Education Sciences

14 pages, 269 KB

Open AccessSystematic Review

Revisiting School Leadership: Indigenous Challenges to Global North Models

by Tony Bush and Xiaoting Guo

Educ. Sci. 2026, 16(2), 354; https://doi.org/10.3390/educsci16020354 - 23 Feb 2026

Viewed by 714

There is great interest in school leadership models, with their potential to explain and interpret leadership structures and processes. Models developed in the Global North, notably in the UK and USA, are now widely cited by scholars, policy-makers, and practitioners in many countries, [...] Read more.

There is great interest in school leadership models, with their potential to explain and interpret leadership structures and processes. Models developed in the Global North, notably in the UK and USA, are now widely cited by scholars, policy-makers, and practitioners in many countries, including in the Global South. This article reviews the origins and development of these models, and their application in African and Asian contexts. It also examines the emergence of indigenous models, notably Ubuntu, Confucianism, and Islamic theory. The problem under scrutiny is why indigenous models appear to be neglected in the Global South, in favour of international models. These specific approaches are chosen because they have wide applicability, beyond nation-states. The paper stresses the importance of context and offers links between global and indigenous models. The topic is important and relevant given the growing concern about post-colonial influences in many Global South countries. Full article

(This article belongs to the Special Issue Education Leadership: Challenges and Opportunities)

19 pages, 1901 KB

Open AccessArticle

Beyond Utility: Language Intervention, Identity Dynamics, and Political Attitude Change Among Palestinian High School Students and Pre-Service Teachers in Post-7 October Israel

by Rakefet Erlich Ron

Educ. Sci. 2026, 16(2), 353; https://doi.org/10.3390/educsci16020353 - 23 Feb 2026

Viewed by 293

Abstract

This quasi-experimental study employed Generalized Estimating Equations (GEE) to examine the longitudinal changes in intergroup perceptions following a targeted Hebrew language intervention on intergroup perceptions among 119 Arab citizens of Israel, segmented into high school students (HSS; adolescents) and pre-service Teachers (PSTs; young [...] Read more.

This quasi-experimental study employed Generalized Estimating Equations (GEE) to examine the longitudinal changes in intergroup perceptions following a targeted Hebrew language intervention on intergroup perceptions among 119 Arab citizens of Israel, segmented into high school students (HSS; adolescents) and pre-service Teachers (PSTs; young adults). Focusing on instrumental language acquisition as a form of positive intergroup contact, the research measured changes in self-efficacy in Hebrew, endorsement of democratic influence strategies, hope for peace, and common ancestry categorization (Semitic/Abrahamic) across two time points (pre/post intervention). Results indicated a robust positive association between the time of intervention and four of the five tested outcome variables, supporting the instrumental pathway hypothesis. Complex interactions revealed that participants identifying as Palestinian, who exhibited lower baseline hopes and categorization scores, demonstrated the sharpest increase in both hope for peace and Abrahamic categorization. Conversely, sensitivity to inequality diverged by group, dropping significantly among PSTs but increasing among HSSs. These findings highlight that while language intervention bridges ideological divides, its impact is shaped by the professional socialization inherent in teacher training. For PSTs, the combination of linguistic proficiency and emerging professional identity appears to mitigate feelings of marginalization, offering a constructive pathway for negotiating identity, status, and belonging. Full article

(This article belongs to the Special Issue Teacher Preparation in Multicultural Contexts)

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25 pages, 505 KB

Open AccessReview

Hidden Faculty Service in U.S. Higher Education: A Literature Review

by Rachael Miller Neilan, Lori E. Koelsch, Misook Heo, Pinar Ozturk, Melissa A. Kalarchian and Amanda S. Clossen

Educ. Sci. 2026, 16(2), 352; https://doi.org/10.3390/educsci16020352 - 23 Feb 2026

Viewed by 434

Abstract

Although faculty service is fundamental to higher education, particular forms of service, described as hidden service, are not formally recognized in faculty evaluation and reward processes. Studies show that hidden service is disproportionately performed by women, faculty of color, and other historically [...] Read more.

Although faculty service is fundamental to higher education, particular forms of service, described as hidden service, are not formally recognized in faculty evaluation and reward processes. Studies show that hidden service is disproportionately performed by women, faculty of color, and other historically marginalized groups, creating additional barriers to advancement. This narrative review synthesizes research on hidden service in U.S. higher education, focusing on three key areas: how hidden service is conceptualized, how faculty engagement in hidden service is measured, and what strategies have been proposed for its recognition. Findings indicate multiple mechanisms by which faculty service work becomes invisible and examples of hidden service activities across professional, mentoring, and emotional labor domains. Additionally, our findings point to multiple institutional strategies for integrating the recognition and valuation of hidden service into faculty evaluation and reward systems. Full article

(This article belongs to the Special Issue Advancing Change in Faculty Evaluation: Pathways to Inclusive Evaluative Cultures and Structures)

13 pages, 259 KB

Open AccessArticle

Results of Applying a Formative and Shared Assessment Protocol in the Preparation of Final Year Projects in Teacher Education

by José Luis Aparicio-Herguedas, Teresa Fuentes-Nieto, Miriam Molina-Soria and Víctor Manuel López-Pastor

Educ. Sci. 2026, 16(2), 351; https://doi.org/10.3390/educsci16020351 - 23 Feb 2026

Viewed by 374

Abstract

(1) Background: Formative and Shared Assessment (F&SA) in teacher education (TE) is a formative model that has shown good results in developing both transversal and teaching competencies. Nevertheless, there seems to be a gap in its use for guiding final year projects (FYP). [...] Read more.

(1) Background: Formative and Shared Assessment (F&SA) in teacher education (TE) is a formative model that has shown good results in developing both transversal and teaching competencies. Nevertheless, there seems to be a gap in its use for guiding final year projects (FYP). Therefore, in this study, we asked the following research question: what results are obtained after applying an F&SA protocol during FYP supervision in TE? (2) Methods: a mixed-method research design was used through a concurrent triangulation model; (3) Results: all five aspects assessed with the scale received high ratings. The most notable results include clear evidence of students’ acquisition and development of transversal competencies; a positive overall evaluation of the F&SA protocol; and improvements in students’ interest, initiative, and commitment; (4) conclusions: the protocol developed enabled continuity in assessment, enhanced visibility of the competencies needed to complete final projects, and reduced discrepancies between teachers and students. Autonomy and problem solving stand out as the most developed competencies. Full article

21 pages, 10614 KB

Open AccessArticle

Thinking Classrooms in Graduate Engineering Education: A Pedagogical Framework for Autonomy and Problem-Solving

by Francisco Romero-Sánchez, Gonzalo Alonso-Pinto, Rafael Agujetas Ortiz and Francisco Javier Alonso Sánchez

Educ. Sci. 2026, 16(2), 350; https://doi.org/10.3390/educsci16020350 - 23 Feb 2026

Viewed by 399

Abstract

Innovative pedagogies that nurture higher-order competencies such as autonomy and problem-solving are critical in graduate STEM contexts. This study conceptualizes Thinking Classrooms as a pedagogical framework for graduate engineering education and examines how classroom practices associated with this approach support the development of [...] Read more.

Innovative pedagogies that nurture higher-order competencies such as autonomy and problem-solving are critical in graduate STEM contexts. This study conceptualizes Thinking Classrooms as a pedagogical framework for graduate engineering education and examines how classroom practices associated with this approach support the development of autonomous learning and complex problem-solving. Drawing on classroom-based evidence collected over multiple academic cohorts in a master’s program in mechanical engineering, we describe patterns of student engagement, instructor adaptations, and evolving learning behaviors. Our findings highlight the potential of Thinking Classroom principles to inform instructional design, foster learner agency, and strengthen disciplinary problem-solving practices in postgraduate engineering education. We discuss implications for curriculum development and future research directions in STEM education. Full article

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16 pages, 945 KB

Open AccessArticle

In-Service and Pre-Service Teachers’ Perspectives on Error Analysis as an Instructional Approach to Enhance Mathematics Teaching

by Zanele Annatoria Ngcobo

Educ. Sci. 2026, 16(2), 349; https://doi.org/10.3390/educsci16020349 - 23 Feb 2026

Viewed by 488

Abstract

A growing body of literature highlights the need to improve mathematics teaching and learning, emphasising the role of teachers in deepening learners’ conceptual understanding. Scholars are increasingly advocating for teachers to explore innovative instructional approaches to enhance the teaching and learning of mathematics. [...] Read more.

A growing body of literature highlights the need to improve mathematics teaching and learning, emphasising the role of teachers in deepening learners’ conceptual understanding. Scholars are increasingly advocating for teachers to explore innovative instructional approaches to enhance the teaching and learning of mathematics. This study contributes to the discourse by examining the perspectives of South African in-service and pre-service mathematics teachers on error analysis as a strategy to improve the teaching and learning of mathematics. Data was collected from five in-service mathematics teachers participating in a District professional development programme and seven fourth-year pre-service mathematics teachers enrolled in a Bachelor of Education programme. Using semi-structured interviews, focus group discussions, and classroom observations, the study found that participants viewed error analysis as a valuable tool for strengthening teacher content knowledge and facilitating learner engagement with mathematical errors. In-service teachers also reported that error analysis supported the provision of detailed feedback. Despite its perceived benefits, participants noted that error analysis was time-consuming and challenging, particularly in terms of tracing errors to underlying misconceptions. Full article

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20 pages, 343 KB

Open AccessArticle

Fostering Critical Thinking Through Interdisciplinary and Transdisciplinary Education—A Boundary-Crossing Approach in Biomedical Science Education

by Elianne M. Gerrits, Cathelijne M. Reincke, Annelies Pieterman-Bos and Marc H. W. Van Mil

Educ. Sci. 2026, 16(2), 348; https://doi.org/10.3390/educsci16020348 - 22 Feb 2026

Viewed by 423

Abstract

Critical thinking (CT) is essential for navigating the complex socio-scientific issues in contemporary biomedicine. These issues cross disciplinary boundaries and involve multiple societal stakeholders. Interdisciplinary and transdisciplinary (ITD) education therefore provides a valuable context for developing CT by confronting students with diverse forms [...] Read more.

Critical thinking (CT) is essential for navigating the complex socio-scientific issues in contemporary biomedicine. These issues cross disciplinary boundaries and involve multiple societal stakeholders. Interdisciplinary and transdisciplinary (ITD) education therefore provides a valuable context for developing CT by confronting students with diverse forms of knowledge and prompting reflection on their disciplinary assumptions. In this study, boundary crossing is used as a pedagogical framework, with a focus on identification (understanding alternative perspectives) and reflection (examining one’s own assumptions). We examine how such ITD education can foster CT by enhancing students’ appreciation of disciplinary and societal viewpoints. Data from a pre- and post-course assignment were analyzed using a convergent mixed-methods approach. Students ranked the relevance and effectiveness of sessions engaging with different perspectives and identified educational design elements that contributed to broadening their biomedical outlook. Findings indicate shifts in how students perceived the relevance of different perspectives. Particularly, appreciation of the legal perspective increased. Sessions were considered most effective when involving interaction with perspective owners, interactive learning methods, and clear instructional design. The results suggest that boundary-crossing pedagogies can support CT in higher education by engaging students in reflective engagement with different disciplinary and societal perspectives. Full article

(This article belongs to the Special Issue Critical Thinking in Science Education: Nurturing Inquiry, Socio-Scientific Issues, and Innovation)

23 pages, 722 KB

Open AccessArticle

Examining the Self-Reported Instructional Leadership Practices of Science Heads of Departments in Lesotho Secondary Schools

by Lucia Nthooa Lisene, Loyiso Currell Jita and Thumah Mapulanga

Educ. Sci. 2026, 16(2), 347; https://doi.org/10.3390/educsci16020347 - 21 Feb 2026

Viewed by 377

Abstract

Instructional leadership is crucial for improving teaching quality and student academic performance, especially in secondary schools where Heads of Department (HoDs) play a vital role. Despite this, there is no empirical evidence on how Science HoDs provide instructional leadership in Lesotho. This study [...] Read more.

Instructional leadership is crucial for improving teaching quality and student academic performance, especially in secondary schools where Heads of Department (HoDs) play a vital role. Despite this, there is no empirical evidence on how Science HoDs provide instructional leadership in Lesotho. This study looked at the self-reported instructional leadership techniques of Science HoDs in Lesotho secondary schools and whether they vary based on specific demographic and workload criteria. Using a quantitative descriptive survey approach, data were obtained from 67 Science HoDs using a paper-based questionnaire adapted from the Principal Instructional Management Rating Scale (PIMRS). Descriptive statistics and inferential analysis were employed (t-tests and ANOVA). The data indicate that Science HoDs frequently used tactics such as goal planning and communication, curriculum coordination, learner progress monitoring, teaching time management, and instructional resource availability. However, high-impact pedagogical approaches, such as classroom observation, formal written feedback, and systematic evaluation of teacher learning, were less frequently implemented. Except for the number of courses taught, instructional leadership strategies showed no significant differences by age, gender, qualification, experience, teaching load, or school location. The study reveals a preference for administrative rather than pedagogical instructional leadership, highlighting the need for targeted professional development and policy support to improve HoDs’ capacity for sustained instructional practices in science education. Full article

(This article belongs to the Section Curriculum and Instruction)

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23 pages, 1206 KB

Open AccessArticle

Enhancing Learning Beyond Correction: AI-Assisted Japanese Business Writing and Sociocultural Awareness in Online Higher Education

by Hyokyung Park and Heeju Kwon

Educ. Sci. 2026, 16(2), 346; https://doi.org/10.3390/educsci16020346 - 21 Feb 2026

Viewed by 538

Abstract

Artificial intelligence (AI) is rapidly transforming language education. However, its pedagogical and sociocultural impacts on Japanese business writing remain underexplored. This study aims to examine how ChatGPT4o-based automated feedback functions within Japanese business writing education for adult learners in online higher education, with [...] Read more.

Artificial intelligence (AI) is rapidly transforming language education. However, its pedagogical and sociocultural impacts on Japanese business writing remain underexplored. This study aims to examine how ChatGPT4o-based automated feedback functions within Japanese business writing education for adult learners in online higher education, with particular attention to both its instructional impact and learners’ sociocultural awareness. Situated in a cyber university context where the proportion of adult learners is increasing, the study explores the potential of AI-mediated feedback to address learners’ diverse educational and cultural needs. It employed a mixed-methods design, combining a survey of 27 participants and in-depth interviews with 11 participants. The interviews were transcribed and thematically coded to gain deeper insights into learners’ perceptions. The findings indicate that ChatGPT feedback contributed to learners’ planning of study strategies, the provision of immediate and personalized corrections, the reinforcement of error awareness, and the acquisition of honorific and polite expressions. On the one hand, learners reported that they could quickly understand regional language practices and communication conventions in business contexts, thereby deepening their cultural sensitivity. On the other hand, some learners expressed concern that increased reliance on AI could weaken exploratory and critical learning. These results suggest that ChatGPT can serve not merely as a correction tool but also as an educational resource that simultaneously fosters self-directed learning and sociocultural competence. However, to ensure reliability and cultural appropriateness, hybrid feedback incorporating instructor guidance is necessary. This study has academic significance in demonstrating the potential of extending AI-based feedback to Japanese business communication education, thereby constructing an integrated language and culture learning environment. Full article

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18 pages, 597 KB

Open AccessArticle

The Impact of Computational Thinking on Logical-Mathematical Reasoning in High School Education: A Quasi-Experimental Study

by Rubén Pajares Pescador, Luis Jorge Martín-Antón and Miguel Á. Carbonero-Martín

Educ. Sci. 2026, 16(2), 345; https://doi.org/10.3390/educsci16020345 - 21 Feb 2026

Viewed by 725

Abstract

This article explores what impact a program of IT programming (Scratch and Python) activities has on the logical-mathematical reasoning of high school children. The sample comprised a group of 388 high school students, spanning first-year compulsory education (12 years old) up to second-year [...] Read more.

This article explores what impact a program of IT programming (Scratch and Python) activities has on the logical-mathematical reasoning of high school children. The sample comprised a group of 388 high school students, spanning first-year compulsory education (12 years old) up to second-year upper secondary (17 years old) students who were given the Differential and General Skills Battery (BADyG) before and after intervention through a quasi-experimental design. Statistical analysis of data involved multivariate analysis of variance (MANOVA), taking education level and group as independent variables. Results showed a principal significant effect of the group, with greater gains amongst the experimental group in four factors of BADyG (logical reasoning, numerical reasoning, visual-spatial reasoning, and general intelligence). Significant differences were also found in terms of education level in the numerical, visual-spatial, and general intelligence factors, with higher gains observed in the early years of compulsory secondary education compared to upper secondary education. No significant effects were found in the interaction between level and group, such that the impact of intervention was consistent throughout all the school years. In sum, the results suggest that a program which promotes computational thinking can favor the development of certain skills related to logical-mathematical reasoning in high school education under the conditions of this study. Full article

(This article belongs to the Special Issue Cognitive and Developmental Psychology in STEM Education)

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25 pages, 1551 KB

Open AccessArticle

Bridging Standards and Practice: A Multidimensional Case Study of a Dual-Language Teacher Preparation Program

by Marialuisa Di Stefano, Daniel Toro González and Amnerys Cuevas Doñé

Educ. Sci. 2026, 16(2), 344; https://doi.org/10.3390/educsci16020344 - 21 Feb 2026

Viewed by 515

Abstract

This mixed-methods study examines one public university’s dual-language bilingual education (DLBE) teacher preparation program through the lens of the National Dual Language Education Teacher Preparation Standards (NDLETPSs). Data sources include course syllabi, classroom observations, and participant surveys, providing a comprehensive overview of program [...] Read more.

This mixed-methods study examines one public university’s dual-language bilingual education (DLBE) teacher preparation program through the lens of the National Dual Language Education Teacher Preparation Standards (NDLETPSs). Data sources include course syllabi, classroom observations, and participant surveys, providing a comprehensive overview of program design and implementation. The analysis highlights clear and robust alignment in bilingualism and biliteracy, sociocultural competence, and instructional practices. Alignment with assessment and professionalism is also reflected in the program, though it is conveyed in a less visible or less explicit manner in the documents reviewed. Quantitative comparisons of stated versus observed NDLETPS alignment are triangulated with qualitative coding and participant perspectives. While grounded in a U.S. context, the study offers insights that are relevant to global bilingual education efforts by highlighting transferable themes such as teacher agency, critical consciousness, and collaboration. These findings contribute to this Education Sciences Special Issue’s goal of advancing bilingual education as a transformative tool for linguistic, cognitive, and sociocultural development in diverse educational landscapes. Full article

(This article belongs to the Special Issue Research, Innovation, and Practice in Bilingual Education)

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12 pages, 223 KB

Open AccessArticle

Motivating Teachers in Curriculum Enrichment Programmes Through Rewards and Recognition in Practice

by Ntandokamenzi Penelope Dlamini

Educ. Sci. 2026, 16(2), 343; https://doi.org/10.3390/educsci16020343 - 21 Feb 2026

Viewed by 337

Abstract

Teacher motivation plays a critical role in the successful implementation of curriculum enrichment programmes, yet it remains underexplored in many educational initiatives. The study contributes insights into teacher motivation in early childhood education and offers practical guidance for strengthening the sustainability of enrichment [...] Read more.

Teacher motivation plays a critical role in the successful implementation of curriculum enrichment programmes, yet it remains underexplored in many educational initiatives. The study contributes insights into teacher motivation in early childhood education and offers practical guidance for strengthening the sustainability of enrichment programmes through integrated recognition, support, and incentive structures. This study investigates the impact of rewards and recognition on teachers’ engagement in the Tsogo Sun Moves for Life chess programme in early childhood education classrooms within the King Cetshwayo District, South Africa. A qualitative case study design was used, with data collected through semi-structured interviews, observations, and document analysis, and analysed using thematic analysis. The findings indicate that while teachers valued teaching resources, coordinator support, and certificates of appreciation, these forms of recognition were insufficient to sustain long-term engagement. Teachers emphasised the need for meaningful acknowledgment and tangible incentives to justify the additional workload associated with programme implementation. Drawing on Self-Determination Theory and Herzberg’s Two-Factor Theory of Motivation, the study highlights the interaction between intrinsic and extrinsic motivation in shaping teachers’ commitment. Full article

21 pages, 906 KB

Open AccessArticle

Identifying Competencies of Digitally Fluent Educators in Higher Education: A Delphi Study

by Helen Huiqing Hwu, Daniel Foster, Crystal Ramsay, Angela Dick and Na Li

Educ. Sci. 2026, 16(2), 342; https://doi.org/10.3390/educsci16020342 - 20 Feb 2026

Viewed by 500

Abstract

Adaptability and flexibility in teaching with digital technologies are essential for instructors to navigate dynamic and ever-evolving educational contexts. However, little has been done to investigate the underlying competencies required of instructors to fluently integrate technologies into their instructional practices. This study employed [...] Read more.

Adaptability and flexibility in teaching with digital technologies are essential for instructors to navigate dynamic and ever-evolving educational contexts. However, little has been done to investigate the underlying competencies required of instructors to fluently integrate technologies into their instructional practices. This study employed the Delphi method to address this gap and identify the competencies of a digitally fluent educator in higher education. Through three rounds of data analysis, 36 experts across multiple higher education institutions reached consensus on 14 competencies, including 8 knowledge, 3 skills, and 3 dispositions as indicators of an educator fluent in applying digital tools. The final list of competencies highlights the importance of metacognitive skills, conditional knowledge, and a disposition to be adaptable when defining fluency in digital instruction. The findings indicate a differentiation between digital fluency and previous paradigms such as digital literacy and digital competency. Implications for competency-based professional development opportunities and future research are discussed. Full article

(This article belongs to the Special Issue Digital Literacy for Teaching Excellence: Empowering Educators in the Digital Age)

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25 pages, 442 KB

Open AccessArticle

Understanding and Addressing Teacher Shortages in Austria: Emergence, Research and Policy Reactions

by Herbert Altrichter, Katharina Soukup-Altrichter and Katharina Resch

Educ. Sci. 2026, 16(2), 341; https://doi.org/10.3390/educsci16020341 - 20 Feb 2026

Viewed by 428

Abstract

Teacher shortages have become a global phenomenon, affecting educational systems across many countries. However, the strategies adopted to address it differ considerably. This study gives a first, detailed account of the reasons and effects of teacher shortages in Austria. For this purpose, a [...] Read more.

Teacher shortages have become a global phenomenon, affecting educational systems across many countries. However, the strategies adopted to address it differ considerably. This study gives a first, detailed account of the reasons and effects of teacher shortages in Austria. For this purpose, a number of documents were analysed: 120 newspaper reports (to mirror the public debate), 43 parliamentary questions and ministerial responses (to mirror the policy debate), and relevant national statistics (to mirror the current situation and remedial measures by quantitative indicators). This allows a first comprehensive synthesis of public debate, policy developments, and research—comparable to country reports for other countries but currently missing for Austria. The findings of these multiple sources reveal that, following a period in the early 2000s with sufficient applicants for teaching positions, Austria gradually experienced an emerging teacher shortage. Initial responses were ad hoc, relying on measures such as increased overtime and the employment of underqualified teaching staff. More comprehensive strategies were introduced only in 2022, including a public image campaign for the teaching profession, reforms in teacher education, and new pathways for career changers. The study concludes by discussing implications for the teaching profession, school practice, and the teacher education system. Full article

(This article belongs to the Section Teacher Education)

17 pages, 3146 KB

Open AccessArticle

Task-Based Learning with VR Support in CFL Learning

by Pattanasak Muangchan, Kiki Juli Anggoro and Phirasoost Kateleatprasert

Educ. Sci. 2026, 16(2), 340; https://doi.org/10.3390/educsci16020340 - 20 Feb 2026

Viewed by 434

Abstract

This study explores the effects of integrating virtual reality (VR) into task-based learning (TBL) to support Chinese language learning among Thai university students enrolled in a basic Chinese course. A total of fifty first-year students were selected using simple random sampling and assigned [...] Read more.

This study explores the effects of integrating virtual reality (VR) into task-based learning (TBL) to support Chinese language learning among Thai university students enrolled in a basic Chinese course. A total of fifty first-year students were selected using simple random sampling and assigned to either a VR-supported experimental group or a traditional control group. Both groups received instruction on the same vocabulary and writing content, delivered by the same instructor, and were assessed using identical pre- and post-tests. The findings indicate that students in the VR-supported group significantly outperformed their peers in the control group. Large effect sizes suggest substantial improvements in both vocabulary knowledge and Chinese character writing, while the control group demonstrated only minimal progress. Survey responses also revealed that students found VR-based tasks highly engaging, closely connected to real-life communication, and strongly motivating. Most participants reported a better understanding of vocabulary and noticeable advancement in learning Chinese characters. However, some students encountered technical difficulties and mild discomfort while interacting with the VR environment. These observations underscore the need for careful instructional design and the importance of implementing VR in a user-friendly and accessible manner. Overall, the study highlights the potential of VR-supported TBL to enhance learning outcomes in beginner-level Chinese courses, provided that technological and pedagogical considerations are carefully addressed. Full article

(This article belongs to the Special Issue Teaching and Learning Research with Technology in New Era)

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16 pages, 367 KB

Open AccessArticle

The Effect of Perceived School Counselor Support on High School Students’ General Mattering, Resilience and Self-Esteem

by Cemal Karadaş, Mehmet Akif Karaman, Şeyma Mızrak, Ayşe Ayaz and Seda Altınok Kalkan

Educ. Sci. 2026, 16(2), 339; https://doi.org/10.3390/educsci16020339 - 20 Feb 2026

Viewed by 920

Abstract

This study examined the predictor role of perceived school counselor support (PSCS) on resilience, general mattering, and self-esteem in high school students who have used counseling services. A total of 573 students (263 boys, 310 girls) participated in the study, providing insight into [...] Read more.

This study examined the predictor role of perceived school counselor support (PSCS) on resilience, general mattering, and self-esteem in high school students who have used counseling services. A total of 573 students (263 boys, 310 girls) participated in the study, providing insight into how counselor support may contribute to students’ psychological well-being. Structural equation modeling was employed to test the proposed second-order factor model in which PSCS was specified as a higher-order construct. Following minor, theoretically justified modifications, the final model demonstrated acceptable fit to the data (χ²(580) = 1965.87, χ²/df = 3.39, CFI = 0.896, TLI = 0.887, RMSEA = 0.065). Results indicated that PSCS significantly and positively predicted resilience (β = 0.15, p < 0.01), general mattering (β = 0.19, p < 0.001), and self-esteem (β = 0.24, p < 0.001). Although the explained variance in the outcome variables was modest, findings highlight the importance of perceived counselor support as a meaningful psychological resource in adolescents’ well-being. These results underscore the role of school counseling services in strengthening students’ resilience, sense of mattering, and self-worth. Full article

(This article belongs to the Section Education and Psychology)

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25 pages, 1881 KB

Open AccessArticle

School Principals’ Wellbeing Perceptions in Greek Primary Schools

by Valentina Theodosiou, Paraskevi Chatzipanagiotou and Eirene Katsarou

Educ. Sci. 2026, 16(2), 338; https://doi.org/10.3390/educsci16020338 - 20 Feb 2026

Viewed by 328

Abstract

The growing complexity of school leadership, intensified by increasing accountability and administrative demands, has heightened the need to understand principals’ wellbeing. This study examines the wellbeing of 161 public primary school principals in Greece, focusing on the factors that shape their professional experience [...] Read more.

The growing complexity of school leadership, intensified by increasing accountability and administrative demands, has heightened the need to understand principals’ wellbeing. This study examines the wellbeing of 161 public primary school principals in Greece, focusing on the factors that shape their professional experience and overall functioning. Survey findings indicate generally high levels of emotional, cognitive, social, psychological, and spiritual wellbeing, although physical wellbeing was noticeably lower. A significant gender difference emerged, with male principals reporting higher overall wellbeing than female principals, highlighting the relevance of gendered experiences in leadership roles. Job satisfaction also proved central, showing a strong positive association with all six dimensions of wellbeing and underscoring its importance for sustaining principals’ resilience and effectiveness. Beyond individual characteristics, several organizational factors—including relationships with staff, working conditions, school climate, and administrative workload—were identified as key contributors to principals’ wellbeing and daily practice. These conditions illustrate how organizational environments can enhance or strain leaders’ capacity to navigate evolving role expectations. Qualitative insights further clarified how personal attributes and school-level circumstances interact with these broader dynamics. Overall, the study illuminates the interplay between gender, job satisfaction, and contextual factors in shaping principals’ wellbeing, offering evidence to inform targeted support within contemporary educational settings. Full article

(This article belongs to the Special Issue School Leadership Well-Being: Stressors, Enablers, and Impact on Leadership Practices and Educational Outcomes)

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18 pages, 284 KB

Open AccessArticle

AI Adoption in K–12 Education: A Model of Skills Transformation, Productivity, and Institutional Readiness

by Tarek Elmourad, Lycourgos Hadjiphanis, Kyriakos Christofi, Pieris Chourides and Alexios Kythreotis

Educ. Sci. 2026, 16(2), 337; https://doi.org/10.3390/educsci16020337 - 19 Feb 2026

Viewed by 749

Abstract

The integration of artificial intelligence (AI) into education in the United Arab Emirates (UAE) is moving rapidly as it becomes increasingly mandatory, yet schools often lack the proper expertise and resources to achieve successful implementation. AI integration is not just about having access [...] Read more.

The integration of artificial intelligence (AI) into education in the United Arab Emirates (UAE) is moving rapidly as it becomes increasingly mandatory, yet schools often lack the proper expertise and resources to achieve successful implementation. AI integration is not just about having access to AI large language models and supplying schools with the right machines; it is also about ensuring the right preparation before introducing the tools and connectivity. Existing research has primarily focused on technological capabilities or individual attitudes, offering limited insight into how human, organizational, and well-being factors jointly shape institutional readiness. This study examines the determinants of AI adoption readiness in K–12 education using quantitative survey data collected from 602 teachers across public and private schools in the United Arab Emirates. The study builds on the technology–organization–environment framework and behavioral perception theory to test the influence of multiple factors on perceived usefulness. Professional development availability, school encouragement, access to AI tools, work–life balance, teaching experience, and institutional readiness in schools were examined. The findings of this study suggest that cultural readiness is as important as technical readiness. In addition, it underscores the primacy of perception, leadership support, and infrastructure alignment in shaping the transformation. This study presents an empirically tested explanatory framework that may inform policymakers and school leaders seeking to conduct AI transformation. It also offers practical implications for designing professional development, leadership strategy, and implementation models to support sustainable AI integration. Full article

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25 pages, 326 KB

Open AccessArticle

Barriers to the Effective Transfer and Retention of Tacit Knowledge Within Postgraduate Supervision in South African Higher Education Institutions

by Bongekile Pretty Mpungose, Malefetjane Phineas Phaladi and Collence Takaingenhamo Chisita

Educ. Sci. 2026, 16(2), 336; https://doi.org/10.3390/educsci16020336 - 19 Feb 2026

Viewed by 1040

Abstract

The research paper explored the barriers hindering the effective transfer and retention of tacit knowledge in postgraduate supervision within South African higher education institutions (HEIs). Extant literature reveals significant challenges, notably the risk of tacit knowledge loss due to a shortage of postgraduate [...] Read more.

The research paper explored the barriers hindering the effective transfer and retention of tacit knowledge in postgraduate supervision within South African higher education institutions (HEIs). Extant literature reveals significant challenges, notably the risk of tacit knowledge loss due to a shortage of postgraduate supervisors, high turnover rates, and an ageing demographic amongst these supervisors. The research employed a mixed-method explanatory sequential design, gathering survey data via questionnaires and qualitative insights through interviews with PhD holders serving as postgraduate supervisors at four selected South African HEIs. The survey’s reliability was confirmed with a Cronbach alpha of 0.8, and thematic analysis was performed using NVivo software, version 14. Barriers to tacit knowledge transfer in postgraduate education include cultural differences, silos, poor communication, red tape, insufficient resources, a lack of peer trust, job insecurity, inadequate leadership, rewards and recognition, organisational politics, limited informal interactions, and work overload. Addressing these issues is essential for enhancing the knowledge transfer and retention of tacit supervisory knowledge, thereby reducing knowledge stickiness in HEIs. Institutional barriers impacting the management of such risks and knowledge stickiness in the context of postgraduate supervision remain unexplored in the extant body of knowledge and practice. Full article

25 pages, 1493 KB

Open AccessArticle

“Is AI Inevitable?” Development of Attitudes and Practices of Czech Teachers Between 2023 and 2025

by Roman Marsalek and Milada Teplá

Educ. Sci. 2026, 16(2), 335; https://doi.org/10.3390/educsci16020335 - 19 Feb 2026

Viewed by 351

Abstract

The rapid expansion of generative artificial intelligence (AI) has significantly transformed educational practice worldwide. While early research documented teachers’ initial reactions to AI tools, less is known about how their attitudes, competencies, and professional practices evolve once these technologies become normalized in schools. [...] Read more.

The rapid expansion of generative artificial intelligence (AI) has significantly transformed educational practice worldwide. While early research documented teachers’ initial reactions to AI tools, less is known about how their attitudes, competencies, and professional practices evolve once these technologies become normalized in schools. This study addresses this gap by examining the development of Czech primary and secondary school teachers’ attitudes and practices related to AI in 2025 and comparing them with findings from 2023. A quantitative survey analyzed teachers’ frequency and purposes of AI use, perceived readiness, institutional support, and experiences with student misuse. The results indicate a substantial acceleration in AI adoption, increased participation in professional development, and a shift from experimental exploration toward more structured and pedagogically grounded use. At the same time, ethical concerns and issues related to student misuse remain significant. The findings highlight the transition from uncertainty to pragmatic integration and underline the importance of systematic methodological support and clear ethical frameworks for responsible AI implementation in education. Full article

(This article belongs to the Section Technology Enhanced Education)

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18 pages, 256 KB

Open AccessArticle

Parent Conceptions of Language, Mathematics, and Support in a French Immersion Context

by Julianne Gerbrandt and Karla Culligan

Educ. Sci. 2026, 16(2), 334; https://doi.org/10.3390/educsci16020334 - 19 Feb 2026

Viewed by 298

Abstract

This study explores the perspectives of monolingual English-speaking parents whose children are enrolled in elementary (Grades 1–5) French immersion (FI) in New Brunswick, Canada, where FI students learn mathematics in French. Using poetic inquiry within a feminist postmodern framework, we analyzed interview data [...] Read more.

This study explores the perspectives of monolingual English-speaking parents whose children are enrolled in elementary (Grades 1–5) French immersion (FI) in New Brunswick, Canada, where FI students learn mathematics in French. Using poetic inquiry within a feminist postmodern framework, we analyzed interview data from three parents to examine how they conceptualize the relationship between language and mathematics, and how these conceptualizations shape the ways they support their children’s mathematics learning. The resulting research poems reveal tensions in participants’ views of mathematics and language. For example, mathematics was at times positioned as detachable from language, although language was simultaneously described as a potential barrier to mathematical success. In turn, parental involvement was characterized by support toward monitoring linguistic markers, relearning pedagogical methods, and rehearsing procedures. By centring parents’ perspectives, this study contributes to research on multilingual mathematics education by illustrating how parental conceptualizations may play a role in shaping mathematics practices across home and school spaces. Methodologically, the study suggests that research poetry has analytic potential for surfacing tensions in parental sense-making that may remain overlooked in more conventional qualitative analyses. This study points to a need for resources and communication practices that support dialogue between schools and families about the relationship between language and mathematics in FI contexts. Full article

(This article belongs to the Special Issue Supporting Mathematics Teaching and Learning in Indigenous, Migrational, and Multilingual Contexts)

17 pages, 1690 KB

Open AccessArticle

Plugged or Unplugged? A Comparative Study of Computational Thinking Development in Early Childhood

by Maria-Emilia Garcia-Marques, Adrián Pérez-Suay and Ismael García-Bayona

Educ. Sci. 2026, 16(2), 333; https://doi.org/10.3390/educsci16020333 - 18 Feb 2026

Viewed by 668

Abstract

Computational thinking (CT) has increasingly been recognized as a fundamental skill that should be fostered from early childhood. This study investigated the comparative effectiveness of plugged (robot-based) and unplugged (without technology) instructional activities on the development of CT skills in young children. Two [...] Read more.

Computational thinking (CT) has increasingly been recognized as a fundamental skill that should be fostered from early childhood. This study investigated the comparative effectiveness of plugged (robot-based) and unplugged (without technology) instructional activities on the development of CT skills in young children. Two natural classroom groups participated, each receiving the same instructional content and assessment, differing only in intervention modality: one utilized the Bee-bot floor robot, while the other engaged in unplugged activities simulating the robot’s movements. Pre- and post-intervention assessments measured CT and spatial reasoning skills to evaluate learning gains. Results demonstrated significant improvements in CT across both groups, with no statistically significant differences in overall gains, suggesting that unplugged activities, when thoughtfully designed, can be as effective as technology-supported ones. These findings have important implications for designing inclusive and resource-sensitive early childhood CT curricula, emphasizing the value of developmentally appropriate and engaging learning experiences beyond technological availability. Full article

(This article belongs to the Special Issue Computational Thinking and Programming in Early Childhood Education)

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27 pages, 1474 KB

Open AccessArticle

The Role of Math and Science Attitudes and Beliefs in Shaping Migratory Adolescents’ Aspirational Engineering Identity: An Exploratory Study

by Ulises Juan Trujillo Garcia and Dina Verdín

Educ. Sci. 2026, 16(2), 332; https://doi.org/10.3390/educsci16020332 - 18 Feb 2026

Viewed by 408

Abstract

Developing an engineering identity is critical for supporting students’ engineering career pathways. Yet, migratory adolescents are often not afforded engineering experiences to support that identity formation. Early experiences in math and science often serve as gateways to engineering careers; examining students’ attitudes and [...] Read more.

Developing an engineering identity is critical for supporting students’ engineering career pathways. Yet, migratory adolescents are often not afforded engineering experiences to support that identity formation. Early experiences in math and science often serve as gateways to engineering careers; examining students’ attitudes and beliefs in these subjects is essential to understanding identity formation. This study took an exploratory approach to examine how migratory adolescents’ math and science attitudes and beliefs, specifically their interest, recognition, and performance beliefs, contributed to developing an aspirational engineering identity. Mediation analysis was used to explore how math and science interest, recognition, and performance beliefs shaped the engineering identity formation of 227 migratory adolescents. Results show that math and science interest served as both a direct pathway to engineering identity and as the essential mediator linking performance beliefs and recognition to engineering identity development. Performance beliefs and recognition operated as interchangeable predictor variables but supported engineering identity through their influence on students’ interest in math and science. Multiple pathways emerged for fostering an engineering identity among migratory adolescents, rather than a singular path. These findings highlight the importance of cultivating math and science interest as a key mechanism for supporting engineering aspirations and informing future educational interventions for this underrepresented group. Full article

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23 pages, 471 KB

Open AccessArticle

Exploring the Community Cultural Wealth and Science Capital of Parents in a Family STEM Program

by Megan Ennes, M. Gail Jones, Emily Cayton and Katherine Chesnutt

Educ. Sci. 2026, 16(2), 331; https://doi.org/10.3390/educsci16020331 - 18 Feb 2026

Viewed by 540

Abstract

While parents and caregivers are seen as an important factor in the development of science identity building, few studies have explored the contextual and capacity-based factors that influence parents’ support of their children in STEM. Parental STEM resources can be explored through the [...] Read more.

While parents and caregivers are seen as an important factor in the development of science identity building, few studies have explored the contextual and capacity-based factors that influence parents’ support of their children in STEM. Parental STEM resources can be explored through the community cultural wealth framework which describes the types of knowledge, connections, and capabilities a community possesses. This study explored the impacts of a year-long, museum-based family STEM program on the parents’ community cultural wealth and science capital through surveys and interviews. The results suggest that the program was able to have a positive impact on the capital and habitus of the parent participants. Having access to parents who promote career awareness and encourage career exploration has emerged as an important type of cultural capital. By engaging families as a whole, rather than youth as individuals, programs may be able to more effectively support youth science identity and career aspirations. Sustained, engaging, family-based programs out-of-school, and potentially in schools, are one way to approach the need for more youth, particularly women and those from underrepresented groups, to pursue STEM careers. Full article

(This article belongs to the Special Issue Beyond the Bottom Line: Systemic Pathways to Identity-Responsive STEM Learning)

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19 pages, 546 KB

Open AccessArticle

Development of Critical Thinking in Pre-Service Early Childhood Education Teachers Using Scientific Inquiry Practices in STEM Projects

by Teresa Lupión-Cobos, María Marta Alarcón-Orozco, Mario Caracuel-González and Ángel Blanco-López

Educ. Sci. 2026, 16(2), 330; https://doi.org/10.3390/educsci16020330 - 18 Feb 2026

Cited by 1 | Viewed by 456

Abstract

Critical thinking (CT) is increasingly recognized as a transversal competence within STEM education, yet it is often addressed implicitly in preservice teacher training. This study analyzes the development of critical thinking in 130 Preservice Early Childhood Education Teachers (PECETs) who, during the 2024–2025 [...] Read more.

Critical thinking (CT) is increasingly recognized as a transversal competence within STEM education, yet it is often addressed implicitly in preservice teacher training. This study analyzes the development of critical thinking in 130 Preservice Early Childhood Education Teachers (PECETs) who, during the 2024–2025 academic year, participated in a training programme designed from a STEM perspective and grounded in scientific inquiry. A mixed-methods approach was used to examine the teaching unit elaborated by PECETs with a rubric that assessed stages of inquiry, as well as to analyze their final reports for evidence of connections between CT and STEM. The findings revealed strong scientific thinking but only superficial links to STEM and CT suggesting progress in participants’ scientific reasoning and analytical and reflective competence. However, evidence of explicit STEM integration and CT justification remained limited. These results confirm the formative potential of inquiry-based STEM education for supporting CT development in early childhood preservice teacher education, while highlighting the need for more explicit scaffolding of inquiry phases, structured reflection opportunities, and collaborative argumentation tasks to strengthen conceptual integration and deepen critical engagement with scientific evidence. Full article

(This article belongs to the Special Issue Critical Thinking in Science Education: Nurturing Inquiry, Socio-Scientific Issues, and Innovation)

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17 pages, 470 KB

Open AccessArticle

“There’s No Life School”—Inclusive School Supports for Autistic School Leavers: A Self-Determination Theory Perspective

by Danielle Tracey, Nicole Sharp, Simone Nash and Caroline Mills

Educ. Sci. 2026, 16(2), 329; https://doi.org/10.3390/educsci16020329 - 18 Feb 2026

Viewed by 487

Abstract

Autistic people experience lower rates of employment, education, and participation, and the identification of autistic people is growing rapidly with improved early identification, increased community awareness, and improved identification in previously under-diagnosed populations. Although inclusive education policies and practices present an opportunity to [...] Read more.

Autistic people experience lower rates of employment, education, and participation, and the identification of autistic people is growing rapidly with improved early identification, increased community awareness, and improved identification in previously under-diagnosed populations. Although inclusive education policies and practices present an opportunity to bolster the transition into adulthood for autistic young people, there is little mandate around these processes and supports. This qualitative study gathered the perspectives of people with direct experience of mainstream school transition supports through 46 interviews with autistic young people, educators, and parents/carers. The participants’ narratives were interpreted through the lens of self-determination theory to understand how inclusive schools can best fulfil autistic young peoples’ needs for competence, autonomy, and relatedness. The findings enable recommendations for inclusive school practice and supports, informed by the stories of those who have experience with the phenomenon. Full article

(This article belongs to the Special Issue Inclusion and Equity for Students with Special Educational Needs: Trends, Tensions, and Tactics)

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5 pages, 159 KB

Open AccessEditorial

Different Approaches in Mathematics Teacher Education: Participants, Tools, Contexts and Professional Learning

by Salvador Llinares and Alessandro Ribeiro

Educ. Sci. 2026, 16(2), 328; https://doi.org/10.3390/educsci16020328 - 18 Feb 2026

Viewed by 361

Abstract

This Special Issue focuses on different approaches to teacher education in mathematics [...] Full article

(This article belongs to the Special Issue Different Approaches in Mathematics Teacher Education)

30 pages, 676 KB

Open AccessArticle

Small Private Online Courses (SPOCs) in Higher Education in a Flipped Classroom Framework: A Case Study Introducing Quantum Physics

by Athanasia Psyllaki, Anthi Karatrantou and Christos Panagiotakopoulos

Educ. Sci. 2026, 16(2), 327; https://doi.org/10.3390/educsci16020327 - 18 Feb 2026

Viewed by 483

Abstract

Small Private Online Courses (SPOCs) have gained attention as a promising approach to blended learning in higher education, particularly within the Flipped Classroom framework. Unlike Massive Open Online Courses (MOOCs), SPOCs cater to a limited number of students, allowing for more personalized learning [...] Read more.

Small Private Online Courses (SPOCs) have gained attention as a promising approach to blended learning in higher education, particularly within the Flipped Classroom framework. Unlike Massive Open Online Courses (MOOCs), SPOCs cater to a limited number of students, allowing for more personalized learning experiences and enhanced interaction with instructors. This case study examines the integration of a SPOC titled “Introduction to Quantum Physics” into the undergraduate course “Introduction to Modern Physics” at the University of Crete. The research employs a mixed-methods approach, combining quantitative and qualitative data collection methods. Quantitative data were obtained from a questionnaire distributed to students and an analysis of student grades, while qualitative insights were derived from interviews with the course instructors. The findings indicate that the SPOC was associated with positive student engagement and comprehension of complex physics concepts, aligning with previous research on blended learning effectiveness. However, challenges were identified, including the need for increased student–instructor interaction in the online component. Recommendations for improving the SPOC model include the development of interactive activities and enhanced instructor support. This study aims to contribute to the growing body of research on the Flipped Classroom framework in higher education, highlighting the potential utility of SPOCs to enrich learning experiences. Full article

(This article belongs to the Special Issue Unleashing the Potential of E-learning in Higher Education)

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15 pages, 446 KB

Open AccessCommentary

What It Really Takes: The Costs and Commitments Behind a Successful Coaching Model for Afterschool STEM Educators

by Heidi Cian

Educ. Sci. 2026, 16(2), 326; https://doi.org/10.3390/educsci16020326 - 18 Feb 2026

Viewed by 295

Abstract

Out-of-school-time (OST) programs in the United States offer significant opportunities for youth to engage with and develop their identities in science, technology, engineering, and mathematics (STEM). However, professional learning that supports OST educators in developing identity-affirming STEM facilitation remains chronically underfunded and undervalued. [...] Read more.

Out-of-school-time (OST) programs in the United States offer significant opportunities for youth to engage with and develop their identities in science, technology, engineering, and mathematics (STEM). However, professional learning that supports OST educators in developing identity-affirming STEM facilitation remains chronically underfunded and undervalued. Dominant approaches to measuring program “costs”—often centered on per-participant expenditures or short-term cost-effectiveness—obscure the systemic, relational, and capacity-building investments required to sustain high-quality OST STEM practices. This commentary examines how available cost frameworks shape what is rendered visible as “value” in OST STEM professional learning and where they fall short. To ground this analysis, I draw on the Afterschool Coaching for Reflective Educators in STEM (ACRES) program, a long-running national coaching initiative, as an illustrative case through which to examine how investments unfold over time and across contexts. Using ACRES, I demonstrate how costs are more productively understood as multidimensional investments in infrastructure, human capacity, relationships, and knowledge—forms of value that resist per-participant or short-horizon accounting. I offer an alternative tool, the Capacity-Based Cost Assessment (CBCA), to facilitate reflection on the outcomes of these investments. I include recommendations for how to define, document, and evaluate investments in OST STEM professional learning. Full article

(This article belongs to the Special Issue Beyond the Bottom Line: Systemic Pathways to Identity-Responsive STEM Learning)

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13 pages, 230 KB

Open AccessArticle

Low-Cost Educational Materials and University Student Teachers’ Recycling Knowledge and Attitudes: A Quasi-Experimental Study

by Norris Igbinosa Erhabor and Giuliano Reis

Educ. Sci. 2026, 16(2), 325; https://doi.org/10.3390/educsci16020325 - 17 Feb 2026

Viewed by 458

Abstract

This study explores the impact of low-cost environmental laboratory materials on university students’ knowledge and attitudes toward waste recycling. Anchored primarily in Vygotsky’s sociocultural theory and informed by Situated Learning and Constructionism, the study conceptualizes low-cost materials as cultural tools that mediate learning [...] Read more.

This study explores the impact of low-cost environmental laboratory materials on university students’ knowledge and attitudes toward waste recycling. Anchored primarily in Vygotsky’s sociocultural theory and informed by Situated Learning and Constructionism, the study conceptualizes low-cost materials as cultural tools that mediate learning through social interaction, authentic contexts, and material transformation. A quasi-experimental design was adopted to evaluate changes in students’ cognitive and affective domains. Findings revealed a statistically significant improvement in students’ knowledge following the intervention, indicating the effectiveness of the instructional approach in enhancing conceptual understanding of recycling. However, no significant change was recorded in students’ attitudes toward waste recycling. While the intervention succeeded in advancing knowledge, which is a foundational element for environmental stewardship, our findings highlight the limitations of cognitively oriented pedagogies in influencing pro-environmental attitudes. Nevertheless, our study underscores the importance of continuing to seek ways of integrating affective, experiential, and context-sensitive learning approaches into environmental education to foster holistic sustainability competencies. Full article

(This article belongs to the Special Issue Education for a Sustainable Future: Inspiring Change for a Greener Planet)

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Educ. Sci., Volume 16, Issue 2 (February 2026) – 182 articles

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