Education Sciences

24 pages, 374 KB

Open AccessArticle

Digital Tools for Inclusive Education: Enhancing Learning Experiences in Mathematics for Students with Special Needs

by Mnena Sharon Asula-Abaver and Masilo France Machaba

Educ. Sci. 2026, 16(3), 500; https://doi.org/10.3390/educsci16030500 - 23 Mar 2026

Viewed by 429

The integration of digital tools into mathematics education has the potential to transform teaching and learning for students with special needs by fostering inclusion, accessibility, and engagement. Guided by the principles of Universal Design for Learning (UDL) and Vygotsky’s social constructivist theory, this [...] Read more.

The integration of digital tools into mathematics education has the potential to transform teaching and learning for students with special needs by fostering inclusion, accessibility, and engagement. Guided by the principles of Universal Design for Learning (UDL) and Vygotsky’s social constructivist theory, this study investigates how digital technologies can enhance learning experiences and promote inclusive education in mathematics classrooms. Using a mixed-method design, data were collected from 110 mathematics teachers and 210 Grade 11 students in special schools across Nigeria to assess the availability, utilization, and impact of digital tools on students’ engagement, motivation, collaboration, and problem-solving. Findings indicate that while access to digital tools remains limited, their effective use significantly improves students’ learning experiences and supports inclusive pedagogical practices. The study underscores the importance of policy alignment to ensure equitable access to digital resources for all students. Findings contribute to global discussions on inclusive digital pedagogies by providing empirical insights into how technology can mediate participation, interaction, and achievement in mathematics for students with special needs. Full article

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

19 pages, 330 KB

Open AccessReview

Digital Technologies and the Teaching of Writing in Primary Schools

by Grace Oakley

Educ. Sci. 2026, 16(3), 499; https://doi.org/10.3390/educsci16030499 - 23 Mar 2026

Viewed by 388

Abstract

There are pressing challenges in the teaching of writing, as evidenced by unsatisfactory writing outcomes among countless primary school students around the world. Although digital technologies have the potential to support teachers and learners in the writing classroom, there are considerable gaps in [...] Read more.

There are pressing challenges in the teaching of writing, as evidenced by unsatisfactory writing outcomes among countless primary school students around the world. Although digital technologies have the potential to support teachers and learners in the writing classroom, there are considerable gaps in the research as well as challenges in the application of technology-integrated writing practices in classrooms. In a post-digital world where technologies are ubiquitous and an integral part of everyday lives, this gap may be seen as problematic. This article provides a background overview of the literature on four types of digital technology, and a narrative review of virtual and augmented reality (VR and AR) or “new realities” and generative artificial intelligence (GenAI) in the teaching and learning of writing in primary schools. Narrative reviews are non-systematic and subjective, allowing the author to provide commentary and critique. In the Discussion section, research on digital technologies and writing in primary school settings are considered with reference to key pedagogical approaches. Gaps in the literature in the area of digital technologies for teaching and practising writing in primary school classrooms are highlighted and opportunities for future research and practice are suggested. Full article

(This article belongs to the Special Issue The State of the Art and the Future of Education)

22 pages, 2111 KB

Open AccessArticle

Collective Emotions and Electronic Music in Young People with (And Without) Adjustment Disorders: A Biosocial Study at a Steve Aoki Concert

by Claudia Möller-Recondo, Elena-María García-Alonso, Claudia Rolando, Claudia García-Bueno, Miriam Lobato Herrero, Álvaro García Vergara and Elena Martín-Guerra

Educ. Sci. 2026, 16(3), 498; https://doi.org/10.3390/educsci16030498 - 23 Mar 2026

Viewed by 355

Abstract

This study presents the results of a Proof of Concept developed within the framework of the Amygdala Project, aimed at exploring the relationship between electronic music and emotional well-being among young people with and without a diagnosis of adjustment disorders (anxiety, depression, [...] Read more.

This study presents the results of a Proof of Concept developed within the framework of the Amygdala Project, aimed at exploring the relationship between electronic music and emotional well-being among young people with and without a diagnosis of adjustment disorders (anxiety, depression, and distress). The fieldwork was conducted during the live concert of DJ Steve Aoki (Cosquín Rock 2024, Valladolid), combining psychophysiological measurements using Sociograph technology, self-reported questionnaires, and performative and contextual analyses. The results reveal significant differences between the two groups: participants with a diagnosis exhibited a more constant and profound emotional connection, interpreting the experience as a form of “emotional escape” and an opportunity for affective regulation; whereas those without a diagnosis experienced more fluctuating levels of attention and perceived the event primarily as entertainment. The triangulation of biometric, observational, and narrative data suggests that electronic music in collective contexts may operate as a tool for emotional containment and transformation, fostering group cohesion and reducing psychological distress. These findings open new avenues for interdisciplinary research into the biosocial effects of contemporary music and its potential in the design of cultural and educational strategies to promote psychological well-being among young people. Full article

(This article belongs to the Section Education and Psychology)

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21 pages, 682 KB

Open AccessArticle

Anomie in Academia: The Perceived Normative Structure of Higher Education Among Staff and Students

by Erlend Litlere and Ali Teymoori

Educ. Sci. 2026, 16(3), 497; https://doi.org/10.3390/educsci16030497 - 22 Mar 2026

Viewed by 380

Abstract

Academia has undergone significant changes recently, such as financial cuts, restructuring, new management policies, precarious employment, and rapid technological advancement. We argue that these shifts can lead to organizational anomie, characterized by deregulation and a breakdown of academia’s normative structure, impacting teaching, learning, [...] Read more.

Academia has undergone significant changes recently, such as financial cuts, restructuring, new management policies, precarious employment, and rapid technological advancement. We argue that these shifts can lead to organizational anomie, characterized by deregulation and a breakdown of academia’s normative structure, impacting teaching, learning, and research. In Norway, we conducted qualitative individual interviews with academics (n = 12) and two group interviews with students (n = 13) to explore whether they perceive their academic environment in terms of organizational anomie. Staff participants see the academic environment as transformative but increasingly shaped by economic rationality. They also see a conflict between academic ideals and current work designs and practices, which are highly gamified, reliant on quantified performance measures, and dependent on external funding. They view these changes negatively, casting doubt on whether universities can still fulfil their mission in pursuit of independent critical inquiry. Students report a mismatch between expectations and reality, with some viewing academia instrumentally as a platform to the labor market, reflecting governmental policies to promote employability as a key goal of higher education. Others regard academia as a space for critical inquiry. Although the focus group discussions ultimately converged on the university’s norms and values being a space for critical inquiry, both groups expressed dissatisfaction that the current system fails to fully meet either of these goals. These findings are discussed in light of our understanding of organizational anomie in academia. Full article

(This article belongs to the Section Higher Education)

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26 pages, 435 KB

Open AccessArticle

Teacher-Identified Needs-Driven Professional Development in Rural Education: Designing for Engineering and Interdisciplinary Integration

by Hannah Glisson, Jacob Grohs, Felicity Bilow and Malle Schilling

Educ. Sci. 2026, 16(3), 496; https://doi.org/10.3390/educsci16030496 - 21 Mar 2026

Viewed by 318

Abstract

Rural educators face persistent structural barriers to accessing professional development that supports instructional change, particularly in disciplines such as engineering that require specialized knowledge and resources. This study examines a needs-driven professional development initiative designed to support rural K–12 educators in integrating engineering [...] Read more.

Rural educators face persistent structural barriers to accessing professional development that supports instructional change, particularly in disciplines such as engineering that require specialized knowledge and resources. This study examines a needs-driven professional development initiative designed to support rural K–12 educators in integrating engineering concepts through a school–university partnership in Southwest Virginia. Using a mixed-methods needs assessment consisting of a regional survey and in-depth interviews with teachers and administrators, we identified key challenges related to professional development access, relevance, and sustainability. These findings informed the design of a two-day professional development workshop grounded in place-based education and teacher pedagogical choice. Results highlight educators’ preferences for contextually relevant, hands-on learning experiences and the importance of ongoing support and professional community-building. While situated in a rural region, the findings have broader implications for professional development policy and practice across diverse educational settings. By explicitly examining how needs assessment findings were translated into professional development design decisions, this study contributes practice-based evidence for creating more equitable and context-responsive professional learning models. Full article

(This article belongs to the Special Issue Practice and Policy: Rural and Urban Education Experiences)

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29 pages, 924 KB

Open AccessArticle

Reflections of Former CLIL Pupils on Their Motivations, Expectations and Perceived Learning Outcomes

by Niels Planckaert, Zoë Clabau and Evy Woumans

Educ. Sci. 2026, 16(3), 495; https://doi.org/10.3390/educsci16030495 - 21 Mar 2026

Viewed by 220

Abstract

This paper explores how former CLIL pupils who have completed secondary school reflect on their experiences with Content and Language Integrated Learning (CLIL) through a survey with both open- and closed-ended questions. Data was gathered on former pupils’ initial expectations, their motivations, their [...] Read more.

This paper explores how former CLIL pupils who have completed secondary school reflect on their experiences with Content and Language Integrated Learning (CLIL) through a survey with both open- and closed-ended questions. Data was gathered on former pupils’ initial expectations, their motivations, their evaluations of their teachers’ competence, and the perceived impact of CLIL on their language proficiency and content understanding. The sample consisted of 75 participants (ages 18–23) who had taken at least one CLIL subject in a Flemish secondary school. The results reveal that many pupils initially viewed CLIL primarily as a means of enhancing their language skills. This expectation was only partially fulfilled: while some reported increased proficiency and confidence, others were less certain of concrete linguistic gains. In terms of subject content, most pupils felt that learning in a second language had not negatively affected their content understanding. Teachers were mostly deemed competent as to subject knowledge, but language competence was more critically evaluated. Pupils who viewed their teachers’ language competence favorably were also more likely to report personal language improvement. Motivations for participating in CLIL included an interest in languages, a desire for an academic challenge, and perceived future benefits. These insights underscore the need for CLIL programmes to align expectations, teacher support, and target-language use with learners’ perceived experiences. Full article

(This article belongs to the Special Issue Bilingual Education and Second Language Acquisition)

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15 pages, 239 KB

Open AccessArticle

Catalytic Communication in Sustainability Education: Bridging the Knowledge–Action Gap Through Affective Engagement and Strategic Praxis

by Sejdi Sejdiu and Rezarta Ramadani

Educ. Sci. 2026, 16(3), 494; https://doi.org/10.3390/educsci16030494 - 21 Mar 2026

Viewed by 189

Abstract

Education for Sustainable Development (ESD) can support and strengthen responses to the environmental challenges faced today. However, the sustainability knowledge–action gap remains mostly unbridged. This article examines communication as a lever for learning and behavior change in sustainability education and compares the use of [...] Read more.

Education for Sustainable Development (ESD) can support and strengthen responses to the environmental challenges faced today. However, the sustainability knowledge–action gap remains mostly unbridged. This article examines communication as a lever for learning and behavior change in sustainability education and compares the use of communication in conventional delivery and a narrative, dialogic and affective communication mode in secondary, university and community-based learning settings in a mixed-methods experimental study. Quantitative measures (pre-, post-, follow-up) included knowledge, systems thinking, emotional engagement, motivation and self-reported sustainable behaviors. Qualitative data, including interviews, observations and action research projects, were also collected to gain deeper insights into learner engagement with knowledge, systems thinking, emotional engagement and motivation. Results suggest that participants in the catalytic communication condition felt more cognitively and emotionally engaged than the control condition, and displayed more long-term pro-environmental behavior. Mediation analysis suggests that the increase in pro-environmental behavior may be driven by an increase in feelings of empathy and hope associated with the learning experience. This supports the understanding that tailored communication can help to reduce the knowledge–action gap in ESD and provides additional insights into the usefulness of cognitive, affective and behavioral dimensions of sustainability-oriented pedagogical approaches. Full article

(This article belongs to the Special Issue Education About and for Sustainability—Sustainability in Education: International Perspectives on Learning, Schooling, Education Environments and Systems)

19 pages, 1117 KB

Open AccessArticle

Critical Positions in the Evaluation of “One Health”-Related Socio-Scientific Issues

by Inés Martínez-Pena, Blanca Puig and Araitz Uskola Ibarluzea

Educ. Sci. 2026, 16(3), 493; https://doi.org/10.3390/educsci16030493 - 21 Mar 2026

Viewed by 230

Abstract

Critical thinking is essential for managing socio-scientific issues (SSIs) and can be enacted through informal and rational reasoning for decision-making. Addressing SSIs from a systemic view, such as the One Health (OH) view, can improve their comprehension. This study explores how a group [...] Read more.

Critical thinking is essential for managing socio-scientific issues (SSIs) and can be enacted through informal and rational reasoning for decision-making. Addressing SSIs from a systemic view, such as the One Health (OH) view, can improve their comprehension. This study explores how a group of 9th graders engaged in the practice of critical thinking in a teaching sequence that included different SSIs (antibiotic resistance, microplastic pollution, and avian flu) from an OH vision. The research questions are: (1) What is the ability of students to develop a critical position in the evaluation of claims related to SSI with an OH view? (2) What are the interactions between students’ critical positions and OH views expressed by them in different SSI contexts? Written answers from two activities at different moments of the sequence were analyzed qualitatively. Most students did not develop a critical position in the beginning; however, they did so at the end. No interaction was observed between the ability to develop a critical position and the OH view at the beginning. Students with a critical position at the end showed the highest levels of OH view. These results highlight the need to further investigate the relationships between critical positions and OH views. 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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34 pages, 12787 KB

Open AccessArticle

Nature Play as a Catalyst for Outdoor Learning, Engagement and Wellbeing in Australian Primary Students

by Alexandra Harper, Tonia Gray and Susan Hespos

Educ. Sci. 2026, 16(3), 492; https://doi.org/10.3390/educsci16030492 - 21 Mar 2026

Viewed by 328

Abstract

In Australia and around the world, young students are increasingly experiencing declines in wellbeing, engagement, and sense of belonging. These trends are accompanied by rising anxiety and social disconnection that affect learning and development. In response to these concerns, this study investigated whether [...] Read more.

In Australia and around the world, young students are increasingly experiencing declines in wellbeing, engagement, and sense of belonging. These trends are accompanied by rising anxiety and social disconnection that affect learning and development. In response to these concerns, this study investigated whether a 10-week nature play intervention could support wellbeing, engagement, and learning in Year One students. A quasiexperimental mixed-methods design was used with students (N = 50; mean age = 6.87 years) from a metropolitan public primary school in Sydney, Australia. Participants were allocated to an intervention (n = 25) or a waitlist control group (n = 25). Data was collected at three time points: pre-intervention, post-intervention, and four-month follow-up. Quantitative measures included reading and mathematics results, and a student self-report questionnaire assessing play, nature connection, engagement, and wellbeing. Qualitative data comprised teacher and student journals, teacher interviews, parent surveys, and researcher observations. The results indicated significant improvement in mathematics, alongside children’s reported expressions of joy, autonomy, and emerging awareness of human–nature reciprocity. Despite limitations in sample size and context, these outcomes suggest that nature play supports holistic development while promoting a broader view of education that values wellbeing, engagement, and belonging alongside academic learning. Full article

(This article belongs to the Special Issue Exploring Outdoor Learning Through Interdisciplinary Perspectives)

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23 pages, 2976 KB

Open AccessArticle

Doctor’s Learning Environment: Fostering Critical Thinking in 4-Year-Old Children

by Antonio Joaquín Franco-Mariscal, Ana María Rodríguez-Melero, María-del-Mar López-Fernández and María José Cano-Iglesias

Educ. Sci. 2026, 16(3), 491; https://doi.org/10.3390/educsci16030491 - 21 Mar 2026

Viewed by 202

Abstract

The development of critical thinking from an early age is essential in science education, and despite its importance, there is still little research in early childhood education. This exploratory study presents a learning environment around a daily life problem faced by preschoolers, related [...] Read more.

The development of critical thinking from an early age is essential in science education, and despite its importance, there is still little research in early childhood education. This exploratory study presents a learning environment around a daily life problem faced by preschoolers, related to the human body and health, carried out through role-play and inquiry, aimed at developing critical thinking within the knowledge application domain in 4-year-old children. The study involved a sample of 9 children from a preschool in Málaga (Spain). Data were collected through observations, dialogues, field notes, and children’s productions. The assessment of progress in the application of scientific knowledge and understanding of science encompassed a comprehensive set of criteria aligned with Bloom’s revised taxonomy. The findings indicate greater progress in the remembering compared to understanding. Specifically, 76.18% of the children reached the achieved level in listing, 72.21% in explaining, 62.50% in relating, and 58.33% in identifying. This suggests that, at early ages, learning environments designed around daily-life health contexts can contribute to the development of certain aspects of critical thinking. 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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15 pages, 464 KB

Open AccessArticle

Attitudes Towards School Tracking—Analyses of Profiles and Predictors of School Leaders in Switzerland

by Pierre Tulowitzki, Ariana Garrote and Sara Köferli

Educ. Sci. 2026, 16(3), 490; https://doi.org/10.3390/educsci16030490 - 21 Mar 2026

Viewed by 194

Abstract

Through their influence on various inner-school factors, school leaders can be considered relevant with regard to how tracking policies are enacted at the school level. However, research on attitudes of school leaders vis-à-vis school tracking is sparse. We examine profiles of tracking-related attitudes [...] Read more.

Through their influence on various inner-school factors, school leaders can be considered relevant with regard to how tracking policies are enacted at the school level. However, research on attitudes of school leaders vis-à-vis school tracking is sparse. We examine profiles of tracking-related attitudes and predictors of profile membership at the individual (i.e., gender, age, work experience, self-efficacy beliefs, leadership competencies) and contextual level (i.e., school size, school level, social context, size of municipality). Data were collected from 1162 school leaders of pre-primary, primary, and lower secondary schools in Switzerland. Using Latent Profile Analysis (LPA), three profiles were identified: inclusion, tracking-separation, and average. School leaders in the inclusion profile showed positive attitudes towards inclusive education and the abolition of grades, a disapproval of early tracking, and negative attitudes towards tracking and its transparency. Leaders in the tracking-separation profile showed negative attitudes towards inclusive education and the abolition of grades, an approval of early tracking, and positive attitudes towards tracking and its transparency. Most school leaders were in the average profile, with neither especially favorable nor especially critical attitudes. While gender, school level, and the size of a municipality were found to be predictors of profile membership, other variables were not. The results give indications as to what factors are relevant in predicting certain attitudes towards tracking. This knowledge can be used for further research as well as for designing targeted interventions. Full article

(This article belongs to the Special Issue The Sustainability of Educators in the Teaching Profession)

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13 pages, 601 KB

Open AccessArticle

Analysis of the Effectiveness of Open-Ended Style Activities on Students’ Performance in an Engineering Admission Test

by Roberto Virzi, Matteo Bozzi, Marco Costigliolo, Roberto Luca Mazzola and Maurizio Zani

Educ. Sci. 2026, 16(3), 489; https://doi.org/10.3390/educsci16030489 - 21 Mar 2026

Viewed by 165

Abstract

In the academic year 2022/2023, an orientation course addressed to high school students was proposed at Politecnico di Milano. The course was conducted using active methodologies referring to the Problem-Based Learning pedagogical framework. Most of the time was dedicated to an open-ended style [...] Read more.

In the academic year 2022/2023, an orientation course addressed to high school students was proposed at Politecnico di Milano. The course was conducted using active methodologies referring to the Problem-Based Learning pedagogical framework. Most of the time was dedicated to an open-ended style physics laboratory in which students worked in small groups exploring different areas of physics. The main aim of the course was to foster science self-efficacy and motivation, in order to enable students to prepare themselves for passing the test required to enrol in any engineering programme at Politecnico di Milano University. To investigate the effectiveness of the course, a statistical analysis of students’ attendance and students’ results on the test was performed. The results of the analysis show that students who attended the course had a slightly better improvement in their test scores compared to those who did not attend. The impact of the course seems to be more effective for female students. The results confirm the validity of active and open-ended activities to increase scholastic performance and to enable students in autonomous preparation. Using these strategies in an orientation course can help students make more informed choices about the university pathway best suited to them, thereby reducing issues related to student dropout. Full article

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11 pages, 251 KB

Open AccessReview

The Difficulty with Setting a Standard Based on Difficulty: The Role of Validity in Determining Assessment Standards

by Steven Ashley Burr, Daniel Zahra and Iain Martin Robinson

Educ. Sci. 2026, 16(3), 488; https://doi.org/10.3390/educsci16030488 - 21 Mar 2026

Viewed by 193

Abstract

When setting standards for high-stakes assessments, it is necessary to be clear whether the primary criterion should be importance or difficulty. While standard setting practices frequently rely on the difficulty to determine passing or failing thresholds, this can undermine the intended inferences [...] Read more.

When setting standards for high-stakes assessments, it is necessary to be clear whether the primary criterion should be importance or difficulty. While standard setting practices frequently rely on the difficulty to determine passing or failing thresholds, this can undermine the intended inferences and uses of assessments. Standard setting based on difficulty conflates importance with subjective perceptions of difficulty, misguiding decisions about what candidates need to demonstrate for safe and effective practice. We explore several reasons why difficulty does not align with the aims of assessment and how prioritising importance can better reflect the intended uses and inferences of a test. Our analysis incorporates: (1) the relevance of validity to setting standards, (2) potential misunderstandings of norm- and criterion referencing, (3) critical differentiation between importance and difficulty, (4) reasons for prioritising validity, (5) the variability of candidates’ difficulty perceptions, (6) challenges of assessor judgments, (7) the need for clear definitions of competence, and (8) the appropriate use of ‘would’ vs. ‘should’ in establishing standards. Ultimately, a valid standard reflects the ability to demonstrate performance of what is important, not difficult, in the workplace. Full article

(This article belongs to the Special Issue Educational Assessment Theories and Methodologies: Trends in Standardized Testing)

55 pages, 669 KB

Open AccessSystematic Review

Microlearning in Software Engineering Education: A Systematic Review of Initiatives and Curriculum Modernization

by Franklin Parrales-Bravo

Educ. Sci. 2026, 16(3), 487; https://doi.org/10.3390/educsci16030487 - 20 Mar 2026

Viewed by 280

Abstract

This systematic review maps the landscape of microlearning research within software engineering education, critically examining how this pedagogical approach is being applied to develop the multifaceted competencies required of modern software professionals. Following PRISMA-ScR guidelines, the review synthesized 21 empirical studies from 2015 [...] Read more.

This systematic review maps the landscape of microlearning research within software engineering education, critically examining how this pedagogical approach is being applied to develop the multifaceted competencies required of modern software professionals. Following PRISMA-ScR guidelines, the review synthesized 21 empirical studies from 2015 to 2026, analyzing their pedagogical approaches, technological integrations, curriculum coverage, and evidence of effectiveness. The findings reveal a field marked by creative experimentation yet significant fragmentation: while microlearning effectively engages students and conveys discrete programming and project management knowledge through gamified, mobile, and project-based formats, its application remains narrowly concentrated on introductory coding, leaving advanced competencies such as software architecture, requirements engineering, and testing strategies virtually unexplored. The review further exposes critical gaps in the evidence base, including the absence of longitudinal and transfer studies, the conflation of platform engagement with learning, and methodologically fragile claims of effectiveness. Enthusiasm for microcredentials and AI-personalized learning considerably outstrips empirical support, with implemented systems relying on rule-based logic rather than adaptive intelligence and credentialing frameworks lacking validation of employer recognition or employment outcomes. This review concludes that while microlearning holds genuine potential for just-in-time skill development in a rapidly evolving discipline, its role in software engineering education must be strategic and supplemental rather than comprehensive. The field must urgently move from promotional advocacy toward rigorous, comparative, and longitudinal research that assesses higher-order competencies and authentic professional capability, lest its promise remain unfulfilled. Full article

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

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21 pages, 406 KB

Open AccessArticle

What Happens During School Class Visits to Out-of-School Learning Environments? A Multi-Method Approach to Measure Engagement

by Stephanie Moser, Katrin Neubauer and Doris Lewalter

Educ. Sci. 2026, 16(3), 486; https://doi.org/10.3390/educsci16030486 - 20 Mar 2026

Viewed by 172

Abstract

Engagement is essential in informal learning contexts, as it fosters meaningful learning, personal relevance, and sustained motivation. However, engagement is a complex construct that requires diverse methodological approaches for accurate assessment. This study empirically examines a multi-method approach, combining questionnaires, log file analyses, [...] Read more.

Engagement is essential in informal learning contexts, as it fosters meaningful learning, personal relevance, and sustained motivation. However, engagement is a complex construct that requires diverse methodological approaches for accurate assessment. This study empirically examines a multi-method approach, combining questionnaires, log file analyses, and observations, in the context of a tablet-based educational program developed for an exhibition on mobility and traffic. A total of 307 tenth-grade students from 21 classes at twelve state high schools participated in self-regulated learning activities during the museum visit. Findings reveal that each method offers distinct insights: questionnaires capture students’ self-reported engagement, log files track behavioral patterns, and observations provide qualitative evidence of interaction quality. Each method provides valuable, specific insights into student engagement. Thus, integrating multiple approaches yields a more comprehensive understanding of engagement. These results underscore the importance of methodological pluralism and critical reflection when interpreting research findings from different methodological sources in informal learning environments. Full article

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

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20 pages, 415 KB

Open AccessArticle

A Developmental Trajectory of Stance and Modality in Second Language Hebrew Argumentative Writing: A Function-to-Form Analysis of Arabic-Speaking Learners

by Eihab Abu-Rabiah

Educ. Sci. 2026, 16(3), 485; https://doi.org/10.3390/educsci16030485 - 20 Mar 2026

Viewed by 165

Abstract

Second language (L2) writing, particularly in demanding areas like argumentative discourse, requires learners to effectively manage interpersonal resources such as stance and modality. Despite the centrality of stance in academic literacy, its development in L2 Hebrew writing remains largely underexplored. This study addresses [...] Read more.

Second language (L2) writing, particularly in demanding areas like argumentative discourse, requires learners to effectively manage interpersonal resources such as stance and modality. Despite the centrality of stance in academic literacy, its development in L2 Hebrew writing remains largely underexplored. This study addresses this gap by examining how Arabic-speaking learners of Hebrew realize epistemic, deontic, and evaluative stance in their interlanguage writing. Using a qualitative, concept-oriented, function-to-form analytical approach, the analysis examined 92 authentic argumentative essays (11,572 words) produced by L1 Arabic speakers under standardized examination conditions and systematically classified each modal expression into one of three empirically derived interlanguage developmental levels. The findings reveal a clear and consistent developmental progression across all three modal domains. Developmental patterns are inferred from interlanguage variation across proficiency levels rather than tracked longitudinally. Basic-level expressions relied primarily on high-frequency, spoken-like vocabulary and explicit personal opinion markers. Intermediate-level expressions displayed greater lexical variety and a shift toward a more abstract stance but remained marked by morphosyntactic instability and L1 influence, often producing hybrid or non-target-like constructions. Advanced writers effectively deployed idiomatic, low-frequency, and structurally more complex modal constructions aligned with conventions of Hebrew academic writing. Full article

40 pages, 3462 KB

Open AccessArticle

Students’ Qualitative Narratives on the Role of Artificial Intelligence Chatbots as Tutors in English as a Second Language Writing Development

by Amal Abdul-Aziz Al-Othman

Educ. Sci. 2026, 16(3), 484; https://doi.org/10.3390/educsci16030484 - 20 Mar 2026

Viewed by 253

Abstract

The processes of teaching and learning are primarily humanistic. However, contemporary artificial intelligence (AI) technology has significantly changed these processes. The current qualitative study aimed to explore this phenomenon by investigating the role that chatbots can play as language tutors in improving ESL [...] Read more.

The processes of teaching and learning are primarily humanistic. However, contemporary artificial intelligence (AI) technology has significantly changed these processes. The current qualitative study aimed to explore this phenomenon by investigating the role that chatbots can play as language tutors in improving ESL students’ writing. Specifically, the study investigated students’ perceptions and experiences to assess the influence of ChatGPT-generated written communication on ESL writing improvement. Data were collected through semi-structured interviews with undergraduates from the College of Languages and Translation at a public university in Riyadh, Saudi Arabia. The emerging themes revealed that students held positive perceptions of the chatbot as a tutor, highlighting that collaborative learning with the chatbot facilitated the acquisition of writing skills and increased engagement in the writing process. Findings also showed noticeable improvement in language development, at lexical, syntactic, semantic, and pragmatic levels, as well as in the use of cognitive and metacognitive writing strategies. The study recommends reevaluating traditional writing instruction methodologies and highlights the benefits of integrating AI chatbots into second-language writing pedagogy. Furthermore, the study emphasises students’ need for accessible English-language tutoring, such as chatbots, which provide immediate, real-time writing instruction. The study also addresses the implications of incorporating AI-powered chatbots into writing curricula at Saudi universities. Full article

(This article belongs to the Special Issue AI in Higher Education: Advancing Research, Teaching, and Learning)

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15 pages, 1495 KB

Open AccessPerspective

Artificial Intelligence in Higher Education: A Global Statistical Synthesis for Policy and Quality Assurance Reform

by Rima J. Isaifan

Educ. Sci. 2026, 16(3), 483; https://doi.org/10.3390/educsci16030483 - 20 Mar 2026

Viewed by 410

Abstract

Artificial intelligence has transitioned from a peripheral innovation to a core infrastructure shaping higher education within a remarkably short period. While conceptual debates on AI ethics, pedagogy, and academic integrity are expanding, empirically grounded syntheses that consolidate global evidence remain limited. This study [...] Read more.

Artificial intelligence has transitioned from a peripheral innovation to a core infrastructure shaping higher education within a remarkably short period. While conceptual debates on AI ethics, pedagogy, and academic integrity are expanding, empirically grounded syntheses that consolidate global evidence remain limited. This study addresses this gap by providing an integrated cross-domain synthesis and statistically grounded overview of AI adoption, use, and governance across higher education systems. Using a secondary statistical synthesis methodology, the study aggregates large-scale quantitative data published between 2021 and 2025 from reputable international sources, including student and faculty surveys, institutional reports, research indices, and regulatory datasets. Results demonstrate near-universal student adoption of AI tools, rapid but uneven professional engagement among faculty and staff, a sharp rise in AI-related academic misconduct, accelerating impacts on research production and scientific workflows, and persistent gaps in institutional preparedness, policy development, and equity. The findings reveal a widening disconnect between bottom-up AI adoption and top-down governance mechanisms, particularly in assessment design, academic integrity frameworks, faculty capacity building, and quality assurance systems. Moreover, this paper argues that AI can no longer be treated as an optional educational technology and must instead be governed as a foundational component of higher education infrastructure. The study concludes by outlining evidence-based policy implications for institutions, regulators, and quality assurance agencies, emphasizing the need for coordinated, adaptive, and equity-oriented governance frameworks grounded in empirical realities rather than speculative narratives. Full article

(This article belongs to the Topic Explainable AI in Education)

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24 pages, 431 KB

Open AccessArticle

What Science Fairs Reveal About STEM Learning

by Su Gao, Shiva Jahani, Haiying Long and Nancy Besley

Educ. Sci. 2026, 16(3), 482; https://doi.org/10.3390/educsci16030482 - 20 Mar 2026

Viewed by 285

Abstract

Science fairs have long been promoted as valuable platforms for fostering authentic science learning. With current standards emphasizing active engagement in Science and Engineering Practices (SEPs), there is a growing need to examine how science fairs support students’ development in these areas. This [...] Read more.

Science fairs have long been promoted as valuable platforms for fostering authentic science learning. With current standards emphasizing active engagement in Science and Engineering Practices (SEPs), there is a growing need to examine how science fairs support students’ development in these areas. This pilot study investigated the learning outcomes of 166 students (grades 6–12) who participated in a statewide science and engineering fair. Using a retrospective pretest–posttest correlational design, the study assessed students’ growth in their perceived understanding of SEPs and their perceived engagement in STEM-related behaviors outside the classroom. Results from paired-samples t-tests indicated that both middle and high school students demonstrated significant gains in these two domains based on their self-reports. Multiple regression analyses further revealed that high school students’ gains in both perceived outcomes were positively associated with self-challenge and community-based motivations and negatively associated with teacher- or parent-initiated participation. In contrast, different yet comparable patterns emerged for middle school students. Together, these findings suggest that Self-Determination Theory should more intentionally incorporate developmental nuance when applied to K–12 STEM contexts, particularly with respect to how autonomy support functions across grade levels. Implications for policy, practice, and future research are discussed. Full article

(This article belongs to the Special Issue STEM, Arts, and Special Education: Teacher Education Partnerships and Professional Development)

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23 pages, 3413 KB

Open AccessSystematic Review

Beyond Language Gains: A Meta-Analysis of Non-Linguistic Outcomes of ChatGPT-Integrated English Instruction in South Korea

by Je-Young Lee

Educ. Sci. 2026, 16(3), 481; https://doi.org/10.3390/educsci16030481 - 20 Mar 2026

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Abstract

This meta-analysis investigates the outcomes associated with ChatGPT-integrated English instruction on non-linguistic outcomes in South Korea. Following the PRISMA 2020 guidelines, 22 experimental studies (k = 26, N = 1303) were synthesized using a random-effects model, which revealed a significant medium overall [...] Read more.

This meta-analysis investigates the outcomes associated with ChatGPT-integrated English instruction on non-linguistic outcomes in South Korea. Following the PRISMA 2020 guidelines, 22 experimental studies (k = 26, N = 1303) were synthesized using a random-effects model, which revealed a significant medium overall effect size (g = 0.55). Subgroup analyses showed medium-to-large effects in Affective (g = 0.67) and AI Literacy (g = 0.59) domains, but a small effect on Cognitive/Metacognitive outcomes (g = 0.17). Moderator analyses (e.g., educational level, duration) yielded no significant differences, suggesting a meaningful overall trend across contexts. However, the descriptive disparity between affective gains and cognitive growth indicates an ‘Affective–Cognitive Gap.’ Findings suggest that while ChatGPT is associated with a reduction in psychological barriers—partly by reducing mental effort—it may lead to ‘cognitive offloading’ without intentional pedagogical scaffolding. The study concludes that mere tool adoption is insufficient. To prevent a ‘plateau effect’ after the initial novelty wears off, instruction must evolve from passive use to ‘agentic engagement’ through structured metacognitive routines. These results emphasize the necessity of teacher-mediated integration to repurpose AI-afforded efficiency toward higher-order evaluative and critical thinking tasks. Full article

(This article belongs to the Special Issue Innovative Teaching Strategies to Promote Language and Literacy Development: Multimodal and Multidisciplinary Perspectives)

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14 pages, 603 KB

Open AccessReview

The Intersection Between Moodle, Active Methodologies, and Artificial Intelligence in Higher Education: A Narrative Review and Thematic Analysis

by María Alonzo-Godoy, M. Pilar Martínez-Agut and Anna Monzó-Martínez

Educ. Sci. 2026, 16(3), 480; https://doi.org/10.3390/educsci16030480 - 20 Mar 2026

Viewed by 269

Abstract

Higher Education is facing a transformation of the teaching profession due to the confluence of active methodologies, learning management systems, and artificial intelligence. However, existing research tends to address these elements in isolation, lacking integrative analyses that examine their combined impact on the [...] Read more.

Higher Education is facing a transformation of the teaching profession due to the confluence of active methodologies, learning management systems, and artificial intelligence. However, existing research tends to address these elements in isolation, lacking integrative analyses that examine their combined impact on the teaching role in higher education. Through a narrative review and thematic analysis of 49 articles, opportunities and challenges in this intersection are identified. The results indicate that the teacher is not merely a content transmitter but a designer of formative experiences, a critical guide, and an ethical reference in the use of AI. More than a replacement, technology proposes a teacher profile as an architect of critical and adaptive learning that combines pedagogy, technology, and ethics. Full article

(This article belongs to the Topic AI Trends in Teacher and Student Training)

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14 pages, 376 KB

Open AccessArticle

Identifying Key Vocabulary in Ecology Textbooks for ESP: A Corpus-Based Keyword Analysis

by Jelena M. Josijević Mitić and Jelena M. Mladenović

Educ. Sci. 2026, 16(3), 479; https://doi.org/10.3390/educsci16030479 - 20 Mar 2026

Viewed by 155

Abstract

On one hand, the University of Kragujevac, Serbia, needs an ESP course in ecology; on the other hand, the available wordlists do not meet fully meet the needs of the target group of students, i.e., the undergraduate ecology students. This discrepancy served the [...] Read more.

On one hand, the University of Kragujevac, Serbia, needs an ESP course in ecology; on the other hand, the available wordlists do not meet fully meet the needs of the target group of students, i.e., the undergraduate ecology students. This discrepancy served the a main incentive for creating an institution-specific word list of key content words found in a corpus compiled from English-medium textbooks intended for ecology students (here referred to as the Eco-Text corpus). The keyword list was generated in AntConc, with a keyness measure threshold automatically set at p < 0.055 (3.84 with Bonferroni correction). After the list was complete, the NGSL (New General Service List), NAWL (New Academic Word List), and the SWL (Science Word List) Highlighters were used to further systemize the words into four sublists. In addition to presenting some key findings, we also suggest areas for further refinement. Although preliminary, the findings can be useful to practitioners in planning an ESP course in ecology and developing materials. Full article

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23 pages, 3306 KB

Open AccessArticle

Indigenous Perspectives: Grounding Mathematics Education Through Land and Ancestors

by Myron A. Medina

Educ. Sci. 2026, 16(3), 478; https://doi.org/10.3390/educsci16030478 - 20 Mar 2026

Viewed by 832

Abstract

This paper explores Indigenous Maya practices, ways of sensing, from a personal perspective to provoke discussion on ways to ground mathematics education through land and ancestors. This paper is largely based on my doctoral research work (2018–2022). I adopt a sensory ethnography approach [...] Read more.

This paper explores Indigenous Maya practices, ways of sensing, from a personal perspective to provoke discussion on ways to ground mathematics education through land and ancestors. This paper is largely based on my doctoral research work (2018–2022). I adopt a sensory ethnography approach as a viable means to explore Maya Elders’ ways of knowing. Over a period of three years, I walked alongside my Elders and journeyed into a world of mysticism and mathematical wonder. These experiences evoked the questions: “What are the challenges in engaging with this form of knowing as a learner and translator? How can these experiences help us to ground Indigenous forms of mathematical knowing? What insights can we learn via our own Indigenous mathematical heritage?” I argue that an embodied and sensory approach to mathematics through the ways of our ancestors leads to a more meaningful and purposeful mathematics. In this more-than-human context, the predominant view of mathematics as a-human, a-cultural, and a-historical is blurred to reveal mathematics as human and very much grounded in our ways of yearning to make sense of the world around us. Full article

(This article belongs to the Special Issue Grounding Indigenous Pedagogies and Perspectives in STEM and Mathematics Education: Learning That Supports the Well-Being of the Self, Family, Community, Land, and Ancestors)

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15 pages, 236 KB

Open AccessArticle

Learning New Technologies Through Everyday Educative Experiences

by Stephen Billett and Anh Hai Le

Educ. Sci. 2026, 16(3), 477; https://doi.org/10.3390/educsci16030477 - 19 Mar 2026

Viewed by 234

Abstract

Most learning across the adult lifespan arises outside the circumstances of formalised educational provisions, such as taught courses, training programmes or professional development interludes. In fact, it occurs through everyday experiences as adults engage in activities and interactions in work, community and family [...] Read more.

Most learning across the adult lifespan arises outside the circumstances of formalised educational provisions, such as taught courses, training programmes or professional development interludes. In fact, it occurs through everyday experiences as adults engage in activities and interactions in work, community and family settings. Some of those experiences are inherently educative. They provide forms of indirect guidance and support for learning and sometimes direct assistance in developing further what they know, can do and value (i.e., learning) that would not otherwise be acquired through their own discovery efforts alone. These kinds of experiences can be labelled as ‘educative’, originally coined by Dewey but re-defined here to accommodate the broader array of experiences through which individuals learn than through intentional efforts of schooling. For instance, evidence suggests that adults’ engagement and activities in community, workplace and family settings offer a range of such educative experiences. These experiences are distinct from those availed through formalised educational programmes and acts of teaching. Moreover, these kinds of experiences are distributed across a range of social, cultural and economic activities in which adults engage. They can offer support and guidance when new challenges are being faced in and across communities. The role of educative experiences is examined in the context of older adults’ learning to engage with new technologies in this review paper. It draws upon observations from work life history studies and quantitative data from the Program of International Assessment of Adult Competence. It is proposed that there are close and more distal forms of guidance and support that individuals engage with in becoming competent with new technologies that are increasingly being utilised across all aspects of economic, cultural and social life. This provides a context in which the concept of educative experiences can be appraised as a means for this kind of learning to progress. Full article

(This article belongs to the Special Issue Investigating Informal Learning in the Age of Technology)

14 pages, 1032 KB

Open AccessArticle

Enhancing Medical Education Through Personalized Learning with zSpace Technology: A Case Study on the Respiratory System

by Boyana Ivanova, Kamelia Shoylekova and Valentina Voinohovska

Educ. Sci. 2026, 16(3), 476; https://doi.org/10.3390/educsci16030476 - 19 Mar 2026

Viewed by 174

Abstract

The integration of immersive educational technologies into medical education has attracted growing attention owing to their potential to improve the learning of complex anatomical structures and specialized terminology. This study investigates the use of zSpace technology as an interactive, learner-centered instructional tool for [...] Read more.

The integration of immersive educational technologies into medical education has attracted growing attention owing to their potential to improve the learning of complex anatomical structures and specialized terminology. This study investigates the use of zSpace technology as an interactive, learner-centered instructional tool for teaching the human respiratory system to undergraduate students in Nursing, Midwifery, and Physician Assistant programs. A structured pedagogical framework combined prior theoretical instruction in anatomy and Latin medical terminology with a zSpace-based practical learning activity was used. After the workshop, the students completed a survey evaluating perceived learning effectiveness, student engagement, and the quality of three-dimensional (3D) visualization. Data from 34 participants were analyzed using descriptive statistics and reliability analysis. The results indicated high levels of student satisfaction regarding the clarity, anatomical detail, and educational value of the immersive 3D models, along with higher levels of engagement compared with traditional methods. Despite challenges related to technical infrastructure, lecturer readiness, and students’ digital competencies, the findings support the pedagogical relevance of immersive 3D technologies in medical education. Overall, the findings suggest that students perceive zSpace technology as supporting anatomical understanding and enhancing engagement within the studied context. Full article

(This article belongs to the Special Issue 21st Century Science Classrooms: Innovative Approaches to Technology Integration)

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15 pages, 264 KB

Open AccessArticle

How Do Teachers View Themselves as Assessors?

by Serafina Pastore

Educ. Sci. 2026, 16(3), 475; https://doi.org/10.3390/educsci16030475 - 19 Mar 2026

Viewed by 168

Abstract

Within the broader debate on teacher professionalism, there has been a notable increase in research interest in the identity that teachers develop over the course of their careers as assessors. More specifically, teacher assessment identity is considered a crucial component of recent conceptualisations [...] Read more.

Within the broader debate on teacher professionalism, there has been a notable increase in research interest in the identity that teachers develop over the course of their careers as assessors. More specifically, teacher assessment identity is considered a crucial component of recent conceptualisations and models of teacher assessment literacy. With the aim of providing new insights into the teacher assessment literacy debate, this article presents evidence about teachers’ self-perception as assessors. The data were drawn from an analysis of self-identikits completed by nine primary school teachers. Interpretative Phenomenological Analysis (IPA) revealed that the participants’ identity as assessors was somewhat inconsistent and was primarily characterised by social and relational interactions between teachers and students in the classroom. The study participants did not report aspects generally considered relevant to the current conceptualisations of teacher assessment literacy. There were no references to the knowledge and skills that teachers should have to ensure sound and effective assessment practices, as well as to the personal beliefs, values, and conceptions that remain unexplored and unconsidered in teachers’ self-reflections. Finally, the implications for research and educational practice are discussed. Full article

(This article belongs to the Special Issue Teachers as Assessors: Exploring the Socio-Emotional Dimension of Teacher Assessment Literacy)

17 pages, 246 KB

Open AccessArticle

Transforming Vocational Education and Training for Sustainable Agri-Food Systems: Insights from Four European Think Tanks

by Maria McDonagh, Rachel Moloney, Aisling Moran, Kamila Wodka, Natalia Truszkowska and Lisa Ryan

Educ. Sci. 2026, 16(3), 474; https://doi.org/10.3390/educsci16030474 - 19 Mar 2026

Viewed by 230

Abstract

The European Green Deal is Europe’s ambitious and multi-layered response to climate change. Translating its objectives into action for a green transition has created a need for new skills and competencies. Vocational and Education Training (VET) systems are uniquely positioned to equip learners [...] Read more.

The European Green Deal is Europe’s ambitious and multi-layered response to climate change. Translating its objectives into action for a green transition has created a need for new skills and competencies. Vocational and Education Training (VET) systems are uniquely positioned to equip learners with these emerging green and transversal competences through their dual focus on knowledge dissemination and applied practice. However, current VET curricula remain oriented towards traditional occupations and are not adequately aligned with the sustainability and skills needs of the agri-food sector. This study, as part of a joint European-funded project (2023-1-IE01-KA220-VET-00156916: Train to Sustain), aimed to: (1) identify practical strategies for integrating sustainability concepts and innovative pedagogy into VET programs, and (2) gather multi-stakeholder perspectives on how VET agri-food education can be adapted for greater alignment with the green skills required by the sector. Following ethical approval, data were collected through semi-structured focus groups involving key agri-food stakeholder groups across Ireland, Slovenia, Poland and Italy. The data were qualitatively analysed using Reflexive Thematic Analysis (RTA). Five themes were identified: (1) Innovative and Sustainable Practices in Agri-Food systems, (2) Education, Awareness and Consumer Engagement, (3) Institutional and Structural Approaches, (4) Community and Localised Responses, and (5) Barriers, Opportunities and Future Directions. The findings highlight the significant potential VET offers in preparing a workforce with the cross-cutting sustainability competences and sector-specific skills needed to drive the innovation and growth of the agri-food sector. However, achieving this requires institutional change, strengthened collaboration, and a shift from traditional technical training toward curriculum models that embed sustainability principles across diverse local and regional contexts. Full article

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

22 pages, 999 KB

Open AccessArticle

Self-Regulated Learning in Physics: An Impact Analysis of Learning Journal Keeping and Homework Writing

by Mihály Hömöstrei, Réka A. Bencsik and Dorottya Schnider

Educ. Sci. 2026, 16(3), 473; https://doi.org/10.3390/educsci16030473 - 19 Mar 2026

Viewed by 283

Abstract

In today’s AI-driven world, nurturing students’ capacity for independent, self-reflective learning is vital. They must build lifelong learning skills and develop personalized strategies through ongoing self-regulation. In this study, we employed a learning journal template to support self-regulated physics learning, highlighting the role [...] Read more.

In today’s AI-driven world, nurturing students’ capacity for independent, self-reflective learning is vital. They must build lifelong learning skills and develop personalized strategies through ongoing self-regulation. In this study, we employed a learning journal template to support self-regulated physics learning, highlighting the role of homework assignments designed to target different levels of cognitive domains. Our learning journal-supported approach aims to facilitate students’ preparation for lessons at home. Guided questions help students review the content covered in previous classes and reflect on the effectiveness of the instructional methods applied. The intervention focused specifically on the physics topic of dynamics, examining how students’ conceptual understanding and performance developed within this domain. The efficacy of this approach was tested among 7th- and 9th-grade students. Results indicate that the learning journal-based method, combined with structured homework, had a positive impact on students’ performance within the topic of dynamics. Full article

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10 pages, 214 KB

Open AccessArticle

Baskin as a Lever for School Inclusion in Secondary School: An Experimental Study Between Sport, Citizenship and Relational Well-Being

by Gianluca Gravino, Davide Di Palma, Maria Giovanna Tafuri, Giovanna Scala, Giovanni Tafuri and Emma Saraiello

Educ. Sci. 2026, 16(3), 472; https://doi.org/10.3390/educsci16030472 - 19 Mar 2026

Viewed by 174

Abstract

This study explores the effectiveness of Baskin—an inclusive sport discipline—as a pedagogical tool to promote school inclusion, social cohesion and motivation in secondary school students. The intervention, conducted on a sample of 600 students in four Italian institutions, adopted an experimental design with [...] Read more.

This study explores the effectiveness of Baskin—an inclusive sport discipline—as a pedagogical tool to promote school inclusion, social cohesion and motivation in secondary school students. The intervention, conducted on a sample of 600 students in four Italian institutions, adopted an experimental design with pre–post measurements and a mixed methods approach. The quantitative results, obtained by means of validated psychometric instruments (PIQ, Classroom Cohesion Scale, AMS), showed significant improvements in all variables investigated in the experimental group compared with the control (p < 0.001). The qualitative analysis, based on interviews, focus groups and reflexive diaries, highlighted five thematic areas: revaluation of diversity, improvement of the classroom climate, development of self-efficacy, restructuring of interpersonal relationships and request for project continuity. Baskin emerged as a comprehensive educational practice, capable of integrating corporeity, citizenship and critical thinking. The systematic inclusion of inclusive sport in the curriculum and initial teacher training is suggested, as well as the promotion of school networks and longitudinal studies. Baskin emerges as a pedagogy of participation that contributes to transforming school culture, making inclusion concrete. Full article

16 pages, 467 KB

Open AccessArticle

Transformative School Leadership: Strategies for Innovation and Improvement in Aboriginal and Torres Strait Islander Education in Australia

by Antoinette Cole

Educ. Sci. 2026, 16(3), 471; https://doi.org/10.3390/educsci16030471 - 19 Mar 2026

Viewed by 275

Abstract

In Australian education, the challenges and complexities of school leadership and the educational achievement of Aboriginal and Torres Strait Islander young people are frequently debated. Each has been given individual attention, but little attention to how school leadership and educational success for Aboriginal [...] Read more.

In Australian education, the challenges and complexities of school leadership and the educational achievement of Aboriginal and Torres Strait Islander young people are frequently debated. Each has been given individual attention, but little attention to how school leadership and educational success for Aboriginal and Torres Strait Islander young people collectively interact. While there are increasing expectations of school leaders enabling the success of Aboriginal and Torres Strait Islander young people and Aboriginal and Torres Strait Islander perspectives embedded in schools, knowledge is required about the role of transformative leadership approaches that enable cultural responsiveness in the actions and practices of school leaders. Framed by Rigney’s Indigenist Research Theory (IRT) and Transformative Leadership Theory (TLT), this paper draws from a collective case study that gathers the lived experiences of school leadership from Aboriginal and Torres Strait Islander families, community, staff and school leader participants. The findings illuminate the actions and practices that school leadership enact to lead culturally responsive and inclusive school communities. The study argues the necessity of school leaders valuing and engaging with Aboriginal and Torres Strait Islander knowledges, perspectives and lived experiences as critical for advancing educational success for Aboriginal and Torres Strait Islander peoples, and education for all young people. Exploring the role of transformative leadership in the advancement of equity and excellence in Aboriginal and Torres Strait Islander education in Australia, this paper culminates in examining the implications for practice that also support the advancement of the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP), the United Nations Convention on the Rights of the Child (UNCRC), and the United Nations’ Sustainable Development Goal 4 (SDG 4) of equity, inclusion, and quality education and lifelong learning for all. Full article

(This article belongs to the Special Issue Transformative School Leadership: Strategies for Innovation and Improvement)

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Educ. Sci., Volume 16, Issue 3 (March 2026) – 146 articles

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