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Education Sciences
Volume 15
Issue 3
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Educ. Sci., Volume 15, Issue 3 (March 2025) – 136 articles

Cover Story (view full-size image): Vocabulary instruction is critical to literacy development, yet few studies have examined how theory informs research and practice. This systematic review addresses that gap by analyzing vocabulary instruction for English learners (ELs) in leading practitioner-oriented journals. It identifies guiding theories, instructional trends, and shifts from across the past decade. Focusing on ELs, a growing global K–12 population, the study highlights schema and psycholinguistic theories as predominant, followed by social constructivist and sociocultural perspectives. The findings emphasize the need to adapt vocabulary practices to ELs’ developmental stages across grade levels. View this paper
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29 pages, 1877 KiB  
Systematic Review
Creativity and Preservice Teachers: A Literature Review of an Underexplored Field (2014–2024)
by Yerko Muñoz-Salinas, Diego Caro-Zúñiga and Isidora Jeria
Educ. Sci. 2025, 15(3), 395; https://doi.org/10.3390/educsci15030395 - 20 Mar 2025
Viewed by 388
Abstract
This systematic literature review examines the relationship between creativity and preservice teachers in scientific publications from 2014 to 2024. Using the PRISMA methodology, 27 empirical articles were selected based on their relevance to the research focus. The study provides both a bibliometric overview [...] Read more.
This systematic literature review examines the relationship between creativity and preservice teachers in scientific publications from 2014 to 2024. Using the PRISMA methodology, 27 empirical articles were selected based on their relevance to the research focus. The study provides both a bibliometric overview of the field and a substantive analysis of existing knowledge. Key findings reveal significant dispersion within the field, a proliferation of diverse definitions of creativity, and limited attention to the specific characteristics of preservice teachers in the research. Four central themes emerged: beliefs about creativity, personal characteristics, the creative processes, and teaching for creativity. These themes highlight the fragmented yet evolving nature of the discourse. The paper underscores the necessity of more comprehensive research approaches that transcend methodological individualism and better capture the domain-specific nature of creativity in preservice teachers. By integrating these perspectives, the study aims to advance a more cohesive understanding of how creativity can be cultivated in teacher preparation. Full article
(This article belongs to the Special Issue Addressing Challenges in Teacher Preparation for Transformative Education)
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19 pages, 1774 KiB  
Article
Historical Thinking and Teacher Discourse in Secondary Education: An Exploratory Observational Study
by Pedro Miralles-Sánchez, Jairo Rodríguez-Medina and Cosme Jesús Gómez-Carrasco
Educ. Sci. 2025, 15(3), 394; https://doi.org/10.3390/educsci15030394 - 20 Mar 2025
Viewed by 267
Abstract
With the aim of analyzing the teaching discourse in history classes and its relationship with the development of historical thinking skills, an observational study was carried out in 28 social science classes taught by 14 trainee teachers with master’s degrees in teacher training [...] Read more.
With the aim of analyzing the teaching discourse in history classes and its relationship with the development of historical thinking skills, an observational study was carried out in 28 social science classes taught by 14 trainee teachers with master’s degrees in teacher training secondary education students between 15 and 18 years of age. Lag sequential analysis and polar coordinate analysis techniques were used to identify patterns in the teaching discourse and its relationship with teaching strategies and student activity. The results show a predominance of historical contextualization discourse to the detriment of activities that promote critical historical thinking. The sequential lag analysis revealed significant relationships between interpretive discourse and the use of case studies, as well as between historical contextualization and the use of the press as a resource. Polar coordinate analysis showed a mutually inhibiting relationship between the exploration of prior knowledge and the development of historical thinking skills and a mutually activating relationship between interpretation and historical thinking, especially as it relates to the evaluation of sources. The implications of these findings for teacher education and the improvement of secondary history teaching are discussed. Full article
(This article belongs to the Special Issue Innovation in Teacher Education Practices)
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19 pages, 475 KiB  
Article
Empowering Educators: Operationalizing Age-Old Learning Principles Using AI
by Julaine Fowlin, Denzil Coleman, Shane Ryan, Carina Gallo, Elza Soares and NiAsia Hazelton
Educ. Sci. 2025, 15(3), 393; https://doi.org/10.3390/educsci15030393 - 20 Mar 2025
Viewed by 1206
Abstract
This paper aims to provide a framework for educators to effectively navigate the complexities of artificial intelligence (AI) integration while maintaining the core principles of effective teaching and learning, specifically through the lenses of Dewey’s experiential learning, situated cognition, and distributed cognition. By [...] Read more.
This paper aims to provide a framework for educators to effectively navigate the complexities of artificial intelligence (AI) integration while maintaining the core principles of effective teaching and learning, specifically through the lenses of Dewey’s experiential learning, situated cognition, and distributed cognition. By examining these principles, we explore the essential role of the teacher in this context and the implications of ignoring AI. The integration of AI can enhance personalized learning experiences, facilitate adaptive learning systems, and support educators in fostering critical thinking and problem-solving skills among students. Additionally, we highlight the challenges and ethical concerns associated with AI use in education. We argue that AI should be viewed as a tool that enhances, rather than replaces, the role of educators, emphasizing the importance of maintaining the educator’s role in guiding and supporting student learning. This framework serves as a valuable resource for educators seeking to embrace AI’s potential while ensuring that teaching remains centered on student engagement and successfully achieving learning outcomes as we prepare the next generation to be an AI-ready workforce. Full article
(This article belongs to the Special Issue Long Overdue: Translating Learning Research into Educational Practice)
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19 pages, 663 KiB  
Article
Overexcitability and Perfectionism: A Comparative Study of Mathematically and Scientifically Talented, Verbally Talented, and Regular Students
by Chao-Chun Liao, Ching-Chih Kuo, Chin-Hsueh Chen and Chien-Chi Chu
Educ. Sci. 2025, 15(3), 392; https://doi.org/10.3390/educsci15030392 - 20 Mar 2025
Viewed by 252
Abstract
High school students face critical psychological challenges during adolescence, including academic pressures and educational decision-making. Dabrowski’s Theory of Positive Disintegration provides a framework for understanding growth through disintegration and reintegration, with perfectionistic traits acting as intrinsic motivators for self-improvement. This study examined the [...] Read more.
High school students face critical psychological challenges during adolescence, including academic pressures and educational decision-making. Dabrowski’s Theory of Positive Disintegration provides a framework for understanding growth through disintegration and reintegration, with perfectionistic traits acting as intrinsic motivators for self-improvement. This study examined the psychological profiles of 641 Taiwanese high school students: 207 mathematically and scientifically talented students (MSTS), 187 verbally talented students (VTS), and 247 regular students (RS). Using the ME III, refined from the ME II, and the Multidimensional Perfectionism Scale, our research assessed overexcitabilities (OEs) and perfectionism traits. MSTS and VTS scored significantly higher in Intellectual and Imaginational OEs than RS, with VTS also overperforming in sensual OE. MSTS and VTS showed higher personal standards, while VTS excelled in organization, and RS reported higher parental criticism. Emotional OE correlated with perfectionism, such as concern over mistakes, doubts about actions, and parental criticism, while Intellectual OE positively correlated with personal standards and negatively with parental criticism. Intellectual and Emotional OEs jointly predicted personal standards and organization; while Sensual, Intellectual, and Emotional OEs predicted doubts about actions, etc. These findings underscore the importance of tailored educational and counseling strategies to address the unique needs of gifted students, fostering environments that enhance their abilities and overall well-being. Full article
(This article belongs to the Special Issue Teaching and Learning for Gifted and Advanced Learners)
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15 pages, 3807 KiB  
Article
Teaching Accessible Space in Architectural Education: Comparison of the Effectiveness of Simulated Disability Training and Expert-Led Methods
by Agata Bonenberg and Barbara Linowiecka
Educ. Sci. 2025, 15(3), 391; https://doi.org/10.3390/educsci15030391 - 20 Mar 2025
Viewed by 173
Abstract
In recent years, architectural education in Europe has focused on teaching future architects to design accessible spaces for people with disabilities. One popular teaching method is simulated disability training (SDT). This approach allows students to experience the challenges faced by disabled individuals in [...] Read more.
In recent years, architectural education in Europe has focused on teaching future architects to design accessible spaces for people with disabilities. One popular teaching method is simulated disability training (SDT). This approach allows students to experience the challenges faced by disabled individuals in order to build empathy and understanding. However, SDT has sparked debate. Critics, including disability activists, argue that it may oversimplify the experiences of disabled people. They worry that it could reinforce stereotypes instead of promoting real understanding. These critics prefer expert-led training, where students learn directly from professionals and individuals with lived disability experiences. They believe that this method is more ethical and respectful. To explore this debate, the authors of this study compared the two teaching methods. They examined how well the students remembered accessibility information and how sensitive they became to disability issues. The participants, all without physical disabilities, experienced simulated disabilities such as using crutches, wheelchairs, or navigating blindfolded with a white cane. The results showed that the students who underwent the SDT retained the information better and were more sensitive to accessibility needs than those in expert-led sessions. Although SDT shows promise, the authors stress that teaching accessibility should 1 balance effectiveness with ethical concerns, ensuring dignity and respect for disabled individuals. Full article
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18 pages, 692 KiB  
Article
The Use of AI by Undergraduate Students of Social Education in Spain and Portugal: A Case Study
by Sara Martínez-Carrera, Cristina Sánchez-Martínez, Sandra Fernandes and María-Carmen Ricoy
Educ. Sci. 2025, 15(3), 390; https://doi.org/10.3390/educsci15030390 - 20 Mar 2025
Viewed by 526
Abstract
Artificial Intelligence (AI) is currently transforming many areas of society, including education. AI offers innovative tools and methods that personalise learning, automate processes and improve the educational experience. Social education seeks to foster integral human development and collective well-being, and AI can be [...] Read more.
Artificial Intelligence (AI) is currently transforming many areas of society, including education. AI offers innovative tools and methods that personalise learning, automate processes and improve the educational experience. Social education seeks to foster integral human development and collective well-being, and AI can be a powerful tool to achieve these goals. For this reason, the main objective of this study is to learn about the use of AI by future social educators. This research is approached from a qualitative methodology. A total of 69 undergraduate students of Social Education from two universities in Spain and Portugal participated in the study. As results and conclusions, it is worth highlighting that future social educators define AI with key words such as tools, technology or help-solution. Most of the students had used AI throughout their academic life. In fact, they used AI academically, at work and personally to search for information or to generate images, mainly through ChatGPT (version 4.0). They highlighted as an advantage the speed of the information, a time-saving feature. The main limitation was the reduction in activities. In general, they considered that AI has a positive impact and would like to continue using it. Full article
(This article belongs to the Special Issue New Technology Challenges in Education for New Learning Ecosystem, 2nd Edition)
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12 pages, 661 KiB  
Article
Making Challenging Social Studies Texts Accessible: An Intervention
by Melanie R. Kuhn, Grace Pigozzi, Shuqi Zhou and Robert Dahlgren
Educ. Sci. 2025, 15(3), 389; https://doi.org/10.3390/educsci15030389 - 20 Mar 2025
Viewed by 156
Abstract
One major difference between more and less successful readers involves their access to complex texts and the conceptual knowledge and extensive vocabulary presented in them. The current research looks at four variations of scaffolded reading instruction on the reading achievement of struggling third-grade [...] Read more.
One major difference between more and less successful readers involves their access to complex texts and the conceptual knowledge and extensive vocabulary presented in them. The current research looks at four variations of scaffolded reading instruction on the reading achievement of struggling third-grade readers using informational texts. Social studies texts were selected using Lexile levels to determine the selections’ difficulty; Guided Reading levels were also used when available. Twenty-four students from three different classrooms at a Title One school in the Midwest participated in one of four groups (Wide Reading with instructional level texts, Wide Reading with grade level texts, Repeated Reading with instructional level texts, and Repeated Reading with grade level texts). An analysis of the pretest indicated that the initial ability levels of the four groups were equivalent. This research demonstrated overall gains for the third-grade readers in terms of reading ability while expanding their access to vocabulary and conceptual knowledge, two of the factors underlying the achievement gap. Full article
(This article belongs to the Special Issue Power of Literacy: Strategies for Effective Reading Instruction)
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22 pages, 333 KiB  
Article
Can Social Support Protect the Mental Health of College Students Who Experienced Bullying in High School?
by Reagan S. Breitenstein, Sandra G. Gagnon, Rose Mary Webb, Emie Choquette, India Horn, Mollie Bollinger, Mary Margaret Watson, Kellie Honeycutt, Casey Jo Gough and Pamela Kidder-Ashley
Educ. Sci. 2025, 15(3), 388; https://doi.org/10.3390/educsci15030388 - 20 Mar 2025
Viewed by 479
Abstract
Transitioning from high school to college can be challenging and put young adults at risk for problematic mental health, particularly for those with bullying victimization histories. Bullying detrimentally impacts psychological well-being and mental health, both concurrently and in the future. Social support positively [...] Read more.
Transitioning from high school to college can be challenging and put young adults at risk for problematic mental health, particularly for those with bullying victimization histories. Bullying detrimentally impacts psychological well-being and mental health, both concurrently and in the future. Social support positively influences college students’ emotional, social, and academic performance. However, few studies have examined the extent to which different types of bullying, as well as different sources of social support, may interact to predict mental health symptoms. Further, few studies examine associations between bullying victimization and mental health symptoms across the transition from high school to college. We examined three sources of social support (and their composite) measured during college as moderators between high school bullying victimization (traditional, cyberbullying) and college mental health (anxiety, depressive symptoms) in a sample of young adults from the Southeast United States (n = 329). Thus, we hypothesized that social support may protect college students from the harmful effects of bullying on mental health. Multivariate linear regressions revealed that higher levels of both traditional and cyberbullying during high school predicted worse mental health during college, and higher levels of social support in college predicted better concurrent mental health. However, social support did not moderate links between either type of bullying victimization in high school and mental health in college. Our findings provide evidence for institutions and educators regarding the importance of fostering social support (e.g., developing new friendships, maintaining existing support systems with close family or friends) for young adults as they transition to college. Full article
(This article belongs to the Special Issue Stress Management and Student Well-Being)
20 pages, 7113 KiB  
Article
Juggling Balls and Mathematics: An Ethnomathematical Exploration
by Giovanna Zito and Veronica Albanese
Educ. Sci. 2025, 15(3), 387; https://doi.org/10.3390/educsci15030387 - 20 Mar 2025
Viewed by 230
Abstract
Ethnomathematics, as a field of study, promotes recognizing the diversity in ways of thinking and doing mathematics, challenging the hierarchies and exclusions typical of traditional mathematics education. This research explores the practice of juggling, specifically analyzing three-ball juggling sequences to uncover the mathematical [...] Read more.
Ethnomathematics, as a field of study, promotes recognizing the diversity in ways of thinking and doing mathematics, challenging the hierarchies and exclusions typical of traditional mathematics education. This research explores the practice of juggling, specifically analyzing three-ball juggling sequences to uncover the mathematical structures and patterns embedded in this ancient art form. In a social association during a workshop, two jugglers and seven juggling learners interact with one of the researchers, a mathematics educator, to co-construct a shared model establishing a symmetrical dialogue based on the Alangui’s principles of “mutual interrogation” between the practice of juggling and the domain of mathematics. The knowledge exchange process is envisioned as a “barter” where both the mathematics educator and the jugglers contribute their unique perspectives to generate new and hybrid understandings. With a qualitative approach, from the analysis of the data collected during the ethnographic field work (notes, audiovisual recordings) emerges how the initial model, created by mathematicians and jugglers, was reinterpreted to better align with the cultural community’s practice. The research revealed that juggling serves as a concrete context for exploring abstract mathematical concepts and that mathematical analysis of juggling sequences helps jugglers gain a deeper understanding of underlying structures, enhancing their creativity. The hybrid model developed in this study offers a promising resource to integrating ethnomathematical perspectives into formal mathematics education, fostering a more situated and engaging learning experience for students. Full article
(This article belongs to the Special Issue Critical Mathematics Education: Bridging Theory, Practice, and Social Change)
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23 pages, 1398 KiB  
Article
An Experiment with LLMs as Database Design Tutors: Persistent Equity and Fairness Challenges in Online Learning
by Hasan M. Jamil
Educ. Sci. 2025, 15(3), 386; https://doi.org/10.3390/educsci15030386 - 19 Mar 2025
Viewed by 233
Abstract
As large language models (LLMs) continue to evolve, their capacity to replace humans as their surrogates is also improving. As increasing numbers of intelligent tutoring systems (ITSs) are embracing the integration of LLMs for digital tutoring, questions are arising as to how effective [...] Read more.
As large language models (LLMs) continue to evolve, their capacity to replace humans as their surrogates is also improving. As increasing numbers of intelligent tutoring systems (ITSs) are embracing the integration of LLMs for digital tutoring, questions are arising as to how effective they are and if their hallucinatory behaviors diminish their perceived advantages. One critical question that is seldom asked if the availability, plurality, and relative weaknesses in the reasoning process of LLMs are contributing to the much discussed digital divide and equity and fairness in online learning. In this paper, we present an experiment with database design theory assignments and demonstrate that while their capacity to reason logically is improving, LLMs are still prone to serious errors. We demonstrate that in online learning and in the absence of a human instructor, LLMs could introduce inequity in the form of “wrongful” tutoring that could be devastatingly harmful for learners, which we call ignorant bias, in increasingly popular digital learning. We also show that significant challenges remain for STEM subjects, especially for subjects for which sound and free online tutoring systems exist. Based on the set of use cases, we formulate a possible direction for an effective ITS for online database learning classes of the future. Full article
(This article belongs to the Topic Artificial Intelligence for Education)
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16 pages, 310 KiB  
Article
The Satisfaction of Higher Education Students with Sex Education Training: A Cross-Sectional Study
by Ana Frias, Maria da Luz Barros, Florbela Bia, Conceição Santiago, Açucena Guerra, Sagrario Gómez-Cantarino, Monica Raquel Pereira-Afonso, Daniela Mecugni, Vicki Aaberg and Fátima Frade
Educ. Sci. 2025, 15(3), 385; https://doi.org/10.3390/educsci15030385 - 19 Mar 2025
Viewed by 377
Abstract
To maximize the potential of sex education, it is essential to optimize aspects related to the environment, the trainer–trainee interaction, and the quality of training. The objective of the present study was to identify and describe the satisfaction of higher education students with [...] Read more.
To maximize the potential of sex education, it is essential to optimize aspects related to the environment, the trainer–trainee interaction, and the quality of training. The objective of the present study was to identify and describe the satisfaction of higher education students with sex education training. An exploratory, descriptive, and cross-sectional study was carried out using the Student Satisfaction with Higher Education questionnaire, which was applied to a sample of 132 higher education students from several countries. In the statistical analysis using the SPSS software version 28, non-parametric tests were used, namely, the Mann–Whitney test and the Kruskal–Wallis test, in addition to Spearman’s correlation coefficient. Overall, the participants considered themselves very satisfied with the sex education training provided (χ = 4.77). The largest contribution to the satisfaction of the higher education students with the sex education training was the “quality of the training organization (environment and content)” (χ = 4.79). Educators and policymakers have the role of designing, implementing, and evaluating programs that satisfy college students and encourage them to strive for more sex education training aimed at promoting well-being, happiness, and sexual health. Full article
(This article belongs to the Special Issue Challenges and Trends for Modern Higher Education)
27 pages, 675 KiB  
Article
The Relationship Between Student Well-Being and Teacher–Student and Student–Student Relationships: A Longitudinal Approach Among Secondary School Students in Switzerland
by Katja Saxer, Jakob Schnell, Julia Mori and Tina Hascher
Educ. Sci. 2025, 15(3), 384; https://doi.org/10.3390/educsci15030384 - 19 Mar 2025
Viewed by 527
Abstract
The rapid changes in today’s world pose a great challenge to student well-being, especially in secondary school, where age-related transitions occur. Many school systems have recognized the importance of fostering both academic achievement and student well-being. Classroom relationships with teachers and peers play [...] Read more.
The rapid changes in today’s world pose a great challenge to student well-being, especially in secondary school, where age-related transitions occur. Many school systems have recognized the importance of fostering both academic achievement and student well-being. Classroom relationships with teachers and peers play a key role in students’ academic, social, and emotional development, yet little is known about their longitudinal and reciprocal effects on well-being. This study adopts a multidimensional approach to student well-being, examining its relations with teacher–student closeness and conflict, as well as student–student cohesion, using two waves of data one year apart in a structural equation model (SEM). The participants were Grade 7 (N = 757) and Grade 8 (N = 720) students in Switzerland. The findings reveal no significant associations between student well-being, teacher–student closeness, and peer cohesion. However, teacher–student conflict at measurement point 1 is positively associated with physical complaints and social problems at measurement point 2, while a positive academic self-concept negatively predicts teacher–student conflict over time. These results highlight the impact of teacher–student conflict on student well-being and suggest enhancing the academic self-concept could help mitigate such conflicts. Insights into these relations can help educators and researchers identify and develop useful strategies for promoting student well-being. Full article
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19 pages, 846 KiB  
Article
On the Longitudinal Relationship Between Swiss Secondary Students’ Well-Being, School Engagement, and Academic Achievement: A Three-Wave Random Intercept Cross-Lagged Panel Analysis
by Jakob Schnell, Katja Saxer, Julia Mori and Tina Hascher
Educ. Sci. 2025, 15(3), 383; https://doi.org/10.3390/educsci15030383 - 19 Mar 2025
Viewed by 310
Abstract
Contemporary education systems face the challenge of fostering academic achievement while also keeping students engaged and maintaining their well-being. Previous research has shown that student well-being, school engagement, and academic achievement are related. However, both student well-being and school engagement tend to decline [...] Read more.
Contemporary education systems face the challenge of fostering academic achievement while also keeping students engaged and maintaining their well-being. Previous research has shown that student well-being, school engagement, and academic achievement are related. However, both student well-being and school engagement tend to decline over the school years, particularly after the transition to secondary school. To investigate how the three constructs are reciprocally related over time, the present study employed a longitudinal random intercept cross-lagged panel model using data from N = 757 Swiss students over three years of lower secondary school. The results revealed reciprocal between-person effects between student well-being, school engagement, and academic achievement across measurement points. Unexpected within-person effects between the measurement points were found. The findings suggest that students with higher well-being are also more engaged and achieve higher grades, but the associations between the constructs may be influenced by third variables. Full article
(This article belongs to the Section Education and Psychology)
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22 pages, 1230 KiB  
Article
Effectiveness of a Training Program on the Psychological Well-Being and Self-Efficacy of Active Teachers, Controlling for Gender and Experience
by Andrea Izquierdo, Teresa Pozo-Rico, Cristina Pérez-Rico, Carlos Fernández-García, Juan-Luis Castejón and Raquel Gilar-Corbi
Educ. Sci. 2025, 15(3), 382; https://doi.org/10.3390/educsci15030382 - 19 Mar 2025
Viewed by 383
Abstract
Psychological well-being and teacher self-efficacy are essential dimensions for ensuring effective educational performance and high-quality teaching. Fostering these competencies in educators is key to addressing the challenges associated with the current educational system. This study evaluated the effectiveness of a training program designed [...] Read more.
Psychological well-being and teacher self-efficacy are essential dimensions for ensuring effective educational performance and high-quality teaching. Fostering these competencies in educators is key to addressing the challenges associated with the current educational system. This study evaluated the effectiveness of a training program designed to enhance these two dimensions in teachers, taking gender and years of experience as covariates. The sample included 143 primary school teachers from Alicante (Spain), with an average age of 42.4 years and a mean of 14.14 years of professional experience. Of the participants, 58.3% were women and 41.7% were men. Psychological well-being was measured using Ryff’s scale, while teacher self-efficacy was assessed with Skaalvik and Skaalvik’s scale. Using an experimental design with control and experimental groups, along with pre-test and post-test evaluations, the program’s effects were analyzed through a general linear model for repeated measures. Results showed significant improvements in psychological well-being and self-efficacy in the experimental group. Although teaching experience proved to be a significant covariate, the program was effective in controlling for this effect. These findings highlight the feasibility of designing effective training interventions to strengthen teachers’ competencies. Full article
(This article belongs to the Special Issue Innovation, Didactics, and Education for Sustainability)
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12 pages, 243 KiB  
Article
Exploring Minority Students’ Perceptions of Using Open Educational Resources in a Computer Game Design Course
by Yu-Tung Kuo, Yu-Chun Kuo and Hung-Wei Tseng
Educ. Sci. 2025, 15(3), 381; https://doi.org/10.3390/educsci15030381 - 19 Mar 2025
Cited by 1 | Viewed by 229
Abstract
With the increasing use of open educational resources (OERs) in higher education, and the potential of OERs to enhance student learning, this study investigated minority students’ perceptions of using OERs in learning computer programming. The influence of minority students’ OER perceptions on their [...] Read more.
With the increasing use of open educational resources (OERs) in higher education, and the potential of OERs to enhance student learning, this study investigated minority students’ perceptions of using OERs in learning computer programming. The influence of minority students’ OER perceptions on their learning outcomes, as well as the relationships of the perception variables were explored. The participants were minority students from an HBCU institution in the southeastern United States. Quantitative approaches were used to analyze the collected data. The results indicated that the minority students’ perceptions of using OERs had a significant influence on their perceived learning outcomes in learning computer programming. OER self-efficacy did not influence the minority students’ perceived learning for programming. Understanding of OERs, OER interest, and OER self-efficacy significantly predicted the minority students’ perceived value/usefulness of OERs in learning coding. Full article
13 pages, 549 KiB  
Article
Generative Artificial Intelligence in Education: Insights from Rehabilitation Sciences Students
by Robert Dekerlegand, Alison Bell, Malachy J. Clancy, Erin R. Pletcher and Travis Pollen
Educ. Sci. 2025, 15(3), 380; https://doi.org/10.3390/educsci15030380 - 19 Mar 2025
Viewed by 361
Abstract
Little is known about how students in rehabilitation sciences accept and use generative artificial intelligence (GenAI) in their educational endeavors. We explored student perceptions, acceptance, and utilization of GenAI in school and their beliefs about its usefulness and ease of use. A cross-sectional [...] Read more.
Little is known about how students in rehabilitation sciences accept and use generative artificial intelligence (GenAI) in their educational endeavors. We explored student perceptions, acceptance, and utilization of GenAI in school and their beliefs about its usefulness and ease of use. A cross-sectional online survey was conducted of adult students enrolled in rehabilitation sciences programs within a private urban academic university. The survey was based on the Technology Acceptance Model with questions specific to the use of GenAI in school. A total of 196 responses were included in the analysis (32.9% response rate), with responses received across all rehabilitation sciences programs. Half the respondents (50%) reported using GenAI “some of the time” in school, and 6.1% indicated frequent usage of “most of” or “all” the time. Users reported using GenAI to explain and review concepts (n = 49), to generate content or ideas (n = 20), and for grammatical support (n = 21). Users perceived GenAI as more useful and easier to use than non-users. Over half of rehabilitation sciences students use GenAI for school; however, only 6.1% report routine usage. Given the expected growth and potential of GenAI, faculty should explore strategies to facilitate the acceptance and appropriate use of this innovative technology. Full article
(This article belongs to the Section Higher Education)
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17 pages, 1101 KiB  
Article
“Wow! This Is So Cool”: Learning Spanish with Augmented Reality
by Wanju Huang, Shamila Janakiraman, Anthony Ilobinso and Nedim Slijepcevic
Educ. Sci. 2025, 15(3), 379; https://doi.org/10.3390/educsci15030379 - 19 Mar 2025
Viewed by 316
Abstract
Augmented Reality (AR) enables users to see or interact with virtual objects in real-world environments. This case study examines three AR lessons integrated into a beginner-level Spanish course at a university. The participants were 18 undergraduate students enrolled in this class. The AR [...] Read more.
Augmented Reality (AR) enables users to see or interact with virtual objects in real-world environments. This case study examines three AR lessons integrated into a beginner-level Spanish course at a university. The participants were 18 undergraduate students enrolled in this class. The AR lessons portrayed a classroom, a coffee shop, and a family setting aimed at improving students’ retention of Spanish vocabulary related to each AR environment. The research data included pre-test and post-test scores, in-class observations, and interviews. Paired-sample t-tests were conducted before and after the AR sessions to examine vocabulary retention. The quantitative findings revealed significant differences in test scores among all three interventions, suggesting the efficacy of AR-based learning methods. A thematic analysis was conducted on qualitative data, encompassing interviews with six students and in-class observations. Students shared that the AR-based lessons made learning more engaging and enhanced vocabulary recall. Student interactions increased, and the AR-based lessons inspired students to transition from technology users to designers. This study addresses the need for more AR learner-centered empirical studies in learning Spanish and provides implications for AR educational application design and implementations. Full article
(This article belongs to the Special Issue Smart Technology and Language Education)
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29 pages, 1879 KiB  
Article
Cognitive-Dissonance-Based Educational Methodological Innovation for a Conceptual Change to Increase Institutional Confidence and Learning Motivation
by Tamás Köpeczi-Bócz
Educ. Sci. 2025, 15(3), 378; https://doi.org/10.3390/educsci15030378 - 19 Mar 2025
Viewed by 615
Abstract
The aim of this study was to investigate the application of cognitive-dissonance-based educational methodological innovation to enhance conceptual correction, motivation to learn and institutional confidence, synthesizing educational theory and policy perspectives. The research was based on a pilot study of a targeted, short-cycle [...] Read more.
The aim of this study was to investigate the application of cognitive-dissonance-based educational methodological innovation to enhance conceptual correction, motivation to learn and institutional confidence, synthesizing educational theory and policy perspectives. The research was based on a pilot study of a targeted, short-cycle university training program that aimed to change participants’ misconceptions about the concept of entrepreneurial innovation and to support the development of their self-reflective skills. To measure preference changes, a pre-test/post-test research design was used. The results quantified the change in attitude: the preference score for the knowledge area of the training objective increased from 2.11 to 3.36 on a scale of 4, while the preference for the outdated approach area decreased from 2.91 to 1.28, demonstrating the effectiveness of the method in directing participants’ attention towards more complex directions that are sensitive to the needs of the economic environment. The effectiveness of the training program was evaluated using quantitative and qualitative data-collection methods (questionnaires, interviews, observation); 66% of the participants took up the innovative skills development program of the training university after the training, indicating an increase in institutional commitment. As a pedagogical tool for higher education, the method of cognitive dissonance was found to be effective in achieving “conceptual change” as a goal. This term is used to denote the targeted stage in the learning process when learners’ existing but incorrect conceptions can be modified by new knowledge and methods. At the same time, the method has also achieved demonstrable results in developing long-term motivation to learn. Our research demonstrates that incorporating a cognitive-dissonance-based approach to learning into curricula supports the enhancement of learner self-reflection and emotional engagement and contributes to increasing learner self-efficacy. These results confirm that cognitive-dissonance-based training is an effective tool not only for transforming knowledge preferences but also for maintaining participants’ motivation to learn and institutional commitment and that it can be successfully applied in other training contexts. Full article
(This article belongs to the Section Education and Psychology)
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24 pages, 571 KiB  
Article
The Development and Validation of a K-12 STEM Engagement Participant Outcome Instrument
by Toni A. May, Carla C. Johnson, Sera Harold and Janet B. Walton
Educ. Sci. 2025, 15(3), 377; https://doi.org/10.3390/educsci15030377 - 18 Mar 2025
Viewed by 293
Abstract
The U.S. Federal STEM Strategic Plan released in 2018 charged federal agencies to operate with transparency and accountability regarding the impact of STEM programming on participant outcomes. This study’s purpose is to share a robust and iterative design-based research validation study for a [...] Read more.
The U.S. Federal STEM Strategic Plan released in 2018 charged federal agencies to operate with transparency and accountability regarding the impact of STEM programming on participant outcomes. This study’s purpose is to share a robust and iterative design-based research validation study for a middle school (U.S. grades 6–8; ages 11–14 years old) Student STEM Outcomes Survey. Our team partnered with NASA to develop an instrument to study the impact of participation in NASA Office of STEM Education’s (OSTEM) engagement programming on middle school student affective outcomes. Overall, this study produced strong validity evidence for each construct (STEM Identity, STEM Self-Efficacy, STEM Interest, 21st century skills) of the Student STEM Outcomes Survey. Qualitative field testing results from subject matter experts and middle grade students related to content, response processes, and consequences of testing validity evidence provided support for data-informed item wording modifications. Rasch psychometric results assisted in meaningfully paring back items to ultimately result in parsimonious and psychometrically sound survey sections based on internal structure and response processes findings. Suggestions for using the newly developed and validated Student STEM Outcomes Survey are provided. Full article
(This article belongs to the Section STEM Education)
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19 pages, 1014 KiB  
Article
Teacher Moves for Building a Mathematical Modeling Classroom Community
by Ayse Ozturk
Educ. Sci. 2025, 15(3), 376; https://doi.org/10.3390/educsci15030376 - 18 Mar 2025
Viewed by 243
Abstract
This study investigates the role of teacher talk moves in cultivating a mathematical modeling classroom community. From the models and modeling perspective, it explores how specific teacher talk moves promote student participation in modeling phases and the exchange of ideas with other students. [...] Read more.
This study investigates the role of teacher talk moves in cultivating a mathematical modeling classroom community. From the models and modeling perspective, it explores how specific teacher talk moves promote student participation in modeling phases and the exchange of ideas with other students. Through a four-week after-school program involving eight secondary students, data were collected from small-group and whole-class discussions. The findings reveal that teacher talk moves can be categorized into three core types: eliciting students’ ideas, introducing key terms and ideas used in mathematical modeling, and encouraging students to take a position during discussions. These moves are shown to influence classroom discussion norms and facilitate the ways that students interact and reason with the mathematical modeling tasks. While the findings suggest that teacher talk moves can contribute to fostering a reflective learning environment where students collaboratively construct, analyze, and refine mathematical models, further research is needed to better understand the extent of their impact and how similar learning opportunities might arise through alternative instructional strategies. Future research should explore how these teacher moves can be implemented across different classroom contexts and extended periods to enhance modeling-based learning. Full article
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19 pages, 1401 KiB  
Article
Technology-Enhanced Language Learning: Subtitling as a Technique to Foster Proficiency and Intercultural Awareness
by Antonio-Jesús Tinedo-Rodríguez
Educ. Sci. 2025, 15(3), 375; https://doi.org/10.3390/educsci15030375 - 18 Mar 2025
Viewed by 304
Abstract
Computer-Assisted Language Learning (CALL) is an umbrella term that encompasses diverse technologies with the purpose of enhancing language learning. In the existing literature on CALL, intercultural awareness and the pedagogical use of multimedia products have received less attention. This study explores how the [...] Read more.
Computer-Assisted Language Learning (CALL) is an umbrella term that encompasses diverse technologies with the purpose of enhancing language learning. In the existing literature on CALL, intercultural awareness and the pedagogical use of multimedia products have received less attention. This study explores how the process of creating subtitles for short clips may enhance language skills and intercultural awareness when implemented through lesson plans designed following the framework proposed by the TRADILEX project. A pre-experimental longitudinal design was implemented. The sample consisted of 43 participants who were enrolled in a B2 English course at the University of Córdoba (Spain). During the course, participants consistently attended theoretical sessions. The intervention took place during the practical sessions from February to April 2024, involving four subtitling-based lesson plans on literature and gender. After the intervention, the practical sessions shifted to a traditional, textbook-based format from April to June 2024. The instruments employed to assess the effectiveness of the intervention consisted of a commercial test by MacMillan and the ERI scale on interculturality. The results showed that after the intervention, there was a significant improvement in language proficiency, which increased at a slower rate during the traditional sessions. However, when it comes to intercultural awareness, there was a peak of attainment after the intervention, but attrition rapidly took place. Regarding the pedagogical implications of this study, subtitling could be an appropriate technique that allows contact with the L2 culture and shows positive effects in terms of proficiency. Full article
(This article belongs to the Section Language and Literacy Education)
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18 pages, 2213 KiB  
Article
Improving the Measurement of Students’ Composite Ability Score in Mixed-Format Assessments
by Jiawei Xiong, Qidi Liu, Cheng Tang, Bowen Wang and Allan S. Cohen
Educ. Sci. 2025, 15(3), 374; https://doi.org/10.3390/educsci15030374 - 18 Mar 2025
Viewed by 241
Abstract
Mixed-format assessments, which include both multiple-choice (MC) and constructed-response (CR) items, often produce separate scoring scales, with MC items scored dichotomously and CR items scored polytomously. Conventional methods for estimating composite ability scores, such as weighting or summing, rely on subject matter expertise [...] Read more.
Mixed-format assessments, which include both multiple-choice (MC) and constructed-response (CR) items, often produce separate scoring scales, with MC items scored dichotomously and CR items scored polytomously. Conventional methods for estimating composite ability scores, such as weighting or summing, rely on subject matter expertise but overlook the information embedded in MC item scores. While recent progress takes advantage of empirical Bayes analysis for estimating composite ability scores, it may also introduce biases because it relies solely on point estimates without accounting for the variability in unknown ability distributions and other parameters. To address these gaps, this study introduces a practical and easily implementable method, empirical fully Bayesian, that leverages MC item scores to derive empirical priors, leading to more accurate composite score estimates. It has been found that MC scores have effectively captured students’ achievement in the assessment domain, and they could provide valuable information for final scoring. Through empirical analyses of students in Grades 3 to 10 and two additional simulation studies based on real-world data, we demonstrate that this approach enhances composite ability score reliability, reduces reporting biases, and provides a valuable empirical evaluation tool for mixed-format assessments. Full article
(This article belongs to the Section Education and Psychology)
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20 pages, 1132 KiB  
Article
Breaking the Cycle: How Fatigue, Cyberloafing, and Self-Regulation Influence Learning Satisfaction in Online Learning
by Somya Agrawal and Shwetha M. Krishna
Educ. Sci. 2025, 15(3), 373; https://doi.org/10.3390/educsci15030373 - 18 Mar 2025
Viewed by 368
Abstract
The transition to online learning has revolutionized educational experiences while introducing new challenges, such as managing fatigue and staying focused in digital environments. This study examines the relationship between fatigue, social cyberloafing, relaxation, self-regulation, and learning satisfaction in online learning environments. Using an [...] Read more.
The transition to online learning has revolutionized educational experiences while introducing new challenges, such as managing fatigue and staying focused in digital environments. This study examines the relationship between fatigue, social cyberloafing, relaxation, self-regulation, and learning satisfaction in online learning environments. Using an online questionnaire, data were collected from 146 undergraduate students studying at a private university in India. The results show that fatigue is positively related to social cyberloafing, and its impact became negative when relaxation moderated their interrelationship. Further, it was found that social cyberloafing negatively impacted learning satisfaction in students, and when self-regulation moderated this interrelationship, the negative impact of social cyberloafing on learning satisfaction was reduced. Through the lens of self-determination theory (SDT), the current paper highlights that while fatigue and cyberloafing have a negative impact on learning satisfaction, self-regulation acts as an important buffer. This study emphasizes the need to create supportive digital learning environments that address fatigue and promote self-regulation, resulting in higher learning satisfaction. This research contributes to the existing literature on digital well-being and provides actionable insights for educators and learners. Full article
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25 pages, 674 KiB  
Systematic Review
Systematic Review of the Literature on Interventions to Improve Self-Regulation of Learning in First-Year University Students
by David Simón-Grábalos, David Fonseca, Marian Aláez, Susana Romero-Yesa and Carlos Fresneda-Portillo
Educ. Sci. 2025, 15(3), 372; https://doi.org/10.3390/educsci15030372 - 17 Mar 2025
Viewed by 374
Abstract
Previous research has shown a significant percentage of dropouts in university studies, particularly in the first years. Furthermore, evidence links higher motivation and curricular improvement in students when they enhance their self-regulated learning (SRL). A systematic review was conducted using the PRISMA method [...] Read more.
Previous research has shown a significant percentage of dropouts in university studies, particularly in the first years. Furthermore, evidence links higher motivation and curricular improvement in students when they enhance their self-regulated learning (SRL). A systematic review was conducted using the PRISMA method to identify and analyze interventions to improve SRL in first-year undergraduate students. The interventions analyzed addressed student learning, classroom management by teachers, evaluation processes, and administrative management. Additionally, the need for a holistic and continuous approach was identified, covering cognitive, metacognitive, motivational, behavioral, and affective dimensions. The combination of self-perception questionnaires and academic grades was the most used strategy to measure intervention effectiveness. These findings emphasize the importance of adapting interventions to specific contexts and ensuring their continuity to maximize the impact on the development of students’ self-regulated learning. The results reveal a high heterogeneity in the approaches applied, highlighting the most effective techniques as follows: specialized workshops, the use of virtual tools, and group and individual tutoring. Intracurricular interventions, integrated within course content and led by the faculty, demonstrated greater success by embedding SRL strategies into the teaching–learning process. In contrast, extracurricular interventions, conducted by tutors or academic advisors, faced challenges related to student motivation and participation. Full article
(This article belongs to the Special Issue Stress Management and Student Well-Being)
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11 pages, 938 KiB  
Article
Using a Modified Gower Distance Measure to Assess Supplemental Learning Supporting an Online Social Science Graduate Course
by Jacinto De La Cruz Hernandez, Kenneth John Tobin, John C. Kilburn and Marvin Edward Bennett
Educ. Sci. 2025, 15(3), 371; https://doi.org/10.3390/educsci15030371 - 17 Mar 2025
Viewed by 175
Abstract
Supplemental instruction (SI) is a well-established direct academic support model. SI leaders provide unique success strategies that benefit underserved and underprepared students in difficult courses. In this study, the novel application of SI strategies at the master’s level was explored. The subject university [...] Read more.
Supplemental instruction (SI) is a well-established direct academic support model. SI leaders provide unique success strategies that benefit underserved and underprepared students in difficult courses. In this study, the novel application of SI strategies at the master’s level was explored. The subject university is a Hispanic Serving Institution in the southern United States, and a social science program was examined, focusing on 309 students. Key findings include an improvement in performance on a post-course evaluation compared with the pre-course instrument. This increase was present regardless of the number of SI sessions attended. An instructor effect was also identified. One specific instructor had a letter grade lower average course grade than their peers. For this instructor, pass rate and course grade were significantly improved by SI, and the more SI sessions attended, the greater the effect. For all other instructors, SI had a small improvement on pass rate and course grade, possibly the result of grade compression associated with graduate student evaluation. Full article
(This article belongs to the Topic Advances in Online and Distance Learning)
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17 pages, 496 KiB  
Article
Developing Competence for Teachers, Mentors, and School Leaders: How Can Video-Based Learning Designs Facilitate Authentic Learning?
by Eli Lejonberg, Katrine Nesje, Ann Elisabeth Gunnulfsen and Torunn Aanesland Strømme
Educ. Sci. 2025, 15(3), 370; https://doi.org/10.3390/educsci15030370 - 17 Mar 2025
Viewed by 167
Abstract
The use of video-based learning designs in higher education has gained increased attention in higher education in the last decade. The aim of this study is to contribute to the development of knowledge about video-based learning designs as potential drivers of professional competence [...] Read more.
The use of video-based learning designs in higher education has gained increased attention in higher education in the last decade. The aim of this study is to contribute to the development of knowledge about video-based learning designs as potential drivers of professional competence for different practitioners in schools: teachers, mentors, and school leaders. By adopting a theoretical perspective of authentic learning, we explore how different video-based learning designs can play out in educational settings. Based on a comparative analysis of learning designs and student experiences, we argue that the use of practice videos does not necessarily enhance authentic learning. Findings illuminate how student interaction with practice videos and other mediating tools can contribute to authentic learning. However, the findings also illuminate how university-based educators need to be conscious in striving to design authentic learning. The potential of coaching and mentoring as potential mediators that can enhance learning is highlighted. Implications for designing for video-based professional development are elaborated on. Full article
(This article belongs to the Special Issue Innovation in Teacher Education Practices)
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13 pages, 581 KiB  
Article
Academics’ Leadership Styles and Their Motivation to Participate in a Leadership Training Program in the Digital Era
by Zhao Cheng and Chang Zhu
Educ. Sci. 2025, 15(3), 369; https://doi.org/10.3390/educsci15030369 - 17 Mar 2025
Viewed by 483
Abstract
Previous studies have demonstrated the significance of leadership training for the professional growth of academics. In the Digital Era, where technological advancements and new learning environments are transforming leadership development, this study seeks to explore whether and how academics’ leadership styles influence their [...] Read more.
Previous studies have demonstrated the significance of leadership training for the professional growth of academics. In the Digital Era, where technological advancements and new learning environments are transforming leadership development, this study seeks to explore whether and how academics’ leadership styles influence their motivation to participate in a leadership training program. Based on survey data from 761 participants directly involved in a leadership development project, this study adopted a path model analysis method and provides novel empirical evidence on whether participants’ leadership styles influence their motivation to participate in leadership training programs. By examining this relationship in the context of the Digital Era, where digital tools and virtual platforms play a significant role, the study sheds light on how leadership approaches drive individuals’ motivation for further development—an aspect that has been underexplored in the past. Focusing on participants from a leadership development project, the study offers practical insights into how different leadership styles may impact engagement and interest in leadership training, particularly in digital and hybrid learning settings. This could help organizations tailor their leadership programs to better address the diverse needs of participants with varying leadership orientations in a digitally connected world. Full article
(This article belongs to the Special Issue Higher Education Governance and Leadership in the Digital Era)
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28 pages, 1738 KiB  
Article
Educational Transformation Through Emerging Technologies: Critical Review of Scientific Impact on Learning
by Andrés F. Mena-Guacas, Luis López-Catalán, César Bernal-Bravo and Cristóbal Ballesteros-Regaña
Educ. Sci. 2025, 15(3), 368; https://doi.org/10.3390/educsci15030368 - 16 Mar 2025
Viewed by 1030
Abstract
Educational transformation is increasingly influenced by emerging technologies, which offer unique opportunities to redefine learning. This study aims to critically analyze the scientific production related to the use of emerging technologies in the educational field, focusing on their impact on the teaching–learning process. [...] Read more.
Educational transformation is increasingly influenced by emerging technologies, which offer unique opportunities to redefine learning. This study aims to critically analyze the scientific production related to the use of emerging technologies in the educational field, focusing on their impact on the teaching–learning process. A systematic review of the scientific literature was carried out, analyzing a total of 1567 articles from 2000 to 2024. The results reveal that, although there is a growing interest in the integration of technologies such as artificial intelligence and augmented reality, concerns also emerge about their implementation and effectiveness. In addition, research trends are identified that suggest a multidimensional approach to the use of these technologies, highlighting the importance of teacher training and the educational context in which they are applied. The conclusions indicate that, to maximize the positive impact of these technologies, an informed pedagogical approach that considers the advantages and challenges they entail is essential. This analysis provides a foundation for future studies and guidance for educators and policy makers in effectively incorporating emerging technologies into the educational environment. Full article
(This article belongs to the Special Issue Technology-Mediated Active Learning Methods)
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17 pages, 388 KiB  
Article
Exploring University Staff’s Perceptions of Using Generative Artificial Intelligence at University
by Molly Whitbread, Chloe Hayes, Sanjana Prabhakar and Rebecca Upsher
Educ. Sci. 2025, 15(3), 367; https://doi.org/10.3390/educsci15030367 - 16 Mar 2025
Viewed by 438
Abstract
This study aimed to understand university staff’s perspectives and approaches regarding students’ use of generative artificial intelligence (GenAI) in an academic setting. Currently, there is a lack of social media analyses exploring this area. For the present study, a qualitative content analysis was [...] Read more.
This study aimed to understand university staff’s perspectives and approaches regarding students’ use of generative artificial intelligence (GenAI) in an academic setting. Currently, there is a lack of social media analyses exploring this area. For the present study, a qualitative content analysis was conducted on posts about ChatGPT shared via X (formerly Twitter). This enabled a sample of n = 194 perspectives to be captured. Three main themes were generated: (1) perceptions of GenAI’s impact on higher education and skepticism towards its management; (2) GenAI in assessment: prevention and detection approaches; and (3) future-focused approaches to GenAI-enhanced learning and assessment. Some university staff see GenAI as a threat to their profession and have stressed the need for university guidance. Staff discussed both the positive and negative impacts of GenAI on student learning. Some staff want to prevent the use of GenAI in assessments, whilst others embrace the tool. These findings can inform university guidance on the use of GenAI in the future. Full article
(This article belongs to the Special Issue Imagine the Future of Higher Education: Challenges and Opportunities for Teaching and Learning)
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19 pages, 295 KiB  
Article
Teachers Can Use It with Their Littles: Using Case Studies to Explore Preservice Teachers’ Perceptions of Technology
by Amber Beisly and Darshani Abeyrathna Herath Mudiyanselag
Educ. Sci. 2025, 15(3), 366; https://doi.org/10.3390/educsci15030366 - 14 Mar 2025
Viewed by 1137
Abstract
This study explores preservice teachers’ (PSTs’) attitudes toward technology through case studies conducted in a technology-focused course. Nine PSTs completed four case studies addressing screen time guidelines, virtual reality, the digital divide, and ChatGPT-4. Using the SAMR (Substitution, Augmentation, Modification, Redefinition) model as [...] Read more.
This study explores preservice teachers’ (PSTs’) attitudes toward technology through case studies conducted in a technology-focused course. Nine PSTs completed four case studies addressing screen time guidelines, virtual reality, the digital divide, and ChatGPT-4. Using the SAMR (Substitution, Augmentation, Modification, Redefinition) model as a coding framework, researchers analyzed 36 written reflections. PSTs often viewed technology as a substitute rather than a transformative tool. While many PSTs expressed skepticism about technology, others acknowledged the potential of tools like ChatGPT to enhance teaching, e.g., providing real-time feedback on writing and translating assignments into native languages. The study underscores the value of case studies in helping PSTs critically evaluate technology’s role in teaching and learning. Despite recognizing its inevitability, PSTs need further support to embrace transformative technology use. Full article
(This article belongs to the Special Issue Technologies and Teacher Education: Preparing Teachers for the Digital Age)
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