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Education Sciences

Education Sciences is an international, peer-reviewed, open access journal on education published monthly online by MDPI. The European Network of Sport Education (ENSE) is affiliated with Education Sciences and its members receive discounts on the article processing charges.

Open Access— free for readers, with article processing charges (APC) paid by authors or their institutions.
High Visibility: indexed within Scopus, ESCI (Web of Science), Educational Research Abstracts, PscyInfo, and other databases.
Journal Rank: JCR - Q1 (Education and Educational Research) / CiteScore - Q1 (Education)
Rapid Publication: manuscripts are peer-reviewed and a first decision is provided to authors approximately 26.8 days after submission; acceptance to publication is undertaken in 3.6 days (median values for papers published in this journal in the first half of 2024).
Recognition of Reviewers: reviewers who provide timely, thorough peer-review reports receive vouchers entitling them to a discount on the APC of their next publication in any MDPI journal, in appreciation of the work done.

Impact Factor: 2.5 (2023); 5-Year Impact Factor: 2.6 (2023)

Imprint Information Journal Flyer Open Access ISSN: 2227-7102

Latest Articles

17 pages, 357 KiB

Open AccessArticle

Primary School Students’ Relations to Physical Education in Northern Norway: Why Do Some Find the Subject Problematic?

by Linda Hjemgård Johansen, Tor-Egil Nilsen, Siri Sollied Madsen and Svein-Erik Andreassen

Educ. Sci. 2024, 14(11), 1227; https://doi.org/10.3390/educsci14111227 (registering DOI) - 8 Nov 2024

A global discourse surrounding physical education (PE) is shifting towards a stronger emphasis on inclusive practises, but research shows that some students still find the subject problematic. This study explores the relationship between students’ dread of physical education (PE) and overall school satisfaction [...] Read more.

A global discourse surrounding physical education (PE) is shifting towards a stronger emphasis on inclusive practises, but research shows that some students still find the subject problematic. This study explores the relationship between students’ dread of physical education (PE) and overall school satisfaction among sixth graders in Tromsø Municipality, Norway, and identifies factors that might explain this relationship. Data were collected from 338 sixth-grade students, with an 85.5% response rate. In this study, we investigate through quantitative analyses whether there is a correlation between students dreading PE and their overall school satisfaction. We find a relatively low correlation between these factors, indicating that dreading PE may be related to factors beyond general school satisfaction. Three significant predictors of students’ apprehension towards PE were identified: self-confidence and self-esteem, discomfort in changing into gym clothes in communal locker rooms, and reluctance to collaborate indiscriminately with peers. These factors could indicate a performance-oriented climate, which contrasts with the mastery-oriented approach emphasised in the national curriculum. The findings highlight the need for PE to be taught in a way that aligns more closely with the curriculum. This study suggests that addressing these issues requires educators who are formally trained to foster a supportive and motivating environment and calls for further research into the translation of curriculum objectives into teaching practises. Full article

(This article belongs to the Special Issue Trends in the Promotion of Physical Education and Physical Activity and Sport from a Gender Perspective)

21 pages, 1047 KiB

Open AccessArticle

Towards Computer-Supported Functional Modelling in Engineering Design Education

by Tomislav Martinec, Filip Valjak, Nikola Horvat and Nenad Bojčetić

Educ. Sci. 2024, 14(11), 1226; https://doi.org/10.3390/educsci14111226 - 8 Nov 2024

The growing need for solutions that can support the computer-based and distant assessment of functional models has resulted in ad hoc implementations of various diagramming tools. These tools are typically not intended for the purpose of functional modelling and lack the flexibility and [...] Read more.

The growing need for solutions that can support the computer-based and distant assessment of functional models has resulted in ad hoc implementations of various diagramming tools. These tools are typically not intended for the purpose of functional modelling and lack the flexibility and efficiency of the traditional pen-and-paper approach. This paper reports on an experimental study of 42 students who were introduced to functional modelling through either printed vocabulary materials for pen-and-paper modelling or a specifically developed software application for computer-based modelling. All participants received an identical task—model an electric citrus juicer—with a brief description of how one operates and a photograph of a commercial example. The results show no significant difference in their total scores. However, the pen-and-paper group performed significantly better when it came to the selection of appropriate functions and creating plausible function–flow pairs. These results suggest that the current version of the software alters the functional modelling process in which the students typically engage. Also, it has been hypothesised that the software tool’s lack of flexibility and dynamism in presenting the predefined function vocabulary, when compared to the traditional printouts, might result in earlier fixation and the selection of less appropriate functions. On the other hand, the computer-supported approach can be better controlled and is less prone to critical errors, such as disregarding functional modelling conventions. Full article

(This article belongs to the Special Issue Educational Innovation with Information and Communication Technologies)

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22 pages, 536 KiB

Open AccessArticle

Navigating Teachers’ Occupational Well-Being in the Tides of Classroom Processes and School Structures

by Joy C. Nwoko, Emma Anderson, Oyelola Adegboye, Aduli E. O. Malau-Aduli and Bunmi S. Malau-Aduli

Educ. Sci. 2024, 14(11), 1225; https://doi.org/10.3390/educsci14111225 - 7 Nov 2024

The well-being of primary school teachers is vital for fostering effective teaching and learning, yet they face a range of challenges that negatively impact their occupational health. This phenomenological study explores the multifaceted factors influencing teacher occupational well-being, with a focus on classroom [...] Read more.

The well-being of primary school teachers is vital for fostering effective teaching and learning, yet they face a range of challenges that negatively impact their occupational health. This phenomenological study explores the multifaceted factors influencing teacher occupational well-being, with a focus on classroom processes and school-related factors. Employing a qualitative phenomenological approach, this study gathered in-depth insights from Australian primary school teachers through semi-structured interviews. Participants were recruited from a variety of educational settings to capture diverse experiences and perspectives. Data were thematically analysed to identify key themes impacting teacher well-being. The findings revealed significant challenges impacting teacher well-being, including the demands of individualised student needs, classroom dynamics, the role of school leadership, resource limitations, and the complexities of parental involvement. Teachers expressed a need for more relevant professional development programs and highlighted the importance of supportive leadership and adequate resources. Additionally, workload and the balance between professional and personal life emerged as critical factors influencing teacher well-being. This study underscores the importance of addressing the complex and interconnected factors that contribute to teacher well-being. Implications for educational practice include the need for supportive and communicative leadership, adequate professional development tailored to teachers’ needs, and the provision of sufficient resources to manage classroom diversity and demands. The findings advocate for systemic changes to foster a supportive educational environment that values and nurtures teacher well-being. Future research could explore effective strategies to support primary school teachers in their professional journeys. Full article

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14 pages, 594 KiB

Open AccessArticle

Implementing Mastery Grading in Large Enrollment General Chemistry: Improving Outcomes and Reducing Equity Gaps

by Joshua D. Hartman and Jack F. Eichler

Educ. Sci. 2024, 14(11), 1224; https://doi.org/10.3390/educsci14111224 - 7 Nov 2024

Specifications and mastery grading schemes have been growing in popularity in higher education over the past several years, and reports of specifications grading and other alternative grading systems are emerging in the chemistry education literature. The general goal of these alternative grading approaches [...] Read more.

Specifications and mastery grading schemes have been growing in popularity in higher education over the past several years, and reports of specifications grading and other alternative grading systems are emerging in the chemistry education literature. The general goal of these alternative grading approaches is to reduce the reliance on high-stakes exams and give students a more transparent pathway to achieving the course learning outcomes. More importantly, relying less on infrequent high-stakes exams may help reduce historical equity gaps in introductory gateway STEM courses. Herein, we describe the implementation of two versions of mastery grading systems in large enrollment general chemistry courses at a public R1 institution. Class-wide course outcomes, equity gaps in performance on a common final exam, and student feedback on their experience navigating these grading schemes are presented. We show that combining mastery grading with interactive courseware tools improved the average performance on a common final assessment for under-represented minority (URM) students by 7.1 percentage points relative to an active control course that used infrequent high-stakes exams. Full article

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

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24 pages, 865 KiB

Open AccessSystematic Review

Impact of Artificial Intelligence and Virtual Reality on Educational Inclusion: A Systematic Review of Technologies Supporting Students with Disabilities

by Angelos Chalkiadakis, Antonia Seremetaki, Athanasia Kanellou, Maria Kallishi, Anastasia Morfopoulou, Marina Moraitaki and Sofia Mastrokoukou

Educ. Sci. 2024, 14(11), 1223; https://doi.org/10.3390/educsci14111223 - 7 Nov 2024

The emergence of Artificial Intelligence (AI) and Virtual Reality (VR) technologies offers transformative potential for the advancement of inclusive education, particularly for students with disabilities. This systematic review critically evaluates the current state of research to assess the impact of AI and VR [...] Read more.

The emergence of Artificial Intelligence (AI) and Virtual Reality (VR) technologies offers transformative potential for the advancement of inclusive education, particularly for students with disabilities. This systematic review critically evaluates the current state of research to assess the impact of AI and VR on enhancing educational accessibility, personalisation and social inclusion in education. AI-driven adaptive systems can dynamically tailor learning experiences to individual needs, while VR offers immersive, multi-sensory environments that promote experiential learning. Despite these advances, the review also identifies significant challenges, including the high cost of implementation, technical barriers and limited teacher readiness, which hinder widespread adoption. Ethical concerns such as privacy and algorithmic bias are cited as key areas that need careful consideration. The findings underscore the urgent need for further empirical research to explore the long-term impact of these technologies and advocate for more equitable access to AI and VR tools in underserved educational settings. Ultimately, the review highlights the importance of integrating AI and VR as part of a broader strategy to foster genuinely inclusive learning environments that align with the goals of the Convention on the Rights of Persons with Disabilities (CRPD). Full article

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20 pages, 15781 KiB

Open AccessArticle

School Dropout in Italy: A Secondary Analysis on Statistical Sources Starting from Primary School

by Rosa Vegliante, Alfonso Pellecchia, Sergio Miranda and Antonio Marzano

Educ. Sci. 2024, 14(11), 1222; https://doi.org/10.3390/educsci14111222 - 7 Nov 2024

This work reports and discusses the results of a secondary analysis on statistical data regarding the phenomenon of school dropout in Italy starting from primary school. The research was conducted as part of Next GenerationEU funded by the European Union. The aim is [...] Read more.

This work reports and discusses the results of a secondary analysis on statistical data regarding the phenomenon of school dropout in Italy starting from primary school. The research was conducted as part of Next GenerationEU funded by the European Union. The aim is to highlight any territorial differences in the phenomenon at the European, national, and local level. The data were collected from reliable sources (Eurostat, National Institute of Statistics, Ministry of Education and Merit, Regional School Office of Campania) and are updated to the latest year available. In line with the goals of PRIN, the aim was to photograph the national situation starting from the results of the INVALSI tests recorded in primary and lower secondary schools. The results of the analysis show that the levels of school dropout in Italy are among the highest in EU countries and, within our country, the well-known gap between the North and South remains, with the latter in a worse position. An econometric model is presented that demonstrates a cause–effect relationship that goes from the results of the primary cycle to those of the secondary cycle. This outcome attests to the importance of strengthening and increasing the skills necessary to prevent the possible conditions of school dropout starting from primary school. Full article

(This article belongs to the Special Issue Innovative Approaches in Primary School for the Training of School Teachers)

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21 pages, 277 KiB

Open AccessArticle

Dynamics in District–University Partnerships Focused on Leadership for Equity

by Daniella Molle, Emily Handsman, April Peters-Hawkins, Wehmah Jones, John Diamond, Emily Nott, Yeonsoo Choi, Mark White, Carl Greer, Jordan Mosby and Richard Halverson

Educ. Sci. 2024, 14(11), 1221; https://doi.org/10.3390/educsci14111221 - 5 Nov 2024

This paper discusses the development of district–university partnerships at the onset of a multi-year grant-funded initiative focused on leadership for equity. Using three illustrative partnership cases, we investigated district–university collaboration through the lens of mutualism, or the mutually beneficial nature of the [...] Read more.

This paper discusses the development of district–university partnerships at the onset of a multi-year grant-funded initiative focused on leadership for equity. Using three illustrative partnership cases, we investigated district–university collaboration through the lens of mutualism, or the mutually beneficial nature of the relationship. Our data analysis revealed the following dynamics as important for the development of mutualism: shared commitment, shared ownership, new collaborative structures, reciprocal benefits, and boundary spanners. We approached partnerships as learning processes, and used a typology of interorganizational learning to understand better how these dynamics sustained the partnerships. Our study contributes to the field’s knowledge of the development of formal partnerships in general as well as of partnerships explicitly focused on equity specifically. Full article

(This article belongs to the Special Issue Strengthening Educational Leadership Preparation and Development)

26 pages, 2707 KiB

Open AccessArticle

Health and Healthy Lifestyle Habits in Primary Education: An Analysis of Spanish Autonomous Curricular Decrees Under the Current Education Law (LOMLOE)

by Olatz Arce-Larrory, Erlantz Velasco and Iker Sáez

Educ. Sci. 2024, 14(11), 1220; https://doi.org/10.3390/educsci14111220 - 5 Nov 2024

The Spanish basic education curriculum, specifically the section on primary education, addresses global challenges and recognizes schools as essential in health education. Healthy lifestyle habits are fundamental due to their impact on health and well-being, especially in children. This study analyzes the integration [...] Read more.

The Spanish basic education curriculum, specifically the section on primary education, addresses global challenges and recognizes schools as essential in health education. Healthy lifestyle habits are fundamental due to their impact on health and well-being, especially in children. This study analyzes the integration of health and healthy lifestyle habits in Spanish autonomous curricular decrees using a qualitative documentary analysis and a comparative approach with a statistical/descriptive basis. The corpus includes the 17 autonomous curricular decrees derived from the Organic Law 3/2020 (LOMLOE). The data, derived from the 17 autonomous curricular decrees, were examined using lexical and grammatical analyses, then processed with Atlas.ti 23 software. The results reveal that the dimensions and categories related to health and healthy lifestyle habits focus mainly on physical aspects. In common areas or fields, physical education and knowledge of the natural, social and cultural environment are the most relevant areas for integrating health and healthy lifestyle habits into the framework in this study. However, the current curriculum proposal lacks continuity between curricular elements. In summary, this study represents a step forward in the recognition of the extent to which health and healthy lifestyle habits are established in the curriculum. Full article

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17 pages, 245 KiB

Open AccessArticle

Evaluating the Development of Pre-Service Primary School Teachers’ Competences in the Context of a Student-Centred Science Visits Course

by Katarina Susman, Matej Vošnjak and Jerneja Pavlin

Educ. Sci. 2024, 14(11), 1219; https://doi.org/10.3390/educsci14111219 - 5 Nov 2024

The student-centred approach emphasises active learning, where students take responsibility for their own learning process, in which they are actively involved and integrate new information into their existing knowledge framework. Combining this approach with outdoor learning provides an even more effective teaching strategy. [...] Read more.

The student-centred approach emphasises active learning, where students take responsibility for their own learning process, in which they are actively involved and integrate new information into their existing knowledge framework. Combining this approach with outdoor learning provides an even more effective teaching strategy. When combining these approaches, the individual needs and interests of the students must be taken into account. The research was conducted as part of The Science Visits Course among 30 prospective primary school teachers in their final years of study. The focus of the study was on the students’ self-assessment of their competences in science education and on the implementation of a student-centred teaching process, including outdoor teaching. Data were collected using online questionnaires and a structured evaluation form to assess students’ plans for a science visit. The research findings suggest that students find this type of work engaging and that it encourages their self-engagement, taking responsibility and working together in a group through sharing ideas and opinions. On the other hand, the student competences important for outdoor education have come to the fore to some extent, but there are still areas that can be improved, especially in the area of science content knowledge. Full article

(This article belongs to the Section STEM Education)

16 pages, 2455 KiB

Open AccessArticle

Teaching Science Outdoors: Supporting Pre-Service Teachers’ Skill Development with the Help of Available Mobile Applications

by Merike Kesler, Arja Kaasinen and Anttoni Kervinen

Educ. Sci. 2024, 14(11), 1218; https://doi.org/10.3390/educsci14111218 - 5 Nov 2024

Outdoor environments provide excellent teaching and learning experiences in science education. However, many teachers find outdoor teaching challenging. In this study, we investigated factors supporting skill development and learning among pre-service teacher during a blended science didactics course that includes mobile interaction in [...] Read more.

Outdoor environments provide excellent teaching and learning experiences in science education. However, many teachers find outdoor teaching challenging. In this study, we investigated factors supporting skill development and learning among pre-service teacher during a blended science didactics course that includes mobile interaction in outdoor environments. Available WhatsApp mobile application was used as an interaction platform between the pre-service teachers’ and the teacher educator. Based on the findings, the pre-service teachers learned easy ways of using outdoor environments with pupils. They also identified challenges that may arise in outdoor teaching and upskilled on how to overcome them. From the perspective of interaction, submitting learning tasks, especially visual observations, through mobile messaging and reviewing tasks of other students in the application were perceived as important. However, the most crucial benefit of mobile interaction was considered to be the teacher’s real-time feedback. Full article

(This article belongs to the Special Issue Editorial Board Members’ Collection Series in “STEM Education”)

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17 pages, 2039 KiB

Open AccessArticle

Overcoming the Challenges of Including Learners with Visual Impairments Through Teacher Collaborations

by Manis Maesala and Ferreira Ronél

Educ. Sci. 2024, 14(11), 1217; https://doi.org/10.3390/educsci14111217 - 4 Nov 2024

In this article we report on a study undertaken with 255 teachers working with learners with visual impairments. The focus of our discussion is teachers’ implementation of inclusive education policies with learners with visual impairments in full-service schools in South Africa. We foreground [...] Read more.

In this article we report on a study undertaken with 255 teachers working with learners with visual impairments. The focus of our discussion is teachers’ implementation of inclusive education policies with learners with visual impairments in full-service schools in South Africa. We foreground the ways in which the teacher participants relied on teacher collaborations to overcome some of the challenges they faced as a result of limited resource provisions in schools in this country. We implemented an instrumental case study design and followed the approach of participatory reflection and action (PRA). The sample included teachers (n = 255) from seven full-service and ten special schools from five provinces in South Africa. In addition, 50 expert stakeholders who work in the field of visual impairment were involved. For data generation and documentation, we utilised PRA-based workshops, the observation-as-context-of-interaction method, audio-visual techniques, field notes, and reflective journals. The findings of our research confirm that full-service schools face distinct challenges regarding limited resources as well as teachers that are inexperienced to accommodate learners with visual impairments. Even though the teachers in our study were initially reluctant to implement inclusive education practices, their collaboration with fellow teachers and other informed stakeholders enabled them to address some of the challenges they experienced and implement inclusive practices. They subsequently formed a team and learnt from one another to facilitate positive changes through the implementation of inclusive practices, thereby following a socio-ecological approach to inclusive practices in full-service schools in South Africa. Full article

(This article belongs to the Special Issue Cultivating Inclusive Classrooms: Practices in Special Education)

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28 pages, 6585 KiB

Open AccessArticle

Prospective Teachers’ Conceptions of Area

by Betsy McNeal, Sayonita Ghosh Hajra, Michael Battista and Ayse Ozturk

Educ. Sci. 2024, 14(11), 1216; https://doi.org/10.3390/educsci14111216 - 4 Nov 2024

This study explored 10 prospective teachers’ (PTs’) understanding of the area of a rectangular region using square and non-square rectangular area-units. In an hour-long interview, each PT was first asked to explain how they would find the area of a given rectangular region [...] Read more.

This study explored 10 prospective teachers’ (PTs’) understanding of the area of a rectangular region using square and non-square rectangular area-units. In an hour-long interview, each PT was first asked to explain how they would find the area of a given rectangular region in terms of a non-square notecard. For several PTs, this task prompted discussion of a square unit defined by the edge of the notecard. In a second task, PTs were presented with a rectangular array of squares and were asked to explain to a fictional child why multiplying length times width does not count the top left corner square twice. An analysis of transcripts of the interview suggested three conceptual components to understanding the area of a rectangular region—area-units, multiplication, and their connection to the length times width formula. Based on the PTs’ responses, we propose multi-tiered levels of reasoning. Each new level of understanding was built on the prior level in a hierarchical fashion. Juxtaposing tasks involving different area-units revealed PTs’ thinking about non-square and square area-units and how these related to the formula “L × W”. Full article

(This article belongs to the Section Teacher Education)

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21 pages, 652 KiB

Open AccessArticle

Massive Open Online Courses in Higher Education Institutions: The Pedagogical Model of the Instituto Superior Técnico

by Bárbara Azevedo, Ana Pedro and Nuno Dorotea

Educ. Sci. 2024, 14(11), 1215; https://doi.org/10.3390/educsci14111215 - 4 Nov 2024

In the context of 21st-century educational transformation, Massive Open Online Courses have emerged as a global and flexible learning opportunity. This study explores the impact of MOOC implemented at Instituto Super Técnico on student engagement and attendance, focusing on their effectiveness in higher [...] Read more.

In the context of 21st-century educational transformation, Massive Open Online Courses have emerged as a global and flexible learning opportunity. This study explores the impact of MOOC implemented at Instituto Super Técnico on student engagement and attendance, focusing on their effectiveness in higher education. A descriptive approach was applied, selecting three MOOC as the empirical field, combining quantitative data from participation logs and qualitative feedback from student surveys. The key characteristics, the challenges, and the effectiveness of educational resources were evaluated, particularly concerning student interaction and perceptions of course quality. The pedagogical analysis highlighted both successful strategies and areas for improvement. The findings offer valuable insights into the influence of MOOC on students and the institution, contributing to the broader understanding of Portugal’s educational landscape. This study also proposes a framework for enhancing MOOC strategies in higher education globally, considering the potential of technological innovations in the 21st century. Full article

(This article belongs to the Special Issue Learning Design for the Digital Age: Leveraging Technology for Engagement and Use)

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19 pages, 3991 KiB

Open AccessArticle

Using AR to Enhance the Learning of Chirality

by Martin Bullock and Johannes Huwer

Educ. Sci. 2024, 14(11), 1214; https://doi.org/10.3390/educsci14111214 - 4 Nov 2024

This study investigates the use of Augmented Reality (AR) to teach the concept of chirality—a fundamental topic in organic chemistry. Building on Cognitive Load Theory (CLT) and previous research on AR’s educational benefits, we designed an AR learning environment to facilitate students’ understanding [...] Read more.

This study investigates the use of Augmented Reality (AR) to teach the concept of chirality—a fundamental topic in organic chemistry. Building on Cognitive Load Theory (CLT) and previous research on AR’s educational benefits, we designed an AR learning environment to facilitate students’ understanding of chirality by allowing them to interact with and superimpose virtual and physical models of chiral molecules. An initial pilot study involving 11th-grade students revealed positive student attitudes towards AR, with participants reporting enhanced comprehension of chirality and a preference for AR-based learning over traditional methods. The follow-up study refined the AR lesson based on pilot feedback, extending its scope to introduce, rather than review, the concept of chirality. Results indicated significant learning gains, low extraneous cognitive load, and high acceptance of AR technology among students. These findings underscore the potential of AR to support complex spatial learning in chemistry, though further research, such as value-added studies, is recommended to explore the generalizability and long-term impacts of AR on different student populations. Full article

(This article belongs to the Special Issue Immersive Learning in Higher Education: Exploring Augmented Reality (AR) and Virtual Reality (VR) to Elevate Learning Experiences)

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10 pages, 1238 KiB

Open AccessArticle

Light and Color: Art and Science Using an Interdisciplinary Approach in Primary Education Teacher Training

by Francisco Javier Serón Torrecilla, Ana de Echave Sanz, Carlos Rodríguez Casals, Eva M. Terrado Sieso, Jorge Pozuelo Muñoz and Esther Cascarosa Salillas

Educ. Sci. 2024, 14(11), 1213; https://doi.org/10.3390/educsci14111213 - 4 Nov 2024

Light and color present complex interactions whose understanding is not always intuitive. Over the past forty years, numerous studies have aimed to identify preconceived notions and the various models employed in schools. Numerous teaching and learning strategies, along with didactic analyses, often fail [...] Read more.

Light and color present complex interactions whose understanding is not always intuitive. Over the past forty years, numerous studies have aimed to identify preconceived notions and the various models employed in schools. Numerous teaching and learning strategies, along with didactic analyses, often fail to consider the multidimensional and interdisciplinary nature of these phenomena. This article presents a teaching experience aimed at training future primary education teachers. The theoretical context of this proposal, designed within the domains of physical and chemical didactics and plastic and visual expression, will be discussed. Instruments consistent with qualitative action research were used. Some results from the analysis of students’ narratives, both in laboratory notebooks and in sessions recorded audiovisually, will be presented. Full article

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16 pages, 1718 KiB

Open AccessArticle

Braiding Sámi Diversity and Sámi Pedagogy into Early Childhood Teacher Education: An Example from Norway

by Greta Heim and Veronica Bergan

Educ. Sci. 2024, 14(11), 1212; https://doi.org/10.3390/educsci14111212 - 4 Nov 2024

The framework plan for kindergartens in Norway emphasizes knowledge of Indigenous Sámi culture among the core values of pedagogical practice. Preservice students in early childhood teacher education (ECTE) are thus obliged to learn about Sámi culture. We explored and developed collaborative teaching interventions [...] Read more.

The framework plan for kindergartens in Norway emphasizes knowledge of Indigenous Sámi culture among the core values of pedagogical practice. Preservice students in early childhood teacher education (ECTE) are thus obliged to learn about Sámi culture. We explored and developed collaborative teaching interventions for Sámi topics. We aimed to “braid” Sámi diversity into our teaching and make the lessons explorative, practical, and student-active, in line with the basics of Sámi pedagogy. The teaching emphasized how Sámi people were historically connected to the land through sustainable livelihoods and respect for natural resources. We developed the teaching interventions through action-based research in three cycles (2022–2024). Our primary material consisted of students’ responses to online surveys and group interviews. The findings show that students gained a broader understanding of diversity within Sámi culture after the interventions. They reported greater interest and better learning outcomes, especially from the active and practical lessons. The Sámi teaching content, structure, and methods explored in this study may be relevant to other ECTE or other teacher education programs, especially those related to teaching Indigenous topics to majority populations. Full article

(This article belongs to the Special Issue Approaches to Indigenous Topics, Issues and Perspectives in Teacher Education)

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26 pages, 2029 KiB

Open AccessSystematic Review

The Nexus Between Digital Technology, Innovation, Entrepreneurship Education, and Entrepreneurial Intention and Entrepreneurial Motivation: A Systematic Literature Review

by Emmanuel Udekwe and Chux Gervase Iwu

Educ. Sci. 2024, 14(11), 1211; https://doi.org/10.3390/educsci14111211 - 3 Nov 2024

Entrepreneurship Education (EE) is renowned for developing students’ managerial aptitudes, skills, and ideas for self-reliance. The inclusion of digital technology and innovation in EE is necessary to enhance Entrepreneurial Intention (EI) and Entrepreneurial Motivation (EM) for technological revolution and economic development. The aim [...] Read more.

Entrepreneurship Education (EE) is renowned for developing students’ managerial aptitudes, skills, and ideas for self-reliance. The inclusion of digital technology and innovation in EE is necessary to enhance Entrepreneurial Intention (EI) and Entrepreneurial Motivation (EM) for technological revolution and economic development. The aim of the systematic literature review is to (i) identify the current study on digital technologies, innovation, EE, EI, and EM, (ii) highlight how digital technology and innovation shape EE to achieve EI and motivation among students, and (iii) offer new advice on the future EE in a digital era. A search strategy was instituted to ascertain the required publications from Scopus, Web of Science, DOAJ, IEEE, ProQuest, SAGE Journals, Taylor & Francis, and Wiley. The publications were between 2010 and 2024, with no language restrictions. Out of the 108 identified publications from the search, 69 publications representing 54 separate papers were used in the review. Digital transformation in EE requires significant studies to determine its role in economic development and job creation. This review identified several themes in the publications, such as innovation, motivation, skills development, digital technology, EE’s impact, and factors of EE. The sustainability and future expectations of EE through digital technology and innovation are highlighted in the review. The study identified several findings, such as factors depriving EE, such as experience, investment, teachers, infrastructure, technology, market size, government, competition, culture, and funds. Further findings are a strategic vision of EE through policies to embrace innovation and digital technology practices and to achieve EM and EI. Also, the selected papers for the review are current publications at 61.1%, the quantitative method at 42.3% and journal articles at 88.9%. It is prudent to review EE’s appropriateness in a digital and innovative environment and to identify the impact on EM and EI among students. Full article

(This article belongs to the Special Issue Towards an Entrepreneurial Education and Global Citizenship)

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19 pages, 2517 KiB

Open AccessArticle

Biographically Driven Development of Translanguaging Stance for a Modern Language Teacher Candidate in a Graduate TESOL Class

by Ryan W. Pontier and Ehsan Abbasi

Educ. Sci. 2024, 14(11), 1210; https://doi.org/10.3390/educsci14111210 - 3 Nov 2024

This case study investigated a modern language teacher candidate’s developing translanguaging stance in a Masters-level TESOL course as she made sense of emerging tensions while drawing on her personal and teaching experiences. Data included the participant’s oral contributions to the course, the course [...] Read more.

This case study investigated a modern language teacher candidate’s developing translanguaging stance in a Masters-level TESOL course as she made sense of emerging tensions while drawing on her personal and teaching experiences. Data included the participant’s oral contributions to the course, the course syllabus, and student-produced artifacts. We used thematic analysis focusing on the participant’s perceptions of translanguaging as both theory and practice to analyze the data. A semi-structured interview was carried out five years later to review the impact of translanguaging on the participant’s teaching and ideology as a Spanish teacher in a dual language program. Findings uncovered five primary themes all related to the participant’s biographically related development of translanguaging stance: traditional second language acquisition theories as a concern, updating the notion of social justice, the ability to support positive identity development, contemplating translanguaging as a pedagogy, and the longevity of the biographical approach to lifelong learning. The findings highlight the importance of biographical approaches to lifelong learning in language education and suggest that teachers can foster bilingual development, establish inclusive teaching strategies, and create equitable language learning spaces by recognizing the potential of translanguaging, which may be made possible by fostering similar contexts in teacher education courses. Full article

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20 pages, 1041 KiB

Open AccessArticle

Modeling Teachers’ Acceptance of Generative Artificial Intelligence Use in Higher Education: The Role of AI Literacy, Intelligent TPACK, and Perceived Trust

by Ahlam Mohammed Al-Abdullatif

Educ. Sci. 2024, 14(11), 1209; https://doi.org/10.3390/educsci14111209 - 3 Nov 2024

This study delves into the factors that drive teachers’ adoption of generative artificial intelligence (GenAI) technologies in higher education. Anchored by the technology acceptance model (TAM), the research expands its inquiry by integrating the constructs of intelligent technological pedagogical content knowledge (TPACK), AI [...] Read more.

This study delves into the factors that drive teachers’ adoption of generative artificial intelligence (GenAI) technologies in higher education. Anchored by the technology acceptance model (TAM), the research expands its inquiry by integrating the constructs of intelligent technological pedagogical content knowledge (TPACK), AI literacy, and perceived trust. Data were gathered from a sample of 237 university teachers through a structured questionnaire. The study employed structural equation modeling (SEM) to determine the relationships among the constructs. The results revealed that both AI literacy and perceived ease were the most influential factors affecting teachers’ acceptance of GenAI. Notably, intelligent TPACK and perceived trust were found to be pivotal mediators in this relationship. The findings underscore the importance of fostering AI literacy and adapting intelligent TPACK frameworks to better equip educators in the age of AI. Furthermore, there is a clear need for targeted professional development initiatives focusing on practical training that enhances AI literacy. These programs should provide hands-on experience with GenAI tools, boosting educators’ confidence and ability to integrate them into their teaching practices. Full article

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The Role of Critical Pedagogies in Early Childhood Education to Create Pathways into STEM for Racially Minoritized Communities

by Mariana Alvidrez, Jessica Rivera and Marisol Diaz

Educ. Sci. 2024, 14(11), 1208; https://doi.org/10.3390/educsci14111208 - 2 Nov 2024

This longitudinal study examines the long-term impact of critical pedagogy on the academic and social development of students from a marginalized Mexican American borderland community, with a specific focus on their trajectories in STEM (Science, Technology, Engineering, and Mathematics) fields. Drawing on in-depth [...] Read more.

This longitudinal study examines the long-term impact of critical pedagogy on the academic and social development of students from a marginalized Mexican American borderland community, with a specific focus on their trajectories in STEM (Science, Technology, Engineering, and Mathematics) fields. Drawing on in-depth interviews with three students who participated in a critical pedagogical approach during their formative elementary years, this case study explores how power, agency, and curiosity were cultivated in the classroom and how these elements influenced the students’ pursuit of higher education and careers in STEM ten years later. The findings reveal that an equitable distribution of power and the fostering of student agency through critical-based pedagogies empowered students to engage critically with their learning and to challenge systemic barriers. Furthermore, this study highlights the role of early curiosity in sustaining students’ interest in STEM, despite encountering obstacles in higher education environments dominated by market-driven influences. By situating this research within the broader context of critical pedagogy and its emphasis on social justice, the study underscores the transformative potential of education in shaping the futures of minoritized students in STEM disciplines. Full article

(This article belongs to the Special Issue Critical Perspectives on the Epistemologies and Practices of STEM Education)

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