Education Sciences

33 pages, 399 KB

Open AccessArticle

Universal Design for Learning as an Equity Framework: Addressing Educational Barriers and Enablers for Diverse Non-Traditional Learners

by John C. Chick, Laura Morello and Jeffrey Vance

Educ. Sci. 2025, 15(9), 1265; https://doi.org/10.3390/educsci15091265 - 22 Sep 2025

Viewed by 888

Abstract

Non-traditional learners comprise approximately 73% of undergraduate enrollment, representing diverse populations including first-generation college students, adult learners, veterans, multilingual learners, and students with family responsibilities. Despite their numerical dominance, these students face systemic barriers that traditional pedagogical approaches often fail to address. This [...] Read more.

Non-traditional learners comprise approximately 73% of undergraduate enrollment, representing diverse populations including first-generation college students, adult learners, veterans, multilingual learners, and students with family responsibilities. Despite their numerical dominance, these students face systemic barriers that traditional pedagogical approaches often fail to address. This mixed-methods study examined how Universal Design for Learning (UDL) principles impact non-traditional learners’ educational experiences in higher education. Using a convergent parallel design with 154 participants from a Hispanic-serving institution, the study collected quantitative data through the validated Personalized Learning Supporting Instrument (PLSI) and qualitative data from open-ended questions. The refined 12-item PLSI demonstrated strong psychometric properties. While UDL factors showed limited direct association with GPA overall, Flexible Instructional Methods and Materials significantly predicted academic performance. Qualitative analysis identified six barrier themes (online learning difficulties, course content issues, financial constraints, balancing responsibilities, accessibility challenges, and health interruptions) and five positive impact themes (interactive learning, supportive environments, skill development, goal clarification, and effective assignments). Demographic analysis revealed counterintuitive patterns—students with traditional “barriers” achieved high GPAs at rates of 73–76%, while first-generation students showed the lowest high GPA rate (53.2%). These findings challenge deficit-based assumptions about non-traditional learners while revealing important equity gaps. This study demonstrates both the promise and limitations of UDL for diverse populations, suggesting institutions need comprehensive approaches with differentiated support strategies. Full article

(This article belongs to the Special Issue Education and Diversity: Innovative Approaches for Inclusion, Diversity and Personalized Learning)

15 pages, 471 KB

Open AccessArticle

Bilingual Contextual Variability: Learning Words in Two Languages

by Justin Lauro and Pamela Freitas Pereira Toassi

Educ. Sci. 2025, 15(9), 1264; https://doi.org/10.3390/educsci15091264 - 22 Sep 2025

Viewed by 376

Abstract

Background. Bilingual novel word learning is shaped by both semantic context and the language in which learning occurs. According to the context variability hypothesis and instance-based learning frameworks, varied semantic contexts promote the formation of flexible lexical-semantic representations. However, the extent to [...] Read more.

Background. Bilingual novel word learning is shaped by both semantic context and the language in which learning occurs. According to the context variability hypothesis and instance-based learning frameworks, varied semantic contexts promote the formation of flexible lexical-semantic representations. However, the extent to which these benefits generalize across languages and transfer to novel contexts remains unclear. Method. Two experiments examined the effects of study language (L1, L2, or both) and semantic variability (repeated vs. varied contexts) on novel word learning in English–Spanish bilinguals. Participants studied rare words embedded in sentences and were tested via a word-stem completion task. In Experiment 1, test sentences were identical to those seen during the study. In Experiment 2, half of the test sentences were novel, requiring generalization beyond previously encountered contexts. Orthographic overlap across languages was also assessed. Results. In Experiment 1, varied semantic contexts improved recall accuracy, supporting the context variability hypothesis. Unexpectedly, words studied in L2 were recalled more accurately than those studied in L1, consistent with desirable difficulty effects. Additionally, orthographic overlap moderated learning, with greater benefits observed in mixed-language conditions. In Experiment 2, overall accuracy declined, and no main effects of language or context were observed. However, a three-way interaction showed that orthographic overlap improved recall only when words were studied in L1 and tested in novel contexts. Conclusions. Semantic and linguistic variability can enhance bilingual word learning when test conditions are consistent with the learning context. However, generalization to novel contexts may require deeper processing, extended exposure, or additional retrieval cues. Full article

(This article belongs to the Special Issue Language Learning in Multilingual, Inclusive and Immersive Contexts)

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22 pages, 326 KB

Open AccessArticle

A Mixed-Methods Exploration of the Utilisation of Embedded University Wellbeing Services by Ethnic Minority Students in London

by Jessica D. Jones Nielsen, Rachel Thomas and Anne-Kathrin Fett

Educ. Sci. 2025, 15(9), 1263; https://doi.org/10.3390/educsci15091263 - 22 Sep 2025

Viewed by 342

Abstract

The current study aimed to explore the incidence and severity of the mental health difficulties of ethnically diverse students at University of London institutions. Student mental health is a growing concern in UK higher education, yet little research has explored how ethnically diverse [...] Read more.

The current study aimed to explore the incidence and severity of the mental health difficulties of ethnically diverse students at University of London institutions. Student mental health is a growing concern in UK higher education, yet little research has explored how ethnically diverse students experience embedded university wellbeing services. Despite persistent inequalities, embedded university wellbeing services remain under researched for ethnic minority students in the UK. A sequential explanatory mixed-methods design was essential to illuminate the mechanisms underlying observed quantitative patterns amongst this group of students, with qualitative accounts providing depth and context to statistical trends. A sequential explanatory mixed-methods approach was employed, combining data from 203 ethnically diverse students at University of London institutions with data from open-text and semi-structured interviews. A mixed-methods design was critical in capturing both the absence of broad group differences and the specific barriers shaping ethnic minority student experiences. Results showed few ethnic differences in distress, help-seeking, or dropout. However, ethnic minority students reported greater in-group stigma and cultural barriers, which were negatively associated with help-seeking. Qualitative themes further illustrated the importance of the therapeutic relationship, concerns about privacy, perceptions of undeservingness, and time constraints. Findings highlight the importance of culturally responsive approaches to embedded university wellbeing services in higher education. Targeted outreach, ethnic matching of therapists, and a more diverse counselling workforce may improve engagement and reduce inequalities. Full article

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

30 pages, 4677 KB

Open AccessArticle

Urban–Remote Disparities in Taiwanese Eighth-Grade Students’ Science Performance in Matter-Related Domains: Mixed-Methods Evidence from TIMSS 2019

by Kuan-Ming Chen, Tsung-Hau Jen and Ya-Wen Shang

Educ. Sci. 2025, 15(9), 1262; https://doi.org/10.3390/educsci15091262 - 22 Sep 2025

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Abstract

This study investigates urban–remote disparities in the science performance of Taiwanese eighth-grade students, particularly in matter-related domains, using an explanatory–sequential mixed-methods design. For the quantitative phase, we applied differential item functioning (DIF) analysis with Mantel–Haenszel statistics and logistic regression to the TIMSS 2019 [...] Read more.

This study investigates urban–remote disparities in the science performance of Taiwanese eighth-grade students, particularly in matter-related domains, using an explanatory–sequential mixed-methods design. For the quantitative phase, we applied differential item functioning (DIF) analysis with Mantel–Haenszel statistics and logistic regression to the TIMSS 2019 science assessment, while in the qualitative phase, we employed think-aloud interviews and the repertory grid technique (RGT) with 12 students (6 urban, 6 remote) to explore cognitive structures. The quantitative phase identified 26 items (12.3% of 211) disadvantaging remote students, with DIF most pronounced in constructed-response formats and matter-related domains: “Composition of Matter”, “Physical States and Changes in Matter”, and “Properties of Matter”. The follow-up qualitative analyses revealed fragmented, associative cognitive structures in remote learners, marked by reliance on observable (macroscopic) properties rather than microscopic explanations, terminological confusion, microscopic gaps, and misconceptions, contrasting with urban students’ hierarchical integration. Triangulation suggests that the observed disparities are linked to experiential constraints, potentially accounted for by hindered micro–macro connections. Our findings suggest that resource inequities may play a role in sustaining certain biases, indicating that targeted measures could help to make science education more inclusive. Based on these results, we tentatively outline possible educational interventions to improve equity in science education. Full article

(This article belongs to the Special Issue Inquiry-Based Learning and Student Engagement)

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13 pages, 237 KB

Open AccessArticle

Mindsets for Preschool Inclusion: Preschool Teachers’ Perspectives on Disability in Early Childhood Education

by Daniel Then and Agneta Floth

Educ. Sci. 2025, 15(9), 1261; https://doi.org/10.3390/educsci15091261 - 22 Sep 2025

Viewed by 634

Abstract

Inclusion is a process of social transformation that is profoundly shaping the field of early childhood education. According to a narrow understanding of inclusion, the focus is on the joint participation of children with and without disabilities in general educational settings. How preschool [...] Read more.

Inclusion is a process of social transformation that is profoundly shaping the field of early childhood education. According to a narrow understanding of inclusion, the focus is on the joint participation of children with and without disabilities in general educational settings. How preschool teachers perceive and facilitate the inclusion of children with disabilities in this context depends significantly on their understanding of disability. This study therefore explores preschool teachers’ perspectives on the construct of disability. The data are based on interviews with n = 21 preschool teachers working in German preschools. The results show that teachers partially view disabilities as individual deficits of the child, partially as consequences of inadequate environmental conditions, and partially as something to be avoided and deconstructed. Most teachers combine multiple understandings of disability. Overall, the results indicate that a significant number of teachers hold a mindset shaped by the assumption of two distinct groups: those with and those without disabilities (dual-group theory). The results are discussed in the context of current debates on educational inclusion and the dual-group theory. Full article

(This article belongs to the Special Issue Teachers and Teaching in Early Childhood Education and Care: Time to Think Otherwise)

25 pages, 310 KB

Open AccessArticle

Building Bridges for Twice-Exceptional Students: A Case Study in a Secondary School

by Alexandra Pauline Lawson, Jia White and John Williams

Educ. Sci. 2025, 15(9), 1260; https://doi.org/10.3390/educsci15091260 - 19 Sep 2025

Viewed by 792

Abstract

Twice-exceptional (2e) students, those who are both gifted and experience learning difficulties, are often overlooked in mainstream educational settings. This paper reports on a qualitative case study conducted in a secondary school in Western Australia, exploring the collaborative experiences of one 2e student, [...] Read more.

Twice-exceptional (2e) students, those who are both gifted and experience learning difficulties, are often overlooked in mainstream educational settings. This paper reports on a qualitative case study conducted in a secondary school in Western Australia, exploring the collaborative experiences of one 2e student, their educators, and their mother. Guided by the neurodiversity paradigm and a strengths-based approach, this study engaged the student, their mother, and educators in co-designing practices that addressed the student’s challenges while leveraging their interests and capabilities. Data were collected through semi-structured interviews, questionnaires, written correspondence, work samples, and analysis of school and specialist reports. While the study found that collaboratively developed, personalised practices can enhance student engagement and wellbeing, it also revealed practical challenges, including time constraints, systemic rigidity, and limited staff understanding of 2e students. This study demonstrated the value and potential of teacher-led inquiry in promoting bespoke, strengths-based educational planning for 2e students, while highlighting the challenges of implementing such approaches within traditional school structures. Full article

(This article belongs to the Special Issue Supporting Education Attainment and Inclusion for Twice-Exceptional Students)

16 pages, 345 KB

Open AccessArticle

Austrian Physics Teachers’ Views on Language and Inclusive Content Learning in Multilingual Classrooms

by Iris Knapp, Lisa Paleczek and Susanne Seifert

Educ. Sci. 2025, 15(9), 1259; https://doi.org/10.3390/educsci15091259 - 19 Sep 2025

Viewed by 382

Abstract

The Austrian education system faces the ongoing challenge of addressing linguistic diversity in classrooms where many middle school students speak a first language other than German. Yet, teaching practices often prioritize subject content over inclusion through language-sensitive approaches, limiting equitable access to education. [...] Read more.

The Austrian education system faces the ongoing challenge of addressing linguistic diversity in classrooms where many middle school students speak a first language other than German. Yet, teaching practices often prioritize subject content over inclusion through language-sensitive approaches, limiting equitable access to education. In response, the revised Austrian middle school curriculum emphasizes “language learning and reading” as a cross-cutting theme, promoting language-sensitive teaching across all subjects, including physics. This study explores how Austrian middle school physics teachers (N = 131) perceive and implement language-sensitive practices in response to the new curriculum. Using a questionnaire, it investigates their attitudes towards (1) the revised curriculum, (2) reading, and (3) the role of language in physics lessons. Findings show that while teachers are highly motivated to implement the curriculum, they often lack the methodological knowledge necessary to effectively support learners with lower German language proficiency. Physics instruction poses specific challenges due to its reliance on subject-specific terminology and academic discourse, further disadvantaging students with lower German language skills. This research highlights the urgent need for targeted professional development to support inclusive, language-sensitive teaching, ensuring all students—regardless of linguistic background—can access and succeed in physics education. Full article

(This article belongs to the Special Issue Inclusive STEAM Education)

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19 pages, 659 KB

Open AccessReview

Virtual Reality in Critical Care Nursing Education: A Scoping Review

by Laura Lima Souza, Samia Valeria Ozorio Dutra, José Aguinaldo Alves da Silva Filho, Lucas Ferreira Silva, Vanessa Gomes Mourão, Daniele Vieira Dantas, Rodrigo Assis Neves Dantas and Kátia Regina Barros Ribeiro

Educ. Sci. 2025, 15(9), 1258; https://doi.org/10.3390/educsci15091258 - 19 Sep 2025

Viewed by 664

Abstract

The provision of care to critically ill patients demands specialized training. Virtual reality (VR) has emerged as an effective tool in nursing education, promoting active learning and fostering the development of essential care competencies. Therefore, this study aimed to map the existing literature [...] Read more.

The provision of care to critically ill patients demands specialized training. Virtual reality (VR) has emerged as an effective tool in nursing education, promoting active learning and fostering the development of essential care competencies. Therefore, this study aimed to map the existing literature on the content related to the teaching of adult critical care nursing practices that have been modeled in VR environments. This study employed a scoping review methodology, guided by the Joanna Briggs Institute (JBI) and the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) guidelines. A comprehensive search was conducted across 13 data sources, including grey literature. A total of 27 studies were included, highlighting key content areas such as cardiopulmonary resuscitation, tracheostomy care, and mechanical ventilation. The findings indicate that VR has a positive impact on knowledge acquisition, technical skill development, critical thinking, and the enhancement of student and professional confidence and safety. VR demonstrates considerable promise as a pedagogical tool for nursing education in complex clinical settings. However, methodological and technical limitations persist and require further attention. This review contributes to the scientific advancement by systematically organizing the evidence on the use of immersive technologies in health education. Full article

(This article belongs to the Section Technology Enhanced Education)

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17 pages, 958 KB

Open AccessReview

Digital Tools to Support Personalized Education for Gifted Students: A Systematic Literature Review

by Ana Vidal-Fernández, Cipriano Martínez-Algora and Marcos Román-González

Educ. Sci. 2025, 15(9), 1257; https://doi.org/10.3390/educsci15091257 - 19 Sep 2025

Viewed by 754

Abstract

Personalized education, particularly for gifted students, has attracted increasing attention as digital tools expand opportunities to adapt learning to individual students’ needs, interests, and abilities. However, the conceptual ambiguity surrounding personalization, which is often conflated with differentiation or individualization, calls for a clearer [...] Read more.

Personalized education, particularly for gifted students, has attracted increasing attention as digital tools expand opportunities to adapt learning to individual students’ needs, interests, and abilities. However, the conceptual ambiguity surrounding personalization, which is often conflated with differentiation or individualization, calls for a clearer understanding of its implementation in digital environments. This study presents a systematic literature review of research published between 2000 and 2024 on digital tools for the personalized education of gifted students. Following the PRISMA guidelines, a comprehensive search was conducted in SCOPUS and Web of Science, yielding 257 initial records. After applying inclusion and exclusion criteria, a final corpus of 55 studies was analyzed through temporal, geographic, educational, and curricular perspectives. Thematic coding was also applied. The results show a marked increase in publications after 2020, with the United States and Russia as leading contributors, and a predominant focus on secondary education and STEM/STEAM disciplines. Across studies, digital tools were found to support personalization by fostering autonomy, creativity, collaboration, and advanced cognitive skills, though significant challenges remain in terms of equity, teacher training, and data security. Following this review, we conclude that although digital tools hold substantial promise for advancing personalized learning, their broader implementation requires integrative and context-sensitive strategies. Full article

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22 pages, 3732 KB

Open AccessArticle

Investigating How a Technology-Enhanced, Systems Thinking-Oriented Engineering Course Influences Students’ Attitudes Towards Design and Technology

by Brina Kurent and Stanislav Avsec

Educ. Sci. 2025, 15(9), 1256; https://doi.org/10.3390/educsci15091256 - 19 Sep 2025

Viewed by 387

Abstract

The aim of this study was to investigate the changes in students’ attitudes towards design and technology in different Information and Communication Technology (ICT)-based learning environments for technical and engineering subjects. Students’ positive attitudes towards the subject can promote deeper knowledge transfer and [...] Read more.

The aim of this study was to investigate the changes in students’ attitudes towards design and technology in different Information and Communication Technology (ICT)-based learning environments for technical and engineering subjects. Students’ positive attitudes towards the subject can promote deeper knowledge transfer and reduce anxiety about technology. Teachers who have a positive attitude towards the subject tend to promote a high-quality learning process. A total of 44 students participated in this study, with the experimental group and the control group each consisting of 22 students. For this study, we used a quasi-experimental research design with pre- and post-tests and a control variable for ICT engagement. The results suggest that the technology-enhanced systems thinking approach has significant effects on perceptions of the difficulty of technology and engineering differences in students’ attitudes towards design and technology, while perceived autonomy in ICT use can increase motivation and engagement. Feeling competent in ICT use may increase perceived interest, awareness, and aspirations for design and technology and reduce tediousness and gender differences in technology and engineering. Full article

(This article belongs to the Special Issue Technology-Enhanced Education for Engineering Students)

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25 pages, 391 KB

Open AccessReview

The Impact of AI on Inclusivity in Higher Education: A Rapid Review

by José Manuel Cotilla Conceição and Esther van der Stappen

Educ. Sci. 2025, 15(9), 1255; https://doi.org/10.3390/educsci15091255 - 19 Sep 2025

Viewed by 1742

Abstract

This paper examines the current implementation of Artificial Intelligence (AI) in higher education and its implications for inclusivity, particularly for minority groups. Using a rapid review methodology, it synthesises academic literature, policy reports, and case studies to explore how AI is reshaping educational [...] Read more.

This paper examines the current implementation of Artificial Intelligence (AI) in higher education and its implications for inclusivity, particularly for minority groups. Using a rapid review methodology, it synthesises academic literature, policy reports, and case studies to explore how AI is reshaping educational environments. The analysis reveals that although AI technologies—such as adaptive learning systems, intelligent tutoring, and predictive analytics—are increasingly adopted, their primary aim remains institutional efficiency rather than fostering equity. Initiatives explicitly designed to support underrepresented students are rare, exposing a gap between technological innovation and inclusive practice. The study identifies key barriers, including socioeconomic inequality, cultural and linguistic bias, and limited institutional capacity, which are often compounded by AI systems trained on non-representative data. While isolated case studies demonstrate that (e.g., culturally) responsive AI can enhance educational access for marginalised learners, these remain exceptions rather than norms. The findings suggest that without deliberate efforts to embed inclusivity in AI design and deployment, existing inequalities may be perpetuated or worsened. The paper concludes that realising AI’s inclusive potential requires ethical frameworks, diverse development teams, and equitable access strategies. It calls for future empirical research focused on practical interventions that reduce disparities, contributing to a more just and inclusive higher education landscape. Full article

(This article belongs to the Section Higher Education)

18 pages, 280 KB

Open AccessArticle

Exploring the Impact of Multigrading on Learners with Disabilities: A Qualitative Study in Harry Gwala District, KZN, South Africa

by Sifiso Emmanuel Mbelu

Educ. Sci. 2025, 15(9), 1254; https://doi.org/10.3390/educsci15091254 - 19 Sep 2025

Viewed by 566

Abstract

This qualitative study investigates the impact of multigrade classroom arrangements on learners with disabilities in the Harry Gwala District of KwaZulu-Natal, South Africa. Drawing on Bronfenbrenner’s Ecological Systems Theory, the research explores how systemic factors, from classroom-level practices to broader policy environments, shape [...] Read more.

This qualitative study investigates the impact of multigrade classroom arrangements on learners with disabilities in the Harry Gwala District of KwaZulu-Natal, South Africa. Drawing on Bronfenbrenner’s Ecological Systems Theory, the research explores how systemic factors, from classroom-level practices to broader policy environments, shape inclusive education in rural multigrade settings. Data were collected through semi-structured interviews and focus group discussions with twenty teachers and ten principals. Thematic analysis revealed five key themes: instructional challenges, emotional and professional strain on teachers, systemic resource limitations, leadership constraints, and long-term developmental implications for learners with disabilities. Participants reported that multigrade settings hinder differentiated instruction, leading to frustration and disengagement among learners with disabilities. Teachers expressed emotional exhaustion and a lack of training tailored to inclusive multigrade contexts. Principals highlighted chronic resource shortages and unclear policy directives, which limited their ability to support inclusive practices. Despite these challenges, some school principals demonstrated strong commitment and agency, suggesting that leadership can be a catalyst for change even in under-resourced environments. The study contributes to the literature by disentangling the lived experiences of teachers from policy interpretations and by foregrounding the voices of those navigating inclusive education in complex rural settings. It recommends structural reforms, including context-sensitive teacher training, improved resource allocation, and leadership development. These findings align with international commitments such as Article 24 of the UNCRPD and offer practical insights for policymakers, teachers, and researchers committed to advancing equity in education. Full article

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

18 pages, 3194 KB

Open AccessArticle

Integrating Theory and Practice in Engineering Education: A Cross-Curricular and Problem-Based Methodology

by Milagros Huerta-Gomez-Merodio and Maria-Victoria Requena-Garcia-Cruz

Educ. Sci. 2025, 15(9), 1253; https://doi.org/10.3390/educsci15091253 - 19 Sep 2025

Viewed by 675

Abstract

Engineering education often struggles to connect academic content with the real-world skills demanded by industry. Despite the inclusion of teamwork, collaborative learning, and leadership training in engineering curricula, many graduates remain unprepared to deal with complex and professional challenges. This study presents a [...] Read more.

Engineering education often struggles to connect academic content with the real-world skills demanded by industry. Despite the inclusion of teamwork, collaborative learning, and leadership training in engineering curricula, many graduates remain unprepared to deal with complex and professional challenges. This study presents a cross-curricular, practice-oriented methodology designed to strengthen the integration of theoretical knowledge and professional competencies among engineering students. The method has been implemented in the degree in Industrial Design and Product Development Engineering at the University of Cádiz. Students engaged in a realistic design task—developing an outdoor clothesline system—requiring the application of content from Materials Science, Structural Analysis, and Computer-Aided Design. Digital tools such as MILAGE LEARN+ (for gamified content review) and MindMeister (for concept mapping) have been integrated to promote autonomous learning and interdisciplinary thinking. The methodology has also been designed to improve transversal skills such as initiative, communication, and teamwork through collaborative and student-led project development. The approach has been evaluated through pre- and post-intervention surveys, informal feedback, and internship outcomes. The results showed a 40% reduction in students reporting difficulty retaining theoretical content (from 78% to 38%) and a 29% increase in self-perceived autonomous learning. The proportion of students feeling unprepared for professional environments dropped from 73% to 34%. Those experiencing anxiety when facing real-world problems has been reduced from 92% to 57%. Students have also reported greater motivation and a clearer understanding of the practical relevance of the academic content. These findings suggest that structured interdisciplinary challenges, when supported by blended learning tools and authentic design problems, can significantly improve student readiness for professional practice. The proposed methodology offers a replicable and adaptable model for other engineering programs seeking to modernize their curricula and foster transferable and real-world skills. Full article

(This article belongs to the Collection Trends and Challenges in Higher Education)

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20 pages, 377 KB

Open AccessArticle

Academic Members’ Shared Experiences of Virtual Internationalization in Digital Governance Contexts: A Qualitative Exploration Through Actor-Network Theory

by Zhengwen Qi and Chang Zhu

Educ. Sci. 2025, 15(9), 1252; https://doi.org/10.3390/educsci15091252 - 19 Sep 2025

Viewed by 394

Abstract

The COVID-19 pandemic has accelerated the development of virtual internationalization (VI) in higher education institutions (HEIs). Yet, how it becomes normalized and how digital governance factors collectively address the challenges arising from its implementation remain underexplored, particularly in non-Anglophone contexts. This qualitative study [...] Read more.

The COVID-19 pandemic has accelerated the development of virtual internationalization (VI) in higher education institutions (HEIs). Yet, how it becomes normalized and how digital governance factors collectively address the challenges arising from its implementation remain underexplored, particularly in non-Anglophone contexts. This qualitative study draws on eight focus group discussions involving 46 participants from Austria, Belgium, China, Portugal, Poland, and Türkiye. Guided by Actor-Network Theory (ANT), the study reveals that VI has been widely normalized through pandemic-driven adaptations. While its conceptual boundaries remain contested and continually negotiated amid rapid technological advancement, the findings illuminate VI’s expansive international outreach and potential for building institutional global visibility and national soft power. Despite the normalization of VI, its implementation is constrained by pedagogical, technological, and cross-cultural factors, alongside governance and management complexities. An interdependent system of digital governance factors has also been identified across strategic, operational, human, and collaborative dimensions. This study concludes that effective VI implementation does not arise from static policies but from the continuous negotiation and coordinated alignment of these digital governance factors. Full article

13 pages, 606 KB

Open AccessArticle

Resilient Teachers in a Strained System: Mental Health and Resilience Amidst School Transformation Processes

by Christian Reintjes, Till Kaiser, Isabelle Winter and Gabriele Bellenberg

Educ. Sci. 2025, 15(9), 1251; https://doi.org/10.3390/educsci15091251 - 19 Sep 2025

Viewed by 541

Abstract

In light of profound transformation processes within the education system—such as digitalization, increasing societal pluralization, and global crises—growing attention is being paid to the mental health and resilience of teachers. This paper draws on the Job Demands–Resources (JD-R) model to explore, both theoretically [...] Read more.

In light of profound transformation processes within the education system—such as digitalization, increasing societal pluralization, and global crises—growing attention is being paid to the mental health and resilience of teachers. This paper draws on the Job Demands–Resources (JD-R) model to explore, both theoretically and empirically, how individual and organizational resources influence teachers’ professional agency. The analysis is based on data of the GEW-Frühjahrsreport 2025 (March 2025), from 5859 teachers in North Rhine-Westphalia. The findings reveal that emotional exhaustion and work engagement are significantly shaped by personal resilience, collegial support, and leadership culture. Resilience demonstrates a dual function, acting as a protective factor against exhaustion and as a motivational driver of engagement. In conjunction with leadership and collegiality resilience, it exerts significant indirect effects on teachers’ commitment and job satisfaction via emotional exhaustion and work engagement. The results underscore the need for a systemic understanding of resilience that integrates individual coping capacities with structural conditions. This article offers practice-oriented implications for health-promoting school development and advocates for the strategic integration of resilience promotion at the individual, collegial, and institutional levels. Full article

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

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25 pages, 6856 KB

Open AccessArticle

Integration of Technological Resources and Problem-Solving Method for the Development of Research Competencies in Engineering and Nursing Students from Two Public Universities in Peru

by Ronald Paucar-Curasma, Roberto Florentino Unsihuay-Tovar, Claudia Acra-Despradel and Klinge Orlando Villalba-Condori

Educ. Sci. 2025, 15(9), 1250; https://doi.org/10.3390/educsci15091250 - 19 Sep 2025

Viewed by 569

Abstract

This study analyzed the implementation of a problem-solving method based on Pólya’s proposal, complemented by accessible technological resources such as the Arduino board, sensors, and STEM educational cards, in engineering and nursing students from public universities in Peru. A quasi-experimental design with pre- [...] Read more.

This study analyzed the implementation of a problem-solving method based on Pólya’s proposal, complemented by accessible technological resources such as the Arduino board, sensors, and STEM educational cards, in engineering and nursing students from public universities in Peru. A quasi-experimental design with pre- and post-test was used, employing a quantitative approach and intentional non-probabilistic sampling. The participants were 98 first-year students who developed formative research projects contextualized to their local reality, using the visual programming environment mBlock. The results show significant development of research competencies in both majors, especially in the solution review phase, evidencing critical thinking and reflective evaluation. No significant differences were found between the majors regarding the use of educational technology, reinforcing its cross-disciplinary applicability. It is concluded that the combination of Pólya’s method and the use of accessible technologies strengthens active, reflective, and contextualized learning in higher education. Full article

(This article belongs to the Special Issue Higher Education Development and Technological Innovation)

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21 pages, 335 KB

Open AccessArticle

Transformation of Educational Models in Higher Education During and After “Emergency Remote Teaching”

by María-José Sosa-Díaz, María del Carmen Garrido-Arroyo and Monica Yballa González Delgado

Educ. Sci. 2025, 15(9), 1249; https://doi.org/10.3390/educsci15091249 - 18 Sep 2025

Viewed by 530

Abstract

During the COVID-19 pandemic, university teaching staff were compelled to urgently transform their pedagogical practices, rapidly adopting new methodologies and technological tools. This abrupt shift in higher education demands critical reflection on the past, present, and future of academic institutions. Based on a [...] Read more.

During the COVID-19 pandemic, university teaching staff were compelled to urgently transform their pedagogical practices, rapidly adopting new methodologies and technological tools. This abrupt shift in higher education demands critical reflection on the past, present, and future of academic institutions. Based on a qualitative approach, this research used case studies and discussion groups to conduct a comparative analysis of three public Spanish universities: the University of La Laguna (ULL), the University of Extremadura (UEx), and the University of Valladolid (UVa). The aim was to understand how the university community experienced the transition from a traditional educational model to digital or hybrid modalities during and after the period of emergency remote teaching. The three institutions quickly implemented online strategies and subsequently moved to hybrid formats. Despite initial difficulties, there was a clear increase in the use of digital technologies and virtual environments. However, the research also revealed differing perceptions regarding the depth and permanence of these educational changes. The findings enabled the formulation of recommendations to support the digital transformation of university degree programmes, highlighting the importance of institutional policies focused on faculty training, equitable access to technological resources, and strong engagement in the provision of hybrid or fully online learning options. Full article

(This article belongs to the Special Issue Beyond the Clickstream: Qualitative, Quantitative, and Mixed Approaches to Understanding Online Learners)

16 pages, 2069 KB

Open AccessArticle

“Can I Use My Leg Too?” Dancing with Uncertainty: Exploring Probabilistic Thinking Through Embodied Learning in a Jerusalem Art High School Classroom

by Dafna Efron and Alik Palatnik

Educ. Sci. 2025, 15(9), 1248; https://doi.org/10.3390/educsci15091248 - 18 Sep 2025

Viewed by 350

Abstract

Despite increased interest in embodied learning, the role of sensorimotor activity in shaping students’ probabilistic reasoning remains underexplored. This design-based study examines how high school students develop key probabilistic concepts, including sample space, certainty, and event probability, through whole-body movement activities situated in [...] Read more.

Despite increased interest in embodied learning, the role of sensorimotor activity in shaping students’ probabilistic reasoning remains underexplored. This design-based study examines how high school students develop key probabilistic concepts, including sample space, certainty, and event probability, through whole-body movement activities situated in an authentic classroom setting. Grounded in embodied cognition theory, we introduce a two-axis interpretive framework. One axis spans sensorimotor exploration and formal reasoning, drawing from established continuums in the literature. The second axis, derived inductively from our analysis, contrasts engagement with distraction, foregrounding the affective and attentional dimensions of embodied participation. Students engaged in structured yet open-ended movement sequences that elicited intuitive insights. This approach, epitomized by one student’s spontaneous question, “Can I use my leg too?”, captures the agentive and improvisational character of the embodied learning environment. Through five analyzed classroom episodes, we trace how students shifted between bodily exploration and formalization, often through nonlinear trajectories shaped by play, uncertainty, and emotionally driven reflection. While moments of insight emerged organically, they were also fragile, as they were affected by ambiguity and the difficulty in translating physical actions into mathematical language. Our findings underscore the pedagogical potential of embodied design for probabilistic learning while also highlighting the need for responsive teaching that balances structure with improvisation and supports affective integration throughout the learning process. Full article

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16 pages, 836 KB

Open AccessArticle

Self-Perceived Digital Competencies and University Change: Cross-Country Survey Evidence from Spain, Mexico, and Peru During COVID-19

by Carmen G. Arbulú Pérez Vargas, Moises E. Rosas and Paloma Valdivia-Vizarreta

Educ. Sci. 2025, 15(9), 1247; https://doi.org/10.3390/educsci15091247 - 18 Sep 2025

Viewed by 657

Abstract

In a global context marked by ongoing transformations in technology and education, it is essential to reflect on how individuals engage with—or underestimate—the meaningful use of digital tools already at their disposal. This study examines the evolution of self-perceived digital competencies of university [...] Read more.

In a global context marked by ongoing transformations in technology and education, it is essential to reflect on how individuals engage with—or underestimate—the meaningful use of digital tools already at their disposal. This study examines the evolution of self-perceived digital competencies of university students in Spain, Mexico, and Peru during a period of forced transition to online learning, often in environments characterized by structural inequalities in access to and use of digital resources. We surveyed 881 university students in Spain, Mexico, and Peru between May and September 2020. The findings indicate that, although Spanish students initially reported higher levels of self-perceived digital competence, significant improvements in their perception were observed across all three countries, particularly in Mexico and Peru. These improvements cannot be fully attributed to ceiling effects or cross-country sociodemographic differences alone, suggesting that transformative contexts may have provided opportunities for students to test and mobilize their capabilities, which could be consistent with the development and self-recognition of new digital skills. This study provides empirical evidence that advances our understanding of how self-perceptions of digital competence evolve in scenarios of accelerated educational change, offering valuable insights for the design of more adaptive and context-sensitive education policies. Full article

(This article belongs to the Special Issue Higher Education Development and Technological Innovation)

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28 pages, 1075 KB

Open AccessArticle

Culturally Responsive Mathematics and Curriculum Materials: Present Realities and Imagined Futures

by Riley Stone, Ethan P. Smith and Raisa J. Ebner

Educ. Sci. 2025, 15(9), 1246; https://doi.org/10.3390/educsci15091246 - 18 Sep 2025

Viewed by 638

Abstract

This study applies a culturally responsive lens to the analysis of middle school (i.e., grades for students aged 11–13) mathematics curriculum materials. Based on previous conceptual frameworks that describe Culturally Responsive Mathematics (CRM) as a multidimensional construct, we developed a tool, the CRM [...] Read more.

This study applies a culturally responsive lens to the analysis of middle school (i.e., grades for students aged 11–13) mathematics curriculum materials. Based on previous conceptual frameworks that describe Culturally Responsive Mathematics (CRM) as a multidimensional construct, we developed a tool, the CRM Materials Evidence Tool (CRM-MET), to indicate the extent of explicit guidance within written curriculum materials toward different dimensions of CRM. Six sets of middle school curriculum materials were analyzed using the CRM-MET, with results demonstrating distinct differences in how these materials attended to different dimensions of CRM. This analysis also indicated that there are notable gaps across all analyzed curricula, especially regarding more critical dimensions of CRM focused on power and participation. These results suggest that systems aimed at supporting teachers’ orientation toward and implementation of CRM can benefit from curriculum materials, but that the standardized nature of curriculum may also constrain the role of such materials in supporting CRM. We provide suggestions around how curriculum designers and school leaders might use curriculum strategically to support CRM given these findings, while recognizing policy constraints that may challenge such efforts. Full article

(This article belongs to the Special Issue Curriculum Development in Mathematics Education)

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34 pages, 6277 KB

Open AccessPerspective

Fostering a Synergy Between the Development of Well-Being and Musicianship: A Kinemusical Perspective

by Luc Nijs

Educ. Sci. 2025, 15(9), 1245; https://doi.org/10.3390/educsci15091245 - 18 Sep 2025

Viewed by 637

Abstract

With amateur and professional musicians facing high risks to mental and physical health, it is important to reflect on the nature of instrumental music education and to design novel educational approaches that take the development of well-being into account. In this article, I [...] Read more.

With amateur and professional musicians facing high risks to mental and physical health, it is important to reflect on the nature of instrumental music education and to design novel educational approaches that take the development of well-being into account. In this article, I plead for a “caring” stance towards instrumental music education, conceiving the development of well-being as an integral element of the development of musicianship. First, I define such a caring stance, conceiving of musical development and the development of well-being as the two chains of the DNA of music education, with the PERMA building blocks of well-being as the bases of the ladder that connects the two chains. Next, I discuss how a synergy between the development of musicianship and well-being can be achieved by a constraints-led approach to integrating these building blocks of well-being into the dynamics of a music lesson. Then, I present a novel approach to instrumental music education that seeks to achieve the synergy between developing well-being and musicianship by educating the performing body beyond a mere instrumentalist approach to the body and musical instruments through the incorporation of movement-based learning activities. After elaborating on the guiding principles of this “kinemusical” approach, I exemplify the presented framework by discussing two learning activities in relation to the constraints-led integration of the PERMA building blocks of well-being. This exploratory work is presented as an initial step in a broader research agenda. It invites critical engagement and dialog to refine and advance the proposed kinemusical approach, with implications for both formal music education and the wider field of music research. Full article

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29 pages, 1175 KB

Open AccessArticle

You Cannot Change the System Without Looking Inward First: Three California Preparation Programs with Coaching That Makes a Difference

by Jennifer Goldstein, Tonikiaa Orange and Soraya Sablo Sutton

Educ. Sci. 2025, 15(9), 1244; https://doi.org/10.3390/educsci15091244 - 18 Sep 2025

Viewed by 470

Abstract

Numerous studies of leadership preparation programs cite coaching as a critical and underutilized support that can accelerate leadership development and contribute to leader retention. While many leadership coaching models focus on reflection and problem solving, this study investigates coaching centered on leaders’ identities [...] Read more.

Numerous studies of leadership preparation programs cite coaching as a critical and underutilized support that can accelerate leadership development and contribute to leader retention. While many leadership coaching models focus on reflection and problem solving, this study investigates coaching centered on leaders’ identities as necessary components to address complex equity issues. Additionally, we explore how leader preparation programs train and support coaches themselves to reflect on their identities. Employing a metasynthesis of three larger studies of leader preparation, this study reports on themes present across multiple data sources including: interviews with leadership candidates, coaches and instructors; observational field notes; and document analysis. Findings reveal how coaches and coachees interrogated their identities to do equity and justice-oriented work. Specifically, coaching models across leader preparation programs required both coaches and coachees to bring their whole selves to the work, make themselves vulnerable, utilize tools of inquiry and apply those tools to specific leadership competencies. Further, the impact of leadership coaching is both personal and professional, while also having systemic implications for schools. Implications for state policy include dedicating funds to prioritize coaching for equity in leadership preparation. For practice, this means embedding coursework that centers identity, race, and Anti-Blackness, and redesigning coaching to intentionally address both historical and present-day realities. Programs can leverage existing resources to train equity-focused coaches while intentionally investing time and training to support sustained, transformative leadership development, ensuring that both aspiring and practicing leaders benefit from meaningful leadership coaching. Full article

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

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16 pages, 259 KB

Open AccessArticle

Implementing a Sociotechnical Module on Conflict Minerals in a Large “Introduction to Circuits” Course

by Karen E. Nortz, Lea K. Marlor, Musabbiha Zaheer, Cynthia J. Finelli and Susan M. Lord

Educ. Sci. 2025, 15(9), 1243; https://doi.org/10.3390/educsci15091243 - 18 Sep 2025

Viewed by 466

Abstract

Engineers are often faced with complex problems that require both technical and social expertise. However, typical engineering curricula teach technical skills in isolation, without introducing social issues. To address this gap, we implemented a sociotechnical module that linked the circuits topic of capacitors [...] Read more.

Engineers are often faced with complex problems that require both technical and social expertise. However, typical engineering curricula teach technical skills in isolation, without introducing social issues. To address this gap, we implemented a sociotechnical module that linked the circuits topic of capacitors with the social issue of conflict minerals in a single class session of a large “Introduction to Circuits” course. Using a midterm student feedback survey and student group interviews, we explored students’ responses to the module, their takeaways, and their general attitudes towards sociotechnical content in technical engineering courses. Overall, students found the module to be valuable and relevant, with many noting that it helped them understand real-world engineering practice. While some expressed concern about adding new material to an already content-heavy course, more than half agreed that this type of content is important and that they would like to see more sociotechnical topics in their engineering courses. Full article

(This article belongs to the Special Issue Rethinking Engineering Education)

14 pages, 245 KB

Open AccessArticle

FEM-A Questionnaire: Assessment Tool for Level 1 Autism in Women

by Estefanía Ortas de Haro and Ester Ayllón-Negrillo

Educ. Sci. 2025, 15(9), 1242; https://doi.org/10.3390/educsci15091242 - 18 Sep 2025

Viewed by 717

Abstract

Inclusive education requires tools that are sensitive to neurocognitive diversity and capable of identifying profiles that have historically remained overlooked. In the case of autism, women are frequently underdiagnosed due to more subtle manifestations, social camouflaging strategies, and biases in traditional diagnostic instruments, [...] Read more.

Inclusive education requires tools that are sensitive to neurocognitive diversity and capable of identifying profiles that have historically remained overlooked. In the case of autism, women are frequently underdiagnosed due to more subtle manifestations, social camouflaging strategies, and biases in traditional diagnostic instruments, which have been developed primarily based on male samples. This lack of detection limits access to appropriate educational support and hinders equitable intervention. In response to this need, the present study developed and validated a self-report questionnaire for the detection of Level 1 Autism Spectrum Disorder (ASD) in women over 16 years of age. A total of 47 items were initially created and later reduced to a 19-item unifactorial model after exploratory and confirmatory factor analyses. The model explained 68.2% of the variance and showed good fit indices (RMSEA = 0.061; CFI = 0.920; TLI = 0.905; SRMR = 0.047), as well as high internal consistency (α = 0.962), temporal stability (r = 0.948), and discriminative power (AUC = 0.961). This instrument can contribute to teacher training and the implementation of fairer educational practices by facilitating the identification of the female autism phenotype and promoting learning environments where all individuals can thrive. Full article

(This article belongs to the Special Issue Education and Diversity: Innovative Approaches for Inclusion, Diversity and Personalized Learning)

14 pages, 641 KB

Open AccessArticle

Construct Validation of the STEM Motivation Scale for Children: A Multi-Timepoint Study

by Nikolina Ribarić, Daniela Novoselić, Dean Ajduković and Elvira Kovač-Andrić

Educ. Sci. 2025, 15(9), 1241; https://doi.org/10.3390/educsci15091241 - 18 Sep 2025

Viewed by 455

Abstract

This study aimed to examine the effects of a multi-day STEM program on students’ motivation toward STEM fields, using Exploratory and Confirmatory Factor Analysis, and to evaluate the psychometric properties of a new instrument developed in this study—“STEM Motivation Scale for Children”. A [...] Read more.

This study aimed to examine the effects of a multi-day STEM program on students’ motivation toward STEM fields, using Exploratory and Confirmatory Factor Analysis, and to evaluate the psychometric properties of a new instrument developed in this study—“STEM Motivation Scale for Children”. A total of 549 students participated in the study, divided into experimental and control groups, with data collected at three time points. Factor analysis confirmed the structure of the instrument, identifying four latent dimensions: Interest for STEM field, Future Career in STEM, Preference for Practical Instruction, and Curiosity in STEM. Results revealed a statistically significant increase in factor scores within the experimental group following the intervention, with partial retention of the effects three months later. Exploratory and Confirmatory Factor Analysis (EFA and CFA) supported the theoretical structure of the instrument, and reliability and validity indicators were high. In conclusion, the STEM program positively influenced students’ motivation, while the questionnaire demonstrated satisfactory psychometric qualities for use in educational research. Full article

(This article belongs to the Special Issue Science and Sustainability Education)

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32 pages, 726 KB

Open AccessArticle

Children’s Well-Being in the Context of Perceived Inclusion and Digitalization: Evidence from a Survey of Rural Japanese Classrooms

by Junichi Hirose

Educ. Sci. 2025, 15(9), 1240; https://doi.org/10.3390/educsci15091240 - 18 Sep 2025

Viewed by 766

Abstract

Even in highly developed countries such as Japan, urban–rural disparities in inclusion and digitalization persist, offering lessons for other nations confronting similar divides. Diversity and inclusion in school environments appear to be associated with children’s well-being. However, few studies have examined how children [...] Read more.

Even in highly developed countries such as Japan, urban–rural disparities in inclusion and digitalization persist, offering lessons for other nations confronting similar divides. Diversity and inclusion in school environments appear to be associated with children’s well-being. However, few studies have examined how children perceive inclusion in the classroom or how such perceptions—along with digital device use and interpersonal factors—relate to their subjective well-being (SWB). This study broadens the scope of research by incorporating inquisitiveness and generativity, examining these associations among children in rural Japan. A cross-sectional survey was conducted with 2158 elementary and junior high school students in Kochi Prefecture. Students were classified into five diversity-related categories, and multinomial logistic and median regression models were applied to analyze associations with the core outcomes. Notably, two-thirds of the students were classified into the inclusion category. SWB was positively associated with inclusion and negatively with exclusion, while inquisitiveness and generativity were higher among students in the inclusion and differentiation categories. Both traits were positively associated with adult responsiveness, as well as adherence to digital use rules. The findings suggest that inclusive classroom climates and supportive digital practices foster children’s inquisitiveness, generativity, and SWB, although associations are correlational, not causal. Full article

(This article belongs to the Special Issue School Well-Being in the Digital Era)

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23 pages, 496 KB

Open AccessArticle

Making the Leap: Recent College Graduates’ Early Career Experiences in Computing Fields

by Kathleen J. Lehman, Sarayu Sundar and Tomi Rajninger

Educ. Sci. 2025, 15(9), 1239; https://doi.org/10.3390/educsci15091239 - 17 Sep 2025

Viewed by 581

Abstract

Prompted by participation gaps in the tech industry, this study explores the relationship between recent college graduates’ college experiences and their perceptions of their tech work environments. Using survey data from 15 research universities across the U.S., the findings suggest that gender and [...] Read more.

Prompted by participation gaps in the tech industry, this study explores the relationship between recent college graduates’ college experiences and their perceptions of their tech work environments. Using survey data from 15 research universities across the U.S., the findings suggest that gender and racial/ethnic identity influence the likelihood of viewing the field of computing as inclusive. Participants who were computing majors or felt a strong sense of belonging within the computing community were more likely to view the computing career environment positively. Notably, positive predictors of perceptions of an inclusive tech work environment, including majoring in computing as an undergraduate and feeling connected within computing, directly related to early career professionals’ undergraduate experiences. This study’s implications are relevant to various higher education stakeholders, including STEM department leaders, career development staff, and student affairs staff focused on fostering a strong pipeline from computing undergraduate programs to computing careers. Full article

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20 pages, 1123 KB

Open AccessArticle

Corpus-Based Reflective Practice to Support Chatroom Teaching Practice

by Elaine Riordan, Fiona Farr, Andrew Caines and Paula Buttery

Educ. Sci. 2025, 15(9), 1238; https://doi.org/10.3390/educsci15091238 - 17 Sep 2025

Viewed by 439

Abstract

Teaching practice has long been considered a fundamental and integral part of any teacher education programme, but also very demanding for novice teachers when they are confronted with the reality of the classroom, for the first time in many cases. Teacher educators aim [...] Read more.

Teaching practice has long been considered a fundamental and integral part of any teacher education programme, but also very demanding for novice teachers when they are confronted with the reality of the classroom, for the first time in many cases. Teacher educators aim to allow student teachers to experience practice opportunities reflective of their many potential real-world future teaching scenarios, including, for example, teaching online through video conferencing tools or virtual reality. One such mode is teaching in chatrooms, using written language only, which is the focus of this paper. The aims of this research are therefore to investigate the use of corpus based reflective practice (CBRP) using a (written) chatroom corpus with student teachers and evaluate this approach through an exploration of their recounted perceptions. To do this, we conduct a preliminary corpus-based analysis of some of the more salient features of the student teacher chatroom corpus and examine how these align with the student teachers’ reported perceptions. Secondly, we aim to identify and evaluate the nature of the (spoken) discussions in the post-chatroom teaching experience interactions between the teacher educator and student teachers with reference to reflective practice engagement. Full article

(This article belongs to the Special Issue Technology and Language Teacher Education)

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17 pages, 579 KB

Open AccessArticle

Impact of Scientific Inquiry-Based Activities on STEM Interest in Croatian Primary Schools

by Nikolina Ribarić and Daniela Novoselić

Educ. Sci. 2025, 15(9), 1237; https://doi.org/10.3390/educsci15091237 - 17 Sep 2025

Viewed by 436

Abstract

This research examines the impact of practical work and the use of scientific research methods when teaching ten-year-old students interested in the fields of science, technology, engineering, and mathematics (STEM). An increased interest in STEM is encouraging, as it may carry through to [...] Read more.

This research examines the impact of practical work and the use of scientific research methods when teaching ten-year-old students interested in the fields of science, technology, engineering, and mathematics (STEM). An increased interest in STEM is encouraging, as it may carry through to higher education institutions and potentially increase students’ ability to contribute to improving Croatian society. The program “Sa STEMom raSTEMo” was approved by the Ministry of Sciences and Education for researching and improving didactic work in STEM fields in elementary schools. A total of 650 participants from four classes in five primary schools were selected. Half of the participants formed the intervention group in which the “Sa STEMom raSTEMo” program was implemented for three months, and the other half formed the control group. Before and after the experimental intervention, a survey to determine interest in STEM fields was conducted in both groups, and the results were compared to verify the impact of the implemented forms of teaching. A questionnaire was then constructed and tested through a pilot study; its understandability and reliability were measured, as well as the validity of the applied measurement scales. Furthermore, a survey of interest in STEM fields was conducted three months after the intervention. All results were analyzed and compared. The results showed that implementing practical work and using scientific research methods in classroom teaching increases students’ interest in STEM. In general, no statistically significant differences in interest in STEM were observed between girls and boys aged 10, and no relevant gender differences were observed in 10-year-olds who participated in the program. Full article

(This article belongs to the Special Issue STEM Education for Real-World Problem Solving: Innovations in Curriculum, Pedagogy, and Practice)

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23 pages, 2410 KB

Open AccessArticle

Designing Translingual and Transmodal Scaffolding and VR Pair Programming for Supporting Multilingual Learners’ Participation in Scientific Sensemaking

by Ai-Chu Elisha Ding, Jorge Hernandez Cervantes, Katherine Martin and Kexin Zhang

Educ. Sci. 2025, 15(9), 1236; https://doi.org/10.3390/educsci15091236 - 17 Sep 2025

Viewed by 466

Abstract

This single case study examines the implementation of a co-designed fifth-grade science unit enhanced by using Virtual Reality (VR) and integrating translingual and transmodal scaffolding strategies to support students’ participation and quality of talk during scientific sensemaking. The co-designed science unit covered physical [...] Read more.

This single case study examines the implementation of a co-designed fifth-grade science unit enhanced by using Virtual Reality (VR) and integrating translingual and transmodal scaffolding strategies to support students’ participation and quality of talk during scientific sensemaking. The co-designed science unit covered physical and chemical changes as part of the fifth-grade science curriculum. The research involves a fifth-grade science teacher and her class of 22 students comprising multilingual learners (ML) and English monolingual learners (EML). This study examines the learning experience of 3 student pairs grouped as ML-ML, EML-ML and EML-EML. Using content analysis, we analyzed 911 min of video data on the six students’ learning in this unit. The results indicate that when the teacher used translingual and transmodal scaffolding strategies introduced during the co-design process, equal participation across MLs and EMLs was observed. The VR pair programming worked well for student pairs in increasing active participation regardless of the pairing, although active participation did not necessarily lead to high quality science talk. Findings of this study provide implications and recommendations for leveraging the scaffolding from teachers, materials, and VR pair programing activity to support the equal participation and quality of talk among all learners during scientific sensemaking. Full article

(This article belongs to the Special Issue Emerging Technologies in Teaching and Learning to Solve Real-World Challenges: Perspectives, Challenges, and Future Directions)

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Educ. Sci., Volume 15, Issue 9 (September 2025) – 181 articles

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