Education Sciences

24 pages, 913 KiB

Open AccessArticle

Flipped Classroom Teaching and ARCS Motivation Model: Impact on College Students’ Deep Learning

by Qingyi Zhou and Hongfeng Zhang

Educ. Sci. 2025, 15(4), 517; https://doi.org/10.3390/educsci15040517 - 21 Apr 2025

This study examines the impact of combining Keller’s ARCS motivation theory with the flipped classroom teaching model on the deep learning of college students. Using data collected from 495 students across different regions in China, the study employs Partial Least Squares Structural Equation [...] Read more.

This study examines the impact of combining Keller’s ARCS motivation theory with the flipped classroom teaching model on the deep learning of college students. Using data collected from 495 students across different regions in China, the study employs Partial Least Squares Structural Equation Modeling (PLS-SEM) to investigate the relationships between motivational factors and deep learning. The findings reveal that attention, relevance, confidence, and satisfaction all significantly influence deep learning. Although relevance directly enhances deep learning, its effect on intrinsic motivation is less pronounced. Furthermore, the study reveals a hierarchical relationship among the ARCS dimensions within the flipped classroom context: attention drives relevance, relevance enhances confidence, and confidence leads to satisfaction—collectively supporting a sustained learning process. These results validate the application of the ARCS model in flipped classrooms, highlighting its potential to stimulate critical thinking and improve cognitive engagement. This research contributes to the theoretical development of motivation-driven learning models. It offers practical strategies for educators to optimize instructional design, thereby fostering sustained intrinsic motivation and deep learning among students. Full article

(This article belongs to the Section Higher Education)

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13 pages, 257 KiB

Open AccessArticle

Exploring the Impact of Family Socio-Economic Status on Children’s Bilingual Abilities Among Arab Families

by Ahmed Mohamed, Qiuzhi Xie, Maxwell Peprah Opoku and Aisha Cheikhmous

Educ. Sci. 2025, 15(4), 516; https://doi.org/10.3390/educsci15040516 - 21 Apr 2025

Abstract

This study investigates the impact of family socio-economic status on children’s bilingual oral language and reading abilities. The participants were 92 Arabic–English bilingual children (Mean_age = 8.52 years old) in Grade 3 of primary schools and their parents in the United Arab [...] Read more.

This study investigates the impact of family socio-economic status on children’s bilingual oral language and reading abilities. The participants were 92 Arabic–English bilingual children (Mean_age = 8.52 years old) in Grade 3 of primary schools and their parents in the United Arab Emirates. A correlational research design was used. The children completed several bilingual oral language and reading tests, and their parents filled in the family background questionnaire. The results of general regression show that mothers’ education level and family income affected children’s English, but not Arabic, oral language and word reading abilities. Family income was a significant predictor of children’s English oral language skills, and mothers’ education level contributed to children’s English word reading. However, fathers’ education level did not predict children’s bilingual abilities. The contextual influence on children’s language and literacy development is discussed. Full article

(This article belongs to the Special Issue Language and Literacy Education in the Early Years: Practices and Principles for Dynamic and Diverse Contexts)

19 pages, 300 KiB

Open AccessArticle

Critical Considerations for Intercultural Sensitivity Development: Transnational Perspectives

by Asuka Ichikawa and Sarang Kim

Educ. Sci. 2025, 15(4), 515; https://doi.org/10.3390/educsci15040515 - 21 Apr 2025

Abstract

Intercultural sensitivity is crucial in today’s diverse society, and accurate assessment is key to developing effective intercultural programs in educational institutions and beyond. The Intercultural Development Inventory (IDI) is widely used for this purpose, yet its applicability to transnational individuals—those navigating multiple cultural [...] Read more.

Intercultural sensitivity is crucial in today’s diverse society, and accurate assessment is key to developing effective intercultural programs in educational institutions and beyond. The Intercultural Development Inventory (IDI) is widely used for this purpose, yet its applicability to transnational individuals—those navigating multiple cultural and social systems—remains underexplored. This gap is important to address given the interconnected nature of our global society, where individuals frequently move across borders. To address this issue, this conceptual paper critically examines the underlying assumptions of the IDI regarding culture and identity through three interrelated frameworks: transnationalism, relational ontology, and intersectionality. Drawing on existing literature on these frameworks and the IDI, our analysis highlights how integrating these perspectives into the IDI and, by extension, other intercultural assessment tools can more accurately capture the complex, fluid, and dynamic nature of transnational experiences. This integration also shifts the discourse on intercultural assessment from a focus on individual competence to an emphasis on shared responsibility in fostering equitable, relationally grounded intercultural spaces. Implications for future research and practice are also discussed. Full article

(This article belongs to the Special Issue Fostering Global Citizenship and Intercultural Education “Otherwise”)

23 pages, 1174 KiB

Open AccessArticle

Partnerships as Professional Learning: Early Childhood Teaching Assistants’ Role Development and Navigation of Challenges Within a Culturally Responsive Robotics Program

by Hannah R. Thompson, Lori A. Caudle, Frances K. Harper, Margaret F. Quinn, Mary Kate Avin and The CRRAFT Partnership

Educ. Sci. 2025, 15(4), 514; https://doi.org/10.3390/educsci15040514 - 20 Apr 2025

Abstract

Theory and practice related to computing education with racially/ethnically and linguistically diverse groups of preschoolers remain in nascent stages. Accordingly, early childhood educators both require substantial support when integrating culturally responsive computing into curriculum and instruction and offer valuable perspectives on emerging practices. [...] Read more.

Theory and practice related to computing education with racially/ethnically and linguistically diverse groups of preschoolers remain in nascent stages. Accordingly, early childhood educators both require substantial support when integrating culturally responsive computing into curriculum and instruction and offer valuable perspectives on emerging practices. The purpose of this research study is to explore how educator voice-directed efforts support the implementation of a culturally relevant preschool robotics program through multi-year professional development. Through qualitative analyses, we examined how educator voice, conceptualized as perspectives and participation, guided the direction of professional learning situated within a larger research-practice partnership using design-based research (DBR) methodology. By comparing voice across these sessions, we were able to identify what roles educators assumed within the partnership and how those roles shifted over time. Further, we are able to identify the structural and systemic factors that may have affected their participation and implementation. Findings show a contrast in roles across the different stages of the partnership, suggesting implications for embedding professional learning within broader partnership work as a way to cultivate educator leadership and to realize culturally responsive computing education in sustainable ways. Full article

(This article belongs to the Special Issue Exploring Socially Just and Contextually Appropriate Professional Development for Early Childhood Teachers Using Qualitative Methodologies)

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28 pages, 3860 KiB

Open AccessArticle

Evaluating Competency Development and Academic Outcomes: Insights from Six Semesters of Data-Driven Analysis

by Enrique Solera, Ernestina Menasalvas, Mario Martín, Marta Zorrilla, Danilo Valdés-Ramírez, Genaro Zavala and Raúl Monroy

Educ. Sci. 2025, 15(4), 513; https://doi.org/10.3390/educsci15040513 - 20 Apr 2025

Abstract

Competency-Based Education (CBE) has been widely studied since the 1970s, yet it remains innovative due to its challenges across disciplines and cultures. Tecnológico de Monterrey, a Mexican private institution, implements CBE through its Tec21 model, which emphasizes challenge-based learning to develop disciplinary and [...] Read more.

Competency-Based Education (CBE) has been widely studied since the 1970s, yet it remains innovative due to its challenges across disciplines and cultures. Tecnológico de Monterrey, a Mexican private institution, implements CBE through its Tec21 model, which emphasizes challenge-based learning to develop disciplinary and transversal skills. Since its launch in 2019, Tec21 has generated extensive data, offering an opportunity to assess its performance and ensure quality. This study analyzes data from six academic semesters in the School of Engineering and Sciences to address key quality assurance questions. First, we evaluate whether initially enrolling in a generic area before selecting a specific program improves long-term student outcomes. Second, we examine competency development, identifying challenges in achieving certain skills and their links to dropout rates and module difficulty. Third, we explore the relationship between final grades, module credit allocation, and Tec weeks to assess curriculum alignment with academic performance. Using data from over 550,000 evaluations of 4500+ students, our analysis provides robust quality metrics. Findings suggest that students who start in generic areas perform better long term and highlight the complex interplay between competencies, module characteristics, and academic success. These insights deepen the understanding of CBE implementation and offer recommendations to improve educational strategies and quality assurance within competency-based frameworks. Full article

(This article belongs to the Section Curriculum and Instruction)

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23 pages, 490 KiB

Open AccessArticle

Engaging Parents and Their Fifth- and Sixth-Grade Latina Daughters in a Family Science Program

by Katherine Short-Meyerson, Margarita Jiménez-Silva and Peter Rillero

Educ. Sci. 2025, 15(4), 512; https://doi.org/10.3390/educsci15040512 - 20 Apr 2025

Abstract

This research study was conducted to pilot an out-of-school family science program for fifth- and sixth-grade Latina girls and their parents. Program goals included encouraging parents in supporting their Latina daughters in science, increasing the girls’ interest in science and increasing the families’ [...] Read more.

This research study was conducted to pilot an out-of-school family science program for fifth- and sixth-grade Latina girls and their parents. Program goals included encouraging parents in supporting their Latina daughters in science, increasing the girls’ interest in science and increasing the families’ participation in science experiences together. The 41 families participated in a 7-week Saturday program on either rocketry or gardening. Each week, the parent–daughter dyads engaged in hands-on Family Problem-Based Learning activities together and then the parents and daughters met separately in Conversation Groups. To measure the impact of the program, surveys were administered to the parents and daughters separately at four points: pre-, mid-, post- and delayed-post (three months after the program). Parents reported increases over time for several aspects of their support for their daughters in science and also increases in frequency of science experiences with their daughters. The daughters reported increases over time in their science identity and their discussions with their parents about jobs in science. In addition, the examination of video-recordings of a subset of the parent–daughter interactions during the activities revealed that parental and daughter behaviors evolved over the course of the program. Implications for engaging parents in science education are discussed. Full article

(This article belongs to the Special Issue A Familycentric Approach to Schooling: What It Is, What It Takes, What It Looks Like)

15 pages, 3190 KiB

Open AccessArticle

ChatGPT in Education: Challenges in Local Knowledge Representation of Romanian History and Geography

by Alexandra Ioanid and Nistor Andrei

Educ. Sci. 2025, 15(4), 511; https://doi.org/10.3390/educsci15040511 - 18 Apr 2025

Viewed by 94

Abstract

The integration of AI tools like ChatGPT in education has sparked debates on their benefits and limitations, particularly in subjects requiring region-specific knowledge. This study examines ChatGPT’s ability to generate accurate and contextually rich responses to assignments in Romanian history and geography, focusing [...] Read more.

The integration of AI tools like ChatGPT in education has sparked debates on their benefits and limitations, particularly in subjects requiring region-specific knowledge. This study examines ChatGPT’s ability to generate accurate and contextually rich responses to assignments in Romanian history and geography, focusing on topics with limited digital representation. Using a document-based analysis, this study compared ChatGPT’s responses to local archival sources, monographs, and topographical maps, assessing coverage, accuracy, and local nuances. Findings indicate significant factual inaccuracies, including misidentified Dacian tribes, incorrect historical sources, and geographic errors such as misplaced landmarks, elevation discrepancies, and incorrect infrastructure details. ChatGPT’s reliance on widely digitized sources led to omissions of localized details, highlighting a fundamental limitation when applied to non-digitized historical and geographic topics. These results suggest that while ChatGPT can be a useful supplementary tool, its outputs require careful verification by educators to prevent misinformation. Future research should explore strategies to improve AI-generated educational content, including better integration of regional archives and AI literacy training for students and teachers. The study underscores the need for hybrid AI-human approaches in education, ensuring that AI-generated text complements rather than replaces verified academic sources. Full article

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24 pages, 2184 KiB

Open AccessArticle

Development and Validation of a Questionnaire on Students’ Mathematics Capital: A Tool to Explore Opportunities in the Mathematics Classroom

by Giulia Bini, Sara Gagliani Caputo and Giulietta Zanga

Educ. Sci. 2025, 15(4), 510; https://doi.org/10.3390/educsci15040510 - 18 Apr 2025

Viewed by 162

Abstract

Understanding students’ opportunities in mathematics education requires tools that capture the social and cultural dimensions shaping their engagement with the subject. One way to conceptualise these opportunities is through the notion of mathematics capital, which encompasses the resources and dispositions that students bring [...] Read more.

Understanding students’ opportunities in mathematics education requires tools that capture the social and cultural dimensions shaping their engagement with the subject. One way to conceptualise these opportunities is through the notion of mathematics capital, which encompasses the resources and dispositions that students bring to their mathematical experiences. This study introduces and validates a questionnaire designed to measure secondary students’ mathematics capital, adapting the well-established science capital framework to the mathematical domain. Grounded in Bourdieu’s concept of capital, the questionnaire operationalises mathematics capital across mathematical forms of cultural capital, mathematics-related behaviours and practices, and mathematics-related forms of social capital. The questionnaire was administered to 119 students in an Italian secondary school as part of a broader study on mathematical memes. Statistical analyses, including correlation tests and Cronbach’s alpha, confirm the instrument’s reliability and internal coherence, highlighting the influence of both school and extracurricular environments. The questionnaire provides educators with a practical tool to better understand students’ engagement with mathematics and to inform strategies for fostering equity in mathematics education. By making mathematics capital a measurable construct, this research contributes to discussions on how cultural and social factors shape students’ trajectories in mathematics and beyond. Full article

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2 pages, 128 KiB

Open AccessEditorial

Summary of the Special Issue from the Guest Editors

by Jack F. Eichler and Oluwatobi Odeleye

Educ. Sci. 2025, 15(4), 509; https://doi.org/10.3390/educsci15040509 - 18 Apr 2025

Viewed by 34

Abstract

We are excited to bring you this Special Issue of Education Sciences titled “Engaged Student Learning and Inclusive Teaching in Higher Education Chemistry” [...] Full article

(This article belongs to the Special Issue Engaged Student Learning and Inclusive Teaching Practices in Higher Education Chemistry)

18 pages, 348 KiB

Open AccessArticle

The Influence of Short-Term Dance-Oriented Exergaming on Cognitive Skills and Psychological Well-Being of Adolescents

by Renata Rutkauskaite, Rita Gruodyte-Raciene, Gabriele Pliuskute, Ingrida Ladygiene and Giedrius Bubinas

Educ. Sci. 2025, 15(4), 508; https://doi.org/10.3390/educsci15040508 - 18 Apr 2025

Viewed by 61

Abstract

The physical inactivity of adolescents and their sedentary lifestyle with profuse usage of screens has been a growing issue for the last few years. In contrast, there is some evidence that videogame-based exercising improves cognitive abilities and psychological well-being during growth and maturation. [...] Read more.

The physical inactivity of adolescents and their sedentary lifestyle with profuse usage of screens has been a growing issue for the last few years. In contrast, there is some evidence that videogame-based exercising improves cognitive abilities and psychological well-being during growth and maturation. Therefore, there is a need for the wider exploration of innovation tools in physical education (PE) and extracurricular activities for schoolchildren. The aim of this study was to determine the change in psychological well-being and cognitive skills of adolescents when exercising is supplemented with videogame-based activity. The short-term physical activity (PA) program, initiated by in-service PE teachers (n = 3), involved 13–15-year-old adolescents (n = 63, of them 20 were boys) from one of biggest cities in Lithuania. The research subjects were participants of extracurricular exercise groups on a regular basis, attending their respective three-times-a-week sessions for 1 month. The first intervention group engaged in a 60 min functional training program (FT group, n = 31). The second group had 30 min of FT followed by 30 min of video-based dance class (FT + Just Dance group, n = 32). The Trail-Making test (part A and B), the Visual Digit Span test, and the Stroop test were performed to investigate students’ cognitive abilities. In addition, the WHO-5 questionnaire was used to analyse the respondents’ psychological well-being. When comparing pre- and post-intervention results, no changes were observed in the psychological state, visual–executive skills, and short-term visual memory in both groups. Reaction time improved significantly in both groups (p < 0.05). The working memory significantly improved in the FT + Just Dance group (p < 0.05). The implementation of videogame-based training, Just Dance, improved adolescents’ working memory, but had no effect on subjectively perceived psychological well-being. Full article

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

23 pages, 1219 KiB

Open AccessArticle

Teachers’ Perceptions and Experiences of Irish Secondary School Students with OCD

by Sorcha Malone and Joanne McVeigh

Educ. Sci. 2025, 15(4), 507; https://doi.org/10.3390/educsci15040507 - 18 Apr 2025

Viewed by 57

Abstract

OCD is a prevalent mental disorder, particularly amongst adolescents, with prevalence rates between 1 and 3 percent globally. This study aimed to explore teachers’ perceptions and experiences of Irish secondary school students with OCD. Interviews were conducted with 15 secondary school (middle school/high [...] Read more.

OCD is a prevalent mental disorder, particularly amongst adolescents, with prevalence rates between 1 and 3 percent globally. This study aimed to explore teachers’ perceptions and experiences of Irish secondary school students with OCD. Interviews were conducted with 15 secondary school (middle school/high school) teachers (4 male, 11 female). The data were analysed using Constant Comparison Analysis. In total, 35 categories emerged from which 10 domains were identified: manifestations of OCD; portrayal of OCD in the media; comorbidity; prevalence and impact; OCD in the classroom; teacher training; role as teachers; perceived ability to identify and support; barriers to identification and support; and importance of awareness and education. Further research on teachers’ understanding of OCD is recommended to inform the design of teacher training programmes to support students affected by OCD. Full article

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28 pages, 1699 KiB

Open AccessArticle

Audiovisual Dual-Tasking and the Characteristics of Concurrent Information Processing in Young Children

by Bokyung Kim and Soon Hyung Yi

Educ. Sci. 2025, 15(4), 506; https://doi.org/10.3390/educsci15040506 - 18 Apr 2025

Viewed by 55

Abstract

In contemporary environments, young children are frequently exposed to diverse audiovisual stimuli and often encounter dual-task situations requiring them to process unrelated stimuli simultaneously. Although dual-task conditions impair children’s performance, few studies have systematically examined the underlying mechanisms. This study aims to provide [...] Read more.

In contemporary environments, young children are frequently exposed to diverse audiovisual stimuli and often encounter dual-task situations requiring them to process unrelated stimuli simultaneously. Although dual-task conditions impair children’s performance, few studies have systematically examined the underlying mechanisms. This study aims to provide foundational insights into young children’s audiovisual information processing abilities and offer educational implications. Seventy preschoolers (60–82 months old) were recruited, and a dual-tasking toolkit was developed using the psychological refractory period (PRP) paradigm. Participants responded rapidly to two stimuli presented at short intervals. The data revealed that the response time of Task 2 (RT2) and PRP decreased as stimulus onset asynchrony (SOA) increased, particularly with the more difficult Task 1 in dual-tasking conditions. RT2 and PRP decreased further when tasks were presented in the order of auditory and visual sensory modalities; however, this difference disappeared under the high Task 1 difficulty and short SOA. These findings provide empirical evidence that young children’s dual-task performance and processing interference are influenced by the characteristics of concurrently presented stimuli and task demands. The results offer insights into early childhood education, emphasizing the importance of mitigating cognitive overload under dual-task situations and fostering both foundational and higher-order cognitive abilities in young learners. Full article

(This article belongs to the Section Early Childhood Education)

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24 pages, 3419 KiB

Open AccessArticle

Evaluating the Potential of Generative Artificial Intelligence to Innovate Feedback Processes

by Gilberto Huesca, Mariana E. Elizondo-García, Ricardo Aguayo-González, Claudia H. Aguayo-Hernández, Tanya González-Buenrostro and Yuridia A. Verdugo-Jasso

Educ. Sci. 2025, 15(4), 505; https://doi.org/10.3390/educsci15040505 - 18 Apr 2025

Viewed by 96

Abstract

Feedback is an essential component of the teaching–learning process; however, it can vary in quality due to different contexts and students’ and professors’ individual characteristics. This research explores the effect of generative artificial intelligence (GenAI) in strengthening personalized and timely feedback by initially [...] Read more.

Feedback is an essential component of the teaching–learning process; however, it can vary in quality due to different contexts and students’ and professors’ individual characteristics. This research explores the effect of generative artificial intelligence (GenAI) in strengthening personalized and timely feedback by initially defining an adaptable framework to integrate GenAI into feedback mechanisms defined in theoretical frameworks. We applied a between-subjects analysis in an experimental research design with 263 undergraduate students across multiple disciplines based on an approach consisting of a pretest–post-test process and control and focus groups to evaluate students’ perceptions of artificial intelligence-enhanced feedback versus traditional professor-led feedback. The results show that students who used GenAI declared statistically significantly higher satisfaction levels and a greater sense of ownership in the feedback process. Additionally, GenAI scaffolded continuous improvement and active student participation through a structured and accessible feedback environment, determining that 97% of students are willing to reuse the tool. These findings show that GenAI is a valuable tool to complement professors in the creation of an integrated feedback model. This study draws directions on future research on the combination of artificial intelligence and innovative strategies to produce a long-term impact on education. Full article

(This article belongs to the Special Issue Generative-AI-Enhanced Learning Environments and Applications)

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31 pages, 1377 KiB

Open AccessArticle

Can Correct and Incorrect Worked Examples Supersede Worked Examples and Problem-Solving on Learning Linear Equations? An Examination from Cognitive Load and Motivation Perspectives

by Bing Hiong Ngu, Ouhao Chen, Huy P. Phan, Hasbee Usop and Philip Nuli Anding

Educ. Sci. 2025, 15(4), 504; https://doi.org/10.3390/educsci15040504 - 17 Apr 2025

Viewed by 147

Abstract

Research has advocated for the use of incorrect worked examples targeting specific conceptual barriers to enhance learning. From the perspective of cognitive load theory, we examined the relationship between instructional efficiency (correct and incorrect worked examples [CICWEs] vs. worked examples [WEs] vs. problem-solving [...] Read more.

Research has advocated for the use of incorrect worked examples targeting specific conceptual barriers to enhance learning. From the perspective of cognitive load theory, we examined the relationship between instructional efficiency (correct and incorrect worked examples [CICWEs] vs. worked examples [WEs] vs. problem-solving [PS]), levels of expertise (low vs. high), and belief in achievement best (realistic vs. optimal) in learning linear equations across two experiments (N = 43 vs. N = 68). In the CICWE group, students compared an incorrect step in the incorrect worked example with the parallel correct step in the correct worked example and justified why the step was wrong. The WE group completed multiple worked example–equation pairs, while the PS group solved equivalent linear equations independently. As hypothesized, the WE group outperformed the PS group for low prior knowledge students, while the reverse occurred for high prior knowledge students, demonstrating the expertise reversal effect. In contrast, the CICWE group did not outperform either the PS or WE group. A student’s indication of optimal best, reflecting what is known as the ‘realistic–optimal achievement bests dichotomy’, aligns with his or her belief in their ability to perform tasks of varying complexity (simple task vs. complex task). Regarding the belief in achieving optimal best as an outcome of instructional manipulation, for low prior knowledge students, there were no significant differences across groups on either the realistic best or optimal best subscales. However, for high prior knowledge students, the groups differed significantly on the optimal best subscale, but not on the realistic best subscale. Importantly, the mental effort invested during learning was unrelated to students’ belief in achieving their optimal best. Full article

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17 pages, 409 KiB

Open AccessArticle

The Impact of Online Education as a Supplementary Tool for Special Education Needs (SEN) Students: Teachers’ Perspectives

by Xinrong Bao, Liying Kang and Jun Zhang

Educ. Sci. 2025, 15(4), 503; https://doi.org/10.3390/educsci15040503 - 17 Apr 2025

Viewed by 95

Abstract

This study explores the challenges of providing special education needs (SEN) education in impoverished regions of China. It proposes a hybrid education model that combines traditional and online education to address these challenges. In this hybrid model, traditional face-to-face education dominates, and online [...] Read more.

This study explores the challenges of providing special education needs (SEN) education in impoverished regions of China. It proposes a hybrid education model that combines traditional and online education to address these challenges. In this hybrid model, traditional face-to-face education dominates, and online education exists as a supplementary tool. This study focuses on teachers’ perspectives, aiming to improve the educational environment for students with special needs. Qualitative research methods, specifically semistructured interviews, were employed to collect the data. A total of six special education teachers participated in the interviews. This study employed thematic analysis to categorize the data, resulting in the identification of six themes through the generalization of the coding of textual content. Among the six themes examined, poverty emerged as the most influential factor affecting online education. The findings indicate that the hybrid education model performs well in addressing the identified challenges. Full article

(This article belongs to the Special Issue Assessment and Evaluation in Special and Inclusive Education)

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28 pages, 1277 KiB

Open AccessArticle

Shame Regulation in Learning: A Double-Edged Sword

by Tanmay Sinha, Fan Wang and Manu Kapur

Educ. Sci. 2025, 15(4), 502; https://doi.org/10.3390/educsci15040502 - 17 Apr 2025

Viewed by 178

Abstract

Previous research and classroom practices have focused on dispelling shame, assuming that it negatively impacts self-efficacy and performance, and overlook the potential for shame to facilitate learning. To investigate this gap, we designed an intervention with 132 tertiary education students (45.46% male, 64.4% [...] Read more.

Previous research and classroom practices have focused on dispelling shame, assuming that it negatively impacts self-efficacy and performance, and overlook the potential for shame to facilitate learning. To investigate this gap, we designed an intervention with 132 tertiary education students (45.46% male, 64.4% European ethnicity) spanning diverse undergraduate majors to show how and why designing for experiences of shame and appropriately regulating them can differentially impact learning. Shame was induced through autobiographical recall, imagination, and failure-driven problem-solving before randomly assigning students to three conditions: two with explicit tips for either decreasing shame or maintaining shame (experimental groups) and one with no-regulation tips (control). Students worked on an introductory data science problem deliberately designed to lead to failure before receiving canonical instruction. Manipulation checks triangulating self-reported and facial expression analysis data suggested that shame was successfully regulated in the intended direction, depending on the condition. Our results, drawing on mixed-methods analyses, further suggested that relative to students decreasing shame, those who maintained shame during initial problem-solving had (i) similar post-test performance on a non-isomorphic question and improved performance on the transfer question, evidenced by accuracy in solving applied data science and inference tasks; (ii) complete reasoning across all post-test questions, as evidenced by elaborations justifying the usage of graphical and numerical representations across those tasks; and (iii) use of superior emotion regulation strategies focused on deploying attention to the problem and reappraising its inherently challenging nature with an approach orientation, as evidenced by a higher frequency of such codes derived from self-reported qualitative data during the intervention. Decreasing shame was as effective as not engaging in explicit regulation. Our results suggest that teaching efforts should be channeled to facilitate experiencing emotions that are conducive to goals, whether they feel pleasurable or not, which may inevitably involve emoting both positive and negative (e.g., shame) in moderation. However, it is paramount that emotional experiences are not merely seen by educators as tools for improved content learning but as an essential part of holistic student development. We advocate for the deliberate design of learning experiences that support, rather than overshadow, students’ emotional growth. Full article

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16 pages, 459 KiB

Open AccessArticle

Perceptions of Generative AI Tools in Higher Education: Insights from Students and Academics at Sultan Qaboos University

by Alsaeed Alshamy, Aisha Salim Ali Al-Harthi and Shubair Abdullah

Educ. Sci. 2025, 15(4), 501; https://doi.org/10.3390/educsci15040501 - 16 Apr 2025

Viewed by 384

Abstract

This study investigates the perceptions of generative artificial intelligence (GenAI) tools, such as ChatGPT, among students and academics at Sultan Qaboos University (SQU) within the context of higher education in Oman. Using the Technology Acceptance Model (TAM), it explores five key dimensions: actual [...] Read more.

This study investigates the perceptions of generative artificial intelligence (GenAI) tools, such as ChatGPT, among students and academics at Sultan Qaboos University (SQU) within the context of higher education in Oman. Using the Technology Acceptance Model (TAM), it explores five key dimensions: actual use (AU), ease of use (EU), perceived usefulness (PU), perceived challenges (PC), and intention to use (IU). Data collected from 555 students and 168 academics provide valuable insights into the opportunities and challenges associated with the adoption of GenAI tools, based on the results of a t-test. The findings reveal notable differences between students and academics regarding their perceptions of GenAI tools across all TAM variables. Students report frequent use of GenAI for academic support, including personalized learning, brainstorming, and completing assignments, while academics highlight its role in developing learning materials, assessments, lesson plans, and customizing learning content. Both groups recognize its potential to enhance efficiency and innovation in academic practices. However, concerns arise regarding over-reliance on GenAI, diminished critical thinking and creativity, and academic integrity risks. Academics consistently express greater concerns about these challenges than students, particularly regarding plagiarism, academic misconduct, and the potential for over-reliance on GenAI. Despite these challenges, the majority of students and academics indicate a willingness to continue using GenAI tools. This contrast underscores the need for tailored interventions to address the distinct concerns of students and academics. These findings highlight the need for regulatory frameworks, comprehensive institutional guidelines, and targeted training programs to ensure the ethical and responsible use of GenAI technologies. By addressing these critical areas, higher education institutions in Oman can leverage the potential of GenAI while safeguarding academic integrity and fostering essential skills such as critical thinking and creativity. Full article

(This article belongs to the Section Technology Enhanced Education)

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22 pages, 4999 KiB

Open AccessArticle

Messy Data in Education: Enhancing Data Science Literacy Through Real-World Datasets in a Master’s Program

by Iraklis Varlamis

Educ. Sci. 2025, 15(4), 500; https://doi.org/10.3390/educsci15040500 - 16 Apr 2025

Viewed by 190

Abstract

The increasing importance of data science in today’s world highlights the need to prepare students for the complexities of real-world data. This paper presents insights and findings from 15 years of teaching Data Mining and Business Intelligence in a Computer Science Master’s program, [...] Read more.

The increasing importance of data science in today’s world highlights the need to prepare students for the complexities of real-world data. This paper presents insights and findings from 15 years of teaching Data Mining and Business Intelligence in a Computer Science Master’s program, where a key component of the course is a semester-long assignment involving publicly available, messy, and often incomplete datasets. These datasets include examples such as publicly accessible datasets on accidents or fines from data.gov.uk, data from data contest platforms like Kaggle, and house rental data from platforms like Airbnb. Through these assignments, students are tasked with not only applying algorithmic tools but also addressing challenges like missing information, noisy inputs, and inconsistencies. They also learn the importance of finding and integrating supplementary open data sources to enhance the value and depth of their analyses. The primary objective of this approach is to enhance students’ problem-solving abilities by engaging them in complex, real-world data scenarios where they must navigate and resolve issues related to data quality and completeness. This approach cultivates critical skills such as data wrangling, preprocessing, and the extraction of meaningful insights, along with the ability to understand and articulate the business value of the data. Working hypotheses, such as the impact of data quality on analysis outcomes, are explored, and the paper demonstrates how addressing these challenges improves students’ decision-making processes in data-driven tasks. By engaging with real-world datasets, students develop resilience, adaptability, and problem-solving abilities, which are essential for navigating the complexities of data science in professional settings. This paper highlights the educational benefits of using messy data to bridge the gap between theoretical knowledge and real-world application while also demonstrating how this method explicitly improves students’ problem-solving and critical thinking skills in the context of data science. Full article

(This article belongs to the Special Issue Theory and Research in Data Science Education)

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16 pages, 1168 KiB

Open AccessArticle

Higher Education Students’ Biodiversity Knowledge

by Ana Paula Oliveira, Ana Paramés, António Bajanca and Clara Martinez-Perez

Educ. Sci. 2025, 15(4), 499; https://doi.org/10.3390/educsci15040499 - 16 Apr 2025

Viewed by 160

Abstract

Biodiversity is fundamental to ecosystem stability and sustainability, yet its global decline underscores the urgent need for effective education to foster awareness and conservation efforts. This study evaluates the biodiversity knowledge of higher education students at ISEC Lisboa and examines the influence of [...] Read more.

Biodiversity is fundamental to ecosystem stability and sustainability, yet its global decline underscores the urgent need for effective education to foster awareness and conservation efforts. This study evaluates the biodiversity knowledge of higher education students at ISEC Lisboa and examines the influence of academic content on their understanding. A mixed-methods approach was applied, combining a structured survey with curriculum analysis. The survey, distributed among 149 students across different academic programs, assessed their perception, awareness, and knowledge of biodiversity. Statistical analysis, including Chi-square tests, was conducted to identify significant differences between study areas. The findings reveal that only 4.87% of the curricular units incorporate biodiversity-related content, and students primarily associate biodiversity with species richness rather than ecosystem complexity or genetic diversity. Despite expressing strong agreement as to the importance of biodiversity, most participants demonstrated limited knowledge of species’ conservation status. No significant differences in biodiversity knowledge were found across academic disciplines, suggesting that content within the curriculum remains insufficient. These results highlight the need for a more integrative and interdisciplinary approach to biodiversity education in higher education institutions. Strengthening hands-on learning experiences and incorporating biodiversity themes across various disciplines could enhance students’ ecological literacy and engagement in conservation efforts. Full article

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15 pages, 442 KiB

Open AccessArticle

An Intervention Addressing Impostor Phenomenon in Undergraduate Physics and Astronomy

by Ewan Bottomley, Paula Miles, Antje Kohnle, Vivienne Wild and Kenneth I. Mavor

Educ. Sci. 2025, 15(4), 498; https://doi.org/10.3390/educsci15040498 - 16 Apr 2025

Viewed by 184

Abstract

The experience of the impostor phenomenon, when a person doubts themselves and believes that they are underqualified and do not belong in a position as a result, can be a challenge for undergraduate physics students. In a small-scale interview study, we found that [...] Read more.

The experience of the impostor phenomenon, when a person doubts themselves and believes that they are underqualified and do not belong in a position as a result, can be a challenge for undergraduate physics students. In a small-scale interview study, we found that the impostor phenomenon was frequently reported by physics undergraduates. On this basis, we developed an intervention to target the impostor phenomenon. The intervention had three phases. In the first phase, we introduced key concepts to students, giving them labels for their experiences. In the second phase, we gave students passages which depicted stories of higher-level students who had experienced the impostor phenomenon. We prompted conversation between students on the passages to normalize the discussion around the impostor phenomenon. Finally, in the third phase we asked students to reflect on what advice they would give future students who struggled with the impostor phenomenon. This was to encourage students to think about their own strategies when it comes to dealing with the impostor phenomenon. The intervention was run in class with 279 undergraduate students. The evaluation of the intervention via follow-up interviews was positive. The students spoke about the need for such an intervention and suggested adaptations. This intervention could be a step towards promoting a culture in educational settings where impostor feelings can be discussed openly. Full article

(This article belongs to the Special Issue Reach for the Stars: Enhancing Pedagogy and Technology in Physics and Astronomy Education)

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17 pages, 646 KiB

Open AccessArticle

Integrating Practice and Theory in Teacher Education: Enhancing Pre-Service Self-Efficacy for Inclusive Education

by Michael Fairbrother, Jacqueline Specht, Jessica Delorey, Jess Whitley, Linda Ismailos and Mélissa Villella

Educ. Sci. 2025, 15(4), 497; https://doi.org/10.3390/educsci15040497 - 16 Apr 2025

Viewed by 171

Abstract

Inclusive education demands that children worldwide have access to education alongside their peers in their neighborhood schools and within regular classrooms. Understanding experiences that contribute to pre-service teachers’ self-efficacy is important as it influences their readiness to enact inclusive strategies effectively. This study [...] Read more.

Inclusive education demands that children worldwide have access to education alongside their peers in their neighborhood schools and within regular classrooms. Understanding experiences that contribute to pre-service teachers’ self-efficacy is important as it influences their readiness to enact inclusive strategies effectively. This study involved 69 pre-service teachers from Canadian faculties of education in mixed-methods research using Group Concept Mapping. The analysis identified five clusters of experiences; a repeated measures ANOVA revealed that ‘Applying Knowledge’ and ‘Collaborating with Colleagues’ comprised the most important experiences for contributing to pre-service teachers’ self-efficacy for inclusive practices, while ‘Community Support’ and ‘Experiences with Diverse Student Needs’ were significantly more important than ‘Professional Development’. By aligning these clusters with Bandura’s sources of self-efficacy, this study highlights the importance of mastery experiences and supportive interactions. These findings suggest that teacher education programs that focus on and enhance practical experiences and interpersonal supports will connect to and better prepare pre-service teachers for inclusive education. Full article

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

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21 pages, 3323 KiB

Open AccessArticle

‘You Really Have to Get in There and Actually Figure It Out’: Engaging Pre-Service Teachers in Children’s Literature Through Transmodality

by Jill Colton and Sarah Forrest

Educ. Sci. 2025, 15(4), 496; https://doi.org/10.3390/educsci15040496 - 15 Apr 2025

Viewed by 225

Abstract

Transmodality—the process of transforming a text or section of a text into another mode or modes—enables readers to engage deeply and imaginatively with literature through interpretation and response. It is a valuable pedagogical approach in initial teacher education, where pre-service teachers are developing [...] Read more.

Transmodality—the process of transforming a text or section of a text into another mode or modes—enables readers to engage deeply and imaginatively with literature through interpretation and response. It is a valuable pedagogical approach in initial teacher education, where pre-service teachers are developing dispositions towards reading and cultivating knowledge of literature. In this article, two case studies are presented of undergraduate and post-graduate courses that aimed to engage pre-service teachers with children’s literature by asking them to respond to texts through embodied and multimodal modes. The work is underpinned by theories that highlight the role of semiotic modes in reading and writing, with a focus on the gestural, spatial, and auditory modes. The first case study examines the ways in which gesture and space worked to create multimodal ensembles that communicate and make meaning. The second case study considers pre-service teachers engaged in transferring meaning across linguistic and aural modes as they read a classic literary text and composed a soundscape. In both cases, we consider how mode-switching developed and demonstrated pre-service teachers’ aesthetic, cognitive, and affective engagement as part of their embodied experience with literary texts. This research has implications for the way teachers and teacher educators can inspire engagement with children’s literature through embodied and multimodal ways in English curriculum contexts and initial English teacher education. Full article

(This article belongs to the Special Issue Inspiring Engagement through Reading and Writing with Children’s Literature in Initial Teacher Education)

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21 pages, 631 KiB

Open AccessArticle

“You Could Sit and Think, I’m Not Alone with This”: A Multi-Agency Early Years Creative Arts Parent Project

by Jessica Tongue, Pamela Qualter and Caroline Bond

Educ. Sci. 2025, 15(4), 495; https://doi.org/10.3390/educsci15040495 - 15 Apr 2025

Viewed by 193

Abstract

Challenges relating to children and families are often complex; however, solutions can be creative. An arts organisation consulted with a multi-professional group on introducing the arts and culture to families from birth. This action research details and evaluates an innovative multi-professional creative project [...] Read more.

Challenges relating to children and families are often complex; however, solutions can be creative. An arts organisation consulted with a multi-professional group on introducing the arts and culture to families from birth. This action research details and evaluates an innovative multi-professional creative project designed to support families in the North of England. Multi-professional stakeholder planning meetings decided the outcome of the project should be to create parental workshops. Evaluative data were collected from six parent semi-structured interviews to discuss their experience. Stakeholders also reflected on the parents’ data and evaluated the research project. Both datasets were analysed using inductive content analysis. Categories from the parents’ data described positive perceived effects on themselves and their families, emphasising the importance of community. Findings highlight the potential of the arts and parent groups for early intervention. Facilitators of and barriers to multi-agency working were also identified from the stakeholder data. The unique experience created using the arts as well as access to professionals contributed to the parental buy-in of the families. Parental commitment and a sense of community are essential for continued engagement in any parent project. Governments should invest in the early years population using parents and multi-agency working groups as an early intervention and proactive response. Full article

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

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18 pages, 264 KiB

Open AccessArticle

A Collaborative Online International Learning (COIL) Experience in Early Childhood Teacher Education

by Kristin Severinsen Spieler, Randi Engtrø, Lovise Lohne Pedersen and Anne Karin Vikstøl Olsen

Educ. Sci. 2025, 15(4), 494; https://doi.org/10.3390/educsci15040494 - 15 Apr 2025

Viewed by 226

Abstract

This study explores the use of Collaborative Online International Learning (COIL) as a pedagogical method to enhance intercultural competence among Early Childhood Teacher Education (ECTE) students, with an emphasis on Indigenous perspectives in Norway and Canada. Using qualitative focus group interviews with Norwegian [...] Read more.

This study explores the use of Collaborative Online International Learning (COIL) as a pedagogical method to enhance intercultural competence among Early Childhood Teacher Education (ECTE) students, with an emphasis on Indigenous perspectives in Norway and Canada. Using qualitative focus group interviews with Norwegian students engaged in a COIL project with Canadian peers, this research identifies key pedagogical benefits and logistical considerations of this approach. The findings indicate that COIL enhances critical intercultural skills, such as cross-cultural communication and collaboration. This study highlights the necessity of establishing clear guidelines and objectives from the beginning, alongside active teacher participation, to foster a supportive environment that builds student confidence and autonomy. Additionally, COIL has broadened students’ understanding of cultural perspectives, which is valuable for their application in early childhood education settings. Ultimately, this study positions COIL as a valuable method for promoting intercultural collaboration and embedding Indigenous perspectives. This approach serves as a form of internationalization at home, preparing students to integrate diverse cultural insights into their professional roles in Early Childhood Education and Care. Full article

(This article belongs to the Topic Advances in Online and Distance Learning)

23 pages, 312 KiB

Open AccessArticle

Virtual Reality as a Pedagogical Tool: Motivation and Perception in Teacher Training for Social Sciences and History in Primary Education

by Rafael Villena-Taranilla, Pascual D. Diago and Juan Carlos Colomer Rubio

Educ. Sci. 2025, 15(4), 493; https://doi.org/10.3390/educsci15040493 - 15 Apr 2025

Viewed by 250

Abstract

This study investigates the motivation of future primary education teachers when using virtual reality (VR) as a pedagogical tool for teaching Social Sciences and History. A total of 73 students participated, engaging with curricular content through an immersive experience designed to strengthen digital [...] Read more.

This study investigates the motivation of future primary education teachers when using virtual reality (VR) as a pedagogical tool for teaching Social Sciences and History. A total of 73 students participated, engaging with curricular content through an immersive experience designed to strengthen digital and methodological skills. Motivation was measured using a reduced version of the Instructional Material Motivational Survey (IMMS), assessing attention, relevance, confidence, and satisfaction. Additionally, an adaptation of the LOES-S questionnaire was used to analyze the perception of VR as a learning object in initial teacher training. On a Likert scale (1–5), the results showed a high overall motivation level (

M = 4.56

,

S D = 0.26

), with satisfaction (

M = 4.92

,

S D = 0.20

) being the most prominent factor. Relevance, however, received a lower score (

M = 4.36

,

S D = 0.44

), suggesting difficulty connecting immersive content with prior knowledge. In the LOES-S questionnaire, engagement (

M = 4.88

,

S D = 0.27

) was the highest-rated construct, indicating strong emotional and motivational involvement. No significant gender differences were found, emphasizing the inclusive nature of VR. This study highlights the potential of VR to enhance teacher training, motivation, digital competencies, and innovative methodologies, while underscoring the need for effective pedagogical design to optimize its educational impact. Full article

(This article belongs to the Special Issue Technology-Based Immersive Teaching and Learning)

15 pages, 273 KiB

Open AccessArticle

Challenges and Possibilities of Social Justice Language Education in a Difficult Context in the Global South

by Melina Porto

Educ. Sci. 2025, 15(4), 492; https://doi.org/10.3390/educsci15040492 - 15 Apr 2025

Viewed by 263

Abstract

This article describes the challenges and possibilities of implementing social justice language education in a difficult context in the Global South. Six Argentinian English language university teachers and tutors developed and implemented a social justice project during 2017–2018 in a nongovernmental organisation (NGO) [...] Read more.

This article describes the challenges and possibilities of implementing social justice language education in a difficult context in the Global South. Six Argentinian English language university teachers and tutors developed and implemented a social justice project during 2017–2018 in a nongovernmental organisation (NGO) in Argentina. The project aimed at challenging the ‘conditions of possibility’ of underserved children aged 8–12 who attended the NGO for school support and extra-curricular activities. Data comprise reflection logs written by the university teachers and tutors during project implementation and a survey applied after project completion. Qualitative data analysis reveals two specific difficulties involved in enacting social justice language education locally, namely a disconnection between theory and practice and difficulty in grasping local conditions and developing sensitivity to the context. The analysis also led to the identification of two areas with potential to impact positively on social justice language education: an experientially grounded project and teachers’ self-perception as moral agents. Implications for social justice teacher education are discussed. Full article

(This article belongs to the Special Issue Fostering Global Citizenship and Intercultural Education “Otherwise”)

19 pages, 259 KiB

Open AccessArticle

PK-12 Equity Director Role Stress Within the Equity Collaboration Configuration: An Organizational Autoethnography

by Ishmael A. Miller

Educ. Sci. 2025, 15(4), 491; https://doi.org/10.3390/educsci15040491 - 15 Apr 2025

Viewed by 195

Abstract

PK-12 Equity Directors (EDs) are tasked with addressing systemic inequities. The scope of their responsibilities is influenced by role configuration or placement within the organizational structure and the authority they are granted. Limited research has explored how role stress stemming from ambiguous or [...] Read more.

PK-12 Equity Directors (EDs) are tasked with addressing systemic inequities. The scope of their responsibilities is influenced by role configuration or placement within the organizational structure and the authority they are granted. Limited research has explored how role stress stemming from ambiguous or conflicting directives linked to role configuration affects EDs’ capacity to address systemic inequities. This organizational autoethnographic study examines how role stress because of my role configuration influenced my ability to address systemic inequities over 26 months, using reflective journal entries triangulated with artifacts and documents. The findings demonstrate that I experienced role ambiguity as my position had substantive unstructured time that sometimes made me feel I was not contributing to district goals of addressing systemic inequities. However, after recognizing my authority in different ways, this unstructured time allowed me to pursue projects aligned with my expertise and interests. I also encountered role conflict when leading employee teams who volunteered outside their contracted hours. The voluntary nature of their involvement limited consistent collaboration and forced me to be strategic about employee involvement in equity initiatives. The implications of this study suggest that supervisors should carefully balance EDs’ autonomy with structured support to foster sustainable equity efforts. Furthermore, district leaders must align volunteer committee members’ time commitments and expectations with the scope and demands of equity initiatives to ensure effective collaboration. Full article

(This article belongs to the Special Issue Breaking Barriers: Educational Leadership and Policies for Diversity and Inclusion)

12 pages, 963 KiB

Open AccessArticle

The Expression of Positive Discipline in the Primary Classroom: A Case Study of One School

by Mahammad Hasanov and Agnė Brandišauskienė

Educ. Sci. 2025, 15(4), 490; https://doi.org/10.3390/educsci15040490 - 15 Apr 2025

Viewed by 296

Abstract

Student misbehaviour in the classroom is a challenge for many teachers. The aim of this study is to identify the main behavioural problems and highlight the Positive Discipline techniques used by teachers in primary classrooms. The study was carried out by a teacher-practitioner [...] Read more.

Student misbehaviour in the classroom is a challenge for many teachers. The aim of this study is to identify the main behavioural problems and highlight the Positive Discipline techniques used by teachers in primary classrooms. The study was carried out by a teacher-practitioner in one school using the Positive Discipline approach. Twenty lessons across different subjects were observed and a qualitative content analysis of the data was obtained. The results revealed that the most common reasons for pupils’ misbehaviour are attention-seeking, power-seeking and inadequate behaviour, to which teachers respond with Positive Discipline techniques (encouragement, behavioural redirection and logical consequences). We believe that the use of the Positive Discipline approach is a universal tool that can help teachers improve the learning process of their students by identifying the targets of their misbehaviour and responding appropriately to it. Full article

(This article belongs to the Special Issue Participatory Pedagogy)

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13 pages, 826 KiB

Open AccessArticle

Standardization, Power, and Purity: Ideological Tensions in Language and Scientific Discourse

by David O’Neil

Educ. Sci. 2025, 15(4), 489; https://doi.org/10.3390/educsci15040489 - 15 Apr 2025

Viewed by 236

Abstract

Intellectual preferences often align with the broader concept of standardization. The centralizing tendency observed in the sciences mirrors the patterns seen in linguistic standardization, such as the establishment of standard dialects in diverse speech communities. In both cases, there is a deliberate disregard [...] Read more.

Intellectual preferences often align with the broader concept of standardization. The centralizing tendency observed in the sciences mirrors the patterns seen in linguistic standardization, such as the establishment of standard dialects in diverse speech communities. In both cases, there is a deliberate disregard for the complexities of the “lower” systems within the hierarchy and an exaggerated belief in the purity of the dominant system. The process of language standardization involves minimizing linguistic variation, often leading to the marginalization of non-standard varieties and reinforcing social hierarchies by privileging certain forms of language, which can restrict access to opportunities and institutional authority. The hierarchical tendencies observed in both scientific disciplines and linguistic standardization reflect a broader intellectual preference for centralized, “pure” systems, often at the expense of diversity and complexity. This paper explores the relationship between linguistic and scientific standardization, highlighting their influence on knowledge, authority, and social structures. Focusing on the global use of Greco-Latin scientific terminology, it examines both the practical advantages and cultural implications of standardized scientific language. While proponents emphasize its unifying role, critics argue it threatens linguistic purity and cultural identity. Through historical and contemporary debates, the paper argues that standardization serves as both a tool for communication and a contested space reflecting ideological tensions about language, culture, and knowledge. Topics include the politics of language standardization, the globalization of scientific vocabulary, debates on the interlingual lexicon, and the conflict between global communication and Arabic language preservation. Full article

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

13 pages, 266 KiB

Open AccessArticle

Exploring the Relationship of Reading Fluency and Accuracy in L2 Learning: Insights from a Reading Assistant Software

by Jeffrey Dawala Wilang, Sirinthorn Seepho and Nakhon Kitjaroonchai

Educ. Sci. 2025, 15(4), 488; https://doi.org/10.3390/educsci15040488 - 15 Apr 2025

Viewed by 291

Abstract

L2 reading fluency and accuracy are crucial aspects of second language (L2) acquisition, as they directly influence cognitive processing and overall reading comprehension. Developing these skills enables learners to engage with texts efficiently and build confidence in their reading abilities. This study uses [...] Read more.

L2 reading fluency and accuracy are crucial aspects of second language (L2) acquisition, as they directly influence cognitive processing and overall reading comprehension. Developing these skills enables learners to engage with texts efficiently and build confidence in their reading abilities. This study uses reading software to examine the relationship between reading fluency and accuracy in the L2 learning context. Two primary research questions were addressed: the correlation between reading fluency and accuracy and potential gender-based differences in reading performance metrics, including reading time, comprehension, and developmental progress. Pearson’s correlation analysis revealed a strong, positive relationship between fluency and accuracy, indicating that improvements in one skill are associated with enhancements in the other. Additionally, fluency and accuracy were positively correlated with reading comprehension and developmental measures, underscoring the interconnected nature of these skills. Gender comparisons, analyzed through independent t-tests, indicated no significant differences in reading software engagement or performance. This suggests the software provides equitable support across genders, enabling consistent skill development in fluency, accuracy, and comprehension. The findings highlight the critical role of technology in facilitating balanced reading instruction and offer insights into its potential to address diverse learner needs effectively. Full article

(This article belongs to the Section Technology Enhanced Education)

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Educ. Sci., Volume 15, Issue 4 (April 2025) – 122 articles

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