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, PscyInfo, and other databases.
- Journal Rank: CiteScore - Q1 (Education)
- Rapid Publication: manuscripts are peer-reviewed and a first decision is provided to authors approximately 24.9 days after submission; acceptance to publication is undertaken in 3.7 days (median values for papers published in this journal in the second half of 2023).
- 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:
3.0 (2022);
5-Year Impact Factor:
2.8 (2022)
Latest Articles
Exploring Decision-Making Competence in Sugar-Substitute Choices: A Cross-Disciplinary Investigation among Chemistry and Sports and Health Students
Educ. Sci. 2024, 14(5), 531; https://doi.org/10.3390/educsci14050531 (registering DOI) - 14 May 2024
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Interdisciplinary teaching approaches have gained significant importance in today’s educational landscape. Among these approaches, decision-making competence plays a pivotal role by nurturing critical thinking and problem-solving skills. Focusing on the decision-making process regarding the sensibility of using sugar-substitutes, this study addresses three key
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Interdisciplinary teaching approaches have gained significant importance in today’s educational landscape. Among these approaches, decision-making competence plays a pivotal role by nurturing critical thinking and problem-solving skills. Focusing on the decision-making process regarding the sensibility of using sugar-substitutes, this study addresses three key questions. (1) Do chemistry and sports and health students differ in evaluation-competence? (2) What criteria do they use in evaluating the decision-making problem? (3) How do they use ChatGPT (OpenAI, San Francisco, CA, USA), an AI tool, in decision-making? Through surveys, the study revealed two evaluation-competence factors, identified decision-making criteria, and analyzed querying behavior using ChatGPT. The results revealed nuanced differences between the two student groups in the factors of evaluation-competence. While both groups showed improvements in recognizing moral dimensions and considering alternatives, chemistry students displayed enhanced abilities in establishing evaluation criteria and empathetic thinking. Furthermore, differences emerged in the criteria selected for decision-making and querying behavior, indicating varying engagement with ChatGPT. This study offers insights into enhancing interdisciplinary education and underscores the need for tailored interventions to address diverse student needs.
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Open AccessArticle
ChatGPT-Generated and Student-Written Historical Narratives: A Comparative Analysis
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Björn Kindenberg
Educ. Sci. 2024, 14(5), 530; https://doi.org/10.3390/educsci14050530 (registering DOI) - 13 May 2024
Abstract
This study investigates alternative approaches for demonstrating historical understanding in elementary school history education, motivated by challenges to educational institutions posed by increased ChatGPT-related plagiarism. Focused on secondary education, an area with scant research, this study, through sociocultural and linguistic methods of analysis,
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This study investigates alternative approaches for demonstrating historical understanding in elementary school history education, motivated by challenges to educational institutions posed by increased ChatGPT-related plagiarism. Focused on secondary education, an area with scant research, this study, through sociocultural and linguistic methods of analysis, contrasted human-generated historical narratives with those produced by ChatGPT. It was found that ChatGPT’s narratives, while stylistically superior, lacked emotional depth, highlighting a key differentiation from human storytelling. However, despite this differentiation, ChatGPT otherwise effectively mimicked typical discourse patterns of historical storytelling, suggesting that narrative-based writing assignments do not significantly reduce the likelihood of ChatGPT-assisted plagiarism. The study concludes by suggesting that rather than focusing on mitigating plagiarism, educational approaches to ChatGPT should seek to channel its potential for historical narratives into assistance with task design, delivery of content, and coaching student writing.
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(This article belongs to the Topic Artificial Intelligence for Education)
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Practices Promoting the Inclusion of Adult Students with Disabilities in the Classroom: A Case of a Technical Vocational Education and Training College in Kazakhstan
by
Arman Assanbayev and Tsediso Michael Makoelle
Educ. Sci. 2024, 14(5), 529; https://doi.org/10.3390/educsci14050529 (registering DOI) - 13 May 2024
Abstract
Kazakhstan’s government has launched many policy reforms to enhance the well-being of its underrepresented citizens and develop human capital by providing education to all. Therefore, the government has adopted a policy on inclusive education and recognised the rights to education of all learners,
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Kazakhstan’s government has launched many policy reforms to enhance the well-being of its underrepresented citizens and develop human capital by providing education to all. Therefore, the government has adopted a policy on inclusive education and recognised the rights to education of all learners, including those with disabilities, based on equal opportunity, without any discrimination. This aims to facilitate equal access to lifelong education opportunities, including in Technical Vocational Education Training Institutes (TVETIs). Thus, inclusive education in TVET settings and lifelong learning, especially for adults with special needs, has become an educational priority in Kazakhstan. Therefore, this collaborative action research study intended to explore classroom practices promoting the inclusion of adult students with disabilities at Kazakhstani Technical Vocational Education and Training Institutions (TVETIs). Qualitative data were collected through reflective journals, student focus-group interviews, documentary analysis, and reflective meetings of the professional learning group of selected teachers and students during the four stages of collaborative action research (CAR). Data were analysed through group interpretative meetings by the research team and inductive thematic content analysis by the researcher. Among the findings is that the educative process in TVETIs does not sufficiently provide reasonable inclusive support for adult students with disabilities. As a result, a comprehensive review of inclusive practices in these institutions was critical. This paper discusses some practices that could promote inclusion in TVET classrooms.
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(This article belongs to the Special Issue Cultivating Inclusive Classrooms: Practices in Special Education)
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Supporting Sustainable and User-Oriented Educational Technology Innovation with the University Innovation Canvas
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Mia Bangerl, Sebastian Dennerlein, Katharina Maitz, Marie Nitschke, Martin Ebner and Viktoria Pammer-Schindler
Educ. Sci. 2024, 14(5), 528; https://doi.org/10.3390/educsci14050528 (registering DOI) - 13 May 2024
Abstract
Innovating higher education teaching and learning is challenging due to structural, cultural, and resource-related reasons, and research indicates that university innovation benefits from a bottom-up approach as well as strategic alignment with university objectives. In this paper, we investigate such bottom-up innovation processes
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Innovating higher education teaching and learning is challenging due to structural, cultural, and resource-related reasons, and research indicates that university innovation benefits from a bottom-up approach as well as strategic alignment with university objectives. In this paper, we investigate such bottom-up innovation processes within higher education as supported by a specific tool: the University Innovation Canvas (UIC). Adapted from the Business Model Canvas and Lean Canvas, the UIC is designed to promote educational technology innovation and foster alignment of the innovation process with strategic objectives of the university: namely, sustainability and user orientation. An evaluation of the UIC based on interview and questionnaire data shows that its usage differs between innovation teams (on paper vs. digital, individual vs. collaborative, co-located vs. remotely, and synchronous vs. asynchronous). UIC usability is linked with these differences and with teams’ experience in realizing innovations. Overall, the UIC is perceived to be useful by (particularly, less-experienced) innovation teams and is successful at supporting sustainable and user-oriented innovations, as 14/15 innovations are still in use after up to four years since completion. To maximize its potential, more effort needs to be devoted to improving understanding of the UIC and supporting different workflows of innovation teams in the future.
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(This article belongs to the Special Issue Digital Learning Innovation)
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Factors Affecting Autistic Students’ School Motivation
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Chandra Lebenhagen and Jaclyn Dynia
Educ. Sci. 2024, 14(5), 527; https://doi.org/10.3390/educsci14050527 (registering DOI) - 13 May 2024
Abstract
Very little identifiable research explores the factors impacting autistic students’ school motivation and how these factors may or may not affect their academic and well-being outcomes in secondary school and beyond, including post-secondary enrollment, employment, and their quality of life. Instead, research on
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Very little identifiable research explores the factors impacting autistic students’ school motivation and how these factors may or may not affect their academic and well-being outcomes in secondary school and beyond, including post-secondary enrollment, employment, and their quality of life. Instead, research on autism and inclusive education mainly focuses on the efficacy of interventions aimed at teaching skills related to sensory, communication, social, and behavior. Methods: A secondary analysis of survey data from an original mixed-method study was conducted to investigate how environmental, teacher, and peer factors are associated with autistic students’ school motivation. Eligible participants were between the ages of 15 and 21. In total, 72 participants (n = 72) completed an online survey to share their perspectives on their school experiences. Subsequently, linear regression analysis was conducted to answer the research question. Results: Participants who rated their schools as having pleasant physical spaces and felt that their peers understood them as a person had higher levels of school motivation. Teachers were not found to be significantly related to students’ school motivation. Participants who shared that typing was their preferred mode of communication were less motivated to attend school than students who preferred speaking communication. Conclusions: Environmental and peer factors are related to more than the day-to-day school experiences of autistic students; they are also related to their school motivation. These findings add to the existing literature on inclusive education and positive school outcomes for autistic students and offer additional explanations of the barriers that affect autistic students’ graduation from secondary school and interest in attending post-secondary education.
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(This article belongs to the Special Issue Advances in Inclusive Autism Research and Practice: Co-produced Understandings of Inclusion and Educational Support)
Open AccessArticle
Examining the Relationship between Emotional Intelligence, Achievement Motivation, and Self-Efficacy among Pre-Service Teachers in Türkiye
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Umran Atik, Mehmet Akif Karaman and Halil Ibrahim Sari
Educ. Sci. 2024, 14(5), 526; https://doi.org/10.3390/educsci14050526 (registering DOI) - 13 May 2024
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The main goal of this study was to examine the extent to which the demographic characteristics of pre-service teachers (gender, family management style, family educational status, size of the family) predict their emotional intelligence (EI) scores through achievement motivation (AMO) and Self-Efficacy (SE)
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The main goal of this study was to examine the extent to which the demographic characteristics of pre-service teachers (gender, family management style, family educational status, size of the family) predict their emotional intelligence (EI) scores through achievement motivation (AMO) and Self-Efficacy (SE) scores. The study consisted of 326 pre-service teachers (270 females, 56 males) studying in various departments at faculties of education across three universities located in the Eastern and Southeastern Anatolia regions of Turkiye. The findings indicate that the demographic variables (gender, family management style, family size, family educational status) do not significantly explain the EI levels of pre-service teachers. A moderately positive relationship was found between AMO and EI, but it was observed that AMO is not a significant predictor of EI. A high positive relationship was detected between SE and EI; it was observed that SE explained 63% of the variance in EI. We found that there was no significant difference between the AMO, SE, and EI scores of pre-service teachers studying at different grade/class levels. As we continue to investigate these topics, it becomes evident that teacher education may continue promoting not only cognitive development but also emotional and social development.
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(This article belongs to the Special Issue Emotions, Emotion Mindsets, and Emotional Intelligence)
Open AccessArticle
Facilitators of and Barriers to Inclusive Education in the Arab Community of Israel: The Parents’ Perspective
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Mohamad Jorban, Javier Cachón-Zagalaz, Marcos Mecías-Calvo and Rubén Navarro-Patón
Educ. Sci. 2024, 14(5), 525; https://doi.org/10.3390/educsci14050525 (registering DOI) - 13 May 2024
Abstract
A positive and collaborative partnership between parents and schools is required to improve the education of children with special educational needs. Therefore, the present study aimed to explore the educational context in the Arab community in Israel based on the perceptions and beliefs
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A positive and collaborative partnership between parents and schools is required to improve the education of children with special educational needs. Therefore, the present study aimed to explore the educational context in the Arab community in Israel based on the perceptions and beliefs of parents of children with special educational needs about their children’s education in relation to schools. Twenty parents of children with different special educational needs were interviewed to understand their thoughts and beliefs about special education in the Arab community in Israel. Six core categories emerged from the analysis of the interviews [i.e., (a) parenting, (b) learning at home, (c) communicating, (d) volunteering, (e) inclusion of parents in decision-making related to their children, and (f) teachers’ attitudes towards children from the perspective of parents], which were perceived as axes with high potential to improve special education in this community and guarantee an optimal education for children with special needs. The role of the school as a tool to assist parents is highlighted, with the aim of empowering them and encouraging their active participation in school processes with a clear educational policy that clarifies the demands of the school system for parents and vice versa. Finally, we conclude by highlighting the importance of teachers in a child’s life, emphasizing the potential benefits of cooperation and collaboration between teachers, students, and parents.
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(This article belongs to the Special Issue Culture of Diversity and Interculturality in Education Today)
Open AccessArticle
Enhancing Autonomy in Preschoolers: The Role of Motor Games in Development
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Sara Gomes, Raúl Antunes, Inês Sales, Regina Marques and Ana Oliveira
Educ. Sci. 2024, 14(5), 524; https://doi.org/10.3390/educsci14050524 (registering DOI) - 13 May 2024
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This paper is based on a project which aims to understand the contribution of motricity—in particular, motor games—to the development of autonomy in preschool children, with or without special education needs. A group of 18 children, with an average age of 4.5 years,
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This paper is based on a project which aims to understand the contribution of motricity—in particular, motor games—to the development of autonomy in preschool children, with or without special education needs. A group of 18 children, with an average age of 4.5 years, from a public school took part in the study. An intervention program based on motor games was implemented and tested to promote the children’s autonomy. The program lasted two months, with one 45-min session per week. Using a questionnaire designed for this purpose, the children’s autonomy was assessed pre- and post-intervention. The children’s satisfaction with the sessions was assessed throughout the intervention. The main results were improvements in the autonomy of all the children and their high satisfaction with the program. The participation of children, with and without specific needs, in the entire program shows the use of differentiated practices that allowed everyone to be included in this process.
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(This article belongs to the Special Issue Cultivating Inclusive Classrooms: Practices in Special Education)
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Transformation of Higher Education: Discussion of the Dimensions, Trends and Scenarios of Change in Ibero-America
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Manuel Fernández Cruz, Borja Fernández García Valdecasas, Lucas Muñoz López and Slava López Rodríguez
Educ. Sci. 2024, 14(5), 523; https://doi.org/10.3390/educsci14050523 (registering DOI) - 13 May 2024
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World conferences on higher education have reported the effect of social changes on university systems. Particularly, changes that induce a transformation in the academic profession. Here, we study the paradigm shift of the profession in its dimensions, trends, and future scenarios. We conduct
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World conferences on higher education have reported the effect of social changes on university systems. Particularly, changes that induce a transformation in the academic profession. Here, we study the paradigm shift of the profession in its dimensions, trends, and future scenarios. We conduct this study in two phases: first, we applied an inventory on the perception of university teaching to a sample of 2312 professors in the region; after that, we conducted a focus group for each of the ten dimensions in which we noticed indicators of change. With the quantitative data, we performed an ANOVA to identify three clusters of professionalization with dimensions open to change and related to each other: (1) Planning, Teaching Development, and Communicative Capacity; (2) Communication, Evaluation, and Self-evaluation; (3) Professional Self-evaluation, Teaching Innovation and Improvement and Individual Learning Support. With the focus groups we have identified the need to incorporate pedagogical models of inclusive education and teaching based on technological advances as the main drivers of change. We concluded with the proposal of four possible scenarios of future professionalism: (1) entrenched professionalism; (2) semi-professionalism; (3) fragmented professionalism; or (4) balanced professionalism.
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(This article belongs to the Special Issue Facing New Challenges for Competencies Acquisition in Higher Education)
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Cohesive Online Education Model Using Emergent Technologies to Improve Accessibility and Impact
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Jan Adriaan Swanepoel
Educ. Sci. 2024, 14(5), 522; https://doi.org/10.3390/educsci14050522 (registering DOI) - 13 May 2024
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It is commonly known that the present systems and techniques used in education are outdated. In 1983, UNESCO had already called attention to this, calling present techniques archaic and inefficient. Though a lot of new developments have been achieved and a lot of
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It is commonly known that the present systems and techniques used in education are outdated. In 1983, UNESCO had already called attention to this, calling present techniques archaic and inefficient. Though a lot of new developments have been achieved and a lot of commendable work has been carried out to remedy particular shortfalls in present systems, no literature was found that develops a concise and complete model for an education approach that maps the use of emergent technologies and techniques to improve on shortfalls in present teaching and learning paradigms. This paper reviews emergent technologies and techniques and their impacts and successes, to propose a combined model for online education to improve the effectiveness, accessibility and impact of teaching and learning activities. This paper concludes by presenting the possible future scope of education and employment structures by examining the possible impacts of the proposed model.
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The Potential of Narrative for Understanding Protein Biosynthesis in the Context of Viral Infections
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Jörg Zabel and Cornelia Averdunk
Educ. Sci. 2024, 14(5), 521; https://doi.org/10.3390/educsci14050521 (registering DOI) - 13 May 2024
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Based on the assumption that the process of understanding is partly narrative, this study explores the potential benefits and limitations of using narrative writing in biology education. We investigate what contribution a student-centered narrative intervention can make to the conceptual understanding of protein
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Based on the assumption that the process of understanding is partly narrative, this study explores the potential benefits and limitations of using narrative writing in biology education. We investigate what contribution a student-centered narrative intervention can make to the conceptual understanding of protein biosynthesis in the context of viral infections and virus replication. After a teaching sequence on this topic, 68 secondary school students (M = 15.7 years, SD = 0.57 years) explained virus replication in a written text. One subsample (n = 46) was instructed to write a narrative text, while the other one (n = 22) was asked to write an expository (non-fictional) text. Our data analysis encompassed an analysis of the structural narrativity in the student texts, as well as a concept-related rating of the level of scientific correctness in three categories. A post-test questionnaire (35 items) was used to depict the learners’ viewpoints on their respective text production and the learning process that they experienced. Our findings indicate that most learners actually produced the text type they were supposed to, with exceptions in both sub-samples. As to the level of concept-related scientific correctness, we found no major differences between the two interventions. However, for two concepts, compartmentalization and levels of organization, the data indicate the significant advantage of the narrative intervention. We conclude from our results that to some extent, the effective learning properties of narrative texts, derived from the theoretical foundations, could indeed successfully be demonstrated in the field of virus replication. However, narrative text production is not equally beneficial for all aspects of the biological topic, and it also poses specific problems for some learners.
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(This article belongs to the Special Issue Storytelling in STEM Disciplines—At the Crossroads of Science and Humanities)
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Using Digital Technologies to Build Connections between Families and Schools as Children Transition to School
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Hazel Woodhouse, Don Passey and John Anderson
Educ. Sci. 2024, 14(5), 520; https://doi.org/10.3390/educsci14050520 (registering DOI) - 11 May 2024
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This paper reports research that investigated how digital technologies were used to develop and maintain home–school connections and develop positive relationships when children transition to nursery schools and schools. School case studies, comprising four purposively selected schools with nursery provision in Northern Ireland
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This paper reports research that investigated how digital technologies were used to develop and maintain home–school connections and develop positive relationships when children transition to nursery schools and schools. School case studies, comprising four purposively selected schools with nursery provision in Northern Ireland and four primary schools in New Zealand, provided the context and evidence to enable a small-scale comparative study of how digital technologies enabled the development of relationships between homes and schools over time. In this paper, the findings were analysed using a conceptual model and framework derived from earlier studies in this field. However, given the contemporary social and technological context, it was found that the framework could be reviewed and elaborated, enabling the creation of a new conceptual framework that is offered here. Our findings reveal methods of employing digital technologies to positively support parental engagement when children transition to nurseries and schools. From the analysis of our findings using the framework developed, points to consider for future practice, policy, and research are highlighted, with an emphasis on understanding and integrating parents’ aspirations into the transition process. Opportunities that use existing and emerging methods for home–school–community connections need to be made known to teachers and schools. While the digital technologies used must be capable of maintaining appropriate regular communication, additionally, supporting ways for involving parental voice in reviews of existing practices and exploring new opportunities should be shared with teachers and schools. Future research should explore how the use of digital technologies in developing wider and deeper engagement and participation of parents and carers with nurseries and schools might lead to a longer-term and positive engagement in later years beyond nursery schools and initial transition to school.
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(This article belongs to the Section Technology Enhanced Education)
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Frameworks and Models for Digital Transformation in Engineering Education: A Literature Review Using a Systematic Approach
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Niels Erik Ruan Lyngdorf, Dan Jiang and Xiangyun Du
Educ. Sci. 2024, 14(5), 519; https://doi.org/10.3390/educsci14050519 (registering DOI) - 11 May 2024
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In response to the opportunities and challenges posed by rapid technological advancement, digital transformation (DT) has recently emerged as a key concept in higher engineering education. DT involves using digital technologies to transform educational and pedagogical practices to enhance the learning and teaching
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In response to the opportunities and challenges posed by rapid technological advancement, digital transformation (DT) has recently emerged as a key concept in higher engineering education. DT involves using digital technologies to transform educational and pedagogical practices to enhance the learning and teaching experiences, prepare students for the needs of industry, and foster innovation. Despite a growing number of small-scale empirical studies concentrating on digitalization at lower single-activity and classroom levels, the practices of traditional education largely remain. There is a need for more systematic and holistic frameworks to facilitate and guide DT in engineering education. This study reviews 13 studies, using a systematic approach to identify and analyze the literature on frameworks for DT of engineering education. Several characteristics are identified, including types of DT frameworks and models; drivers of DT; and digital learning tools and types. In addition, various anticipated outcomes of DT reported in the included studies are described at the micro, mezzo, and macro levels. Recommendations for future practices for engineering students, educators, and institutions and future research directions for engineering educational researchers are also proposed to support the further development of digital education.
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(This article belongs to the Section STEM Education)
Open AccessArticle
Gender and STEM Education: An Analysis of Interest and Experience Outcomes for Black Girls within a Summer Engineering Program
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Trina Fletcher, Kerrie Hooper, Danay Fernandez Alfonso and Ahlam Alharbi
Educ. Sci. 2024, 14(5), 518; https://doi.org/10.3390/educsci14050518 (registering DOI) - 11 May 2024
Abstract
An effective way to increase the participation of historically excluded students in engineering education is through informal programming that covers science, technology, engineering, and mathematics (STEM). This study is part of a broader investigation conducted by Fletcher aimed at evaluating the programs offered
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An effective way to increase the participation of historically excluded students in engineering education is through informal programming that covers science, technology, engineering, and mathematics (STEM). This study is part of a broader investigation conducted by Fletcher aimed at evaluating the programs offered by the National Society of Black Engineers (NSBE) as part of the Summer Engineering Experience for Kids (SEEK) program at different sites. The study collected pre- and post-assessment data from 1235 girls across twelve sites to determine if there were significant differences in interest- and experience-related outcomes at single-gender and coeducation sites. The study found that the two single-gender sites out of the twelve sites had statistically significant differences in participant responses in favor of single-gender sites, with one site showing a significant association with overall enjoyment of the program. The study used social cognitive theory (SCT) and intersectionality to guide the research and found that the site type had a significant association with the results. These findings suggest the need for further exploration of the impact of site type within informal education programs, especially those targeting historically excluded populations in STEM.
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(This article belongs to the Special Issue Gender and STEM Education)
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Digital and Physical Interactive Learning Environments: Early Childhood Mathematics Teachers’ Beliefs about Technology through Reflective Writing
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Maha Saad Alsaeed and Mona Khalifah Aladil
Educ. Sci. 2024, 14(5), 517; https://doi.org/10.3390/educsci14050517 (registering DOI) - 11 May 2024
Abstract
In early mathematics education, the beliefs of the teacher are essential for facilitating the integration of technology into teaching mathematics. This study explores the influence of physical and digital interactive learning environments on the development of early childhood teachers’ beliefs about integrating technology
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In early mathematics education, the beliefs of the teacher are essential for facilitating the integration of technology into teaching mathematics. This study explores the influence of physical and digital interactive learning environments on the development of early childhood teachers’ beliefs about integrating technology into early mathematics classrooms. To understand the development of teachers’ beliefs, a half-year, content-based professional development program that incorporates interactive digital and physical environments was designed for this research on early childhood mathematics teachers (N = 58). We administered a questionnaire to measure teachers’ beliefs regarding employing an interactive technological environment in mathematics classrooms before and after engaging in an intervention program. In addition, a reflective writing strategy was implemented with the participants (N = 10) to understand the development of their beliefs about technology via an evaluation of their levels of reflection. In general, the research findings indicate that an interactive learning environment supports an improvement in teachers’ beliefs about technology. Furthermore, positive qualitative findings were drawn from the reflective writing essays of early childhood teachers. The qualitative findings indicate that an interactive environment enables teachers to be conscious of selecting effective math-specific technologies that facilitate children’s exploration and discovery of mathematics concepts.
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(This article belongs to the Special Issue Using Technologies for Sustainable Inclusive Practices in Early Childhood Education)
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Neurodiversity Positively Predicts Perceived Extraneous Load in Online Learning: A Quantitative Research Study
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Anne-Laure Le Cunff, Vincent Giampietro and Eleanor Dommett
Educ. Sci. 2024, 14(5), 516; https://doi.org/10.3390/educsci14050516 (registering DOI) - 10 May 2024
Abstract
Working memory impairments are common in neurodevelopmental conditions, potentially impacting how neurodivergent students experience cognitive load during learning. We conducted a survey with 231 participants focused on students with attention deficit/hyperactivity disorder (ADHD), autism spectrum disorder (ASD), and dyslexia. Parametric tests and a
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Working memory impairments are common in neurodevelopmental conditions, potentially impacting how neurodivergent students experience cognitive load during learning. We conducted a survey with 231 participants focused on students with attention deficit/hyperactivity disorder (ADHD), autism spectrum disorder (ASD), and dyslexia. Parametric tests and a regression analysis were used to investigate the relationship between neurodiversity and perceived cognitive load in online learning. Neurodivergent students reported significantly higher extraneous cognitive load (ECL) in online learning compared to their neurotypical peers. However, no significant differences in perceived intrinsic and germane cognitive load were found between the two groups. Neurodiversity, and specifically ADHD, positively predicted perceived ECL in online learning. This study provides novel insights into the association between neurodiversity and cognitive load in online learning, suggesting a need for targeted support to help neurodivergent students reduce ECL in online learning environments and highlighting the importance of promoting inclusive educational practices that meet the needs of all students.
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(This article belongs to the Section Education and Psychology)
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Open AccessSystematic Review
Team- and Problem-Based Learning in Health Services: A Systematic Literature Review of Recent Initiatives in the United States
by
Eileen S. Alexander, Ashley A. White, Ashley Varol, Kacey Appel and Cristian Lieneck
Educ. Sci. 2024, 14(5), 515; https://doi.org/10.3390/educsci14050515 (registering DOI) - 10 May 2024
Abstract
The COVID-19 pandemic caused a sudden shift to virtual platforms. Physical distance and limited experience with both synchronous and asynchronous teamwork at work and school hampered problem-solving and the development of critical thinking skills. Under these circumstances, the implementation of team-based and problem-based
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The COVID-19 pandemic caused a sudden shift to virtual platforms. Physical distance and limited experience with both synchronous and asynchronous teamwork at work and school hampered problem-solving and the development of critical thinking skills. Under these circumstances, the implementation of team-based and problem-based learning (TBL, PBL, respectively) required a reevaluation of how teams collaborate and engage in problem-solving remotely. The research team conducted a systematic review to identify health services studies, themes, and attributes of learning initiatives associated with the success of TBL and PBL conducted during the COVID-19 pandemic. This systematic review was conducted using the preferred reporting items for systematic reviews and meta-analysis (PRISMA) guidelines. The review results identified three themes associated with TBL and PBL learning initiatives in health services: (1) TBL and PBL have transformed health services education with modified TBL (mTBL) and modified PBL (mPBL) as the new norms; (2) the amplification of age-appropriate principles for professional motivation in healthcare; and (3) active learning impacts practical abilities for professional success and future leadership roles. The pandemic underscored the importance of flexibility, resilience, and innovation in TBL and PBL approaches in health services education. Despite the superiority of mPBL and mTBL, the barriers to implementation and student acceptance of active learning include inadequate resource and space allocation, and student preferences for passive, traditional lecture. Further, online learning required increased facilitator training, administration time, and time to provide feedback.
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(This article belongs to the Section Higher Education)
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Rethinking Undergraduate Computer Science Education: Using the 4Es Heuristic to Center Students in an Introductory Computer Science Course
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Francheska D. Starks, Shalaunda M. Reeves, Jonathan Rickert, Kyle Li, Brock Couch and Joanna Millunchick
Educ. Sci. 2024, 14(5), 514; https://doi.org/10.3390/educsci14050514 (registering DOI) - 10 May 2024
Abstract
There is a nationwide effort to increase the representation and engagement of minoritized students in computer science education. Discourse about the barriers to diversity among computer science majors is often characterized by student pathologies and does not consider the impacts of classroom culture
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There is a nationwide effort to increase the representation and engagement of minoritized students in computer science education. Discourse about the barriers to diversity among computer science majors is often characterized by student pathologies and does not consider the impacts of classroom culture and instructor pedagogies. Amid the push for strategies to recruit and retain minoritized students in computer science, little has been done to transform curriculum and analyze faculty perspectives on curriculum and pedagogy as methods to increase students’ access to the computer science major. This paper presents an example of curriculum redesign for an undergraduate introductory computer science course (ICS) that sought to address issues of inequitable representation by centering student identities and redistributing power in favor of students. The authors draw upon critical sociocultural and the 4Es heuristic for disciplinary literacy to reimagine the ICS course as a space that centers on the important roles of identity and power in solving for diversity in computer science education. We highlight for researchers and practitioners how our work may be used to disrupt meritocratic practices that alienate minoritized and economically disadvantaged students and to expand definitions of mastery and expertise in computer science education.
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(This article belongs to the Section STEM Education)
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Open AccessArticle
An Intervention into Imagery and Self-Efficacy: Enhancing Athletic Achievements of Alpine Skiers
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Katrina Volgemute, Zermena Vazne and Daina Krauksta
Educ. Sci. 2024, 14(5), 513; https://doi.org/10.3390/educsci14050513 - 10 May 2024
Abstract
Psychological preparation has taken on a crucial role in today’s sports practice. Effective resolutions to the challenges inherent in athletes’ psychological preparation require a comprehensive understanding of the key components that constitute the psychological preparation process. This quasi-experimental study aims to first, assess
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Psychological preparation has taken on a crucial role in today’s sports practice. Effective resolutions to the challenges inherent in athletes’ psychological preparation require a comprehensive understanding of the key components that constitute the psychological preparation process. This quasi-experimental study aims to first, assess the interrelationships among imagery abilities, physical self-efficacy, and sport performance among a sample of alpine skiers. Secondly, this study sought to assess the effect of a psychological intervention on imagery and self-efficacy, and its impact on their task performance. The proposed hypothesis suggests that integrating imagery and self-efficacy interventions into the training process of alpine skiers will enhance athletes’ achievements on the slalom ski track. Seven leading Latvian youth alpine skiers with an average age of M = 17.14 (SD = 1.77) participated in a three-month psychological skill intervention targeting imagery and self-efficacy enhancement, alongside control training sessions on a slalom ski track to evaluate its effectiveness on sport performance. Pre- and post-intervention assessments were conducted using questionnaires, revealing significant improvements in imagery abilities and self-efficacy (p < 0.05). Notably, positive interrelationships between imagery abilities, self-efficacy, and sport performance were observed. These findings underscore the efficacy of integrating psychological interventions into the athlete training process and highlight the importance of psychological readiness in optimizing athletic achievements, particularly in dynamic sports like alpine skiing. The study results provide novel theoretical and practical psychological insights into the training process of athletes in sports.
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(This article belongs to the Section Education and Psychology)
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Lesson Study as a Professional Development Model for Teaching Spatial Ability in Primary STEM
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Ergi Bufasi, Ildze Čakāne, Karlis Greitans, Inese Dudareva and Dace Namsone
Educ. Sci. 2024, 14(5), 512; https://doi.org/10.3390/educsci14050512 - 10 May 2024
Abstract
This study explores the efficacy of a professional development (PD) model that employs lesson study to teach spatial ability skills in primary STEM education. The structure of the PD supported the ‘Insights’ mechanism by focusing on visualisation, mental rotation, construction and deconstruction, and
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This study explores the efficacy of a professional development (PD) model that employs lesson study to teach spatial ability skills in primary STEM education. The structure of the PD supported the ‘Insights’ mechanism by focusing on visualisation, mental rotation, construction and deconstruction, and spatial orientation, which are vital for nurturing students’ spatial abilities. The ‘Motivation’ mechanism was addressed through goal setting in lesson planning, motivating teachers to integrate spatial tasks into their curricula. Continuous feedback and practical support facilitated the ‘Technique’ mechanism, embedding learned skills into everyday teaching practices. Last, the ‘Embed in Practice’ mechanisms, including action planning and prompts, were effectively translated into classroom practices, evidencing the model’s operational efficacy.
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(This article belongs to the Special Issue Teacher Professional Development and Sustainability)
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