Education Sciences

22 pages, 843 KB

Open AccessArticle

Cultural STEM Night: An Online Collaboration for Culturally Responsive Teaching Between American and Korean Teacher Candidates

by Jiyoon Yoon, Hyunju Lee and Jiyeong Mun

Educ. Sci. 2025, 15(8), 1084; https://doi.org/10.3390/educsci15081084 - 21 Aug 2025

Viewed by 528

Abstract

The Cultural STEM Night (CSN) initiative was developed to address the persistent lack of culturally relevant STEM teaching materials, which often contributes to student disengagement—particularly among underrepresented populations. This study examined the impact of the CSN program on enhancing STEM affinity and cultural [...] Read more.

The Cultural STEM Night (CSN) initiative was developed to address the persistent lack of culturally relevant STEM teaching materials, which often contributes to student disengagement—particularly among underrepresented populations. This study examined the impact of the CSN program on enhancing STEM affinity and cultural intelligence (CQ) among American and Korean teacher candidates. Over six weeks, participants engaged in synchronous workshops, virtual cultural exchanges, and collaborative STEM lesson design integrating Korean cultural contexts. Quantitative analysis of pre- and post-program surveys using the STEM Affinity Test and Cultural Intelligence Scale revealed statistically significant improvements across all subdomains of STEM affinity (identity, interest, self-concept, value, and attitudes) and in most dimensions of CQ (metacognitive, cognitive, and behavioral). However, motivational CQ did not show significant gains, likely due to limited student interaction time during the event. Qualitative data from written reflections and focus group discussions supported these findings, indicating increased instructional adaptability, cultural awareness, and confidence in designing inclusive STEM lessons. These results demonstrate the transformative potential of interdisciplinary, culturally immersive programs in teacher education. The CSN model, supported by digital collaboration tools, offers a scalable and effective approach to preparing educators for diverse classrooms. Findings underscore the importance of integrating culturally responsive teaching into STEM education to promote equity, engagement, and global competence. Full article

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18 pages, 993 KB

Open AccessArticle

Students with Visual Impairments’ Comprehension of Visual and Algebraic Representations, Relations and Correspondence

by Fatma Nur Aktas and Ziya Argun

Educ. Sci. 2025, 15(8), 1083; https://doi.org/10.3390/educsci15081083 - 21 Aug 2025

Viewed by 489

Abstract

Exploring learning trajectories based on student thinking is needed to develop the teaching curricula, practices and educational support materials in mathematics for students with visual impairments. Hence, this study aims to reveal student thinking through various instructional tasks and tactile materials to explore [...] Read more.

Exploring learning trajectories based on student thinking is needed to develop the teaching curricula, practices and educational support materials in mathematics for students with visual impairments. Hence, this study aims to reveal student thinking through various instructional tasks and tactile materials to explore the sequence of goals in the learning trajectory. A teaching experiment involving introductory information on algebraic and visual representations regarding advanced mathematical concepts was designed for correspondence and relations. The research was carried out with a braille-literate 10th-grade high school student with a congenital visual impairment where colour and light are not perceived in Türkiye. As a result of the teaching experiment, the participant was able to determine the correspondence and relations between two sets using different representations. He even designed graphic representations using the needle page. The learning trajectory goals and instructional tasks can serve as guides for research on curriculum development, practice design and material development. Full article

(This article belongs to the Special Issue Empowering Minds: Innovation, Equity and the Science of Learning in Mathematics Education)

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15 pages, 754 KB

Open AccessArticle

Validation of the Academic Self-Efficacy Scale in a Latvian Adolescent Sample: A Cross-Sectional Study

by Kristine Kampmane and Antra Ozola

Educ. Sci. 2025, 15(8), 1082; https://doi.org/10.3390/educsci15081082 - 21 Aug 2025

Viewed by 670

Abstract

Beliefs about one’s abilities are powerful predictors of success. Self-efficacy is a basic belief every human should have, as it reflects the confidence that one can achieve one’s goals. As this belief can change over time and depends on one’s self-reflection competence, it [...] Read more.

Beliefs about one’s abilities are powerful predictors of success. Self-efficacy is a basic belief every human should have, as it reflects the confidence that one can achieve one’s goals. As this belief can change over time and depends on one’s self-reflection competence, it is defined as a skill. Academic self-efficacy extends beyond the classroom, shaping how students approach problems, set goals, and respond to challenges. There have been many attempts to create an instrument for measuring different types of self-efficacy, from general self-efficacy about life to self-efficacy to solve specific mathematical tasks. The purpose of this study was to translate, test, and adapt the Academic Self-Efficacy Scale to a sample of Latvian adolescents. The sample comprises 360 adolescents, ranging from 13-year-old sixth-grade pupils to first-year university students. The Academic Self-Efficacy Scale was validated by confirmatory factor analysis, which demonstrated excellent model fit and good item loadings. The Academic Self-Efficacy Scale demonstrated weak to moderate correlations with self-reported achievements in literature, language, and diligence. The strongest correlations were between academic self-efficacy and mathematics. Academic self-efficacy explained 23% of achievement distribution in mathematics. Achievement in mathematics together with diligence explained 32% of self-efficacy distribution. The validated scale demonstrated good reliability, convergence, and incremental validity, and the scale’s reliability and unidimensionality were approved. Full article

(This article belongs to the Section Education and Psychology)

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24 pages, 431 KB

Open AccessArticle

Students’ Self-Efficacy in General ICT Use as a Mediator Between Computer Experience, Learning ICT at School, ICT Use in Class, and Computer and Information Literacy

by Plamen Vladkov Mirazchiyski

Educ. Sci. 2025, 15(8), 1081; https://doi.org/10.3390/educsci15081081 - 21 Aug 2025

Viewed by 801

Abstract

Self-efficacy is related to a specific domain and is a result of capabilities and beliefs of one’s own performance in a specific domain given a specific task, depending on the levels of anxiety, motivation, feeling of success, and positive and negative rewards. Computer [...] Read more.

Self-efficacy is related to a specific domain and is a result of capabilities and beliefs of one’s own performance in a specific domain given a specific task, depending on the levels of anxiety, motivation, feeling of success, and positive and negative rewards. Computer experience, the learning of information and communication technology tasks at school, and the use of general applications in class are known to be related to computer and information literacy. This study investigates the mediation effect of student computer self-efficacy in using general applications in these relationships using a structural equation model. The data used in this study stems from nine European educational systems participating in the International Computer and Information Literacy Study in 2018. The results show that in nearly all educational systems, the self-efficacy regarding the use of general applications has significant mediation effects in the relationship between computer and information literacy and each of the three information and communication technology variables in the model. The mediation effects are strongest for general applications in class and weakest for learning of information and communication technology tasks at school. The results are discussed against the educational systems’ context with recommendations for improving student computer self-efficacy. Full article

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21 pages, 1259 KB

Open AccessArticle

What Drives First-Semester Student Engagement in Large Lecture-Based Sociology Courses in Germany?

by Aida Montenegro and Manuela Schmidt

Educ. Sci. 2025, 15(8), 1080; https://doi.org/10.3390/educsci15081080 - 21 Aug 2025

Viewed by 356

Abstract

Research on the complex dimensions of engagement in large, lecture-based courses remains scarce. Lecture-based courses are often characterized by passive learning environments, raising concerns about their capacity to foster motivation. This study investigates how motivational factors shape multiple dimensions of engagement—cognitive, behavioral, emotional, [...] Read more.

Research on the complex dimensions of engagement in large, lecture-based courses remains scarce. Lecture-based courses are often characterized by passive learning environments, raising concerns about their capacity to foster motivation. This study investigates how motivational factors shape multiple dimensions of engagement—cognitive, behavioral, emotional, and agentic—in introductory sociology courses. A quantitative, cross-sectional survey was conducted with 434 first-year students enrolled at seven public universities in North Rhine–Westphalia, Germany. All participants had completed the Abitur at the Gymnasium and experienced hybrid learning during their final years of secondary education due to the COVID-19 pandemic. The study formulated three hypotheses: (1) mastery (self-improvement) goals positively predict emotional, behavioral, and cognitive engagement (validated); (2) perceived autonomy support increases emotional engagement (validated); and (3) performance goals (motivation to outperform peers) have a stronger effect on emotional than cognitive engagement (rejected). Results indicate that performance goals neither enhance emotional engagement nor exert a stronger influence on emotional than on cognitive engagement, challenging common assumptions about the role of competitive motivation in large lecture settings. Additionally, despite low levels of agentic engagement—attributed to the structural constraints of large lecture-based learning environments—students’ internal engagement was in line with other studies. These findings highlight the critical role of educational culture, particularly the emphasis on autonomy within the German school system, and the influence of learning spaces in shaping student engagement. We suggest that engagement is shaped by familiarity with hybrid formats that support autonomy, as well as by an academic culture in which active silent engagement is often the norm. In such contexts, mastery goals and autonomy-supportive backgrounds help foster more reactive dimensions of student engagement. Full article

(This article belongs to the Section Higher Education)

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18 pages, 338 KB

Open AccessArticle

Who Aspires to Become a Teacher? Findings from a Cohort Study Tracking Young People from Age 10/11 to Age 21/22

by Emily MacLeod, Louise Archer and Jennifer DeWitt

Educ. Sci. 2025, 15(8), 1079; https://doi.org/10.3390/educsci15081079 - 21 Aug 2025

Viewed by 509

Abstract

Against a backdrop of severe and long-standing teacher shortages, in this paper we present analyses of over 60,000 survey responses collected via a cross-sectional cohort study that sampled young people in England over a period of 11 years; at ages 10/11, 12/13, 13/14, [...] Read more.

Against a backdrop of severe and long-standing teacher shortages, in this paper we present analyses of over 60,000 survey responses collected via a cross-sectional cohort study that sampled young people in England over a period of 11 years; at ages 10/11, 12/13, 13/14, 15/16, 17/18, and 21/22. These methods allow us to explore how common teaching aspirations are amongst young people at different ages, and who aspires to become a teacher as a future career. Analysing both free-text and Likert-scale data, we find that many more young people express an interest in becoming a teacher than is reflected in teacher recruitment data, and that teaching aspirations are patterned by gender and ethnicity. Girls and young women, as well as young people who identified as White, were significantly more likely to be open to teaching than their peers. Our findings suggest that teaching is a common back-up, or second-choice career aspiration, and that many individuals who report an earlier interest in teaching do not go on to become teachers. We end the paper with reflections on how these findings might be used to increase and diversify teacher recruitment, as well as recommendations for future research. Full article

12 pages, 226 KB

Open AccessArticle

Supporting First-Generation Undergraduates Through Embedded Writing Tutoring: Emerging Insights from a Pilot Study

by Lindsay K. Crawford, Waleed Rajabally and Irene H. Yen

Educ. Sci. 2025, 15(8), 1078; https://doi.org/10.3390/educsci15081078 - 21 Aug 2025

Viewed by 497

Abstract

Writing is essential across disciplines, yet undergraduate programs must balance writing instruction with discipline-specific content. To support writing development, we piloted an embedded writing tutor (WT) in two core public health courses serving primarily first-generation, low-income students of color. In this model, a [...] Read more.

Writing is essential across disciplines, yet undergraduate programs must balance writing instruction with discipline-specific content. To support writing development, we piloted an embedded writing tutor (WT) in two core public health courses serving primarily first-generation, low-income students of color. In this model, a tutor familiar with course content is integrated into the classroom to supplement traditional writing center support. Our aims were to examine (1) students’ perceptions of the WT compared to the university’s writing center, (2) the WT’s experiences and effective tutoring strategies, and (3) the instructor’s perspective on implementing the program. Using qualitative methods, the WT recorded field observations, the instructor compared course progression to prior semesters without embedded support, and students completed end-of-semester evaluations. Thematic analysis indicated that students valued the tutor’s accessibility, patience, and direct feedback, though perceived usefulness varied by course, likely due to differences in assignment structure. Challenges included role confusion and inconsistent feedback. Suggested improvements included requiring draft submissions, clarifying the tutor’s role, and aligning tutor and instructor feedback. Quantitative ratings of satisfaction were higher for the WT than for the writing center. Although the sample size was moderate (N = 79), these findings suggest embedded tutoring is a promising, equity-focused strategy for discipline-specific writing instruction. In the context of budget constraints in higher education, exploring alternative tutoring and pedagogical support models remains essential, particularly for underserved populations. Full article

(This article belongs to the Section Higher Education)

18 pages, 2670 KB

Open AccessArticle

Score Your Way to Clinical Reasoning Excellence: SCALENEo Online Serious Game in Physiotherapy Education

by Renaud Hage, Frédéric Dierick, Joël Da Natividade, Simon Daniau, Wesley Estievenart, Sébastien Leteneur, Jean-Christophe Servotte, Mark A. Jones and Fabien Buisseret

Educ. Sci. 2025, 15(8), 1077; https://doi.org/10.3390/educsci15081077 - 21 Aug 2025

Viewed by 1541

Abstract

SCALENEo (Smart ClinicAL rEasoning iN physiothErapy) is an innovative online serious game designed to improve clinical reasoning in musculoskeletal physiotherapy education. Adapted from the “Happy Families” card game, it provides an interactive, structured approach to developing students/learners’ ability to categorize clinical information into [...] Read more.

SCALENEo (Smart ClinicAL rEasoning iN physiothErapy) is an innovative online serious game designed to improve clinical reasoning in musculoskeletal physiotherapy education. Adapted from the “Happy Families” card game, it provides an interactive, structured approach to developing students/learners’ ability to categorize clinical information into families of hypotheses. This digital platform supports both self-directed and collaborative learning, eliminating the need for continuous instructor supervision while ensuring meaningful engagement. SCALENEo features a unique feedback and scoring system that not only assesses students/learners’ decision-making processes but also promotes cautious and reflective reasoning over random guessing. By aligning with evidence-based pedagogical strategies, such as serious games and formative assessment, SCALENEo offers educators a powerful tool to reinforce critical thinking, improve student/learner engagement, and facilitate deeper learning in clinical reasoning education. Full article

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16 pages, 1201 KB

Open AccessArticle

Teachers’ Perceptions of Augmented Reality in Education: Between Pedagogical Potential and Technological Readiness

by João Piedade and Elisabete Batista

Educ. Sci. 2025, 15(8), 1076; https://doi.org/10.3390/educsci15081076 - 21 Aug 2025

Viewed by 633

Abstract

This study sought to investigate the perceptions of teachers from the Porto Metropolitan Area regarding the use of augmented reality (AR) in primary and secondary education. Drawing on a quantitative, descriptive, and correlational research design, data were collected through a validated questionnaire adapted [...] Read more.

This study sought to investigate the perceptions of teachers from the Porto Metropolitan Area regarding the use of augmented reality (AR) in primary and secondary education. Drawing on a quantitative, descriptive, and correlational research design, data were collected through a validated questionnaire adapted to the Portuguese context and administered to 116 teachers across different curricular subjects of primary and secondary education. The findings reveal overall positive perceptions of AR’s educational potential, particularly in its capacity to enhance teaching strategies and student engagement. Teachers with prior AR training and more frequent use of AR reported significantly higher levels of perceived benefit across dimensions such as teaching, learning, and inclusive practices. Notably, teachers’ perceptions of their own technological competence were lower, suggesting a gap between pedagogical appreciation and technical readiness. No significant differences were observed with respect to gender, age, or academic qualifications. This study highlights the importance of continuous training and professional development focused on both technical and pedagogical aspects to support the effective integration of AR into classrooms. These findings underscore the need for educational policies that promote equitable access to training, resources, and opportunities to experiment with AR, thereby fostering more inclusive and innovative learning environments. Full article

(This article belongs to the Special Issue Learning Design for the Digital Age: Leveraging Technology for Engagement and Use)

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16 pages, 439 KB

Open AccessReview

Exploring the Relationship Between Learning Styles and Digital Educational Resources in Adaptive Learning Systems

by Diana Cristina Oviedo Ramirez, Doris Adriana Ramirez Salazar, Angela Maria Valderrama Muñoz, Lorena Maria Quiroz Betancur and Luis Fletscher

Educ. Sci. 2025, 15(8), 1075; https://doi.org/10.3390/educsci15081075 - 21 Aug 2025

Viewed by 699

Abstract

This document explores the concept of Learning Styles (LSs) and their implications for Adaptive Learning Systems (ALSs). It begins by defining LSs as distinct patterns of behavior and thought that influence how individuals process information, drawing on widely recognized theories in the field [...] Read more.

This document explores the concept of Learning Styles (LSs) and their implications for Adaptive Learning Systems (ALSs). It begins by defining LSs as distinct patterns of behavior and thought that influence how individuals process information, drawing on widely recognized theories in the field of LSs. The text highlights the importance of recognizing diverse learning preferences to enhance knowledge construction. It discusses the role of ALSs in personalizing educational experiences by adapting content delivery and recommendation to align with an individual LS. The document also addresses significant challenges in the application of LSs, including a lack of consensus on their validity, insufficient pedagogical perspectives, and potential overemphasis that may limit student exposure to varied learning experiences. The core of the text lies in the pedagogical characterization of Felder–Silverman Learning Styles Model (FSLSM), which has been widely used in ALSs, so that future designers could have a didactic basis to relate digital resources to profiles. Ultimately, the text advocates for a balanced approach that considers LSs while also recognizing the multifaceted nature of learning, emphasizing the need for ongoing research to implement these concepts in educational settings. Full article

(This article belongs to the Section Technology Enhanced Education)

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26 pages, 1184 KB

Open AccessArticle

Preparing for Multilingual Classrooms in Ireland: What Do Student Teachers Need to Know?

by Fíodhna Gardiner-Hyland and Melanie van den Hoven

Educ. Sci. 2025, 15(8), 1074; https://doi.org/10.3390/educsci15081074 - 20 Aug 2025

Viewed by 519

Abstract

Ireland, historically a country of emigration, has transformed into a hub of immigration. Today, over 200 languages are spoken among its 5.25 million residents, with approximately 750,000 individuals speaking a language other than English or Irish at home. This growing linguistic diversity is [...] Read more.

Ireland, historically a country of emigration, has transformed into a hub of immigration. Today, over 200 languages are spoken among its 5.25 million residents, with approximately 750,000 individuals speaking a language other than English or Irish at home. This growing linguistic diversity is increasingly reflected in Irish primary classrooms, where teachers are called upon to support students from a wide range of linguistic and cultural backgrounds). In response, Teaching English as an Additional Language (EAL) modules have expanded across initial teacher education (ITE) programs in Ireland. This study examines over two decades of teacher development initiatives, tracing a shift from an earlier bilingual model—where multilingualism was viewed primarily as second language acquisition—to a more expansive, European-informed vision of plurilingualism. Drawing on recommendations for reflexive, linguistically and culturally responsive education, this research adopts an insider/outsider discursive case study approach to explore student teachers’ preparedness to support multilingual learners in Irish primary schools. Conducted through a collaboration between an Irish teacher educator/module coordinator and an intercultural education specialist, this study employs reflexive thematic analysis) of student teachers’ self-reports from a twelve-week elective module on linguistic and cultural diversity within a Primary Bachelor of Education program. Data were drawn from surveys (n = 35) across three module iterations in 2019, 2021, and 2023. Findings indicate student teachers’ growing awareness of language teaching strategies and resources, developing positive orientations toward inclusive and plurilingual pedagogy, and emerging skills in professional collaboration. However, areas for further development include strengthening agency in navigating real-world multilingual teaching scenarios and embedding deeper reflexivity around linguistic identities, integrating students’ home language and intercultural learning. The paper concludes with recommendations to expand access to language teaching resources for diverse student profiles and support collaborative, shared EAL leadership through professional learning communities as part of teacher education reform. Full article

(This article belongs to the Special Issue Fostering Educational Equity through Linguistically and Culturally Responsive Education)

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17 pages, 837 KB

Open AccessSystematic Review

A Systematic Review of the Recent Empirical Literature on Math and Science Teacher Recruitment and Retention

by Janet Solis Rodriguez

Educ. Sci. 2025, 15(8), 1073; https://doi.org/10.3390/educsci15081073 - 20 Aug 2025

Viewed by 562

Abstract

The shortage of math and science teachers is a pressing issue in the United States (US) and globally. This review closely follows the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and synthesizes findings from 43 peer-reviewed empirical studies published between [...] Read more.

The shortage of math and science teachers is a pressing issue in the United States (US) and globally. This review closely follows the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and synthesizes findings from 43 peer-reviewed empirical studies published between 2005 and 2024 on the recruitment and retention of math and science teachers, offering a new perspective for understanding and mitigating math and science teacher shortages. This review revealed (a) the qualifications and characteristics of math and science teachers who enter and remain in the teaching profession; (b) that financial incentives, experiential learning, mentorship, and professional development are commonly used strategies and mechanisms to recruit and retain math and science teachers; and (c) that psychological, sociocultural, and working conditions are factors that influence math and science teachers’ decisions to enter and remain in the teaching field. While this review primarily focuses on the US context, it offers valuable insights for researchers, practitioners, policymakers, and other key stakeholders worldwide by identifying strategies, mechanisms, and factors that shape teacher recruitment and retention in math and science. This review also discusses gaps in the literature, directions for future research, and implications for research, policy, and practice that emerge from the empirical evidence. Full article

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21 pages, 956 KB

Open AccessArticle

Open and Hidden Voices of Teachers: Lived Experiences of Making Updates to Preschool Curriculum Provoked by the National Guidelines

by Ona Monkevičienė, Birutė Vitytė and Jelena Vildžiūnienė

Educ. Sci. 2025, 15(8), 1072; https://doi.org/10.3390/educsci15081072 - 20 Aug 2025

Viewed by 582

Abstract

This study analyses how early childhood teachers experience their local curricula-updating process provoked by the national policy changes. This is a relevant problem related to teachers’ agency, which is critical in supporting and developing curriculum policies or opposing them. The hermeneutic phenomenological approach [...] Read more.

This study analyses how early childhood teachers experience their local curricula-updating process provoked by the national policy changes. This is a relevant problem related to teachers’ agency, which is critical in supporting and developing curriculum policies or opposing them. The hermeneutic phenomenological approach (van Manen) was used to uncover the pre-reflective lived experiences of teachers through phenomenological interviews with 16 teachers. The lived experiences of local curriculum updates triggered by the national preschool curriculum guideline were a dualistic phenomenon manifesting as open and hidden voices of teachers. The open voices metaphor revealed the pre-reflective experiences increasing the openness of teachers to changes, while the hidden voices represented a pre-reflective experience of threat to established concepts and practices resulting in defensive reactions. These dualistic experiences appeared in five emergent categories: resonating body: vitality vs. freezing (Corporeality); teamwork during a critical moment: safe sustainability vs. uncertainty (Relationality); competing spatial perspectives: new possibilities vs. conflicting visions (Spatiality); altered perception of time: third wave vs. lost time (Temporality); and awakened existential questions: intentional self-reflection vs. conflict of roles (Existentiality). This paper highlights tensions between the national policies and the professional authenticity of teachers and the importance of teachers’ agency in the change context. Full article

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20 pages, 395 KB

Open AccessArticle

The Impact of Professional Development Programs on English as a Foreign Language Instructors in Higher Education Institutions

by Hijjatul Qamariah and Maria Hercz

Educ. Sci. 2025, 15(8), 1071; https://doi.org/10.3390/educsci15081071 - 20 Aug 2025

Viewed by 670

Abstract

Professional development (PD) is crucial for teacher growth, yet research on EFL instructors in higher education remains scarce. In Indonesia, PD research focuses more on secondary and primary school teachers, and the research that emphasises EFL teachers’ professionalism is limited. However, EFL teachers’ [...] Read more.

Professional development (PD) is crucial for teacher growth, yet research on EFL instructors in higher education remains scarce. In Indonesia, PD research focuses more on secondary and primary school teachers, and the research that emphasises EFL teachers’ professionalism is limited. However, EFL teachers’ PD plays an important role in preparing future teachers for better employment opportunities and international communication, so it is a critical component of higher education curricula. This study explores the impact of professional development programs on EFL instructors in Indonesian universities, focusing on types of professional development programs and personal initiatives. Ten EFL instructors from five different universities in Indonesia were recruited using a purposive sampling technique. Using a qualitative approach with semi-structured interviews, thematic analysis reveals that most professional development efforts are self-driven rather than institutionally supported. Key impacts of professional development programs and activities they have participated in on their professionalism include research collaboration, publication skills, ELT strategy improvements, networking, reflective teaching, and language proficiency gains. The findings underscore the need for customised professional development programs that address educators’ specific contexts, ensuring sustainable enhancements in teaching practices. This study highlights the critical role of independent professional development efforts in higher education and provides insights into structuring more impactful support systems for EFL instructors globally. Full article

(This article belongs to the Section Teacher Education)

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21 pages, 367 KB

Open AccessArticle

Emotional Experience and Depth of Reflection: Teacher Education Students’ Analyses of Functional and Dysfunctional Video Scenarios

by Anne Schlosser and Jennifer Paetsch

Educ. Sci. 2025, 15(8), 1070; https://doi.org/10.3390/educsci15081070 - 20 Aug 2025

Viewed by 527

Abstract

An important objective of teacher education is to encourage students to reflect on teaching practices. Analyzing video scenarios from classroom settings is a commonly used method for achieving this. This study examines the impact of different video types on the reflective and emotional [...] Read more.

An important objective of teacher education is to encourage students to reflect on teaching practices. Analyzing video scenarios from classroom settings is a commonly used method for achieving this. This study examines the impact of different video types on the reflective and emotional processes of teacher education students and explores the relationships between these processes. In a randomized experimental study, 129 students analyzed a video of either a dysfunctional or a functional video scenario as part of a video-based intervention. Data were collected through written reflections, self-assessments of reflection, and ratings of emotional valence and arousal. The results revealed that students who analyzed the dysfunctional scenario demonstrated greater levels of reflection and experienced more negative emotions than those who analyzed the functional scenario. No significant differences were found in terms of self-assessed reflection and positive emotions. However, a significant relationship was found between positive emotions and self-assessed reflection. This study contributes to the literature by differentiating between distinct facets of reflection and emotion, thus enabling a more nuanced understanding of how specific video characteristics influence reflective engagement. Full article

(This article belongs to the Special Issue The Role of Reflection in Teaching and Learning)

19 pages, 1330 KB

Open AccessArticle

Reflections on How Adults Respond to Children’s Contributions in Children–Adult Argumentative Interactions

by Elisa Angiolini and Céline Miserez-Caperos

Educ. Sci. 2025, 15(8), 1069; https://doi.org/10.3390/educsci15081069 - 20 Aug 2025

Viewed by 441

Abstract

This paper aims to analyze adults’ responses to children’s argumentative contributions within children–adult dialogic interactions. More precisely, we focus on the phenomenon of children opening subdiscussions within argumentative interactions with peers and adults. This phenomenon occurs when a child problematizes and calls into [...] Read more.

This paper aims to analyze adults’ responses to children’s argumentative contributions within children–adult dialogic interactions. More precisely, we focus on the phenomenon of children opening subdiscussions within argumentative interactions with peers and adults. This phenomenon occurs when a child problematizes and calls into question some proposition in the ongoing discussion, hence the opening of a subdiscussion is an initiative that comes as unexpected from the perspective of the adult. In this contribution, we examine what happens after a child opens a subdiscussion and how the adult’s reaction to such initiatives can shape the development of dialogue. This means that we observe adult behaviour in dialogic interactions with children, given the complexity of the adult’s role in such interactions. Drawing on the dialogical approach to argumentation, we present and discuss some excerpts of children–adult subdiscussions at a kindergarten. The data analysis uses concepts and tools from a linguistics-based approach to argumentation, i.e., the pragma-dialectical theory, and it highlights conversational dynamics of children–adult argumentative discourse. The study’s contribution is twofold: (1) it presents the important and delicate role of the adult in dialogic children–adult interactions; (2) it shows how the development of children’s arguments is intrinsically linked to the flexibility of the discussion space organized by the adult. Full article

(This article belongs to the Special Issue Dialogic Pedagogy in Early Childhood Education)

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20 pages, 854 KB

Open AccessArticle

From Nearly Unengaged to Transformative: A Typology of Austrian Physical Education Teachers’ Approaches to Social Justice

by Franziska Heidrich

Educ. Sci. 2025, 15(8), 1068; https://doi.org/10.3390/educsci15081068 - 20 Aug 2025

Viewed by 439

Abstract

Ensuring socially just, inclusive, and equitable education is a global imperative and, accordingly, a key concern for physical education (PE). While PE is widely recognized for its potential to contribute to these goals, research also highlights the persistence of discriminatory practices and injustices [...] Read more.

Ensuring socially just, inclusive, and equitable education is a global imperative and, accordingly, a key concern for physical education (PE). While PE is widely recognized for its potential to contribute to these goals, research also highlights the persistence of discriminatory practices and injustices within the subject, underscoring the need to promote equity and social justice in PE. Social justice pedagogies (SJPs) offer a valuable framework for realizing these aims. This study explores how SJPs are understood and enacted in Austrian PE practice, with particular paid attention to how teachers describe, interpret, and navigate social justice in their pedagogical approaches. An exploratory qualitative design was employed, and 20 secondary school PE teachers were interviewed about their teaching practices. Teachers were recruited through an open call and volunteered to take part; their individual prior awareness or sensitivity to SJPs played no role in the selection process. The analysis, based on initial content–analytical structuring, led to the development of typologies. Findings revealed substantial variation in how SJPs are conceptualized and implemented in everyday teaching, reflecting differing levels of engagement with social justice principles. The predominance of approaches that fall short of fully embracing the critical and transformative potential of SJPs highlights a pressing need for professional development and systemic change in PE. 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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17 pages, 733 KB

Open AccessArticle

The Positive Impacts of Tandem Courses: A Case Study on Teacher Motivation and Classroom Engagement

by Marta Maciejasz, Anna Bausova, Irina Bausova, Balazs Horvath, Alina-Georgeta Mag and Alina-Maria Moldovan

Educ. Sci. 2025, 15(8), 1067; https://doi.org/10.3390/educsci15081067 - 20 Aug 2025

Viewed by 600

Abstract

This article explores the implementation of a tandem course that integrates gamification and interactive teaching methods and investigates how this model affects teacher motivation and participant engagement, particularly in higher education contexts. This study also highlights the potential of tandem teaching beyond its [...] Read more.

This article explores the implementation of a tandem course that integrates gamification and interactive teaching methods and investigates how this model affects teacher motivation and participant engagement, particularly in higher education contexts. This study also highlights the potential of tandem teaching beyond its traditional use in language learning and provides qualitative and quantitative insights into the experiences of both course participants and educators, showing how collaborative, gamified teaching strategies can inspire more effective, student-centered pedagogy. It examines how the course was developed, the outcomes in terms of teachers’ engagement and the enhancement in learning experiences, and proposes a new perspective on how education can be restructured. The study emphasizes that traditional, lecture-based teaching is no longer sufficient in engaging modern learners and teachers too. By adopting more digital, student-centered approaches, we suggest that subjects can be reimagined as more interactive and teacher–student-friendly. The main question stated in the article sounds like the following: “How does gamification and interactive teaching methodologies, like tandem course, affect teacher and participant engagement and motivation?”. To address this question, a study was conducted based on the tandem course titled “Gamification in the learning process and interactive teaching methodologies” prepared within the FORTHEM Alliance by three united universities. It was delivered online during four meetings in May 2024. Full article

(This article belongs to the Section Technology Enhanced Education)

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38 pages, 3579 KB

Open AccessSystematic Review

Integrating Artificial Intelligence and Extended Reality in Language Education: A Systematic Literature Review (2017–2024)

by Weijian Yan, Belle Li and Victoria L. Lowell

Educ. Sci. 2025, 15(8), 1066; https://doi.org/10.3390/educsci15081066 - 19 Aug 2025

Viewed by 2009

Abstract

This systematic literature review examines the integration of Artificial Intelligence (AI) and Extended Reality (XR) technologies in language education, synthesizing findings from 32 empirical studies published between 2017 and 2024. Guided by the PRISMA framework, we searched four databases—ERIC, Web of Science, Scopus, [...] Read more.

This systematic literature review examines the integration of Artificial Intelligence (AI) and Extended Reality (XR) technologies in language education, synthesizing findings from 32 empirical studies published between 2017 and 2024. Guided by the PRISMA framework, we searched four databases—ERIC, Web of Science, Scopus, and IEEE Xplore—to identify studies that explicitly integrated both AI and XR to support language learning. The review explores publication trends, educational settings, target languages, language skills, learning outcomes, and theoretical frameworks, and analyzes how AI–XR technologies have been pedagogically integrated, and identifies affordances, challenges, design considerations, and future directions of AI–XR integration. Key integration strategies include coupling AI with XR technologies such as automatic speech recognition, natural language processing, computer vision, and conversational agents to support skills like speaking, vocabulary, writing, and intercultural competence. The reported affordances pertain to technical, pedagogical, and affective dimensions. However, challenges persist in terms of technical limitations, pedagogical constraints, scalability and generalizability, ethical and human-centered concerns, and infrastructure and cost barriers. Design recommendations and future directions emphasize the need for adaptive AI dialogue systems, broader pedagogical applications, longitudinal studies, learner-centered interaction, scalable and accessible design, and evaluation. This review offers a comprehensive synthesis to guide researchers, educators, and developers in designing effective AI–XR language learning experiences. Full article

(This article belongs to the Section Technology Enhanced Education)

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15 pages, 274 KB

Open AccessArticle

Enhancing IEP Design in Inclusive Primary Settings Through ChatGPT: A Mixed-Methods Study with Special Educators

by Stergiani Giaouri and Maria Charisi

Educ. Sci. 2025, 15(8), 1065; https://doi.org/10.3390/educsci15081065 - 19 Aug 2025

Viewed by 529

Abstract

The integration of Artificial Intelligence (AI) in education has raised important questions about its role in supporting inclusive practices, particularly in special education. This qualitative-dominant study with quantitative support examines how special education teachers in inclusive primary classrooms in Greece use ChatGPT to [...] Read more.

The integration of Artificial Intelligence (AI) in education has raised important questions about its role in supporting inclusive practices, particularly in special education. This qualitative-dominant study with quantitative support examines how special education teachers in inclusive primary classrooms in Greece use ChatGPT to design Individualized Education Programs (IEPs) for students with learning disabilities. Six teachers participated, with some employing ChatGPT and others relying on traditional methods. The quality of IEP goals was described using the Revised IEP/IFSP Goals and Objectives Rating Instrument (R-GORI), while in-depth teacher perspectives were explored through thematic analysis. Findings suggest that ChatGPT contributed to clearer goal-setting, generation of diverse instructional resources, and more structured lesson planning. However, teachers emphasized the need for critical oversight, adaptation to real-world classroom conditions, and safeguarding the relational and emotional aspects of teaching. Participants expressed cautious optimism, viewing ChatGPT as a valuable support tool when integrated thoughtfully and ethically. These context-specific, exploratory results offer preliminary guidance for educators, policymakers, and researchers seeking to integrate AI tools into special education. They highlight the importance of targeted professional development, ethical safeguards, and further large-scale research to evaluate the broader applicability of AI-assisted IEP planning. Full article

(This article belongs to the Special Issue Effective Policies and Practices in Inclusive Preschool and Primary Education)

19 pages, 296 KB

Open AccessArticle

Bridging Disciplines: Exploring Interdisciplinary Curriculum Development in STEM Teacher Education

by Nurit Chamo and Orit Broza

Educ. Sci. 2025, 15(8), 1064; https://doi.org/10.3390/educsci15081064 - 19 Aug 2025

Viewed by 846

Abstract

The global emphasis on interdisciplinary teaching continues to shape educational discourse, promoting meaningful and valuable learning experiences. This study examines the interdisciplinary curricular process led by a group of second-career teacher trainees and explores its role in shaping their emerging professional identities. The [...] Read more.

The global emphasis on interdisciplinary teaching continues to shape educational discourse, promoting meaningful and valuable learning experiences. This study examines the interdisciplinary curricular process led by a group of second-career teacher trainees and explores its role in shaping their emerging professional identities. The research focuses on eight high-achieving individuals transitioning to teaching as a second career through a STEM-focused (Science, Technology, Engineering, Mathematics) teacher preparation program. Employing a qualitative case study methodology, the study reveals a curricular process characterized by confusion and conflict as second-career teacher trainees navigate interdisciplinary integration. The findings highlight a planning process driven by conceptual and epistemic deliberations at both inter- and intra-disciplinary levels, with a predominant focus on disciplinary considerations over pedagogical aspects. The study further identifies key tensions that challenged participants’ perceptions, emotional responses, and instructional practices, offering a nuanced perspective on the complexities of interdisciplinary teaching. These insights contribute to a deeper understanding of professional identity formation among second-career teachers in STEM education. Full article

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

28 pages, 1551 KB

Open AccessArticle

Empowering Educators: A Roadmap for Teachers to Build Lifelong Learning Competencies

by Patricia Fidalgo, Joan Thormann, Adeeb Jarrah, Othman Abu Khurma, Reem Hashem, Qasim Al Shannag, Farah El Zein and Jason D. Johnson

Educ. Sci. 2025, 15(8), 1063; https://doi.org/10.3390/educsci15081063 - 19 Aug 2025

Viewed by 735

Abstract

This mixed-methods study investigated the dispositions and motivations of 118 K-12 teachers in Abu Dhabi regarding lifelong learning. Employing a sequential explanatory design, quantitative data were collected using a validated 40-item Likert scale survey across five domains: Goal setting, Application of knowledge and [...] Read more.

This mixed-methods study investigated the dispositions and motivations of 118 K-12 teachers in Abu Dhabi regarding lifelong learning. Employing a sequential explanatory design, quantitative data were collected using a validated 40-item Likert scale survey across five domains: Goal setting, Application of knowledge and skills, Self-direction and evaluation, Locating information, and Adaptable learning strategies. Results indicated a moderate overall disposition toward lifelong learning, with the highest motivation observed in Self-direction and evaluation. Significant gender differences favored male teachers across all domains. The recommendations stress the need for developing goal-setting abilities, improving information accessibility, and encouraging adaptive learning strategies through focused professional development programs. Full article

(This article belongs to the Section Teacher Education)

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19 pages, 1457 KB

Open AccessArticle

ScratchJr Bots: Maker Literacies for the Hearts and Minds of Young Children

by Marina Umaschi Bers, Jessica Blake-West, Abigail J. Bergman, Caleb Weinstock, Francisca Carocca P. and Eliot Laidlaw

Educ. Sci. 2025, 15(8), 1062; https://doi.org/10.3390/educsci15081062 - 19 Aug 2025

Viewed by 694

Abstract

This paper describes the ScratchJr Bots project aimed at helping young children develop maker literacies, which is the ability to design, program, and build technology-rich projects with developmentally appropriate tools to express themselves. Maker literacies can involve hands-on learning, collaborative experimentation, critical thinking, [...] Read more.

This paper describes the ScratchJr Bots project aimed at helping young children develop maker literacies, which is the ability to design, program, and build technology-rich projects with developmentally appropriate tools to express themselves. Maker literacies can involve hands-on learning, collaborative experimentation, critical thinking, and problem-solving, as well as the development of socio-emotional skills. By engaging with the design process, children become active creators rather than passive consumers—brainstorming ideas, prototyping, testing, and making improvements toward sharing a final project. Maker literacies engage children in Positive Technological Development in the form of six behaviors—content creation, creativity, choices of conduct, communication, collaboration, and community building. Additionally, children develop character strengths, or virtues, such as patience, generosity, and forgiveness while making. This paper will first introduce the concept of maker literacies as it applies to early childhood and the theoretical background supporting this work. Then, it will introduce the ScratchJr Bots project developed by the DevTech Research Group, a new technology and curriculum that affords the development of maker literacies. Finally, by using design-based research as the methodological approach, two pilot projects are described, including children’s learning experiences, to illustrate the positive behaviors and character strengths that children can exhibit while engaging with ScratchJr Bots. Full article

(This article belongs to the Special Issue Playful Pathways to Computational Thinking, Maker Literacies, and STEAM in Early Childhood)

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20 pages, 757 KB

Open AccessArticle

STEM “On-the-Job”: The Role of Summer Youth Employment Programs in the STEM Learning Ecosystem

by Thomas Akiva, Lori Delale-O’Connor and Emily Thurston

Educ. Sci. 2025, 15(8), 1061; https://doi.org/10.3390/educsci15081061 - 19 Aug 2025

Viewed by 458

Abstract

Summer Youth Employment Programs (SYEPs) operate in most major U.S. cities and are known to build social–emotional and job skills in youth while reducing crime. Integrating STEM learning and summer employment offers a promising way to increase youth engagement in STEM—and allow leaders [...] Read more.

Summer Youth Employment Programs (SYEPs) operate in most major U.S. cities and are known to build social–emotional and job skills in youth while reducing crime. Integrating STEM learning and summer employment offers a promising way to increase youth engagement in STEM—and allow leaders to access funding not typically used for education. Using a connected learning framework, we examined how STEM-focused SYEPs support STEM pathways, the practices they implement, and their connections with schools. Our study explored 10 diverse STEM programs (e.g., robotics, renewable energy, coding) within a citywide employment initiative in summer 2015. Through 22 staff interviews and focus groups with 59 youth, we found that these programs provided meaningful and engaging STEM experiences. They combined interest-driven exploration with hands-on, real-world learning in supportive environments. Many included mentors from groups underrepresented in STEM fields. While collaboration with schools was generally limited to recruitment and shared facilities, opportunities for deeper partnerships were evident. Our findings led to a list of ten promising practices for STEM-focused SYEPs. This study underscores the importance of lifelong, lifewide, and connected approaches to STEM learning through summer employment initiatives. Full article

(This article belongs to the Topic Organized Out-of-School STEM Education)

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26 pages, 969 KB

Open AccessReview

The Effects of Outdoor Teaching on Academic Achievement and Its Associated Factors—A Scoping Review

by Loïc Pulido, Audrey Pépin, Christiane Bergeron-Leclerc, Jacques Cherblanc, Camille Godue-Couture, Catherine Laprise, Linda Paquette, Sophie Nadeau-Tremblay and Sébastien Simard

Educ. Sci. 2025, 15(8), 1060; https://doi.org/10.3390/educsci15081060 - 19 Aug 2025

Viewed by 980

Abstract

Regular classes in outdoor education are gaining popularity worldwide, driven by their potential to enhance a wide range of educational outcomes. The aim of this scoping review is to establish the current state of knowledge about the effects of this form of teaching [...] Read more.

Regular classes in outdoor education are gaining popularity worldwide, driven by their potential to enhance a wide range of educational outcomes. The aim of this scoping review is to establish the current state of knowledge about the effects of this form of teaching on academic achievement and its associated factors. Of the 2362 articles included in the corpus, 41 studies involving 10,453 students from preschool to college were analyzed to identify provenance, type of interventions, research design and outcomes. The analyses suggest that outdoor teaching appears to improve learning in sciences, reading, writing, social studies and mathematics. Outdoor teaching seems to support the development of various factors associated with academic achievement, including self-awareness, school climate, motivation and well-being. This leads us to conclude that, in the current state of knowledge, outdoor teaching is a promising pedagogical approach. However, further research is needed to identify and understand its long-term effects across a broader range of disciplines and for a broader range of competences. Full article

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20 pages, 10204 KB

Open AccessArticle

Designing Writers: A Self-Regulated Approach to Multimodal Composition in Teacher Preparation and Early Grades

by Qi Si, Tracey S. Hodges and Vahid Mousavi

Educ. Sci. 2025, 15(8), 1059; https://doi.org/10.3390/educsci15081059 - 19 Aug 2025

Viewed by 643

Abstract

Reading and writing in the 21st century have evolved from traditional text-based formats to multimodal literacy, integrating linguistic, visual, auditory, and spatial modes to enhance communication and comprehension. While multimodal reading has been widely studied, multimodal writing remains underexplored, despite its growing importance [...] Read more.

Reading and writing in the 21st century have evolved from traditional text-based formats to multimodal literacy, integrating linguistic, visual, auditory, and spatial modes to enhance communication and comprehension. While multimodal reading has been widely studied, multimodal writing remains underexplored, despite its growing importance in K–12 education across disciplines. Multimodal composing demands advanced self-regulation as students navigate multiple digital tools and platforms. Self-regulated learning strategies, particularly the self-regulated strategy development model, offer a promising approach to support students in planning, monitoring, and revising multimodal compositions. However, a comprehensive framework linking self-regulation and multimodal composition is lacking. This article addresses this gap by synthesizing findings from two studies—one in preservice teacher education and another in a first-grade classroom—along with existing research to propose a self-regulated multimodal composing framework. This framework aims to guide educators in fostering students’ autonomy and competence in multimodal composing. By integrating self-regulation strategies with multimodal composition processes, the SRMC framework provides actionable insights for instructional practices, helping teachers support diverse learners in today’s digitally mediated classrooms. The article discusses implications for pedagogy and future research, advocating for greater emphasis on self-regulated multimodal composing in literacy education. Full article

(This article belongs to the Special Issue Learning Design for the Digital Age: Leveraging Technology for Engagement and Use)

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25 pages, 2404 KB

Open AccessArticle

Prompting Better Feedback: A Study of Custom GPT for Formative Assessment in Undergraduate Physics

by Ellie Mills, Arin Mizouri and Alex Peach

Educ. Sci. 2025, 15(8), 1058; https://doi.org/10.3390/educsci15081058 - 19 Aug 2025

Viewed by 1107

Abstract

This study explores the use of a custom generative AI (GenAI) tool, built using a prompt-engineered instance of ChatGPT, to provide formative feedback on first-year undergraduate physics lab reports. A preliminary survey of 110 students identified writing style as an area of low [...] Read more.

This study explores the use of a custom generative AI (GenAI) tool, built using a prompt-engineered instance of ChatGPT, to provide formative feedback on first-year undergraduate physics lab reports. A preliminary survey of 110 students identified writing style as an area of low confidence and highlighted strong demand for more actionable, detailed feedback. Students expressed greater comfort with GenAI in formative contexts, particularly when used alongside human assessors. The tool was refined through iterative prompt engineering and supported by a curated knowledge base to ensure accuracy, clarity, and pedagogical alignment. A mixed-methods evaluation with 15 students found that the feedback was useful, actionable, and clearly written, with particular praise for the suggested improvements and rewritten exemplars. Some concerns were raised about occasional inaccuracies, but students valued the tool’s structure, consistency, speed, and potential for interactive follow-up. These findings demonstrate that, when carefully designed and moderated, GenAI can serve as a valuable, scalable support tool within the broader formative assessment cycle for long-form scientific writing. The tool’s flexibility, clarity, and responsiveness highlight its value as a supportive resource, especially as generative AI technologies continue to evolve in educational contexts. 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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20 pages, 1673 KB

Open AccessArticle

Prospective Teachers’ Views on Mathematics Education Curriculum Transformation in Preschool in Latvia

by Dagnija Vigule and Ineta Helmane

Educ. Sci. 2025, 15(8), 1057; https://doi.org/10.3390/educsci15081057 - 18 Aug 2025

Viewed by 493

Abstract

The recent reform of the preschool curriculum in Latvia signifies a paradigm shift with the objective of fostering holistic skill development. The success of this implementation is largely attributed to the pivotal role played by teacher perspectives. The present study investigates the views [...] Read more.

The recent reform of the preschool curriculum in Latvia signifies a paradigm shift with the objective of fostering holistic skill development. The success of this implementation is largely attributed to the pivotal role played by teacher perspectives. The present study investigates the views of pre-service early childhood teachers in Latvia on the transformation of the preschool mathematics education curriculum following the reform in 2019. A descriptive research design was employed, involving 54 focus group discussions with 271 part-time students from the University of Latvia and its regional branches. During the focus group discussions, participants analyzed and compared the changes in aims, content, assessment practices, and instructional strategies in mathematics education at the preschool level across mathematics curricula. The findings indicate an increasing appreciation for clarity in instruction, age-appropriate design, and the shift towards interactive, skills-based strategies. While prospective teachers generally support the aim of the reform, there are evident gaps in their understanding of formative assessment, integration of parental involvement, and promotion of higher-order thinking and real-life problem-solving. The study emphasizes the significance of enhancing teacher training, curriculum design, and educational policy to facilitate effective and meaningful implementation of the revised mathematics curriculum in preschool contexts. Full article

(This article belongs to the Special Issue Early Mathematics Education with a Focus on the Teacher and the Teaching)

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13 pages, 282 KB

Open AccessArticle

Professional Teaching Competence Perceived by Portuguese Students of Physical Activity and Sports Sciences in Gymnastic Disciplines

by M.ª Alejandra Ávalos-Ramos, Joel André Moura de Oliveira, Nuria Molina-García and Lilyan Vega-Ramírez

Educ. Sci. 2025, 15(8), 1056; https://doi.org/10.3390/educsci15081056 - 18 Aug 2025

Viewed by 404

Abstract

Adequate initial training should ensure that future physical activity and sports sciences (PASS) professionals acquire skills that include not only in-depth knowledge of the content to be taught but also an understanding of the most effective teaching strategies for its transmission. The objective [...] Read more.

Adequate initial training should ensure that future physical activity and sports sciences (PASS) professionals acquire skills that include not only in-depth knowledge of the content to be taught but also an understanding of the most effective teaching strategies for its transmission. The objective of this descriptive, exploratory, and quantitative study was to analyze the degree of acquisition of gymnastics teaching competencies of 107 future Portuguese PASS professionals, according to gender and training course. The research instrument was the Physical Education Teaching Competence Perception Scale, adapted to the gymnastics context. The main results showed that Portuguese students perceived themselves as having acquired medium levels of teaching competencies for gymnastics across all the dimensions analyzed, and feeling less competent in adapting curricular specifications. Regarding gender and training year, female students perceived themselves as more competent in the dimension related to the ability to use gymnastics content as teaching tools, with a significant difference. First-year students perceived a higher level of competence compared to their second- and third-year peers. Therefore, there is a need for more contextualized and reflective initial training, incorporating experiential learning modules that simulate real scenarios for adapting the gymnastics classroom. Full article

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

26 pages, 457 KB

Open AccessArticle

School Bullying Among Students with Autism Spectrum Disorder (ASD): The Role of the Educational Setting

by Kalliopi Bardou, Konstantina Papantonopoulou and Maria Georgiadi

Educ. Sci. 2025, 15(8), 1055; https://doi.org/10.3390/educsci15081055 - 18 Aug 2025

Viewed by 881

Abstract

Students with autism are more likely to be victims of bullying. There are many factors that play a critical role in this. One of these is the school context. This study explores the experiences of bullying among students with autism based on school [...] Read more.

Students with autism are more likely to be victims of bullying. There are many factors that play a critical role in this. One of these is the school context. This study explores the experiences of bullying among students with autism based on school type. Semi-structured interviews were conducted with children diagnosed with ASD from different regions of Greece. The 16 children who participated in the study were aged between 12 and 15. Four attended special schools, two attended mainstream schools with educational support, and the remainder attended mainstream schools with support from special classes. The interviews were analysed using thematic analysis, revealing five main themes: (1) school experience, (2) friendship, (3) school bullying management and reactions, (4) where school bullying takes place, and (5) emotions arising from school bullying. The findings suggest that a safe and protective school environment can reduce bullying in children with ASD. These findings could contribute to the development of policies and intervention programmes aimed at addressing bullying in students with ASD. Full article

(This article belongs to the Section Special and Inclusive Education)

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Educ. Sci., Volume 15, Issue 8 (August 2025) – 150 articles

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