Education Sciences

19 pages, 620 KiB

Open AccessArticle

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

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

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

Abstract

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

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

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

► Show Figures

Figure 1

18 pages, 338 KiB

Open AccessReview

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

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

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

Abstract

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

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

20 pages, 528 KiB

Open AccessArticle

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

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

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

Abstract

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

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

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

25 pages, 313 KiB

Open AccessArticle

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

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

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

Abstract

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

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

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

18 pages, 814 KiB

Open AccessArticle

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

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

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

Abstract

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

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

► Show Figures

Figure 1

28 pages, 677 KiB

Open AccessArticle

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

by Francesca Latino, Domenico Tafuri and Francesco Tafuri

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

Abstract

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

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

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

► Show Figures

Figure 1

22 pages, 585 KiB

Open AccessReview

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

by Marjorie Tovar-Correal and Liliana Pedraja-Rejas

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

Abstract

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

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

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

► Show Figures

Figure 1

42 pages, 3877 KiB

Open AccessArticle

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

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

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

Abstract

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

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

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

► Show Figures

Figure 1

16 pages, 1136 KiB

Open AccessSystematic Review

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

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

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

Abstract

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

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

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

► Show Figures

Figure 1

24 pages, 913 KiB

Open AccessArticle

Flipped Classroom Teaching and ARCS Motivation Model: Impact on College Students’ Deep Learning

by Qingyi Zhou and Hongfeng Zhang

Educ. Sci. 2025, 15(4), 517; https://doi.org/10.3390/educsci15040517 - 21 Apr 2025

Abstract

This study examines the impact of combining Keller’s ARCS motivation theory with the flipped classroom teaching model on the deep learning of college students. Using data collected from 495 students across different regions in China, the study employs Partial Least Squares Structural Equation [...] Read more.

This study examines the impact of combining Keller’s ARCS motivation theory with the flipped classroom teaching model on the deep learning of college students. Using data collected from 495 students across different regions in China, the study employs Partial Least Squares Structural Equation Modeling (PLS-SEM) to investigate the relationships between motivational factors and deep learning. The findings reveal that attention, relevance, confidence, and satisfaction all significantly influence deep learning. Although relevance directly enhances deep learning, its effect on intrinsic motivation is less pronounced. Furthermore, the study reveals a hierarchical relationship among the ARCS dimensions within the flipped classroom context: attention drives relevance, relevance enhances confidence, and confidence leads to satisfaction—collectively supporting a sustained learning process. These results validate the application of the ARCS model in flipped classrooms, highlighting its potential to stimulate critical thinking and improve cognitive engagement. This research contributes to the theoretical development of motivation-driven learning models. It offers practical strategies for educators to optimize instructional design, thereby fostering sustained intrinsic motivation and deep learning among students. Full article

(This article belongs to the Section Higher Education)

► Show Figures

Figure 1

13 pages, 257 KiB

Open AccessArticle

Exploring the Impact of Family Socio-Economic Status on Children’s Bilingual Abilities Among Arab Families

by Ahmed Mohamed, Qiuzhi Xie, Maxwell Peprah Opoku and Aisha Cheikhmous

Educ. Sci. 2025, 15(4), 516; https://doi.org/10.3390/educsci15040516 - 21 Apr 2025

Abstract

This study investigates the impact of family socio-economic status on children’s bilingual oral language and reading abilities. The participants were 92 Arabic–English bilingual children (Mean_age = 8.52 years old) in Grade 3 of primary schools and their parents in the United Arab [...] Read more.

This study investigates the impact of family socio-economic status on children’s bilingual oral language and reading abilities. The participants were 92 Arabic–English bilingual children (Mean_age = 8.52 years old) in Grade 3 of primary schools and their parents in the United Arab Emirates. A correlational research design was used. The children completed several bilingual oral language and reading tests, and their parents filled in the family background questionnaire. The results of general regression show that mothers’ education level and family income affected children’s English, but not Arabic, oral language and word reading abilities. Family income was a significant predictor of children’s English oral language skills, and mothers’ education level contributed to children’s English word reading. However, fathers’ education level did not predict children’s bilingual abilities. The contextual influence on children’s language and literacy development is discussed. Full article

(This article belongs to the Special Issue Language and Literacy Education in the Early Years: Practices and Principles for Dynamic and Diverse Contexts)

19 pages, 300 KiB

Open AccessArticle

Critical Considerations for Intercultural Sensitivity Development: Transnational Perspectives

by Asuka Ichikawa and Sarang Kim

Educ. Sci. 2025, 15(4), 515; https://doi.org/10.3390/educsci15040515 - 21 Apr 2025

Abstract

Intercultural sensitivity is crucial in today’s diverse society, and accurate assessment is key to developing effective intercultural programs in educational institutions and beyond. The Intercultural Development Inventory (IDI) is widely used for this purpose, yet its applicability to transnational individuals—those navigating multiple cultural [...] Read more.

Intercultural sensitivity is crucial in today’s diverse society, and accurate assessment is key to developing effective intercultural programs in educational institutions and beyond. The Intercultural Development Inventory (IDI) is widely used for this purpose, yet its applicability to transnational individuals—those navigating multiple cultural and social systems—remains underexplored. This gap is important to address given the interconnected nature of our global society, where individuals frequently move across borders. To address this issue, this conceptual paper critically examines the underlying assumptions of the IDI regarding culture and identity through three interrelated frameworks: transnationalism, relational ontology, and intersectionality. Drawing on existing literature on these frameworks and the IDI, our analysis highlights how integrating these perspectives into the IDI and, by extension, other intercultural assessment tools can more accurately capture the complex, fluid, and dynamic nature of transnational experiences. This integration also shifts the discourse on intercultural assessment from a focus on individual competence to an emphasis on shared responsibility in fostering equitable, relationally grounded intercultural spaces. Implications for future research and practice are also discussed. Full article

(This article belongs to the Special Issue Fostering Global Citizenship and Intercultural Education “Otherwise”)

23 pages, 1174 KiB

Open AccessArticle

Partnerships as Professional Learning: Early Childhood Teaching Assistants’ Role Development and Navigation of Challenges Within a Culturally Responsive Robotics Program

by Hannah R. Thompson, Lori A. Caudle, Frances K. Harper, Margaret F. Quinn, Mary Kate Avin and The CRRAFT Partnership

Educ. Sci. 2025, 15(4), 514; https://doi.org/10.3390/educsci15040514 - 20 Apr 2025

Abstract

Theory and practice related to computing education with racially/ethnically and linguistically diverse groups of preschoolers remain in nascent stages. Accordingly, early childhood educators both require substantial support when integrating culturally responsive computing into curriculum and instruction and offer valuable perspectives on emerging practices. [...] Read more.

Theory and practice related to computing education with racially/ethnically and linguistically diverse groups of preschoolers remain in nascent stages. Accordingly, early childhood educators both require substantial support when integrating culturally responsive computing into curriculum and instruction and offer valuable perspectives on emerging practices. The purpose of this research study is to explore how educator voice-directed efforts support the implementation of a culturally relevant preschool robotics program through multi-year professional development. Through qualitative analyses, we examined how educator voice, conceptualized as perspectives and participation, guided the direction of professional learning situated within a larger research-practice partnership using design-based research (DBR) methodology. By comparing voice across these sessions, we were able to identify what roles educators assumed within the partnership and how those roles shifted over time. Further, we are able to identify the structural and systemic factors that may have affected their participation and implementation. Findings show a contrast in roles across the different stages of the partnership, suggesting implications for embedding professional learning within broader partnership work as a way to cultivate educator leadership and to realize culturally responsive computing education in sustainable ways. Full article

(This article belongs to the Special Issue Exploring Socially Just and Contextually Appropriate Professional Development for Early Childhood Teachers Using Qualitative Methodologies)

► Show Figures

Figure 1

28 pages, 3860 KiB

Open AccessArticle

Evaluating Competency Development and Academic Outcomes: Insights from Six Semesters of Data-Driven Analysis

by Enrique Solera, Ernestina Menasalvas, Mario Martín, Marta Zorrilla, Danilo Valdés-Ramírez, Genaro Zavala and Raúl Monroy

Educ. Sci. 2025, 15(4), 513; https://doi.org/10.3390/educsci15040513 - 20 Apr 2025

Abstract

Competency-Based Education (CBE) has been widely studied since the 1970s, yet it remains innovative due to its challenges across disciplines and cultures. Tecnológico de Monterrey, a Mexican private institution, implements CBE through its Tec21 model, which emphasizes challenge-based learning to develop disciplinary and [...] Read more.

Competency-Based Education (CBE) has been widely studied since the 1970s, yet it remains innovative due to its challenges across disciplines and cultures. Tecnológico de Monterrey, a Mexican private institution, implements CBE through its Tec21 model, which emphasizes challenge-based learning to develop disciplinary and transversal skills. Since its launch in 2019, Tec21 has generated extensive data, offering an opportunity to assess its performance and ensure quality. This study analyzes data from six academic semesters in the School of Engineering and Sciences to address key quality assurance questions. First, we evaluate whether initially enrolling in a generic area before selecting a specific program improves long-term student outcomes. Second, we examine competency development, identifying challenges in achieving certain skills and their links to dropout rates and module difficulty. Third, we explore the relationship between final grades, module credit allocation, and Tec weeks to assess curriculum alignment with academic performance. Using data from over 550,000 evaluations of 4500+ students, our analysis provides robust quality metrics. Findings suggest that students who start in generic areas perform better long term and highlight the complex interplay between competencies, module characteristics, and academic success. These insights deepen the understanding of CBE implementation and offer recommendations to improve educational strategies and quality assurance within competency-based frameworks. Full article

(This article belongs to the Section Curriculum and Instruction)

► Show Figures

Figure 1

23 pages, 490 KiB

Open AccessArticle

Engaging Parents and Their Fifth- and Sixth-Grade Latina Daughters in a Family Science Program

by Katherine Short-Meyerson, Margarita Jiménez-Silva and Peter Rillero

Educ. Sci. 2025, 15(4), 512; https://doi.org/10.3390/educsci15040512 - 20 Apr 2025

Abstract

This research study was conducted to pilot an out-of-school family science program for fifth- and sixth-grade Latina girls and their parents. Program goals included encouraging parents in supporting their Latina daughters in science, increasing the girls’ interest in science and increasing the families’ [...] Read more.

This research study was conducted to pilot an out-of-school family science program for fifth- and sixth-grade Latina girls and their parents. Program goals included encouraging parents in supporting their Latina daughters in science, increasing the girls’ interest in science and increasing the families’ participation in science experiences together. The 41 families participated in a 7-week Saturday program on either rocketry or gardening. Each week, the parent–daughter dyads engaged in hands-on Family Problem-Based Learning activities together and then the parents and daughters met separately in Conversation Groups. To measure the impact of the program, surveys were administered to the parents and daughters separately at four points: pre-, mid-, post- and delayed-post (three months after the program). Parents reported increases over time for several aspects of their support for their daughters in science and also increases in frequency of science experiences with their daughters. The daughters reported increases over time in their science identity and their discussions with their parents about jobs in science. In addition, the examination of video-recordings of a subset of the parent–daughter interactions during the activities revealed that parental and daughter behaviors evolved over the course of the program. Implications for engaging parents in science education are discussed. Full article

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

15 pages, 3190 KiB

Open AccessArticle

ChatGPT in Education: Challenges in Local Knowledge Representation of Romanian History and Geography

by Alexandra Ioanid and Nistor Andrei

Educ. Sci. 2025, 15(4), 511; https://doi.org/10.3390/educsci15040511 - 18 Apr 2025

Abstract

The integration of AI tools like ChatGPT in education has sparked debates on their benefits and limitations, particularly in subjects requiring region-specific knowledge. This study examines ChatGPT’s ability to generate accurate and contextually rich responses to assignments in Romanian history and geography, focusing [...] Read more.

The integration of AI tools like ChatGPT in education has sparked debates on their benefits and limitations, particularly in subjects requiring region-specific knowledge. This study examines ChatGPT’s ability to generate accurate and contextually rich responses to assignments in Romanian history and geography, focusing on topics with limited digital representation. Using a document-based analysis, this study compared ChatGPT’s responses to local archival sources, monographs, and topographical maps, assessing coverage, accuracy, and local nuances. Findings indicate significant factual inaccuracies, including misidentified Dacian tribes, incorrect historical sources, and geographic errors such as misplaced landmarks, elevation discrepancies, and incorrect infrastructure details. ChatGPT’s reliance on widely digitized sources led to omissions of localized details, highlighting a fundamental limitation when applied to non-digitized historical and geographic topics. These results suggest that while ChatGPT can be a useful supplementary tool, its outputs require careful verification by educators to prevent misinformation. Future research should explore strategies to improve AI-generated educational content, including better integration of regional archives and AI literacy training for students and teachers. The study underscores the need for hybrid AI-human approaches in education, ensuring that AI-generated text complements rather than replaces verified academic sources. Full article

► Show Figures

Figure 1

24 pages, 2184 KiB

Open AccessArticle

Development and Validation of a Questionnaire on Students’ Mathematics Capital: A Tool to Explore Opportunities in the Mathematics Classroom

by Giulia Bini, Sara Gagliani Caputo and Giulietta Zanga

Educ. Sci. 2025, 15(4), 510; https://doi.org/10.3390/educsci15040510 - 18 Apr 2025

Abstract

Understanding students’ opportunities in mathematics education requires tools that capture the social and cultural dimensions shaping their engagement with the subject. One way to conceptualise these opportunities is through the notion of mathematics capital, which encompasses the resources and dispositions that students bring [...] Read more.

Understanding students’ opportunities in mathematics education requires tools that capture the social and cultural dimensions shaping their engagement with the subject. One way to conceptualise these opportunities is through the notion of mathematics capital, which encompasses the resources and dispositions that students bring to their mathematical experiences. This study introduces and validates a questionnaire designed to measure secondary students’ mathematics capital, adapting the well-established science capital framework to the mathematical domain. Grounded in Bourdieu’s concept of capital, the questionnaire operationalises mathematics capital across mathematical forms of cultural capital, mathematics-related behaviours and practices, and mathematics-related forms of social capital. The questionnaire was administered to 119 students in an Italian secondary school as part of a broader study on mathematical memes. Statistical analyses, including correlation tests and Cronbach’s alpha, confirm the instrument’s reliability and internal coherence, highlighting the influence of both school and extracurricular environments. The questionnaire provides educators with a practical tool to better understand students’ engagement with mathematics and to inform strategies for fostering equity in mathematics education. By making mathematics capital a measurable construct, this research contributes to discussions on how cultural and social factors shape students’ trajectories in mathematics and beyond. Full article

► Show Figures

Figure 1

2 pages, 128 KiB

Open AccessEditorial

Summary of the Special Issue from the Guest Editors

by Jack F. Eichler and Oluwatobi Odeleye

Educ. Sci. 2025, 15(4), 509; https://doi.org/10.3390/educsci15040509 - 18 Apr 2025

Abstract

We are excited to bring you this Special Issue of Education Sciences titled “Engaged Student Learning and Inclusive Teaching in Higher Education Chemistry” [...] Full article

(This article belongs to the Special Issue Engaged Student Learning and Inclusive Teaching Practices in Higher Education Chemistry)

18 pages, 348 KiB

Open AccessArticle

The Influence of Short-Term Dance-Oriented Exergaming on Cognitive Skills and Psychological Well-Being of Adolescents

by Renata Rutkauskaite, Rita Gruodyte-Raciene, Gabriele Pliuskute, Ingrida Ladygiene and Giedrius Bubinas

Educ. Sci. 2025, 15(4), 508; https://doi.org/10.3390/educsci15040508 - 18 Apr 2025

Abstract

The physical inactivity of adolescents and their sedentary lifestyle with profuse usage of screens has been a growing issue for the last few years. In contrast, there is some evidence that videogame-based exercising improves cognitive abilities and psychological well-being during growth and maturation. [...] Read more.

The physical inactivity of adolescents and their sedentary lifestyle with profuse usage of screens has been a growing issue for the last few years. In contrast, there is some evidence that videogame-based exercising improves cognitive abilities and psychological well-being during growth and maturation. Therefore, there is a need for the wider exploration of innovation tools in physical education (PE) and extracurricular activities for schoolchildren. The aim of this study was to determine the change in psychological well-being and cognitive skills of adolescents when exercising is supplemented with videogame-based activity. The short-term physical activity (PA) program, initiated by in-service PE teachers (n = 3), involved 13–15-year-old adolescents (n = 63, of them 20 were boys) from one of biggest cities in Lithuania. The research subjects were participants of extracurricular exercise groups on a regular basis, attending their respective three-times-a-week sessions for 1 month. The first intervention group engaged in a 60 min functional training program (FT group, n = 31). The second group had 30 min of FT followed by 30 min of video-based dance class (FT + Just Dance group, n = 32). The Trail-Making test (part A and B), the Visual Digit Span test, and the Stroop test were performed to investigate students’ cognitive abilities. In addition, the WHO-5 questionnaire was used to analyse the respondents’ psychological well-being. When comparing pre- and post-intervention results, no changes were observed in the psychological state, visual–executive skills, and short-term visual memory in both groups. Reaction time improved significantly in both groups (p < 0.05). The working memory significantly improved in the FT + Just Dance group (p < 0.05). The implementation of videogame-based training, Just Dance, improved adolescents’ working memory, but had no effect on subjectively perceived psychological well-being. Full article

(This article belongs to the Special Issue Empowering the Next Generation: Fostering Physical Education through Effective Pedagogy)

Journal Description

Education Sciences

Latest Articles

Journal Menu

Journal Browser

Highly Accessed Articles

Latest Books

E-Mail Alert

News

Topics

Conferences

Special Issues

Topical Collections

Further Information

Guidelines

MDPI Initiatives

Follow MDPI