Education Sciences

18 pages, 1765 KiB

Open AccessEditor’s ChoiceArticle

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 4 | Viewed by 2297

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

Open AccessEditor’s ChoiceArticle

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 6 | Viewed by 7251

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

Open AccessEditor’s ChoiceArticle

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 2 | Viewed by 2282

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

Open AccessEditor’s ChoiceSystematic 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 25 | Viewed by 29558

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

Open AccessEditor’s ChoiceReview

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 19 | Viewed by 21866

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

Open AccessEditor’s ChoiceArticle

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 14 | Viewed by 8761

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

Open AccessEditor’s ChoiceArticle

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 17 | Viewed by 3998

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

Open AccessEditor’s ChoiceSystematic 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 19 | Viewed by 15612

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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13 pages, 295 KiB

Open AccessEditor’s ChoiceReview

Shaping the Future of Education: Exploring the Potential and Consequences of AI and ChatGPT in Educational Settings

by Simone Grassini

Educ. Sci. 2023, 13(7), 692; https://doi.org/10.3390/educsci13070692 - 7 Jul 2023

Cited by 143 | Viewed by 105445

Abstract

Over the last decade, technological advancements, especially artificial intelligence (AI), have significantly transformed educational practices. Recently, the development and adoption of Generative Pre-trained Transformers (GPT), particularly OpenAI’s ChatGPT, has sparked considerable interest. The unprecedented capabilities of these models, such as generating humanlike text [...] Read more.

Over the last decade, technological advancements, especially artificial intelligence (AI), have significantly transformed educational practices. Recently, the development and adoption of Generative Pre-trained Transformers (GPT), particularly OpenAI’s ChatGPT, has sparked considerable interest. The unprecedented capabilities of these models, such as generating humanlike text and facilitating automated conversations, have broad implications in various sectors, including education and health. Despite their immense potential, concerns regarding their widespread use and opacity have been raised within the scientific community. ChatGPT, the latest version of the GPT series, has displayed remarkable proficiency, passed the US bar law exam, and amassed over a million subscribers shortly after its launch. However, its impact on the education sector has elicited mixed reactions, with some educators heralding it as a progressive step and others raising alarms over its potential to reduce analytical skills and promote misconduct. This paper aims to delve into these discussions, exploring the potential and problems associated with applying advanced AI models in education. It builds on extant literature and contributes to understanding how these technologies reshape educational norms in the “new AI gold rush” era. Full article

(This article belongs to the Special Issue AI-Augmented Learning, Instruction and Educational Assessment)

12 pages, 599 KiB

Open AccessEditor’s ChoiceArticle

Methodologies for Fostering Critical Thinking Skills from University Students’ Points of View

by Lucía Campo, Héctor Galindo-Domínguez, María-José Bezanilla, Donna Fernández-Nogueira and Manuel Poblete

Educ. Sci. 2023, 13(2), 132; https://doi.org/10.3390/educsci13020132 - 27 Jan 2023

Cited by 11 | Viewed by 5592

Abstract

Developing critical thinking skills appears to be a challenge for higher education institutions. However, little is known about the students’ points of view regarding the methodologies they consider to foster the development of this competence. To answer this question, a total of 263 [...] Read more.

Developing critical thinking skills appears to be a challenge for higher education institutions. However, little is known about the students’ points of view regarding the methodologies they consider to foster the development of this competence. To answer this question, a total of 263 Spanish university students participated in this study and were asked what they understood by critical thinking and the methodologies they considered to be the most effective for developing it. The results indicated that, based on students’ points of view, there were six methodologies that mainly contributed to developing critical thinking: Debates, project-based learning, practices in real contexts, doing research, cooperative learning, and case studies. These results were unanimous regardless of the student’s understanding of critical thinking: Analyzing/organizing, reasoning/arguing, questioning/asking oneself, evaluating, taking a position/taking a decision, compromising/acting. These findings have important theoretical and practical implications for teachers and educational institutions in relation to the development of critical thinking in higher education. Full article

(This article belongs to the Section Higher Education)

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19 pages, 599 KiB

Open AccessEditor’s ChoiceReview

The Future of Higher Education: Identifying Current Educational Problems and Proposed Solutions

by Haya Halabieh, Sasha Hawkins, Alexandra E. Bernstein, Sarah Lewkowict, Bukle Unaldi Kamel, Lindsay Fleming and Daniel Levitin

Educ. Sci. 2022, 12(12), 888; https://doi.org/10.3390/educsci12120888 - 3 Dec 2022

Cited by 4 | Viewed by 6318

Abstract

It is widely acknowledged that higher education is failing to meet the needs of students and employers, while educational costs and student debt are rapidly increasing. Our aim was to address these issues in an innovative fashion through a structured review combined with [...] Read more.

It is widely acknowledged that higher education is failing to meet the needs of students and employers, while educational costs and student debt are rapidly increasing. Our aim was to address these issues in an innovative fashion through a structured review combined with recommendations for best practices. Specifically, we aimed to identify and systemize failings of higher ed based on current scholarship, propose solutions, and identify institutions of higher education (IHEs) that have begun to successfully put these solutions in practice. Based on our literature review, this is the first time such a study has been conducted. We performed a structured literature review and identified four key failings in higher education: quality, relevance, access, and cost. From the reviewed literature we extracted a rubric to identify and evaluate twelve IHEs that are effectively applying new and innovative models that address these four problems. We conclude by recommending best practices for the successful redesign of IHEs. The overarching problem we identified was lack of student preparedness to succeed in a highly complex, competitive, and increasingly global, digital world—curricula lack relevance. IHEs are failing to teach the skills and tools needed for sustained success in the workplace: critical and creative thinking, problem-solving, co-operation, tolerance, and collaboration (which incidentally align with the skills and tools needed for effective citizenship) and when they do, they are not using evidence-based pedagogical strategies drawn from research on the science of learning. Additionally, IHEs are failing to provide accessible, high-quality, affordable postsecondary education. Financial and geographic inaccessibility, opaque admissions processes, attrition, poor attention to student health and well-being, lack of Indigenous inclusion, weak utilization of technology, and outmoded teaching methods and content contribute to the barriers to student success. The twelve IHEs we identified are geographically, economically, and pedagogically diverse, each serving as a model for the future of higher education. The novel contributions offered here are (i) a systematic review of higher education’s failings as they impact students and employers, (ii) identification of specific programs and initiatives that can ameliorate these failings, and (iii) identification of IHEs that are engaging in best practices with respect to (i) and (ii). Full article

(This article belongs to the Section Higher Education)

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11 pages, 1504 KiB

Open AccessEditor’s ChoiceArticle

Gamification Tools in Higher Education: Creation and Implementation of an Escape Room Methodology in the Pharmacy Classroom

by Ana Isabel Fraguas-Sánchez, Dolores R. Serrano and Elena González-Burgos

Educ. Sci. 2022, 12(11), 833; https://doi.org/10.3390/educsci12110833 - 19 Nov 2022

Cited by 4 | Viewed by 2746

Abstract

Educational escape rooms have emerged as an excellent active learning tool to improve student learning, motivation, and engagement. In this work, a methodology to design and develop escape rooms in the classroom has been established and implemented within the general pharmacology, biopharmacy and [...] Read more.

Educational escape rooms have emerged as an excellent active learning tool to improve student learning, motivation, and engagement. In this work, a methodology to design and develop escape rooms in the classroom has been established and implemented within the general pharmacology, biopharmacy and pharmacokinetics, and pharmaceutical technology disciplines for pharmacy students. Each escape room consisted of three sequential challenges that the students had to solve, and we divided the students into groups of 3–6 participants to complete a mission containing educational questions related to the curriculum of each module. The escape rooms were successfully implemented in all these disciplines, and the activity was positively evaluated by the students (>95% satisfaction). They allowed the students to apply the theoretical learning outcomes of each subject. Moreover, escape rooms promoted teamwork and improved the problem-solving skills of the students. For an escape room to be successful and meet the established learning outcomes, challenges must be adapted to the target students, the time should be precisely set, the tasks of the game master should be well-defined, and final feedback should be included in the session. Full article

(This article belongs to the Special Issue Experimenting with Online Pedagogical Resources for European Universities (OpenU))

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16 pages, 1319 KiB

Open AccessEditor’s ChoiceArticle

Best Practices for Sustainable Inter-Institutional Hybrid Learning at CHARM European University

by Daniel Griffin, Silvia Gallagher, Vanessa Vigano, Dimitra Mousa, Sanne Van Vugt, Alex Lodder and Jake Rowan Byrne

Educ. Sci. 2022, 12(11), 797; https://doi.org/10.3390/educsci12110797 - 10 Nov 2022

Cited by 5 | Viewed by 3249

Abstract

CHARM European University offers an inter-institutional Master’s (MSc) in Global Challenges for Sustainability across five European university campuses using innovative, challenge-based, transdisciplinary, and student-centered pedagogies. However, delivering modules across multiple locations at the same time poses a major challenge. Multiple hybrid classrooms solve [...] Read more.

CHARM European University offers an inter-institutional Master’s (MSc) in Global Challenges for Sustainability across five European university campuses using innovative, challenge-based, transdisciplinary, and student-centered pedagogies. However, delivering modules across multiple locations at the same time poses a major challenge. Multiple hybrid classrooms solve this challenge by offering spaces for students and staff to teach and learn locally and remotely. This study describes the first Participatory Action Research (PAR) cycle iteration of the design, implementation, testing, and delivery of hybrid classrooms within a European university alliance. Hybrid classroom collaboration was facilitated through videoconference software, and this research describes a collaborative space design for transdisciplinary teamwork within this environment. Perspectives from a technical expert on virtual learning environments, an educationalist who supports teaching staff, and a classroom-based teaching assistant are presented. Integrating educational principles and module learning outcomes, aligning physical build specifications, testing hardware and software, identifying pedagogical needs, facilitating professional development, and ensuring adequate time for testing is crucial for successful hybrid classroom delivery. This research contributes practical use cases and recommendations for educational and support staff delivering digital transformation through hybrid classrooms across inter-institutional co-operations. Full article

(This article belongs to the Special Issue Experimenting with Online Pedagogical Resources for European Universities (OpenU))

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28 pages, 6525 KiB

Open AccessEditor’s ChoiceReview

Training and Preparing Tomorrow’s Workforce for the Fourth Industrial Revolution

by Michael Max Bühler, Thorsten Jelinek and Konrad Nübel

Educ. Sci. 2022, 12(11), 782; https://doi.org/10.3390/educsci12110782 - 3 Nov 2022

Cited by 24 | Viewed by 8679

Abstract

We call for a paradigm shift in engineering education. We are entering the era of the Fourth Industrial Revolution (“4IR”), accelerated by Artificial Intelligence (“AI”). Disruptive changes affect all industrial sectors and society, leading to increased uncertainty that makes it impossible to predict [...] Read more.

We call for a paradigm shift in engineering education. We are entering the era of the Fourth Industrial Revolution (“4IR”), accelerated by Artificial Intelligence (“AI”). Disruptive changes affect all industrial sectors and society, leading to increased uncertainty that makes it impossible to predict what lies ahead. Therefore, gradual cultural change in education is no longer an option to ease social pain. The vast majority of engineering education and training systems, which have remained largely static and underinvested for decades, are inadequate for the emerging 4IR and AI labour markets. Nevertheless, some positive developments can be observed in the reorientation of the engineering education sector. Novel approaches to engineering education are already providing distinctive, technology-enhanced, personalised, student-centred curriculum experiences within an integrated and unified education system. We need to educate engineering students for a future whose key characteristics are volatility, uncertainty, complexity and ambiguity (“VUCA”). Talent and skills gaps are expected to increase in all industries in the coming years. The authors argue for an engineering curriculum that combines timeless didactic traditions such as Socratic inquiry, mastery-based and project-based learning and first-principles thinking with novel elements, e.g., student-centred active and e-learning with a focus on case studies, as well as visualization/metaverse and gamification elements discussed in this paper, and a refocusing of engineering skills and knowledge enhanced by AI on human qualities such as creativity, empathy and dexterity. These skills strengthen engineering students’ perceptions of the world and the decisions they make as a result. This 4IR engineering curriculum will prepare engineering students to become curious engineers and excellent collaborators who navigate increasingly complex multistakeholder ecosystems. Full article

(This article belongs to the Special Issue The Future of Educational Technology)

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30 pages, 1338 KiB

Open AccessEditor’s ChoiceArticle

Emergency Remote Education and Its Impact on Higher Education: A Temporary or Permanent Shift in Instruction?

by Cathrine Linnes, Giulio Ronzoni, Jerome Agrusa and Joseph Lema

Educ. Sci. 2022, 12(10), 721; https://doi.org/10.3390/educsci12100721 - 19 Oct 2022

Cited by 8 | Viewed by 4074

Abstract

The COVID-19 pandemic has led to problems and upheaval throughout the higher-education sector, with university campuses ceasing face-to-face instruction and with assessments shifting to an online model for a few years. As a result, the pandemic prompted educators to teach online, utilizing online [...] Read more.

The COVID-19 pandemic has led to problems and upheaval throughout the higher-education sector, with university campuses ceasing face-to-face instruction and with assessments shifting to an online model for a few years. As a result, the pandemic prompted educators to teach online, utilizing online lectures, narrated power points, audio snippets, podcasts, instant messaging, and interactive videos, whereas traditional universities had primarily relied on in-person courses. Evaluations, which included assignments and multiple-choice questions, were conducted online, forcing lecturers to reconsider how deliverables were set up to prevent students from having easy access to the answers in a textbook or online. Learning from college students’ experiences throughout this time period will assist higher-education stakeholders (administration, faculty, and students) in adapting future online course delivery selections for higher education. In this study, we investigated the experiences of students learning from a distance, as well as aspects of their learning. We provide recommendations for higher education. The COVID-19 pandemic has clearly resulted in the largest distance-learning experiment in history. Full article

(This article belongs to the Special Issue Emergency Remote Teaching during COVID-19 Lockdown and Its Implications for Higher Education Institutions: An International Perspective)

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16 pages, 1185 KiB

Open AccessEditor’s ChoiceArticle

Factors Constraining Teachers’ Wellbeing and Agency in a Finnish University: Lessons from the COVID-19 Pandemic

by Tiina Mäkelä, Pieta Sikström, Päivikki Jääskelä, Salme Korkala, Jimi Kotkajuuri, Saara Kaski and Peppi Taalas

Educ. Sci. 2022, 12(10), 722; https://doi.org/10.3390/educsci12100722 - 19 Oct 2022

Cited by 10 | Viewed by 2757

Abstract

The COVID-19 pandemic forced teachers to undergo a sudden shift toward technology-enhanced teaching and learning, challenging their capacities for change in many ways. This study explores those factors constraining teachers’ wellbeing and agency that influenced their capacities as teachers in a Finnish university [...] Read more.

The COVID-19 pandemic forced teachers to undergo a sudden shift toward technology-enhanced teaching and learning, challenging their capacities for change in many ways. This study explores those factors constraining teachers’ wellbeing and agency that influenced their capacities as teachers in a Finnish university during the first year of the pandemic. Two sets of data were collected, with an online survey in the spring (n = 297) and autumn (n = 246) of 2020. At both times, challenges with workload, time management, and interactions with colleagues were found to be the most constraining factors. Difficulties with work–life balance and home office facilities seemed more of an issue in the spring, whereas transforming teaching and adopting new technological tools were reported as more burdensome in the autumn. The findings show the need for teachers to be heard and holistically supported, particularly when extensive changes in teaching arrangements are expected on a rapid schedule. Full article

(This article belongs to the Special Issue Emergency Remote Teaching during COVID-19 Lockdown and Its Implications for Higher Education Institutions: An International Perspective)

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12 pages, 866 KiB

Open AccessEditor’s ChoiceArticle

Technology-Supported Active Learning in a Flexible Teaching Space

by Jirarat Sitthiworachart, Mike Joy, Emma King, Jane Sinclair and Jonathan Foss

Educ. Sci. 2022, 12(9), 634; https://doi.org/10.3390/educsci12090634 - 19 Sep 2022

Cited by 11 | Viewed by 3622

Abstract

Active learning is increasingly of interest within Higher Education. The use of technology provides, in theory, the opportunity for more effective active learning, but in practice the majority of learning technology usage is still for “traditional” approaches. Conventional staff training is failing to [...] Read more.

Active learning is increasingly of interest within Higher Education. The use of technology provides, in theory, the opportunity for more effective active learning, but in practice the majority of learning technology usage is still for “traditional” approaches. Conventional staff training is failing to address this. The authors’ university has provided an experimental technology-rich teaching space (the Teaching Grid) for supporting teachers as they experiment with the delivery of innovative, technology-based teaching. This study investigates teachers’ experiences of trialling active learning approaches within the Teaching Grid using four case studies. The results suggest that the Teaching Grid can be effectively used to support teacher professional development, and the experience of using the facility encourages teachers to integrate technology into their future teaching plans. Five factors are identified which contribute to the promotion of active learning. Teachers’ perceptions of their experience indicate not only the intention to use technology more but also an increased awareness of its potential and openness to adopt more active, student-focused approaches. The broader significance of this work is to identify an alternative model for teacher development which, in contrast to most current approaches, has a demonstrable positive impact on fostering innovative, technology-based pedagogy. Full article

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12 pages, 297 KiB

Open AccessEditor’s ChoiceArticle

Teachers’ Work Engagement, Burnout, and Interest toward ICT Training: School Level Differences

by Stefano Cacciamani, Donatella Cesareni, Caterina Fiorilli and Maria Beatrice Ligorio

Educ. Sci. 2022, 12(7), 493; https://doi.org/10.3390/educsci12070493 - 18 Jul 2022

Cited by 8 | Viewed by 3044

Abstract

Teachers’ work engagement is associated with positive outcomes regarding work-related well-being. Conversely, burnout menaces teachers’ work and attitudes toward professional development. As indicated in the literature, burnout can influence teachers’ work engagement. Considering the impact of ICT on school activities, interest toward ICT [...] Read more.

Teachers’ work engagement is associated with positive outcomes regarding work-related well-being. Conversely, burnout menaces teachers’ work and attitudes toward professional development. As indicated in the literature, burnout can influence teachers’ work engagement. Considering the impact of ICT on school activities, interest toward ICT training can also affect teachers’ work engagement. The present study aims to explore the differences among different school levels concerning work engagement, burnout, and interest toward ICT training. Furthermore, we study the extent to which teachers’ burnout and interest toward ICT training predict work engagement, taking into account the school level. The participants were 358 Italian teachers of primary, middle, and high school. We proposed to fill out the Utrecht Work Engagement Scale, the Copenhagen Burnout Inventory, and three ad hoc items assessing interest toward ICT training among 358 Italian teachers. To compare the school levels, an ANOVA and a Multiple regression analysis for each group corresponding to a different school level has been used. Results showed that: (a) primary school teachers have a higher level of work engagement and interest in ICT training compared to their colleagues at high schools; (b) burnout predicts work engagement in all school levels; (c) interest toward ICT training influences work engagement only in primary and high school. Cultural and contextual dimensions are considered when interpreting the results. Implications for teachers’ enhancing their commitment at work are discussed, as well as limitations of this study and possible further development. Full article

18 pages, 849 KiB

Open AccessEditor’s ChoiceArticle

The Emotional Competence Assessment Questionnaire (ECAQ) for Children Aged from 3 to 5 Years: Validity and Reliability Evidence

by Montse Bartroli, Ariadna Angulo-Brunet, Marina Bosque-Prous, Catrina Clotas and Albert Espelt

Educ. Sci. 2022, 12(7), 489; https://doi.org/10.3390/educsci12070489 - 15 Jul 2022

Cited by 7 | Viewed by 4213

Abstract

In order to assess emotional competence in children, it is necessary to have psychometrically sound measures. To the best of our knowledge, there is no available tool to assess emotional competence in children from 3 to 5 years old that assesses the five [...] Read more.

In order to assess emotional competence in children, it is necessary to have psychometrically sound measures. To the best of our knowledge, there is no available tool to assess emotional competence in children from 3 to 5 years old that assesses the five emotional competences of the Bisquerra model and can be easily and quickly answered in the school environment. The objective of this study is to develop a measure, the Emotional Competence Assessment Questionnaire (ECAQ), and to provide evidence of its psychometric quality. Qualitative evidence was obtained from a systematic review, from two expert committees and from five discussion groups. On the other hand, quantitative validity and reliability evidence was obtained from a sample of 1088 students and other smaller subsamples. The results suggest that the ECAQ is a short and easy-to-use tool, easily understood by administrators. The quantitative results confirm a general factor of emotional competence adjusted for three specific factors. This factor has excellent internal consistency and test-retest reliability. The ECAQ has therefore been shown to be a promising tool for assessing emotional competence in children between 3 and 5 years of age. Full article

(This article belongs to the Special Issue Social and Emotional Education in Schools)

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15 pages, 899 KiB

Open AccessEditor’s ChoiceArticle

Inclusive Education as a Tool of Promoting Quality in Education: Teachers’ Perception of the Educational Inclusion of Students with Disabilities

by Fátima Rosado-Castellano, Susana Sánchez-Herrera, Lucía Pérez-Vera and María Jesús Fernández-Sánchez

Educ. Sci. 2022, 12(7), 471; https://doi.org/10.3390/educsci12070471 - 6 Jul 2022

Cited by 5 | Viewed by 4096

Abstract

Teachers’ attitudes towards inclusion are influenced by factors such as training and teaching experiences. However, there is no conclusive trend correlating specific factors with negative or positive attitudes. The aim of this study is to understand the reality of inclusion in schools in [...] Read more.

Teachers’ attitudes towards inclusion are influenced by factors such as training and teaching experiences. However, there is no conclusive trend correlating specific factors with negative or positive attitudes. The aim of this study is to understand the reality of inclusion in schools in Extremadura, Spain, from the teachers’ point of view. To do so, a reliable and valid questionnaire was administered to a total of 106 teachers from more than 20 schools in Extremadura, followed by the subsequent categorization of more than 300 comments obtained from semi-structured interviews with 16 teachers. The results show that teachers value an inclusive philosophy in schools, especially in terms of values and policies. Teachers working in special schools had a moderately more positive perception of the degree of inclusion in their school, although there were hardly any significant differences compared to teachers in other types of schools, nor were there any significant differences according to teachers’ prior training. Finally, the importance of evaluation in the creation of plans to guarantee an improvement in the attention to diversity is assessed. Full article

(This article belongs to the Topic From Education and Humanities to Improve Knowledge, Society and the Digital Transformation)

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21 pages, 1428 KiB

Open AccessEditor’s ChoiceArticle

Entrepreneurship as a Neglected Pitfall in Future Finnish Teachers’ Readiness to Teach 21st Century Competencies and Financial Literacy: Expectancies, Values, and Capability

by Mette Ranta, Milla Kruskopf, Marilla Kortesalmi, Panu Kalmi and Kirsti Lonka

Educ. Sci. 2022, 12(7), 463; https://doi.org/10.3390/educsci12070463 - 4 Jul 2022

Cited by 7 | Viewed by 3873

Abstract

The aim of this study was to examine entrepreneurship in the context of future Finnish teachers’ readiness to teach 21st century (broad-based) competencies. Teachers’ self-efficacy in teaching entrepreneurial skills and financial matters is vital for their pupils to actively participate and flourish in [...] Read more.

The aim of this study was to examine entrepreneurship in the context of future Finnish teachers’ readiness to teach 21st century (broad-based) competencies. Teachers’ self-efficacy in teaching entrepreneurial skills and financial matters is vital for their pupils to actively participate and flourish in future society. The study utilized survey data of future teachers’ expectancy-values in teaching seven broad-based competencies of the current national curriculum and their financial literacy. Future teachers expressed high interest in all competencies but reported the least self-efficacy and highest cost in teaching ICT as well as working life and entrepreneurship competencies. Teaching self-efficacy (TSE) in entrepreneurial competencies was predicted by subjective evaluations of financial capability and TSE in consumer skills. Teaching STEM subjects as well as male gender were related to better objective financial knowledge. We discuss the implications of observed financial capability, lack in self-efficacy, and high experienced cost of teaching these competencies. Support for future teachers’ readiness to teach working life skills, entrepreneurship, and financial literacy through phenomenon-based school subject collaboration, formal teacher training, and digital applications are emphasized. Full article

(This article belongs to the Special Issue Research and Trends in Entrepreneurship Education)

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10 pages, 277 KiB

Open AccessEditor’s ChoiceArticle

Transversal Competencies for Employability: From Higher Education to the Labour Market

by Helena Belchior-Rocha, Inês Casquilho-Martins and Eduardo Simões

Educ. Sci. 2022, 12(4), 255; https://doi.org/10.3390/educsci12040255 - 3 Apr 2022

Cited by 19 | Viewed by 3909

Abstract

Aligning learning goals with the needs of the labour market is a difficult task for universities, especially in the present day. Although organisations seek professionals with flexible and varied skills, universities often underestimate the importance of cross-curricular skills. Thus, this article aims to [...] Read more.

Aligning learning goals with the needs of the labour market is a difficult task for universities, especially in the present day. Although organisations seek professionals with flexible and varied skills, universities often underestimate the importance of cross-curricular skills. Thus, this article aims to identify the perception of recent graduates as to the importance of the transversal skills that they acquired and developed at university and the ways in which they are now applied in the work environment. In this exploratory study, we sent a questionnaire to recent graduates that allowed us to analyse the development and applicability of these competencies in organisations. The results are further discussed within the broader framework of how universities adapt to the strong socio-economic challenges that characterise current times and the integration of recent graduates into the labour market. Full article

(This article belongs to the Special Issue Transversal Competencies, Higher Education and Employment)

18 pages, 2811 KiB

Open AccessEditor’s ChoiceArticle

Teaching Innovation in STEM Education Using an Unmanned Aerial Vehicle (UAV)

by Madeleine M. Bolick, Elena A. Mikhailova and Christopher J. Post

Educ. Sci. 2022, 12(3), 224; https://doi.org/10.3390/educsci12030224 - 18 Mar 2022

Cited by 17 | Viewed by 7431

Abstract

The use of unmanned aerial vehicles (UAVs) has increased in the science, technology, engineering, and mathematics (STEM) professions. This means there is a growing need to integrate UAV training into STEM education. This study aimed to develop and evaluate a UAV education module [...] Read more.

The use of unmanned aerial vehicles (UAVs) has increased in the science, technology, engineering, and mathematics (STEM) professions. This means there is a growing need to integrate UAV training into STEM education. This study aimed to develop and evaluate a UAV education module and laboratory exercise for natural resource science students. The study used a series of reusable learning objects (RLOs) to assess students’ prior knowledge of remote sensing and UAVs. Students were taught the steps of UAV data acquisition and processing through lectures and UAV simulation videos. Students applied this knowledge by completing a laboratory exercise that used previously collected UAV data. Student knowledge retention and understanding were evaluated using an online quiz to determine the effectiveness of the education module. The average quiz score was 92%, indicating that the UAV laboratory exercise effectively taught students about UAV data acquisition and processing for natural resource research. Overall, students expressed positive opinions about the UAV education module. Student feedback indicated that the laboratory exercise was engaging, but some students would have preferred a hands-on experience for some parts of the exercise. However, in-person UAV instruction may not be accessible for all educators because of UAV cost or lack of instructor training. This study provides educators with crucial recommendations for designing UAV exercises to improve access to UAV-related educational content. This study indicates that online training can effectively introduce students to UAVs. Given the wide range of UAV uses across STEM fields, students in many STEM disciplines would benefit from UAV education. Full article

(This article belongs to the Special Issue Emerging Technologies for STEM Curriculum)

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15 pages, 288 KiB

Open AccessEditor’s ChoiceArticle

Online Teaching in COVID-19 Pandemic: Secondary School Teachers’ Beliefs on Teaching Presence and School Support

by Kleopatra Nikolopoulou and Manolis Kousloglou

Educ. Sci. 2022, 12(3), 216; https://doi.org/10.3390/educsci12030216 - 17 Mar 2022

Cited by 21 | Viewed by 5988

Abstract

The COVID-19 pandemic, with the consecutive lockdowns, has led schools around the world to transition suddenly from face-to-face education to online teaching. The purpose of this paper was to investigate secondary school teachers’ beliefs on online teaching presence and school support for online [...] Read more.

The COVID-19 pandemic, with the consecutive lockdowns, has led schools around the world to transition suddenly from face-to-face education to online teaching. The purpose of this paper was to investigate secondary school teachers’ beliefs on online teaching presence and school support for online learning during the pandemic. The sample was 238 teachers in Greece who are interested in e-learning and received some preparation to teach online courses. An online questionnaire was administered and three factors were revealed: instruction and organization, facilitation and cognitive activation, and school support. Teachers’ perceived online teaching presence was strong (over 63% expressed agreement), and the highest percentages of agreement were linked to clear instruction, communication of time frames and course topics, and facilitation and encouragement that could help students learn. On the other hand, perceived school support for online learning was weak (over 50% expressed disagreement and neutral views), and the highest percentages of disagreement regarded the existence of a professional development strategy and of clear objectives/vision towards online learning. Gender, years of teaching experience, and experience with online teaching had a small effect on teachers’ beliefs. Implications for teacher professional development, educational policy, and the design of educational technology applications are discussed. Full article

27 pages, 2080 KiB

Open AccessEditor’s ChoiceArticle

Access to Baccalaureate School in Switzerland: Regional Variance of Institutional Conditions and Its Consequences for Educational Inequalities

by Regula Julia Leemann, Andrea Pfeifer Brändli and Christian Imdorf

Educ. Sci. 2022, 12(3), 213; https://doi.org/10.3390/educsci12030213 - 16 Mar 2022

Cited by 7 | Viewed by 3427

Abstract

In Switzerland, baccalaureate school is still considered to be the royal road to a university education and the elite path for the social reproduction of the upper class. However, cantonal enrollment to baccalaureate school varies widely due to Swiss federalism. There is a [...] Read more.

In Switzerland, baccalaureate school is still considered to be the royal road to a university education and the elite path for the social reproduction of the upper class. However, cantonal enrollment to baccalaureate school varies widely due to Swiss federalism. There is a recurring debate on whether access to baccalaureate school is fair and equal among pupils who live in different cantons and who are of different social origin. This paper aims to analyze how the institutional conditions of cantons and municipalities impact a pupil’s probability of entering baccalaureate school and how the cantonal provisioning of places in baccalaureate school affects social inequality of access. For our theoretical foundation, we combine concepts of neo-institutionalism with mechanisms of social reproduction in education. Empirically, we analyze national longitudinal register data to model educational transitions from compulsory to baccalaureate school by using logistic regression models. Our results show that institutional structures at the cantonal and municipal levels influence the probability of transition beyond individual pupils’ characteristics. The degree of inequality varies between cantons, depending on the supply of baccalaureate school places. Inequality first increases with an increasing number of places (the scissors effect) and decreases only after the demand of more privileged families for places at baccalaureate school is saturated. Full article

(This article belongs to the Special Issue Regional Disparities in National Education: Origins, Governance, and Consequences)

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19 pages, 8907 KiB

Open AccessEditor’s ChoiceReview

Lessons Learned from 10 Experiments That Tested the Efficacy and Assumptions of Hypothetical Learning Trajectories

by Arthur J. Baroody, Douglas H. Clements and Julie Sarama

Educ. Sci. 2022, 12(3), 195; https://doi.org/10.3390/educsci12030195 - 10 Mar 2022

Cited by 12 | Viewed by 3967

Abstract

Although reformers have embraced learning trajectories (LT, also called learning progressions) as an important tool for improving mathematics education, the efficacy and assumptions of LT-based instruction are largely unproven. The aim of a recently completed research project was to fill this void. Fulfilling [...] Read more.

Although reformers have embraced learning trajectories (LT, also called learning progressions) as an important tool for improving mathematics education, the efficacy and assumptions of LT-based instruction are largely unproven. The aim of a recently completed research project was to fill this void. Fulfilling this aim was more challenging than many supporters of LT-based instruction might imagine. A total of 10 experiments were untaken, of which 5 demonstrated that LT-based instruction was significantly more efficacious than a counterfactual involving either a Teach-to-Target/Skip-Level approach (Assumption 1) or the same unordered activities (Assumption 2). The results of the remaining studies were non-significant either for theoretical (2) or methodological (3) reasons. In the five indicating LTs’ efficacy, we found that some LTs consists of levels that are facilitative conditions for the next higher level and, thus, may be helpful but perhaps not necessary for the subsequent level. Full article

(This article belongs to the Special Issue STEM in Early Childhood Education)

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14 pages, 327 KiB

Open AccessEditor’s ChoiceArticle

ICT Motivation in Sixth-Grade Students in Pandemic Times—The Influence of Gender and Age

by Pablo Dúo-Terrón, Antonio-José Moreno-Guerrero and José-Antonio Marín-Marín

Educ. Sci. 2022, 12(3), 183; https://doi.org/10.3390/educsci12030183 - 6 Mar 2022

Cited by 14 | Viewed by 6692

Abstract

Information and communication technology (ICT) is being immersed in people’s daily lives at an increasingly younger age. It has been key for adolescents to pursue distance education, and their use and mastery of technological means and tools with Internet access has increased. In [...] Read more.

Information and communication technology (ICT) is being immersed in people’s daily lives at an increasingly younger age. It has been key for adolescents to pursue distance education, and their use and mastery of technological means and tools with Internet access has increased. In this study, the motivation, specifically in the interest, digital competence, autonomy, and social interaction, generated by ICTs in the daily lives of adolescents during the pandemic caused by COVID-19 was analyzed. In the study, the objective was to study the motivation, use and commitment generated by ICTs in these students in relation to their gender and age after their confinement to the classroom caused by the first wave of incoming students. An experimental method of descriptive and correlative design was used along with a quantitative method to analyze the data. The data were obtained in the year 2020 through a validated questionnaire committed to the ICT scale used by PISA (Programme for International Student Assessment). A total of 924 students from the sixth grade of primary education in the autonomous city of Ceuta (Spain), aged between 10 and 13, participated in the sample. The results reveal that the motivation and commitment to ICT in these age groups were medium in relation to the total mean of results on a Likert-5 scale. Boys scored higher in all the variables analyzed, and both age and gender show correlations, in addition to the factor of prediction. In conclusion, students in the sixth year of primary education, after the confinement period, were medium-high in their use and engagement of ICT. In addition, gender and age affected ICT use and engagement. Full article

(This article belongs to the Special Issue The Role of Technology in Teaching, Learning, and Assessment during and Post-COVID-19: Opportunities for Innovation and Challenges)

16 pages, 273 KiB

Open AccessEditor’s ChoiceArticle

Teacher Agency and Futures Thinking

by Jan Varpanen, Antti Laherto, Jaakko Hilppö and Tuulikki Ukkonen-Mikkola

Educ. Sci. 2022, 12(3), 177; https://doi.org/10.3390/educsci12030177 - 3 Mar 2022

Cited by 8 | Viewed by 5458

Abstract

Problems encountered in top-down school reforms have repeatedly highlighted the significance of teachers’ agency in educational change. At the same time, temporality has been identified as a key element in teachers’ agency, with teachers’ beliefs about the future and experiences of the past [...] Read more.

Problems encountered in top-down school reforms have repeatedly highlighted the significance of teachers’ agency in educational change. At the same time, temporality has been identified as a key element in teachers’ agency, with teachers’ beliefs about the future and experiences of the past shaping their agentic orientations. However, research on teachers’ future orientations is typically limited to short-term trajectories, as opposed to long-term visions of education. To address this, we draw on a futures studies perspective to give more explicit attention to teachers’ long-term visions of their work. We argue that the method of future narratives, already well-established in the field of futures studies, is a fruitful methodological framework for studying these long-term visions. In this paper, we first show that the futures studies approach is theoretically compatible with the ecological model of teacher agency. We then outline the method of future narratives to point out the possibilities it offers. Finally, we illustrate our approach with an exploratory analysis of a small set of future narratives where teachers imagine a future workday. Our analysis reveals that the narratives offer a rich view of teachers’ longer-term visions of education, including instances of reflecting on the role of education in relation to broader societal developments. Our study suggests that this novel approach can provide tools for research on teacher agency as well as practical development of teacher education, addressing long-term educational issues and policies. Full article

(This article belongs to the Special Issue Studies in Teacher Identity and Professional Development)

16 pages, 2716 KiB

Open AccessEditor’s ChoiceArticle

Similarities in Procedures Used to Solve Mathematical Problems and Video Games

by Juan Antonio Antequera-Barroso, Francisco-Ignacio Revuelta-Domínguez and Jorge Guerra Antequera

Educ. Sci. 2022, 12(3), 172; https://doi.org/10.3390/educsci12030172 - 1 Mar 2022

Cited by 6 | Viewed by 3303

Abstract

Video game use is widespread among all age groups, from young children to older adults. The wide variety of video game genres, which are adapted to all tastes and needs, is one of the factors that makes them so attractive. In many cases, [...] Read more.

Video game use is widespread among all age groups, from young children to older adults. The wide variety of video game genres, which are adapted to all tastes and needs, is one of the factors that makes them so attractive. In many cases, video games function as an outlet for stress associated with everyday life by providing an escape from reality. We took advantage of this recreational aspect of video games when investigating whether there are similarities between the procedures used to pass a video game level and those used to solve a mathematical problem. Moreover, we also questioned whether the use of video games can reduce the negative emotions generated by mathematical problems and logical–mathematical knowledge in general. To verify this, we used the Portal 2 video game as a research method or tool. This video game features concepts from the spatial–geometric field that the students must identify and relate in order to carry out the procedures required to solve challenges in each level. The procedures were recorded in a questionnaire that was separated into two blocks of content in order to compare them with the procedures used to solve mathematical problems. The first block pertains to the procedures employed and the second block to the emotions that the students experienced when playing the video game and when solving a mathematical problem. The results reveal that the recreational aspect of video games is more important than the educational aspect. However, the students were not aware of using the problem-solving procedures they learned at school to solve different challenges in the video games. Furthermore, overcoming video game challenges stimulates positive emotions as opposed to the negative emotions generated when solving mathematical problems. Full article

(This article belongs to the Special Issue Trends on Educational Gamification: Challenges and Learning Opportunities)

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18 pages, 10529 KiB

Open AccessEditor’s ChoiceArticle

Problem Solving and Digital Transformation: Acquiring Skills through Pretend Play in Kindergarten

by Lena Hollenstein, Stefanie Thurnheer and Franziska Vogt

Educ. Sci. 2022, 12(2), 92; https://doi.org/10.3390/educsci12020092 - 28 Jan 2022

Cited by 19 | Viewed by 6964

Abstract

One of the crucial 21st-century digital skills, in the context of digital transformation, is problem solving—equally so in the fields of science, technology, engineering, and mathematics (STEM). In the context of kindergarten, learning through play is central; therefore, pretend play, and particularly guided [...] Read more.

One of the crucial 21st-century digital skills, in the context of digital transformation, is problem solving—equally so in the fields of science, technology, engineering, and mathematics (STEM). In the context of kindergarten, learning through play is central; therefore, pretend play, and particularly guided pretend play, is suggested as an innovative way to foster skills for digital problem solving. As yet, the potential of pretend play for children’s learning about digital transformation and digital problem-solving processes has hardly been researched. The paper examines how children solve digital problems in guided pretend play. In an explorative intervention study “We play the future”, an information technology center (IT center) is introduced as one of the play corners for pretend play in kindergartens, together with other inputs such as a smart home corner (Internet of Things) or autonomous vehicles. Children’s play was video recorded. From the 15 participating kindergartens, 13 h of sequences involving the IT center were analyzed using content analysis. The findings indicate that children identify problems in a play situation and solve them using problem-solving strategies, such as devising new applications and installing software. Furthermore, the findings show that the kindergarten teacher’s participation in the pretend play is important for enabling longer and more complex problem-solving processes. Consequences for further teacher training to foster problem-solving skills during guided pretend play are discussed. Full article

(This article belongs to the Special Issue STEM in Early Childhood Education)

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25 pages, 1269 KiB

Open AccessEditor’s ChoiceArticle

Undergraduate Disabled Students as Knowledge Producers Including Researchers: Perspectives of Disabled Students

by Aspen Lillywhite and Gregor Wolbring

Educ. Sci. 2022, 12(2), 77; https://doi.org/10.3390/educsci12020077 - 21 Jan 2022

Cited by 9 | Viewed by 3651

Abstract

Knowledge influences policy development and policies impact disabled people. Scientific and technological advancements, including neuro-advancements and their governance, have social implications for disabled people. However, knowledge is missing on this topic. Although efforts are underway to increase the number of disabled academics, the [...] Read more.

Knowledge influences policy development and policies impact disabled people. Scientific and technological advancements, including neuro-advancements and their governance, have social implications for disabled people. However, knowledge is missing on this topic. Although efforts are underway to increase the number of disabled academics, the numbers remain low. Engaging undergraduate disabled students in knowledge production, especially research, could decrease the knowledge deficit and increase the pool of disabled students considering an academic career. We performed 10 semi-structured interviews of disabled students to understand the reality of undergraduate disabled students as knowledge producers, including researchers. Using a directed thematic content analysis, we found that participants felt that undergraduate disabled students were insufficiently exposed to and supported in the identity of being knowledge producers including researchers. Participants identified ethical, legal, and social implications of science and technology and argued that undergraduate disabled students and disabled people have a role to play in the discussions of these. Exposing disabled students at the undergraduate and high school level to knowledge production including researcher identity could increase the numbers of undergraduate disabled researchers, disabled academics, and disabled students doing research in the community after graduation and decrease the knowledge gaps around the social situation of disabled people. Full article

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19 pages, 360 KiB

Open AccessEditor’s ChoiceReview

A Model of Scientific Data Reasoning

by Amy M. Masnick and Bradley J. Morris

Educ. Sci. 2022, 12(2), 71; https://doi.org/10.3390/educsci12020071 - 20 Jan 2022

Cited by 4 | Viewed by 4272

Abstract

Data reasoning is an essential component of scientific reasoning, as a component of evidence evaluation. In this paper, we outline a model of scientific data reasoning that describes how data sensemaking underlies data reasoning. Data sensemaking, a relatively automatic process rooted in perceptual [...] Read more.

Data reasoning is an essential component of scientific reasoning, as a component of evidence evaluation. In this paper, we outline a model of scientific data reasoning that describes how data sensemaking underlies data reasoning. Data sensemaking, a relatively automatic process rooted in perceptual mechanisms that summarize large quantities of information in the environment, begins early in development, and is refined with experience, knowledge, and improved strategy use. Summarizing data highlights set properties such as central tendency and variability, and these properties are used to draw inferences from data. However, both data sensemaking and data reasoning are subject to cognitive biases or heuristics that can lead to flawed conclusions. The tools of scientific reasoning, including external representations, scientific hypothesis testing, and drawing probabilistic conclusions, can help reduce the likelihood of such flaws and help improve data reasoning. Although data sensemaking and data reasoning are not supplanted by scientific data reasoning, scientific reasoning skills can be leveraged to improve learning about science and reasoning with data. Full article

(This article belongs to the Special Issue Scientific Reasoning in Science Education: From Global Measures to Fine-Grained Descriptions of Students’ Competencies)

13 pages, 2627 KiB

Open AccessEditor’s ChoiceArticle

An Evidence-Based Study on Teaching Computer Aided Design in Higher Education during the COVID-19 Pandemic

by Andreas Dagman and Kristina Wärmefjord

Educ. Sci. 2022, 12(1), 29; https://doi.org/10.3390/educsci12010029 - 5 Jan 2022

Cited by 6 | Viewed by 3799

Abstract

The pandemic has had a major effect on engineering education, transforming both current and future teaching practice. The physical meetings between student and teacher have during the pandemic been replaced by online contact and recordings of lectures and demonstrations. In this paper, the [...] Read more.

The pandemic has had a major effect on engineering education, transforming both current and future teaching practice. The physical meetings between student and teacher have during the pandemic been replaced by online contact and recordings of lectures and demonstrations. In this paper, the focus is on computer aided design (CAD) teaching for first-year engineering students. CAD is a topic usually characterized by a close contact by student and teacher, with hands-on instruction at the computer using the CAD software. In the paper, the experiences and learnings from the rapid shift to on-line teaching in CAD are summarized and discussed, and learnings and takeaways for a redesign of future CAD teaching are discussed. Both the students’ learning and their mental wellbeing are evaluated. It is found that on a general level, the students were satisfied with the online teaching and rated it as better or equal to traditional teaching. However, there is still room for improvement, since some students found the situation stressful and pointed out the difficulty to ask questions online. The findings are based on a student survey, existing literature, and the authors own teaching practices during the pandemic. Full article

(This article belongs to the Special Issue Adapting to the Remote Science Lecture and Laboratory Instruction – Challenges and Lessons Learned)

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16 pages, 1435 KiB

Open AccessEditor’s ChoiceArticle

Critical Thinking and Effective Personality in the Framework of Education for Sustainable Development

by Gladys Merma-Molina, Diego Gavilán-Martín, Salvador Baena-Morales and Mayra Urrea-Solano

Educ. Sci. 2022, 12(1), 28; https://doi.org/10.3390/educsci12010028 - 5 Jan 2022

Cited by 6 | Viewed by 3761

Abstract

According to UNESCO, critical thinking (CT) is a strategic skill for the 21st century, as it is associated with attitudes of personal and social change and improvement. Based on this, the objectives of this study were (1) to find out the possible relationships [...] Read more.

According to UNESCO, critical thinking (CT) is a strategic skill for the 21st century, as it is associated with attitudes of personal and social change and improvement. Based on this, the objectives of this study were (1) to find out the possible relationships between CT and effective personality (EP) and (2) to determine the extent to which EP predicts the development of CT in children and adolescents. The research approach was quantitative, correlational and predictive. The sample consisted of 562 Spanish students. The measurement instruments were: (1) the Critical Thinking Disposition Inventory and (2) the Efficacy Personality Questionnaire. The main findings showed that there is a positive relationship between EP and CT, with the traits “being enthusiastic”, “developing positive self-esteem” and “having self-confidence” correlating most strongly with CT. The regression analysis shows that EP influences the development of students’ CT. There were no significant differences according to sex, and Primary Education students obtained higher CT scores. It is concluded that the better the promotion of EP, the greater the CT development will be. This suggests the need to design educational programmes for the improvement of EP, especially in adolescents. Full article

(This article belongs to the Special Issue Education for Sustainable Development and Teaching: Challenges, Practice and Research)

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15 pages, 1125 KiB

Open AccessEditor’s ChoiceArticle

Higher Education during the Pandemic: The Predictive Factors of Learning Effectiveness in COVID-19 Online Learning

by Jenny T. Y. Tsang, Mike K. P. So, Andy C. Y. Chong, Benson S. Y. Lam and Amanda M. Y. Chu

Educ. Sci. 2021, 11(8), 446; https://doi.org/10.3390/educsci11080446 - 20 Aug 2021

Cited by 70 | Viewed by 13698

Abstract

The global coronavirus disease (COVID-19) outbreak forced a shift from face-to-face education to online learning in higher education settings around the world. From the outset, COVID-19 online learning (CoOL) has differed from conventional online learning due to the limited time that students, instructors, [...] Read more.

The global coronavirus disease (COVID-19) outbreak forced a shift from face-to-face education to online learning in higher education settings around the world. From the outset, COVID-19 online learning (CoOL) has differed from conventional online learning due to the limited time that students, instructors, and institutions had to adapt to the online learning platform. Such a rapid transition of learning modes may have affected learning effectiveness, which is yet to be investigated. Thus, identifying the predictive factors of learning effectiveness is crucial for the improvement of CoOL. In this study, we assess the significance of university support, student–student dialogue, instructor–student dialogue, and course design for learning effectiveness, measured by perceived learning outcomes, student initiative, and satisfaction. A total of 409 university students completed our survey. Our findings indicated that student–student dialogue and course design were predictive factors of perceived learning outcomes whereas instructor–student dialogue was a determinant of student initiative. University support had no significant relationship with either perceived learning outcomes or student initiative. In terms of learning effectiveness, both perceived learning outcomes and student initiative determined student satisfaction. The results identified that student–student dialogue, course design, and instructor–student dialogue were the key predictive factors of CoOL learning effectiveness, which may determine the ultimate success of CoOL. Full article

(This article belongs to the Special Issue Remote Teaching, Learning and Assessment: Online Pedagogical Practices)

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17 pages, 3426 KiB

Open AccessEditor’s ChoiceArticle

Higher Education Students’ Perceptions of Online Learning during COVID-19—A Comparative Study

by Desireé J. Cranfield, Andrea Tick, Isabella M. Venter, Renette J. Blignaut and Karen Renaud

Educ. Sci. 2021, 11(8), 403; https://doi.org/10.3390/educsci11080403 - 4 Aug 2021

Cited by 94 | Viewed by 18419

Abstract

The pandemic and subsequent ‘lockdowns’ dramatically changed the educational landscape of higher education institutions. Before-COVID-19, traditional universities had choices in pedagogical practice, which included a variety of teaching delivery modes. Overnight, a single mode of delivery became the only option for traditional higher [...] Read more.

The pandemic and subsequent ‘lockdowns’ dramatically changed the educational landscape of higher education institutions. Before-COVID-19, traditional universities had choices in pedagogical practice, which included a variety of teaching delivery modes. Overnight, a single mode of delivery became the only option for traditional higher education institutions. All services migrated to digital platforms, leading to a period of “emergency eLearning”. The full impact of this sudden shift to digital platforms on all cohorts of students is still unclear. A measure of disruption to the normal student learning experience, especially for those attending traditional universities, was inevitable. Moreover, this disruption was varied depending on the University’s country and the country’s lockdown logistics. This international, comparative, quantitative research project investigated and explored higher education students’ perceptions of emergency eLearning during the COVID-19 pandemic. Experiences of students at universities in three countries were evaluated in terms of four dimensions: (1) home learning environment, (2) engagement, (3) participation preference, and (4) impact on learning skills. The research revealed significant differences between the participating universities students’ experiences. The most important differences were in the ‘home learning environment’, followed by ‘engagement’ and the perception of ‘impact on learning skills’. The differences in the ‘home learning environment’ can be attributed to the differing economic and digital development of the surveyed countries: South Africa, Wales, and Hungary. Finally, different cultural backgrounds suggest a noticeable difference in student engagement, participation, and learning skills. Full article

(This article belongs to the Special Issue Advanced Research and Innovation on Technology-Enhanced and Online Learning: Sustainable Education and Learning for All)

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15 pages, 3557 KiB

Open AccessEditor’s ChoiceArticle

Learning, Student Digital Capabilities and Academic Performance over the COVID-19 Pandemic

by Maria Limniou, Tunde Varga-Atkins, Caroline Hands and Marie Elshamaa

Educ. Sci. 2021, 11(7), 361; https://doi.org/10.3390/educsci11070361 - 20 Jul 2021

Cited by 64 | Viewed by 25744

Abstract

During the time of COVID-19 lockdown over spring 2020, universities shifted teaching from on-campus blended learning to an emergency remote fully online approach. The aim of this study was to compare Psychology and Veterinary Science undergraduate students’ academic performance with their responses on [...] Read more.

During the time of COVID-19 lockdown over spring 2020, universities shifted teaching from on-campus blended learning to an emergency remote fully online approach. The aim of this study was to compare Psychology and Veterinary Science undergraduate students’ academic performance with their responses on a self-reported questionnaire regarding their digital capabilities, individual’s characteristics, and the role of environment on their independent learning process over the first COVID-19 lockdown period. Social-Cognitive Theory was adopted to conceptualise students’ behaviour, individuals’ characteristics, and learning environment with their academic performance to a learning framework. A total of 303 students from both disciplines (133 Psychology and 170 Veterinary Science undergraduate students) participated in this study by completing an online questionnaire after following the teaching shift from blended learning to full remote online approach at a UK University during the 2019–2020 academic year. Differences between students’ responses were identified due to their discipline’s curricular structure, students’ study behaviours (i.e., being exposed to unrelated learning activities), and students’ cognitive effort to think critically in the search, evaluation and managing of digital information. Students with high level of self-regulation and digital capabilities were able to keep focused and engaged during the lockdown. Although universities and teachers were “forced” to shift their teaching approach due to the unfortunate disruption of the COVID-19 pandemic, most students have coped with the changed teaching delivery mode relatively easy with minimum guidance. However, teachers should further consider how digital technologies could enhance students’ learning flexibility promoting critical thinking. Full article

(This article belongs to the Special Issue Educative Technology and Measurement of Professional Digital Competence)

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8 pages, 212 KiB

Open AccessEditor’s ChoiceArticle

Are Inclusive Education or Special Education Programs More Likely to Result in Inclusion Post-School?

by Garry Hornby

Educ. Sci. 2021, 11(6), 304; https://doi.org/10.3390/educsci11060304 - 19 Jun 2021

Cited by 13 | Viewed by 7649

Abstract

The main goal of both special education and inclusive education for young people with learning or behavioral difficulties is their maximum inclusion in the community as adults. The question of which of these two approaches is more likely to achieve this goal is [...] Read more.

The main goal of both special education and inclusive education for young people with learning or behavioral difficulties is their maximum inclusion in the community as adults. The question of which of these two approaches is more likely to achieve this goal is addressed by considering the findings of three outcome studies of young people with moderate to severe levels of learning or behavioral difficulties who experienced either option, or some combination of the two. The overall findings indicate that students who left school from a special education setting had better outcomes than those who completed their education in mainstream schools. This is considered to be due to the vocational curriculum and work experience they gained in their final years of special education, which those in mainstream schools did not receive. This suggests that a policy of full inclusion, with the closure of special classes and special schools, will result in less inclusion in their communities post-school for young people with moderate to severe levels of learning or behavioral difficulties. Full article

(This article belongs to the Special Issue Special and Inclusive Education: Perspectives, Challenges and Prospects)

17 pages, 671 KiB

Open AccessEditor’s ChoiceArticle

Using PLS-SEM Model to Explore the Influencing Factors of Learning Satisfaction in Blended Learning

by Chun-Hsiung Huang

Educ. Sci. 2021, 11(5), 249; https://doi.org/10.3390/educsci11050249 - 20 May 2021

Cited by 60 | Viewed by 9732

Abstract

This research explores the influencing factors of learning satisfaction in blended learning. Three dimensions are proposed: perceived usefulness, perceived ease of use, and learning motivation. It studied how these variables affect students’ learning satisfaction. The research hypotheses are: (1) Perceived ease of use [...] Read more.

This research explores the influencing factors of learning satisfaction in blended learning. Three dimensions are proposed: perceived usefulness, perceived ease of use, and learning motivation. It studied how these variables affect students’ learning satisfaction. The research hypotheses are: (1) Perceived ease of use positively affects perceived usefulness; (2) Perceived usefulness and perceived ease of use will have a positive effect on learning motivation; (3) Learning motivation positively affects learning satisfaction; (4) Perceived usefulness has a positive intermediary effect on the relationship between perceived ease of use and learning motivation. Participants included 173 freshmen who took the first-year interactive game design course at Ling Tung University in Taichung, Taiwan. The questionnaire survey method is applied in this research to analyze the relationship between the variables and verify the hypothesis based on the collected 173 valid questionnaires. The partial least square method structural equation model (PLS-SEM) is used to carry out structural equation modeling to study the relationship between latent variables. It explains that the perceived ease of use affects the perceived usefulness. Perceived usefulness and perceived ease of use have a positive impact on learning motivation. Learning motivation has a positive impact on learning satisfaction. Perceived usefulness as an intermediary factor of perceived ease of use has an indirect impact on learning motivation. The contribution of this research is to provide empirical evidence and explain what factors may affect learning satisfaction. Some other related factors that may affect learning satisfaction should be taken as the factors that teachers should pay attention to when implementing blended learning. Full article

(This article belongs to the Special Issue Comparing Classroom and Online Learning)

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14 pages, 245 KiB

Open AccessEditor’s ChoiceArticle

Teachers’ Beliefs about the Role of Digital Educational Resources in Educational Practice: A Qualitative Study

by Ivan Alberola-Mulet, Marcos Jesús Iglesias-Martínez and Inés Lozano-Cabezas

Educ. Sci. 2021, 11(5), 239; https://doi.org/10.3390/educsci11050239 - 17 May 2021

Cited by 25 | Viewed by 6713

Abstract

Information and Communication Technologies and Digital Educational Resources have undergone a rapid evolution and have been swiftly introduced into educational contexts. Teachers play a key role in integrating these technological resources into the classroom. The objective of the present study was to determine [...] Read more.

Information and Communication Technologies and Digital Educational Resources have undergone a rapid evolution and have been swiftly introduced into educational contexts. Teachers play a key role in integrating these technological resources into the classroom. The objective of the present study was to determine the value that teachers attribute to digital resources in their educational practice. Based on a qualitative methodology, the necessary information was obtained via an open-ended interview, in which a Spanish school’s Early Childhood and Primary Education teachers participated. The results revealed that teachers value the integration of digital resources into the classroom, though no consensus was reached as to the suitable level of integration. Use satisfaction was mainly related to student motivation. Certain problems or limitations also came to light, however, linked to students’ digital training. An important conclusion according to the perception of teachers is that the integration of digital resources in their educational practice was significant and improved the quality of the educational process. Full article

(This article belongs to the Special Issue Educative Technology and Measurement of Professional Digital Competence)

14 pages, 258 KiB

Open AccessEditor’s ChoiceArticle

Exploring Feelings of Worry and Sources of Stress during COVID-19 Pandemic among Parents of Children with Disability: A Sample from Arab Countries

by Faisal Abdelfattah, Ahmad Rababah, Ibrahim Alqaryouti, Zaidan Alsartawi, Dareen Khlaifat and Abdullah Awamleh

Educ. Sci. 2021, 11(5), 216; https://doi.org/10.3390/educsci11050216 - 4 May 2021

Cited by 19 | Viewed by 3496

Abstract

The study sought to explore feelings of worry and sources of stress-affected parents of children with disabilities, as well as describing the negative feelings and how resources helped them overcome stress due to the outbreak of the Coronavirus. Furthermore, we sought to assess [...] Read more.

The study sought to explore feelings of worry and sources of stress-affected parents of children with disabilities, as well as describing the negative feelings and how resources helped them overcome stress due to the outbreak of the Coronavirus. Furthermore, we sought to assess the level of general satisfaction with the services they have obtained remotely. Methodology: A sample of 623 parents of children with disabilities filled out an electronic self-report questionnaire during the period June 4th to June 20th, 2020. Results: The parents reported a high level of worry regarding the possibility of their child getting infected. Parents continue to worry about losing their child’s care and treatment. Parents who hold a bachelor’s degree feel the sources of stress at a higher level compared to parents with lower than high school education. A proportion of 59% of parents reported not receiving services from special education centers during the pandemic, and 41% of parents were satisfied with the services provided by the center of special education. Parents with a bachelor’s degree or higher were less satisfied with the center’s services. Parents with a higher qualification than secondary school use several sources to overcome the pressure associated with educating a child with a disability. Conclusion: Mental health fears were associated with pandemic restrictions. The study recommends special education centers implement strategies that support parents with special education children. Full article

(This article belongs to the Special Issue Special Education Policy and Politics)

9 pages, 515 KiB

Open AccessEditor’s ChoiceConcept Paper

Beyond Transformational Giftedness

by Robert J. Sternberg, Aakash Chowkase, Ophélie Desmet, Sareh Karami, Jenna Landy and Jialin Lu

Educ. Sci. 2021, 11(5), 192; https://doi.org/10.3390/educsci11050192 - 22 Apr 2021

Cited by 39 | Viewed by 4968

Abstract

This article discusses kinds of transformational giftedness, or giftedness that makes a positive, meaningful, and possibly enduring difference to the world. We extend previous work by suggesting that there are two kinds of transformation that matter: self-transformation and other-transformation. Combining these two kinds [...] Read more.

This article discusses kinds of transformational giftedness, or giftedness that makes a positive, meaningful, and possibly enduring difference to the world. We extend previous work by suggesting that there are two kinds of transformation that matter: self-transformation and other-transformation. Combining these two kinds of transformation yields a 2 × 2 grid of four kinds of giftedness: non-transformational giftedness (no transformation), transformational giftedness (self- and other-transformation combined), self-realized giftedness (whereby one transforms oneself but not others), and other-realized giftedness (whereby one transforms others but not oneself). We open with a discussion of some of the history of conceptions of giftedness. Then we discuss transformational giftedness as it has been defined in the recent past. We then introduce our concepts of self- and other-transformation. We also describe two other kinds of giftedness—inert giftedness, which is giftedness in personal attributes that has not been realized in interactions with others and the world; and transactional giftedness, which is a give-and-take form of giftedness whereby one meets certain societal expectations in exchange for being identified as gifted. We finally conclude that the gifted movement needs to focus much more on developing transformational giftedness, or at least the potential for it, in our young people. Full article

(This article belongs to the Special Issue Gifted Education, Creativity and Leadership Development)

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10 pages, 435 KiB

Open AccessEditor’s ChoiceReview

Restorative Justice and the School-to-Prison Pipeline: A Review of Existing Literature

by Hani Morgan

Educ. Sci. 2021, 11(4), 159; https://doi.org/10.3390/educsci11040159 - 31 Mar 2021

Cited by 10 | Viewed by 15654

Abstract

Black students experience out-of-school suspensions at a higher rate than other students. The higher rate at which these students are suspended is believed to contribute to a school-to-prison pipeline. This review article is designed to enhance the understanding of this problem by focusing [...] Read more.

Black students experience out-of-school suspensions at a higher rate than other students. The higher rate at which these students are suspended is believed to contribute to a school-to-prison pipeline. This review article is designed to enhance the understanding of this problem by focusing on the factors that play a part in the school-to-prison pipeline. A purposeful sample of recently published literature by some of the leading scholars in this area was selected for analysis. Some studies indicate that school personnel may be biased in the ways they respond to Black students. The lack of teacher preparation and support has been documented to be one of the contributing factors as well. Researchers have also referred to the similarities between urban schools and other schools with high concentrations of Black students, arguing that these schools implement more punitive approaches to discipline. This review article enhances the understanding of a possible way to deal with this problem by including content about how implementing effective restorative discipline programs may alleviate the school-to-prison pipeline. Full article

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23 pages, 7104 KiB

Open AccessEditor’s ChoiceArticle

Application of Virtual Reality in Computer Science Education: A Systemic Review Based on Bibliometric and Content Analysis Methods

by Friday Joseph Agbo, Ismaila Temitayo Sanusi, Solomon Sunday Oyelere and Jarkko Suhonen

Educ. Sci. 2021, 11(3), 142; https://doi.org/10.3390/educsci11030142 - 23 Mar 2021

Cited by 49 | Viewed by 9166

Abstract

This study investigated the role of virtual reality (VR) in computer science (CS) education over the last 10 years by conducting a bibliometric and content analysis of articles related to the use of VR in CS education. A total of 971 articles published [...] Read more.

This study investigated the role of virtual reality (VR) in computer science (CS) education over the last 10 years by conducting a bibliometric and content analysis of articles related to the use of VR in CS education. A total of 971 articles published in peer-reviewed journals and conferences were collected from Web of Science and Scopus databases to conduct the bibliometric analysis. Furthermore, content analysis was conducted on 39 articles that met the inclusion criteria. This study demonstrates that VR research for CS education was faring well around 2011 but witnessed low production output between the years 2013 and 2016. However, scholars have increased their contribution in this field recently, starting from the year 2017. This study also revealed prolific scholars contributing to the field. It provides insightful information regarding research hotspots in VR that have emerged recently, which can be further explored to enhance CS education. In addition, the quantitative method remains the most preferred research method, while the questionnaire was the most used data collection technique. Moreover, descriptive analysis was primarily used in studies on VR in CS education. The study concludes that even though scholars are leveraging VR to advance CS education, more effort needs to be made by stakeholders across countries and institutions. In addition, a more rigorous methodological approach needs to be employed in future studies to provide more evidence-based research output. Our future study would investigate the pedagogy, content, and context of studies on VR in CS education. Full article

(This article belongs to the Special Issue Current Trends in Game-Based Learning)

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13 pages, 312 KiB

Open AccessEditor’s ChoiceReview

The Soft Skills of Special Education Teachers: Evidence from the Literature

by Patrícia Raquel da Silva Fernandes, Jacinto Jardim and Maria Celeste de Sousa Lopes

Educ. Sci. 2021, 11(3), 125; https://doi.org/10.3390/educsci11030125 - 16 Mar 2021

Cited by 26 | Viewed by 10092

Abstract

The special education teacher is a key element in the development of the process of inclusive education. In this setting, soft skills have proven to be determinant in teachers’ educational action. However, those that best qualify their profile have not yet been identified. [...] Read more.

The special education teacher is a key element in the development of the process of inclusive education. In this setting, soft skills have proven to be determinant in teachers’ educational action. However, those that best qualify their profile have not yet been identified. Therefore, this study aims to carry out a review of scientific production between the years 2010 and 2020. To this end, articles were selected using the following databases: ERIC, Scopus, Web of Science, and PsycINFO. Studies have been included in the review that point out as soft skills: resilience, reflexibility, empathy, collaborative work, self-efficacy, creativity, and effective communication. Only studies that presented such criteria were included in the analysis. After the application of the eligibility criteria, seven articles were considered. From the analysis, it emerges that effective communication, collaborative work, and reflexibility stand out. There are gaps in this area in the specialized training of these teachers. Thus, it is suggested that there should be investment in this area in the training programs of the schools that certify them; and that, at the research level, instruments should be developed to evaluate the model emerging from this review. Full article

(This article belongs to the Special Issue New Research and Trends in Higher Education)

14 pages, 1247 KiB

Open AccessEditor’s ChoiceArticle

Incidence of Gender in the Digital Competence of Higher Education Teachers in Research Work: Analysis with Descriptive and Comparative Methods

by Francisco D. Guillén-Gámez, María J. Mayorga-Fernández and José A. Contreras-Rosado

Educ. Sci. 2021, 11(3), 98; https://doi.org/10.3390/educsci11030098 - 2 Mar 2021

Cited by 26 | Viewed by 4005

Abstract

The purpose of this study is to analyse and compare the level of digital competence of higher education teaching staff in research work through the use of ICT resources. For this purpose, an ex post facto design was employed together with an instrument [...] Read more.

The purpose of this study is to analyse and compare the level of digital competence of higher education teaching staff in research work through the use of ICT resources. For this purpose, an ex post facto design was employed together with an instrument composed of 30 items classified into seven dimensions: digital skills, digital ethics, digital flow, anxiety towards ICT, quality of ICT resources, intention to use ICT, and ICT integration. The sample consisted of a total of 1704 higher education teachers from all over Spain. The results showed that, overall, there were no significant differences in the level of digital competence of teaching staff between the two genders. However, significant differences were found in the following dimensions: digital skills, digital ethics, ICT anxiety, quality of ICT resources, and intention to use ICT. These findings highlight the urgent need for university institutions to propose training plans to improve the digital competences of their teaching and research staff in those dimensions that have been found to be deficient. Full article

(This article belongs to the Special Issue Educative Technology and Measurement of Professional Digital Competence)

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19 pages, 2344 KiB

Open AccessEditor’s ChoiceArticle

Challenges and Experiences of Online Evaluation in Courses of Civil Engineering during the Lockdown Learning Due to the COVID-19 Pandemic

by Marcos García-Alberti, Fernando Suárez, Isabel Chiyón and Juan Carlos Mosquera Feijoo

Educ. Sci. 2021, 11(2), 59; https://doi.org/10.3390/educsci11020059 - 3 Feb 2021

Cited by 66 | Viewed by 13974

Abstract

As a consequence of the global health emergency in early 2020, universities had to tackle a sudden shift in their teaching–learning strategies so that the preset competences could be fulfilled. This study presents the learning outcomes of the implemented tasks, student experiences, and [...] Read more.

As a consequence of the global health emergency in early 2020, universities had to tackle a sudden shift in their teaching–learning strategies so that the preset competences could be fulfilled. This study presents the learning outcomes of the implemented tasks, student experiences, and feedback, as well as some reflections from the instructors with a holistic perspective of the courses due to the adopted measures and adaptations. Six courses taught at civil engineering degrees of three universities, two from Spain and one from Peru, were analyzed. The teaching and evaluation strategies are described, and some reflections are made by comparing the student’s performance with the previous course. Though the shift to online learning had to be made from day to day, with no time for preparation, the experience has proved that online learning can be beneficial in some aspects and has probably come to stay, although some other aspects are difficult to replace with respect to face-to-face learning, especially students’ engagement and motivation. The significance of this study relies on a description of the challenges that arose due to the global public health and an assessment of the results of the implemented strategies to account for both teaching and evaluation in modules of civil engineering. After the acquired experience, new questions have arisen, e.g., what type of content is (and what is not) adequate or suitable for online exams? What features have come to stay? Has higher education taken a step forward to tomorrow’s education? Full article

(This article belongs to the Special Issue Online and Distance Learning during Lockdown Times: COVID-19 Stories)

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16 pages, 3426 KiB

Open AccessEditor’s ChoiceArticle

Teaching Sentiment in Emergency Online Learning—A Conceptual Model

by Domingos Martinho, Pedro Sobreiro and Ricardo Vardasca

Educ. Sci. 2021, 11(2), 53; https://doi.org/10.3390/educsci11020053 - 30 Jan 2021

Cited by 14 | Viewed by 2997

Abstract

Due to the COVID-19 pandemic, higher education institutions with a face-to-face model have found themselves in the contingency of migrating to online learning. This study explores the perspective of all the lecturers at a Portuguese private higher education institution who were invited to [...] Read more.

Due to the COVID-19 pandemic, higher education institutions with a face-to-face model have found themselves in the contingency of migrating to online learning. This study explores the perspective of all the lecturers at a Portuguese private higher education institution who were invited to participate, regardless of their research area, in this questionnaire. It aims to propose and test a conceptual model that combines attitudes, preferred activities, and technological experience with the sentiment about the impact of this experience on students’ learning process, on their teaching activity, and on the strategy of higher education institutions. An online questionnaire was conducted to 65 lecturers engaging in emergency online lecturing. The obtained results showed that lecturers reveal a positive attitude towards online lecturing, tend to prefer activities in which they feel most comfortable in face-to-face lecturing, and consider having technological experience useful for online activities. Lecturers have a positive sentiment about the impact of online learning on students’ learning, their faculty career, and the strategy of higher education institutions. The proposed conceptual model test shows that the model has well-fitting conditions. The results confirm the hypotheses formulated: namely, the predictive effect of attitude, preferred activities, and technological experience on sentiment. Faculty engagement in emergency online lecturing shows that the members are available to participate in the changing process, and the proposed conceptual model can be used to assess this readiness. Full article

(This article belongs to the Special Issue New Research and Trends in Higher Education)

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8 pages, 321 KiB

Open AccessEditor’s ChoiceBrief Report

Changes in Students’ Achievement Motivation in the Context of the COVID-19 Pandemic: A Function of Extraversion/Introversion?

by Jonathan Smith, Fanny-Alexandra Guimond, Julie Bergeron, Jérôme St-Amand, Caroline Fitzpatrick and Mathieu Gagnon

Educ. Sci. 2021, 11(1), 30; https://doi.org/10.3390/educsci11010030 - 15 Jan 2021

Cited by 45 | Viewed by 17431

Abstract

Students’ mental health has been an increased concern since the outbreak of the COVID-19 pandemic. However, academic outcomes have received very little attention. In this study, changes in students’ achievement motivation are investigated using an expectancy–value framework. Participants (n = 90) were [...] Read more.

Students’ mental health has been an increased concern since the outbreak of the COVID-19 pandemic. However, academic outcomes have received very little attention. In this study, changes in students’ achievement motivation are investigated using an expectancy–value framework. Participants (n = 90) were high school students (grades 9 and 10) who reported on their expectancy and value perceptions in regard to learning before and during the pandemic (i.e., January and November 2020). Changes over time and as a function of extraversion/introversion were analyzed using repeated measures multivariate analyses of variance (MANOVAs). Most perceptions were found to be stable with the exception of interest in learning, which increased as a function of extraversion. Results are discussed in light of relevant pre-pandemic evidence. Full article

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18 pages, 780 KiB

Open AccessEditor’s ChoiceArticle

Emergency Online Learning in Low-Resource Settings: Effective Student Engagement Strategies

by Victoria Abou-Khalil, Samar Helou, Eliane Khalifé, MeiRong Alice Chen, Rwitajit Majumdar and Hiroaki Ogata

Educ. Sci. 2021, 11(1), 24; https://doi.org/10.3390/educsci11010024 - 8 Jan 2021

Cited by 100 | Viewed by 17857

Abstract

We aim to identify the engagement strategies that higher education students, engaging in emergency online learning in low-resource settings, perceive to be effective. We conducted a sequential mixed-methods study based on Moore’s interaction framework for distance education. We administered a questionnaire to 313 [...] Read more.

We aim to identify the engagement strategies that higher education students, engaging in emergency online learning in low-resource settings, perceive to be effective. We conducted a sequential mixed-methods study based on Moore’s interaction framework for distance education. We administered a questionnaire to 313 students engaging in emergency online learning in low-resource settings to examine their perceptions of different engagement strategies. Our results showed that student–content engagement strategies, e.g., screen sharing, summaries, and class recordings, are perceived as the most effective, closely followed by student–teacher strategies, e.g., Q and A sessions and reminders. Student–student strategies, e.g., group chat and collaborative work, are perceived as the least effective. The perceived effectiveness of engagement strategies varies based on the students’ gender and technology access. To support instructors, instructional designers, and researchers, we propose a 10-level guide for engaging students during emergency online classes in low-resource settings. Full article

(This article belongs to the Special Issue Online and Distance Learning during Lockdown Times: COVID-19 Stories)

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