Generative AI for Culturally Responsive Science Assessment: A Conceptual Framework
Pedagogical Translanguaging in L2 Teaching for Adult Migrants: Assessing Feasibility and Emotional Impact
Beyond Traditional Lesson Study: How Mathematics Studio Supports Generative Teacher Learning
Unveiling University Students’ Perceptions on Their Teachers’ Digital Competence
Smartphones in School: To Ban or Not to Ban?!

Journal Description

Education Sciences

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

Open Access— free for readers, with article processing charges (APC) paid by authors or their institutions.
High Visibility: indexed within Scopus, ESCI (Web of Science), Educational Research Abstracts, PsycInfo, and other databases.
Journal Rank: JCR - Q1 (Education and Educational Research) / CiteScore - Q1 (Education)
Rapid Publication: manuscripts are peer-reviewed and a first decision is provided to authors approximately 29.8 days after submission; acceptance to publication is undertaken in 3.8 days (median values for papers published in this journal in the second half of 2024).
Recognition of Reviewers: reviewers who provide timely, thorough peer-review reports receive vouchers entitling them to a discount on the APC of their next publication in any MDPI journal, in appreciation of the work done.

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

Imprint Information Journal Flyer Open Access ISSN: 2227-7102

Latest Articles

22 pages, 471 KiB

Open AccessArticle

Implementing Competency-Based Education Through the Personalized Monitoring of Primary Students’ Progress and Assessment

by Jovita Ponomariovienė, Daiva Jakavonytė-Staškuvienė and Frédéric Torterat

Educ. Sci. 2025, 15(2), 252; https://doi.org/10.3390/educsci15020252 (registering DOI) - 18 Feb 2025

Abstract

Competency-based education is an educational paradigm with the primary goal of combining theoretical knowledge and practical skills, giving students the opportunity to effectively apply learning outcomes in real-life situations. This approach focuses on preparing students for life’s challenges by nurturing them as independent, critical, and creative thinkers who can adapt to an ever-changing environment. This article examines the process of competency-based assessment and progress monitoring in primary grades. The study conducted a qualitative content analysis of observed lessons and teacher interviews to reveal how assessment and continuous progress monitoring can contribute to comprehensive student development. Ten primary school teachers participated in the study, responding to researchers’ questions about competency-based education and their practices in assessment and progress monitoring. The article presents the results of a qualitative study aimed at evaluating the process of competence-based assessment and progress monitoring in primary school classrooms. The study results revealed that, in assessing student progress, teachers find it important for students to not only demonstrate knowledge in different situations but also gain a clearer understanding of their learning goals and have opportunities for growth. Such an assessment system not only helps students develop self-reflection but also encourages them to take responsibility for their learning process, continually improve, and strive for higher competency achievement. Full article

(This article belongs to the Section Curriculum and Instruction)

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20 pages, 548 KiB

Open AccessArticle

Building the Foundations of Dialogic Pedagogy with Five- and Six-Year-Olds

by Fiona Maine

Educ. Sci. 2025, 15(2), 251; https://doi.org/10.3390/educsci15020251 - 17 Feb 2025

Abstract

Dialogic pedagogy has been explored by researchers at length in the 21st century. Focusing on the interactions between teachers and children and the underlying epistemological values that these interactions signal, a growing body of research has identified features of dialogic classrooms and conducted fine-tuned analysis of dialogic functions in classroom talk. Much of this research features classes of older primary learners. However, the foundations of dialogic pedagogy lie in early learning contexts. This article considers how teachers enact dialogic values with young learners (five- to six-year-olds) in discussions where they are invited to share their ideas in response to visual texts that provoke philosophical thinking about social responsibility and living together. The research uses linguistic ethnography to analyse the language of these interactions at macro-, meso- and micro-levels, and detailed extracts from the lessons are included to demonstrate different dialogic strategies that teachers employ. Dialogic chains of four or more turns are analysed in detail, as representative of extended interactions that move beyond simple and traditional classroom interaction structures. The findings highlight core dialogic principles of meaning-making and relating as fundamental to the success of the interactions with young children. Full article

(This article belongs to the Special Issue Dialogic Pedagogy in Early Childhood Education)

17 pages, 284 KiB

Open AccessArticle

Importance Attributed to Music Education by Hong Kong Parents and Prediction of Children’s Music Participation

by Yingying Pan, Alfredo Bautista and Siu-hang Kong

Educ. Sci. 2025, 15(2), 250; https://doi.org/10.3390/educsci15020250 - 17 Feb 2025

Abstract

Parents play a crucial role in facilitating their children’s participation in extracurricular music activities. Guided by the framework of concerted cultivation, this survey study conducted with Hong Kong parents investigates (1) the types of extracurricular music activities in which their three- to eight-year-old children participate, (2) the importance parents attribute to music education and its correlation with key demographic factors, and (3) the predictive relationship between the importance parents attribute to music education and their children’s music participation. A self-designed survey was completed by 430 parents. Descriptive statistics, correlation, and binary logistic regression were conducted. Children’s participation rate in extracurricular music activities was found to be low. While younger children tended to engage in collaborative and unstructured activities, older children participated more in individual and guided activities. The importance attributed by parents to music education was relatively high and correlated with their background and family demographics. The higher the parents rated the importance of music education, the more likely they were to have signed up or intended to sign up their children for music activities. This study offers insights into children’s extracurricular music participation, highlights parental roles in children’s music education, and underscores the necessity of educating parents about the importance of music education. Full article

(This article belongs to the Special Issue Contemporary Issues in Music Education: International Perspectives)

24 pages, 1249 KiB

Open AccessArticle

Enhancing University Teaching Through Student-Led Review Articles as a Pathway to Early Research Engagement

by Pablo J. Miró-Colmenárez, Silvia Durán-Alonso, Eliana Díaz-Cruces and Camilo Zamora-Ledezma

Educ. Sci. 2025, 15(2), 249; https://doi.org/10.3390/educsci15020249 - 17 Feb 2025

Abstract

Early exposure to research methodology through review articles represents a promising approach to fostering research interest among undergraduate students during their initial academic years. In the present work, the implementation and impact of incorporating review article analysis in first and second-year undergraduate curricula is examined as a strategy to promote research engagement. The methodology involved a systematic integration of review article study within regular coursework, focusing on developing critical analysis skills and research comprehension. Students participated in guided analysis sessions, learning to decode research structures, evaluate evidence, and synthesize findings. Indeed, this study gather together a three-year teaching in-novation project (2021–2023) at the Catholic University of Murcia (UCAM), Spain as a case study, which uses Review Articles for Academic Development in University Teaching. The findings suggest that incorporating review articles in early undergraduate education serves as an effective scaffold for developing research competencies and motivating students toward research careers. This approach provides a foundation for research literacy as aligning with current educational trends emphasizing early research exposure. Furthermore, it is also concluded that despite the growing use of advanced technologies, review articles remain essential for research learning, offering a replicable model to strengthen research engagement in other educational institutions. Full article

(This article belongs to the Special Issue Critical Pedagogy between Theory and Practice)

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26 pages, 970 KiB

Open AccessArticle

Bridging Mathematical Modelling and Education for Sustainable Development in Pre-Service Primary Teacher Education

by Neslihan Bulut and Rita Borromeo Ferri

Educ. Sci. 2025, 15(2), 248; https://doi.org/10.3390/educsci15020248 - 16 Feb 2025

Abstract

This study examined the impact of a teacher training programme combining Education for Sustainable Development (ESD) and Mathematical Modelling (MM) on pre-service primary mathematics teachers’ (PSTs) understanding of sustainability and its integration into mathematics education. Using a mixed-methods approach, data were gathered through pre- and post-test questionnaires and qualitative reflections. The results showed a significant improvement in PSTs’ knowledge of sustainability after the training. Key themes included the development of mathematical modelling competence and an increased understanding of sustainability topics and the importance of critical thinking. Participants also emphasized the importance of lifelong learning, openness to change, and acquiring the necessary didactic skills for creating ESD–modelling tasks. Additionally, the study found that PSTs’ personal behaviours shifted toward sustainability, with a focus on responsible consumption, water conservation, and climate action, aligning with various Sustainable Development Goals (SDGs). The seminar addressed all 17 SDGs, however, in the post-test questionnaire, participants most frequently provided examples related to SDG 6 (Clean Water and Sanitation), SDG 12 (Responsible Consumption and Production), and SDG 13 (Climate Action). It recommended a stronger emphasis on interdisciplinary approaches, targeting underrepresented SDGs, and challenging existing beliefs that restrict sustainability integration in subjects like mathematics. Mathematical modelling activities were highlighted as a key tool for integrating sustainability concepts into mathematics lessons. Full article

(This article belongs to the Topic Education and Learning in the Context of the New Normal: Sustainable Development and the Path to Sustainability)

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25 pages, 1335 KiB

Open AccessSystematic Review

Successful Educational Actions for Sustainable Development: A Systematic Review of Training for Employability Development of Vulnerable Groups

by Carolina Grau-del-Valle, Lucía Inmaculada Llinares-Insa, Laura García-Raga and Esther Roca-Campos

Educ. Sci. 2025, 15(2), 247; https://doi.org/10.3390/educsci15020247 - 16 Feb 2025

Abstract

Successful Education Actions (SEAs) have proven to be key to generating opportunities for vulnerable groups. Building a sustainable future requires ensuring inclusive education that addresses inequalities and fosters social cohesion, aspects that SEAs promote by addressing educational and occupational inclusion. Recent studies underline the effects of SEAs on education and social cohesion. However, their impact on employability development has been insufficiently explored. Therefore, this study presents a systematic review that explores how SEAs contribute to the development of transversal competences that improve the employability of people in vulnerable situations, impacting on three dimensions: individual characteristics, personal circumstances, and contextual factors. PRISMA2020 methodology was used, and 30 empirical articles were analysed. After analysis, the results show that the high social and educational expectations, participation, quality relationships, community engagement, and co-creation promoted by SEAs have a significant impact on the employability of participants. These factors can contribute to more sustainable cities by fostering inclusive and lasting employability. The study systematises the positive effects of SEAs on employability and proposes optimal educational strategies that facilitate informed decisions for managers and policy makers. Full article

(This article belongs to the Special Issue Learning for Sustainability: Challenges and Progress of Embedding Sustainability into Teaching and Learning and Beyond)

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20 pages, 671 KiB

Open AccessArticle

From Seeds to Harvest in Seven Weeks: Project-Based Learning with Latina Girls and Their Parents

by Peter Rillero, Margarita Jiménez-Silva, Katherine Short-Meyerson and Kim Marie Rillero

Educ. Sci. 2025, 15(2), 246; https://doi.org/10.3390/educsci15020246 - 16 Feb 2025

Abstract

This study examines the impact of a culturally responsive, garden-based STEM program designed for Latina girls (grades 5–6) and their parents. The “Our Plot of Sunshine” project integrates Family Project-Based Learning with garden education to create meaningful STEM engagement opportunities. Drawing on the science capital, science identity, and community cultural wealth frameworks, the program leverages families’ cultural and linguistic resources while developing science knowledge and identity. Nineteen families from low socioeconomic schools participated in three pilot implementations across two Western U.S. cities. Using a mixed-methods approach with repeated measures over 19 weeks, the study tracked changes in participants’ science identity, interest, and career aspirations. Results showed significant increases in science identity and career aspirations, with effects maintained at three-month follow-up. While interest/enjoyment showed positive trends, changes were not statistically significant. Parent ratings of program elements were consistently higher than daughter ratings, though both groups reported strong engagement. The successful integration of bilingual instruction emerged as a particularly valued program component. These findings suggest that family-centered, culturally responsive garden education can effectively support Latina girls’ STEM identity development and future orientation, while highlighting the potential of leveraging family and cultural resources in STEM education. Full article

(This article belongs to the Special Issue Project-Based Learning in Integrated STEM Education)

19 pages, 267 KiB

Open AccessArticle

Teacher Candidates’ Use of Inclusive Children’s Literature in Interactive Read-Alouds: Successes, Challenges and Implications

by Francesca Pomerantz

Educ. Sci. 2025, 15(2), 245; https://doi.org/10.3390/educsci15020245 - 16 Feb 2025

Abstract

Book banning and laws against discussing so-called “divisive concepts” in the United States are limiting what is read to children in schools, even in places without specific legislation. Books by Black and LGBTQIA+ authors and/or about Black or LGBTQIA+ characters are specific targets of the book banning and censorship efforts. The research reported in this article used a case study approach to explore two teacher candidates’ responses to inclusive children’s picture books and their discussions of the books with students in their classrooms during their practicum. The results indicated that the teacher candidates strongly believed in the value of sharing inclusive children’s literature and effectively utilized open-ended questions to spark critical thinking. However, they found it challenging to follow their students’ leads and build on comments in ways that could have resulted in deeper thinking and understanding. More practice, feedback and reflective opportunities are needed during teacher preparation in actual classrooms to improve teacher candidates’ abilities to conduct interactive read-alouds about topics that feel risky. The findings also highlight the need for schools and mentor teachers to model discussions about inclusive children’s books. Full article

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

26 pages, 1343 KiB

Open AccessArticle

The Impact of Multilevel Coaching on Pre-Service Teachers’ Fidelity of Implementation of an Evidence-Based Reading Intervention

by Corinne R. Kingsbery, Kristen D. Beach, Samantha A. Gesel, Charles L. Wood, Erin K. Washburn and Thomas Connors

Educ. Sci. 2025, 15(2), 244; https://doi.org/10.3390/educsci15020244 - 15 Feb 2025

Abstract

Teacher preparation programs (TPPs) can equip pre-service teachers (PSTs) with skills to implement evidence-based reading interventions with fidelity by engaging PSTs in carefully designed clinical experiences with feedback via coaching. To individualize support and facilitate a responsive approach to feedback centered on PSTs’ levels of fidelity, first, this study examined the impact of a multilevel coaching intervention on PSTs’ fidelity of implementation of an evidence-based reading intervention during a tutoring clinical experience. Second, this study examined PSTs’ perceptions of the feasibility, effectiveness, and future impact of the multilevel coaching intervention. Results of a single-case, multiple baseline across participants design indicated a functional relation between the multilevel coaching intervention and PSTs’ fidelity, inclusive of both structural and process dimensions. Furthermore, PSTs found the multilevel coaching intervention to be socially valid, indicating the intervention was feasible, effective, and impactful on their future teaching experiences. Major implications for teacher preparation and coaching support include (a) providing PSTs with authentic clinical experiences, inclusive of coaching support, when implementing EBPs; (b) viewing fidelity as a multidimensional construct that can inform coaching support and teacher practices; and (c) enhancing TPPs with experiences that impact PSTs’ perceptions about their own ability to teach reading. Full article

(This article belongs to the Special Issue Training Special Education Teachers and Staff to Use Evidence-Based Practices)

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20 pages, 330 KiB

Open AccessArticle

Preliminary Study on Enhancing Literacy Skills Through Intervention Targeting Inhibitory Control, Cognitive Flexibility, Working Memory, and Attentional Control

by Marta Castillo-Segura, Miguel Á. Carbonero-Martín and Luis J. Martín-Antón

Educ. Sci. 2025, 15(2), 243; https://doi.org/10.3390/educsci15020243 - 15 Feb 2025

Abstract

(1) Background: It is important to understand how inhibition, cognitive flexibility, working memory, and attentional control impact reading and writing skills to identify areas for intervention and create effective intervention programs. This pilot study explores the connection between these abilities and academic performance in children aged 6 to 8 using a design with control and experimental groups. (2) Methods: Both groups were assessed pre- and post-intervention using the Color and Word Test, Copy Test of a Complex Figure, Behavior Rating Inventory of Executive Function-2, and Literacy Analysis Test. (3) Results: The results showed significant enhancements in inhibition, cognitive flexibility, and working memory in the experimental group, underscoring the importance of executive functioning in the proper development of literacy. However, no significant differences were observed in reading or writing skills between the two groups, although the experimental group showed improvements in the correlations of all studied variables after the intervention. (4) Conclusions: These findings indicate that improving executive functions may be essential for enhancing literacy skills in children of this age group, being important both for research and for educational practice, emphasizing the importance of including executive function when developing intervention strategies to enhance reading and writing skills. Full article

(This article belongs to the Special Issue Special and Inclusive Education: Challenges, Policy and Practice)

29 pages, 2411 KiB

Open AccessArticle

Breaking Barriers to Unleash STEM Futures by Empowering Girls Through Mentorship in Summer Camps

by María Martín-Peciña, Antonio Quesada, Ana M. Abril and Marta Romero-Ariza

Educ. Sci. 2025, 15(2), 242; https://doi.org/10.3390/educsci15020242 - 14 Feb 2025

Abstract

The underrepresentation of women in science fields limits their potential in solving current global challenges. As a lighthouse to close this gender gap, role models are crucial for girls to build their science identity, even in their early years. Therefore, we describe a combined mentoring intervention taking place during scientific summer camps for girls. In these camps, young girls lived for a week undertaking an intensive program conducting cutting-edge research and in close contact with female mentors and other girls within a community of practice. They were mentored in small groups, but there were also chances for participating in talks, entrepreneurial workshops, and social activities all together. On the last day, the girls presented their research results, sharing their perceptions about the camp and their concerns regarding the role of women in science in an open-door final conference. By means of a mixed-method assessment conceptualization, the aim of this study is to provide evidence supporting the impact of non-formal education settings to effectively enhance girls’ science potential by using inspiring female scientists acting as mentors and role models. Furthermore, the study intends to shed light on what were regarded to be the key factors of the camp design that had such an impact on the participating girls. In particular, the findings demonstrate that the participating girls improved their attitudes towards STEM after the camp, highlighting how role models, in several roles, were key to empowering them in science through the building of a gender-responsive and inclusive community. Finally, the paper also discusses the key elements of the intervention based on the lessons learned and its transferability to different educational contexts in order to expand the beneficial effects of a gender-sensitive science education to build an inclusive future. Full article

(This article belongs to the Special Issue Impact of Integrated STEAM Education)

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28 pages, 856 KiB

Open AccessArticle

Bridging the Gap: A Debate on Sustainability Aspects of Digital Media in Education

by Pia Spangenberger and Heinrich Söbke

Educ. Sci. 2025, 15(2), 241; https://doi.org/10.3390/educsci15020241 - 14 Feb 2025

Abstract

While there has been some progress in addressing ethical questions within current digital media integration frameworks, such as the TPACK model, insufficient research exists regarding the meaningful integration of digital media into education while considering its impact on sustainability in terms of its ecological, economic, and social dimensions. Hence, this article aims to bridge these two critical research streams and examines the current debate on how these sustainability aspects have been considered in the complex debate on efficient digital media integration in the context of education. Besides potentially significant differences regarding digital sufficiency and the life cycle assessment of digital media, there may be further ecological, economic, and social dimensions of media in education specific to the context of sustainable development. By discussing the impact of digital media on the three dimensions of sustainability using three examples (virtual field trips, smartboards, and large language models), we further categorize our findings from the early stages of a systematic literature review (SLR) into a taxonomy on the consideration of sustainability regarding digital media in education. Initially aiming at an SLR involving the screening of 2099 articles to provide deeper insights into how technology integration frameworks consider all three pillars of sustainable development, none of the articles completely met our inclusion criteria. Instead, we found research on certain sustainability aspects of digital media in education, such as learning objectives, life cycle assessment, and pedagogical approaches, combined with various interpretations of the term sustainability. Based on our findings, we developed a taxonomy on sustainability regarding digital media in education, and argue in favor of a comprehensive view and meaningful measurability of the sustainability dimensions when integrating digital media into education. For the promotion of sustainability regarding digital media in education, we suggest the development of an assessment framework for guiding the practical application of digital media in line with the dimensions of sustainability. Full article

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

19 pages, 5846 KiB

Open AccessArticle

The Impact of Sociomaterials on Architectural Learning Processes in Virtual and Physical Design Studios

by Barak Pelman and Amit Raphael Zoran

Educ. Sci. 2025, 15(2), 240; https://doi.org/10.3390/educsci15020240 - 14 Feb 2025

Abstract

Since architectural education has been integrated into academic campuses, the design studio has become its most prominent pedagogical approach. However, in the last three decades, advances in computer-aided design (CAD) and online communication led to the development of virtual design studio (VDS) formats, which gained prominence during the COVID-19 pandemic. VDS and physical design studio (PDS) are characterized by different sociomaterial environments, each offering unique learning opportunities. This study examines how these environments influence learning processes, analyzing two desk critique sessions—one conducted in a VDS and the other in a PDS. Our data, comprising video recordings and on-site observations, were analyzed and interpreted through a sociomaterial lens. The findings indicate that PDS facilitates more spontaneous interactions, allowing for the communication of complex ideas and better addressing misunderstandings compared to VDS, which is constrained by the limitations of digital communication platforms. This research provides both theoretical and pedagogical contributions. Theoretically, it demonstrates how architectural concepts emerge through sociomaterial interactions, framing architectural learning as material practice. In addition, it illustrates the role of sociomaterials in communicating complex ideas and shaping collaborative learning processes. Pedagogically, the findings emphasize the importance of creating rich sociomaterial environments that effectively support intended learning processes. Full article

(This article belongs to the Special Issue Learning, Its Education and Its Contemporary Theoretical Complexities)

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Abstract

In addition to being influenced by structural factors like socioeconomic background (SES), children’s achievements are also influenced by psychological factors like the parental mindset. Mindsets may thus be a key to tempering the income–vocabulary gap in emerging bilingual children’s L1 and L2 vocabulary. This study compared how SES and the parental mindset connect with parental values on the importance of English, home literacy practices, and children’s Chinese and English vocabulary. We assessed 271 (M_age = 60.78 months) children’s Chinese and English vocabulary, and their parents completed a home literacy environment questionnaire. Path analysis showed that parental growth mindset does not vary with their SES. In addition, parents’ mindsets have a unique contribution to children’s outcomes through parents’ beliefs and the home literacy environment. Full article

26 pages, 3509 KiB

Open AccessArticle

Fostering Students’ Measurement Estimation Skills in a Digital Teaching-Learning Environment: A Class-Wise Randomized Controlled Trial in Grade 5

by Niklas Peters, Susanne Prediger and Juliane Weiss

Educ. Sci. 2025, 15(2), 238; https://doi.org/10.3390/educsci15020238 - 14 Feb 2025

Abstract

Students’ measurement estimation skills require benchmark knowledge (about measures of known objects) and estimation strategies (ways to compare with benchmarks). While students’ estimation skills have been assessed and unpacked in several empirical studies (for length and area but less for mass), approaches for fostering them have hardly been empirically studied. We present the instructional design of a digital teaching-learning environment designed to foster fifth graders’ estimation skills for mass measures and empirical evidence for its efficacy. The teaching-learning environment encompassed two 45-minute sessions and drew upon the design principles of cognitive engagement with worked examples, enhanced communication, and scaffolding. A class-wise randomized controlled trial was conducted in 14 classes (involving n = 310 students) with three treatment groups, and two intervention groups worked on estimation strategies in the teaching-learning environment. Both intervention groups significantly outperformed the control group in the post test. The intervention group with highly structured scaffolds only tended to explain the strategies slightly better than the intervention group with regular scaffolds, albeit not significantly. The findings show that estimation skills can be effectively fostered, with a modest indication that highly structured scaffolds might hold promise for longer interventions to enhance students’ discourse practices. Full article

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

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