Education Sciences

19 pages, 253 KiB

Open AccessArticle

Shaping Inclusive Classrooms: Key Factors Influencing Teachers’ Attitudes Toward Inclusion of Students with Special Needs

by Carmit Gal, Chen Hanna Ryder, Shani Raveh Amsalem and Oshrat On

Educ. Sci. 2025, 15(5), 541; https://doi.org/10.3390/educsci15050541 (registering DOI) - 27 Apr 2025

Abstract

This study investigates factors influencing Israeli teachers’ attitudes toward including students with special needs in mainstream classrooms following recent reforms. Using an interpretive phenomenological approach, 40 female mainstream teachers who attended a special education workshop were interviewed. The research reveals general support for [...] Read more.

This study investigates factors influencing Israeli teachers’ attitudes toward including students with special needs in mainstream classrooms following recent reforms. Using an interpretive phenomenological approach, 40 female mainstream teachers who attended a special education workshop were interviewed. The research reveals general support for inclusive education but significant concerns about preparedness, institutional support, and managing diverse needs. Four main themes emerged: nuanced support for inclusive education, factors influencing self-efficacy, key determinants of successful inclusion, and challenges based on disability severity. The findings emphasize the importance of comprehensive training, adequate institutional backing, and teacher self-efficacy in implementing inclusive practices. The study provides insights into the complex landscape of inclusive education in Israel, offering guidance for policymakers, educators, and school leaders. It highlights the need for targeted professional development, collaborative approaches, and systemic policy alignment to improve inclusion implementation. Full article

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

18 pages, 1109 KiB

Open AccessArticle

Effects of a School Internship on Situation-Specific Skills for an Inclusive PE—Evaluation of a PETE Concept for Prospective PE Teachers

by Jan Erhorn, Wiebke Langer, André Meister, Katharina Pöppel and Daniel Wirszing

Educ. Sci. 2025, 15(5), 540; https://doi.org/10.3390/educsci15050540 (registering DOI) - 27 Apr 2025

Abstract

The development of situation-specific skills in prospective physical education (PE) teachers is crucial for effective inclusive PE. While research emphasizes the need for such competencies, there is a gap in understanding how school internships contribute to their development. The present study evaluates the [...] Read more.

The development of situation-specific skills in prospective physical education (PE) teachers is crucial for effective inclusive PE. While research emphasizes the need for such competencies, there is a gap in understanding how school internships contribute to their development. The present study evaluates the impact of a teaching sequence, combining a seminar with a supervised school internship, on the situation-specific skills of prospective PE teachers in inclusive PE. Building on the Qualification of Prospective PE Teachers for Inclusive PE (QiPE) project, this study employs a quasi-experimental longitudinal design with an intervention group (IG) and a control group (CG) across three measurement points (t0, t1, t2). The intervention consists of a university seminar (t0–t1) followed by a supervised school internship (t1–t2). Situation-specific skills are assessed using three scales—Recognition; Individual Support; and Participation—developed based on video-recorded PE lessons and expert evaluations. Statistical analyses include mixed-model ANOVAs and robust Welch’s tests to determine the effectiveness of each intervention phase. The seminar (t0–t1) significantly improved situation-specific skills in the IG across all three scales: Recognition (η²_p = 0.17), Individual Support (η²_p = 0.04), and Participation (η²_p = 0.13). The supervised internship (t1–t2) showed a sustained effect for Participation, stabilized the effect for Recognition, but led to a slight decrease in Individual Support. A teaching sequence combining a seminar and a school internship can effectively promote situation-specific skills for inclusive PE, with the seminar demonstrating a strong initial impact. The supervised school internship particularly enhances skills related to Participation. Further research is needed to optimize the internship component, especially for Individual Support, and to explore the influence of mentor support and beliefs on skill development. Full article

(This article belongs to the Special Issue Equity and Inclusion in Physical Education: Challenging Power Structures and Fostering Equal Opportunities for Diverse Students)

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25 pages, 6354 KiB

Open AccessSystematic Review

The Impact of Artificial Intelligence on Inclusive Education: A Systematic Review

by Verónica-Alexandra Melo-López, Andrea Basantes-Andrade, Carla-Belén Gudiño-Mejía and Evelyn Hernández-Martínez

Educ. Sci. 2025, 15(5), 539; https://doi.org/10.3390/educsci15050539 (registering DOI) - 27 Apr 2025

Abstract

Artificial intelligence (AI) is regarded as a pivotal instrument in the realm of inclusive education, offering a means to enhance accessibility and personalize learning experiences for students with disabilities. This study presents a comprehensive and systematic review of the impact of AI on [...] Read more.

Artificial intelligence (AI) is regarded as a pivotal instrument in the realm of inclusive education, offering a means to enhance accessibility and personalize learning experiences for students with disabilities. This study presents a comprehensive and systematic review of the impact of AI on inclusive education, elucidating both its advantages and the challenges associated with its implementation. In accordance with the PRISMA guidelines, studies published between 2021 and 2024 in databases including Scopus, Web of Science, ScienceDirect, and ERIC were subjected to analysis. A bibliometric analysis was conducted using Bibliometrix to identify key trends, and ATLAS.ti was employed to organize topics such as accessibility, personalization, and ethics. The findings demonstrate that AI enhances accessibility through the provision of adapted materials, including image descriptions for visually impaired students and audio transcripts for those with hearing impairments. Furthermore, it alleviates the administrative burden on educators, enabling them to prioritize pedagogical guidance. Nevertheless, several obstacles persist, including a dearth of AI training, inadequate infrastructure, and ethical concerns regarding privacy and equitable access to technology. Ultimately, AI holds immense promise for enhancing inclusive education and fostering greater accessibility. However, its success hinges on surmounting these challenges. This study underscores the necessity for policies and strategies that ensure the ethical and sustainable utilization of AI in inclusive environments. Full article

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27 pages, 725 KiB

Open AccessArticle

“But Who Eats the Mosquitos?”: Deaf Learners’ Language Use and Translanguaging During STEAM Discussions

by Jessica Scott, Patrick Enderle, Scott Cohen, Jasmine Smith and Reagan Hutchison

Educ. Sci. 2025, 15(5), 538; https://doi.org/10.3390/educsci15050538 (registering DOI) - 27 Apr 2025

Abstract

: Science, technology, engineering, arts, and mathematics (STEAM) education represents an array of fields that have significant promise for the future careers of students. However, in deaf education, little research has been conducted to understand how best to provide access to STEAM learning [...] Read more.

: Science, technology, engineering, arts, and mathematics (STEAM) education represents an array of fields that have significant promise for the future careers of students. However, in deaf education, little research has been conducted to understand how best to provide access to STEAM learning opportunities for deaf students. This manuscript explores STEAM learning and Deaf Education through the lens of translanguaging. Translanguaging is the use of multiple linguistic resources by multilingual individuals. The authors recorded deaf teens attending a STEAM camp as they engaged in a collaborative problem-solving activity to explore the language resources they used to make sense of and communicate their understanding of the problem during various stages of the activity (gathering information, generating ideas, and evaluating ideas). We viewed their interactions through a translanguaging lens. We found that the campers used an array of both language-based (ASL, spoken English, gesture, and fingerspelling) and tool-based (writing on a whiteboard, engaging with informational papers, using computers or phones) translanguaging activities to gather information and communicate with one another. While selection of language resources did not differ by activity stage, they did differ by group, suggesting that campers were sensitive to the communication needs of their group mates. Full article

(This article belongs to the Special Issue Full STEAM Ahead! in Deaf Education)

23 pages, 701 KiB

Open AccessArticle

Centering Relationships in Leadership Preparation

by Kara Lasater and John C. Pijanowski

Educ. Sci. 2025, 15(5), 537; https://doi.org/10.3390/educsci15050537 (registering DOI) - 27 Apr 2025

Abstract

Relationships are central to the work of school leaders; however, little is currently known about how leadership preparation programs provide learning experiences for students which develop their relational abilities and orient them to adopt a relational stance in their work. The purpose of [...] Read more.

Relationships are central to the work of school leaders; however, little is currently known about how leadership preparation programs provide learning experiences for students which develop their relational abilities and orient them to adopt a relational stance in their work. The purpose of this paper is to fill this knowledge void by describing leadership preparation experiences provided through the IMPACT program. Specifically, we describe the IMPACT program and present the unique program features which exemplify how leadership preparation programs can create meaningful learning opportunities to achieve the following: (a) equipping students with the knowledge and skills needed to foster transformative relationships withing their school communities; (b) nurturing students’ holistic development and well-being. Program features include university–school–community partnerships, student recruitment and selection, cohort model, leadership seminars, the curriculum and pedagogy, internship experiences, student mentoring and coaching, and post-graduation support. We use the literature on caring, compassionate school leadership, leader preparation, and mentorship to frame our discussion. Finally, we offer recommendations which enable leadership preparation programs to capitalize on the power of relationships in leaders’ development and, more broadly, school improvement processes. Full article

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

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17 pages, 1118 KiB

Open AccessFeature PaperArticle

Impact of University Reputation and Academic Quality on University Selection Among Vietnamese Postgraduate Students: A Moderation Analysis of Gender

by Azadeh Amoozegar, Ly Bao Duy Nguyen, Hariharan N. Krishnasamy, Boonyarit Omanee and Asokan Vasudevan

Educ. Sci. 2025, 15(5), 536; https://doi.org/10.3390/educsci15050536 (registering DOI) - 27 Apr 2025

Abstract

This study investigated the phases involved in postgraduates’ decision-making process when selecting a university in Vietnam. By analyzing the key factors that influence these decisions, the research provides insights into how these elements impact students’ university choices, offering a deeper understanding of enrolment [...] Read more.

This study investigated the phases involved in postgraduates’ decision-making process when selecting a university in Vietnam. By analyzing the key factors that influence these decisions, the research provides insights into how these elements impact students’ university choices, offering a deeper understanding of enrolment behavior in the Vietnamese educational context. The survey was conducted by gathering quantitative data. With an emphasis on gender moderating university choice decisions, a 16-item questionnaire was used to measure university reputation and academic quality. Utilizing a quantitative approach, data were collected from a sample of postgraduate students and analyzed using Structural Equation Modeling (SEM) via SmartPLS 4. The results reveal that both university reputation and academic quality significantly influence university choice decisions. However, the moderating effect of gender on these relationships was found to be insignificant. These findings contribute to the limited literature on higher education marketing in Vietnam, particularly concerning postgraduate students, and offer valuable insights for university administrators. This study is in line with SDG 5 (Gender Equality), which includes topics like gender parity, inclusive participation, and gender equity, and SDG 4 (Quality Education), which highlights the significance of academic quality and reputation when choosing a university. Full article

(This article belongs to the Special Issue International Higher Education: Knowledge, Culture and Public Diplomacy)

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25 pages, 1010 KiB

Open AccessArticle

Prepared to Ensure Quality Education for All? A Comparative Study of Pre-Service Teachers’ Self-Efficacy for Inclusion in Spain and the United States

by Cristina Miralles-Cardona, María-Cristina Cardona-Moltó, Renáta Tichá and Brian H. Abery

Educ. Sci. 2025, 15(5), 535; https://doi.org/10.3390/educsci15050535 (registering DOI) - 26 Apr 2025

Abstract

The 2030 Agenda for Sustainable Development calls for quality, inclusive education for all through Sustainable Development Goal 4 (SDG 4). Given the central role of teachers in achieving this goal, this study examined (1) whether pre-service elementary teachers develop self-efficacy for inclusive teaching [...] Read more.

The 2030 Agenda for Sustainable Development calls for quality, inclusive education for all through Sustainable Development Goal 4 (SDG 4). Given the central role of teachers in achieving this goal, this study examined (1) whether pre-service elementary teachers develop self-efficacy for inclusive teaching by graduation and (2) whether self-efficacy varies according to the type of teacher education program (general vs. dual) and the opportunities provided to learn inclusive teaching strategies. Using a non-experimental, cross-sectional comparative design, we surveyed 330 pre-service elementary teachers in the United States and Spain, enrolled in two distinct teacher education pathways. Participants completed the Teacher Self-Efficacy for Inclusive Practice (TEIP) and Opportunity to Learn to Teach Inclusively (OLTI) scales. Results revealed moderate levels of self-efficacy for inclusive teaching overall. Spanish participants in general teacher education programs reported significantly lower self-efficacy than U.S. participants in dual certification programs. Regardless of program type, those with greater opportunities to learn inclusive teaching strategies reported significantly higher self-efficacy. Notably, opportunity to learn was found to moderate the relationship between program type and self-efficacy. These findings highlight the critical role of practice-based opportunities in developing teachers’ confidence in inclusive education. Embedding such opportunities in teacher preparation is essential for advancing sustainable, inclusive education systems worldwide. Full article

(This article belongs to the Special Issue Innovation, Didactics, and Education for Sustainability)

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18 pages, 1790 KiB

Open AccessArticle

Influence on Students’ Learning in a Problem- and Project-Based Approach to Implement STEM Projects in Engineering Curriculum

by José Gutierrez-Berraondo, Edurne Iturbe-Zabalo, Nerea Arregi and Jenaro Guisasola

Educ. Sci. 2025, 15(5), 534; https://doi.org/10.3390/educsci15050534 (registering DOI) - 26 Apr 2025

Abstract

In recent decades, a transformation in university-level engineering programs has been proposed, shifting towards active, student-centered teaching approaches such as problem- and project-based learning (P²BL). At the same time, interdisciplinary STEM education has taken on a central role in engineering instruction [...] Read more.

In recent decades, a transformation in university-level engineering programs has been proposed, shifting towards active, student-centered teaching approaches such as problem- and project-based learning (P²BL). At the same time, interdisciplinary STEM education has taken on a central role in engineering instruction by fostering connections between different disciplines and enhancing the use of scientific skills. In this article, we present the design, implementation, and evaluation of a new curriculum that integrates the P²BL approach within an integrated STEM framework in the Process and Product Innovation Engineering degree at the Dual Engineering School—IMH Campus. We focus on one of the key teaching materials we have developed to structure an approach based on problem- and project-based learning: the long-term interdisciplinary STEM (iSTEM) project. This initiative has been implemented over the past three years in the first semester of the first year of the engineering degree program. We describe its design and execution, followed by an analysis of the evaluation methodology and results in relation to the defined learning objectives. Additionally, we present the evaluation tools used and the findings obtained, assessing both the iSTEM project’s ability to engage students in learning the subject and its impact on their knowledge development. The findings obtained from the various assessment instruments indicate that the implementation of the P²BL teaching methodology enables students to apply core engineering skills in problem-solving, while simultaneously fostering a deep understanding of the concepts, laws, and models from the different disciplines involved. Notably, the results also suggest that the development and application of engineering skills is a gradual process that requires time. Therefore, it is essential for students to continue engaging with the P²BL approach throughout their undergraduate studies. Full article

(This article belongs to the Special Issue Problem-Based Learning in Science Education: Achievements, Pitfalls and Ways Forward, 2nd Edition)

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20 pages, 1073 KiB

Open AccessArticle

Parents as Allies: Innovative Strategies for (Re)imagining Family, School, and Community Partnerships

by Emily Markovich Morris and Yu-Ling Cheng

Educ. Sci. 2025, 15(5), 533; https://doi.org/10.3390/educsci15050533 - 25 Apr 2025

Abstract

Research conducted during the COVID-19 pandemic in rural, urban, and suburban public schools in southwestern Pennsylvania indicated that families and school educators and leaders had different views on education and that more needed to be done to build family, school, and community partnerships. [...] Read more.

Research conducted during the COVID-19 pandemic in rural, urban, and suburban public schools in southwestern Pennsylvania indicated that families and school educators and leaders had different views on education and that more needed to be done to build family, school, and community partnerships. The Parents as Allies Partnership, a collective of community, education, and research institutions, emerged out of this study and has led the co-creation of a human-centered design process with school teams on how to radically reimagine and support family, school, and community collaboration in southwestern Pennsylvania. Through the human-centered design process, teams of families, teachers, staff, and school leaders develop innovative solutions together to address pressing needs they identify in their communities. This article details this community-building process alongside case studies of three schools and how they have used the research to launch deeper and more inclusive and equitable familycentric partnership practices. This study challenges educators, researchers, and parent organizations to think differently about family, school, and community engagement and provides an evidence-based process to apply in their own contexts. Full article

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

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26 pages, 1768 KiB

Open AccessArticle

Managing Stress During Long-Term Internships: What Coping Strategies Matter and Can a Workbook Help?

by Hanna-Sophie Homann and Timo Ehmke

Educ. Sci. 2025, 15(5), 532; https://doi.org/10.3390/educsci15050532 (registering DOI) - 25 Apr 2025

Abstract

The unique demands of teaching contribute to elevated stress levels among educators worldwide. Equipping teachers with adaptive coping skills is increasingly important. However, there is a gap in understanding which coping strategies are essential for pre-service teachers and how universities can best promote [...] Read more.

The unique demands of teaching contribute to elevated stress levels among educators worldwide. Equipping teachers with adaptive coping skills is increasingly important. However, there is a gap in understanding which coping strategies are essential for pre-service teachers and how universities can best promote them. This study examines pre-service teachers’ coping strategies during a long-term internship and evaluates a low-threshold intervention to enhance stress management and self-care. Three seminar groups were randomly assigned to the experimental group (n = 54), while the remainder formed the control group (n = 119). The experimental group received a self-directed workbook at the start of their internship and three brief face-to-face sessions during accompanying seminars. The workbook modules and seminars guided the pre-service teachers in identifying stressors, developing coping skills, and utilizing personal resources. Data were collected before and after the 18-week internship, measuring well-being, internship-related stressors, and coping strategies. Structural equation modeling showed that positive self-instruction and rumination significantly predicted well-being at the internship’s end, reducing or increasing stress from the internship. Despite the positive response of the pre-service teachers, the workbook did not have an impact. However, the results provide clear implications for the design of future interventions in this area. This study highlights the need for universities to integrate stress management into their curricula. Full article

(This article belongs to the Special Issue Stress Management and Student Well-Being)

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19 pages, 278 KiB

Open AccessArticle

The Behavior Specialist in Inclusive Schools: Navigating Power, Support, and Intervention for Behaviours of Concern

by Miriam Colum and Shauna Cullen

Educ. Sci. 2025, 15(5), 531; https://doi.org/10.3390/educsci15050531 - 25 Apr 2025

Abstract

Behaviors of concern (BoC) may be defined as persistent behaviors that impact the daily functioning and learning of children. They are behaviors that could pose a risk to their own safety or the safety of others. Supporting children with BoC is vital for [...] Read more.

Behaviors of concern (BoC) may be defined as persistent behaviors that impact the daily functioning and learning of children. They are behaviors that could pose a risk to their own safety or the safety of others. Supporting children with BoC is vital for student learning, success, and inclusion in both mainstream and special settings. Traditionally, the onus has been on the teacher to support and manage a classroom and all behaviors within that classroom. However, with an increase in BoC impacting school and class activities, targeted support in schools has become more common. Many factors have accelerated this shift, particularly the rise of burnout, lack of confidence, and aggressive behavior in schools, particularly in special school settings. The current study, through a Foucauldian power/knowledge and disciplinary theory paradigm, investigated whether having one specialist in the school aids the children and staff. A focused case study was conducted via seven semi-structured interviews with staff at one special school in the Republic of Ireland (RoI) with a full-time behavior specialist (BS) on site. The findings revealed that (1) the role of the BS is based on identifying BoC and implementing support, (2) having a behavior specialist is key for supporting children and staff in schools, (3) support and interventions are more sustainable once there is the presence of a specialist, and (4) challenges such as a lack of space, inadequate funding, large caseloads, staff shortages, and lack of time are a reality in the school setting. The main conclusion derived from this study is that having a BS in the school has a positive impact on the children, staff, and attitudes, providing both practical and pastoral power, which are essential for effective inclusive practices. Full article

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

23 pages, 272 KiB

Open AccessArticle

A Phenomenological Exploration of Academically Gifted Individuals Who Are Deaf or Hard of Hearing

by Ophélie Allyssa Desmet, Sofia Ippolito, Jenna Herren and Sophia Guzman-Roman

Educ. Sci. 2025, 15(5), 530; https://doi.org/10.3390/educsci15050530 - 25 Apr 2025

Abstract

Academically gifted individuals who are Deaf or hard of hearing (DHH) represent a unique intersection of identities that can significantly affect various aspects of their lives. This qualitative phenomenological study explored the lived experiences of academically gifted DHH individuals to gain insights into [...] Read more.

Academically gifted individuals who are Deaf or hard of hearing (DHH) represent a unique intersection of identities that can significantly affect various aspects of their lives. This qualitative phenomenological study explored the lived experiences of academically gifted DHH individuals to gain insights into their unique challenges and strengths. Semi-structured interviews were conducted with 10 participants (ages 21–85) who self-identified as both academically gifted and DHH. Interpretative phenomenological analysis of the participants’ experiences revealed themes such as resilience, self-acceptance, family support, educational accommodations, and social challenges. The participants demonstrated remarkable adaptability in navigating both academic and social environments, often developing innovative coping strategies. These findings highlight the need for tailored educational approaches and support systems that recognize and nurture the potential of gifted DHH students. Full article

(This article belongs to the Special Issue Critical Issues and Practices in Gifted Education)

16 pages, 1123 KiB

Open AccessArticle

Integrating Mental Health in Curriculum Design: Reflections from a Case Study in Sport, Exercise, and Health Science

by Jackie Hargreaves, Belinda Cooke and Jim McKenna

Educ. Sci. 2025, 15(5), 529; https://doi.org/10.3390/educsci15050529 - 25 Apr 2025

Abstract

The rise of mental health concerns in today’s Higher Education (HE) students is a growing concern. Integrating mental health principles into curricular design can enhance the student experience and improve outcomes such as continuation, completion, and success. This paper aims to integrate mental [...] Read more.

The rise of mental health concerns in today’s Higher Education (HE) students is a growing concern. Integrating mental health principles into curricular design can enhance the student experience and improve outcomes such as continuation, completion, and success. This paper aims to integrate mental health guidance into the design of a revalidated curriculum in sport, exercise, and health sciences. A further aim is to provide recommendations for future mentally healthy curricular design. A case study design exploring how mental health does, and might, feature across curricula was undertaken, employing a qualitative methodology. A range of stakeholders, including students, participated in workshops, interviews, and revalidation events over a 4-month period. The analysis and interpretation of the resulting transcripts proposed two main lines of action; ‘building students’ (centring on helping them navigate the nuances of the academic process and developing confidence in their university self, for example, through systematic scaffolding) and ‘building connections’ (focusing on enhancing social connections and psychological safety, for example learning student names). Recommendations proposed by this research highlight that induction should be primarily social, progressing to more fundamental skills, behaviours, and knowledge. Systematic scaffolding and mapping of relevant skills, behaviours, and knowledge throughout the course are fundamental to building students’ confidence. This could reduce both academic staff and students’ frustrations about a lack of ‘know-how’. Staff–student interactions and a focus on micro-behaviours could further enhance a student’s sense of belonging and desire to engage. Full article

(This article belongs to the Special Issue Addressing Mental Health and Well-Being in Higher Education: Insights from Educational Psychology)

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14 pages, 458 KiB

Open AccessArticle

Fostering the Four C’s: A Gendered Perspective on Technology Use in STEAM Education

by Eva Ulbrich, Mathias Tejera, Angelika Schmid, Barbara Sabitzer and Zsolt Lavicza

Educ. Sci. 2025, 15(5), 528; https://doi.org/10.3390/educsci15050528 - 25 Apr 2025

Abstract

The integration of 3D modeling and printing (3DMP) into STEAM education has the potential to foster 21st-century skills, including creativity, critical thinking, collaboration, and communication (the four C’s). This study investigates whether gender influences the use of 3DMP among pre-service mathematics teachers and [...] Read more.

The integration of 3D modeling and printing (3DMP) into STEAM education has the potential to foster 21st-century skills, including creativity, critical thinking, collaboration, and communication (the four C’s). This study investigates whether gender influences the use of 3DMP among pre-service mathematics teachers and how this technology supports the creation of meaningful STEAM learning experiences. Over 100 project documentations from Austrian university students were analyzed, evaluating their potential to promote the four C’s and their transdisciplinary connections. Results indicate minimal gender differences, with both male and female participants incorporating technical, artistic, and creative elements into their projects. These findings challenge stereotypes about technology as a male domain and suggest that integrating emerging technologies such as 3DMP into teacher training inherently supports gender-neutral outcomes, promoting inclusivity and equity in STEAM education without requiring explicit gender-focused interventions. The study contributes to ongoing discussions about gender perceptions and technology integration in education, offering insights into fostering inclusive and equitable STEAM teaching practices. Full article

(This article belongs to the Special Issue Impact of Integrated STEAM Education)

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13 pages, 554 KiB

Open AccessArticle

Evaluating the Impact of a Laboratory-Based Program on Children’s Coordination Skills Using the MABC-2

by Sara Aliberti, Tiziana D’Isanto and Francesca D’Elia

Educ. Sci. 2025, 15(5), 527; https://doi.org/10.3390/educsci15050527 - 24 Apr 2025

Abstract

The aim of this study was to verify the effects of laboratory learning on children’s fundamental movement skills (FMS) through an intervention designed and implemented by specially trained generalist teachers. A total of 114 children attending 1st and 2nd grade of primary school [...] Read more.

The aim of this study was to verify the effects of laboratory learning on children’s fundamental movement skills (FMS) through an intervention designed and implemented by specially trained generalist teachers. A total of 114 children attending 1st and 2nd grade of primary school (6.7 ± 0.8 yo) and 28 children attending preschool (4.1 ± 0.9 yo) in Naples (Italy) participated in the study. To assess FMS, the Movement ABC-2 (MABC-2) was administered. A two-way ANOVA for repeated measures was used to compare data. The laboratory was effective in improving coordination in primary school children, with a significant reduction in medium/severe movement difficulties from 23.7% to 12.4%. The results showed significant changes in the execution time of several MABC-2 tests, indicating an improvement in FMS, particularly hand-eye coordination and dynamic balance. However, the intervention was less effective in preschool children, with a limited improvement of 2.9%, highlighting that the intervention only had an impact on some specific skills. Targeted interventions can be effective in improving FMS, providing a basis for educational programs that respond to movement needs of students. Full article

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19 pages, 620 KiB

Open AccessArticle

Teachers’ Beliefs About Mentoring Practices in Nigeria’s Public School System: A Proposed Framework to Curb Teacher Attrition

by Michael Ifarajimi, Stephen Bolaji, Jon Mason and Sulay Jalloh

Educ. Sci. 2025, 15(5), 526; https://doi.org/10.3390/educsci15050526 - 24 Apr 2025

Abstract

This study explores teachers’ perceptions of mentoring practices and their impacts on teacher retention in Nigeria’s public schools, where 60% of teachers leave the profession within their first five years due to inadequate mentorship support. Using a mixed-methods approach, this study surveyed 200 [...] Read more.

This study explores teachers’ perceptions of mentoring practices and their impacts on teacher retention in Nigeria’s public schools, where 60% of teachers leave the profession within their first five years due to inadequate mentorship support. Using a mixed-methods approach, this study surveyed 200 teachers and conducted 45 semi-structured interviews across Nigeria’s southwest and north–central regions. The findings revealed that mentoring programs exist, but most programs are informal and lack structure, leaving beginning teachers unsupported. A shared belief among the participants was that structured mentorship can reduce burnout and improve professional confidence and directly impacts retention rates. In response to these gaps, this study proposes a structured mentorship program, including a defined mentor-to-mentee ratio (1:3 to 1:5), formalised mentoring sessions, regular assessments, and a program duration of one academic year. The proposed framework aims to provide consistent support, improve teacher retention, and enhance professional development. This study recommends piloting this mentorship framework in select schools and implementing it nationwide to address teacher attrition and improve the Nigerian education system. Full article

(This article belongs to the Special Issue Addressing Challenges in Teacher Preparation for Transformative Education)

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18 pages, 338 KiB

Open AccessReview

Unlocking Career Potential: How Micro-Credentials Are Revolutionising Higher Education and Lifelong Learning

by Kelum A. A. Gamage and Shyama C. P. Dehideniya

Educ. Sci. 2025, 15(5), 525; https://doi.org/10.3390/educsci15050525 - 24 Apr 2025

Abstract

Micro-credentials (MCs) emerged as a powerful tool to advance employability and lifelong learning while opening opportunities for diverse career directions for individuals. They are generally short programmes and have a specific focus on developing complementary skills in a particular area of interest for [...] Read more.

Micro-credentials (MCs) emerged as a powerful tool to advance employability and lifelong learning while opening opportunities for diverse career directions for individuals. They are generally short programmes and have a specific focus on developing complementary skills in a particular area of interest for the learner. This paper presents a critical narrative review exploring the transformative potential of micro-credentials, which provide targeted, flexible, and accessible pathways for skill development and career advancement. It examines how micro-credentials bridge the gap between traditional education and modern industry demands and recognises the importance of collaborative efforts between higher education and industry in identifying and sometimes even co-designing relevant micro-credential programmes. Additionally, the paper analyses the impact of micro-credential programmes on non-traditional learners and discusses the mechanisms to ensure the quality and credibility of such programmes. The findings highlight four key thematic areas, revealing that micro-credentials serve as flexible, inclusive tools that enhance employability, support institutional innovation, and promote lifelong learning. Full article

20 pages, 516 KiB

Open AccessArticle

Charting New Pathways: Unleashing the Potential of Self-Directed Learning and the Transformative Role of Teachers in Education

by Annie Botha, Charlene du Toit-Brits and Jean Henry Blignaut

Educ. Sci. 2025, 15(5), 524; https://doi.org/10.3390/educsci15050524 - 24 Apr 2025

Abstract

This article explores the potential of self-directed learning (SDL) and teachers’ transformative role in promoting SDL within the educational landscape. Moreover, this article delves into the complexity of meeting varied learning demands and teachers’ dynamic obligation to provide interesting and supportive environments. This [...] Read more.

This article explores the potential of self-directed learning (SDL) and teachers’ transformative role in promoting SDL within the educational landscape. Moreover, this article delves into the complexity of meeting varied learning demands and teachers’ dynamic obligation to provide interesting and supportive environments. This research synthesizes theoretical frameworks for SDL in educational settings. The importance of SDL is emphasized, focusing on its many benefits, including greater motivation and creativity among others. In addition, this paper makes significant academic contributions by providing a detailed analysis of the roles and features of effective teachers as self-directed learners and SDL agents. Additionally, recommendations are given for educational institutions to assist with SDL curricula implementation. These include among others providing professional development opportunities to teachers and creating appropriate learning environments. These proposed recommendations aim to bridge the gap between SDL theory and practice, paving the way for more effective application in various educational settings. Full article

(This article belongs to the Special Issue Innovation in Teacher Education Practices)

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25 pages, 313 KiB

Open AccessArticle

Sense of Belonging, DFW Reduction, and Student Success: Centering Student Experience in Groups with Ethnographic Methods

by Jennifer Meta Robinson, Rachel Seymour, Seonmi Jin and Rodney S. Whiteman

Educ. Sci. 2025, 15(5), 523; https://doi.org/10.3390/educsci15050523 - 24 Apr 2025

Abstract

Despite substantial instructional attention to large-enrollment university courses in science, technology, engineering, and mathematics (STEM), they tend to have high rates of D, F, and Withdraw (DFW) at the introductory level that disproportionally disadvantage historically minoritized and underrepresented students, such as students identified [...] Read more.

Despite substantial instructional attention to large-enrollment university courses in science, technology, engineering, and mathematics (STEM), they tend to have high rates of D, F, and Withdraw (DFW) at the introductory level that disproportionally disadvantage historically minoritized and underrepresented students, such as students identified as women, low-income, first-generation, or of color. While postsecondary institutions have recently explored big data and learning analytics to drive their institutional student success efforts, well-known shortfalls in student success in large STEM courses remain. This chapter documents an evidence-based approach at a large, R1 midwestern university that enriches robust data infrastructure with qualitative ethnographic methods. Applied to a gateway computer science course, these methods center students’ day-to-day learning realities, including disparate educational opportunities, in ways that interrogate barriers to and shortfalls in student success. The resulting case study describes our ethnographic approach, the shortfalls it uncovers, our future directions with this work, and how other faculty members and institutions can apply lessons learned to promote efficacy, attainment, and equity in gateway STEM courses. Implementations drawn from course vignettes point to revisions in design and preparation of group learning activities, strategic integration of lecture and lab sessions, course navigation aids, and pedagogical training for teaching assistants. Full article

(This article belongs to the Special Issue Strategic Academic Research and Development)

18 pages, 814 KiB

Open AccessArticle

Exploring Student Beliefs: Does Interaction with AI Language Tools Correlate with Perceived English Learning Improvements?

by Zuraina Ali, Sareen Kaur Bhar, Siti Norzaimalina Abd Majid and Siti Zaimaliza Masturi

Educ. Sci. 2025, 15(5), 522; https://doi.org/10.3390/educsci15050522 - 23 Apr 2025

Abstract

The development of artificial intelligence has revolutionized language learning approaches with AI-assisted language applications (AiLAs) like Grammarly, Siri, and ChatGPT 3.5, offering self-paced learning, tailored feedback, and increased engagement. There is, however, not much understanding about AI’s precise effects on perceived English learning [...] Read more.

The development of artificial intelligence has revolutionized language learning approaches with AI-assisted language applications (AiLAs) like Grammarly, Siri, and ChatGPT 3.5, offering self-paced learning, tailored feedback, and increased engagement. There is, however, not much understanding about AI’s precise effects on perceived English learning improvements among students, as the majority of current research concentrates on the fact that AI is generally regarded as a language support tool. This study investigates the relation between students’ beliefs of using AiLA in terms of duration, frequency, familiarity, and user satisfaction to improve their learning of English. Fifty-five (55) undergraduate students between the ages of 21 and 24 participated in the survey. The results showed that the duration of use and perceived English learning improvements had a moderate positive relationship, indicating that extensive use of AiLA aids in language acquisition. Frequency of use, however, had little effect, suggesting that frequent use of AiLA may not be enough. There was a small and statistically insignificant correlation between students’ perceived English learning improvement and their familiarity with AiLA. Additionally, there was a minimal to no significant correlation between user pleasure and perceived improvements in English learning, indicating that enjoyment of AiLA is not closely related to the use of the tools. These findings demonstrate that AiLA needs to be systematically incorporated into instruction, with a focus on interactive and adaptable features rather than passive engagement. To maximize language acquisition, developers should improve AI-driven feedback and adaptive learning pathways, while educators should integrate AiLA into collaborative learning. Full article

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28 pages, 677 KiB

Open AccessArticle

Understanding the Psycho-Physiological Impact of Bullying on Adolescents: A Focus on Movement-Based Educational Interventions

by Francesca Latino, Domenico Tafuri and Francesco Tafuri

Educ. Sci. 2025, 15(5), 521; https://doi.org/10.3390/educsci15050521 - 23 Apr 2025

Abstract

Bullying and cyberbullying are significant challenges faced by children and adolescents in their daily lives, often leading to severe psychological and physiological harm. A promising avenue of research in this area focuses on the physiological stress responses triggered by bullying experiences. This study [...] Read more.

Bullying and cyberbullying are significant challenges faced by children and adolescents in their daily lives, often leading to severe psychological and physiological harm. A promising avenue of research in this area focuses on the physiological stress responses triggered by bullying experiences. This study aimed to examine the potential of group task-oriented physical education as a mediator between bullying and stress-related physiological responses, particularly in relation to heart rate variability. A secondary objective was to design and assess a program for stress management, named BOND (Building Opportunities through Networked Dynamics), tailored for physical education settings. The study employed a two-arm randomized parallel-group design, involving 160 students (average age = 14.67 years, SD = ±0.61) from two schools in southern Italy. The participants were split into two groups: one group attended the BOND program (held twice a week for 60 min), while the other took part in regular physical education classes, (conducted twice a week for 60 min). Measurements were taken both before and after the intervention. Students underwent assessments that included the Coping Questionnaire for Children and Adolescents, the Perceived Stress Scale, and measurements of vagus-mediated heart rate variability. The findings underscore the positive impact of the BOND program on the psycho-physiological well-being of students affected by bullying, highlighting the significant potential of a simple yet effective intervention in safeguarding student well-being and mitigating the adverse effects of bullying. However, future research is necessary to provide a more comprehensive understanding of this phenomenon. Full article

(This article belongs to the Special Issue Vitality in Movement: Rethinking Physical Education from a Pedagogical to a Physiological Dimension)

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22 pages, 585 KiB

Open AccessReview

Gender, Ethnicity and Teaching Competencies: Do They Influence Intercultural Communicative Competence in Teacher Education?

by Marjorie Tovar-Correal and Liliana Pedraja-Rejas

Educ. Sci. 2025, 15(5), 520; https://doi.org/10.3390/educsci15050520 - 23 Apr 2025

Abstract

Globalization has transformed classrooms into culturally diverse environments, highlighting the critical need to prepare future teachers with skills to address these complexities. This study explores Intercultural Communicative Competence (ICC) as a fundamental skill in initial teacher training (ITT), aligning with Sustainable Development Goal [...] Read more.

Globalization has transformed classrooms into culturally diverse environments, highlighting the critical need to prepare future teachers with skills to address these complexities. This study explores Intercultural Communicative Competence (ICC) as a fundamental skill in initial teacher training (ITT), aligning with Sustainable Development Goal (SDG) No. 4, which promotes inclusive, equitable and quality education. Through a narrative literature review, this research analyzes the main definitions and theoretical models of ICC, examining their relationship to gender, ethnicity and the teaching competencies of the faculty member. The findings highlight the lack of a unified consensus in the conceptualization of ICC, reflecting its dynamic and interdisciplinary nature. The results indicate that while gender does not significantly influence the development of ICC, ethnicity and migrant background are linked to a greater willingness to acquire it. In addition, the reflective and specialized training of the faculty member emerges as a decisive factor in the promotion of the ICC. These findings underscore the need to integrate ICC into initial teacher education plans to better prepare future teachers in multicultural contexts. By addressing equity and cultural diversity, the ICC supports educators in promoting respectful, effective and inclusive interactions, ultimately contributing to the achievement of SDG No. 4. This study enriches the discourse on teacher education and intercultural education by offering practical perspectives for connecting theory with practice in diverse educational contexts. Full article

(This article belongs to the Special Issue Interculturality and Policy Studies for Higher Education)

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42 pages, 3877 KiB

Open AccessArticle

Modelling the Interactions Between Resources and Academic Achievement: An Artificial Neural Network Approach

by Cindy Di Han, Shane N. Phillipson and Vincent C S Lee

Educ. Sci. 2025, 15(5), 519; https://doi.org/10.3390/educsci15050519 - 22 Apr 2025

Abstract

The actiotope model of giftedness takes a systems approach to understand the development of exceptionality and, more broadly, the academic achievement of students. Focusing primarily on the interactions between environmental capitals and outcomes such as academic achievement, research has relied on methods such [...] Read more.

The actiotope model of giftedness takes a systems approach to understand the development of exceptionality and, more broadly, the academic achievement of students. Focusing primarily on the interactions between environmental capitals and outcomes such as academic achievement, research has relied on methods such as structural equation modelling (SEM) to understand these interactions. However, such methods do not reflect the nonlinear interactions inherent within systems. Based on datasets obtained from students from one Australian school (n = 778), both SEM and artificial neural networks (ANNs) were created for school-assessed achievement scores (mathematics, science, and English) and standardised test scores (mathematics, vocabulary, and reading). Using the optimal ANN for school-assessed achievement scores for mathematics, its potential to predict future scores based on hypothetical improvements to five of the 11 capitals was confirmed. With high quality data, the use of ANNs will allow researchers to better understand these interactions and support practitioners to implement evidence-based interventions. Full article

(This article belongs to the Special Issue Innovative Approaches to Understanding Student Learning)

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16 pages, 1136 KiB

Open AccessSystematic Review

A Systematic Review of Inclusive Education Strategies for Students of Determination in Higher Education Institutions: Current Challenges and Future Directions

by Nidhi Oswal, Mohammad Hani Al-Kilani, Rouhi Faisal and Mohammad Fteiha

Educ. Sci. 2025, 15(5), 518; https://doi.org/10.3390/educsci15050518 - 22 Apr 2025

Abstract

This systematic review critically examines the inclusive education practices for Students of Determination (SoDs) in Higher Education Institutions (HEIs), focusing on the specific case of the United Arab Emirates (UAE). The research will demonstrate best practices, key challenges, and most researched and less [...] Read more.

This systematic review critically examines the inclusive education practices for Students of Determination (SoDs) in Higher Education Institutions (HEIs), focusing on the specific case of the United Arab Emirates (UAE). The research will demonstrate best practices, key challenges, and most researched and less researched areas. In line with the PRISMA framework and using thematic analysis, this review synthesizes the findings of 41 peer-reviewed articles that focus on instructional practices, technological solutions, staff training, and institutional support. The results suggest that, globally, higher education institutions (HEIs) are increasingly adopting inclusive education policies, and that they are finding it challenging to implement these practices effectively, especially in the UAE. Important obstacles include restricted instructor education, variable institutional processes, and accessibility limitations. In addition, the use of assistive technologies has been shown to have positive outcomes, yet it remains underused because of the infrastructure and the training of faculty and students. This paper gives evidence-based suggestions to educational institutions like colleges or universities to make them more inclusive through better-trained faculty, better institutional policies, and the incorporation of assistive technologies. Also, the findings provide UAE-specific policy implications that underscore the importance of a well-defined national framework to support SoDs. Future studies must be longitudinal in nature, involving evaluations of the extent to which the strategies exert effects on SoDs’ academic performance and social inclusion. Full article

(This article belongs to the Special Issue Special and Inclusive Education: Challenges, Policy and Practice)

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Educ. Sci., Volume 15, Issue 5 (May 2025) – 24 articles

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