Education Sciences

27 pages, 1808 KB

Open AccessArticle

Teaching the AP Stylebook to Novice Journalism Students: A Mixed-Methods Study Exploring Pedagogical Uncertainty and Perceived Learning Barriers

by Brian Delaney, Jessica Walsh, Justin Blankenship and Hannah P. Luz

Educ. Sci. 2026, 16(4), 598; https://doi.org/10.3390/educsci16040598 - 9 Apr 2026

Abstract

The Associated Press (AP) Stylebook, endearingly called “the journalist’s bible,” contains thousands of entries outlining style rules and situational guidance. Designed initially for practitioners, the AP stylebook is a seminal resource at many journalism education programs. Its density and complexity as a learning [...] Read more.

The Associated Press (AP) Stylebook, endearingly called “the journalist’s bible,” contains thousands of entries outlining style rules and situational guidance. Designed initially for practitioners, the AP stylebook is a seminal resource at many journalism education programs. Its density and complexity as a learning material inherently poses cognitive load risks for novices—and yet—it remains notably under researched. This explanatory sequential mixed methods study explored journalism instructor axiology, pedagogy, and perceptions of teaching effectiveness when introducing AP Style to novice students. Findings revealed that while AP Style remains a pillar of U.S. journalism curriculum, experienced instructors sometimes feel uncertain about the effectiveness of their introductory pedagogy. They described a hodgepodge of methods and design constraints often incongruous with knowledge of human cognitive architecture. We problematize these findings through cognitive load research, recommend Cognitive Apprenticeship Model principles to reduce load-inducing strategies, and suggest directions for future research. Full article

(This article belongs to the Section Curriculum and Instruction)

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17 pages, 528 KB

Open AccessArticle

Overcoming the Final Hurdle: Understanding Undergraduate Nursing Students’ Journey to Completing Their Final Year ‘Dissertation’ Project

by Pras Ramluggun, Chun Hua Shao, Lynette Harper, Katy Skarparis and Sarah Greenshields

Educ. Sci. 2026, 16(4), 597; https://doi.org/10.3390/educsci16040597 - 8 Apr 2026

Abstract

The undergraduate nursing students’ final year project, commonly called a ‘dissertation’ is an important component of the bachelor’s nursing programme. It can take the form of a literature review and proposal for a research or service improvement project. While crucial for developing research [...] Read more.

The undergraduate nursing students’ final year project, commonly called a ‘dissertation’ is an important component of the bachelor’s nursing programme. It can take the form of a literature review and proposal for a research or service improvement project. While crucial for developing research competence and evidence-based practice skills in preparation for their future careers, nursing students often find the dissertation process highly stressful. An online qualitative survey comprising open-ended questions was used to elicit nursing students’ rich, reflective accounts of the dissertation process at a university in the Northeast of England (hereafter referred to as the study site) from those who have recently completed their dissertations. The data obtained from 24 pre-registration nursing students who responded to the survey were thematically analysed. The findings revealed that critical relationships and essential support systems were key mediators of the challenges students faced, particularly a lack of readiness for the dissertation module, but they ultimately achieved transformative outcomes of an effective learning experience. Their navigational challenges can inform curriculum design and practices to better support students in their dissertation journey. Full article

(This article belongs to the Special Issue Pedagogy of Wellbeing in Higher Education: Innovating Educational Practice to Support Student Mental Health)

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16 pages, 620 KB

Open AccessArticle

Perceptions of Sustainability Integration in Higher Education: Evidence from a Faculty–Student Comparative Mixed-Methods Analysis

by Karen Stephany Córdova-Vera, Renato M. Toasa, Miguel Aizaga and María Carmen Colmenárez

Educ. Sci. 2026, 16(4), 596; https://doi.org/10.3390/educsci16040596 - 8 Apr 2026

Abstract

Integrating sustainability into higher education is a strategic priority of the 2030 Agenda, although its effective implementation remains uneven and understudied from internal institution comparative perspectives. This study analyzes the perceptions of faculty and students regarding the integration of sustainability at a higher [...] Read more.

Integrating sustainability into higher education is a strategic priority of the 2030 Agenda, although its effective implementation remains uneven and understudied from internal institution comparative perspectives. This study analyzes the perceptions of faculty and students regarding the integration of sustainability at a higher education institution in Ecuador, using a convergent–complementary mixed-methods design that triangulates descriptive quantitative analysis and qualitative thematic content analysis. The quantitative component included 597 students and 88 faculty members, who responded to structured questionnaires of 15 items organized into five dimensions: curriculum and teaching, participation and engagement, resources and institutional support, impact and expectations, and vision for the future. The qualitative component was based on semi-structured interviews analyzed using thematic coding. The results show a generally favorable perception in both groups (Student Perception Index = 2.35; Faculty Perception Index = 2.23), with greater consensus in the impact and expectations dimension and significant gaps in resources and institutional support. Qualitative analysis revealed distinct relational models: faculty members articulate sustainability through professional responsibility and curriculum management, while students construct it from fragmented experiences and extra-university references. Triangulation of both components reveals a duality between solid normative legitimation and incipient structural institutionalization. These findings contribute to the debate on sustainable transition processes in Latin American universities and provide comparative empirical evidence for the design of institutional policies in emerging contexts. Full article

(This article belongs to the Topic Transformation of Higher Education in Emerging Technological Frameworks: Quality, Sustainability and Institutional Development)

22 pages, 1427 KB

Open AccessArticle

Creative Engagement Beyond the Classroom: Determinants of Student Motivation in Undergraduate Residential College Learning Environments

by Dongmei Xue, Cho Yi Lam, Yantong Liu, Jing Ye, Lijuan Chen, Chongchong Zhou and Ying Bian

Educ. Sci. 2026, 16(4), 595; https://doi.org/10.3390/educsci16040595 - 8 Apr 2026

Abstract

Residential college (RC) activities represent a creative form of engagement beyond formal classroom teaching, integrating experiential, social, and community-based learning. China is promoting holistic education through the RC activities. Student motivation directly influences their engagement in practice-based learning. Yet, the motivation profile of [...] Read more.

Residential college (RC) activities represent a creative form of engagement beyond formal classroom teaching, integrating experiential, social, and community-based learning. China is promoting holistic education through the RC activities. Student motivation directly influences their engagement in practice-based learning. Yet, the motivation profile of Chinese students’ participation in RC activities remains largely unexplored. To address this gap, the exploratory cross-sectional study involved 403 undergraduates from an RC-based university in the Guangdong–Hong Kong–Macao Greater Bay Area. Based on a standardized questionnaire, we explored descriptive patterns of three forms of motivation, namely intrinsic motivation, extrinsic motivation, and amotivation, as well as four influencing factors: activity logistics, experiential value, outcome expectations, and social context. We then conducted hierarchical linear regression analyses with the three motivation types as outcomes. The primary results indicated that intrinsic motivation was the dominant motivation type among RC students. Experiential value emerged as a key influencing factor, positively associated with intrinsic and extrinsic motivation, and negatively associated with amotivation. Additionally, activity hosting experience was identified as another important correlate, positively linked to both intrinsic and extrinsic motivation. Motivational patterns further varied across gender, academic year, ID place, weekly RC stay duration, and part-time employment. The findings provide empirical support for more targeted RC activity planning aimed at boosting student motivation in the Chinese context. Full article

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35 pages, 4461 KB

Open AccessArticle

Instructor Framing and Incentives Shape Physics Students’ Engagement and Learning Gains from an Inquiry-Based Electrostatics Tutorial on the Method of Images

by Jaya Shivangani Kashyap, Robert P. Devaty and Chandralekha Singh

Educ. Sci. 2026, 16(4), 594; https://doi.org/10.3390/educsci16040594 - 8 Apr 2026

Abstract

The method of images (MoI) is a valuable technique for solving certain electrostatic boundary value problems consisting of charge density near conductor(s). We developed and validated an inquiry-based tutorial on MoI to help students learn to identify the problems involving symmetry in which [...] Read more.

The method of images (MoI) is a valuable technique for solving certain electrostatic boundary value problems consisting of charge density near conductor(s). We developed and validated an inquiry-based tutorial on MoI to help students learn to identify the problems involving symmetry in which MoI is applicable and then apply it by finding the correct image charge configuration. We implemented the inquiry-based tutorial accompanied by pretest and posttest, across three instructors’ classes to evaluate student learning. We also conducted think-aloud interviews with advanced physics students, which helped us gain insights into their problem-solving strategies, evaluate their understanding developed through the tutorial and make necessary refinements to the MoI tutorial. The study identified common student difficulties, which were subsequently integrated into the inquiry-based tutorial as a guide to provide support to students. One important finding is that advanced students have common difficulties related to physics concepts similar to those found in introductory physics courses. The performance difference in the pretest administered after lecture-based instruction and the posttest administered after working through the tutorial reflects students’ ability to apply what they learned from the inquiry-based tutorial compared to traditional lecture. Another important and unanticipated finding of this study is the potential impact of the framing of the inquiry-based tutorial and accompanying tests by one of the instructors on the engagement and performance of students. In particular, the instructor of one of the classes offered students a small amount of extra credit for engaging with the inquiry-based tutorial and tests, explicitly noting that these activities were not part of the current course syllabus and were primarily conducted to support physics education research. This kind of framing likely influenced students’ motivation and engagement, which underscores how the way the instructor frames the inquiry-based instructional tasks to their students can have a significant impact on student performance. Overall, this iterative multi-year design-based comparative research with mixed-method triangulation provides valuable insights on the challenges involved in such studies that educators and researchers alike can greatly benefit from. Full article

(This article belongs to the Special Issue Thinking Physics for Learning in the 21st Century: From the History of Physics to Modern Pedagogical Practices)

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19 pages, 290 KB

Open AccessArticle

The University as a Hub of Attraction: Examining the Influence of Localization and Family on University Choice Decisions in Hungary

by Attila Miklós

Educ. Sci. 2026, 16(4), 593; https://doi.org/10.3390/educsci16040593 - 8 Apr 2026

Abstract

This study seeks to examine the attractiveness of higher education institutions as community spaces for students and the significance of the services they provide. It aims to explore students’ perspectives on planning their long-term futures, particularly in assessing whether the university environment serves [...] Read more.

This study seeks to examine the attractiveness of higher education institutions as community spaces for students and the significance of the services they provide. It aims to explore students’ perspectives on planning their long-term futures, particularly in assessing whether the university environment serves as a stronger influence than their place of origin or family background. The role of the university is particularly significant if it is located outside the student’s town of origin, so the student’s decision to attend a particular institution is not necessarily based on the specific undergraduate program or the prestige of the university. The study combines a review of the national and international literature with an empirical investigation, utilizing a questionnaire survey to analyze students’ decision-making processes. Many students perceived the university as a transitional “island”, offering a temporary space to inhabit before embarking on their future careers. The degree obtained serves as a “passport” to professional opportunities, while the university experience provides a unique community environment and represents a significant step toward independence and separation from familial influence. These findings hold particular relevance for universities, which are continually redefining their roles in response to changing student expectations. Many students view the university not merely as a site of learning but as a precursor to adulthood and a foundational space for personal growth. This study addresses a gap in the existing literature by focusing on the appeal of universities as local hubs and comparing their influence to the retaining power of family ties, offering insights for student development. Full article

(This article belongs to the Special Issue Building Resilient Education in a Changing World)

23 pages, 299 KB

Open AccessArticle

Language Teacher Candidates’ Voices of Gamified Project-Based Lessons: Unveiling Views and Tensions

by Claudio Diaz, Maria-Jesus Inostroza, Mabel Ortiz, Tania Tagle, Juan Fernando Gómez, Valeria Sumonte and Paola Dominguez

Educ. Sci. 2026, 16(4), 592; https://doi.org/10.3390/educsci16040592 - 8 Apr 2026

Abstract

This mixed-methods study explores the views and experiences of 55 English-language teacher candidates in Chile who designed gamified project-based lessons aimed at fostering inclusive learning and social justice in culturally diverse classrooms. Data were collected through lesson plans, semi-structured interviews, and a Likert-scale [...] Read more.

This mixed-methods study explores the views and experiences of 55 English-language teacher candidates in Chile who designed gamified project-based lessons aimed at fostering inclusive learning and social justice in culturally diverse classrooms. Data were collected through lesson plans, semi-structured interviews, and a Likert-scale survey, and were analysed using inductive content analysis and descriptive statistics. The findings reveal that participants valued gamification for enhancing student engagement, collaboration, and critical thinking, and they perceived gains in their ability to integrate social justice themes into language teaching. However, discrepancies emerged when participants had to plan lessons that had a social justice orientation because they perceived they did not have enough competence to approach equity-oriented themes. This study adopts a justice lens that foregrounds power, agency, and digital equity in teacher candidates’ lesson-planning skills to examine how they can redistribute voice, recognise situated knowledges, and expand their capacity to act within and against structural constraints. The study underscores the need for teacher education programmes to move beyond technical and motivational uses of gamification and digital tools. From their lesson plans, teacher candidates were not simply adopting digital tools at a technical level but seem to be designing an integrated pedagogical ecosystem that aligned gamification and project-based learning. However, it is inconclusive whether they are able to design gamified PBL environments that do not reproduce existing social and educational inequalities and ensure that access and participation are carefully scaffolded. Full article

(This article belongs to the Special Issue Towards Education Justice: Digital Technologies for Culturally and Linguistically Diverse Communities)

18 pages, 618 KB

Open AccessArticle

Student Perception of the Use of Artificial Intelligence (AI) Tools in Academic Tasks: Construction and Validation of the PEHIA-TA

by Emilio Crisol-Moya, Vanesa María Gámiz-Sánchez, Lara Checa-Domene and María Asunción Romero-López

Educ. Sci. 2026, 16(4), 591; https://doi.org/10.3390/educsci16040591 - 8 Apr 2026

Abstract

The aim of this study was to design and validate a questionnaire to assess students’ perceptions of the use of Artificial Intelligence (AI) tools in academic tasks (PEHIA-TA). To determine the psychometric properties of the PEHIA-TA, a descriptive, exploratory and confirmatory factor analysis [...] Read more.

The aim of this study was to design and validate a questionnaire to assess students’ perceptions of the use of Artificial Intelligence (AI) tools in academic tasks (PEHIA-TA). To determine the psychometric properties of the PEHIA-TA, a descriptive, exploratory and confirmatory factor analysis was carried out. The sample used in this study consisted of 546 students. The results confirmed that it is a valid and reliable scale with a five-factor structure: “Uses of Artificial Intelligence (AI)” (student opinion, knowledge and experience in relation to AI); “Perceptions of skills needed to use AI” (type of skills they consider necessary to work with this type of tool); “Plagiarism and lack of academic integrity” (issues related to what the student considers plagiarism and lack of academic integrity in order to identify possible risks or associated moral dilemmas); “Perception of the benefits of AI” (assessment of the beneficial aspects of the use of AI in the academic context by students); and “Perception of the problems of AI” (analyses how students assess the problems associated with the use of AI tools in the development of their tasks). The instrument allows for the traceability of training needs in digital literacy, as well as the formulation of institutional policies on the use of AI that contribute to the prevention of behaviours associated with academic dishonesty and ensure critical reflection by students on the risks and opportunities of AI in their educational process. Full article

(This article belongs to the Special Issue New Educational Responsibilities in Today’s Society: The Role of Artificial Intelligence, Quality and Inclusion)

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19 pages, 266 KB

Open AccessArticle

Emotional Intelligence and Communication Competence in Distance Higher Education: Implications for Teaching Effectiveness and Instructor Well-Being

by Stalo Georgiou

Educ. Sci. 2026, 16(4), 590; https://doi.org/10.3390/educsci16040590 - 8 Apr 2026

Abstract

Distance higher education places increased demands on instructors’ emotional and communicative competencies, as teaching and interaction occur in technologically mediated environments. This study examines the role of teachers’ emotional intelligence, empathy, and communication-related competencies in distance higher education, with particular emphasis on emotional [...] Read more.

Distance higher education places increased demands on instructors’ emotional and communicative competencies, as teaching and interaction occur in technologically mediated environments. This study examines the role of teachers’ emotional intelligence, empathy, and communication-related competencies in distance higher education, with particular emphasis on emotional management and instructor well-being. A quantitative research design was employed, using self-report instruments administered to higher education instructors engaged in distance teaching. Non-parametric statistical analyses revealed strong internal coherence among emotional intelligence dimensions and a pattern of functional empathy characterized by high perspective taking and low personal distress. Self-perceived communication was found to be consistent across interactional contexts, indicating a stable communicative disposition. Most notably, emotional management emerged as a key factor associated with positive work-related emotions among instructors. The findings highlight emotional management as a critical mechanism supporting both teaching effectiveness and emotional sustainability in online learning environments. The study contributes to the literature by integrating emotional intelligence, empathy, and self-perceived communication within a unified empirical framework and offers practical implications for professional development and institutional support in distance higher education. Full article

(This article belongs to the Special Issue E-Learning in Higher Education)

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17 pages, 602 KB

Open AccessArticle

“If Only I Were Younger”—Perspectives on Informal Learning of Older Adults Aged 90 and Above

by Christina Klank, Michael Doh and Ines Himmelsbach

Educ. Sci. 2026, 16(4), 589; https://doi.org/10.3390/educsci16040589 - 7 Apr 2026

Abstract

Despite ongoing population aging, older adults remain underrepresented in educational and digital media research, particularly individuals from the fourth and fifth ages. Available data suggest a decline in participation in formal education, as well as decreasing numbers of internet users with advancing age. [...] Read more.

Despite ongoing population aging, older adults remain underrepresented in educational and digital media research, particularly individuals from the fourth and fifth ages. Available data suggest a decline in participation in formal education, as well as decreasing numbers of internet users with advancing age. However, detailed information on very old adults’ perspectives on learning and digital devices remain limited, especially regarding informal learning activities. This study aims to examine attitudes toward and the perceived relevance of informal and digital learning among individuals aged 90 years and over. In total, seven interviews with older adults aged 90 years and older were conducted using a combination of biographical-narrative and problem-centered interview methods. Data were analyzed using Reflexive Thematic Analysis. Two overarching themes, consisting of a total of seven themes, were developed: perspectives on learning developed over the course of life and current perspectives on learning. Results indicate that the aging process itself becomes a salient learning process. Although age-related stereotypes such as ‘You can’t teach an old dog new tricks’ persist, nursing homes were identified as environments that support learning. This study sheds light on informal learning processes in advanced age. Full article

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

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26 pages, 1802 KB

Open AccessArticle

Integrating Generative AI and Cultural Storytelling to Enhance Geometry Learning in Vietnamese Primary Classrooms: A Quasi-Experimental Study

by Nguyen Huu Hau, Pham Sy Nam, Trinh Cong Son, Dao Chung Lan Anh, Nguyen Thuy Van, Pham Thi Thanh Tu, Tran Thuy Nga and Vo Xuan Mai

Educ. Sci. 2026, 16(4), 588; https://doi.org/10.3390/educsci16040588 - 7 Apr 2026

Abstract

In Vietnamese primary mathematics education, geometry instruction often emphasizes rote calculation and formula memorization rather than meaningful contextualization, leaving students disconnected from abstract concepts and lacking opportunities to connect learning with cultural identity. This quasi-experimental study investigates how integrating generative AI tools (ChatGPT, [...] Read more.

In Vietnamese primary mathematics education, geometry instruction often emphasizes rote calculation and formula memorization rather than meaningful contextualization, leaving students disconnected from abstract concepts and lacking opportunities to connect learning with cultural identity. This quasi-experimental study investigates how integrating generative AI tools (ChatGPT, DALL·E, Canva) with the culturally grounded Vietnamese folktale Bánh Chưng—Bánh Giầy can support Grade 5 students’ understanding of circle geometry. Employing a mixed-methods design with 30 students divided into experimental (AI + storytelling) and control (traditional instruction) groups, the study measured cognitive and affective learning outcomes through pre/post-tests, a validated 25-item questionnaire, interviews, and classroom observations. Quantitative results revealed significant improvements in the experimental group across all measured dimensions, learning interest, attentional focus, conceptual understanding, mathematics passion, and cultural preservation awareness, with large effect sizes. Qualitative findings confirmed enhanced engagement, multimodal conceptual clarity, and cultural affective resonance. The study demonstrates that low-cost, teacher-mediated generative AI can effectively support learning in resource-constrained primary settings when anchored in local narratives. Implications for ethical AI integration and teacher professional development in Vietnamese contexts are discussed. Full article

(This article belongs to the Special Issue AI for Innovative Pedagogy, Educational Value, and Instructional Impact)

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29 pages, 2105 KB

Open AccessArticle

Model Development Sequences for Advancing Mathematical Learning of Adults Returning to Higher Education

by Luis Montero-Moguel, Verónica Vargas-Alejo and Guadalupe Carmona

Educ. Sci. 2026, 16(4), 587; https://doi.org/10.3390/educsci16040587 - 7 Apr 2026

Abstract

Mathematical knowledge is essential for adult learners’ advancement in academic and professional settings; however, instructional strategies for adult learners in higher education often emphasize memorizing procedures while neglecting their personal and professional experiences. Such approaches limit opportunities to leverage these experiences for developing [...] Read more.

Mathematical knowledge is essential for adult learners’ advancement in academic and professional settings; however, instructional strategies for adult learners in higher education often emphasize memorizing procedures while neglecting their personal and professional experiences. Such approaches limit opportunities to leverage these experiences for developing meaningful mathematical understanding. Grounded in the Models and Modeling Perspective, this exploratory qualitative case study examines how a Model Development Sequence (MDS) supports the development of mathematical knowledge of adult learners returning to higher education. The participants were a group of seven first-year business adult learners enrolled in the Applied Mathematics in Business course at a higher education institution. Data were analyzed using protocol coding to describe the types of mathematical models the participants constructed. Findings indicate that participants progressed from creating models requiring redirection, grounded in proportional reasoning, to developing more sophisticated models based on linear and exponential functions. The MDS supported learners in refining, extending, and adapting their models, strengthening their conceptual understanding of variation, linear and exponential functions, and covariational reasoning. Moreover, the participants’ personal and professional experiences were central to model development. This study contributes to research on adult mathematics education by demonstrating the potential of MDS to support meaningful mathematical learning. Full article

(This article belongs to the Section Higher Education)

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21 pages, 459 KB

Open AccessReview

Multimodal Technology-Integrated Approaches for Teaching Early Childhood and Early Primary Science: A Scoping Review

by Hadis Salehi Gahrizsangi, Sarika Kewalramani and Gerarda Richards

Educ. Sci. 2026, 16(4), 586; https://doi.org/10.3390/educsci16040586 - 7 Apr 2026

Abstract

In early childhood and early primary settings, science education is often overshadowed by other subjects such as literacy and numeracy due to the perception that learning science is less essential than acquiring skills in other core subjects. The teaching of biological science, in [...] Read more.

In early childhood and early primary settings, science education is often overshadowed by other subjects such as literacy and numeracy due to the perception that learning science is less essential than acquiring skills in other core subjects. The teaching of biological science, in particular, have limited engagement and interactivity, leading to lower student interest and participation. This scoping review aims to explore the current practices and challenges in teaching biological science within early childhood and early primary settings with a special focus on multimodality to increase student engagement and interactivity via the integration of digital tools. Existing research emphasises a current gap in integrating multimodal teaching and learning approaches—ranging from manual and digital to robotic technologies—in biological science. Based on the findings, recommendations are made for the successful integration of multimodal approaches to make biological science more engaging, dynamic, and memorable for young learners. Full article

(This article belongs to the Special Issue Effective Science Education for Young Children in Early Years Contexts)

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9 pages, 195 KB

Open AccessEssay

Cultural Diversity in Music Education: An Agenda for the Second Quarter of the 21st Century

by Huib Schippers

Educ. Sci. 2026, 16(4), 585; https://doi.org/10.3390/educsci16040585 - 7 Apr 2026

Abstract

In the late 1990s, there was much speculation on what music and music education would look like at the beginning of the 21st century. Few predicted the level of change that we have witnessed since then. In fact, developments in technologies, demographics, societies [...] Read more.

In the late 1990s, there was much speculation on what music and music education would look like at the beginning of the 21st century. Few predicted the level of change that we have witnessed since then. In fact, developments in technologies, demographics, societies and global relations that have taken place in the world over the past 100 years would have been neigh unimaginable decade by decade, and keep coming with ever-increasing intensity. Travel, trade and technology have connected people and cultures in myriad and often wonderful ways. But inequities, divisions, and conflicts also reached new heights, with the first half of the 2020s subject to a seemingly endless stream of natural and manmade disasters and conflicts. Inevitably, all of these developments impacted on the world of music in general, and also on music education. In this essay, I try to summarise some key experiences and observations of my own first fifty years of living musical diversity (a world that started to open before me when I began learning Indian sitar in Amsterdam in 1975), and efforts across five continents that I have been involved in or researched. Juxtaposing this with key literature on the topic this provides a broad basis for presenting ideas and views on progress towards giving musical practices from across the globe an appropriate place in music education at all levels: in community settings, schools, and institutions for professional training of performers and educators. In that process, I identify three critical junctures which can simultaneously present obstacles and opportunities for positive change: (1) terminologies, social inclusion, and the politics of diversity; (2) musical dynamics, technology, and institutional change; and (3) evolutions and revolutions in music learning and teaching. These inform a challenging but clear agenda for scholars, policy makers, institutional leaders, practising musicians and music educators worldwide who strive for more inclusive, diverse, equitable and relevant practices. Full article

(This article belongs to the Special Issue Music Education: Current Changes, Future Trajectories)

17 pages, 2171 KB

Open AccessArticle

Heterogeneity in Mathematical Difficulties: From Cognitive Profiles to Mathematical Performance

by Sonia Hasson and Sarit Ashkenazi

Educ. Sci. 2026, 16(4), 584; https://doi.org/10.3390/educsci16040584 - 7 Apr 2026

Abstract

Mathematics is a diverse discipline that requires a variety of cognitive abilities and presents varying levels of difficulty. Understanding how different cognitive profiles relate to specific patterns of mathematical performance is important for developing effective educational interventions. This study extends our previous research, [...] Read more.

Mathematics is a diverse discipline that requires a variety of cognitive abilities and presents varying levels of difficulty. Understanding how different cognitive profiles relate to specific patterns of mathematical performance is important for developing effective educational interventions. This study extends our previous research, in which we identified subgroups of children with mathematical difficulties based on their cognitive abilities. We examined 146 Israeli elementary school children in grades 3 and 4, classified into four subgroups: Reading Accuracy Difficulties (RAD), Mild Mathematical Difficulties (MMD), Non-Verbal Reasoning Difficulties (NVRD), and Typically Developing children (TD). Participants were assessed on arithmetic facts, computational fluency, procedural skills, estimation, and numeration. We observed varied performance patterns among subgroups. The RAD group showed the most severe impairments across all mathematical domains, along with reading comorbidity and cognitive difficulties. The MMD group, which maintained intact cognitive skills, faced notable challenges in computation, performing significantly below the TD group but better than the RAD group. The NVRD group, despite limitations in nonverbal reasoning, outperformed other difficulty groups on fact retrieval and estimation. Performance on multiplication and division tasks consistently followed a hierarchical pattern across all difficulty groups, with the RAD group facing the greatest challenges. These findings demonstrate that mathematical difficulties vary across cognitive profiles and that distinguishing between profiles through targeted assessment enables the development of differentiated interventions tailored to each learner’s specific cognitive profile. Full article

(This article belongs to the Section Education and Psychology)

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16 pages, 410 KB

Open AccessArticle

Observing Instructional Practice: Can We Consistently Measure Teaching Quality Constructs?

by Mark White, Armin Jentsch, Jennifer Luoto and Kirsti Klette

Educ. Sci. 2026, 16(4), 583; https://doi.org/10.3390/educsci16040583 - 7 Apr 2026

Abstract

Classroom observation systems can be an important tool for understanding teaching quality. However, the wide range of possible lessons that can be observed raises concerns about whether fixed observation rubrics can measure the intended teaching quality constructs equally well in each lesson. This [...] Read more.

Classroom observation systems can be an important tool for understanding teaching quality. However, the wide range of possible lessons that can be observed raises concerns about whether fixed observation rubrics can measure the intended teaching quality constructs equally well in each lesson. This paper argues for exploring measurement invariance across lessons in observation systems, adopting an understanding of measurement invariance that emphasises the alignment between a theoretical construct and the measurement of that construct. We conceptualise teaching quality using the Protocol for Language Arts Teaching Observation (PLATO). PLATO’s focus on individual items is misaligned to traditional measurement invariance approaches, so we emphasise the importance of detailed, qualitative considerations of how rubric operationalisations of a construct may or may not capture the intended teaching quality construct equally well across lessons with different characteristics. We discuss the affordances and limitations of this way of considering measurement invariance and argue for the importance of ensuring measurement invariance across lessons. Full article

(This article belongs to the Special Issue Recent Advances in Measuring Teaching Quality)

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27 pages, 2064 KB

Open AccessArticle

Chatbot for Self-Regulated BGCE Learning: Effects of Visible-Design Thinking Integration on Creativity and Growth Mindsets in Entrepreneurship

by Dwi Wulandari, Ni’matul Istiqomah, Ediyanto and Otto Fajarianto

Educ. Sci. 2026, 16(4), 582; https://doi.org/10.3390/educsci16040582 - 7 Apr 2026

Abstract

The development of the Chatbot-Supported Making BGCE Thinking Visible (CS-MBTV) program is an important part of fostering the creativity, self-regulation, and growth mindset that students must have. High school students in Malang carry out the learning process by following five supporting modules on [...] Read more.

The development of the Chatbot-Supported Making BGCE Thinking Visible (CS-MBTV) program is an important part of fostering the creativity, self-regulation, and growth mindset that students must have. High school students in Malang carry out the learning process by following five supporting modules on chatbot technology, supported by a learning process that follows a design thinking pattern. The study involved up to 120 high school students in Malang, divided into an experimental group (62 students) that participated in a series of CS-MBTV programs. In addition, the control group consisted of 58 students who did not receive special treatment. This study employed a quasi-experimental research design with a pretest and posttest to assess students over 12 weeks. The findings indicate that implementing chatbots can optimize student creativity and develop students’ mindsets. The current learning process cannot consistently reduce students’ fixed mindsets. Reflective learning can help students become aware of the need to continue developing and processing cognitive transitions throughout program implementation. The implications of this research can inform policy to improve entrepreneurship education programs and BGCE learning in schools, achieving greater impact. Full article

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19 pages, 339 KB

Open AccessReview

Embracing Complexity of Place for Place-Informed Education: International Insights from Periphery, Coastal and Rural Contexts

by Yael Grinshtain, Tanya Ovenden-Hope and Jayne Downey

Educ. Sci. 2026, 16(4), 581; https://doi.org/10.3390/educsci16040581 - 7 Apr 2026

Abstract

This paper aims to navigate the complexity inherent in the concept of place by defining and highlighting the role of place-informed education across different international contexts: the periphery in Northern Israel, coastal areas of England, and rural Montana in the United States. Using [...] Read more.

This paper aims to navigate the complexity inherent in the concept of place by defining and highlighting the role of place-informed education across different international contexts: the periphery in Northern Israel, coastal areas of England, and rural Montana in the United States. Using a thematic analytic framework, we conducted a cross-context comparison of three case studies in order to identify each locale’s unique definitions and meanings of place, producing a portrait of the similarities and differences among the three international contexts. Following the ‘Simplicity–Accuracy Paradox’ and recognizing the ‘cost of oversimplification’, we explored complexity as a basis for action, which enables the creation of a process in which the strengths and limitations of the place both have an important role to play in any intervention or action to mitigate and/or enhance the consequences of distance from urban centers. The proposed strategies presented in the paper are based on embracing the complexity of place for place-informed education, and include context-responsive policy design, targeted workforce strategies, international learning exchanges, and policy and classification reform. These processes may serve as a guide for action among educators, policymakers and researchers, supporting a mindset of place-informed education where complexity is embraced and where challenges of place may also offer solutions. Full article

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

17 pages, 1054 KB

Open AccessArticle

Using Virtual Reality Sports Simulators in Adaptive Physical Education of Female College Students with Functional Disabilities

by Tatiana Berezina and Anna Litvinova

Educ. Sci. 2026, 16(4), 580; https://doi.org/10.3390/educsci16040580 - 6 Apr 2026

Abstract

To evaluate the effectiveness of an adaptive physical education (APE) program using VR technologies, we studied the physical development and vitality indicators of college female students in two groups: those with and without functional health limitations (N = 70 each). Students with disabilities [...] Read more.

To evaluate the effectiveness of an adaptive physical education (APE) program using VR technologies, we studied the physical development and vitality indicators of college female students in two groups: those with and without functional health limitations (N = 70 each). Students with disabilities were randomly divided into experimental and control groups of 35 people each. The experimental group participated in physical education classes using VR. The health assessment included heart rate, blood pressure, and subjective health assessments. Physical development was assessed by the biological age index (BAI) by Voitenko, static balance duration, and breath-holding time. Psychological activity was assessed using the Mindfulness Attention Awareness Scale (MAAS), the Rezapkina Vitality Test, and the Subjective Vitality Scale (SVS). The delayed effect was assessed using a questionnaire. Students with functional impairments initially demonstrated a significant decrease in overall vitality, physical activity duration, and more negative health self-perception. After the virtual reality sessions, they showed a restoration of physical development and vitality indicators to levels close to healthy, as well as a decrease in BAI. The delayed effect was confirmed after three months. The use of virtual reality technologies in the APE program effectively improves the physical development and activity (vitality) of students with functional health impairments. Full article

(This article belongs to the Section Technology Enhanced Education)

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