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Education Sciences
Volume 15
Issue 1
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Educ. Sci., Volume 15, Issue 1 (January 2025) – 111 articles

Cover Story (view full-size image): Education Sciences (ISSN 2227-7102) is a scholarly peer-reviewed international open access journal, committed to providing inclusive and equitable global access to research. It aims to relate timely high-quality research findings across a broad range of topics. Leading educational researchers are invited to be guest editors that build a community of authors and readers through Special Issues which discuss the latest research and develop new ideas and research directions. The European Network of Sport Education (ENSE) is affiliated with Education Sciences and its members receive discounts on the article processing charges.
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27 pages, 1663 KiB  
Article
Introduction of Hydrosphere Environmental Problems in Lower Secondary School Chemistry Lessons
by Taja Klemen and Iztok Devetak
Educ. Sci. 2025, 15(1), 111; https://doi.org/10.3390/educsci15010111 - 20 Jan 2025
Viewed by 746
Abstract
The 2030 Agenda for Sustainable Development focuses on ensuring a healthy environment for present and future generations by avoiding risks associated with consumption, exploitation of natural resources and pollution. Maintaining an environmentally aware society to address hydrosphere environmental problems requires environmental literacy, which [...] Read more.
The 2030 Agenda for Sustainable Development focuses on ensuring a healthy environment for present and future generations by avoiding risks associated with consumption, exploitation of natural resources and pollution. Maintaining an environmentally aware society to address hydrosphere environmental problems requires environmental literacy, which should be continuously improved through environmental education. The study aimed to evaluate the effectiveness of integrating hydrosphere environmental problems into chemistry lessons through an online workshop, comparing students’ achievements and their situational and individual interest before and after participating in the workshop. Altogether, 145 students from seven Slovenian lower secondary schools participated in the study. Three-tier achievement tests assessed students’ knowledge about hydrosphere environmental problems before and after the workshop, while 15-item and 10-item questionnaires measured individual and situational interest. Results showed that 42.1% of students achieved more than half of the points on the preliminary achievement test, while following the workshop, 61.5% of students achieved better results on the achievement post-test. Students struggled to understand the chemical structures of pollutants and their effects on the hydrosphere. No significant differences in results on the post-test and delayed achievement test were identified, but high individual and situational interest positively influenced students’ results on all achievement tests. Full article
(This article belongs to the Section STEM Education)
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19 pages, 1712 KiB  
Article
Pre-Service Primary School Teachers’ Understanding of Biogeochemical Cycles of Elements
by Luka Ribič, Iztok Devetak and Robert Potočnik
Educ. Sci. 2025, 15(1), 110; https://doi.org/10.3390/educsci15010110 - 20 Jan 2025
Viewed by 483
Abstract
Understanding environmental issues such as biogeochemical cycles of substances on a local and global level is important in order to be able to act responsibly and sustainably. Inadequate teacher training has proven to be the main reason why environmental education has failed to [...] Read more.
Understanding environmental issues such as biogeochemical cycles of substances on a local and global level is important in order to be able to act responsibly and sustainably. Inadequate teacher training has proven to be the main reason why environmental education has failed to reach its full potential. The aim of the present study is therefore to investigate students’ level of knowledge about biogeochemical cycles in relation to their secondary school achievements in chemistry, biology, and physics, their individual interest for learning these topics, and their self-esteem regarding cycles of substances on Earth. A total of 145 undergraduate pre-service primary school teachers attending their first or third year of an undergraduate teacher education program at the Faculty of Education, University of Ljubljana, in 2024 participated in this quantitative study, which uses the causal non-experimental method of pedagogical research. The data were collected using a three-tier achievement test and a paper–pencil questionnaire, which were both developed by the researchers. The results show that pre-service primary school teachers possess roughly adequate knowledge of the environmental topic of biogeochemical cycles. Their individual interest and self-esteem related to learning biogeochemical cycles were found to be significant predictors of their performance in an achievement test on biogeochemical cycles. Their final grade in biology may also be a significant predictor of their knowledge of this topic. Finally, pre-service primary school teachers’ misconceptions related to the topic of biogeochemical cycles were determined. Although the number of their misconceptions on this topic is low, teachers’ environmental education nevertheless needs to be improved in order to optimize their work in the classroom and help environmental education reach its full potential. Full article
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18 pages, 266 KiB  
Article
“You Know, Coaching, It Feels Like a Bit of a Magpie Game’’: A Qualitative Investigation into Sources of Teacher-Coach Knowledge and the Subsequent Impact on Espoused Teacher-Coach Pedagogy
by Jack Emmerson and Stephen Macdonald
Educ. Sci. 2025, 15(1), 109; https://doi.org/10.3390/educsci15010109 - 20 Jan 2025
Viewed by 640
Abstract
The sources of knowledge that sport coaches use have been widely researched however, their impact on espoused pedagogy in the teacher-coach context is comparatively underexplored The purpose of this study was to explore how teacher-coaches view knowledge, develop their knowledge, and espouse pedagogical [...] Read more.
The sources of knowledge that sport coaches use have been widely researched however, their impact on espoused pedagogy in the teacher-coach context is comparatively underexplored The purpose of this study was to explore how teacher-coaches view knowledge, develop their knowledge, and espouse pedagogical practice. Semi-structured interviews and thematic analysis were used to explore this area with eleven teacher-coaches. Results were consistent with previous work on coaches’ and the perceived impact of formal coach education; however, certain aspects conflicted in the teacher-coach context. Teacher-coaches reported certain elements of their knowledge as fixed (such as technical models of skills) while acknowledging others such as pedagogical content as tentative. Similarly, although formal coach education was consistently regarded as low-impact due to prior teacher education, those teacher-coaches who had progressed furthest in this field displayed greater declarative nuance and adaptability. This suggests tacit benefits of formal coach education in the role of the theoretical underpinning of coaches’ practice. Full article
(This article belongs to the Special Issue Understanding the Professional Learning and Development of Physical Education Teachers and Sport Coaches)
12 pages, 248 KiB  
Article
Inclusive Education and Physical Education in Spain: A Qualitative Analysis of Teachers’ Perspectives
by Pablo Saiz-González, Sara de la Fuente-González, Jacob Sierra-Díaz and Pablo Uría-Valle
Educ. Sci. 2025, 15(1), 108; https://doi.org/10.3390/educsci15010108 - 20 Jan 2025
Viewed by 536
Abstract
This study examined the perceptions of physical education teachers regarding inclusive education in their classes. A qualitative, cross-sectional design was employed, using a digital survey with an open-ended question designed to explore barriers and needs in implementing inclusive practices. Thematic content analysis was [...] Read more.
This study examined the perceptions of physical education teachers regarding inclusive education in their classes. A qualitative, cross-sectional design was employed, using a digital survey with an open-ended question designed to explore barriers and needs in implementing inclusive practices. Thematic content analysis was conducted to identify key themes from the responses. Seventy-five in-service physical education teachers from diverse educational contexts in Spain participated, sharing their experiences and challenges. Participants expressed genuine interest in receiving training and incorporating inclusive principles into their practices. However, structural limitations, such as high student–teacher ratios and insufficient specialized resources, significantly hindered their ability to implement these strategies effectively. Persistent challenges, including excessive workloads and the lack of support personnel, were reported, leading to frustration in their efforts to provide an equitable education for all students. Although focused on the Spanish context, these findings resonate with international research, highlighting similar structural barriers to inclusive education. This study underscores the need for ongoing, discipline-specific training for physical education teachers, supported by strong institutional commitments to ensure the provision of adequate human and material resources. Without such support, the burden on teachers remains disproportionate and ultimately unfair, hindering progress towards a truly inclusive educational environment. Full article
(This article belongs to the Special Issue Equity and Inclusion in Physical Education: Challenging Power Structures and Fostering Equal Opportunities for Diverse Students)
5 pages, 146 KiB  
Editorial
Vocational Education, Skill Formation, and Social Development
by Haisheng Pan, Geng Wang, Wenjuan Gao and Xinqiao Liu
Educ. Sci. 2025, 15(1), 107; https://doi.org/10.3390/educsci15010107 - 20 Jan 2025
Viewed by 766
Abstract
Vocational education plays a crucial role in cultivating high-quality skilled professionals to meet the demands of social development and is intrinsically linked to industrial upgrading [...] Full article
(This article belongs to the Special Issue Vocational Education, Skill Formation, and Social Development)
22 pages, 2180 KiB  
Article
Risks in Work-Integrated Learning: A Data-Driven Analysis
by Xiao Xu
Educ. Sci. 2025, 15(1), 106; https://doi.org/10.3390/educsci15010106 - 19 Jan 2025
Viewed by 625
Abstract
This study employs advanced data-driven and machine learning techniques to critically assess the integration of Work-Integrated Learning (WIL) into academic programs, with a focus on psychological well-being, financial, and equity and inclusion risks. Using data from the 2018 National Graduates Survey in Canada, [...] Read more.
This study employs advanced data-driven and machine learning techniques to critically assess the integration of Work-Integrated Learning (WIL) into academic programs, with a focus on psychological well-being, financial, and equity and inclusion risks. Using data from the 2018 National Graduates Survey in Canada, the analysis examines how WIL programs influence students’ academic and career trajectories, with particular emphasis on identifying key risk factors. The study explores psychological well-being risks associated with academic programs, financial burdens both during and after education, and equity and inclusion risks for institutions. By analysing variables related to work placements, student loans, financial assistance, and the alignment of WIL experiences with students’ post-graduation employment, this research provides critical insights into the effectiveness of WIL programs from a large-scale, survey-based, big data perspective. The findings highlight key areas for improvement to mitigate these risks and enhance the overall value of WIL for students across various disciplines. Full article
(This article belongs to the Section Higher Education)
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23 pages, 1844 KiB  
Article
Computational Thinking for Science Positions Youth to Be Better Science Learners
by Matthew A. Cannady, Melissa A. Collins, Timothy Hurt, Ryan Montgomery, Eric Greenwald and Rena Dorph
Educ. Sci. 2025, 15(1), 105; https://doi.org/10.3390/educsci15010105 - 18 Jan 2025
Viewed by 682
Abstract
Computational thinking plays a central and ubiquitous role in many science disciplines and is increasingly prevalent in science instruction and learning experiences. This study empirically examines the computational thinking skills that are particular to engaging in science and science learning and then tests [...] Read more.
Computational thinking plays a central and ubiquitous role in many science disciplines and is increasingly prevalent in science instruction and learning experiences. This study empirically examines the computational thinking skills that are particular to engaging in science and science learning and then tests if these skills are predictive of science learning over the course of one semester. Using a sample from 600 middle school science students, we provide the psychometric properties of a computational thinking for science assessment and demonstrate that this construct is a consistent predictor of science content learning. The results demonstrate that the relationship between computational thinking for science and science content learning is consistent across variations in students and classrooms, above and beyond other demonstrated predictors—STEM fascination or scientific sensemaking. Further, the analysis also showed that experience with computer programming languages, especially block languages, is associated with higher levels of computational thinking. The findings reveal implications for research, teaching, and learning, including some implications for advancing equitable opportunities for students to develop computational thinking for science. This paper advances knowledge about how to ensure that students have the dispositions, skills, and knowledge needed to use technology-enabled scientific inquiry practices and to position them for success in science learning. Full article
(This article belongs to the Special Issue Technology-Embedded Scientific Inquiry Practices)
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19 pages, 1613 KiB  
Article
The Power of Play: Investigating the Effects of Gamification on Motivation and Engagement in Physics Classroom
by Marija Gaurina, Anna Alajbeg and Ivana Weber
Educ. Sci. 2025, 15(1), 104; https://doi.org/10.3390/educsci15010104 - 18 Jan 2025
Viewed by 939
Abstract
The aim of this study was to investigate and analyze how first-grade high school students experience a positive classroom environment (excitement, competition, connectedness, satisfaction, and aspiration) by applying gamification as a teaching strategy in physics classes. An experimental study was conducted within the [...] Read more.
The aim of this study was to investigate and analyze how first-grade high school students experience a positive classroom environment (excitement, competition, connectedness, satisfaction, and aspiration) by applying gamification as a teaching strategy in physics classes. An experimental study was conducted within the teaching topic of conservation of momentum and energy, in which N = 69 students in three classes took part. In the experimental group, one class with n = 23 students engaged in physics lessons, using gamification as a teaching strategy. In contrast, the control group comprised two classes with n = 46 students. The My Class Inventory questionnaire was used for this study. The study’s results revealed statistically significant differences in the perception of the student learning experience between the control and experimental groups. The experimental group rated the student learning experience significantly better than the control group. Gamification as a strategy contributes positively to the student learning experience, fostering collaboration among students when tackling challenging problems. It is essential to highlight that even if we do not entirely depart from traditional teaching methods, simply changing our strategy can lead to significant improvements. In our case, gamification can create a more engaging student learning experience, making students more motivated and involved. Consequently, this shift could result in a better understanding and mastery of physics concepts. Full article
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13 pages, 924 KiB  
Article
Forces Influencing Technical Mathematics Curriculum Implementation: Departmental Heads’ Understanding of Their Practices to Enact Roles and Responsibilities
by Mfundo Mondli Khoza and Annatoria Zanele Ngcobo
Educ. Sci. 2025, 15(1), 103; https://doi.org/10.3390/educsci15010103 - 18 Jan 2025
Viewed by 508
Abstract
This qualitative study explores forces influencing the practices of Departmental Heads (DHs) in enacting their roles in implementing and managing Technical Mathematics (TMAT) curriculum. TMAT was piloted in a few South African schools in 2016 and later scaled to others. Since its inception, [...] Read more.
This qualitative study explores forces influencing the practices of Departmental Heads (DHs) in enacting their roles in implementing and managing Technical Mathematics (TMAT) curriculum. TMAT was piloted in a few South African schools in 2016 and later scaled to others. Since its inception, learner performance has been uneven, raising questions about the processes of managing and implementing the curriculum. We use Samuel’s Force Field Model to understand forces influencing DH practices in their quest to implement and manage the curriculum. Data were generated using one-on-one interviews and document analysis and thematically analysed using NVivo. The findings reveal that contextual and external forces are the main factors that influence DH practices when it comes to the implementation and management of the curriculum. These forces influence practices such that the roles and responsibilities are carried out mainly for compliance purposes. While in theory, DHs seem to believe in collaboration, they prefer working in silos and perceive that the success of the TMAT curriculum implementation should be at the hands of seasoned mathematics teachers. In addition, they seem to consider curriculum implementation and management to be solely about ensuring curriculum coverage. We argue that to ensure the sustainability and effectiveness of the TMAT curriculum, there is a need for the continuous professional development of DHs, such that they are able to balance external forces and internal forces. Full article
(This article belongs to the Special Issue Curriculum Development in Mathematics Education)
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34 pages, 2118 KiB  
Article
The Impact of AI-Generated Instructional Videos on Problem-Based Learning in Science Teacher Education
by Nikolaos Pellas
Educ. Sci. 2025, 15(1), 102; https://doi.org/10.3390/educsci15010102 - 18 Jan 2025
Viewed by 726
Abstract
Artificial Intelligence (AI) has gained significant prominence in science education, yet its practical applications, particularly in teacher training, remain underexplored. Specifically, there is a lack of research on AI’s potential to support personalized professional development through automated analysis of classroom interactions and tailored [...] Read more.
Artificial Intelligence (AI) has gained significant prominence in science education, yet its practical applications, particularly in teacher training, remain underexplored. Specifically, there is a lack of research on AI’s potential to support personalized professional development through automated analysis of classroom interactions and tailored feedback. As science teacher education requires skill development in complex scientific concepts within problem-based learning (PBL) contexts, there is a growing need for innovative, technology-driven instructional tools. AI-generated instructional videos are increasingly recognized as powerful tools for enhancing educational experiences. This study investigates the impact of AI-generated instructional videos, designed using established instructional design principles, on self-efficacy, task performance, and learning outcomes in science teacher education. Employing a within-subjects design, the current study included pre-test, post-test, and transfer assessments to evaluate learning durability and transferability, consistent with design-based research methodology. Moreover, this study compares the effectiveness of two AI-generated instructional video formats: one with an embedded preview feature allowing learners to preview key concepts before detailed instruction (video-with-preview condition) and another without this feature (video-without-preview condition). It specifically examines the role of preview features in enhancing these outcomes during training on scientific concepts with 55 Greek pre-service science teachers (n = 55; mean age 27.3 years; range 22–35). The results demonstrated that the videos effectively supported self-efficacy, task performance, and knowledge retention. However, no significant differences were observed between videos with and without preview features across all assessed metrics and tests. These findings also indicate that AI-generated instructional videos can effectively enhance knowledge retention, transfer, and self-efficacy, positioning them as promising assets in science teacher education. The limited impact of the preview feature highlights the need for careful design and evaluation of instructional elements, such as interactivity and adaptive learning algorithms, to fully realize their potential. Full article
(This article belongs to the Special Issue Problem-Based Learning in Science Education: Achievements, Pitfalls and Ways Forward, 2nd Edition)
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13 pages, 217 KiB  
Review
The Role of Reflection in Doctoral Education: An Integrative Review of Approaches to Supporting Well-Being and Developmental Growth
by Kamilla Klefbeck
Educ. Sci. 2025, 15(1), 99; https://doi.org/10.3390/educsci15010099 - 17 Jan 2025
Viewed by 502
Abstract
Doctoral supervision is a complex and multifaceted endeavor that requires balancing the dual objectives of promoting academic development and supporting the well-being of doctoral candidates. This study examines how care-focused strategies and the concept of professional uncertainty can guide supervisors in addressing these [...] Read more.
Doctoral supervision is a complex and multifaceted endeavor that requires balancing the dual objectives of promoting academic development and supporting the well-being of doctoral candidates. This study examines how care-focused strategies and the concept of professional uncertainty can guide supervisors in addressing these demands. An integrative review methodology was used to synthesize findings from educational, psychological, and health-related literature, identifying methods and practices that enhance well-being and personal growth among doctoral candidates. Results indicate that fostering supportive relationships, integrating coaching practices, and adopting salutogenic approaches promote resilience and autonomy in doctoral students. Supervisors’ self-care and collegial support were also highlighted as critical for sustaining their capacity to guide students successfully. Challenges include managing conflicting expectations, navigating cultural diversity, and addressing stress within supervisory relationships. By emphasizing relational and ethical dimensions, the study demonstrates how reflective supervision can create environments that support both academic progress and mental health. While focused on doctoral education, these findings may also offer insights for teacher education programs, suggesting ways in which principles of care, reflection, and professional uncertainty could be relevant in broader educational contexts. Recommendations for practice include adopting structured supervision cycles and embedding care as a core principle in institutional policies. This paper offers practical insights and tools for integrating care-based strategies into doctoral supervision, providing a framework to enhance doctoral students’ well-being and adaptability while helping supervisors balance their dual roles. Full article
(This article belongs to the Special Issue The Role of Reflection in Teaching and Learning)
27 pages, 983 KiB  
Article
An Evaluation of Secondary School Students’ Use and Understanding of Learning Strategies to Study and Revise for Science Examinations
by Fatema Sultana, Richard C. Watkins, Tarek Al Baghal and John Carl Hughes
Educ. Sci. 2025, 15(1), 101; https://doi.org/10.3390/educsci15010101 - 17 Jan 2025
Viewed by 892
Abstract
There is currently no population-based data evaluating secondary school-aged students’ use, or understanding of, learning strategies to study/revise independently for science. There is also no research evaluating the effort students make towards independent science study and revision, nor how schools support students with [...] Read more.
There is currently no population-based data evaluating secondary school-aged students’ use, or understanding of, learning strategies to study/revise independently for science. There is also no research evaluating the effort students make towards independent science study and revision, nor how schools support students with study and/or revision strategies for science examinations. In this paper, we report data from a representative sample of 385 students (aged 14 to 15 years) from 29 secondary schools in the UK, using the Effective Revision and Study Strategies Questionnaire (ERaSSQ) survey. We conducted a cross-sectional survey using a multistage implicitly stratified sampling method. Our results show that the learning strategies most frequently used by students for independent science study and revision were making notes, repeatedly reading information, and highlighting or underlining information (i.e., lower utility learning strategies). Our findings also suggest many students do not have a complete understanding of the strategies that are known to have higher utility (i.e., retrieval and spaced practice). These results represent the first attempt to gather information using robust survey methods and are of interest to secondary school science teachers and education policymakers. Full article
(This article belongs to the Special Issue Evaluation of Education Programmes and Policies)
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12 pages, 1922 KiB  
Article
Creation of a Collaborative “School–University” Environment to Support Research Activities in Schools
by Saule Begaliyeva, Elena Shmakova and Assel Zhunisbayeva
Educ. Sci. 2025, 15(1), 100; https://doi.org/10.3390/educsci15010100 - 17 Jan 2025
Viewed by 478
Abstract
This study identifies the issue of insufficient scientific and methodological support for school research projects. To address this, the study proposes the creation of a collaborative “school–university” environment, enabling schoolteachers and students to receive necessary guidance and methodological assistance in preparing and implementing [...] Read more.
This study identifies the issue of insufficient scientific and methodological support for school research projects. To address this, the study proposes the creation of a collaborative “school–university” environment, enabling schoolteachers and students to receive necessary guidance and methodological assistance in preparing and implementing school research projects in the humanities. The study suggests leveraging the Digital Humanities field to incorporate modern digital tools for creating competitive research projects that meet not only the requirements of the Ministry of Education, but also global scientific and economic trends. The assessment of the current situation in the preparation and implementation of school projects involved a survey of more than 600 teachers from the southern region of Kazakhstan. The survey results reveal that over 80% of teachers require scientific and methodological support in preparing school research projects. Based on the survey findings and the expressed demand for methodological assistance, the development of a pilot digital platform is planned. This platform will facilitate collaborative work among schoolteachers, students, university professors, and gifted students to create research projects in Digital Humanities. Such collaborative efforts aim to address the lack of adequate preparation for school research projects. Full article
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19 pages, 1393 KiB  
Article
Service-Learning in Environmental Education of Primary Preservice Teachers: Advancing SDGs and Improving Attitudes Towards Sustainable Development
by María Diez-Ojeda, Marián Queiruga-Dios and Miguel Ángel Queiruga-Dios
Educ. Sci. 2025, 15(1), 98; https://doi.org/10.3390/educsci15010098 - 16 Jan 2025
Viewed by 710
Abstract
This research analyzes the effect of implementing a Service-Learning (SL) program in the Environmental Education (EE) subject of the Primary Education Degree. The SL project was evaluated and the change in Attitudes towards Sustainable Development (ASD) of 44 preservice teachers was measured, considering [...] Read more.
This research analyzes the effect of implementing a Service-Learning (SL) program in the Environmental Education (EE) subject of the Primary Education Degree. The SL project was evaluated and the change in Attitudes towards Sustainable Development (ASD) of 44 preservice teachers was measured, considering Environment, Economy, Society, and Education as dimensions, using a pretest-posttest experimental design with no control group. The assessment of the SL project was favorable in all items (the purpose of the project, the training aspects, and the logistical and institutional aspects) and a significant improvement in ASD was observed in all dimensions. No significant differences were found in ASD based on the gender variable. It can be concluded that the inclusion of SL projects in the EE program significantly improves ASD while aligning education with the SDGs. Full article
(This article belongs to the Topic Education for Sustainable Development and Science Teaching)
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17 pages, 2406 KiB  
Article
Improving Student Teacher Preparedness in Reading Instruction
by Jennifer Milne and Keith J. Topping
Educ. Sci. 2025, 15(1), 97; https://doi.org/10.3390/educsci15010097 - 16 Jan 2025
Viewed by 663
Abstract
Background: Learning to read is a complex linguistic and cognitive process. Despite the ever-growing body of empirical evidence, the complex knowledge and skills needed to teach all children to read have not been passed to trainee and in-service teachers. Methods: This study examined [...] Read more.
Background: Learning to read is a complex linguistic and cognitive process. Despite the ever-growing body of empirical evidence, the complex knowledge and skills needed to teach all children to read have not been passed to trainee and in-service teachers. Methods: This study examined the delivery and evaluation of a short, intense literacy elective course, with 9 h of learning for trainee primary/elementary teachers, focused on the key knowledge areas of phonemic awareness, phonics instruction, fluency, vocabulary, text comprehension, and reading assessment. An open questionnaire was administered to 16 trainee teachers: they completed this same questionnaire prior to beginning the elective and again after. The questionnaire focused on the understanding of quality reading instruction, at-risk readers, and provision for struggling readers. The data were analyzed using a qualitative interpretational analysis (QIA). Results: The lowest levels of understanding at the outset were in reading fluency instruction and reading assessment: these areas then showed the greatest knowledge development. Importantly, by post test, participants increased access to evidence-based literature and resources. Feedback demonstrated the high value placed by the group on this learning. Conclusions: This approach improved trainee teachers’ content knowledge to teach reading in a short time. Initial Teacher Education should increase its focus on reading, a crucial foundation skill. Full article
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29 pages, 320 KiB  
Article
Storylines from Newcomers’ Perspectives: The Complexities of Learning Mathematics in a Norwegian Introductory Class
by Shanthi Gretta Pasanha, Annica Andersson, Beth Herbel-Eisenmann and Anita Movik Simensen
Educ. Sci. 2025, 15(1), 96; https://doi.org/10.3390/educsci15010096 - 16 Jan 2025
Viewed by 474
Abstract
This paper investigates storylines from newcomers’ perspectives on their experiences of learning mathematics in an introductory mathematics classroom setting in Norway. We engaged in participatory research at a school over time. The data in this article come from observations and conversational interviews. Positioning [...] Read more.
This paper investigates storylines from newcomers’ perspectives on their experiences of learning mathematics in an introductory mathematics classroom setting in Norway. We engaged in participatory research at a school over time. The data in this article come from observations and conversational interviews. Positioning theory guided our analysis in identifying storylines and related positionings. Our analysis provided us with the following four storylines: (1) newcomers find mathematics easy because they are also learning a new language; (2) newcomers experience tensions when learning mathematics in a new language; (3) newcomers find math teachers extra kind and find that they extend their help to them more than usual; (4) newcomers seek alternative resources for learning advanced mathematics. The identified storylines serve as a valuable resource to understand the newcomers’ wishes and desires for their mathematics education in a context of not yet knowing the language of instruction and educational culture. We recommend listening to newcomers’ perspectives of their experiences and recognizing the strengths they bring to the classroom to understand how they navigate their situation while learning mathematics in multilingual mathematics learning settings. Full article
(This article belongs to the Special Issue Supporting Mathematics Teaching and Learning in Indigenous, Migrational, and Multilingual Contexts)
22 pages, 404 KiB  
Review
Transferring Results of Professional Development into Practice: A Scoping Review
by Dita Nīmante, Maija Kokare, Sanita Baranova and Svetlana Surikova
Educ. Sci. 2025, 15(1), 95; https://doi.org/10.3390/educsci15010095 - 16 Jan 2025
Viewed by 463
Abstract
The paper aims to map available evidence regarding the transfer of learning from professional development (PD) into practice. The scoping review is based on an analysis of the key characteristics of effective PD, drawing from 60 meta-analyses and various types of reviews (e.g., [...] Read more.
The paper aims to map available evidence regarding the transfer of learning from professional development (PD) into practice. The scoping review is based on an analysis of the key characteristics of effective PD, drawing from 60 meta-analyses and various types of reviews (e.g., systematic, integrative, etc.) regarding PD both in general and in various professional fields published from 2009 to 2024. Three research questions are put forward: What characterises effective PD? Which theoretical concepts in the scientific literature represent the transfer of adult PD into practice? And what processes and indicators show effective ways of transferring PD and learning outcomes into practice? The methodology of the review is organised into three steps—preliminary study, the main study, and conceptualisation—by selecting publications and deriving concepts and conclusions relevant to the research questions, as well as identifying knowledge gaps for further exploration. The research literature uses various concepts to characterise the transfer of PD into practice as it is determined by different contexts, research traditions, and practices. Although effective PD has been defined and several theoretical models have been developed, research on PD effectiveness indicators and processes related to the transfer of PD into practice is still ongoing. However, not all evaluations take these models as bases to evaluate the existing PD practices, so the different indicators proposed by different researchers make it difficult to compare the results. The main problem is insufficient evidence in terms of measurable and comparable effectiveness criteria in all fields. The scoping review reveals a variety of controversial or incompletely researched aspects of transferring PD results into practice. Full article
12 pages, 579 KiB  
Article
Socio-Educational Challenges for the Inclusion of Children with Cochlear Implants: The Role of Families
by Pablo Cortés-González, Deseada Ruiz-Ariza, Moisés Mañas-Olmo and Carolina Alix-González
Educ. Sci. 2025, 15(1), 94; https://doi.org/10.3390/educsci15010094 - 16 Jan 2025
Viewed by 510
Abstract
The article examines the socio-educational barriers and facilitators faced by families of children with cochlear implants (CI) in Andalucía (a region in southern Spain). Through a qualitative approach based on surveys and interviews, three main categories of limitations are identified: access to and [...] Read more.
The article examines the socio-educational barriers and facilitators faced by families of children with cochlear implants (CI) in Andalucía (a region in southern Spain). Through a qualitative approach based on surveys and interviews, three main categories of limitations are identified: access to and quality of services, parental stress related to caregiving and communication, and socioeconomic and individual factors. Among the facilitators, financial support, family-professional collaboration, and inclusive practices in educational settings are highlighted. The findings underscore challenges such as the lack of coordination between medical and educational services, the need for teacher training, and the emotional and financial impact on families. Conversely, effective strategies such as family support networks, specialized hospital coordinators, and inclusive educational practices are emphasized. The study concludes that improving access to comprehensive services and fostering collaboration between educational and healthcare agents is essential to promote inclusive education and the well-being of families and children with CI. This work advocates for a critical and participatory perspective in the development of inclusive policies. Full article
(This article belongs to the Section Special and Inclusive Education)
24 pages, 5129 KiB  
Article
Forced to Reimagine: Reflections on the Experience of Leicester Vaughan College Community Benefit Society
by Miriam Gill and Lucy Faire
Educ. Sci. 2025, 15(1), 93; https://doi.org/10.3390/educsci15010093 - 15 Jan 2025
Viewed by 926
Abstract
This article outlines the experiences of two tutors from an adult education department shut down by its higher education institution (HEI). It is a chronological reflective account of how members of the department responded to their exclusion by re-establishing their provision as a [...] Read more.
This article outlines the experiences of two tutors from an adult education department shut down by its higher education institution (HEI). It is a chronological reflective account of how members of the department responded to their exclusion by re-establishing their provision as a cooperative community benefit society (CBS), Leicester Vaughan College (LVC). This response was not only an expression of resistance, but it was an antidote to the neoliberal university system, which all too often undervalues adult education, marginalises adult learners or excludes their education altogether. As educators and students together, the aim was to use our understanding of the processes and practices of higher adult education to reconstruct this provision in a collaborative and cooperative way. Our experience before and after ‘expulsion’, and the reimagination of an alternative future in contrast to the dominant neoliberal model, shines a light on the wider difficulties and inequalities in the HE sector. As we searched (and continue to search) for a ‘happy ending’ with LVC, the multiple hurdles experienced exemplify the difficulties of trying to create a space for a new paradigm within hostile, shifting structures shaped by neoliberal regulatory and economic imperatives. This article finishes by setting out a context in which adult HE and institutions like LVC could flourish. Full article
(This article belongs to the Special Issue Reimagining Lifelong Learning in Higher Education)
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19 pages, 268 KiB  
Article
Dominant Discourses About What It Means to Be “Good” at Mathematics: How High-Achieving Young Women Negotiate Tensions Within Their Evolving STEM Identities
by Terrie Galanti and Nancy Holincheck
Educ. Sci. 2025, 15(1), 92; https://doi.org/10.3390/educsci15010092 - 15 Jan 2025
Viewed by 517
Abstract
Cultural beliefs about what it means to be “good” at mathematics profoundly impact students’ perceptions of their abilities and how they come to see themselves in STEM. These beliefs can be traced back to dominant societal discourses about mathematical aptitude and achievement. These [...] Read more.
Cultural beliefs about what it means to be “good” at mathematics profoundly impact students’ perceptions of their abilities and how they come to see themselves in STEM. These beliefs can be traced back to dominant societal discourses about mathematical aptitude and achievement. These dominant discourses are communicated to students in a myriad of ways through family, friends, media, and overall societal norms. They reify deficit perspectives (often gendered, classed, and racialized) about who is or can be mathematically competent. In this investigation, we used a framework of dichotomies within dominant discourses about what it means to be “good” at mathematics to interpret retrospective narratives from a larger phenomenological study of accelerated mathematics course-taking. Focus group and individual interview data from two high-achieving young women were analyzed to understand how evolving beliefs about mathematical competence impacted their STEM identity development. These dichotomies explain the questioning of their mathematical competence and their subsequent decisions to decelerate from the most rigorous program of study at their high school. Our participants negotiated tensions in their STEM identities as a result of a mathematics culture that too often values speed, correctness, and competition over collaboration, productive struggle, and help-seeking. They continue to navigate these tensions as college students and as STEM majors. Our framework can be used to understand how mathematics experiences contribute to students’ struggles to develop robust STEM identities. Full article
(This article belongs to the Special Issue Gender and STEM Education)
21 pages, 1610 KiB  
Article
Teachers’ Insights into the Efficacy of the ‘Reading Circle’ Project Using English Language Teaching Graded Readers
by Inga Linde and Linda Daniela
Educ. Sci. 2025, 15(1), 91; https://doi.org/10.3390/educsci15010091 - 15 Jan 2025
Viewed by 457
Abstract
The Sustainable Development Goals Report 2024, published by the United Nations, highlights quality education as a priority goal, emphasising its essential role in facilitating the achievement of other goals. Although there has been modest progress since 2019, several areas require further advancement, including [...] Read more.
The Sustainable Development Goals Report 2024, published by the United Nations, highlights quality education as a priority goal, emphasising its essential role in facilitating the achievement of other goals. Although there has been modest progress since 2019, several areas require further advancement, including the development of reading skills. Extensive reading plays an important role in foreign language acquisition, as it not only significantly enhances students’ vocabulary, text comprehension, reading, speaking, and writing skills, but also fosters the development of sustainable learning and self-regulated learning skills. In order to substantially increase students’ reading opportunities, the ‘Reading Circle’ (RC) project was initiated, allowing teachers and their students to read five to eight graded readers during English as a Foreign Language (EFL) classes throughout the school year. During the school year 2023/2024, 45 teachers and 1328 students of Grades 3–11 participated in the 9-month project. The aim of this study was to analyse teachers’ perceptions on the efficacy of the ‘Reading Circle’ project and the most common teaching techniques. The data indicate that the most commonly used teaching techniques across all levels of language learning were the text discussions and the completion of ready-made exercises, while a significant difference across the levels emerged in the techniques of students reading aloud versus reading silently. The findings of this study reveal that teachers highly evaluated the benefits of the project and observed positive improvements in students’ reading motivation, text comprehension, and advancements in their reading and speaking skills, and the outcomes imply that the ‘Reading Circle’ project is an effective method of enhancing sustainable learning and self-regulated learning skills. Full article
(This article belongs to the Special Issue Power of Literacy: Strategies for Effective Reading Instruction)
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13 pages, 184 KiB  
Article
An Autoethnography of an Islamic Teacher Education Programme
by Ozan Angin
Educ. Sci. 2025, 15(1), 90; https://doi.org/10.3390/educsci15010090 - 15 Jan 2025
Viewed by 509
Abstract
This article explores Islamic Teacher Education through an autoethnographic account of the author’s experience with the Graduate Certificate of Education (Islamic Pedagogy) at the University of South Australia. It addresses the lack of research on how Islamic Pedagogy is taught, contributing to the [...] Read more.
This article explores Islamic Teacher Education through an autoethnographic account of the author’s experience with the Graduate Certificate of Education (Islamic Pedagogy) at the University of South Australia. It addresses the lack of research on how Islamic Pedagogy is taught, contributing to the growing scholarship on faith-based teacher education. Autoethnography is a qualitative research method that combines autobiography and ethnography, emphasising personal experiences to explore cultural communities. It is especially useful in studying emerging concepts like Islamic Pedagogy and Faithful Praxis. This approach challenges Western positivism, promoting epistemic reflexivity, and offering critical insights into marginalised perspectives and educational practices. This paper employs autoethnography to present the author’s Faithful Praxis journey as a transformative pedagogical shift, shaped by their experiences with Western and Islamic epistemologies, aiming to empower Muslim voices in education and challenge marginalization, with the Graduate Certificate fostering epistemic reflexivity and providing a platform to reconcile Islamic and Western knowledge in the classroom. This paper also clarifies the distinction between Islamic Pedagogy and Islamic Integration through autoethnography by highlighting their complementary nature as opposed to the author’s initial assumptions around their interchangeability. Whilst this article contributes to the growing Islamic Teacher Education scholarship through an autoethnographic perspective, further research to assess broader program efficacy is still needed. Full article
(This article belongs to the Special Issue Teacher Education for Islamic Education and Schooling)
17 pages, 1661 KiB  
Article
Elementary Teachers’ Experiences of Implementing Culturally Responsive and Inclusive Education in New York State
by Grace Pai
Educ. Sci. 2025, 15(1), 89; https://doi.org/10.3390/educsci15010089 - 15 Jan 2025
Viewed by 602
Abstract
Many states in the United States have adopted culturally responsive sustaining education (CRSE) as a pedagogical framework to promote inclusive education and positive student outcomes for all students, including those from marginalized groups. Yet there is a paucity of knowledge on teachers’ attitudes [...] Read more.
Many states in the United States have adopted culturally responsive sustaining education (CRSE) as a pedagogical framework to promote inclusive education and positive student outcomes for all students, including those from marginalized groups. Yet there is a paucity of knowledge on teachers’ attitudes towards and experiences of implementing these initiatives. This study draws on survey data to explore how urban and rural/suburban elementary school teachers across the state of New York understand and implement the state’s CRSE framework. Results show that although CRSE is not necessarily a top priority of many schools across the state, teachers generally have positive perceptions of CRSE and have been accountable in taking concrete steps towards implementing inclusive curriculum. However, they can benefit from more school- and district-level support. Lastly, teachers in rural/suburban districts outside of NYC reported significantly lower rates of school-wide buy-in into CRSE. These findings support the development of school- or districtwide professional learning opportunities to build understanding of the state’s framework and ways to collaboratively translate CRSE values into inclusive teaching. Full article
(This article belongs to the Special Issue Teachers and Teaching in Inclusive Education)
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15 pages, 232 KiB  
Article
“Don’t Forget the Whistle”: Novice Physical Education Teachers’ Reflections on Their Beliefs, Teaching Practices, and Identities
by Muhammad Hamid Anwar, Herka Maya Jatmika and Caly Setiawan
Educ. Sci. 2025, 15(1), 88; https://doi.org/10.3390/educsci15010088 - 15 Jan 2025
Viewed by 761
Abstract
The purpose of the current study was to investigate novice PE teachers’ reflections regarding beliefs and how they played out in teaching practices and identity formation within the settings of their profession. We recruited 31 PE teachers in their early careers to participate [...] Read more.
The purpose of the current study was to investigate novice PE teachers’ reflections regarding beliefs and how they played out in teaching practices and identity formation within the settings of their profession. We recruited 31 PE teachers in their early careers to participate in this study. Data were collected through their written accounts of their reflection and in-depth interviews. Analysis of the collected data followed the procedures of thematic analysis through which reflexivity had been emphasized during the analysis process. The results showed three constructed themes. These were teachers’ reflections on their beliefs, PE teaching practices, and PE teachers’ professional identities. We conclude that PE teachers’ reflections on belief systems, as well as the purpose of the subject, have, in one way or another, shaped practices and professional identities. Teachers take up contemporary discourse regarding education, which is not fully aligned with available professional development programs that effectively improve the practices. Teachers form, maintain, and negotiate their professional identities in relation to their beliefs and their actual practices. Full article
23 pages, 879 KiB  
Article
From Zero Collaboration to Teamwork: Forms of Teacher Collaboration and Factors That Support or Hinder It
by Katrin Saks, Pihel Hunt, Äli Leijen and Liina Lepp
Educ. Sci. 2025, 15(1), 87; https://doi.org/10.3390/educsci15010087 - 14 Jan 2025
Viewed by 682
Abstract
Teachers tend to prefer an individualistic approach to their teaching process and collaborate with colleagues only on certain occasions. This research explored the forms of collaboration and supporting and hindering factors proceeding from the frameworks of the teacher–teacher interaction continuum and team entitativity. [...] Read more.
Teachers tend to prefer an individualistic approach to their teaching process and collaborate with colleagues only on certain occasions. This research explored the forms of collaboration and supporting and hindering factors proceeding from the frameworks of the teacher–teacher interaction continuum and team entitativity. The findings indicated more active collaboration at lower levels of the continuum—storytelling and scanning ideas, aid and assistance, and sharing. The interviews with teachers pointed to personal relationships and the will to act together as the main triggers of collaboration. The role of the administration when supporting and hindering collaboration appeared in higher levels of the interaction continuum. The study contributes to the continuum by proposing an additional unit—zero collaboration, which is a completely individualistic activity with no purposeful collaboration with colleagues. Full article
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20 pages, 1441 KiB  
Article
The Relationship Between Education Funding and Student Performance in Unity Schools in Nigeria
by Elizabeth Hassan, Wim Groot and Louis Volante
Educ. Sci. 2025, 15(1), 86; https://doi.org/10.3390/educsci15010086 - 14 Jan 2025
Viewed by 557
Abstract
Developing countries need to significantly increase education funding in order to meet the Sustainable Development Goal 4 (SDG 4) targets. The question remains as to whether increased funding leads to improved learning outcomes and whether allocated scarce resources are used efficiently to maximize [...] Read more.
Developing countries need to significantly increase education funding in order to meet the Sustainable Development Goal 4 (SDG 4) targets. The question remains as to whether increased funding leads to improved learning outcomes and whether allocated scarce resources are used efficiently to maximize learning outcomes. Using ordinary least squares (OLS) regression and stochastic frontier analysis (SFA), we investigate the relationship between education funding and student performance using a representative sample of secondary schools in Nigeria and analyze school efficiency in utilizing the funding (budget). The OLS analysis robustly indicates that an increase in the released budget—in real terms—is consistently associated with a higher pass rate, while the SFA shows that after controlling for past budgets the average inefficiency is approximately 47–60%. Our correlation findings support the argument for more funding to improve performance. However, the SFA shows that more can still be achieved with current levels of funding if schools become more efficient. We observe differences across school type and school geographical location, concluding that these factors also influence performance and efficiency. Future research should examine the performance and efficiency differences between all-girls schools and mixed schools, and the higher efficiency of schools in low socioeconomic status (SES) and conflict-affected states. Full article
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20 pages, 3072 KiB  
Article
Building Resilience in Rural STEM Teachers Through a Noyce Professional Learning Community
by Sharon S. Vestal, Robert S. Burke, Larry M. Browning, Laura Hasselquist, Patrick D. Hales, Matthew L. Miller, Madhav P. Nepal and P. Troy White
Educ. Sci. 2025, 15(1), 85; https://doi.org/10.3390/educsci15010085 - 14 Jan 2025
Viewed by 649
Abstract
Addressing the critical STEM teachers’ shortage in the rural United States requires not only recruiting new teachers but also improving retention and teacher resiliency. This study explores contextual protective factors through the Early Career Teacher Resilience (ECTR) framework. The major objective of this [...] Read more.
Addressing the critical STEM teachers’ shortage in the rural United States requires not only recruiting new teachers but also improving retention and teacher resiliency. This study explores contextual protective factors through the Early Career Teacher Resilience (ECTR) framework. The major objective of this study was to evaluate the impacts of the NSF Noyce Professional Learning Community (PLC) on rural STEM teacher resilience. Key components of the Noyce PLC included scholarship support, pre-service mentoring, attendance at local and regional educational events, active engagement in the program’s annual summer conference, and participation in a closed Facebook group. We developed an ECTR framework-based online instrument with 28 questions and sent it to 311 university alumni, including 44 Noyce alumni. The results suggest that the Noyce PLC has excelled in fostering collaborative learning environments, providing resources that enhance teaching and learning, accommodating new and different ways of thinking, and supporting teachers’ professional growth beyond graduation. The findings underscore the importance of integrating theoretical and practical knowledge, supporting ongoing professional learning, and building strong professional relationships. Several aspects of the Noyce PLC could be replicated in other STEM teacher preparation programs to enhance teacher resilience, effectiveness, and career development. Full article
(This article belongs to the Special Issue Addressing Challenges in Teacher Preparation for Transformative Education)
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15 pages, 749 KiB  
Article
Putting Inclusion into Practice: Five Commitments Toward Equity in Teaching
by Brittland DeKorver
Educ. Sci. 2025, 15(1), 84; https://doi.org/10.3390/educsci15010084 - 14 Jan 2025
Viewed by 507
Abstract
Instructors make day-to-day decisions grounded in their own experiences, and this practice may be appropriate for the students who share similar experiences and backgrounds. But for students who come from a different socioeconomic status, nationality, racial or ethnic identity, gender or sexual identity, [...] Read more.
Instructors make day-to-day decisions grounded in their own experiences, and this practice may be appropriate for the students who share similar experiences and backgrounds. But for students who come from a different socioeconomic status, nationality, racial or ethnic identity, gender or sexual identity, or ability status, the instructor’s experiences may be insufficient to provide guidance for how to create an inclusive space for all learners. This manuscript describes interviews collected with students with disabilities regarding their experiences having their disability accommodations implemented in their courses. From these interviews and personal reflections on teaching, the author piloted and refined several teaching practices to improve the accessibility and inclusion in her own classroom. The author summarizes the principles underlying these pedagogical decisions as five commitments toward equity in teaching. Full article
(This article belongs to the Special Issue Engaged Student Learning and Inclusive Teaching Practices in Higher Education Chemistry)
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28 pages, 1451 KiB  
Review
Delving into the Design and Implementation of Specifications Grading Systems in Higher Education
by William J. Howitz, Kate J. McKnelly and Renée D. Link
Educ. Sci. 2025, 15(1), 83; https://doi.org/10.3390/educsci15010083 - 14 Jan 2025
Viewed by 642
Abstract
Specifications grading is an alternative grading system that has been used with increasing frequency in higher education. Since first introduced by Linda Nilson in 2014, more than 90 publications on the design and implementation of specifications grading systems have been published. This work [...] Read more.
Specifications grading is an alternative grading system that has been used with increasing frequency in higher education. Since first introduced by Linda Nilson in 2014, more than 90 publications on the design and implementation of specifications grading systems have been published. This work presents a systematic review of the current literature to analyze the variety of ways specifications grading systems are executed, including the diverse design and implementation considerations, as well as to present and discuss emergent themes. We analyzed 90 publications and present their relevant findings in the results. The following databases were last searched on 5 October 2024 for publications: IEEE Xplore, ACS Publications, ASEE PEER, PER, Scopus, ERIC, ACM, ScienceDirect, and Web of Science. All peer-reviewed journal articles, conference proceedings, and book chapters that implemented at least two structural features of specifications grading in an undergraduate or graduate course were included in this review. Theses, dissertations, conference abstracts, posters, workshops, blogs, opinion pieces, social media exchanges, and content provided on websites were not included. Additionally, reports of specifications grading systems in K-12 courses or those that only presented the design and/or implementation of less than two structural features of the grading system were similarly excluded. Our findings from the literature reveal that the following themes emerge from educators who use specifications grading: instructor commentary on time investment, academic performance, and student reactions to specifications grading. This review provides a resource for those interested in exploring this alternative grading system, and the emergent themes indicate that there are ripe opportunities for future study. Full article
(This article belongs to the Special Issue Engaged Student Learning and Inclusive Teaching Practices in Higher Education Chemistry)
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13 pages, 215 KiB  
Article
Leveraging Substitute Teachers as Educational Leaders
by Marcedes Butler
Educ. Sci. 2025, 15(1), 82; https://doi.org/10.3390/educsci15010082 - 14 Jan 2025
Viewed by 366
Abstract
This autoethnographic study explores the lived experiences of an advanced-degree holder and educator with expertise in leadership and education policy who worked as a substitute teacher in the Clark County School District. Despite my qualifications, I often felt underutilized and disconnected, revealing systemic [...] Read more.
This autoethnographic study explores the lived experiences of an advanced-degree holder and educator with expertise in leadership and education policy who worked as a substitute teacher in the Clark County School District. Despite my qualifications, I often felt underutilized and disconnected, revealing systemic barriers within the educational system. Using distributed leadership theory, I examine these challenges and uncover the untapped leadership potential of substitutes to make meaningful contributions to P-12 education. This study proposes actionable solutions, including substitute profile systems, comprehensive onboarding programs, and structured mentorship initiatives. The findings highlight the importance of shared leadership in fostering equity, professional growth, and workforce stability, offering practical insights into how substitutes can transition from temporary roles to integral contributors within educational systems. Full article
(This article belongs to the Special Issue Reimagining K-20 Educational Leadership in the 21st Century)
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