Education Sciences

15 pages, 265 KB

Open AccessArticle

Supporting Teacher Professionalism for Inclusive Education: Integrating Cognitive, Emotional, and Contextual Dimensions

by Michal Nissim and Fathi Shamma

Educ. Sci. 2025, 15(10), 1317; https://doi.org/10.3390/educsci15101317 (registering DOI) - 4 Oct 2025

This study examined how cognitive, affective, and sociocultural factors shape teachers’ readiness for inclusive education, focusing on the interplay between attitudes, emotional concerns, and self-efficacy. A survey of 149 elementary school teachers from diverse communities employed three validated instruments to assess these constructs. [...] Read more.

This study examined how cognitive, affective, and sociocultural factors shape teachers’ readiness for inclusive education, focusing on the interplay between attitudes, emotional concerns, and self-efficacy. A survey of 149 elementary school teachers from diverse communities employed three validated instruments to assess these constructs. Overall, teachers expressed moderately positive attitudes toward inclusion and relatively high levels of self-efficacy, yet emotional concerns were consistently present. Importantly, correlational analyses revealed that emotional concerns fully mediated the relationship between attitudes and self-efficacy, underscoring the central role of affective dimensions in shaping teachers’ professional confidence. Teachers with prior training or direct experience with students with disabilities reported lower emotional concerns, suggesting the value of practice-based professional learning opportunities. Sociocultural differences also emerged, with differences across communities, pointing to the influence of communal norms on emotional readiness for inclusion. These findings highlight the need to reconceptualize teacher professionalism in inclusive education as integrating cognitive, emotional, and contextual dimensions. Implications include designing professional development programs that combine knowledge, practice, and emotional preparedness, alongside culturally responsive approaches tailored to minority communities. Full article

(This article belongs to the Special Issue Supporting Teaching Staff Development for Professional Education)

25 pages, 751 KB

Open AccessArticle

Impact of Industry and Education Integration on Employment Quality in Higher Vocational Colleges: Moderating Role of Faculty Qualifications and Curriculum Development Capacity

by Yaning Chen, Shisen Li and Rui Chen

Educ. Sci. 2025, 15(10), 1316; https://doi.org/10.3390/educsci15101316 - 3 Oct 2025

Abstract

The integration of industry and education serves as a critical pathway for improving the quality of talent training in higher vocational colleges and achieving high-quality employment for graduates. This study employs linear regression and moderating effect models to examine the impact of industry–education [...] Read more.

The integration of industry and education serves as a critical pathway for improving the quality of talent training in higher vocational colleges and achieving high-quality employment for graduates. This study employs linear regression and moderating effect models to examine the impact of industry–education integration on employment quality in higher vocational institutions, using data from the 2024 Vocational Education Quality Annual Report from 689 higher vocational colleges in China. The results show an inverted “U” relationship between the integration level of industry and education and employment quality in higher vocational colleges. Moreover, teachers’ qualification level and curriculum development capacity negatively moderate this relationship. Additionally, the effect of the industry–education integration on employment quality is heterogeneous across the public and private institutions, and whether a college has been designated as a “Double High” institution. Therefore, efforts should be made to strengthen teachers’ practical teaching abilities and enhance curriculum adaptability, as well as to implement differentiated guidance and support policies to effectively improve graduates’ employment quality. Full article

(This article belongs to the Section Higher Education)

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18 pages, 613 KB

Open AccessArticle

Promoting Reflection Skills of Pre-Service Teachers—The Power of AI-Generated Feedback

by Florian Hofmann, Tina-Myrica Daunicht, Lea Plößl and Michaela Gläser-Zikuda

Educ. Sci. 2025, 15(10), 1315; https://doi.org/10.3390/educsci15101315 - 3 Oct 2025

Abstract

Reflection skills are a key but challenging element in teacher training. Feedback on reflective writing assignments can improve reflection skills, but it is affected by challenges (high variability in judgments and time investment). AI-generated feedback offers many options. Therefore, the aim of this [...] Read more.

Reflection skills are a key but challenging element in teacher training. Feedback on reflective writing assignments can improve reflection skills, but it is affected by challenges (high variability in judgments and time investment). AI-generated feedback offers many options. Therefore, the aim of this study was to examine the potential of AI-generated feedback compared to that provided by lecturers for developing reflective skills. A total of 93 randomly selected pre-service teachers (70% female) in a course at a German university wrote two reflections and received feedback from either lecturers or ChatGPT 4.0 based on the same prompts. Pre-service teachers’ written reflections were assessed, and an online questionnaire based on standard instruments was applied. Control variables included metacognitive learning strategies and reflection-related dispositions. Based on a linear mixed model, the main effects on reflective skills were identified for time (

\hat{β}

= 0.41, p = 0.003) and feedback condition (

\hat{β}

= −0.42, p = 0.032). Both forms of feedback similarly fostered reflective skills over time, with academic self-efficacy emerging as a pertinent disposition (

\hat{β}

= 0.25, p = 0.014). The limitations of this study and implications for teacher training are discussed. Full article

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

38 pages, 1412 KB

Open AccessArticle

A Framework for Understanding the Impact of Integrating Conceptual and Quantitative Reasoning in a Quantum Optics Tutorial on Students’ Conceptual Understanding

by Paul D. Justice, Emily Marshman and Chandralekha Singh

Educ. Sci. 2025, 15(10), 1314; https://doi.org/10.3390/educsci15101314 - 3 Oct 2025

Abstract

We investigated the impact of incorporating quantitative reasoning for deeper sense-making in a Quantum Interactive Learning Tutorial (QuILT) on students’ conceptual performance using a framework emphasizing integration of conceptual and quantitative aspects of quantum optics. In this investigation, we compared two versions of [...] Read more.

We investigated the impact of incorporating quantitative reasoning for deeper sense-making in a Quantum Interactive Learning Tutorial (QuILT) on students’ conceptual performance using a framework emphasizing integration of conceptual and quantitative aspects of quantum optics. In this investigation, we compared two versions of the QuILT that were developed and validated to help students learn various aspects of quantum optics using a Mach Zehnder Interferometer with single photons and polarizers. One version of the QuILT is entirely conceptual while the other version integrates quantitative and conceptual reasoning (hybrid version). Performance on conceptual questions of upper-level undergraduate and graduate students who engaged with the hybrid QuILT was compared with that of those who utilized the conceptual QuILT emphasizing the same concepts. Both versions of the QuILT focus on the same concepts, use a scaffolded approach to learning, and take advantage of research on students’ difficulties in learning these challenging concepts as well as a cognitive task analysis from an expert perspective as a guide. The hybrid and conceptual QuILTs were used in courses for upper-level undergraduates or first-year physics graduate students in several consecutive years at the same university. The same conceptual pre-test and post-test were administered after traditional lecture-based instruction in relevant concepts and after student engaged with the QuILT, respectively. We find that the post-test performance of physics graduate students who utilized the hybrid QuILT on conceptual questions, on average, was better than those who utilized the conceptual QuILT. For undergraduates, the results showed differences for different classes. One possible interpretation of these findings that is consistent with our framework is that integrating conceptual and quantitative aspects of physics in research-based tools and pedagogies should be commensurate with students’ prior knowledge of physics and mathematics involved so that students do not experience cognitive overload while engaging with such learning tools and have appropriate opportunities for metacognition, deeper sense-making, and knowledge organization. In the undergraduate course in which many students did not derive added benefit from the integration of conceptual and quantitative aspects, their pre-test performance suggests that the traditional lecture-based instruction may not have sufficiently provided a “first coat” to help students avoid cognitive overload when engaging with the hybrid QuILT. These findings suggest that different groups of students can benefit from a research-based learning tool that integrates conceptual and quantitative aspects if cognitive overload while learning is prevented either due to students’ high mathematical facility or due to their reasonable conceptual facility before engaging with the learning tool. Full article

(This article belongs to the Special Issue Reach for the Stars: Enhancing Pedagogy and Technology in Physics and Astronomy Education)

22 pages, 338 KB

Open AccessArticle

Practicing and Future Secondary Teachers’ Challenges with Designing Mathematics for Social Justice Lesson Plans

by Queshonda J. Kudaisi and Karisma Morton

Educ. Sci. 2025, 15(10), 1313; https://doi.org/10.3390/educsci15101313 - 3 Oct 2025

Abstract

We build on previous studies that explore the challenges faced by current and future teachers as they learn to teach mathematics for social justice by focusing on a precursor to teaching lessons, that is, the process of lesson design. Specifically, in this study [...] Read more.

We build on previous studies that explore the challenges faced by current and future teachers as they learn to teach mathematics for social justice by focusing on a precursor to teaching lessons, that is, the process of lesson design. Specifically, in this study we investigate the challenges that current and future teachers identify in their design of lessons and how they navigate those challenges. Using deductive analysis, we examine the written reflections of 11 current and future teachers enrolled in a secondary mathematics methods course in the spring of 2021. Findings indicate that participants experienced challenges in the cognitive, affective, social, and structural domains and resolved those challenges utilizing social, affective, and cognitive resolutions. These findings inform the field of mathematics teacher education by identifying areas where current and future teachers may need support in their design of social justice mathematics lessons. Full article

(This article belongs to the Special Issue Justice-Centered Mathematics Teaching)

22 pages, 1214 KB

Open AccessArticle

Didactic Analysis of Natural Science Textbooks in Ecuador: A Critical Review from a Constructivist Perspective

by Frank Guerra-Reyes, Eric Guerra-Dávila and Edison Díaz-Martínez

Educ. Sci. 2025, 15(10), 1312; https://doi.org/10.3390/educsci15101312 - 2 Oct 2025

Abstract

School textbooks are central to the teaching, studying, and learning processes because they mediate the interaction between the prescribed curriculum and the educational experience in the classroom. Evaluating their didactic structure critically allows us to determine the degree to which they align with [...] Read more.

School textbooks are central to the teaching, studying, and learning processes because they mediate the interaction between the prescribed curriculum and the educational experience in the classroom. Evaluating their didactic structure critically allows us to determine the degree to which they align with current curriculum guidelines and promote meaningful learning. This study aimed to analyze the extent to which Ecuadorian natural science textbooks reflect constructivist learning principles and promote the development of key competencies established in the National Priority Curriculum. This curriculum guides the achievement of essential results and strengthens fundamental competencies for students’ comprehensive development. Content analysis was adopted as the methodological approach given its relevance in examining the didactic and curricular dimensions of educational materials. The analysis covered twelve eighth-grade General Basic Education textbooks and their supplementary materials. The analysis was based on two instruments: specialized summary analysis sheets (RAE) and a purpose-built checklist. The ATLAS.ti 25 and IRaMuTeQ programs supported the systematization and visualization of the data. The results showed limited integration of constructivist strategies, such as teaching for comprehension, inquiry-based learning, and problem solving, in most of the analyzed texts. These findings underscore the need to expand and strengthen the incorporation of contextualized, critical, and meaningful learning experiences to improve the didactic design of school textbooks. Such improvements would promote coherent articulation between objectives, content, methods, resources, and assessment in line with constructivist principles of the Ecuadorian curriculum. Furthermore, given these approaches’ affinity with curricular frameworks in other regional countries, the results could offer relevant guidance and starting points for reflection on developing and using textbooks in Latin American contexts with comparable educational characteristics. Full article

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18 pages, 1009 KB

Open AccessArticle

Augmented Reality and Inferential Comprehension in Advanced EFL Learners: Disfluency, Metacognitive Reflection, and Productive Struggle

by Benjamin Roman and Jose Belda-Medina

Educ. Sci. 2025, 15(10), 1311; https://doi.org/10.3390/educsci15101311 - 2 Oct 2025

Abstract

Augmented Reality (AR) continues to generate interest as a pedagogical tool in contexts where English is a Foreign Language (EFL). However, its role in developing higher-order cognitive skills, such as inferencing, remains underexplored. This exploratory, mixed-methods study investigates whether AR can scaffold inference-making [...] Read more.

Augmented Reality (AR) continues to generate interest as a pedagogical tool in contexts where English is a Foreign Language (EFL). However, its role in developing higher-order cognitive skills, such as inferencing, remains underexplored. This exploratory, mixed-methods study investigates whether AR can scaffold inference-making in advanced EFL learners. Forty-seven university students in XX were assigned to either a control group (CG) or an experimental group (EG). Both groups read Edgar Allan Poe’s “The Tell-Tale Heart” in digital format. The CG received a conventional inference-based comprehension lesson, while the EG engaged with two interactive AR scenes developed using the Onirix Studio platform. Pre- and post-tests assessed inferential comprehension, and qualitative data were gathered through open-ended responses. While the CG demonstrated modest post-test gains and the EG showed a slight decline, neither change reached statistical significance. Notably, qualitative findings revealed that a salient AR element—a ticking clock—likely prompted misinterpretation in the EG, disrupting symbolic reasoning and contributing to schema misalignment. However, some learners exhibited metacognitive insight suggestive of productive struggle. These results suggest that AR may hold untapped potential for developing metacognitive reflection and critical literacy. Directions for future research are outlined. Full article

(This article belongs to the Section Technology Enhanced Education)

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20 pages, 608 KB

Open AccessArticle

Health and Mental Well-Being of Academic Staff and Students in Thailand: Validation and Model Development

by Ungsinun Intarakamhang, Cholvit Jearajit, Hanvedes Daovisan, Phoobade Wanitchanon, Saichol Panyachit and Kanchana Pattrawiwat

Educ. Sci. 2025, 15(10), 1310; https://doi.org/10.3390/educsci15101310 - 2 Oct 2025

Abstract

A structural model of health and mental well-being among academic staff and students in Thailand was constructed and validated through confirmatory factor analysis (CFA). Data were obtained from 600 online questionnaires, equally distributed between staff (n = 300) and students (n [...] Read more.

A structural model of health and mental well-being among academic staff and students in Thailand was constructed and validated through confirmatory factor analysis (CFA). Data were obtained from 600 online questionnaires, equally distributed between staff (n = 300) and students (n = 300). Statistical analyses were undertaken in SPSS. Descriptive statistics were generated, internal reliability was assessed, and correlations were examined. The factor structure was first extracted through exploratory factor analysis (EFA). Model fit was subsequently assessed using CFA in LISREL. Five constructs were derived and validated: mental well-being (18 items), social participation (12 items), health literacy (28 items), work–life balance (10 items), and health behaviour (30 items). Convergent validity was demonstrated across all constructs. The final CFA model was found to exhibit a robust fit (χ² = 145.14, df = 62, p < 0.001, RMSEA = 0.047). Strong convergent validity and excellent fit indices were confirmed. Empirical evidence was therefore provided to support the model’s application in assessing health and mental well-being within Thai academic contexts. Full article

(This article belongs to the Special Issue The Role of Physical Education in Promoting Student Mental Health)

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19 pages, 1363 KB

Open AccessArticle

From Legal Innovation to School Reality: Leadership Perspectives on Inclusive Education in Portugal

by Sofia Silva and Nuno Fraga

Educ. Sci. 2025, 15(10), 1309; https://doi.org/10.3390/educsci15101309 - 2 Oct 2025

Abstract

Inclusive education is a central pillar of contemporary educational policy worldwide, aiming to ensure equity, participation, and success for all learners. Understanding how inclusive policies are implemented in everyday school contexts is essential to identify both enabling factors and persistent barriers. In Portugal, [...] Read more.

Inclusive education is a central pillar of contemporary educational policy worldwide, aiming to ensure equity, participation, and success for all learners. Understanding how inclusive policies are implemented in everyday school contexts is essential to identify both enabling factors and persistent barriers. In Portugal, this process has been shaped by a progressive legislative framework, notably Decree-Law 54/2018 and its regional adaptation in the Autonomous Region of Madeira (RAM) through Regional Legislative Decree 11/2020/M. This case study combined qualitative documentary analysis with a questionnaire applied to coordinators of the Multidisciplinary Teams to Support Inclusive Education (EMAEI) from 11 of the 14 secondary schools in the RAM (79% of the total). The questionnaire covered five domains: inclusive principles, leadership, professional development, resources, and diagnosis of learning barriers. Descriptive statistics and content analysis were used to interpret the data. Results show that coordinators share a strong ethical commitment to inclusion and recognize EMAEI as a strategic organizational structure. However, they point to irregular and insufficient training, delays and mismatches in resource allocation, and limited institutionalization of co-teaching and joint planning. Leadership emerges as a decisive enabler of collaborative cultures. The study concludes that ambitious legislation must be complemented by agile resource management, sustained context-based training, and distributed leadership for inclusive schooling to become everyday practice. Full article

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

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16 pages, 247 KB

Open AccessArticle

Understanding (In) Effective Presidential Leadership: Board Members’ Perspectives

by Aida Sagintayeva, Keith McIntosh and Jodie Ferise

Educ. Sci. 2025, 15(10), 1308; https://doi.org/10.3390/educsci15101308 - 2 Oct 2025

Abstract

This qualitative study examines trustees’ perspectives on effective presidential leadership in higher education institutions in Kazakhstan and the United States. Drawing on an integrative framework that combines established models of higher education leadership with the concepts of sustainable and adaptive leadership, the study [...] Read more.

This qualitative study examines trustees’ perspectives on effective presidential leadership in higher education institutions in Kazakhstan and the United States. Drawing on an integrative framework that combines established models of higher education leadership with the concepts of sustainable and adaptive leadership, the study identifies the attributes trustees consider essential for effective presidential leadership. The findings indicate that effective leaders are expected to demonstrate a blend of instrumental and interpretive skills, adaptability, and strong interpersonal competencies to address institutional challenges and foster long-term success while also engaging in balancing between competing values. Cross-national comparison reveals notable differences: trustees in Kazakhstan place stronger emphasis on instrumental leadership, particularly in relation to achieving state-defined performance indicators, whereas U.S. trustees highlight the alignment of strategy with institutional mission, culture, and values. Overall, the study shows that trustees in both contexts favor a hybrid model of presidential leadership, though the weight and interpretation of its dimensions are shaped by differing governance traditions, reform trajectories, and institutional histories Full article

(This article belongs to the Section Higher Education)

16 pages, 452 KB

Open AccessArticle

Students’ Trust in AI and Their Verification Strategies: A Case Study at Camilo José Cela University

by David Martín-Moncunill and Daniel Alonso Martínez

Educ. Sci. 2025, 15(10), 1307; https://doi.org/10.3390/educsci15101307 - 2 Oct 2025

Abstract

Trust plays a pivotal role in individuals’ interactions with technological systems, and those incorporating artificial intelligence present significantly greater challenges than traditional systems. The current landscape of higher education is increasingly shaped by the integration of AI assistants into students’ classroom experiences. Their [...] Read more.

Trust plays a pivotal role in individuals’ interactions with technological systems, and those incorporating artificial intelligence present significantly greater challenges than traditional systems. The current landscape of higher education is increasingly shaped by the integration of AI assistants into students’ classroom experiences. Their appropriate use is closely tied to the level of trust placed in these tools, as well as the strategies adopted to critically assess the accuracy of AI-generated content. However, scholarly attention to this dimension remains limited. To explore these dynamics, this study applied the POTDAI evaluation framework to a sample of 132 engineering and social sciences students at Camilo José Cela University in Madrid, Spain. The findings reveal a general lack of trust in AI assistants despite their extensive use, common reliance on inadequate verification methods, and a notable skepticism regarding professors’ ability to detect AI-related errors. Additionally, students demonstrated a concerning misperception of the capabilities of different AI models, often favoring less advanced or less appropriate tools. These results underscore the urgent need to establish a reliable verification protocol accessible to both students and faculty, and to further investigate the reasons why students opt for limited tools over the more powerful alternatives made available to them. Full article

(This article belongs to the Special Issue Trends in the Use of Generative Artificial Intelligence for Digital Learning)

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20 pages, 995 KB

Open AccessArticle

Effects of Increased Letter Spacing on Digital Text Reading Comprehension, Calibration, and Preferences in Young Readers

by Shahar Dotan and Tami Katzir

Educ. Sci. 2025, 15(10), 1306; https://doi.org/10.3390/educsci15101306 - 2 Oct 2025

Abstract

In educational technology environments, the ability to customize digital text presentation offers opportunities to enhance learning experiences through typographical adjustments. This study investigated how digital letter spacing (LS) manipulations affect reading comprehension (RC), reading speed, calibration of comprehension (CoC), and preferences in emergent [...] Read more.

In educational technology environments, the ability to customize digital text presentation offers opportunities to enhance learning experiences through typographical adjustments. This study investigated how digital letter spacing (LS) manipulations affect reading comprehension (RC), reading speed, calibration of comprehension (CoC), and preferences in emergent readers. We examined 163 second graders and 126 third graders as they read digital texts in Hebrew under two conditions: standard LS (100%) and increased LS (150%). The results revealed developmental differences in response to spacing manipulations: increased LS significantly improved RC in second graders, whereas it showed an opposite trend for third graders. Reading rate remained stable across conditions for both groups. Children also demonstrated more accurate CoC under their individually optimal LS condition, suggesting that their comprehension monitoring was responsive to typographical features that supported reading. Preferences analysis indicated a higher numerical proportion of participants favoring the standard LS condition over the increased LS condition in both grades. These findings imply that by integrating adaptive typographical features into educational technology, educators can enhance performance in developing readers, supporting differentiated instruction in increasingly digital learning environments. Full article

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20 pages, 448 KB

Open AccessArticle

Cultural Empathy in AI-Supported Collaborative Learning: Advancing Inclusive Digital Learning in Higher Education

by Idit Finkelstein and Shira Soffer-Vital

Educ. Sci. 2025, 15(10), 1305; https://doi.org/10.3390/educsci15101305 - 2 Oct 2025

Abstract

The rapid advancement of Artificial Intelligence (AI) technologies is driving a profound transformation in higher education, shifting traditional learning toward digital, remote, and AI-mediated environments. This shift—accelerated by the COVID-19 pandemic—has made computer-supported collaborative learning (CSCL) a central pedagogical model for engaging students [...] Read more.

The rapid advancement of Artificial Intelligence (AI) technologies is driving a profound transformation in higher education, shifting traditional learning toward digital, remote, and AI-mediated environments. This shift—accelerated by the COVID-19 pandemic—has made computer-supported collaborative learning (CSCL) a central pedagogical model for engaging students in virtual, interactive, and peer-based learning. However, while these environments enhance access and flexibility, they also introduce new emotional, social, and intercultural challenges that students must navigate without the benefit of face-to-face interaction. In this evolving context, Social and Emotional Learning (SEL) has become increasingly essential—not only for supporting student well-being but also for fostering the self-efficacy, adaptability, and interpersonal competencies required for success in AI-enhanced academic settings. Despite its importance, the role of SEL in higher education—particularly within CSCL frameworks—remains underexplored. This study investigates how SEL, and specifically cultural empathy, influences students’ learning experiences in multicultural CSCL environments. Grounded in Bandura’s social cognitive theory and Allport’s Contact Theory, this study builds on theoretical insights that position emotional stability, social competence, and cultural empathy as critical SEL dimensions for promoting equity, collaboration, and effective participation in diverse, AI-supported learning settings. A quantitative study was conducted with 258 bachelor’s and master’s students on a multicultural campus. Using the Multicultural Social and Emotional Learning (SEL CASTLE) model, the research examined the relationships among SEL competencies and self-efficacy in CSCL environments. Findings reveal that cultural empathy plays a mediating role between emotional and social competencies and academic self-efficacy, emphasizing its importance in enhancing collaborative learning experiences within AI-driven environments. The results highlight the urgent need to cultivate cultural empathy to support inclusive, effective digital learning across diverse educational settings. This study contributes to the fields of intercultural education and digital pedagogy by presenting the SEL CASTLE model and demonstrating the significance of integrating SEL into AI-supported collaborative learning. Strengthening these competencies is essential for preparing students to thrive in a globally interconnected academic and professional landscape. Full article

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

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16 pages, 268 KB

Open AccessArticle

Paying the Cognitive Debt: An Experiential Learning Framework for Integrating AI in Social Work Education

by Keith J. Watts

Educ. Sci. 2025, 15(10), 1304; https://doi.org/10.3390/educsci15101304 - 2 Oct 2025

Abstract

The rapid integration of Generative Artificial Intelligence in higher education challenges social work as student adoption outpaces pedagogical guidance. This paper argues that the unguided use of AI fosters cognitive debt: a cumulative deficit in critical thinking, ethical reasoning, and professional judgment that [...] Read more.

The rapid integration of Generative Artificial Intelligence in higher education challenges social work as student adoption outpaces pedagogical guidance. This paper argues that the unguided use of AI fosters cognitive debt: a cumulative deficit in critical thinking, ethical reasoning, and professional judgment that arises from offloading cognitive tasks. To counter this risk, a pedagogical model is proposed, synthesizing experiential learning, andragogy, and critical pedagogies. The framework reframes AI from a passive information tool into an active object of critical inquiry. Through structured assignments across micro, mezzo, and macro practice, the model guides students through cycles of concrete experience with AI, reflective observation of its biases, abstract conceptualization of ethical principles, and active experimentation with responsible professional use. Aligned with professional ethical standards, the model aims to prepare future social workers to scrutinize and shape AI as a tool for social justice. The paper concludes with implications for faculty development, institutional policy, accreditation, and a forward-looking research agenda. Full article

17 pages, 658 KB

Open AccessArticle

Learning Through Cooperation in the Activities of 1st-Grade Pupils (7 Years Old) Using the Lesson Study Methodology: The Case of One Lithuanian School

by Daiva Jakavonytė-Staškuvienė and Renata Bernotienė

Educ. Sci. 2025, 15(10), 1303; https://doi.org/10.3390/educsci15101303 - 2 Oct 2025

Abstract

The aim of the study is to describe the behavior of 1st-grade pupils (7 years old) when they work together in small groups of 3, based on data from teacher observation protocols. This article aims to reveal the characteristics of cooperative learning among [...] Read more.

The aim of the study is to describe the behavior of 1st-grade pupils (7 years old) when they work together in small groups of 3, based on data from teacher observation protocols. This article aims to reveal the characteristics of cooperative learning among 1st-grade primary school pupils. Teachers in 1st grade often avoid doing this, arguing that pupils are too young and unable to work and learn together with others. In order to reveal the deeper aspects of cooperative learning, a Lesson study methodology was chosen, and elements of cooperative learning were developed in three different 1st-grade mathematics classes at the same school, teaching the same content. The participants were all first-grade pupils in the school (82 pupils in 1st grade in total) and their 3 teachers. The research data was collected by teachers filling out protocols for observing pupils’ cooperation. The empirical part presents a qualitative content analysis of the observation sheets filled in by the teachers, revealing the experiences of cooperative learning in all three episodes of the Lesson study. The results show that 7-year-olds were able to work smoothly in cooperative groups of three because they were able to get along and help each other. Full article

(This article belongs to the Section Teacher Education)

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18 pages, 840 KB

Open AccessArticle

Learning Course Improvement Tools: Search Has Led to the Development of a Maturity Model

by Diana Zagulova, Marina Uhanova, Aleksejs Jurenoks, Natalya Prokofyeva, Anita Jansone, Sabina Katalnikova and Viktorija Ziborova

Educ. Sci. 2025, 15(10), 1302; https://doi.org/10.3390/educsci15101302 - 2 Oct 2025

Abstract

This article discusses the development of a course maturity model, aimed at improving and aligning academic courses with labor market demands. The model, named Ten Tools for Improving Course (TTIC), is a continuous, cyclic, multi-component structure designed to assess and enhance course quality [...] Read more.

This article discusses the development of a course maturity model, aimed at improving and aligning academic courses with labor market demands. The model, named Ten Tools for Improving Course (TTIC), is a continuous, cyclic, multi-component structure designed to assess and enhance course quality and effectiveness. Maturity models for the university environment are typically based on very specific, isolated domains, ignoring other key areas of university organizations. Moreover, existing university maturity models generally do not provide directions for activities and practices that enable assessment of the achieved level with the aim of fostering continuous improvement. The present study addresses these limitations by focusing on the “Algorithmization and Programming of Solutions” course at Riga Technical University, utilizing statistical data to predict student performance and reduce dropout rates. By using TTIC, the authors aim to enhance educational quality and develop professional competencies. The model evaluates various factors influencing student success, including content alignment, teaching methods, feedback, and adaptability. The paper highlights the use of statistical analysis to predict student performance and offers strategies for course enhancement. Full article

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17 pages, 303 KB

Open AccessArticle

Child Rights-Based Pedagogy in Early Childhood Education: Insights from Portuguese Educators

by Cristiana Ribeiro, Cristina Mesquita and Juan Hernández Beltrán

Educ. Sci. 2025, 15(10), 1301; https://doi.org/10.3390/educsci15101301 - 1 Oct 2025

Abstract

Promoting children’s rights in early childhood education is internationally recognised as a priority, yet its practical implementation remains challenging. This qualitative study explored the perceptions of three early childhood educators in northern Portugal regarding children’s rights and how these are reflected in their [...] Read more.

Promoting children’s rights in early childhood education is internationally recognised as a priority, yet its practical implementation remains challenging. This qualitative study explored the perceptions of three early childhood educators in northern Portugal regarding children’s rights and how these are reflected in their practices. Guided by an interpretive paradigm, the study sought to understand participants’ beliefs through semi-structured interviews, conducted with full ethical compliance, including informed consent, withdrawal rights, and anonymity. Data were analysed using MAXQDA, through an inductively generated coding system. Findings indicate that educators acknowledge their vital role in upholding children’s rights and in fostering respectful learning environments. However, significant gaps were found in the realisation of the right to participation, with tensions between educators’ stated values and their described practices—particularly regarding children’s involvement in decision-making. A prevailing emphasis on protection often limited children’s autonomy and agency. The study highlights the complexities of translating policy frameworks, such as Portuguese legislation and the UNCRC, into consistent pedagogical action. Despite its small sample size, the study offers valuable insights into the barriers to implementing a rights-based pedagogy and underscores the need for enhanced educator training, active listening practices, and the recognition of play as a fundamental right. Full article

(This article belongs to the Special Issue Early Childhood Education Policy: Impact on Children's Well-Being and Development)

20 pages, 1474 KB

Open AccessArticle

“We Believe in STEAM Education, but We Need Support”: In-Service Teachers’ Voices on the Realities of STEAM Implementation

by Natalia Spyropoulou, Konstantinos Mathiopoulos and Achilles Kameas

Educ. Sci. 2025, 15(10), 1300; https://doi.org/10.3390/educsci15101300 - 1 Oct 2025

Abstract

The integration of STEAM education is widely recognized as a pathway to foster creativity, problem-solving, and collaboration, yet its implementation remains fragmented due to systemic and organizational barriers. This study examines educators’ perspectives on STEAM by focusing on three key questions: their attitudes [...] Read more.

The integration of STEAM education is widely recognized as a pathway to foster creativity, problem-solving, and collaboration, yet its implementation remains fragmented due to systemic and organizational barriers. This study examines educators’ perspectives on STEAM by focusing on three key questions: their attitudes toward STEAM, the challenges and needs they report, and how these vary by professional development experience, disciplinary background, and teaching experience. Drawing on a large-scale survey of in-service educators, the analysis shows that teachers hold strongly positive attitudes across dimensions of application, higher-order thinking, motivation, and collaboration. However, these attitudes are accompanied by substantial needs, particularly in curriculum guidance, instructional time, resource availability, and assessment frameworks. Professional development was found to strengthen educators’ enthusiasm but did not reduce broader systemic challenges, while disciplinary background and years of experience shaped specific needs and perceptions. The findings highlight that teacher motivation is a necessary but insufficient condition for meaningful STEAM implementation. Addressing the gap between vision and practice requires a multi-level approach that integrates competence-based professional development with structural reforms in curriculum, leadership, and institutional culture. Full article

(This article belongs to the Special Issue Cultivating Teachers for STEAM Education)

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23 pages, 4890 KB

Open AccessArticle

Perceptions of Primary School Children About the Roles and Responsibilities of Teachers in Co-Taught Classrooms

by Aglaia Stampoltzis, Eleni Peristeri, Katerina Antonopoulou, Dimitrios Zbainos and Antigoni Boti

Educ. Sci. 2025, 15(10), 1299; https://doi.org/10.3390/educsci15101299 - 1 Oct 2025

Abstract

Classrooms have become increasingly diverse worldwide. Respect for diversity, including the participation of students with disabilities/special educational needs in all aspects of school life, has made the need for adopting an inclusive education model pertinent. The present study has examined how Greek students [...] Read more.

Classrooms have become increasingly diverse worldwide. Respect for diversity, including the participation of students with disabilities/special educational needs in all aspects of school life, has made the need for adopting an inclusive education model pertinent. The present study has examined how Greek students with and without special educational needs perceive teachers’ roles and responsibilities, as well as their way of learning and participating during co-taught lessons. The sample consisted of 130 primary school children (aged 9–12 years), 16 of whom had special educational needs. Data were collected through the Co-Teaching Student Questionnaire and students’ drawings were analysed following the ‘Teacher Perception Coding List’. According to the results, students perceive that the general education teacher is mostly responsible for planning and implementing teaching, but both teachers, i.e., the mainstream and special education teacher, contribute to students’ learning and academic success. More specifically, students with special educational needs perceive the special education educator as a critical figure in the classroom, and they often seek support from him/her during the lessons. Also, the analyses of children’s drawings have revealed differences in the features (size, position, movements and age) of general and special educators. This research is original in that it offers a novel insight into how students perceive the co-teaching model and the role of teachers in Greek co-taught classrooms. It also gives valuable information on inclusive teaching practices that co-teachers could implement. Students’ perceptions of teachers’ roles and responsibilities can reveal challenges or successful practices of inclusion, thus acting as a valuable tool for both educators and researchers. Full article

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

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