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Editor’s Choice Articles

Editor’s Choice articles are based on recommendations by the scientific editors of MDPI journals from around the world. Editors select a small number of articles recently published in the journal that they believe will be particularly interesting to readers, or important in the respective research area. The aim is to provide a snapshot of some of the most exciting work published in the various research areas of the journal.

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34 pages, 1600 KiB  
Article
Empowering Women in Tech Innovation and Entrepreneurship: A Qualitative Approach
by Teresa Felgueira, Teresa Paiva, Catarina Alves and Natália Gomes
Educ. Sci. 2024, 14(10), 1127; https://doi.org/10.3390/educsci14101127 - 17 Oct 2024
Cited by 2 | Viewed by 4263
Abstract
Women’s participation and leadership in technology and entrepreneurship are crucial for advancing innovation and ensuring inclusive economic development. Despite progress in gender equality, women in tech face challenges like under-representation and systemic biases. This research delves into the multifaceted experiences of women in [...] Read more.
Women’s participation and leadership in technology and entrepreneurship are crucial for advancing innovation and ensuring inclusive economic development. Despite progress in gender equality, women in tech face challenges like under-representation and systemic biases. This research delves into the multifaceted experiences of women in tech innovation and entrepreneurship, highlighting the barriers they face and the strategies they use to overcome them. This study used a qualitative, observational design with semi-structured interviews and thematic analysis to explore the experiences and perceptions of entrepreneurial women in the Science, Technology, Engineering, and Mathematics (STEM) field. It was possible to conclude that entrepreneurial women exhibit a strong sense of autonomy, competence, and leadership, enabling them to manage their ventures independently and effectively. Also, the success of entrepreneurial women is multifaceted, combining personal fulfilment, professional achievements, and financial stability, with positive feedback and recognition playing a key role. Building strong social and supportive relationships is vital for entrepreneurial women, providing a sense of belonging, community, and emotional support. In this context, to empower women in STEM and entrepreneurship, Higher Education Institutions (HEIs) should promote entrepreneurship as a career path, provide practical and value-based education, and foster a work environment of trust, communication, and continuous learning. Full article
(This article belongs to the Special Issue Gender and STEM Education)
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20 pages, 1205 KiB  
Systematic Review
Life Skills in Compulsory Education: A Systematic Scoping Review
by Lone Hvalby, Astrid Guldbrandsen and Hildegunn Fandrem
Educ. Sci. 2024, 14(10), 1112; https://doi.org/10.3390/educsci14101112 - 14 Oct 2024
Cited by 3 | Viewed by 4803
Abstract
The significance of life skills within educational settings has grown; however, there remains a gap regarding a comprehensive understanding of the overarching concept. This systematic scoping review addresses that need, with the aim to identify and map empirical research published between 2013 and [...] Read more.
The significance of life skills within educational settings has grown; however, there remains a gap regarding a comprehensive understanding of the overarching concept. This systematic scoping review addresses that need, with the aim to identify and map empirical research published between 2013 and 2023 focused on life skills in compulsory education (grade 1–10). In addition to mapping the studies according to their characteristics, how life skills are defined is also examined, with a specific focus on collectivistic and individualistic perspectives. Through a rigorous search process, 50 studies were identified. The studies are mainly concerned with evaluating the efficacy of life skills programs or interventions for adolescents. They define life skills by both the type of skill and what it achieves. Key trends include an emphasis on an individualistic understanding of the term, lacking collectivistic perspectives. The implications focus on life skills education connected to lifelong learning, Bildung, and holistic growth from a collectivistic perspective, suggesting that future research could include life skills education for younger children for more sustainable effects favorable for desired societal outcomes. Full article
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10 pages, 612 KiB  
Systematic Review
Evaluation of the Implementation of Project-Based-Learning in Engineering Programs: A Review of the Literature
by Marta Ramírez de Dampierre, Maria Cruz Gaya-López and Pedro J. Lara-Bercial
Educ. Sci. 2024, 14(10), 1107; https://doi.org/10.3390/educsci14101107 - 13 Oct 2024
Cited by 3 | Viewed by 3200
Abstract
Project-Based Learning (PBL), as an experiential methodology, improves learning outcomes and competencies (technical and non-technical) in engineering students. The Conceive–Design–Implement–Operate (CDIO) approach, adopted globally in engineering education, is based on PBL but expands the curriculum framework. Developed by MIT and the Royal Institute [...] Read more.
Project-Based Learning (PBL), as an experiential methodology, improves learning outcomes and competencies (technical and non-technical) in engineering students. The Conceive–Design–Implement–Operate (CDIO) approach, adopted globally in engineering education, is based on PBL but expands the curriculum framework. Developed by MIT and the Royal Institute of Technology (KTH) in Sweden, CDIO focuses on the entire life cycle of engineering projects to train engineers so that they are capable of applying knowledge in real-life situations. Integrating CDIO and PBL into engineering curricula requires changes in teaching methodologies, teacher training and workspaces. The literature has explored their combination, highlighting shared values and mutual reinforcements. An assessment model is crucial for implementing PBL and evidencing improvement in student and course skills. Only through assessment and the cycle of continuous improvement will the adoption of PBL in engineering programs be advanced. A systematic review of the literature is proposed to identify effective methods in the evaluation of educational programs based on PBL, analyzing related research areas and evaluations according to the CDIO approach. Full article
(This article belongs to the Special Issue Challenges of Project Based Learning (PBL) in Engineering Education)
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20 pages, 297 KiB  
Article
“The Game Changers”: How Equity-Driven Pedagogical Scaffolding Reduces Participation Disparities in Physical Education
by Eugénio Ribeiro, Cláudio Farias and Isabel Mesquita
Educ. Sci. 2024, 14(10), 1077; https://doi.org/10.3390/educsci14101077 - 2 Oct 2024
Cited by 1 | Viewed by 1897
Abstract
Achieving gender equity and social inclusiveness remains a key priority in education. In the context of Physical Education (PE), fostering inclusive practices is critical to ensuring all students, regardless of gender, ability, or social status, can participate meaningfully. By examining the impact of [...] Read more.
Achieving gender equity and social inclusiveness remains a key priority in education. In the context of Physical Education (PE), fostering inclusive practices is critical to ensuring all students, regardless of gender, ability, or social status, can participate meaningfully. By examining the impact of three pre-service teachers’ (PSTs) equity-driven pedagogical practices on gender equity and student engagement in game-based activities, this study investigates how targeted pedagogical interventions can reduce gender disparities in engagement and promote inclusivity in student game interactions within PE classes. Specifically, we aimed to determine whether students of different sexes exhibit similar engagement rates, identify any existing disparities, examine changes in these disparities during the intervention, assess the equity and inclusiveness of student game interactions, and explore the link between these interactions and engagement rates. A total of three PSTs were engaged in a yearlong study, divided into two units: basketball (3v3) and volleyball (4v4). A pedagogical scaffolding intervention aimed at fostering equity and inclusion was implemented through their yearlong engagement in school-placement teaching practices. Data concerning students’ participation in game-based activities were collected in the first and last unit of the schoolyear (Basketball—first semester; and Volleyball—second semester). Engagement rates, measured as participation time (PT) and Rate of Play (RoP), were recorded through video analysis. A Social Network Analysis (SNA) was used to evaluate the equity and inclusiveness of student interactions. Initial disparities in engagement rates favoured boys in both sports. However, post-test results indicated a significant increase in engagement for both sexes, with disparities decreasing over the intervention period. Basketball showed a significant reduction in gender differences in RoP (p < 0.05), while volleyball results indicated no significant gender disparities post-intervention. The SNA revealed more equitable and inclusive game interactions over time, particularly in volleyball. The results suggest the pedagogical intervention’s effectiveness in increasing students’ engagement and reducing game-based gender disparities. These findings underscore the importance of deliberate scaffolding strategies to enhance equity and inclusion, highlighting the potential of the reported strategies for fostering a more inclusive and engaging environment for all students. Full article
24 pages, 1015 KiB  
Systematic Review
A Systematic Literature Review of Integrated STEM Education: Uncovering Consensus and Diversity in Principles and Characteristics
by Ane Portillo-Blanco, Hanne Deprez, Mieke De Cock, Jenaro Guisasola and Kristina Zuza
Educ. Sci. 2024, 14(9), 1028; https://doi.org/10.3390/educsci14091028 - 20 Sep 2024
Cited by 6 | Viewed by 9109
Abstract
Integrated STEM education is increasingly present in classrooms and in educational research, as it is proposed as a possible strategy to improve the problems of students’ lack of interest in scientific–technological disciplines. However, this increased interest in STEM education has been paralleled by [...] Read more.
Integrated STEM education is increasingly present in classrooms and in educational research, as it is proposed as a possible strategy to improve the problems of students’ lack of interest in scientific–technological disciplines. However, this increased interest in STEM education has been paralleled by a loss of cohesion in the interpretations of its theoretical basis and by an ongoing discussion on integrated STEM education’s foundations, making its understanding, translation into real projects, and evaluation difficult to undertake. Published articles defining a STEM theoretical framework have different descriptions, so the aim of this systematic literature review is to analyse these explanations and compare them with each other. Following the PRISMA 2020 guidelines, 27 articles of interest about STEM and STEAM education were obtained and analysed with a focus on the principles and characteristics described in the texts. After organising the information and analysing the similarities and differences in the principles and characteristics, we concluded that there is great consensus on the principles of “integration”, “real-world problems”, “inquiry”, “design”, and “teamwork”. Nonetheless, this review identifies areas of discussion regarding both the principles and their characteristics that invite further analysis to refine our understanding of what integrated STEM education should entail. Full article
(This article belongs to the Special Issue Critical Perspectives on the Epistemologies and Practices of STEM Education)
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21 pages, 7350 KiB  
Article
Updating Calculus Teaching with AI: A Classroom Experience
by Roberto Carlos Torres-Peña, Darwin Peña-González, Ellery Chacuto-López, Edwan Anderson Ariza and Diego Vergara
Educ. Sci. 2024, 14(9), 1019; https://doi.org/10.3390/educsci14091019 - 18 Sep 2024
Cited by 5 | Viewed by 5420
Abstract
In the context of mathematics education, the integration of artificial intelligence (AI) in teaching calculus is revolutionizing instructional methodologies and enhancing learning experiences both inside and outside the classroom. This study explores the use of specific AI tools, including ChatGPT, MathGPT, Gemini, and [...] Read more.
In the context of mathematics education, the integration of artificial intelligence (AI) in teaching calculus is revolutionizing instructional methodologies and enhancing learning experiences both inside and outside the classroom. This study explores the use of specific AI tools, including ChatGPT, MathGPT, Gemini, and Wolfram Alpha, to deepen students’ understanding of key mathematical concepts such as derivatives and rates of change through continuous interaction with a virtual tutor. By employing well-designed prompts, these tools facilitated problem-solving exercises that were verified and refined by AI, fostering both precision in calculations and conceptual clarity. Observations from the classroom implementation reveal that students not only improved their accuracy in performing derivative calculations but also developed a clear understanding of the distinctions between average and instantaneous rates of change. The AI tools created a dynamic, adaptive learning environment, providing immediate feedback and simulations that significantly boosted student engagement and motivation. These findings underscore the potential of AI to transform mathematics education by making learning more personalized and accessible, ultimately enhancing educational outcomes and preparing students for future academic and professional challenges. Furthermore, this study introduces an innovative approach to refining AI prompts and interactions, highlighting the importance of iterative improvement to enhance the quality of AI feedback. This approach is crucial for developing better problem-solving skills and ensuring a comprehensive understanding of mathematical concepts. Full article
(This article belongs to the Special Issue Digital Learning Innovation)
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14 pages, 1012 KiB  
Article
University Students’ Attitudes toward Artificial Intelligence: An Exploratory Study of the Cognitive, Emotional, and Behavioural Dimensions of AI Attitudes
by Argyrios Katsantonis and Ioannis G. Katsantonis
Educ. Sci. 2024, 14(9), 988; https://doi.org/10.3390/educsci14090988 - 8 Sep 2024
Cited by 6 | Viewed by 9502
Abstract
Artificial intelligence (AI) drives new modes of learning and improves the workflow of instructors. Nevertheless, there are concerns about academic integrity, plagiarism, and the reduction of critical thinking in higher education. Therefore, it is important to record and analyze university social sciences students’ [...] Read more.
Artificial intelligence (AI) drives new modes of learning and improves the workflow of instructors. Nevertheless, there are concerns about academic integrity, plagiarism, and the reduction of critical thinking in higher education. Therefore, it is important to record and analyze university social sciences students’ attitudes toward AI, which is a significant predictor of later use of AI technologies. A sample of 190 university students (82.45% female) from a Greek social sciences department was selected. Descriptive statistics revealed that students’ attitudes toward AI were mostly positive. A principal components analysis confirmed a three-component solution of attitudes toward AI, comprising cognitive, behavioral, and emotional dimensions. Comparative analysis of the three components indicated that the emotional dimension was the highest ranked, followed by the cognitive and behavioral dimensions. Pairwise correlation analyses revealed that the strongest correlate of cognitive, behavioral, and emotional components of attitudes toward AI was the future frequency of AI use, followed by general feelings of safety with technology. In conclusion, students display more emotional and cognitive favorable dispositions toward AI. The social background of the students and the prospective future use of AI play a key role in the formulation of attitudes toward AI. University educators need to provide more teaching and learning about AI to improve students’ attitudes toward AI and future AI use. Full article
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16 pages, 1645 KiB  
Article
Writing with AI: What College Students Learned from Utilizing ChatGPT for a Writing Assignment
by Changzhao Wang, Stephen J. Aguilar, Jennifer S. Bankard, Eric Bui and Benjamin Nye
Educ. Sci. 2024, 14(9), 976; https://doi.org/10.3390/educsci14090976 - 4 Sep 2024
Cited by 4 | Viewed by 8919
Abstract
To support the integration of AI in education, this empirical study investigated what lessons college students learned from using Generative AI for writing. We recruited 47 students in the United States from a university writing course. Students completed an assignment in which they [...] Read more.
To support the integration of AI in education, this empirical study investigated what lessons college students learned from using Generative AI for writing. We recruited 47 students in the United States from a university writing course. Students completed an assignment in which they used Generative AI tools (e.g., ChatGPT) to draft an application letter or personal statement. Data were collected using a survey of five open-ended questions about their writing process, what worked, what did not work, how to better write with AI, and general lessons learned. We applied thematic analysis and sentiment analysis methods to analyze students’ responses. Results show that (1) students went through multiple rounds of prompting; (2) students identified strengths of AI, such as connection to topic, template generation, and sentence quality; (3) the weaknesses of AI included general language, robotic tone and lacking emotion, lacking personal voice, and lacking critical thinking; (4) students wished to improve AI-generated writing by adding personal stories, connections to posting, feelings and thoughts, and deleting repetitive language; and (5) their overall attitudes toward AI tool were positive. We believe our findings can help relieve some concerns about cheating with AI. We also suggested strategies to regulate the use of AI. Full article
(This article belongs to the Topic Artificial Intelligence for Education)
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19 pages, 844 KiB  
Article
Pre-Service Teachers’ Perceptions of Their Digital Competencies and Ways to Acquire Those through Their Studies and Self-Organized Learning
by Katrin Göltl, Roland Ambros, Dominik Dolezal and Renate Motschnig
Educ. Sci. 2024, 14(9), 951; https://doi.org/10.3390/educsci14090951 - 28 Aug 2024
Cited by 5 | Viewed by 1576
Abstract
Rapid digitalization and the fast rise of generative AI tools pose fresh challenges to educational institutions, teachers, and students. Teachers of all subjects are expected to pass on key digital competencies along with subject-related knowledge to facilitate students’ employability and navigation in a [...] Read more.
Rapid digitalization and the fast rise of generative AI tools pose fresh challenges to educational institutions, teachers, and students. Teachers of all subjects are expected to pass on key digital competencies along with subject-related knowledge to facilitate students’ employability and navigation in a society characterized by the impact of digital technology in all areas of life. However, several studies have shown that there is still a lack of integration of digital competencies in teacher training programs. Hence, to add to these previous studies, this paper aims to find and explore strategies and measures to equip secondary-level pre-service teachers with digital competencies and support them in professionally promoting their students’ digital skills. This happens by investigating what advanced pre-service teachers at a large European university miss and suggest changing to become more confident in promoting digital competencies at secondary school levels (K5–K12). In this context, the authors deepened a previously conducted university-wide survey among advanced secondary-level pre-service teachers through two focus groups to sharpen insights into challenges and good practices from the perspective of pre-service teachers. A thematic analysis of these focus groups confirmed the presumption that most pre-service teachers are keen on actively acquiring relevant digital competencies and gave insights into how they wish to have digital skills integrated into their studies. Additionally, it became evident that even though pre-service teachers can acquire several digital skills through self-study, they longed for collaboration and guidance to reach a professional level for “teaching” them to their students. Full article
(This article belongs to the Section Teacher Education)
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59 pages, 3397 KiB  
Review
Centering Equity within Principal Preparation and Development: An Integrative Review of the Literature
by Meagan S. Richard and Shelby Cosner
Educ. Sci. 2024, 14(9), 944; https://doi.org/10.3390/educsci14090944 - 28 Aug 2024
Cited by 3 | Viewed by 2022
Abstract
Throughout the globe, there is growing attention being paid to issues of equity and efforts to produce more equitable student learning outcomes in schools, and much of the scholarship internationally has begun to center school leaders as key drivers of more equitable conditions. [...] Read more.
Throughout the globe, there is growing attention being paid to issues of equity and efforts to produce more equitable student learning outcomes in schools, and much of the scholarship internationally has begun to center school leaders as key drivers of more equitable conditions. Indeed, in the United States, persistent inequities in education have highlighted the need for K-12 principals who can effectively support diverse students. Effective leader preparation and development, particularly with a focus on equity, is crucial, as it equips school leaders with the knowledge and skills to create inclusive and equitable learning environments. U.S.-based research highlights that high-quality, equity-centered preparation programs can significantly impact student outcomes, emphasizing the importance of integrating equity-focused training in leadership development. However, we know less about the design of high-quality preparation programs oriented around equity, and scholars have noted that current programs are often ill-equipped to prepare equity-centered leaders. Therefore, this study provides an integrative review of the U.S.-based equity-centered principal preparation literature to extract learnings from several types of publications, including descriptive and empirical studies, literature reviews, and conceptual essays. This study provides insights into four key elements of equity-centered principal preparation and development: program vision, curriculum, pedagogy, and assessment. This review consolidates insights from the existing literature into a single, accessible article, offering valuable learnings for program faculty, others who prepare school principals, and researchers focused on equity-centered preparation. Additionally, while centered on the U.S. context, this review is likely to be of value to leadership preparation and development programs in other national contexts, particularly those that have more recently begun to form. Full article
(This article belongs to the Special Issue Strengthening Educational Leadership Preparation and Development)
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22 pages, 1532 KiB  
Review
Perceptions and Use of AI Chatbots among Students in Higher Education: A Scoping Review of Empirical Studies
by Odin Monrad Schei, Anja Møgelvang and Kristine Ludvigsen
Educ. Sci. 2024, 14(8), 922; https://doi.org/10.3390/educsci14080922 - 22 Aug 2024
Cited by 13 | Viewed by 29952
Abstract
With the recent arrival of publicly available AI chatbots like ChatGPT, Copilot, Gemini, and Claude follows a need for knowledge about how students in higher education perceive and use these tools, and what this might mean for their learning processes. This scoping review [...] Read more.
With the recent arrival of publicly available AI chatbots like ChatGPT, Copilot, Gemini, and Claude follows a need for knowledge about how students in higher education perceive and use these tools, and what this might mean for their learning processes. This scoping review analyzes 24 empirical articles published between 1 January 2022 and 5 September 2023 on students’ perceptions and use of AI chatbots in higher education. The articles were reviewed using a five-stage scoping review methodology. The findings underscore a global research interest in how students engage with AI chatbots, which is especially pronounced in Asia. The studies span diverse disciplines, with a predominance in science, technology, engineering, and mathematics disciplines. The empirical findings reveal that students perceive AI chatbots as highly useful and motivating as personal task assistants and for getting immediate feedback and help with writing, coding, and academic tasks. However, students are concerned about the accuracy and reliability of the responses from the chatbots, as well as potential negative impacts on their learning processes, critical thinking, discipline, and creativity. The purpose-driven use of AI chatbots among students and their potentially positive influence on motivation and learning processes offer insights for educators and policymakers. Our research concludes that while positive attitudes, perceptions, and critical use prevail, addressing students’ concerns is crucial for responsible AI integration in higher education. Full article
(This article belongs to the Special Issue Teaching and Learning with Generative AI)
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26 pages, 17104 KiB  
Article
Game on for Climate Action: Big Game Delivers Engaging STEM Learning
by Michela Tramonti, Alden Meirzhanovich Dochshanov, Mikhail Fiadotau, Mikko Grönlund, Peadar Callaghan, Alina Ailincai, Barbara Marini, Sari Joenvaara, Liina Maurer and Elisabetta Delle Donne
Educ. Sci. 2024, 14(8), 893; https://doi.org/10.3390/educsci14080893 - 15 Aug 2024
Cited by 3 | Viewed by 2495
Abstract
A decline in European students’ interest in STEM subjects, exacerbated by the COVID-19 pandemic’s disruption of education, has raised concerns about the continent’s future workforce. To address this challenge, this study investigates the efficacy of the BIG GAME project methodology, a cooperative story-driven [...] Read more.
A decline in European students’ interest in STEM subjects, exacerbated by the COVID-19 pandemic’s disruption of education, has raised concerns about the continent’s future workforce. To address this challenge, this study investigates the efficacy of the BIG GAME project methodology, a cooperative story-driven digital game approach designed to engage secondary students in collaborative environmental problem-solving. Implemented across Romania, Italy, Estonia, and Finland, this six-month study employed a mixed-methods design involving 62 teachers and 239 students in ten distinct game missions focused on environmental challenges. The quantitative results indicated significant improvements in students’ transversal skills (teamwork, communication, and critical thinking), as reported by over 75% of teachers. The qualitative data emphasised the value of structured peer review in developing students’ reflective practices. This research underscores the importance of teacher facilitation in game-based learning and problem-based simulations and highlights the potential of such methodologies to boost student engagement and environmental awareness. These findings suggest that the BIG GAME project approach could be a valuable tool for revitalising STEM education and cultivating future-ready citizens. Full article
(This article belongs to the Section STEM Education)
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15 pages, 303 KiB  
Article
Cognitive Reappraisal: The Bridge between Cognitive Load and Emotion
by Rebecca B. Brockbank and David F. Feldon
Educ. Sci. 2024, 14(8), 870; https://doi.org/10.3390/educsci14080870 - 9 Aug 2024
Cited by 4 | Viewed by 7228
Abstract
Within this integrative review, cognitive load theory (CLT) is asserted as a powerful framework for conceptualizing human cognitive processes within learning. The relationship between cognition and emotion is then examined and further integrated within the scope of CLT. Emotion regulation strategies are discussed [...] Read more.
Within this integrative review, cognitive load theory (CLT) is asserted as a powerful framework for conceptualizing human cognitive processes within learning. The relationship between cognition and emotion is then examined and further integrated within the scope of CLT. Emotion regulation strategies are discussed and adaptive strategies are proposed as being of particular relevance to broadening the theoretical and practical impacts of CLT. Central to the argument of this review is the use of cognitive reappraisal as a potential mitigator of cognitive load. Cognitive reappraisal involves reframing or reassessing understandings or beliefs that underlie an emotional response, which may mitigate cognitive load imposed by maladaptive emotion. It is proposed that effectively integrating adaptive emotion regulation strategies such as cognitive reappraisal in our pursuit of more effective cognitive functioning will aid in the development of a more integrated model of cognition and emotion within CLT. Full article
(This article belongs to the Special Issue Cognitive Load Theory: Emerging Trends and Innovations)
19 pages, 1687 KiB  
Article
The Influence of Format Readability on Children’s Reading Speed and Comprehension
by Stephanie L. Day, Nilsu Atilgan, Amy E. Giroux and Ben D. Sawyer
Educ. Sci. 2024, 14(8), 854; https://doi.org/10.3390/educsci14080854 - 7 Aug 2024
Cited by 2 | Viewed by 3731
Abstract
Background: Format readability, including font and spacing, impacts reading metrics in adults, but will the research generalize to children? We examined how eight fonts (four serif and four sans serif) and three-character spacing variations influenced children’s reading comprehension and reading speed. Methods: Fifty-one [...] Read more.
Background: Format readability, including font and spacing, impacts reading metrics in adults, but will the research generalize to children? We examined how eight fonts (four serif and four sans serif) and three-character spacing variations influenced children’s reading comprehension and reading speed. Methods: Fifty-one students in third–fifth grade read 11 narrative text passages on a computer and answered comprehension questions. Passages were randomized in terms of order. First, the font in which the text of each passage was presented was manipulated. Then passages were presented in three spacing manipulations (narrow, normal, and wide). Results: A linear mixed effects model demonstrated that, on a group-level, passages presented in Roboto and Arial font were read significantly faster (words-per-minute) than other fonts. On the individual level, students experienced significant boosts in reading speed (words-per-minute) between their best and worst fitting font, and spacing. A chi-square test showed no one font or spacing setting that was most likely to be a students’ font fit or clash. For reading comprehension, no speed–comprehension tradeoff was observed. Conclusions: Changes to text format at the group and individual level may yield boosts in reading speed for students, without negatively impacting reading comprehension. Full article
(This article belongs to the Section Technology Enhanced Education)
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23 pages, 481 KiB  
Article
Resilience in Action through Culture: Latinas Successfully Navigating STEM Spaces at an HSI
by Emma Claudia Perez, Elsa Maria Gonzalez and Isabella Sanchez Hernandez
Educ. Sci. 2024, 14(8), 848; https://doi.org/10.3390/educsci14080848 - 6 Aug 2024
Cited by 1 | Viewed by 2103
Abstract
Though research on the perspectives and assets of communities of color in higher education has grown, understanding how underrepresented groups in STEM use those assets to navigate and succeed in STEM fields is still in progress. In this study, Latina students majoring in [...] Read more.
Though research on the perspectives and assets of communities of color in higher education has grown, understanding how underrepresented groups in STEM use those assets to navigate and succeed in STEM fields is still in progress. In this study, Latina students majoring in STEM fields in a Hispanic-Serving Institution (HSI) were interviewed about their college experience and persistence. A Latine resilience model and an HSI servingness framework guided the analysis. Qualitative methodology via case study served to understand this research. Evidence gathered in this study demonstrates how social climate experiences and cultural background influence resilience and success strategies among diverse Latina STEM majors in an HSI. The STEM social climate or culture seemingly clashed with participants’ cultural backgrounds. Perhaps most pertinent to their cultural background and resilience as Latinas were the specific success strategies or assets that participants utilized to navigate the STEM experience. Participants gravitated to diverse spaces, desired more women and ethnic representation in their STEM departments, and practiced prosocial or communal motivations. Understanding STEM culture in conjunction with the assets and strategies that Latinas utilize as ethnic women is important for HSIs as they consider how they truly serve their constituents. Full article
(This article belongs to the Special Issue STEM Education for All: Breaking Barriers and Building Bridges)
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34 pages, 16659 KiB  
Review
Evaluating Recent Advances in Affective Intelligent Tutoring Systems: A Scoping Review of Educational Impacts and Future Prospects
by Jorge Fernández-Herrero
Educ. Sci. 2024, 14(8), 839; https://doi.org/10.3390/educsci14080839 - 1 Aug 2024
Cited by 7 | Viewed by 5284
Abstract
Affective intelligent tutoring systems (ATSs) are gaining recognition for their role in personalized learning through adaptive automated education based on students’ affective states. This scoping review evaluates recent advancements and the educational impact of ATSs, following PRISMA guidelines for article selection and analysis. [...] Read more.
Affective intelligent tutoring systems (ATSs) are gaining recognition for their role in personalized learning through adaptive automated education based on students’ affective states. This scoping review evaluates recent advancements and the educational impact of ATSs, following PRISMA guidelines for article selection and analysis. A structured search of the Web of Science (WoS) and Scopus databases resulted in 30 studies covering 27 distinct ATSs. These studies assess the effectiveness of ATSs in meeting learners’ emotional and cognitive needs. This review examines the technical and pedagogical aspects of ATSs, focusing on how emotional recognition technologies are used to customize educational content and feedback, enhancing learning experiences. The primary characteristics of the selected studies are described, emphasizing key technical features and their implications for educational outcomes. The discussion highlights the importance of emotional intelligence in educational environments and the potential of ATSs to improve learning processes. This review identifies gaps in the current research and suggests future directions, including broader implementation across diverse educational settings and deeper integration of affective data to refine system responsiveness. Future research should investigate the integration of advanced natural dialogue modules and generative AI to create more sophisticated interfaces, underscoring the role of affective adaptation in educational technology. Full article
(This article belongs to the Special Issue Artificial Intelligence in Higher Education: Innovation, Cognition and Learning)
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21 pages, 826 KiB  
Systematic Review
The Contributions of Creativity to the Learning Process within Educational Approaches for Sustainable Development and/or Ecosocial Perspectives: A Systematic Review
by Utdin Harvey López, Mercedes Vázquez-Vílchez and Purificación Salmerón-Vílchez
Educ. Sci. 2024, 14(8), 824; https://doi.org/10.3390/educsci14080824 - 27 Jul 2024
Cited by 4 | Viewed by 7887
Abstract
This systematic review identifies the contributions of creativity to learning and its integration into teaching within educational approaches with an ecosocial and/or sustainable perspective based on scientific publications in the Web of Science and SCOPUS databases, following the PRISMA methodology guidelines. This study [...] Read more.
This systematic review identifies the contributions of creativity to learning and its integration into teaching within educational approaches with an ecosocial and/or sustainable perspective based on scientific publications in the Web of Science and SCOPUS databases, following the PRISMA methodology guidelines. This study establishes a comprehensive understanding of creativity from a sociocultural perspective and examines the relationship between creativity and educational approaches based on sustainable education. The results highlight that creativity is incorporated into teaching in a cross-cutting manner in the ideation, design, and implementation of pedagogical strategies that include diverse techniques, resources, and methodologies. Creativity contributes to learning by being multifaceted and transforming the student experience through the identification, understanding, appropriation, and applicability of concepts. Various strategies and methodologies are identified that promote creativity by involving students in collaborative and reflective processes. Creativity stimulates imagination, interdisciplinary and intercultural integration, and experimentation. The fundamental role of the teacher and the learning environment is emphasized. Finally, the need to integrate creativity into educational plans from these approaches is highlighted, fostering the adaptability to uncertainty and the generation of creative and sustainable responses. This review provides a synthesized and updated resource for teachers and individuals interested in the relationship between creativity, learning, and sustainability. Full article
(This article belongs to the Special Issue Empowering the Next Generation: Environmental Education for a Sustainable Future)
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18 pages, 1206 KiB  
Article
Enhancing Teaching Strategies through Cognitive Load Theory: Process vs. Product Worked Examples
by Gerry Sozio, Shirley Agostinho, Sharon Tindall-Ford and Fred Paas
Educ. Sci. 2024, 14(8), 813; https://doi.org/10.3390/educsci14080813 - 25 Jul 2024
Cited by 3 | Viewed by 4457
Abstract
Based on Cognitive Load Theory (CLT), learning by studying worked examples, that is, step-by-step solutions, has been shown to reduce cognitive load and enhance learning outcomes more than learning by solving conventional problems. Two types of worked examples that have been predominantly used [...] Read more.
Based on Cognitive Load Theory (CLT), learning by studying worked examples, that is, step-by-step solutions, has been shown to reduce cognitive load and enhance learning outcomes more than learning by solving conventional problems. Two types of worked examples that have been predominantly used in well-structured learning domains include product-oriented worked examples (ProductWEs) which provide strategic information and process-oriented worked examples (ProcessWEs) which provide strategic information and principled knowledge. However, less research has been conducted on worked examples’ effectiveness in ill-structured learning domains. In a study with 85 university students enrolled in teaching programs, we investigated whether ProcessWEs or ProductWEs better support identifying and applying knowledge regarding the quality teaching component of substantive communication. Participants completed tasks under three instructional conditions: ProcessWE, ProductWE, and conventional problem-solving. Results showed that ProcessWEs outperformed ProductWEs, ProductWEs outperformed conventional problem-solving, and conventional problem-solving had higher perceived task difficulty than the other two conditions. This study theoretically contributes to CLT research as it found that the use of ProcessWEs and ProductWEs is effective in an ill-structured learning domain and makes a practical contribution by showing what a ProductWE or ProcessWE in an ill-structured learning domain ‘looks like’. Full article
(This article belongs to the Section Education and Psychology)
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12 pages, 216 KiB  
Article
Faculty and Student Perspectives on Online Learning in Higher Education
by Meng Yan and Roland Ghollam Pourdavood
Educ. Sci. 2024, 14(8), 801; https://doi.org/10.3390/educsci14080801 - 23 Jul 2024
Cited by 2 | Viewed by 6470
Abstract
The international transforming learning community, coupled with cultural diversity and technological complexities, spurred an unprecedented acceleration in the adoption of online learning. This reshaped the educational landscape, presenting both challenges and opportunities for educators and learners worldwide. To provide insights into the use [...] Read more.
The international transforming learning community, coupled with cultural diversity and technological complexities, spurred an unprecedented acceleration in the adoption of online learning. This reshaped the educational landscape, presenting both challenges and opportunities for educators and learners worldwide. To provide insights into the use of information technology and online learning in higher education and to inform future practices, this qualitative study investigated university faculty and students’ online learning experiences. Purposeful sampling was employed to ensure a diverse selection of participants. Eight faculty and eight students from diverse higher education institutions in the U.S. participated in one-on-one interviews. The study utilized a social constructivist interpretive paradigm, and data were analyzed using iterative categorization. Findings revealed concerns about online learning effectiveness due to limited social interaction. Three main themes emerged: challenges encountered, student engagement, and strategies to improve online learning effectiveness. This research enriches the scholarly discourse on online education by elucidating faculty and student perceptions regarding factors impacting the effectiveness of online learning and sustainable teaching strategies for future higher education. It highlights a paradigm shift in higher education and emphasizes the importance of equitable access to digital resources and inclusive policies to address disparities in online learning support, promoting equity and social justice in education. Full article
(This article belongs to the Special Issue Technology-Enhanced Collaborative Learning)
18 pages, 262 KiB  
Article
Culturally Responsive Professional Development Programs for Teacher Educators Using Community-Based Collaborative Learning: Lessons Learned from a Native American Community
by Lydiah Nganga and John Kambutu
Educ. Sci. 2024, 14(7), 787; https://doi.org/10.3390/educsci14070787 - 19 Jul 2024
Cited by 4 | Viewed by 4852
Abstract
Earners from Native American communities in the U.S. experience unfamiliar curricula that are designed and implemented by educators from the dominant culture who are often unprepared to meet the needs of diverse leaners. Consequently, teacher education programs have a responsibility to equipe preservice [...] Read more.
Earners from Native American communities in the U.S. experience unfamiliar curricula that are designed and implemented by educators from the dominant culture who are often unprepared to meet the needs of diverse leaners. Consequently, teacher education programs have a responsibility to equipe preservice teachers with knowledge and skills essential to integrating culturally relevant contents. Therefore, this collaborative autoethnography conducted as a teacher-educator professional development program, explored the perspectives of Native Peoples on preferred pedagogical approaches for Indigenous learners. Data were collected through autobiographical notes, written reflections, focus groups, interactive activities with study participants, and structured interviews. A thematic analysis resulted in two findings, that is, importance of contextually appropriate curriculum and the value of community-based collaborative learning professional development activities in supporting authentic culturally responsive lessons for teacher educators. Among other recommendations, the data support the enactment of teacher education programs that support intentional culturally collaborative Community-Based Professional Development activities between educators and Indigenous Peoples. Full article
(This article belongs to the Special Issue Hybrid Ecologies for Teacher Professional Learning)
21 pages, 2660 KiB  
Article
‘No One Is Left Behind?’: A Mixed-Methods Case Study of Equity and Inclusion in Physical Education Teacher Education
by Eugénio Paiva Pereira Ribeiro, Isabel Maria Ribeiro Mesquita and Cláudio Filipe Guerreiro Farias
Educ. Sci. 2024, 14(7), 776; https://doi.org/10.3390/educsci14070776 - 17 Jul 2024
Cited by 1 | Viewed by 1927
Abstract
Equity and inclusion are requisites of high-quality Physical Education (PE). However, there is a substantial gap in understanding PE Teacher Education’s (PETE) effectiveness in preparing Preservice Teachers (PSTs) to implement equity-driven pedagogies. Moreover, focused on individual retrospective gameplay engagement rates (participation time), current [...] Read more.
Equity and inclusion are requisites of high-quality Physical Education (PE). However, there is a substantial gap in understanding PE Teacher Education’s (PETE) effectiveness in preparing Preservice Teachers (PSTs) to implement equity-driven pedagogies. Moreover, focused on individual retrospective gameplay engagement rates (participation time), current research fails to provide a holistic perspective of the practical manifestations of equity and inclusion in PE. This study fills this void with novel insights offered by a mixed-methods case study examining the following: (i) the process-oriented teaching strategies employed by a PST trained to deliver inclusive pedagogies, alongside student voices on lived experiences; and (ii) the outcome-oriented gameplay patterns across two teaching units (Basketball and Volleyball). Participants included one PST and 26 students. Extensive observations and focus groups mapped the applied teaching strategies and student responses. Video-based social network analysis captured equity and inclusion in students’ gameplay patterns, using metrics such as degree prestige. Findings indicate the PETE impact in inducing PSTs’ inclusive manipulation of learning activities and the fostering of inclusive team membership and positive collaboration. SNA metrics evidenced equitable and inclusive gameplay patterns. Despite pedagogical efforts, content-specific factors may influence students’ gameplay inclusion. Hence, a reflection on the multifaceted and non-linear nature of promoting inclusive participation is prompted. Full article
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20 pages, 6085 KiB  
Article
Virtual Reality in Fluid Power Education: Impact on Students’ Perceived Learning Experience and Engagement
by Israa Azzam, Khalil El Breidi, Farid Breidi and Christos Mousas
Educ. Sci. 2024, 14(7), 764; https://doi.org/10.3390/educsci14070764 - 12 Jul 2024
Cited by 3 | Viewed by 1599
Abstract
The significance of practical experience and visualization in the fluid power discipline, highly tied to students’ success, requires integrating immersive pedagogical tools for enhanced course delivery, offering real-life industry simulation. This study investigates the impact of using virtual reality (VR) technology as an [...] Read more.
The significance of practical experience and visualization in the fluid power discipline, highly tied to students’ success, requires integrating immersive pedagogical tools for enhanced course delivery, offering real-life industry simulation. This study investigates the impact of using virtual reality (VR) technology as an instructional tool on the learning and engagement of 48 mechanical engineering technology (MET) students registered in the MET: 230 Fluid Power course at Purdue University. An interactive VR module on hydraulic grippers was developed utilizing the constructivist learning theory for MET: 230 labs, enabling MET students to explore light- and heavy-duty gripper designs and operation through assembly, disassembly, and testing in a virtual construction environment. A survey consisting of a Likert scale and short-answer questions was designed based on the study’s objective to evaluate the students’ engagement and perceived attitude toward the module. Statistical and natural language processing (NLP) analyses were conducted on the students’ responses. The statistical analysis results revealed that 97% of the students expressed increased excitement, over 90% reported higher engagement, and 87% found the VR lab realistic and practical. The NLP analysis highlighted positive themes such as “engagement”, “valuable experience”, “hands-on learning”, and “understanding”, with over 80% of students endorsing these sentiments. These findings will contribute to future efforts aimed at improving fluid power learning through immersive digital reality technologies, while also exploring alternative approaches for individuals encountering challenges with such technologies. Full article
(This article belongs to the Special Issue Extended Reality in Education)
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15 pages, 258 KiB  
Article
Educational Assessment Knowledge and Skills for Teachers Revisited
by Susan M. Brookhart
Educ. Sci. 2024, 14(7), 751; https://doi.org/10.3390/educsci14070751 - 10 Jul 2024
Cited by 3 | Viewed by 3456
Abstract
In this article, I provide an update to a previous list of Educational Assessment Knowledge and Skills for Teachers. I argue that recent work in classroom assessment suggests expanding the list in several ways, adding additional statements about formative assessment’s connection to student [...] Read more.
In this article, I provide an update to a previous list of Educational Assessment Knowledge and Skills for Teachers. I argue that recent work in classroom assessment suggests expanding the list in several ways, adding additional statements about formative assessment’s connection to student learning and statements about assessment practices in their various contexts. This view of educational assessment knowledge and skills for teachers as contextual and situated was absent from the original 2011 list. Full article
(This article belongs to the Special Issue Classroom Assessment Literacy: Exploring Teachers’ Knowledge and Skills for Assessment)
20 pages, 1447 KiB  
Article
Enhancing Bilingual/ESL Teachers’ STEM Instruction with Targeted Content and Disciplinary Literacy Professional Development: A Study on Knowledge and Practice Outcomes
by Zenaida Aguirre-Muñoz, Magdalena Pando and Chen Liu
Educ. Sci. 2024, 14(7), 745; https://doi.org/10.3390/educsci14070745 - 7 Jul 2024
Cited by 2 | Viewed by 3022
Abstract
Background: The increasing presence of English learners (ELs) in U.S. schools underscores the need for effective instructional strategies tailored to their diverse needs, especially in STEM subjects. Previous research primarily focused on self-reported teacher knowledge and specific curricular programs, often neglecting the integration [...] Read more.
Background: The increasing presence of English learners (ELs) in U.S. schools underscores the need for effective instructional strategies tailored to their diverse needs, especially in STEM subjects. Previous research primarily focused on self-reported teacher knowledge and specific curricular programs, often neglecting the integration of content and language knowledge. The study aimed to evaluate the impact of a professional development (PD) program aligned with a previously reported teacher training knowledge framework aimed at improving bilingual/ESL teachers’ subject matter knowledge (SMK), pedagogical knowledge (PK), and disciplinary literacy knowledge (DLK). Methods: This study employed a quasi-experimental design involving 30 teachers in three cohorts, each experiencing different levels of subject matter and disciplinary literacy knowledge. The program was assessed over four time points using multiple-choice tests on math and science knowledge and an instructional strategy rubric to evaluate teaching quality. Results: Significant improvements were observed in both content knowledge and instructional quality across all cohorts, with the greatest gains in cohorts that started the PD with a focus on SMK. Teachers’ understanding of disciplinary literacy and its integration with subject matter knowledge significantly enhanced their teaching effectiveness. Conclusions: The findings suggest that structured PD programs that integrate disciplinary literacy with content knowledge effectively enhance teacher professional knowledge and classroom practices. Starting PD with a strong focus on content knowledge prepares teachers to better apply disciplinary literacy strategies, thereby supporting more effective instruction for ELs. Implications: This study highlights the importance of considering the sequence of professional learning and the integration of content and disciplinary literacy strategies in PD programs. Future PD efforts should focus on these elements to maximize the impact on teacher development and student outcomes in bilingual/ESL settings. Full article
(This article belongs to the Special Issue Integration of Content and Language/Literacy Learning for Multilingual Students)
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16 pages, 614 KiB  
Article
Acceptance of Educational Artificial Intelligence by Teachers and Its Relationship with Some Variables and Pedagogical Beliefs
by Julio Cabero-Almenara, Antonio Palacios-Rodríguez, María Isabel Loaiza-Aguirre and María del Rosario de Rivas-Manzano
Educ. Sci. 2024, 14(7), 740; https://doi.org/10.3390/educsci14070740 - 6 Jul 2024
Cited by 13 | Viewed by 4208
Abstract
This study explores teachers’ acceptance of artificial intelligence in education (AIEd) and its relationship with various variables and pedagogical beliefs. Conducted at the Universidad Técnica Particular de Loja (UTPL, Ecuador), the research surveyed 425 teachers across different disciplines and teaching modalities. The UTAUT2 [...] Read more.
This study explores teachers’ acceptance of artificial intelligence in education (AIEd) and its relationship with various variables and pedagogical beliefs. Conducted at the Universidad Técnica Particular de Loja (UTPL, Ecuador), the research surveyed 425 teachers across different disciplines and teaching modalities. The UTAUT2 model analyzed dimensions like performance expectations, effort expectations, social influence, facilitating conditions, hedonic motivation, usage behavior, and intention to use AIEd. Results showed a high level of acceptance among teachers, influenced by factors like age, gender, and teaching modality. Additionally, it was found that constructivist pedagogical beliefs correlated positively with AIEd adoption. These insights are valuable for understanding AIEd integration in educational settings. Full article
(This article belongs to the Special Issue ICTs in Managing Education Environments)
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27 pages, 2532 KiB  
Systematic Review
Educational Approaches with AΙ in Primary School Settings: A Systematic Review of the Literature Available in Scopus
by Spyridon Aravantinos, Konstantinos Lavidas, Iro Voulgari, Stamatios Papadakis, Thanassis Karalis and Vassilis Komis
Educ. Sci. 2024, 14(7), 744; https://doi.org/10.3390/educsci14070744 - 6 Jul 2024
Cited by 27 | Viewed by 4612
Abstract
As artificial intelligence (AI) becomes increasingly prevalent, it has become a topic of interest in education. The use of AI in education poses complex issues, not only in terms of its impact on teaching and learning outcomes but also in terms of the [...] Read more.
As artificial intelligence (AI) becomes increasingly prevalent, it has become a topic of interest in education. The use of AI in education poses complex issues, not only in terms of its impact on teaching and learning outcomes but also in terms of the ethical considerations regarding personal data and the individual needs of each student. Our study systematically analyzed empirical research on the use of AI in primary education, specifically for children aged 4–12 years old. We reviewed 35 articles indexed in SCOPUS, filtered them according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, analyzed them, and categorized the findings. The research focused on the studies’ objectives, learning content, learning outcomes, learning activities, and the pedagogy of activities or the AI tools. Our categorization resulted in three main categories of research objectives regarding the creation, implementation, and evaluation of AI tools and five categories for learning content: AI and ML (machine learning) concepts in STEM and STEAM, language learning, mathematics, arts, and various other subjects. The learning activities were split into four categories: apply, engage, interact, use; project-based learning with multiple activities; experience and practice; and students as tutors. The learning outcomes were split into three levels: cognitive, affective, and psychomotor. The pedagogy of AI tools falls into four categories: constructivism, experiential learning, AI-assisted learning, and project-based learning. The implications for teacher professional development are discussed. Full article
(This article belongs to the Special Issue Agency in Teaching and Learning with Digital Technology: Opportunities and Challenges)
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23 pages, 302 KiB  
Article
Designing Inclusive Computational Thinking Learning Trajectories for the Youngest Learners
by Shannon Stark Guss, Douglas H. Clements, Elica Sharifnia, Julie Sarama, Adam Holland, Chih-Ing Lim and Megan Vinh
Educ. Sci. 2024, 14(7), 733; https://doi.org/10.3390/educsci14070733 - 4 Jul 2024
Cited by 2 | Viewed by 2131
Abstract
Foundational thinking for later use of technology, particularly coding, is necessary for an inclusive and sustainable future. Inclusive practices beginning in early childhood recognize children’s innate development of computational thinking—sequencing, repetition and looping, debugging, decomposing and composing, representation, and causality. This qualitative research [...] Read more.
Foundational thinking for later use of technology, particularly coding, is necessary for an inclusive and sustainable future. Inclusive practices beginning in early childhood recognize children’s innate development of computational thinking—sequencing, repetition and looping, debugging, decomposing and composing, representation, and causality. This qualitative research describes processes of developing and evaluating hypothesized developmental progressions. Inclusive engagement of children with and without disabilities is described in examples for each level of each developmental progression. Implications for teaching and learning with inclusive practices are described for children with and without disabilities. Full article
(This article belongs to the Special Issue Using Technologies for Sustainable Inclusive Practices in Early Childhood Education)
17 pages, 255 KiB  
Article
The Impact of ChatGPT on English for Academic Purposes (EAP) Students’ Language Learning Experience: A Self-Determination Theory Perspective
by Jinming Du and Antonie Alm
Educ. Sci. 2024, 14(7), 726; https://doi.org/10.3390/educsci14070726 - 3 Jul 2024
Cited by 11 | Viewed by 9508
Abstract
This qualitative study explores the perceptions of English language students regarding the use of the generative AI tool, ChatGPT, as a supportive tool for English for Academic Purposes (EAP) students in a New Zealand university context. Using self-determination theory (SDT) as an explanatory [...] Read more.
This qualitative study explores the perceptions of English language students regarding the use of the generative AI tool, ChatGPT, as a supportive tool for English for Academic Purposes (EAP) students in a New Zealand university context. Using self-determination theory (SDT) as an explanatory framework, this study explores how ChatGPT impacts students’ basic psychological needs for autonomy, competence, and relatedness in their language-learning experience. Semi-structured interviews are conducted with 24 postgraduate EAP students and the data are analysed using thematic analysis. The findings suggest that ChatGPT has the potential to support students’ needs for autonomy and competence by providing flexibility, personalised feedback and a safe space for practice. However, the impact on relatedness needs is mixed, with some students experiencing a sense of companionship and others expressing concerns about reduced human interaction. While students acknowledge the benefits of ChatGPT, they also emphasise the importance of human-teacher interactivity and empathy. The findings provide theoretical insights and practical recommendations for educators seeking to integrate generative AI tools effectively into language education. Full article
(This article belongs to the Special Issue Advancing Second Language Learning and Teaching through Innovative Technologies and Digital Tools)
12 pages, 492 KiB  
Article
Empowering University Lecturers in the Digital Age: Exploring the Factors Influencing the Use of Digital Technologies in Higher Education
by Garazi Azanza, Oihane Korres, Jessica Paños-Castro and Josep Petchamé
Educ. Sci. 2024, 14(7), 728; https://doi.org/10.3390/educsci14070728 - 3 Jul 2024
Cited by 1 | Viewed by 1887
Abstract
In an era where digital technologies (DTs) are reshaping educational delivery methods, university lecturers’ ability and willingness to integrate these innovations into their teaching practices are increasingly important. This study, conducted from October 2022 to February 2023, aims to examine the impact of [...] Read more.
In an era where digital technologies (DTs) are reshaping educational delivery methods, university lecturers’ ability and willingness to integrate these innovations into their teaching practices are increasingly important. This study, conducted from October 2022 to February 2023, aims to examine the impact of attitude and training on university lecturers’ self-efficacy in using DTs and to assess the influence of self-efficacy on their interest in using DTs. A total of 294 university lecturers participated in the study and completed a questionnaire assessing their perception of DTs as a didactic tool, attitude towards the use of virtual classrooms, perceived self-efficacy, and interest in the use of DTs, and training in the use of DTs. Data were analyzed using descriptive statistics, correlations, and multiple linear regressions to explore the relationships between study variables. The results indicated that positive attitudes and suitable training were positively associated with higher self-efficacy. Moreover, high levels of self-efficacy were found to be aligned with an interest in using DTs. These findings shed light on key factors that can effectively encourage the successful adoption of DTs among lecturers. Full article
(This article belongs to the Special Issue Challenges and Trends for Modern Higher Education)
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23 pages, 1225 KiB  
Case Report
Enhancing Rural Science Education through School District–University Partnership
by Venicia A. Ferrell and Alexis S. Tharpe
Educ. Sci. 2024, 14(7), 712; https://doi.org/10.3390/educsci14070712 - 30 Jun 2024
Cited by 2 | Viewed by 2688
Abstract
This instrumental case study describes the steps taken to establish and implement a university–school partnership to improve rural science teachers’ content knowledge and teaching practices and students’ achievement in elementary science and high school biology courses. Our research questions explored the impact of [...] Read more.
This instrumental case study describes the steps taken to establish and implement a university–school partnership to improve rural science teachers’ content knowledge and teaching practices and students’ achievement in elementary science and high school biology courses. Our research questions explored the impact of professional development and place-based learning on student outcomes, with the study’s methodology involving needs assessments, teacher training, and continuous support through modeling and coaching. The findings include gains in achievement and substantial gains in science education. The findings have implications for the design, implementation, and evaluation of university–school partnerships designed to build teachers’ capacity to deliver high-quality science education and improve student success in rural school districts. Full article
(This article belongs to the Special Issue STEM Education for All: Breaking Barriers and Building Bridges)
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11 pages, 1211 KiB  
Article
Empowering Soft Skills through Artificial Intelligence and Personalised Mentoring
by Pablo González-Rico and Mireia Lluch Sintes
Educ. Sci. 2024, 14(7), 699; https://doi.org/10.3390/educsci14070699 - 26 Jun 2024
Cited by 6 | Viewed by 3370
Abstract
At present, the integration of technology into education has generated a significant change in the way students access knowledge and develop skills. The availability of digital tools and online platforms has democratised access to information, allowing students to learn from anywhere and at [...] Read more.
At present, the integration of technology into education has generated a significant change in the way students access knowledge and develop skills. The availability of digital tools and online platforms has democratised access to information, allowing students to learn from anywhere and at any time. This article focuses on how the combination of artificial intelligence digital tools, such as ChatGPT, with one-to-one tutoring affects the development of soft skills in higher education students. A total of 182 university students participated in the study, divided into two groups. One group was required to construct an academic topic autonomously using only ChatGPT. The other group used the ChatGPT tool in conjunction with personal tutoring, with the teacher present to expand knowledge and enrich learning. The findings suggest that a combination of technology and meaningful human interactions is necessary to optimise the educational experience. While digital tools can be beneficial in accessing knowledge and developing skills, it is essential to acknowledge the value of individual connections with teachers in fostering authentic and deep learning. Furthermore, the study considers the potential necessity to modify and refocus both teaching participation and the student assessment system. This would entail a shift away from an emphasis on the memorisation of theoretical knowledge and towards the training and development of soft skills, competences, values and social implications. Full article
(This article belongs to the Section Technology Enhanced Education)
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12 pages, 717 KiB  
Article
Effectiveness of Problem-Based Learning in the Unplugged Computational Thinking of University Students
by Natalia Moreno-Palma, Francisco-Javier Hinojo-Lucena, José-María Romero-Rodríguez and María-Pilar Cáceres-Reche
Educ. Sci. 2024, 14(7), 693; https://doi.org/10.3390/educsci14070693 - 25 Jun 2024
Cited by 3 | Viewed by 1983
Abstract
Computational thinking is recognized as a critical competency in contemporary education, preparing individuals to tackle complex challenges in a digitally pervasive world. In this quasi-experimental design study with pretest and post-test measures, the possibility of developing computational thinking from the field of didactics [...] Read more.
Computational thinking is recognized as a critical competency in contemporary education, preparing individuals to tackle complex challenges in a digitally pervasive world. In this quasi-experimental design study with pretest and post-test measures, the possibility of developing computational thinking from the field of didactics of mathematics in higher education students was investigated. This was performed via a problem-based learning (PBL) methodology using problem solving in the experimental group or, alternatively, focused on the analysis of solved problems in the control group. After the intervention, the control group experienced a statistically significant improvement in the scores obtained in the post-test measure. Thus, PBL and problem solving did not lead to an improvement in the students’ computational thinking, whereas the analysis of solved problems approach did. Therefore, the results suggested the potential benefits of this latter methodology for teaching computational thinking. Full article
(This article belongs to the Special Issue Technology-Mediated Active Learning Methods)
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21 pages, 324 KiB  
Article
Outdoor STEAM Education: Opportunities and Challenges
by Marisa Correia, Teresa Ribeirinha, David Beirante, Raquel Santos, Liliana Ramos, Isabel Simões Dias, Helena Luís, David Catela, Sónia Galinha, Ana Arrais, António Portelada, Paula Pinto, Vera Simões, Regina Ferreira, Susana Franco and Maria Clara Martins
Educ. Sci. 2024, 14(7), 688; https://doi.org/10.3390/educsci14070688 - 24 Jun 2024
Cited by 3 | Viewed by 3256
Abstract
There is a consensus that students should be involved in interdisciplinary activities that promote a solid education in STEAM subjects from an early age. The outdoor settings of schools present an advantageous context for STEAM education, allowing for a myriad of learning experiences. [...] Read more.
There is a consensus that students should be involved in interdisciplinary activities that promote a solid education in STEAM subjects from an early age. The outdoor settings of schools present an advantageous context for STEAM education, allowing for a myriad of learning experiences. To understand how teachers perceive the pedagogical use of the school’s outdoor space, a study was carried out in a cluster of schools in a Portuguese city, including one middle school and 10 kindergarten and elementary schools. A mixed methods approach was used, combining a questionnaire for teachers (N = 49) with interviews (N = 8). The results indicate that teachers’ perceptions of the characteristics of their school’s outdoor spaces either facilitate or hinder the implementation of outdoor pedagogical activities. Most teachers concur that the outdoors provides contact with nature and encourages interdisciplinary and collaborative activities. However, the teachers surveyed admit to using the school’s outdoor spaces only occasionally, and this use decreases as the educational level at which they teach increases. The most common use of outdoor spaces is for physical and motor activities, promoting the well-being of children and youth. Although interdisciplinary activities in outdoor spaces are recognised, their implementation is limited and hampered by factors such as the length of curricula and the lack of training for teachers in these approaches. In this sense, there is an urgent need to train teachers in the interdisciplinary use of outdoor spaces to promote a solid education in STEAM subjects. Full article
24 pages, 18714 KiB  
Systematic Review
Enhancing Teamwork and Collaboration: A Systematic Review of Algorithm-Supported Pedagogical Methods
by Xunan Wang, Ge Song and Rami Ghannam
Educ. Sci. 2024, 14(6), 675; https://doi.org/10.3390/educsci14060675 - 20 Jun 2024
Cited by 2 | Viewed by 4992
Abstract
In today’s interconnected world, teamwork and collaboration are becoming essential competencies across all disciplines. This review examines various pedagogical strategies aimed at nurturing these skills, with a specific focus on integrating algorithms into educational practices. While traditional approaches classify teamwork strategies as either [...] Read more.
In today’s interconnected world, teamwork and collaboration are becoming essential competencies across all disciplines. This review examines various pedagogical strategies aimed at nurturing these skills, with a specific focus on integrating algorithms into educational practices. While traditional approaches classify teamwork strategies as either instructor-led or student-led, this review introduces a third method that is based on ML algorithms, which are promising methods for optimizing team composition based on both static and dynamic student characteristics. We investigate the effectiveness of these algorithms in enhancing collaborative learning outcomes compared to conventional grouping methods. In fact, this review synthesizes the findings from 20 key studies on the implementation of these technologies in educational settings, evaluating their impact on learning outcomes, student motivation and overall satisfaction. Our findings suggest that computer-enhanced strategies not only improve the academic and collaborative experience but also pave the way for more personalized and dynamic educational environments. This review aims to provide educators and curriculum developers with comprehensive insights into leveraging advanced computational tools to foster effective teamwork and interdisciplinary collaboration, thereby enhancing the overall quality of education and preparing students for the collaborative demands of the professional world. Full article
(This article belongs to the Section Technology Enhanced Education)
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17 pages, 3331 KiB  
Systematic Review
The Effect of Drones in the Educational Process: A Systematic Review
by Pantelis Pergantis and Athanasios Drigas
Educ. Sci. 2024, 14(6), 665; https://doi.org/10.3390/educsci14060665 - 19 Jun 2024
Cited by 3 | Viewed by 4580
Abstract
Due to COVID-19, Industry 4.0 technologies have been deeply integrated into our lives, making it possible to interact, learn, and be productive. The rise of ICT has been established for a lot of years, transforming the educational process of many students with more [...] Read more.
Due to COVID-19, Industry 4.0 technologies have been deeply integrated into our lives, making it possible to interact, learn, and be productive. The rise of ICT has been established for a lot of years, transforming the educational process of many students with more and more educators applying them in school settings and considering them an essential part of teaching. ICT constantly evolves incorporates and utilizes all the recent and cutting-edge technology to help learners interact and learn in the most engaging and motivating way. The purpose of this literature review is to investigate a very fascinating and promising piece of robotic technology called a drone or unmanned aerial vehicle and how it has been integrated and utilized in the educational process of students to date. In the introduction, the main adoptions of ICT and drones are discussed. In the main part, we explore the possibilities and the applications of drone technology in the educational path from analysis of included studies and research, as well as discussing the students’ and teachers’ perceptions of their use. The results of this study of the application of drones in education show promising effects among students and teachers, but several limitations were identified, making it still difficult to generalize their use in the educational process. Furthermore, a need for a unified framework for reference is needed to be able to accommodate their use in school and academic environments. Full article
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20 pages, 555 KiB  
Article
ChatGPT: The End of Online Exam Integrity?
by Teo Susnjak and Timothy R. McIntosh
Educ. Sci. 2024, 14(6), 656; https://doi.org/10.3390/educsci14060656 - 17 Jun 2024
Cited by 44 | Viewed by 7031
Abstract
This study addresses the significant challenge posed by the use of Large Language Models (LLMs) such as ChatGPT on the integrity of online examinations, focusing on how these models can undermine academic honesty by demonstrating their latent and advanced reasoning capabilities. An iterative [...] Read more.
This study addresses the significant challenge posed by the use of Large Language Models (LLMs) such as ChatGPT on the integrity of online examinations, focusing on how these models can undermine academic honesty by demonstrating their latent and advanced reasoning capabilities. An iterative self-reflective strategy was developed for invoking critical thinking and higher-order reasoning in LLMs when responding to complex multimodal exam questions involving both visual and textual data. The proposed strategy was demonstrated and evaluated on real exam questions by subject experts and the performance of ChatGPT (GPT-4) with vision was estimated on an additional dataset of 600 text descriptions of multimodal exam questions. The results indicate that the proposed self-reflective strategy can invoke latent multi-hop reasoning capabilities within LLMs, effectively steering them towards correct answers by integrating critical thinking from each modality into the final response. Meanwhile, ChatGPT demonstrated considerable proficiency in being able to answer multimodal exam questions across 12 subjects. These findings challenge prior assertions about the limitations of LLMs in multimodal reasoning and emphasise the need for robust online exam security measures such as advanced proctoring systems and more sophisticated multimodal exam questions to mitigate potential academic misconduct enabled by AI technologies. Full article
(This article belongs to the Section Higher Education)
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16 pages, 1196 KiB  
Systematic Review
Impact of Gamification on Motivation and Academic Performance: A Systematic Review
by Lorena Jaramillo-Mediavilla, Andrea Basantes-Andrade, Marcos Cabezas-González and Sonia Casillas-Martín
Educ. Sci. 2024, 14(6), 639; https://doi.org/10.3390/educsci14060639 - 13 Jun 2024
Cited by 17 | Viewed by 51368
Abstract
This study aims to examine the existing evidence on gamification in educational settings, highlighting its impact on motivation and academic performance. Methodologically, a Systematic Literature Review (SLR) was developed under the PRISMA statement criteria using three multidisciplinary databases: Web of Science, Scopus, and [...] Read more.
This study aims to examine the existing evidence on gamification in educational settings, highlighting its impact on motivation and academic performance. Methodologically, a Systematic Literature Review (SLR) was developed under the PRISMA statement criteria using three multidisciplinary databases: Web of Science, Scopus, and Scielo. According to the inclusion, exclusion, and quality criteria, it was determined to include 9 SLR articles on gamification that address at least one of the two key variables: student motivation or academic performance. The articles were published between 2016 and 2022, available in open access, written in English or Spanish, and with content that is directly related to the research questions. The results reveal that gamification significantly influences motivation by facilitating the assimilation of knowledge, the improvement of skills and academic competencies of students, and specifically refers to a wide range of capabilities that are essential for success in the educational environment and that can be enhanced through playful and interactive learning experiences. These skills can be cognitive, self-learning, social, or collaborative, among others. It is concluded that creativity and adaptability are key to successfully implementing gamification in the classroom. Full article
(This article belongs to the Special Issue The Power of Play: Gamification for Engaging and Effective Learning)
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14 pages, 1505 KiB  
Review
Virtual Reality in Preservice Teacher Education: Core Features, Advantages and Effects
by Anna C. Van der Want and Adrie J. Visscher
Educ. Sci. 2024, 14(6), 635; https://doi.org/10.3390/educsci14060635 - 13 Jun 2024
Cited by 4 | Viewed by 1450
Abstract
This article presents a review of the research into the use of virtual reality (VR) for preservice teacher education. In addition to generating a description of the nature of VR, the analysis of the 24 included studies showed that the use of VR [...] Read more.
This article presents a review of the research into the use of virtual reality (VR) for preservice teacher education. In addition to generating a description of the nature of VR, the analysis of the 24 included studies showed that the use of VR in preservice teacher education can have several benefits for student teachers and their educators, such as practicing professional competence in safe and diverse VR environments, the possibility of monitoring student development with VR, the use of learning environments that would not be accessible, and distance education for student teachers when schools for internships are located too far away from a teacher training institute. Although research into the effects of the use of VR in preservice teacher education is still limited, the results thus far indicate positive effects on student teachers’ motivation, self-efficacy, and various classes of teacher skills. We reflect on the challenges with respect to designing VR environments for preservice teacher education and on studying VR effects on teaching quality and student learning outcomes. Full article
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18 pages, 644 KiB  
Article
Curriculum Middle Leader Practices and Teachers Perceptions of Their Effectiveness: A Study in New Zealand Secondary Schools
by Camilla Highfield, Pauline Thompson and Rachel Woods
Educ. Sci. 2024, 14(6), 623; https://doi.org/10.3390/educsci14060623 - 10 Jun 2024
Cited by 2 | Viewed by 1716
Abstract
This study reports the quantitative results of middle leaders’ self-reported practices and compares their responses to the perceptions of the teachers who report to them (n = 158). Likert scale questionnaires were used to measure the extent to which middle leaders focused on [...] Read more.
This study reports the quantitative results of middle leaders’ self-reported practices and compares their responses to the perceptions of the teachers who report to them (n = 158). Likert scale questionnaires were used to measure the extent to which middle leaders focused on goal orientation, professional collaboration, effective instructional practices, and supporting teacher development within their department. The analysis provides insight into this phenomenon within six different state-funded secondary schools, with results showing middle leaders almost always rate their practices more effectively than the teachers who report to them. Common areas identified as requiring increased effectiveness were middle leaders’ use of resources to support learning, use of data to support the instructional programme, and identification of effective professional learning opportunities for teachers. Reported levels of effectiveness compared with student academic achievement in the senior secondary school setting align with agreement ratings and the socio-economic status of students who attend the school. This paper highlights the need for the ongoing support of middle leaders to be provided with deliberate support and development for leading teachers. Full article
(This article belongs to the Special Issue Critical Issues for Senior, Middle and Other Levels of Leadership)
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20 pages, 1543 KiB  
Systematic Review
Project-Based Learning (PBL) as an Experiential Pedagogical Methodology in Engineering Education: A Review of the Literature
by Silvia Lavado-Anguera, Paloma-Julia Velasco-Quintana and María-José Terrón-López
Educ. Sci. 2024, 14(6), 617; https://doi.org/10.3390/educsci14060617 - 7 Jun 2024
Cited by 8 | Viewed by 10202
Abstract
This systematic literature review explores how the implementation of project-based-learning (PBL) as an experiential pedagogical methodology in engineering education contributes to the development of real-world skills among students. The methodology applied was the PRISMA protocol with searches in two databases in a 24 [...] Read more.
This systematic literature review explores how the implementation of project-based-learning (PBL) as an experiential pedagogical methodology in engineering education contributes to the development of real-world skills among students. The methodology applied was the PRISMA protocol with searches in two databases in a 24 year timeframe. The research reviewed 54 pieces to explore the contribution of PBL to seven pillars of a holistic pedagogical model comprising the following categories: technology, an integrated curriculum, an international focus, sustainability, a multidisciplinary focus, simulation, and professional environments. Varied PBL developments across these pillars reveal challenges, including aligning with real-world complexities and promoting interdisciplinary integration. Despite obstacles, PBL in engineering shows promise for enhancing students’ skills and channeling the added value of a holistic pedagogical model, despite significant differences in the number of experiences associated with each category. Limitations include restricted article access, emphasizing the need for open science promotion. Full article
(This article belongs to the Special Issue Challenges of Project Based Learning (PBL) in Engineering Education)
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13 pages, 204 KiB  
Article
Influence of Karen Immigrant Students on Teachers’ Instructional Decisions in the Rural United States
by Ashley N. Armstrong and Timothy F. Slater
Educ. Sci. 2024, 14(6), 612; https://doi.org/10.3390/educsci14060612 - 6 Jun 2024
Cited by 1 | Viewed by 1049
Abstract
Across the United States, the number of classrooms welcoming young students who are new English language learners (ELL) is rapidly growing. Motivated by a dramatic increase in the number of Myanmar- and Burma-originating immigrants now attending English-speaking schools in the rural, upper midwestern [...] Read more.
Across the United States, the number of classrooms welcoming young students who are new English language learners (ELL) is rapidly growing. Motivated by a dramatic increase in the number of Myanmar- and Burma-originating immigrants now attending English-speaking schools in the rural, upper midwestern United States, this study systematically considers how the presence of Karen immigrant students impacts the instructional decisions that K-12 classroom teachers make using an exploratory case study method. Several recurrent themes emerged, and findings can be used to help better prepare both pre-service and in-service teachers to meet the needs of their ELL students, as well as policy makers. These emergent themes include the following: (a) authentic teacher–family relationships are key; (b) visual/hands-on learning and the use of technology enhance student achievement; (c) student work must be completed during the school day in classrooms; (d) teachers’ purposeful use of parallel language is critical for learning; (e) rigor can be maintained, although quantity is often adjusted; and (f) targeted ESL/cultural training for pre-service and newly hired teachers is positively influential. Such informed training often seems to help teachers learn key cultural distinctions and become better able to identify the most effective ways to meet the needs of students. Full article
(This article belongs to the Section Language and Literacy Education)
14 pages, 236 KiB  
Opinion
A Cross-Era Discourse on ChatGPT’s Influence in Higher Education through the Lens of John Dewey and Benjamin Bloom
by Koki Mandai, Mark Jun Hao Tan, Suman Padhi and Kuin Tian Pang
Educ. Sci. 2024, 14(6), 614; https://doi.org/10.3390/educsci14060614 - 6 Jun 2024
Cited by 3 | Viewed by 2338
Abstract
Since its release in November 2022, ChatGPT and the related AI technology have disrupted multiple fields of society where people anticipate its pathways with a mixture of hope and fear. Among the affected fields, education, in particular, may incur one of the largest [...] Read more.
Since its release in November 2022, ChatGPT and the related AI technology have disrupted multiple fields of society where people anticipate its pathways with a mixture of hope and fear. Among the affected fields, education, in particular, may incur one of the largest impacts in the future partly due to its nature of learning and teaching knowledge, an element that is more or less questioned by the rise of these technologies. As education can be seen as a component that determines the future of every other field of society, tools such as ChatGPT must be optimally regulated to enhance its gain or mitigate its loss. To contribute to this goal, this paper approaches the state of ChatGPT and its expected impacts on higher education through the lens of two major educational theories—John Dewey’s Reflective-Thought-and-Action model and revised Bloom’s taxonomy—aiming to propose possible evaluative criteria for the optimal usage of ChatGPT in academia. As ChatGPT is a relatively new topic of research yet a topic that requires an immediate focus due to its capabilities, this paper also aims to provide these criteria as one of the concrete starting points of future research in this field. Full article
(This article belongs to the Special Issue How Artificial Intelligence Can Enhance Education: Current Practices and Challenges)
18 pages, 1765 KiB  
Article
Impact of Learning Analytics Guidance on Student Self-Regulated Learning Skills, Performance, and Satisfaction: A Mixed Methods Study
by Dimitrios E. Tzimas and Stavros N. Demetriadis
Educ. Sci. 2024, 14(1), 92; https://doi.org/10.3390/educsci14010092 - 15 Jan 2024
Cited by 11 | Viewed by 4757
Abstract
Learning analytics (LA) involves collecting, processing, and visualizing big data to help teachers optimize learning conditions. Despite its contributions, LA has not yet been able to meet teachers’ needs because it does not provide sufficient actionable insights that emphasize more on analytics and [...] Read more.
Learning analytics (LA) involves collecting, processing, and visualizing big data to help teachers optimize learning conditions. Despite its contributions, LA has not yet been able to meet teachers’ needs because it does not provide sufficient actionable insights that emphasize more on analytics and less on learning. Our work uses specific analytics for student guidance to evaluate an instructional design that focuses on LA agency between teachers and students. The research goal is to investigate whether the minimal and strong guidance provided by the LA learning approach has the same impact on student outcomes. The research questions are as follows “Does the LA-based minimal and strong guidance learning approach have the same impact on student performance and SRL skills? What are the students’ learning perceptions and satisfaction under LA-based guidance?” A mixed methods study was conducted at a university in which LA-based strong guidance was applied to the experimental group and minimal guidance was given to the control group. When strong guidance was applied, the results indicated increased final grades and SRL skills (metacognitive activities, time management, persistence, and help seeking). Furthermore, student satisfaction was high with LA-based guidance. Future research could adapt our study to nonformal education to provide nuanced insights into student outcomes and teachers’ perceptions. Full article
(This article belongs to the Special Issue Advances in Technology-Enhanced Teaching and Learning)
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24 pages, 298 KiB  
Article
Using Generative Artificial Intelligence Tools to Explain and Enhance Experiential Learning for Authentic Assessment
by David Ernesto Salinas-Navarro, Eliseo Vilalta-Perdomo, Rosario Michel-Villarreal and Luis Montesinos
Educ. Sci. 2024, 14(1), 83; https://doi.org/10.3390/educsci14010083 - 12 Jan 2024
Cited by 54 | Viewed by 13852
Abstract
The emergence of generative artificial intelligence (GenAI) requires innovative educational environments to leverage this technology effectively to address concerns like academic integrity, plagiarism, and others. Additionally, higher education needs effective pedagogies to achieve intended learning outcomes. This emphasizes the need to redesign active [...] Read more.
The emergence of generative artificial intelligence (GenAI) requires innovative educational environments to leverage this technology effectively to address concerns like academic integrity, plagiarism, and others. Additionally, higher education needs effective pedagogies to achieve intended learning outcomes. This emphasizes the need to redesign active learning experiences in the GenAI era. Authentic assessment and experiential learning are two possible meaningful alternatives in this context. Accordingly, this article investigates how GenAI can enhance teaching and learning by constructively addressing study situations beyond conventional learning approaches and cultivating high-order skills and knowledge acquisition. This study employs thing ethnography to examine GenAI tools’ integration with authentic assessment and experiential learning and explore implementation alternatives. The results reveal insights into creating human-centered and GenAI-enhanced learning experiences within a constructive alignment. Specific examples are also provided to guide their implementation. Our contributions extend beyond the traditional use of GenAI tools as mere agents-to-write or agents-to-answer questions to become agents-to-support experiential learning for authentic assessment. These findings underscore the transformative role of GenAI tools in enhancing teaching and learning efficacy and effectiveness. The limitations in treating GenAI tools as subjects in thing ethnography are acknowledged, with potential for future implementation evaluation. Full article
(This article belongs to the Section Technology Enhanced Education)
13 pages, 1374 KiB  
Article
The Role of Self-Efficacy, Motivation, and Connectedness in Dropout Intention in a Sample of Italian College Students
by Chiara Buizza, Herald Cela, Giulio Sbravati, Sara Bornatici, Giuseppe Rainieri and Alberto Ghilardi
Educ. Sci. 2024, 14(1), 67; https://doi.org/10.3390/educsci14010067 - 7 Jan 2024
Cited by 6 | Viewed by 4510
Abstract
Dropout is a critical concern in higher education, with a considerable number of students leaving within the first two years of university. Dropout affects students’ well-being and their academic and career prospects, and institutions’ retention and graduation rates. The aim of this study [...] Read more.
Dropout is a critical concern in higher education, with a considerable number of students leaving within the first two years of university. Dropout affects students’ well-being and their academic and career prospects, and institutions’ retention and graduation rates. The aim of this study was to explore the mediating role of motivation and cognitive strategies for learning in the relationship among self-efficacy, connectedness, and university dropout intention. A total of 790 Italian college freshmen were involved in this study. The sample was recruited through a web survey consisting of the Academic Motivation Scale, Perceived School Self-Efficacy Scale, University Connectedness Scale, and Self-Regulated Knowledge Scale-University. The freshmen’s intentions to drop out were assessed with five questions. The average age of the freshmen was 20.9 years, most of them were female, and were attending a degree program in the medical area. The results show that self-efficacy is the most important predictor of dropout intentions, followed by university connectedness. Self-regulated knowledge has an important role in predicting dropout intention by acting as a mediator between self-efficacy and motivation.This study underlines the importance of investing in training and orientation interventions in order to develop the skills to face the university path, increasing self-efficacy, motivation, and consequently students’ well-being. Full article
(This article belongs to the Special Issue Mental Health of College Students in the Post-pandemic Era)
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28 pages, 758 KiB  
Systematic Review
Adaptive Learning Using Artificial Intelligence in e-Learning: A Literature Review
by Ilie Gligorea, Marius Cioca, Romana Oancea, Andra-Teodora Gorski, Hortensia Gorski and Paul Tudorache
Educ. Sci. 2023, 13(12), 1216; https://doi.org/10.3390/educsci13121216 - 6 Dec 2023
Cited by 193 | Viewed by 99135
Abstract
The rapid evolution of e-learning platforms, propelled by advancements in artificial intelligence (AI) and machine learning (ML), presents a transformative potential in education. This dynamic landscape necessitates an exploration of AI/ML integration in adaptive learning systems to enhance educational outcomes. This study aims [...] Read more.
The rapid evolution of e-learning platforms, propelled by advancements in artificial intelligence (AI) and machine learning (ML), presents a transformative potential in education. This dynamic landscape necessitates an exploration of AI/ML integration in adaptive learning systems to enhance educational outcomes. This study aims to map the current utilization of AI/ML in e-learning for adaptive learning, elucidating the benefits and challenges of such integration and assessing its impact on student engagement, retention, and performance. A comprehensive literature review was conducted, focusing on articles published from 2010 onwards, to document the integration of AI/ML in e-learning. The review analyzed 63 articles, employing a systematic approach to evaluate the deployment of adaptive learning algorithms and their educational implications. Findings reveal that AI/ML algorithms are instrumental in personalizing learning experiences. These technologies have been shown to optimize learning paths, enhance engagement, and improve academic performance, with some studies reporting increased test scores. The integration of AI/ML in e-learning platforms significantly contributes to the personalization and effectiveness of the educational process. Despite challenges like data privacy and the complexity of AI/ML systems, the results underscore the potential of adaptive learning to revolutionize education by catering to individual learner needs. Full article
(This article belongs to the Special Issue Digital Learning: Exploring the Use of Educational Technology in Educational Environments)
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14 pages, 276 KiB  
Review
Generative Artificial Intelligence: Implications and Considerations for Higher Education Practice
by Tom Farrelly and Nick Baker
Educ. Sci. 2023, 13(11), 1109; https://doi.org/10.3390/educsci13111109 - 4 Nov 2023
Cited by 108 | Viewed by 42396
Abstract
Generative Artificial Intelligence (GAI) has emerged as a transformative force in higher education, offering both challenges and opportunities. This paper explores the multifaceted impact of GAI on academic work, with a focus on student life and, in particular, the implications for international students. [...] Read more.
Generative Artificial Intelligence (GAI) has emerged as a transformative force in higher education, offering both challenges and opportunities. This paper explores the multifaceted impact of GAI on academic work, with a focus on student life and, in particular, the implications for international students. While GAI, exemplified by models like ChatGPT, has the potential to revolutionize education, concerns about academic integrity have arisen, leading to debates on the use of AI detection tools. This essay highlights the difficulties in reliably detecting AI-generated content, raising concerns about potential false accusations against students. It also discusses biases within AI models, emphasizing the need for fairness and equity in AI-based assessments with a particular emphasis on the disproportionate impact of GAI on international students, who already face biases and discrimination. It also highlights the potential for AI to mitigate some of these challenges by providing language support and accessibility features. Finally, this essay acknowledges the disruptive potential of GAI in higher education and calls for a balanced approach that addresses both the challenges and opportunities it presents by emphasizing the importance of AI literacy and ethical considerations in adopting AI technologies to ensure equitable access and positive outcomes for all students. We offer a coda to Ng et al.’s AI competency framework, mapped to the Revised Bloom’s Taxonomy, through a lens of cultural competence with AI as a means of supporting educators to use these tools equitably in their teaching. Full article
(This article belongs to the Special Issue The Role of Technology in Education: Progress, Problems, and Possibilities)
19 pages, 7403 KiB  
Article
AI-Supported Academic Advising: Exploring ChatGPT’s Current State and Future Potential toward Student Empowerment
by Daisuke Akiba and Michelle C. Fraboni
Educ. Sci. 2023, 13(9), 885; https://doi.org/10.3390/educsci13090885 - 31 Aug 2023
Cited by 51 | Viewed by 13726
Abstract
Artificial intelligence (AI), once a phenomenon primarily in the world of science fiction, has evolved rapidly in recent years, steadily infiltrating into our daily lives. ChatGPT, a freely accessible AI-powered large language model designed to generate human-like text responses to users, has been [...] Read more.
Artificial intelligence (AI), once a phenomenon primarily in the world of science fiction, has evolved rapidly in recent years, steadily infiltrating into our daily lives. ChatGPT, a freely accessible AI-powered large language model designed to generate human-like text responses to users, has been utilized in several areas, such as the healthcare industry, to facilitate interactive dissemination of information and decision-making. Academic advising has been essential in promoting success among university students, particularly those from disadvantaged backgrounds. Unfortunately, however, student advising has been marred with problems, with the availability and accessibility of adequate advising being among the hurdles. The current study explores how AI-powered tools like ChatGPT might serve to make academic advising more accessible, efficient, or effective. The authors compiled a list of questions frequently asked by current and prospective students in a teacher education bachelor’s degree program in the United States. Then, the questions were typed into the free version of ChatGPT, and the answers generated were explored and evaluated for their content and delivery. ChatGPT generated surprisingly high-quality answers, written in an authoritative yet supportive tone, and it was particularly adept at addressing general and open-ended career-related questions, such as career outlook, in a clear, comprehensive, and supportive manner using plain language. We argue that AI-powered tools, such as ChatGPT, may complement but not necessarily replace human academic advisers and that these tools may very well serve to promote educational equity by empowering individuals from a wide range of backgrounds with the means to initiate effective methods of seeking academic advice. Full article
(This article belongs to the Section Higher Education)
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21 pages, 3474 KiB  
Article
From TPACK to DPACK: The “Digitality-Related Pedagogical and Content Knowledge”-Model in STEM-Education
by Christoph Thyssen, Johannes Huwer, Thomas Irion and Steffen Schaal
Educ. Sci. 2023, 13(8), 769; https://doi.org/10.3390/educsci13080769 - 27 Jul 2023
Cited by 30 | Viewed by 6856
Abstract
Digitalization is a keyword in the discourse of educational science, but it is often linked to technological challenges, although digital changes occur throughout society. Therefore, STEM teachers are required to cope with technological changes in the subject, the increasing and diverse education and [...] Read more.
Digitalization is a keyword in the discourse of educational science, but it is often linked to technological challenges, although digital changes occur throughout society. Therefore, STEM teachers are required to cope with technological changes in the subject, the increasing and diverse education and training technologies, and the ever-changing paths of information and communication of adolescents in their role as members of a changing society and culture. The TPACK-model focuses educators’ professional knowledge based on teachers’ expertise concerning technological knowledge per se and the pedagogy and content of their subjects. In contrast, knowledge relevant to daily life and social and cultural interaction beyond this is not clearly included in the TPACK-model at present. This article proposes supplementing the TPACK-model with the knowledge components of digital cultural transformations (digitality) and, therefore, extending the TPACK-model to a DPACK-model, where D stands for digitality. Therefore, digital transformation in STEM teaching requires additional professional knowledge considering the transformation of communication, mediatization and society. Through this expansion, the focus should also be directed on the necessity that children and young people in the digitally shaped world must also be able to critically reflect on the processes of change and shape them in an ethically responsible manner. For this reason, teachers require professional knowledge to reflect, analyze, use and shape the digital transformation, which is regularly demanded of them by national and international educational standards. As a foundation of STEM teachers’ education and training, an integrated model combining these facets of knowledge and skills is provided for discussion, and, as a result, quickly found its way into the educational policy guidelines and educational science discourses in Germany. In order to integrate the sociocultural consequences of digitalization into TPACK, this paper proposes a new hemisphere, sociocultural knowledge, which extends the existing TPACK components. Full article
(This article belongs to the Special Issue Digital Education: Theory, Method and Practice)
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24 pages, 1342 KiB  
Systematic Review
Classification of Barriers to Digital Transformation in Higher Education Institutions: Systematic Literature Review
by Thomais Gkrimpizi, Vassilios Peristeras and Ioannis Magnisalis
Educ. Sci. 2023, 13(7), 746; https://doi.org/10.3390/educsci13070746 - 20 Jul 2023
Cited by 73 | Viewed by 31089
Abstract
Digital transformation of higher education institutions (HEIs) is of paramount importance in today’s technology-driven world. However, there are numerous barriers that hinder the successful implementation of digital transformation initiatives in HEIs. In this article, we identify and classify these barriers based on a [...] Read more.
Digital transformation of higher education institutions (HEIs) is of paramount importance in today’s technology-driven world. However, there are numerous barriers that hinder the successful implementation of digital transformation initiatives in HEIs. In this article, we identify and classify these barriers based on a systematic literature review. The findings reveal twenty distinct barriers that inhibit digital transformation in higher education. These were then organised into six broad categories, namely environmental, strategic, organisational, technological, people-related and cultural. The study provides a comprehensive understanding of the barriers faced, facilitating the development of effective strategies and interventions. Our analysis provides valuable information for higher education institutions, policy makers and stakeholders involved in digital transformation initiatives. Full article
(This article belongs to the Section Higher Education)
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