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Academics' Leadership Styles and Their Motivation to Participate in a Leadership Training Program in the Digital Era

Journal Description

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, PsycInfo, and other databases.
Journal Rank: JCR - Q1 (Education and Educational Research) / CiteScore - Q1 (Physical Therapy, Sports Therapy and Rehabilitation)
Rapid Publication: manuscripts are peer-reviewed and a first decision is provided to authors approximately 29.8 days after submission; acceptance to publication is undertaken in 3.8 days (median values for papers published in this journal in the second 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

21 pages, 682 KiB

Open AccessArticle

A View of Teacher Education’s Frontier: An Exploratory Phenomenographic Study of Pre-Collegiate Conceptions of Teaching

by William J. Davis

Educ. Sci. 2025, 15(6), 707; https://doi.org/10.3390/educsci15060707 - 5 Jun 2025

Ongoing teacher shortages have led to new teacher recruitment initiatives, including the introduction of teacher education into high schools through teacher career exploration courses. However, teacher educators taking up this work engage with pre-collegiate learners during a period of their lives that researchers [...] Read more.

Ongoing teacher shortages have led to new teacher recruitment initiatives, including the introduction of teacher education into high schools through teacher career exploration courses. However, teacher educators taking up this work engage with pre-collegiate learners during a period of their lives that researchers have frequently characterized as harmful to conceptions of teaching. The purpose of this exploratory phenomenographic study is to inform teacher education work with high school students by surfacing their conceptions of teaching. Five high school students considering teaching careers participated in this study, which included three interviews per participant and participants’ creation of audio, textual, and/or visual artifacts. The author’s analysis revealed six categories describing participants’ conceptions of teaching: teaching as interpreting situations; discerning approaches, routines, and patterns; relating to teachers and learners; coping with dependencies; prioritizing beliefs and motivations; and merging various factors together. The implications of the findings for teacher learning and high school-based teacher education are discussed. Full article

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25 pages, 1332 KiB

Open AccessArticle

Towards a Retrieval-Augmented Generation Framework for Originality Evaluation in Projects-Based Learning Classrooms

by Samuel Yanes Luis, Daniel Gutiérrez Reina and Sergio Toral Marín

Educ. Sci. 2025, 15(6), 706; https://doi.org/10.3390/educsci15060706 - 5 Jun 2025

Project-Based Learning is central to modern engineering education, but assessing the originality of student work poses significant challenges, particularly when previous project repositories are accessible. This paper addresses the issue by proposing a framework based on Retrieval-Augmented Generation and Large Language Models to [...] Read more.

Project-Based Learning is central to modern engineering education, but assessing the originality of student work poses significant challenges, particularly when previous project repositories are accessible. This paper addresses the issue by proposing a framework based on Retrieval-Augmented Generation and Large Language Models to evaluate the originality of project proposals in the context of a master’s course in Electronic Engineering. The system processes and summarizes prior work—including reports, code, and presentations—creating a semantically indexed knowledge base. Upon receiving a new proposal, the RAG system compares it to this base, identifies the most similar previous works, and generates an originality assessment. Results show the effectiveness of the approach, with a strong correlation (coefficient of 0.87) between the originality scores assigned by the system and those given by expert instructors in a blind evaluation. The proposed RAG system demonstrates its ability to systematically detect similarities and potential lack of originality that might be overlooked by human evaluators due to the volume of prior work. This framework provides an objective and efficient tool to support originality assessment, benefiting both instructors and students by promoting genuine innovation in PBL settings. Full article

(This article belongs to the Section Technology Enhanced Education)

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16 pages, 3083 KiB

Open AccessArticle

Linking Education, Culture and Community: A Proposal for an Intercultural Educational Triad

by Gerardo Fuentes-Vilugrón, Eduardo Sandoval-Obando, Daniella Landeros-Guzmán, Lorena Elizabeth Pérez-Quinteros, Carlos Arriagada-Hernández, Felipe Caamaño-Navarrete, Paulo Etchegaray-Pezo, Pablo del Val Martín, Lorena Jara-Tomckowiack, Gerardo Muñoz-Troncoso and Flavio Muñoz-Troncoso

Educ. Sci. 2025, 15(6), 705; https://doi.org/10.3390/educsci15060705 - 5 Jun 2025

Introduction: Engaging social actors dedicated to education has facilitated dialogue, emotional connection, action, and the accumulation of knowledge to create insights that address community needs and promote its development. This study aims to understand the relationship between education, culture, and community as described [...] Read more.

Introduction: Engaging social actors dedicated to education has facilitated dialogue, emotional connection, action, and the accumulation of knowledge to create insights that address community needs and promote its development. This study aims to understand the relationship between education, culture, and community as described by teachers working in Mapuche contexts in the Araucanía region of Chile. Method: This research was based on social science research, using a qualitative approach and a non-experimental emergent design. The participants interviewed for the study consisted of 15 in-service teachers in three schools in Mapuche contexts in the Araucanía region of Chile. The study used a semi-structured interview script to collect data, and in the analysis plan the Grounded Theory (GT) was used, to conceptualize the emerging patterns in categorized concepts and theories. Results: The analysis revealed three distinct categories: culture and diversity; education; and community. Discussion: There is a connection between culture and diversity, education, and community, with learning as the central theme. However, each of these dimensions tends to operate mainly in isolation, lacking effective connections that would facilitate consistent development in the learning and teaching processes. Conclusions: It is essential to incorporate inclusive strategies that recognize and value social and cultural diversity within school classrooms and promoting the dialogue of knowledge and wisdom through intercultural education fosters the active participation of all actors involved in the teaching and learning processes. Full article

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23 pages, 545 KiB

Open AccessArticle

Empowering Pre-Service Teachers as Enthusiastic and Knowledgeable Reading Role Models Through Engagement in Children’s Literature

by Mel (Mellie) Green

Educ. Sci. 2025, 15(6), 704; https://doi.org/10.3390/educsci15060704 - 5 Jun 2025

This article presents early insights from a small-scale action research project designed to promote positive reading dispositions and expand reading repertoires among pre-service teachers at a regional Australian university. Building on Professor Teresa Cremin and colleagues’ seminal Teachers as Readers research in the [...] Read more.

This article presents early insights from a small-scale action research project designed to promote positive reading dispositions and expand reading repertoires among pre-service teachers at a regional Australian university. Building on Professor Teresa Cremin and colleagues’ seminal Teachers as Readers research in the U.K., the study highlights the critical role of teacher educators in fostering pre-service teachers’ knowledge and enthusiasm. It explores how the use of high-quality children’s literature alongside a reading-for-enjoyment (RfE) pedagogical approach can shape pre-service teachers’ identities as future reading role models. Strategies such as shared read-alouds, book talk, and enjoyment-centred reading practices were employed to strengthen connections with children’s literature. The study also modelled how children’s literature could be used as mentor texts to support curriculum-aligned instruction and develop pedagogical confidence. Wenger’s Communities of Practice theory provides a framework to demonstrate how a children’s literature-based approach and RfE pedagogical practices contribute to the formation of positive reader identities. Amid concerns about improving literacy rates and teacher preparedness for reading instruction, this study illustrates the transformative potential of integrating children’s literature and RfE pedagogy into initial teacher education to cultivate future Reading Teachers capable of inspiring a love of reading and building communities of readers in their classrooms. Full article

(This article belongs to the Special Issue Inspiring Engagement through Reading and Writing with Children’s Literature in Initial Teacher Education)

19 pages, 310 KiB

Open AccessArticle

Dimensions of Career Decisions: A Validated Tool for Romanian High School Students

by Roxana Elena Stoica, Oana Alina Bota and Ana-Maria Cazan

Educ. Sci. 2025, 15(6), 703; https://doi.org/10.3390/educsci15060703 - 5 Jun 2025

The present study aimed to develop and validate a brief, two-factor scale assessing career decision-making in high school students. The scale captures the following two key dimensions: (1) access to resources and exploration of career options and (2) career choice self-efficacy. Exploratory and [...] Read more.

The present study aimed to develop and validate a brief, two-factor scale assessing career decision-making in high school students. The scale captures the following two key dimensions: (1) access to resources and exploration of career options and (2) career choice self-efficacy. Exploratory and confirmatory factor analyses were conducted on data from a sample of 778 Romanian high school students. The results supported a two-factor structure with good internal consistency and construct validity. Measurement invariance across gender revealed configural invariance, although metric and scalar invariance were not confirmed, suggesting potential differences in how male and female students interpret career decision constructs. No significant gender differences emerged in mean scores, yet students in technological educational tracks reported significantly greater access to career-related resources than their peers in theoretical and vocational profiles. These findings underscore the scale’s sensitivity to educational context and its potential utility in comparative studies and needs assessments. Future research should examine the scale’s predictive validity, longitudinal stability, and cross-cultural applicability. This tool offers a practical means to assess career decision-making processes and inform targeted interventions in educational and counselling settings. Full article

(This article belongs to the Section Education and Psychology)

21 pages, 295 KiB

Open AccessArticle

Do Refugee Students Feel Well at School? An Analysis of the Influence of Individual, Social, and Structural Factors

by Gisela Will, Andreas Horr, Regina Becker and Christoph Homuth

Educ. Sci. 2025, 15(6), 702; https://doi.org/10.3390/educsci15060702 - 4 Jun 2025

Well-being at school is central to successful learning and dealing with challenges at school. While previous research mostly explored general student well-being, less attention has been paid to the specific challenges faced by refugee students, who enter the school system as lateral entrants [...] Read more.

Well-being at school is central to successful learning and dealing with challenges at school. While previous research mostly explored general student well-being, less attention has been paid to the specific challenges faced by refugee students, who enter the school system as lateral entrants and represent a particularly vulnerable group. Building on an established multilevel theoretical framework, we examine the interplay between individual factors (e.g., academic performance), social factors (e.g., peer relationships), and structural factors (e.g., school type). In addition to general factors, we particularly focus on refugee-specific factors (such as PTSD, asylum procedure uncertainties, and integration policies), which we integrate into the analytical model using the Cultural Stress Theory. Our analyses utilise data from the study ‘ReGES—Refugees in the German Educational System’. The sample comprises 2415 refugee adolescents who arrived in Germany between 2014 and 2018 and attend lower secondary school. Results from our multivariate analyses reveal that refugee-specific factors are significantly related to well-being beyond common predictors. An uncertain residence status, perceived discrimination, and cultural problems are negatively related to well-being at school, while teachers’ support for refugees shows positive associations. These results have important implications for educational policy and practice in supporting refugee student integration. Full article

(This article belongs to the Special Issue Mind Matters: Exploring Mental Health and Well-Being in the Education System)

18 pages, 267 KiB

Open AccessArticle

Teachers Collaborating as a Professional Learning Network and Learning How to Implement Collaborative Problem Solving in the Primary Math’s Classroom

by Kate Ferguson-Patrick

Educ. Sci. 2025, 15(6), 701; https://doi.org/10.3390/educsci15060701 - 4 Jun 2025

Collaborative Problem Solving (CPS) is a pedagogy seldom used in math’s classrooms despite its relevance and ability to develop students’ 21st century learning skills. International reports from PISA have highlighted the necessity of both collaboration and problem solving as crucial 21st century skills [...] Read more.

Collaborative Problem Solving (CPS) is a pedagogy seldom used in math’s classrooms despite its relevance and ability to develop students’ 21st century learning skills. International reports from PISA have highlighted the necessity of both collaboration and problem solving as crucial 21st century skills and this particular study focusses on teachers learning about using CPS in maths. In this small case study, five Australian primary school teachers explore the introduction of this pedagogy into their maths classrooms whilst supporting each other in a professional learning network (PLN). The findings highlight the importance of the support and collaboration in a teacher team needed to assist with the development of this new pedagogy. They learned about teacher collaboration as their students too learned about student collaboration. Being a part of PLN helped them develop leadership as they were involved in common structured activities together, as they implemented CPS in their classrooms, and in the process, built trust. Other outcomes resulted, including development of collaborative leadership; a common vision; a collective vision developed alongside students, all leading to a deeper understanding of cooperative learning and collaborative problem solving. Full article

23 pages, 257 KiB

Open AccessArticle

Teamwork to Support Students with Disabilities: Challenges, Strategies, and Stages of Group Development Within a Design-Based Research Project

by Charlotte Y. Alverson, Matthew Bell, Briana Parra and Liqing Wei

Educ. Sci. 2025, 15(6), 700; https://doi.org/10.3390/educsci15060700 - 4 Jun 2025

Teamwork is a critical component in implementing effective interventions for students who experience disability. Qualitative data from a five-year design-based research project were analyzed to identify challenges that education teams faced and strategies they used when designing and implementing a set of online [...] Read more.

Teamwork is a critical component in implementing effective interventions for students who experience disability. Qualitative data from a five-year design-based research project were analyzed to identify challenges that education teams faced and strategies they used when designing and implementing a set of online tools to increase awareness and engagement in hidden STEM career pathways for students who experience disability. Common challenges were related to project-specific knowledge, administrative support, and the district’s existing curriculum. The strategies teams used to overcome these challenges included reliance on a team member, task avoidance, and working within the local context. As we examined the teams’ challenges and the strategies they employed, elements of group development theory were identified. Considerations for practitioners and further research are discussed. Full article

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

16 pages, 752 KiB

Open AccessArticle

Exploring the Effectiveness of a Virtual Coaching Program to Support Staff Working at Families as First Teachers Playgroups in the Remote Northern Territory, Australia

by Jane Page, Isabel Brookes, Catriona Elek, Patricia Eadie and Lisa Murray

Educ. Sci. 2025, 15(6), 699; https://doi.org/10.3390/educsci15060699 - 4 Jun 2025

Coaching is an important form of professional development for the early childhood education and care (ECEC) workforce. However, educators working in remote contexts do not always have access to this type of support. This paper explores the effectiveness of a virtual (online and [...] Read more.

Coaching is an important form of professional development for the early childhood education and care (ECEC) workforce. However, educators working in remote contexts do not always have access to this type of support. This paper explores the effectiveness of a virtual (online and telephone) coaching program focusing on the implementation of evidence-informed Conversational Reading strategies in supported playgroups for Aboriginal families in the Northern Territory of Australia. Fourteen Family Educators and Family Liaison Officers across ten Families as First Teachers playgroups in the Northern Territory participated in the coaching program over twelve months. Coaching records, planning documents, participant feedback, and video recordings of participants’ practice were analysed to explore the impact and acceptability of the coaching program. The findings indicate that participation in the cycle of virtual coaching, planning, and reflection supported participants in implementing evidence-informed teaching strategies, offering language-rich experiences to children frequently and with increased fidelity, and engaging with families about their use of these strategies in the home. The model of coaching developed shows promise for wider implementation in ECEC contexts, particularly in remote communities where access to high-quality professional learning and development can be limited. Full article

(This article belongs to the Special Issue Teachers and Teaching in Early Childhood Education and Care: Time to Think Otherwise)

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31 pages, 874 KiB

Open AccessArticle

Integrating Digital Personalised Learning into Early-Grade Classroom Practice: A Teacher–Researcher Design-Based Research Partnership in Kenya

by Rebecca Daltry, Jessica Hinks, Chen Sun, Louis Major, Mary Otieno and Kevin Otieno

Educ. Sci. 2025, 15(6), 698; https://doi.org/10.3390/educsci15060698 - 4 Jun 2025

Although growing evidence suggests that digital personalised learning (DPL) has the potential to enhance learning outcomes, there is little research about the effective implementation and integration of DPL into the classroom. The aim of this study is to investigate the pedagogical implications of [...] Read more.

Although growing evidence suggests that digital personalised learning (DPL) has the potential to enhance learning outcomes, there is little research about the effective implementation and integration of DPL into the classroom. The aim of this study is to investigate the pedagogical implications of integrating a DPL tool into Kenyan early-grade classrooms to bridge the gap between theory and practice. This paper reports on systematic, design-based research conducted over three years, featuring five phases, each testing iterations to specific aspects of DPL implementation. The findings demonstrate that the pedagogic dimensions of classroom-integrated DPL are pivotal to its effective uptake and implementation. A key research contribution is the identification of a distinct gap between theoretical and practical conceptualisations of DPL, with teachers focused primarily on curriculum alignment and classroom management. The analysis also identified teachers’ central role in the process of personalisation, nuancing existing DPL frameworks by exploring interactions between the digital and classroom environments, as well as highlighting important considerations around access and equality. Recommendations include the co-design of DPL with teachers, drawing on their pedagogical perspectives to enhance integrative approaches. Full article

(This article belongs to the Special Issue Embedding Mobile Technologies in the Classroom)

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35 pages, 2150 KiB

Open AccessArticle

Education for Environmental Sustainability Component: Innovative Strategies for Experiential Learning in Natural Contexts

by Ana Cano-Ortiz, José Carlos Piñar-Fuentes, Carmelo Maria Musarella and Juan Peña-Martínez

Educ. Sci. 2025, 15(6), 697; https://doi.org/10.3390/educsci15060697 - 4 Jun 2025

This article examines the role of biosphere reserves (BRs) in science education, with a particular focus on teaching for sustainable development. A case study conducted at the Complutense University of Madrid is presented, analyzing 36 of the 53 Spanish BRs to evaluate their [...] Read more.

This article examines the role of biosphere reserves (BRs) in science education, with a particular focus on teaching for sustainable development. A case study conducted at the Complutense University of Madrid is presented, analyzing 36 of the 53 Spanish BRs to evaluate their conservation activities and educational uses. Using a pre-test–post-test experimental design and a specifically developed questionnaire, the impact of inquiry-based teaching was measured. The results reveal significant differences in students’ knowledge levels before and after the teaching, highlighting the effectiveness of informational and educational strategies in enhancing environmental awareness. The study underscores the relevance of BRs not only as conservation spaces but also as valuable educational resources for promoting environmental sustainability through education for sustainable development. It further emphasizes the importance of training future teachers in sustainable practices and employing teaching methodologies that integrate inquiry-based learning. Additionally, the role of BRs in advancing the Sustainable Development Goals (SDGs) outlined in the 2030 Agenda is highlighted. The article concludes that BRs can serve as effective learning laboratories to foster greater environmental awareness and commitment to the environmental sustainability component among educators and their future students. Full article

(This article belongs to the Special Issue Inquiry-Based Learning and Student Engagement)

30 pages, 3347 KiB

Open AccessArticle

From Context to Connection: Client Letters in STEM Integration Curricula

by Christine H. McDonnell, Imani N. Adams, Morgan M. Hynes, S. Selcen Guzey, Mary K. Pilotte, Greg J. Strimel, Kristina M. Tank and Tamara J. Moore

Educ. Sci. 2025, 15(6), 696; https://doi.org/10.3390/educsci15060696 - 4 Jun 2025

Real-world contexts play a crucial role in engaging students and promoting disciplinary synergy in integrated STEM education. One underexplored pedagogical tool for supporting such integration is the “client letter”—a narrative device used to frame engineering design challenges around authentic, real-world problems. This study [...] Read more.

Real-world contexts play a crucial role in engaging students and promoting disciplinary synergy in integrated STEM education. One underexplored pedagogical tool for supporting such integration is the “client letter”—a narrative device used to frame engineering design challenges around authentic, real-world problems. This study investigates the role of client letters in synergizing knowledge within immersive engineering design-based STEM integration curricula. We conducted a qualitative document analysis of 107 client letters embedded in 18 freely available K-12 STEM integration curricular units. Using a theoretical framework that aligns immersive education principles with the STEM Integration Framework, we analyzed how these letters support curricular progression, knowledge building, and student engagement. Findings show that client letters structure and scaffold learning through messaging themes that align with the engineering design process (e.g., problem framing, scoping, and design detailing) and support immersive learning through narrative features such as motivation triggers, dramatic structure, and involvement of the self. Based on these findings, we present the Conceptual Framework for Client Letter Development, which categorizes the instructional and narrative functions of client letters. This framework offers practical guidance for educators and curriculum developers seeking to design immersive, integrative STEM learning experiences. Full article

(This article belongs to the Special Issue STEM Synergy: Advancing Integrated Approaches in Education)

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19 pages, 3272 KiB

Open AccessArticle

Moving Beyond Mosaic: Co-Creating Educational and Psychosocial Resources Using Military Children’s Voices

by Marg Rogers, Margaret Sims, Philip Siebler, Michelle Gossner and Einar Thorsteinsson

Educ. Sci. 2025, 15(6), 695; https://doi.org/10.3390/educsci15060695 - 4 Jun 2025

The Mosaic approach has been effectively used to gather children’s voices in early childhood settings using a children’s voices framework, although research translation using these voices is less reported. This paper bridges this gap by reporting on the voices of young children from [...] Read more.

The Mosaic approach has been effectively used to gather children’s voices in early childhood settings using a children’s voices framework, although research translation using these voices is less reported. This paper bridges this gap by reporting on the voices of young children from military and veteran families and the free, narrative-based resources co-created using these voices to strengthen children’s capacity to survive and thrive in these families. Children from military families can experience frequent relocations, multiple and prolonged parental deployments and heightened anxiety about the safety of the member parent. Children from military and veteran families might also experience the challenges of living with a parent who is injured (physically, mentally and/or morally). The children’s voices gathered in an initial study revealed four themes about their experiences in Australian military and veteran families, namely, (i) Department of Defence supports, (ii) communication, (iii) acculturation and ritual, and (iv) narrative. The research team worked with the affected community and partners to co-create resources that aligned with these themes. To achieve this, the team conducted an additional online survey with community members who had lived experience in military and veteran families, along with research partners and professionals who supported these families. The aim was to identify the types of resources and content they felt would best support children’s psychosocial development. The children’s voices, subsequent research data, and the literature were woven together to co-create free, online research-based educational and psychosocial resources to strengthen the coping strategies of young children from these families. This will interest those who aim for children’s voices not only to be heard but to have an impact on the world. Full article

(This article belongs to the Section Early Childhood Education)

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30 pages, 629 KiB

Open AccessArticle

Discourse Within the Interactional Space of Literacy Coaching

by Valerie Dunham and Dana A. Robertson

Educ. Sci. 2025, 15(6), 694; https://doi.org/10.3390/educsci15060694 - 4 Jun 2025

Reviews of literacy coaching show positive outcomes for teaching and learning, yet also that coaching’s impact varies widely, especially at increased scale. Thus, some scholars argue the quality of coaching interactions may matter more than broad coaching actions (e.g., co-planning, observing). Situated within [...] Read more.

Reviews of literacy coaching show positive outcomes for teaching and learning, yet also that coaching’s impact varies widely, especially at increased scale. Thus, some scholars argue the quality of coaching interactions may matter more than broad coaching actions (e.g., co-planning, observing). Situated within Habermas’s notion of “public sphere”, we used discourse analysis to examine video-recorded pre- and post-interviews, coaching meetings, and coach retrospective think-aloud protocols of a literacy coach and elementary school teacher who described their partnership as “successful”. We examined participants’ values expressed about coaching; how each participant positioned themselves, each other, and the coaching context; and the nature of the coach–teacher discourse therein to answer the following question: what occurs in the interactional space between a coach and teacher when engaged in coaching meetings? We found four categories of values focused on participatory choice, their sense of connectedness, knowledge development, and their approach to working with/as a coach. Further, participants’ positionings signified agency for both the coach and teachers in the interactional space. While bracketing and leveraging their own authority, the coach’s language choices promoted teachers’ agency within the interactional space, providing insight into how language functions to shape the “public sphere” of coaching interactions. Full article

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13 pages, 758 KiB

Open AccessArticle

The Effects of the Clinical Simulation of Transfusion Reactions on Nursing Students’ Knowledge Gain: A Pragmatic Clinical Trial

by Ana Beatriz Frota Lima Rodrigues, Samia Valéria Ozorio Dutra, Maria Ivaneide Teixeira dos Santos, Lucas Ribeiro Araujo, Annie Leticia de Holanda Ferreira, Arthur Feitosa Jacinto, Brenda Sousa da Conceição, Gleiciane Kélen Lima, Igor Cordeiro Mendes, Elaine Cristina Negri, Maria Neyrian de Fátima Fernandes, Luciana Mara Monti Fonseca and Francisco Mayron Morais Soares

Educ. Sci. 2025, 15(6), 693; https://doi.org/10.3390/educsci15060693 - 3 Jun 2025

Background: Blood transfusion is a therapeutic procedure characterized by the use of blood components for the treatment of certain pathologies. When applied properly, it is highly successful; however, it also has risks, such as transfusion reactions. Objective: This study aimed to evaluate the [...] Read more.

Background: Blood transfusion is a therapeutic procedure characterized by the use of blood components for the treatment of certain pathologies. When applied properly, it is highly successful; however, it also has risks, such as transfusion reactions. Objective: This study aimed to evaluate the effects of the clinical simulation of transfusion reactions on the knowledge gain of nursing students. Methods: Two groups were compared: the intervention group, which used the educational intervention: “clinical simulation of transfusion reactions in adults”, and the control group, which did not use the strategy. The study was conducted at a Higher Education Institution from August 2022 to June 2023, with nursing students in the fifth semester. An instrument on the knowledge of transfusion reactions was applied before and seven days after the intervention. Data were analyzed descriptively and inferentially using the Mann–Whitney U and Wilcoxon tests. For both, p < 0.05 was accepted. Results: The Wilcoxon test revealed a statistically significant difference in pre- and post-test scores within the intervention group (p-value: 0.003), with a large effect size (Cohen’s d = 1.14). The average score in the pre-test was 16.47 and increased to 18.93 in the post-test (p = 0.002), while in the control group there was a drop from 14.53 to 12.07 (p = 0.053). In terms of overall scores, the intervention group went from an average of 8.10 to 9.67 (p = 0.001), while the control group went from 8.13 to 8.66 (p = 0.053). The reduction in errors was significant in topics such as hand hygiene (from 56.7% to 23.3%) and the maximum exposure time of the blood component at room temperature (from 66.7% to 20%). The data showed that the clinical simulation intervention had a significant positive effect on the acquisition of theoretical knowledge about transfusion reactions. Conclusions: Through the use of simulation as a teaching strategy, students gained greater knowledge. Full article

(This article belongs to the Special Issue Technology-Enhanced Nursing and Health Education)

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23 pages, 494 KiB

Open AccessArticle

Exploring Croatian In-Service Primary Teachers’ Professional Attitudes Toward Science Using the Dimensions of Attitude Toward Science (DAS)

by Nataša Erceg and Tatjana Ivošević

Educ. Sci. 2025, 15(6), 692; https://doi.org/10.3390/educsci15060692 - 3 Jun 2025

Teachers holding positive professional attitudes towards science is a key prerequisite for high-quality teaching and consequently for the sustainability of ongoing science education reform, which is being implemented in Croatia for the first time. Therefore, this cross-sectional study examined the attitudes, views, and [...] Read more.

Teachers holding positive professional attitudes towards science is a key prerequisite for high-quality teaching and consequently for the sustainability of ongoing science education reform, which is being implemented in Croatia for the first time. Therefore, this cross-sectional study examined the attitudes, views, and self-reported behaviour of primary school teachers in the context of science teaching. The sample included 950 teachers during the 2024/2025 school year. Data were collected using the DAS questionnaire and analyzed using descriptive and inferential statistical methods. Most teachers expressed positive professional attitudes toward science teaching and held, broadly defined, a contemporary view of science. However, the frequency of implementing science-specific teaching activities remained relatively low. Correlational analyses revealed a moderate positive association between attitudes and behaviour (r = 0.396, p < 0.001), and a weak but statistically significant association between attitudes and views of science (ρ = 0.081, p = 0.012). The results indicate the need for systematic support in teacher education and professional development, particularly in strengthening teachers’ competencies required for conducting science-related activities. This study contributes to a deeper understanding of teachers’ professional orientations within the context of Croatia’s current educational reform and provides a foundation for aligning national practice with European evidence-based educational policies. Full article

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

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14 pages, 924 KiB

Open AccessArticle

The Iranian Research on Vocabulary Acquisition: An Exploratory Review

by Paul Meara

Educ. Sci. 2025, 15(6), 691; https://doi.org/10.3390/educsci15060691 - 3 Jun 2025

This paper describes a set of papers published between 2015 and 2024 by Iranian researchers working on L2 vocabulary acquisition. This work is not always picked up by the standard bibliographical databases, and for this reason it is not well known to vocabulary [...] Read more.

This paper describes a set of papers published between 2015 and 2024 by Iranian researchers working on L2 vocabulary acquisition. This work is not always picked up by the standard bibliographical databases, and for this reason it is not well known to vocabulary researchers outside Iran. Nonetheless, this body of research accounts for a significant proportion of the total output of vocabulary research. This paper is a preliminary attempt to come to grips with this research: it identifies some prolific and influential authors in the data set and presents a more detailed author co-citation analysis in a series of bibliometric maps. These maps identify some important themes in the Iranian research. Full article

(This article belongs to the Special Issue Informal and Incidental Second Language Vocabulary Learning)

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15 pages, 952 KiB

Open AccessSystematic Review

The Impact of ICT on Primary School Students’ Natural Science Learning in Support of Diversity: A Meta-Analysis

by José Gabriel Soriano-Sánchez

Educ. Sci. 2025, 15(6), 690; https://doi.org/10.3390/educsci15060690 - 2 Jun 2025

In recent years, studies analyzing how information and communication technologies (ICTs) contribute to the development of students with special educational needs (SENs) have gained interest. The proliferation of studies in this field has driven the creation of numerous digital resources that can be [...] Read more.

In recent years, studies analyzing how information and communication technologies (ICTs) contribute to the development of students with special educational needs (SENs) have gained interest. The proliferation of studies in this field has driven the creation of numerous digital resources that can be applied in science teaching. Therefore, this study aims to conduct a systematic review of the literature on the usefulness of ICT in teaching Natural Sciences in Primary Education to address diversity. The methodology used for this systematic review and meta-analysis followed PRISMA guidelines, drawing data from the Scopus and Web of Science databases. A total of three documents were analyzed. The results indicated a favorable effect for the experimental groups (I² = 84; p = 0.002). These findings show that the use of ICT enhances participation and motivation among Primary School students with SENs in Natural Sciences. In conclusion, ICT positively influences learning in Natural Sciences by increasing motivation among Primary School students with SENs. This meta-analysis highlights the importance and positive impact of ICT on Natural Sciences learning in Primary Education, especially in support of student diversity. The reviewed evidence confirms that personalizing learning through adaptive systems, using methodologies based on individual learning styles, and employing innovative technologies significantly enhance academic performance, motivation, and student engagement. The effective use of ICTs for inclusion in primary school science relies on the design of instructional methods that link technology, emotions, and diversity. Full article

(This article belongs to the Section Special and Inclusive Education)

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11 pages, 191 KiB

Open AccessBrief Report

Elementary Student Perspectives on STEAM Education

by Kristin L. Cook, Richard Cox, Dan Edelen and Sarah B. Bush

Educ. Sci. 2025, 15(6), 689; https://doi.org/10.3390/educsci15060689 - 2 Jun 2025

In this research brief, we synthesize research on integrated STEAM teaching and learning from our multi-state team, comprised of scholars from elementary mathematics and science education. This work focuses on student perceptions of STEAM experiences to inform practitioners, researchers, and stakeholders in best [...] Read more.

In this research brief, we synthesize research on integrated STEAM teaching and learning from our multi-state team, comprised of scholars from elementary mathematics and science education. This work focuses on student perceptions of STEAM experiences to inform practitioners, researchers, and stakeholders in best practices. This synthesis brings forth the following contributions to STEAM education learned from elementary students’ perspectives of their STEAM learning experiences to offer new ideas about best practices in STEAM: (1) students have various access points to STEAM and connect with the personal expression and meaning-making related to the “arts” embedded in the experience; (2) empathy can be an important driver of deep engagement with their learning experiences towards a transformative outcome; and (3) STEAM learning experiences can be a space for implementing student-centered instructional practices guided by reform efforts in science and mathematics education. Next steps will be discussed to complement the burgeoning STEAM education literature base with a continued focus on all students’ perspectives about their learning experiences. We recommend longitudinal studies on the impact of STEAM; these are now possible as STEAM initiatives become more systematically rooted in schools and communities. Full article

(This article belongs to the Special Issue STEM Synergy: Advancing Integrated Approaches in Education)

15 pages, 752 KiB

Open AccessArticle

Bridging Education and Geoeconomics: A Study of Student Mobility in Higher Education Under South Korea’s New Southern Policy

by Yangson Kim and Inyoung Song

Educ. Sci. 2025, 15(6), 688; https://doi.org/10.3390/educsci15060688 - 1 Jun 2025

This study aims to explore how the macro-geopolitical economic cooperation policy is connected with student mobility in higher education at the micro level. Since the internationalization of higher education and student mobility, which mainly occurred in universities at the institutional level, the relationship [...] Read more.

This study aims to explore how the macro-geopolitical economic cooperation policy is connected with student mobility in higher education at the micro level. Since the internationalization of higher education and student mobility, which mainly occurred in universities at the institutional level, the relationship between macro governmental goals and economic strategies tends to be less emphasized. Also, the factors influencing student mobility focus more on their characteristics. Therefore, this study investigates how student mobility in higher education has been changed according to the New Southern Policy (NSP) in South Korea, especially focusing on the policy targeted in ASEAN regions. Also, we describe trends of student mobility according to different characteristics of a university under the policy. The findings of this study indicate that when formulating and implementing policy, it is imperative to acknowledge the limitations of a macro-level, strategic approach, even when considering a multitude of factors. Furthermore, this study suggests that macroeconomic policies may exert unanticipated impacts on areas that have not been explicitly addressed. Full article

(This article belongs to the Special Issue International Higher Education: Knowledge, Culture and Public Diplomacy)

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