Education Sciences

24 pages, 456 KB

Open AccessArticle

Centering Identity and Multilingualism in Educational Leadership Preparation Programs

by Elisabeth Kim and Kalah Larison Ishimaru

Educ. Sci. 2025, 15(11), 1435; https://doi.org/10.3390/educsci15111435 (registering DOI) - 24 Oct 2025

As the population of multilingual learners identified as English learners (ELs) grows in the United States, it is critical that education leaders are equipped to create school environments that are affirming and welcoming with high expectations for these students and their families. Nationwide, [...] Read more.

As the population of multilingual learners identified as English learners (ELs) grows in the United States, it is critical that education leaders are equipped to create school environments that are affirming and welcoming with high expectations for these students and their families. Nationwide, 10.4% or 5.1 million students were classified as EL in 2019. The state of California has the largest EL student population in the nation at 19.1%. This qualitative study explores the experiences of 25 school and district leaders in the Central Coast of California in their educational leadership preparation programs. Document review and critical content analysis were conducted of educational leadership preparation program websites including the course requirements, testimonials and mission statements. Leaders predominantly attended preparation programs at public universities that are Hispanic Serving Institutions. While they were interested in learning technical skills like education law and budgeting, they found it helpful to learn about a variety of topics such as instructional coaching and data analysis. However, they did not feel that there was enough of a focus on the needs of multilingual learners. This article examines how we might strengthen educational leadership preparation so that programs more effectively center the needs of multilingual learners as well as candidates’ identities as a resource. Full article

(This article belongs to the Special Issue Strengthening Educational Leadership Preparation and Development)

18 pages, 399 KB

Open AccessArticle

Exploring Achievement Emotions, Emotion Regulation and English Performance: A Comparative Study Between Chinese Middle School and College Students

by Meihua Liu, Qian Wu and Yihan Wang

Educ. Sci. 2025, 15(11), 1434; https://doi.org/10.3390/educsci15111434 (registering DOI) - 24 Oct 2025

Abstract

This study examined the differences in the levels of and relations between achievement emotions, emotion regulation and English performance between Chinese middle school and university students. The participants were 347 8th graders and 460 s-year university students in Xi’an, Northwestern China, who, respectively, [...] Read more.

This study examined the differences in the levels of and relations between achievement emotions, emotion regulation and English performance between Chinese middle school and university students. The participants were 347 8th graders and 460 s-year university students in Xi’an, Northwestern China, who, respectively, took an English test and answered questionnaires on achievement emotions, emotion regulation and background information. Correlational and regression analyses of the test scores and survey data revealed four major findings. (1) Most middle school and university students experienced medium to high positive emotions but low negative emotions and reported a low to medium use of emotion regulation. Yet, middle school students had significantly lower levels of anger and boredom, worse English performance and greater overall emotion regulation than university students did. (2) Middle school students had greater predictive power of both positive and negative emotions on English performance. (3) University students had greater predictive power of emotion regulation on the emotions. (4) Both middle school and university students’ cognitive reappraisal powerfully positively predicted their English performance, and middle school students’ expressive suppression strongly negatively predicted the latter. Hence, suggestions for second/foreign language instructors and learners are discussed. Full article

17 pages, 405 KB

Open AccessArticle

The Impact of Rubric-Guided Peer Review and Self-Assessment in an Engineering Math University Course

by Savvas Pericleous, Eleni Tsolaki, Marios Charalambides and Rita Panaoura

Educ. Sci. 2025, 15(11), 1433; https://doi.org/10.3390/educsci15111433 (registering DOI) - 24 Oct 2025

Abstract

We investigated the use of a rubric-guided peer-review activity in two first-year engineering calculus groups (N = 38). The intervention involved three phases: (1) students completed a short integration worksheet and predicted their own score, (2) they engaged in peer marking both before [...] Read more.

We investigated the use of a rubric-guided peer-review activity in two first-year engineering calculus groups (N = 38). The intervention involved three phases: (1) students completed a short integration worksheet and predicted their own score, (2) they engaged in peer marking both before and after an instructor-led solution walk-through with explicit criteria, and (3) they later took a midterm test and completed a post-activity questionnaire. To examine ability-level effects, we applied a dual-perspective quartile approach that classified both reviewers and reviewees (targets) by their instructor-assigned marks. Results showed that peer-grading error decreased by 3–5 points across all reviewer–target combinations, with the largest reduction observed when lower-achieving students graded the work of similarly low-achieving peers. Mid-achieving students also improved the calibration, cutting self-assessment error by half. Performance gains carried over to subsequent assessments: average midterm scores increased significantly for the bottom two quartiles. Survey responses (≥3.4/5) indicated that 60–70% of students found the activity beneficial for their understanding and exam preparation. Overall, the study demonstrates that rubric-guided peer review and assessment, when analyzed through a novel dual-lens quartile framework, can sharpen feedback accuracy, improve self-evaluation and enhance exam performance for mid- and lower-performing students while offering equity-oriented implications for assessment design. Full article

(This article belongs to the Section Higher Education)

22 pages, 611 KB

Open AccessArticle

DocenTEA: Development and Validation of a Questionnaire to Assess Inclusive Teaching Competence Toward Students with Autism Spectrum Disorder (ASD)

by M Gloria Gallego-Jiménez, Sofia Torrecilla-Manresa and María Isabel Marí-Sanmillan

Educ. Sci. 2025, 15(11), 1432; https://doi.org/10.3390/educsci15111432 (registering DOI) - 24 Oct 2025

Abstract

The prevalence of students with Autism Spectrum Disorder (ASD) has steadily increased, posing new challenges for inclusive education and teacher preparation. Teaching competence, understood as a multidimensional construct integrating cognitive, attitudinal, motivational, and practical components, is key to ensuring high-quality educational responses. This [...] Read more.

The prevalence of students with Autism Spectrum Disorder (ASD) has steadily increased, posing new challenges for inclusive education and teacher preparation. Teaching competence, understood as a multidimensional construct integrating cognitive, attitudinal, motivational, and practical components, is key to ensuring high-quality educational responses. This study developed and preliminarily validated DocenTEA, a questionnaire designed to assess five interrelated dimensions of inclusive competence: training, knowledge, experience, socio-emotional skills, and inclusive pedagogical practices. The instrument, consisting of 25 Likert-type items (0–4), was administered to 270 teachers across different educational levels in Spain. Content validity was examined through expert judgment and Aiken’s V coefficient (≥0.70), while construct validity was assessed via exploratory factor analysis using ULS estimation and Promax rotation. The five-factor solution explained 60.43% of the variance and showed adequate reliability (α and ω ≥ 0.70). Overall, DocenTEA emerges as a useful tool to identify teachers’ strengths and training needs, and to guide professional development programs and inclusive practices aimed at supporting students with ASD. Full article

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

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22 pages, 1553 KB

Open AccessArticle

Factors Influencing the Reported Intention of Higher Vocational Computer Science Students in China to Use AI After Ethical Training: A Study in Guangdong Province

by Huiwen Zou, Ka Ian Chan, Patrick Cheong-Iao Pang, Blandina Manditereza and Yi-Huang Shih

Educ. Sci. 2025, 15(11), 1431; https://doi.org/10.3390/educsci15111431 (registering DOI) - 24 Oct 2025

Abstract

This paper reports a study conducting an in-depth analysis of the impacts of ethical training on the adoption of AI tools among computer science students in higher vocational colleges. These students will serve as the pivotal human factor for advancing the field of [...] Read more.

This paper reports a study conducting an in-depth analysis of the impacts of ethical training on the adoption of AI tools among computer science students in higher vocational colleges. These students will serve as the pivotal human factor for advancing the field of AI. Aiming to explore practical models for integrating AI ethics into computer science education, the research seeks to promote more responsible and effective AI application and therefore become a positive influence in the field. Employing a mixed-methods approach, the study included 105 students aged 20–24 from a vocational college in Guangdong Province, a developed region in China. Based on the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) model, a five-point Likert scale was used to evaluate the participants’ perceptions of AI tool usage based on ethical principles. The Structural Equation Modeling (SEM) results indicate that while participants are motivated to adopt AI technologies in certain aspects, performance expectancy negatively impacts their intention and actual usage. After systematically studying and understanding AI ethics, participants attribute a high proportion of responsibility (84.89%) to objective factors and prioritized safety (27.11%) among eight ethical principles. Statistical analysis shows that habit (β = 0.478, p < 0.001) and hedonic motivation (β = 0.239, p = 0.004) significantly influence behavioral intention. Additionally, social influence (β = 0.234, p = 0.008) affects use behavior. Findings regarding factors that influence AI usage can inform a strategic framework for the integration of ethical instruction in AI applications. These findings have significant implications for curriculum design, policy formulation, and the establishment of ethical guidelines for AI deployment in higher educational contexts. Full article

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15 pages, 320 KB

Open AccessArticle

The Key to Implementing Bilingual Instruction: A Case Study of Bilingual Professional Learning Community

by Ya-Ju Hsueh and Tzu-Bin Lin

Educ. Sci. 2025, 15(11), 1430; https://doi.org/10.3390/educsci15111430 (registering DOI) - 24 Oct 2025

Abstract

The 2030 Bilingual Policy was introduced in Taiwan to strengthen citizens’ English communication skills, especially among young people, and to enhance their global competitiveness. Within Taiwan’s educational context, several challenges have emerged. In response, researchers have examined the key factors contributing to effective [...] Read more.

The 2030 Bilingual Policy was introduced in Taiwan to strengthen citizens’ English communication skills, especially among young people, and to enhance their global competitiveness. Within Taiwan’s educational context, several challenges have emerged. In response, researchers have examined the key factors contributing to effective bilingual education, including policy implementation, bilingual instruction models, teacher professional development, and the availability of teaching resources. Despite their important role in bilingual instruction, bilingual professional learning community (BPLC) remains an underexplored topic of discussion. In particular, how BPLC can support subject teachers with limited English proficiency, a common phenomenon in Taiwan, is a question that needs further investigation. Thus, this study aims to implement a sustained BPLC to examine its functional role and influence on bilingual instructional transformation among teachers with limited English proficiency. The study draws on classroom observation notes, BPLC discussions, and interview data collected from fall 2024 to summer 2025. The findings show that regular classroom observations and bilingual professional conversation meetings benefit teachers across various areas, including classroom management, lesson planning, and language development. The BPLC provides real-time feedback and long-term developmental guidance, thereby facilitating more effective bilingual instruction. To conclude, this study contributes to the understanding of the dynamic relationship between bilingual instruction and BPLC. It also offers insights into how BPLC can support teachers with limited English proficiency in various ways. Full article

(This article belongs to the Special Issue Education and Professional Development for Language and Bilingual Teachers)

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30 pages, 357 KB

Open AccessArticle

Study on Hybrid Education in Terms of Space, Time, Language, and Frameset

by Pedro Juan Roig, Salvador Alcaraz, Katja Gilly, Cristina Bernad and Carlos Juiz

Educ. Sci. 2025, 15(11), 1429; https://doi.org/10.3390/educsci15111429 - 24 Oct 2025

Abstract

Hybrid education is a model that combines different settings within the learning process. In this paper, four dimensions related to different features of the learning process are considered, namely, space, time, language, and frameset. The first one relates to its location, the second [...] Read more.

Hybrid education is a model that combines different settings within the learning process. In this paper, four dimensions related to different features of the learning process are considered, namely, space, time, language, and frameset. The first one relates to its location, the second one relates to when it takes place, the third one relates to how it is imparted, and the fourth one relates to the way in which it is conducted. The goal is to modify learning features in each session of a course to increase student engagement and improve academic performance. Additionally, this layout may also help students prepare for potential disruptive events in the future, which might have an impact on the way class sessions are run. The results obtained confirmed a statistically significant improvement in academic performance with respect to the previous course, which was taught in a traditional manner, as well as a high level of engagement. However, the actual sample size was not sufficient to detect the effect size achieved; hence, further research should be conducted with a larger sample size. Full article

(This article belongs to the Special Issue ICTs in Managing Education Environments)

21 pages, 310 KB

Open AccessArticle

A Research on the Effect of Mindfulness Exercises on the Disruptive Behaviors of Young EFL Learners in Türkiye

by Sinem Acar and Mehmet Kilic

Educ. Sci. 2025, 15(11), 1428; https://doi.org/10.3390/educsci15111428 - 24 Oct 2025

Abstract

This study aimed to investigate the effects of mindfulness exercises on the disruptive behaviors of young learners in EFL classes, along with gathering students’ perceptions of their experiences and the perceived change in disruptive behaviors of themselves and their peers. Thirty-nine third-grade students [...] Read more.

This study aimed to investigate the effects of mindfulness exercises on the disruptive behaviors of young learners in EFL classes, along with gathering students’ perceptions of their experiences and the perceived change in disruptive behaviors of themselves and their peers. Thirty-nine third-grade students participated in the study and were assigned to the experimental group (EG) and the control group (CG). The EG engaged in mindfulness exercises at the beginning of English lessons for eight weeks, while the CG followed the regular EFL curriculum. Disruptive behaviors were assessed using a Video-based Observation Chart. Interviews were conducted with students to explore their perceptions of the intervention and its impact on their behavior and the behavior of their peers. The results indicated a significant decrease in overall disruptive behaviors in the EG compared to the CG. Participants reported positive experiences and enjoyment as well as perceived increase in attention skills, improvement in emotion regulation and emotional well-being. A minority of the participants stated that they did not observe any difference in the behaviors of some of their disruptive peers. The results indicated that incorporating mindfulness exercises into EFL classes can lead to a reduction in disruptive behaviors, improve students’ experiences, and create a more positive classroom climate. Full article

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

19 pages, 1598 KB

Open AccessArticle

Productive Failure to Promote Deeper Self-Directed Learning in Coding and Robotics Education

by Sukie van Zyl, Marietjie Havenga and Fotiene Avrakotos-King

Educ. Sci. 2025, 15(11), 1427; https://doi.org/10.3390/educsci15111427 - 24 Oct 2025

Abstract

In a world characterized by unpredictable change, students in Computer Science education must be deeper self-directed learners who can take ownership of their learning and transfer knowledge and skills to new contexts. This article reports on how productive failure was incorporated into an [...] Read more.

In a world characterized by unpredictable change, students in Computer Science education must be deeper self-directed learners who can take ownership of their learning and transfer knowledge and skills to new contexts. This article reports on how productive failure was incorporated into an introductory coding and robotics course to enhance deeper self-directed learning. The population was 42 fourth-year pre-service teachers from two different campuses of a South African University. All students were invited to participate in the research, and 37 students consented to participate. A basic interpretative qualitative research design was followed. Guided self-reflection documents were used as data-gathering methods, and data were analyzed by applying thematic data analysis. The research concluded that productive failure, incorporated with cooperative pair programming and self-reflection, in introductory coding and robotics education, shows promising results for developing deeper self-directed learning. Furthermore, it is suggested that solvable problems should initially be introduced, because the new coding and robotics environment already contributes to the complexity of tasks. It was secondly concluded that participants’ self-reflections deepened after engaging with unsolvable problems. Follow-up research is required to determine if the transfer of knowledge and skills to new contexts occurred. Full article

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

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18 pages, 723 KB

Open AccessArticle

Linking Self-Regulation Scaffolding to Early Math Achievement: Evidence from Chilean Preschools

by Maria F. Montoya, Bernardita Tornero, Diego Palacios Farias and Frederick J. Morrison

Educ. Sci. 2025, 15(11), 1426; https://doi.org/10.3390/educsci15111426 - 24 Oct 2025

Abstract

Self-regulation is widely theorized as a foundation for early mathematics achievement, yet little is known about how specific forms of teacher scaffolding advance this process in preschool classroom contexts. Drawing on sociocultural and self-regulation theories, this study conceptualizes scaffolding as a mechanism through [...] Read more.

Self-regulation is widely theorized as a foundation for early mathematics achievement, yet little is known about how specific forms of teacher scaffolding advance this process in preschool classroom contexts. Drawing on sociocultural and self-regulation theories, this study conceptualizes scaffolding as a mechanism through which teachers support children’s attention, working memory, and behavioral regulation during mathematics instruction. We extend theory by distinguishing three domains of scaffolding—Instructional Strategies, Management Organization, and Warmth Responsivity—and examining how each uniquely relates to children’s math outcomes. Participants were 416 preschoolers (M age = 59.7 months) and 18 head teachers in Santiago, Chile. Teachers’ scaffolding behaviors were video recorded and coded at the beginning and end of the school year, and children’s math achievement was assessed with the Woodcock-Muñoz III. Multilevel models controlling for prior achievement, age, income, and gender revealed that Management Organization was positively associated with math achievement, while Warmth Responsivity was negatively associated, and Instructional Strategies showed no significant effect. These findings refine theoretical models by showing that organizational scaffolding plays a particularly important role in supporting math learning, whereas warmth responsivity may function as compensatory scaffolding in response to children’s difficulties. The study advances understanding of how the quality and type of scaffolding shape the developmental pathway from self-regulation to mathematics achievement. Full article

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24 pages, 599 KB

Open AccessArticle

The Impact of an Immersive Block Model on International Postgraduate Student Success and Satisfaction: An Australian Case Study

by Elizabeth Goode, Thomas Roche, Erica Wilson and Jacky Zhang

Educ. Sci. 2025, 15(11), 1425; https://doi.org/10.3390/educsci15111425 - 23 Oct 2025

Abstract

International postgraduate students enrich higher education institutions and host societies, contributing economically, socially, and culturally. However, much less is known about how to improve their academic outcomes compared with their undergraduate counterparts. This study explores the impact of a non-traditional form of learning, [...] Read more.

International postgraduate students enrich higher education institutions and host societies, contributing economically, socially, and culturally. However, much less is known about how to improve their academic outcomes compared with their undergraduate counterparts. This study explores the impact of a non-traditional form of learning, a six-week immersive block model underpinned by guided, active learning pedagogy, on the academic success, satisfaction, and experiences of international postgraduate students at an Australian university. A convergent mix-methods design was used. Chi square tests and generalised estimating equations were used to compare the students’ success rates (N = 14,340) and unit satisfaction (N = 4903) in traditional semester and immersive block learning over five years. Qualitative insights were gathered via student focus groups (N = 9). Significant positive changes in success were observed after controlling for gender, age, discipline, and home region, with particularly strong positive effects for male and information technology students. Despite some challenges with depth of learning and placement organisation, focus group participants valued the clear timelines and flexible delivery, reporting that this supported effective time management and study-work–life-balance. Immersive block learning appears to be an effective strategy for transforming the experiences and outcomes of international postgraduate students in higher education. Full article

(This article belongs to the Section Higher Education)

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29 pages, 4854 KB

Open AccessArticle

Moving Beyond Eurocentric Notions of Intellectual Safety: Insights from an Anti-Racist Mathematics Institute

by Jennifer Aracely Rodriguez and Jennifer Randall

Educ. Sci. 2025, 15(11), 1424; https://doi.org/10.3390/educsci15111424 - 23 Oct 2025

Abstract

This paper reconceptualizes intellectual safety in mathematics spaces by centering the voices and lived experiences of BIPOC students. The marginalization of BIPOC students is compounded by structural racism, historical exclusion, and deficit narratives that continue to shape academic environments, especially in mathematics contexts. [...] Read more.

This paper reconceptualizes intellectual safety in mathematics spaces by centering the voices and lived experiences of BIPOC students. The marginalization of BIPOC students is compounded by structural racism, historical exclusion, and deficit narratives that continue to shape academic environments, especially in mathematics contexts. While definitions of intellectual safety reflect white, Eurocentric norms, we argue that for BIPOC students, intellectually safe environments must be anti-racist, culturally responsive, and rooted in belonging. We started with existing definitions of intellectual safety and incorporated a more critical approach to sense of belonging. Through ethnographic research design we gathered student interviews and daily journal entries from a 12-day anti-racist mathematics summer institute for secondary students. Analysis revealed that while existing attributes captured much of the scholar’s joy, cultural affirmation, and belonging, new themes, like pride/confidence, clarity/transparency, and being listened to, emerged directly from how students experienced intellectual safety in practice. This led to a refinement of our initial conceptualization. This study provides insight into how intellectual safety manifests in a space intentionally designed to support BIPOC youth in exploring mathematics in agentic and culturally sustaining ways. Full article

(This article belongs to the Special Issue Justice-Centered Mathematics Teaching)

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20 pages, 3209 KB

Open AccessReview

Knowledge Mapping of Geography Examinations in Chinese National Entrance Examination to Universities: Insights from Four Decades of Research

by Xiaoxue Ma, Hong Yang, Fan Yang, Li Shang, Mengxing Xie and Lei Ma

Educ. Sci. 2025, 15(11), 1423; https://doi.org/10.3390/educsci15111423 - 23 Oct 2025

Abstract

Reforms in the Chinese National Entrance Examination to Universities (CNEEU) and curriculum standards have significantly influenced national education. This study investigates the evolutionary stages, research trends, and emerging topics in the study of geography examinations for the CNEEU, commonly known as the Gaokao [...] Read more.

Reforms in the Chinese National Entrance Examination to Universities (CNEEU) and curriculum standards have significantly influenced national education. This study investigates the evolutionary stages, research trends, and emerging topics in the study of geography examinations for the CNEEU, commonly known as the Gaokao in China. Utilizing CiteSpace software, we analyzed academic journal articles indexed in the China National Knowledge Infrastructure (CNKI) database from 1980 to 2023. The analysis focuses on publication volume, regional distribution, core authors, emergent terms, and keyword trends related to geography examinations. The results reveal the following: (1) Research on geography in the CNEEU has experienced three distinct phases since the 1980s—incipient stage, fluctuating growth period, and adjustment period—each characterized by unique emergent keywords reflecting evolving research priorities. (2) The principal research institutions include middle schools, higher normal colleges, and examination research institutes, with scholars from higher normal universities more likely to establish collaborative research groups. (3) Key research topics focus on the content and characteristics of geography examination questions, teaching guidance, test preparation strategies, and the development of simulation questions. (4) Ongoing reforms in the CNEEU and curriculum have significantly influenced the scope, focus, and format of geography examinations, directly impacting geography teaching and learning practice. (5) Emerging trends, including literacy and value-oriented assessment, interdisciplinary integration, and inquiry-based innovation, are expected to shape future research in this field. This study offers valuable insights to support both theoretical research and practical advancement in the design of geography examinations for CNEEU. Full article

(This article belongs to the Section Curriculum and Instruction)

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19 pages, 644 KB

Open AccessArticle

A Quasi-Experimental Study of the Achievement Impacts of a Replicable Summer Reading Program

by Geoffrey D. Borman and Hyunwoo Yang

Educ. Sci. 2025, 15(11), 1422; https://doi.org/10.3390/educsci15111422 - 23 Oct 2025

Abstract

The “summer slide,” the well-documented tendency for students to lose academic skills during the extended summer break, remains a persistent challenge for educational equity and achievement. Although traditional summer school programs can mitigate these losses, an emerging body of research suggests that summer [...] Read more.

The “summer slide,” the well-documented tendency for students to lose academic skills during the extended summer break, remains a persistent challenge for educational equity and achievement. Although traditional summer school programs can mitigate these losses, an emerging body of research suggests that summer book distribution initiatives, which provide students with free, high-quality books to read at home, represent a cost-effective and scalable alternative. This study presents results from a quasi-experimental evaluation of Kids Read Now (KRN), an at-home reading program designed to sustain elementary students’ literacy engagement over the summer months. The program’s central feature is the delivery of nine free books directly to students, supported by school-based components that foster home–school connections and promote shared reading between parents and children. Across two districts, five schools, four grade levels (1–4), and 110 KRN and 156 comparison students, we used propensity score matching and doubly robust regression analyses, indicating that KRN participants outperformed their non-participating peers, with an average effect size of nearly d = 0.15. Further, two-stage least squares regression analyses revealed that students who benefited from all nine books achieved an effect size of d = 0.21. These impact estimates correspond to approximately two months of additional learning for the average participant and more than three months for full participants. Collectively, the results contribute to a growing evidence base indicating that book distribution programs are an effective and sustainable means of mitigating summer learning loss and promoting continued growth in reading achievement. Full article

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

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19 pages, 308 KB

Open AccessArticle

Changing Beliefs: The Use of a Playful Approach to Foster a Growth Mindset

by Brigitta Pia Alioto, Alessandra Cecilia Jacomuzzi and Roland Klemke

Educ. Sci. 2025, 15(11), 1421; https://doi.org/10.3390/educsci15111421 - 23 Oct 2025

Abstract

The introduction of new technologies has reshaped both workplaces and learning environments, requiring the development of transversal competences such as adaptability, reflection, and perseverance. Following the COVID-19 pandemic, playful approaches have been increasingly adopted in educational settings to enhance engagement, attention, and motivation, [...] Read more.

The introduction of new technologies has reshaped both workplaces and learning environments, requiring the development of transversal competences such as adaptability, reflection, and perseverance. Following the COVID-19 pandemic, playful approaches have been increasingly adopted in educational settings to enhance engagement, attention, and motivation, as well as to foster awareness of specific topics. In collaboration with the Cologne GameLab, a game prototype entitled Intergalactic Growth was developed to improve understanding of the growth mindset and to promote perseverance, self-awareness, and critical behavior in the use of ChatGPT. This study has two main objectives: to address the growth mindset from an educational and neuroscientific perspective, and to collect qualitative insights on the prototype’s usability and pedagogical potential. Data were gathered through a focus group and analyzed using reflexive thematic analysis (RTA) with NVivo 14. The findings suggest that Intergalactic Growth effectively stimulates emotional engagement and reflection but requires refinement to enhance its pedagogical impact, particularly concerning feedback authenticity and the integration of ChatGPT. Full article

13 pages, 223 KB

Open AccessArticle

Gifted Education and Primary School: A Qualitative Analysis of Italian Teachers’ Perceptions

by Erika Daria Torello, Eufrasio Pérez Navío and Enrico Bocciolesi

Educ. Sci. 2025, 15(11), 1420; https://doi.org/10.3390/educsci15111420 - 22 Oct 2025

Abstract

Giftedness remains a largely unrecognised phenomenon within the Italian school system, where teacher training and educational strategies are still predominantly focused on the needs of students with learning difficulties where special education is concerned. Through a qualitative analysis of three focus groups conducted [...] Read more.

Giftedness remains a largely unrecognised phenomenon within the Italian school system, where teacher training and educational strategies are still predominantly focused on the needs of students with learning difficulties where special education is concerned. Through a qualitative analysis of three focus groups conducted with 15 teachers from various Italian regions, this study explores the perceptions, challenges, and training needs of primary school teachers in relation to gifted education. Participants, selected from a previous nationwide survey on teachers’ perceptions of giftedness, represented diverse geographical and professional contexts and discussed their experiences in moderated sessions of about 90 min each. Data were transcribed and examined through thematic analysis, following an inductive coding process conducted collaboratively by the research team to ensure reliability and depth of interpretation. The analysis revealed five main themes: an uncertain and fragmented definition of giftedness, often confused with high academic achievement or learning disorders; difficulties in early identification due to a lack of training and suitable diagnostic tools; challenges in classroom management; inadequate teaching strategies, often ineffective in addressing the needs of gifted students; and the need for specific training and practical support tools. Teachers also emphasised relational difficulties, issues in collaborating with families, and the frequent marginalisation of giftedness in school discourse. The focus groups, beyond being research instruments, proved to be meaningful formative experiences, allowing teachers to reflect on practice and co-construct possible solutions. Among the most shared proposals were the introduction of mandatory training, both at the university and in-service level, and the creation of a teacher-friendly vademecum to support early identification and suggest practical classroom strategies. The findings suggest that the absence of an institutional culture around giftedness significantly limits the recognition and development of these students within the Italian educational system, highlighting the urgent need to integrate this topic into teacher training programmes and to provide operational tools to support teachers in their practice. Full article

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18 pages, 1270 KB

Open AccessArticle

When AI Is Fooled: Hidden Risks in LLM-Assisted Grading

by Alfredo Milani, Valentina Franzoni, Emanuele Florindi, Assel Omarbekova, Gulmira Bekmanova and Banu Yergesh

Educ. Sci. 2025, 15(11), 1419; https://doi.org/10.3390/educsci15111419 - 22 Oct 2025

Abstract

This study investigates how targeted attacks can compromise the reliability and applications of large language models (LLMs) in educational assessment, highlighting security vulnerabilities that are frequently underestimated in current AI-supported learning environments. As LLMs and other AI tools are increasingly being integrated into [...] Read more.

This study investigates how targeted attacks can compromise the reliability and applications of large language models (LLMs) in educational assessment, highlighting security vulnerabilities that are frequently underestimated in current AI-supported learning environments. As LLMs and other AI tools are increasingly being integrated into grading, providing feedback, and supporting the evaluation workflow, educators are adopting them for their potential to increase efficiency and scalability. However, this rapid adoption also introduces new risks. An unexplored threat is prompt injection, whereby a student acting as an attacker embeds malicious instructions within seemingly regular assignment submissions to influence the model’s behaviour and obtain a more favourable evaluation. To the best of our knowledge, this is the first systematic comparative study to investigate the vulnerability of popular LLMs within a real-world educational context. We analyse a significant representative scenario involving prompt injection in exam assessment to highlight how easily such manipulations can bypass the teacher’s oversight and distort results, thereby disrupting the entire evaluation process. By modelling the structure and behavioural patterns of LLMs under attack, we aim to clarify the underlying mechanisms and expose their limitations when used in educational settings. Full article

(This article belongs to the Special Issue Cybersecurity and Online Learning in Tertiary Education)

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27 pages, 685 KB

Open AccessArticle

Reliability and Construct Validity of a Self-Report Measure of SEL Capacities Among K-12 Educational Leaders

by Justin D. Caouette, Patrick M. Robinson-Link, Ashley N. Metzger, Jennifer A. Bailey and Valerie B. Shapiro

Educ. Sci. 2025, 15(11), 1418; https://doi.org/10.3390/educsci15111418 - 22 Oct 2025

Abstract

Social and emotional learning (SEL) practices in schools endeavor to support wellbeing and emotional intelligence in young people; they work best when implemented well. Educational leaders in K-12 settings need to have capacities to provide SEL implementation support. Surveying SEL implementation capacity can [...] Read more.

Social and emotional learning (SEL) practices in schools endeavor to support wellbeing and emotional intelligence in young people; they work best when implemented well. Educational leaders in K-12 settings need to have capacities to provide SEL implementation support. Surveying SEL implementation capacity can identify specific strengths and areas for improvement and monitor progress. The current study assesses the validity and reliability of a 15-item self-report scale of capacities to support SEL implementation. A sample of 507 county-, district-, and school-level K-12 educational SEL leaders completed the scale in Fall 2023. Confirmatory factor analysis was used. The SEL capacities scale contains four unique dimensions with high internal reliability: mindsets (5 items), knowledge (3 items), skills (6 items), and efficacy (1 item). The SEL capacities scale also showed consistency (e.g., factor structure invariance) across school seasons, different educational settings, roles in the education system, years of experience among leaders, and recent levels of SEL supports received. Data generated by the SEL capacities scale can be used to inform practice decisions, make comparisons across people and over time, and unearth specific mechanisms of change related to developing adult SEL capacities to provide SEL implementation support. Full article

(This article belongs to the Special Issue Emotions, Emotion Mindsets, and Emotional Intelligence)

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19 pages, 1270 KB

Open AccessSystematic Review

A Systematic Review of Studies Using the Topic-Specific Pedagogical Content Knowledge Framework in Science Education

by Thumah Mapulanga and Loyiso Currell Jita

Educ. Sci. 2025, 15(11), 1417; https://doi.org/10.3390/educsci15111417 - 22 Oct 2025

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Abstract

The development and use of teachers’ pedagogical content knowledge (PCK) can enhance students’ understanding of specific content. PCK occurs at three grain sizes: discipline-, topic-, and concept-specific levels. In 2013, Mavhunga and Rollnick proposed the topic-specific PCK (TSPCK) framework to describe how teachers [...] Read more.

The development and use of teachers’ pedagogical content knowledge (PCK) can enhance students’ understanding of specific content. PCK occurs at three grain sizes: discipline-, topic-, and concept-specific levels. In 2013, Mavhunga and Rollnick proposed the topic-specific PCK (TSPCK) framework to describe how teachers transform topic-specific content in chemistry lessons. This systematic review brings together worldwide research on TSPCK, offering a thorough summary of the use of topic-specific knowledge in science instruction and identifying areas that most require teacher development. This review, conducted on 29 June 2025 in the Scopus database, identified 34 studies that used the TSPCK framework to investigate teachers’ TSPCK in science in the period from 2013 to 2025. An in-depth analysis of each study’s context, methodological approach, and focus was conducted. Findings revealed that studies mostly measure or improve secondary pre-service and in-service teachers’ PCK, use qualitative or mixed-methods approaches, utilise chemistry and biology topics, and are conducted in the (South) African context. Furthermore, the findings suggest that the use of the TSPCK is highly contextualised. The results also indicate a tendency for research to integrate the TSPCK framework into the Consensus Models of PCK. The review has also highlighted several gaps in PCK research, such as the limited research on pre-school, primary school, and university levels. Furthermore, there is limited research on interventions to improve in-service teachers’ PCK. Implications and opportunities of these findings for research on science teachers’ knowledge (TSPCK) are discussed. We recommend the application of the TSPCK framework to develop and evaluate teachers’ TSPCK through interventions such as workshops, lesson studies, micro-teaching and training modules. Furthermore, research may involve comparative studies with teachers having different degrees of teaching experience, including pre-service teachers, in-service teachers, and teacher educators. Full article

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Educ. Sci., Volume 15, Issue 11 (November 2025) – 19 articles

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