Education Sciences

Generative artificial intelligence (GenAI) is being investigated as a pedagogical tool in early childhood education, particularly for lesson planning and professional learning. This study examined preservice teachers’ reflections on GenAI-generated feedback during sustainability focused lesson planning. Fifty preservice teachers were involved in developing two lesson plans, receiving GenAI feedba…

Artificial Intelligence (AI) is becoming ubiquitous in our everyday lives. In the United States, AI has increasingly been recognized as an important part of computer science (CS) standards for elementary school students. Prior research work has shown that AI-related content can be taught at upper elementary grade levels. However, classroom-ready, standards-aligned materials for CS in the context …

Heritage education has undergone substantial conceptual, pedagogical, and technological transformations over the last decade, driven by the expansion of digital technologies, participatory pedagogies, and arts-based approaches to learning. Although research in this field has grown considerably, existing studies remain fragmented across educational contexts, disciplinary traditions, and methodolog…

Math walks, where participants explore physical spaces and make connections to mathematics, have been implemented in a wide variety of ways in different learning settings. Math walks connect place-based learning, the development of interest in STEM fields, and opportunities for students to exercise agency over their STEM learning. However, many enactments of math walks have been highly structured…

Despite growing global interest in Artificial Intelligence (AI) in education, limited empirical research has examined how teacher education institutions in developing-country and resource-constrained contexts can sustainably integrate AI into their curricula. This gap is particularly significant because many existing AI integration frameworks assume levels of technological infrastructure, institu…

Campus climate surveys are widely administered in higher education, but their results are rarely integrated into student-success analytics. This study examines negative campus climate as an institutional risk indicator for academic satisfaction, intention to remain, and psychological wellbeing. Open student microdata from the 2016 University of Michigan Campus Climate Survey on Diversity, Equity …

Rapid technological innovation and digitalization have intensified the demand for STEM-related skills, yet many educational systems face stagnant or declining student engagement in STEM, particularly in the later years of secondary education. This study examined how gender, study track (STEM versus non-STEM) and grade level are related to secondary school students’ STEM motivation, interest and i…

This study examines the relationship between teachers’ level of environmentalism and their pedagogical practices across South Sudan, using a survey conducted among 254 primary school teachers in the Yei and Juba counties of Central Equatoria State, South Sudan. Through a statistical analysis of the survey data and use of relevant theory, the findings reveal pro-environmental attitudes and engagem…

Global climate change is one of the most urgent social and environmental challenges of our time, requiring a scientifically informed and civically engaged population who are both knowledgeable and ready to take action. However, many students lack the climate literacy necessary to respond to these challenges. This study investigates the barriers to achieving climate science literacy within the K-1…

Teacher education programs increasingly recognize emotion regulation as central to teachers’ professional functioning, particularly in settings serving at-risk youth. Yet less is known about how pre-service teachers learn to apply explicit regulation skills during practicum. This qualitative study examined reflective journals written by 47 teacher trainees who participated in an eight-week low-in…

Science, technology, engineering, and mathematics (STEM) education has undergone a significant transformation over the past several decades [...]

Traditional assessment practices in multilingual higher education continue to privilege text-based and monolingual demonstrations of learning, often limiting multilingual students’ opportunities to draw on their full linguistic repertoires and increasing assessment-related anxiety. Responding to calls for more equitable and inclusive assessment, this study investigates PLAYMOBIL pro-mediated Seri…

Generative Artificial Intelligence (GenAI) is reshaping technology-mediated learning environments in higher education, yet the structural heterogeneity of student adoption patterns—particularly across multimodal dimensions beyond text—remains empirically under-characterized. This study develops an empirically derived, data-driven taxonomy of GenAI adoption among university students, identifying d…

This study examined pre-service elementary school teachers’ perceptions of a semester-long professional learning programme in Iran, focusing on perceived shifts in their concerns, drawing on the Concerns-Based Adoption Model (CBAM) as the theoretical framework. Adopting a CBAM-informed, directed (deductive–inductive) qualitative content analysis of the written reflections of 30 pre-service teache…

Nigerian secondary schools face significant challenges integrating fourth industrial revolution (4IR) technologies. Little is known about how contextual factors influence teachers’ familiarity with these technologies and their perceptions of student engagement, learning outcomes, and instructional efficiency. Using a convergent parallel mixed-methods design, this study examined those factors in p…

Learner progression policy in South Africa is intended to promote inclusive education by reducing grade repetition and preventing learner dropout, yet its implementation remains contested, particularly in under-resourced schooling contexts. Drawing on teacher agency and socio-ecological theories, this study explored teachers’ perceptions and experiences of learner progression policy in five under…

Cognitive load is a key factor influencing student success. As physics plays a significant role in developing critical thinking, it is important to identify the most effective approach for achieving the highest student performance, specifically the lowest extraneous cognitive load. Although numerous student-centred teaching approaches have been developed in recent decades, their comparative effec…

Drawing on interviews with ten preschool principals who recruit, mentor, and evaluate preschool teachers, this study examines how playfulness is conceptualized as a professional competence within early childhood education and care (ECEC) practice. In Swedish ECEC, play and teaching are conceptualized as intertwined processes, and co-play is positioned as a central pedagogical approach that requir…

The digital transformation associated with Industry 4.0 has increased the demand for engineers with competencies in condition monitoring, the Internet of Things (IoT), and artificial intelligence (AI). However, evidence on educational methodologies integrating these technologies within a competency-based assessment framework remains limited. This study developed and preliminarily evaluated a comp…

While manipulatives, physical learning materials reifying mathematical concepts, have been discussed for a long time, 3D-printing revitalized the discussion and allows teachers to have new manipulatives at their disposal, as well as to design their own using a fraction of the effort. How this can be achieved, i.e., how teachers need to be prepared to utilize 3D-printing, is being tested and imple…