Teacher Education

by Andrea Hlubučková, Karel Tomšík, Jr., Lucie Smékalová, Karel Tomšík and Kateřina Tomšíková

Educ. Sci. 2025, 15(10), 1363; https://doi.org/10.3390/educsci15101363 - 14 Oct 2025

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Abstract

The quality of teacher education represents a fundamental pillar for effective educational systems. European and Czech educational policies emphasise alignment with labour market demands and continuous professional development of teachers. This study examines the motivations of and barriers faced by secondary school teachers [...] Read more.

The quality of teacher education represents a fundamental pillar for effective educational systems. European and Czech educational policies emphasise alignment with labour market demands and continuous professional development of teachers. This study examines the motivations of and barriers faced by secondary school teachers enrolled in a pedagogical study programme at the Czech University of Life Sciences Prague, contextualised within broader European and national strategic frameworks. Employing a mixed-methods approach, the research combined document analysis of international and national educational policy reports with a longitudinal questionnaire survey of 404 bachelor’s level teacher education students. Chi-square tests and sign residual analyses investigated relationships between labour market position, study motivation, and perceived obstacles. Findings reveal that employer requirements primarily drive educational professionals to pursue further qualifications, whilst other occupational groups cite personal interest as their main motivator. Time constraints emerge as the predominant barrier across all groups, followed by inadequate employer support. No significant association was identified between motivation and perceived barriers. Comparative analysis demonstrates Czech teachers’ lower remuneration satisfaction relative to other countries examined in this research. The study concludes that enhanced employer support and targeted policy measures addressing time constraints are essential for effective teacher professional development. Full article

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18 pages, 309 KB

Open AccessArticle

Humanizing STEM Education Amidst Environmental Crises: A Case Study of a Rural Hispanic-Serving Institution (HSI) in New Mexico

by Elvira J. Abrica, Deryl K. Hatch-Tocaimaza, Sarah Corey-Rivas and Justine Garcia

Educ. Sci. 2025, 15(10), 1362; https://doi.org/10.3390/educsci15101362 - 14 Oct 2025

Viewed by 52

Abstract

This study investigates how a rural Hispanic-Serving Institution (HSI) in New Mexico created and maintained a humanizing STEM educational environment amidst repeated and overlapping natural disasters between 2020 and 2024. Specifically, we explore the impacts of the COVID-19 pandemic, severe wildfires, water contamination, [...] Read more.

This study investigates how a rural Hispanic-Serving Institution (HSI) in New Mexico created and maintained a humanizing STEM educational environment amidst repeated and overlapping natural disasters between 2020 and 2024. Specifically, we explore the impacts of the COVID-19 pandemic, severe wildfires, water contamination, and a chemical leak on a STEM initiative known as SomosSTEM (“We are STEM”), a five-year, NSF-funded program at New Mexico Highlands University (NMHU). SomosSTEM integrates culturally responsive, research-intensive educational experiences throughout the critical first two years of undergraduate life science programs. Through qualitative analysis of institutional practices and student experiences, we found that SomosSTEM exemplifies a humanizing educational approach defined by authentic care, commitment, and intentional relationship-building by faculty, staff, and administrators. Importantly, our findings underscore that humanizing education must be inherently place-based and attend to the inherent interconnectedness of educational environments with their physical and ecological contexts. This understanding promotes a more expansive and placed-based understanding of humanizing education and highlights the disproportionate effects of environmental crises on rural, resource-limited institutions serving marginalized communities. We emphasize the critical need for integrating environmental justice, STEM equity, and sustainability in higher education. Full article

(This article belongs to the Special Issue Rethinking Science Education: Pedagogical Shifts and Novel Strategies)

18 pages, 880 KB

Open AccessReview

Reimagining Science Learning in Early Childhood Through Storybook Reading

by Amanda S. Haber and Sona C. Kumar

Educ. Sci. 2025, 15(10), 1361; https://doi.org/10.3390/educsci15101361 - 14 Oct 2025

Viewed by 64

Abstract

This paper presents a model for reimagining science learning during the early childhood years through storybook reading. Much of the research on storybooks in early childhood has emphasized how storybooks promote knowledge acquisition in literacy, social–emotional learning, and science. This model proposes that [...] Read more.

This paper presents a model for reimagining science learning during the early childhood years through storybook reading. Much of the research on storybooks in early childhood has emphasized how storybooks promote knowledge acquisition in literacy, social–emotional learning, and science. This model proposes that shared science storybook reading, through interactions with adults and society, integrates these domains and encourages the development of skills critical to success in science fields such as persistence in the face of failure and growth mindset. The model is situated within two theoretical frameworks: a social interactionist framework that adult–child interactions during a shared storybook reading can advance children’s learning and an ecological systems framework, which highlights how early development occurs in informal and formal learning environments in preschool through second grade, and within the context of larger societal values surrounding science. Full article

(This article belongs to the Special Issue Effective Science Education for Young Children in Early Years Contexts)

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16 pages, 2011 KB

Open AccessArticle

Preschool Problem Solvers: Developing Assessment Tasks to Measure Young Children’s Learning of Computational Thinking Skills and Practices

by Ximena Dominguez, Danae Kamdar, Tiffany Leones, Shuchi Grover and Phil Vahey

Educ. Sci. 2025, 15(10), 1360; https://doi.org/10.3390/educsci15101360 - 13 Oct 2025

Viewed by 110

Abstract

Research that explores which computational thinking (CT) skills resonate with the abilities and interests of preschoolers is limited. Even more limited is the availability of assessments that can be used to measure young children’s CT learning. This study describes the process employed to [...] Read more.

Research that explores which computational thinking (CT) skills resonate with the abilities and interests of preschoolers is limited. Even more limited is the availability of assessments that can be used to measure young children’s CT learning. This study describes the process employed to generate a series of developmentally appropriate assessment tasks designed to draw inferences of young children’s learning of CT components and engagement in CT practices. Assessment tasks were designed and pilot-tested with a sample of 57 preschool children in Virginia and California. Item responses were coded and analyzed using classical test theory to examine item difficulty and discrimination. The reliability of the final set of items was calculated using Cronbach’s alpha. The overall difficulty of the items was relatively high, and discrimination values were generally adequate. The total summated score was also found to be reliable. Our assessment and design process reveals challenges and shares ideas for item formats that allow gathering evidence of young children’s CT learning. Full article

(This article belongs to the Special Issue Measuring Children’s Computational Thinking Skills)

32 pages, 7537 KB

Open AccessArticle

A Follow-Up on the Development of Problem-Solving Strategies in a Student with Autism

by Irene Polo-Blanco, María-José González-López and Raúl Fernández-Cobos

Educ. Sci. 2025, 15(10), 1359; https://doi.org/10.3390/educsci15101359 - 13 Oct 2025

Viewed by 91

Abstract

Students with autism spectrum disorder (ASD) often face difficulties in solving arithmetic word problems, particularly in transitioning from informal counting strategies to more efficient methods based on number facts and formal operations. This study examined the development of problem-solving strategies in a single [...] Read more.

Students with autism spectrum disorder (ASD) often face difficulties in solving arithmetic word problems, particularly in transitioning from informal counting strategies to more efficient methods based on number facts and formal operations. This study examined the development of problem-solving strategies in a single student with ASD and intellectual disability across two sequential single-case experiments using multiple baseline designs. Study 1 (age 13 years 9 months; 17 sessions) employed Modified Schema-Based Instruction (MSBI) to teach addition and subtraction change problems, while Study 2 (age 14 years 10 months; 18 sessions) utilized the Conceptual Model-based Problem Solving (COMPS) approach for multiplication and division equal-group problems. Success was defined as both correctness of the response and correctly identifying the required operation. Results indicated that the student’s performance improved in all problem types in both studies, with maintenance observed 8 weeks after Study 1 and 5 weeks after Study 2. Instruction effects generalized to two-step addition and subtraction problems in Study 1, and to two-step addition and multiplication problems in Study 2. The findings indicate that both MSBI and COMPS facilitated the student’s shift from informal strategies to efficient operation-based problem solving. Implications for practice include the need for individualized reinforcements, careful adaptation of instruction, and providing teachers with a variety of problems and knowledge of these teaching methods to support students with ASD in developing advanced problem-solving skills. Full article

(This article belongs to the Special Issue Conceptual Understanding in Mathematics: Focusing on Students with Learning Disabilities or Difficulties)

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21 pages, 731 KB

Open AccessArticle

Resilience Profiles of Teachers: Associations with Psychological Characteristics and Demographic Variables

by Athena Daniilidou, Maria Platsidou, Andreas Stafylidis and Savvas Stafylidis

Educ. Sci. 2025, 15(10), 1358; https://doi.org/10.3390/educsci15101358 - 13 Oct 2025

Viewed by 86

Abstract

This study aimed to examine what makes a teacher resilient by investigating the psychological and contextual characteristics that distinguish more resilient educators from their peers. Specifically, it explored the relationships of psychological resilience with emotional intelligence, meaning in life, burnout, and self-efficacy among [...] Read more.

This study aimed to examine what makes a teacher resilient by investigating the psychological and contextual characteristics that distinguish more resilient educators from their peers. Specifically, it explored the relationships of psychological resilience with emotional intelligence, meaning in life, burnout, and self-efficacy among primary and secondary school teachers. Drawing on data from two independent but methodologically aligned studies (N = 222 and N = 407, respectively), cluster analyses identified two distinct teacher profiles in each study: high-resilience and lower-resilience. Teachers in the high-resilience group consistently reported higher emotional intelligence (in Study 1), greater self-efficacy, and lower levels of burnout (in Study 2). Interestingly, while the presence of meaning in life did not differ significantly between groups, high-resilience teachers were more actively engaged in the search for meaning (in Study 1). Analyses of teachers’ demographics revealed modest associations between resilience and gender or marital status, with women and partnered individuals more frequently represented in the high-resilience profile. No significant differences were observed concerning age, experience, or educational background. These findings support theoretical models that conceptualize resilience as a dynamic, multidimensional construct shaped by emotional, motivational, and social resources rather than fixed demographic traits. Implications for teacher training, institutional policy, and future resilience research are discussed. Full article

(This article belongs to the Special Issue Promoting Mental Health and Wellbeing in Education: Counselling, Collaboration, and Practice)

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18 pages, 460 KB

Open AccessArticle

Exploring Pre-Service Teachers’ Self-Efficacy: The Impact of Community of Practice and Lesson Study

by Kanyarat Sonsupap, Kanyarat Cojorn, Bovornpot Choompunuch, Chanat Intakanok and Chaweewan Seesom

Educ. Sci. 2025, 15(10), 1357; https://doi.org/10.3390/educsci15101357 - 13 Oct 2025

Viewed by 214

Abstract

Self-efficacy (SE) enables pre-service teachers to manage learning tasks and solve problems with confidence, which is essential for professional development and for addressing real-world teaching challenges. This study aimed to enhance SE through an integrated approach combining Lesson Study and Community of Practice [...] Read more.

Self-efficacy (SE) enables pre-service teachers to manage learning tasks and solve problems with confidence, which is essential for professional development and for addressing real-world teaching challenges. This study aimed to enhance SE through an integrated approach combining Lesson Study and Community of Practice (CoP plus LS) to better prepare pre-service teachers for classroom practice. Thirteen pre-service teachers in a teaching practicum were assigned to either an experimental group (CoP plus LS, n = 7) or a control group receiving conventional training (n = 6). A mixed-methods design was employed: SE was measured quantitatively using validated questionnaires at three time points (pre-test, post-test, and 8-week follow-up), and qualitative data were collected through semi-structured group interviews. Quantitative results showed that the CoP plus LS group demonstrated significantly greater improvement in SE compared to the control group. Within the CoP plus LS group, SE increased significantly from pre-test to post-test, with scores at follow-up remaining higher than baseline despite a slight decline. Qualitative findings revealed four themes: (1) enhanced classroom management and instructional design, (2) stronger professional identity and commitment, (3) recognition of real-world teaching challenges, and (4) growth through collaborative reflection and learning. Overall, the findings indicate that CoP plus LS effectively strengthens SE among pre-service teachers. Incorporating this approach into teacher education is recommended to enhance psychological readiness and foster sustainable professional growth. Full article

(This article belongs to the Special Issue Education for Early Career Teachers)

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14 pages, 235 KB

Open AccessArticle

Clinical Judgement in Pre-Service Teacher Education: An Opportunity for Enhanced Professionalism?

by Jeana Kriewaldt, Suzanne Rice, Nicky Dulfer and Amy McKernan

Educ. Sci. 2025, 15(10), 1356; https://doi.org/10.3390/educsci15101356 - 13 Oct 2025

Viewed by 128

Abstract

Clinical models inform initial teacher education programs at several sites globally. Such models, and the term ‘clinical,’ along with related but not synonymous evidence-based forms of teaching, are advocated by some and criticised by others. Advocates emphasise an integration of evidence, theory, and [...] Read more.

Clinical models inform initial teacher education programs at several sites globally. Such models, and the term ‘clinical,’ along with related but not synonymous evidence-based forms of teaching, are advocated by some and criticised by others. Advocates emphasise an integration of evidence, theory, and research with contextualised clinical judgement that centres on students and teachers. Critics raise concerns over the privileging of ‘scientific’ or ‘medicalised’ ways of knowing that undermine teachers’ professional and moral judgement. This paper draws on focus group data exploring understandings of clinical judgement among 20 teacher educators in a well-established clinical teacher education course. Findings reveal that while there were tensions in the use of ‘clinical’, participants saw value in the language of clinical judgement in teaching. Clinical judgement positioned teaching as a profoundly intellectual activity in which the synthesis and evaluation of observations, research, context, and student learning evidence informed teacher decision making. Findings suggest that, when framed in this way, clinical judgement and clinical teaching models can enhance teachers’ professionalism and confidence in professional decisions. The perspectives of participants reveal an often-overlooked aspect of the clinical teaching debate—the experiences of teacher educators working within such a model. Full article

(This article belongs to the Special Issue Reclaiming and Rethinking Teacher Education: Global Concerns, Challenges and Opportunities)

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Educ. Sci., Volume 15, Issue 10 (October 2025) – 120 articles

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