Education Sciences

18 pages, 498 KiB

Open AccessSystematic Review

Behind the Scenes of Adaptive Learning: A Scoping Review of Teachers’ Perspectives on the Use of Adaptive Learning Technologies

by Patricia D. Simon and Lily Min Zeng

Educ. Sci. 2024, 14(12), 1413; https://doi.org/10.3390/educsci14121413 - 23 Dec 2024

Viewed by 582

Abstract

Adaptive learning technologies are emerging educational tools that personalize instruction and tasks to meet students’ current ability levels. Despite their increasing prevalence, the present discourse on adaptive learning software focuses on the technical aspects of adaptive learning systems without accounting for other factors [...] Read more.

Adaptive learning technologies are emerging educational tools that personalize instruction and tasks to meet students’ current ability levels. Despite their increasing prevalence, the present discourse on adaptive learning software focuses on the technical aspects of adaptive learning systems without accounting for other factors that impact their use in classrooms. In acknowledgment of the importance of teachers’ roles in the implementation of educational tools, this review examined studies about teachers’ perspectives on the use of adaptive learning technologies in their courses. A systematic search was conducted in four databases (ERIC, Academic Search Complete, Google Scholar, and Taylor Francis Online). Twenty-nine full-text articles were retained for analysis. A hybrid of deductive and inductive approaches was applied to analyze the data, using the factors described in the Technology Acceptance Model and its extensions as a guide. The findings showed that teachers who saw the long-term benefits of using adaptive learning technologies were more willing to invest time and effort to learn and use the tools in their classes. Barriers identified were the scant professional development opportunities for teachers, the programs’ complexities, and the demands on teachers’ time. To make adaptive learning programs work, teachers must be on board as co-designers and content creators, and they require ongoing technical and institutional support and sufficient preparation in teacher education programs. Full article

(This article belongs to the Section Technology Enhanced Education)

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23 pages, 12830 KiB

Open AccessArticle

Developing an Effective System for Engineering Management Education: A Teaching Practice and Evaluation Perspective

by Tengfei Zhao, Jianlin Zhu, Zhiyu Jian, Xian Zhou, Siling Yang and Puwei Zhang

Educ. Sci. 2024, 14(12), 1412; https://doi.org/10.3390/educsci14121412 - 23 Dec 2024

Viewed by 348

Abstract

In the field of engineering management, teaching emphasizes the cultivation of applied talents within the context of new engineering disciplines. Evaluating the effectiveness of this cultivation is particularly necessary. The evaluation system for teaching effectiveness plays a crucial role in enhancing teaching quality, [...] Read more.

In the field of engineering management, teaching emphasizes the cultivation of applied talents within the context of new engineering disciplines. Evaluating the effectiveness of this cultivation is particularly necessary. The evaluation system for teaching effectiveness plays a crucial role in enhancing teaching quality, promoting students’ comprehensive development, and driving educational reforms. In recent years, there have been numerous research achievements on the evaluation system for practice-oriented teaching quality. However, compared with other disciplines, the field of engineering management remains in its infancy. Therefore, this study clarified the ability goals that talents in this major should possess by studying the evaluation indicators of teaching effectiveness in the field. Based on an emphasis on cultivating different abilities, a practical teaching effectiveness evaluation system was constructed. This study used the Delphi method and the analytic hierarchy process (AHP) to construct a teaching evaluation indicator system for engineering management majors. The system assigns weights to each indicator based on the “Four Abilities”, including professional competence, practical skills, innovation abilities, and employability. This results in the establishment of a relatively scientific and reasonable teaching effectiveness evaluation system. Furthermore, based on the research results, teaching reform studies related to ability cultivation in the “Building Structures” course were carried out. The teaching effectiveness was verified through post-class student feedback, and a student assessment method was established. This study contributes to a better understanding of the path of practical teaching reform and provides a reference value for teaching practice research in related majors. Full article

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23 pages, 1844 KiB

Open AccessArticle

Using Artificial Intelligence to Support Peer-to-Peer Discussions in Science Classrooms

by Kelly Billings, Hsin-Yi Chang, Jonathan M. Lim-Breitbart and Marcia C. Linn

Educ. Sci. 2024, 14(12), 1411; https://doi.org/10.3390/educsci14121411 - 23 Dec 2024

Viewed by 346

Abstract

In successful peer discussions students respond to each other and benefit from supports that focus discussion on one another’s ideas. We explore using artificial intelligence (AI) to form groups and guide peer discussion for grade 7 students. We use natural language processing (NLP) [...] Read more.

In successful peer discussions students respond to each other and benefit from supports that focus discussion on one another’s ideas. We explore using artificial intelligence (AI) to form groups and guide peer discussion for grade 7 students. We use natural language processing (NLP) to identify student ideas in science explanations. The identified ideas, along with Knowledge Integration (KI) pedagogy, informed the design of a question bank to support students during the discussion. We compare groups formed by maximizing the variety of ideas among participants to randomly formed groups. We embedded the chat tool in an earth science unit and tested it in two classrooms at the same school. We report on the accuracy of the NLP idea detection, the impact of maximized versus random grouping, and the role of the question bank in focusing the discussion on student ideas. We found that the similarity of student ideas limited the value of maximizing idea variety and that the question bank facilitated students’ use of knowledge integration processes. Full article

(This article belongs to the Special Issue Exploring the Future of Science Education with AI Technologies: Opportunities and Challenges)

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16 pages, 481 KiB

Open AccessArticle

Research-Based Learning About Nature Conservation Influences Students’ Attitudes and Knowledge

by Ivana Restović and Mila Bulic

Educ. Sci. 2024, 14(12), 1410; https://doi.org/10.3390/educsci14121410 - 23 Dec 2024

Viewed by 347

Abstract

(1) Background: A successful teaching practice and a proper understanding of environmental conservation require developed research abilities and a positive attitude toward nature. Nineteen female students at the Faculty of Humanities and Social Sciences spent ten days in one national park and participated [...] Read more.

(1) Background: A successful teaching practice and a proper understanding of environmental conservation require developed research abilities and a positive attitude toward nature. Nineteen female students at the Faculty of Humanities and Social Sciences spent ten days in one national park and participated in project activities related to nature conservation. This study aimed to investigate how the stay in nature and the active involvement of students will contribute to their attitudes and knowledge acquisition. (2) Methods: A questionnaire was used to assess the students’ attitudes and knowledge about protected areas before and after the project activities in the national park. The Wilcoxon test was used to determine the statistical significance of differences in attitudes, while the Chi-square test was used to examine the differences in their acquired knowledge. (3) Results: The research showed that students had positive attitudes towards nature protection before and after the project activities. The positive attitudes were confirmed after the project activities were carried out even among those students who did not have them initially. A significant increase in students’ knowledge after the ten-day stay in the national park was noticed. (4) Conclusions: The study results have provided insight into the ability of future teachers to promote sustainable lifestyles and ecological activities. Hands-on nature-based learning significantly foster future teachers’ ecological awareness, their environmental knowledge, attitudes, and behavior. Full article

(This article belongs to the Section Higher Education)

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16 pages, 429 KiB

Open AccessArticle

Exploring Sustainable Approaches to Improving Student Intelligence Through Basketball-Specific Means in Higher Education

by Cristiana Maria Porfireanu, Nicoleta Leonte, Ofelia Popescu, Alina Daniela Moanta and Mihaita Alin Saftel

Educ. Sci. 2024, 14(12), 1409; https://doi.org/10.3390/educsci14121409 - 23 Dec 2024

Viewed by 323

Abstract

Sustainable education involves educating young people about the importance of varied physical activities and developing long-term skills for an active lifestyle. We choose basketball as a method for sustainable education because it is a sport with diverse technical procedures and tactical actions anda [...] Read more.

Sustainable education involves educating young people about the importance of varied physical activities and developing long-term skills for an active lifestyle. We choose basketball as a method for sustainable education because it is a sport with diverse technical procedures and tactical actions anda game that plays a significant role in cognitive functional development. This study aims to modernize physical education and sports education to meet current trends and needs. A modern approach to lessons can contribute to the mental and motor development of young people, forming individuals who value movement for health and physical well-being. Thus, integrating VR into physical education lessons (using the means of basketball) represents a paradigm shift in how students prepare and improve their motor function. The study focuses on non-specialized higher education, combining the cognitive benefits of sports with sustainable practices, as we found his to be a gap in our literature review. The experimental program used Raven’s Progressive Matrices, a cognitive ability test, to measure general intelligence. The data were collected on two groups of children (control and experimental, at the beginning of the experiment and after 39 lessons of 100 min each). The t Test results applied in SPSS showed a significant increase in average scores for Raven’s Progressive Matrices after performing the motor program using basketball-specific means, especially for the experimental group. In conclusion, basketball can be a valuable tool for improving cognitive abilities, along with academic and social stimulation, being the key to complete intellectual development. Full article

(This article belongs to the Topic Recent Advances in Physical Education and Sports)

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22 pages, 689 KiB

Open AccessArticle

Leveraging a Candidate Assessment System to Develop an Equity-Centered School Leadership Pipeline Through a University–District Partnership

by Rebecca A. Thessin, Abebayehu A. Tekleselassie, Leslie B. Trimmer, Shaun D. Shepard and Jennifer K. Clayton

Educ. Sci. 2024, 14(12), 1408; https://doi.org/10.3390/educsci14121408 - 23 Dec 2024

Viewed by 414

Abstract

The role of the school principal has garnered international significance. When it comes to student learning outcomes, the effectiveness of the principal has been recognized as being more important than the effectiveness of a single teacher. Studies also highlight the role school leadership [...] Read more.

The role of the school principal has garnered international significance. When it comes to student learning outcomes, the effectiveness of the principal has been recognized as being more important than the effectiveness of a single teacher. Studies also highlight the role school leadership plays in fostering equity and social justice practices in schools and communities. Yet only a small body of research exists on how to prepare leaders to lead for equity. In this paper, we will describe, analyze, and reflect on the components of one school leadership preparation program’s (SLLP’s) candidate assessment system (CAS), which guided the selection of equity-centered leadership candidates for a cohort program in a university–district partnership. We applied a qualitative content analysis to the documents we utilized to select aspiring equity-centered leaders through the program’s redesigned CAS. Our findings revealed that the content and process of the program’s CAS was aligned with many tenets of equity-centered leadership, specifically in CAS documents and in the involvement of a broad group of constituencies and partners during the design and implementation of CAS. We also uncovered a new finding outside of our framework: an emphasis on instructional leadership in our CAS documents as a key component of leading for equity. This study is likely to inform other SLPPs intending to select leadership candidates who will have the capacity to lead for equity. Full article

(This article belongs to the Special Issue Strengthening Educational Leadership Preparation and Development)

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12 pages, 249 KiB

Open AccessArticle

The Effects of Social Identity Incompatibility on Student Mental Health

by Katie Harrold, Anne Kathrin Fett and Corinna Haenschel

Educ. Sci. 2024, 14(12), 1407; https://doi.org/10.3390/educsci14121407 - 23 Dec 2024

Viewed by 483

Abstract

Background: Students from ethnic minority backgrounds have been shown to be more vulnerable to developing mental health disorders compared to White British students. They have also been shown to experience greater social identity incompatibility; however, it is not yet clear if this may [...] Read more.

Background: Students from ethnic minority backgrounds have been shown to be more vulnerable to developing mental health disorders compared to White British students. They have also been shown to experience greater social identity incompatibility; however, it is not yet clear if this may explain some of the disparities in mental health. The aim of the current study was to investigate the relationship between social identity incompatibility and non-clinical generalised anxiety, depression and academic distress in students from ethnic minority backgrounds compared to White students. Methods: A total of 526 students from City St George’s, University of London, completed the Counselling Centre Assessment of Psychological Symptoms (CCAPS-62) and the student identity scale. Results: Results showed correlations between the measures of mental health and incompatibility across all students. Even though there were no significant group differences in the level of anxiety and depression, we found that the interaction between ethnic group and practical incompatibility predicted academic distress. Conclusions: The results may be specific to the multi-ethnic and cultural nature of this inner London city university, but they highlight the importance of practical incompatibility, in particular, in understanding student mental health across different ethnicities. Full article

(This article belongs to the Special Issue Addressing Mental Health and Well-Being in Higher Education: Insights from Educational Psychology)

28 pages, 1248 KiB

Open AccessSystematic Review

Use of Interactive Technologies to Increase Motivation in University Online Courses

by Javier Guaña-Moya, Yamileth Arteaga-Alcívar, Santiago Criollo-C and Diego Cajamarca-Carrazco

Educ. Sci. 2024, 14(12), 1406; https://doi.org/10.3390/educsci14121406 - 23 Dec 2024

Viewed by 508

Abstract

This study analyzes the impact of interactive technologies on the motivation and engagement of university students in online courses. Through a systematic literature review and a comparative analysis of existing technologies, 64 articles published between 2020 and 2024 were examined. The results reveal [...] Read more.

This study analyzes the impact of interactive technologies on the motivation and engagement of university students in online courses. Through a systematic literature review and a comparative analysis of existing technologies, 64 articles published between 2020 and 2024 were examined. The results reveal a significant increase in student motivation (23%) and knowledge retention (31%) with the use of these tools. Augmented reality stands out with a mean effect size of 0.67 on academic performance. The bibliometric analysis shows a concentration of research in countries such as Spain, Colombia and China, suggesting the need for more diverse studies. Challenges such as the digital divide and lack of teacher training were identified, with 42% of teachers reporting difficulties in implementation. The findings underline the transformative potential of interactive technologies in online higher education, but emphasize the importance of a holistic approach that considers technical, pedagogical and socioeconomic aspects. It is recommended to invest in teacher professional development, promote equitable access policies and encourage research in diverse educational contexts to maximize the benefits of these technologies. Full article

(This article belongs to the Section Higher Education)

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22 pages, 804 KiB

Open AccessArticle

Instructional Design Models for Pervasive Learning Environment: Bridging Formal and Informal Learning in Collaborative Social Learning

by I Kadek Suartama, I Nyoman Yasa and Eges Triwahyuni

Educ. Sci. 2024, 14(12), 1405; https://doi.org/10.3390/educsci14121405 - 22 Dec 2024

Viewed by 666

Abstract

In Indonesia, there is a significant gap between the skills, creativity, innovation abilities, and job awareness of college graduates as well as the demands of the modern workforce. This gap originates from a curriculum and learning design that has not kept pace with [...] Read more.

In Indonesia, there is a significant gap between the skills, creativity, innovation abilities, and job awareness of college graduates as well as the demands of the modern workforce. This gap originates from a curriculum and learning design that has not kept pace with the rapidly evolving needs of society. In an era characterized by digitalization and the rapid development of technology, content, infrastructure, human, and environmental resources, it is essential to create an open and pervasive learning environment (PLE). Therefore, this research aimed to describe the design process and determine the feasibility and validity of a PLE model that integrated formal and informal cooperative social learning. Research and Development (R&D) for Education model was adopted in this study following the phases of analysis, design, development, and evaluation (ADDIE). Furthermore, the research procedure included two main stages, namely the development of the PLE model and validation of the product. The product validation process further included 13 experts in material design, 15 experts in learning media, and 95 students from state and private universities across Indonesia. Subsequently, descriptive statistical analysis was used in analyzing the obtained data from the validation process. The results showed that the developed PLE model design has utilized the power of technology, social interaction, and everyday environment, both formally and informally. The developed learning model design was suitable for implementation in educational settings. This learning design model offers a comprehensive, flexible, and inclusive learning ecosystem that is tailored to the needs of the twenty-first century. Full article

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23 pages, 2583 KiB

Open AccessArticle

Implementation of Innovations in Skill Ecosystems: Promoting and Inhibiting Factors in the Indian Context

by Julia Regel, Anjana Rajagopalan, Arnab Mukherji, Sankarshan Basu and Matthias Pilz

Educ. Sci. 2024, 14(12), 1404; https://doi.org/10.3390/educsci14121404 - 22 Dec 2024

Viewed by 432

Abstract

Being considered a driver of economic growth as well as social participation and inclusion, skill development and vocational education and training (VET) policies constitute possible solutions to present challenges and ongoing problems. Therefore, VET has been the distinct subject of attempts toward development [...] Read more.

Being considered a driver of economic growth as well as social participation and inclusion, skill development and vocational education and training (VET) policies constitute possible solutions to present challenges and ongoing problems. Therefore, VET has been the distinct subject of attempts toward development and improvement over time. For more than two decades, VET reforms have been a specific focus of Indian educational governance. However, in the subcontinent, reform initiatives have only partially succeeded in terms of their successful and sustainable implementation. This paper investigates promoting and inhibiting factors for vocational education and training policy implementation in Indian skill ecosystems. Taking the example of bottom-up policy implementation in the form of the Mahatma Gandhi National Fellowship (MGNF) programme, factors that affect the VET policy initiative are identified, based on a combination of quantitative and qualitative methods. Through a comprehensive questionnaire administered to a sample of 63 graduates of the programme, their perceptions on key implementation challenges regarding the local policy context, stakeholder cooperation, and institutional as well as implementer capacity were identified. The findings point to areas of further focus for policymakers for the effective implementation of VET initiatives while at the same time adding theoretical contributions to understanding and evaluating VET initiatives. Full article

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11 pages, 206 KiB

Open AccessArticle

Leadership for the Future: Enhancing Principal Preparation Through Standards and Innovation

by Bonnie C. Fusarelli and Lance D. Fusarelli

Educ. Sci. 2024, 14(12), 1403; https://doi.org/10.3390/educsci14121403 - 22 Dec 2024

Viewed by 411

Abstract

This manuscript presents a comprehensive analysis of NC State University’s redesigned principal preparation program, emphasizing its alignment with state and national leadership standards, innovative curriculum, and commitment to practical application. The program’s redesign addresses long-standing criticisms of traditional university-based leadership preparation, such as [...] Read more.

This manuscript presents a comprehensive analysis of NC State University’s redesigned principal preparation program, emphasizing its alignment with state and national leadership standards, innovative curriculum, and commitment to practical application. The program’s redesign addresses long-standing criticisms of traditional university-based leadership preparation, such as the disconnect between theory and practice, by incorporating data-driven instructional leadership, equity-focused training, and collaborative community engagement. Additionally, this article explores the role of specialized internships, full-time residencies, and the integration of technology in training future principals. The program’s success is demonstrated by improved principal placement, school outcomes, and teacher retention—particularly in high-need schools. Finally, the manuscript discusses the future of leadership preparation, highlighting the potential of artificial intelligence to further enhance decision-making, personalized professional development, and administrative efficiency, while addressing ethical considerations such as data privacy and equity. Full article

(This article belongs to the Special Issue Strengthening Educational Leadership Preparation and Development)

19 pages, 12004 KiB

Open AccessArticle

Perception of Symmetry and Spatial Reasoning in 11–12-Year-Old Pupils

by Mária Kmetová and Lucia Rumanová

Educ. Sci. 2024, 14(12), 1402; https://doi.org/10.3390/educsci14121402 - 20 Dec 2024

Viewed by 442

Abstract

Visual perception and visualization are crucial in mathematical thinking and, more importantly, in geometric thinking. Our research study aimed to follow the link of geometric transformations, mental rotation, spatial ability, and visualisation in geometric thinking. During a longitudinal study, we examined the spatial [...] Read more.

Visual perception and visualization are crucial in mathematical thinking and, more importantly, in geometric thinking. Our research study aimed to follow the link of geometric transformations, mental rotation, spatial ability, and visualisation in geometric thinking. During a longitudinal study, we examined the spatial ability-related geometric competencies of 11–12-year-old students from three lower secondary schools. We analysed their test results from axial symmetry and its application in practical problems, orientation in spatial labyrinths, and building spatial constructions with three views. During a detailed analysis of the written results, a grounded theory hypothesis arose that there was a possible relationship between symmetry perception and spatial thinking. This hypothesis was tested with CHIC statistical analysis. The analysis, however, did not show any deeper connection between symmetry perception and spatial thinking from the given data. We can conclude that this connection occurs in individual cases but not in general. Full article

(This article belongs to the Section STEM Education)

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23 pages, 4080 KiB

Open AccessArticle

AI-Generated Context for Teaching Robotics to Improve Computational Thinking in Early Childhood Education

by Raquel Hijón-Neira, Celeste Pizarro, Oriol Borrás-Gené and Sergio Cavero

Educ. Sci. 2024, 14(12), 1401; https://doi.org/10.3390/educsci14121401 - 20 Dec 2024

Viewed by 459

Abstract

This study investigates the impact of AI-generated contexts on preservice teachers’ computational thinking (CT) skills and their acceptance of educational robotics. This article presents a methodology for teaching robotics based on AI-generated contexts aimed at enhancing CT. An experiment was conducted with 122 [...] Read more.

This study investigates the impact of AI-generated contexts on preservice teachers’ computational thinking (CT) skills and their acceptance of educational robotics. This article presents a methodology for teaching robotics based on AI-generated contexts aimed at enhancing CT. An experiment was conducted with 122 undergraduate students enrolled in an Early Childhood Education program, aged 18–19 years, who were training in the Computer Science and Digital Competence course. The experimental group utilized a methodology involving AI-generated practical assignments designed by their lecturers to learn educational robotics, while the control group engaged with traditional teaching methods. The research addressed five key factors: the effectiveness of AI-generated contexts in improving CT skills, the specific domains of CT that showed significant improvement, the perception of student teachers regarding their ability to teach with educational robots, the enhancement in perceived knowledge about educational robots, and the overall impact of these methodologies on teaching practices. Findings revealed that the experimental group exhibited higher engagement and understanding of CT concepts, with notable improvements in problem-solving and algorithmic thinking. Participants in the AI-generated context group reported increased confidence in their ability to teach with educational robots and a more positive attitude toward technology integration in education. The findings highlight the importance of providing appropriate context and support when encouraging future educators to build confidence and embrace educational technologies. This study adds to the expanding research connecting AI, robotics, and education, emphasizing the need to incorporate these tools into teacher training programs. Further studies should investigate the lasting impact of such approaches on computational thinking skills and teaching methods in a variety of educational environments. Full article

(This article belongs to the Special Issue Teacher Professional Development and Teaching Practices in Early Childhood Education: An International Landscape)

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16 pages, 536 KiB

Open AccessArticle

Coaches’ Subjective Perceptions and Physical Performance: Key Factors in Youth Football Talent Identification—An Exploratory Study

by Federico Abate Daga, Ruben Allois, Massimiliano Abate Daga, Franco Veglio and Samuel Agostino

Educ. Sci. 2024, 14(12), 1400; https://doi.org/10.3390/educsci14121400 - 20 Dec 2024

Viewed by 503

Abstract

This study examines the subjective attributes that coaches consider most important for identifying and developing the talent of junior élite football players. It also explores whether players’ physical fitness efficiency moderates these attributes and influences playing time during the regular season. Forty-three junior [...] Read more.

This study examines the subjective attributes that coaches consider most important for identifying and developing the talent of junior élite football players. It also explores whether players’ physical fitness efficiency moderates these attributes and influences playing time during the regular season. Forty-three junior élite football players and four Italian Serie A club coaches participated in the study, contributing their unique perspectives and experiences. Players’ physical fitness was assessed using the Yo-Yo Intermittent Recovery Level 1 test, while coaches rated players’ abilities through a structured questionnaire. A significant positive relationship was found between ’understanding of the game and position on the field’ and total playing time (t = 3.498, p < 0.01, β = 0.953). Physical efficiency further strengthened this relationship when players’ fitness levels were average (b = 0.624, p < 0.001) and one standard deviation above the mean (b = 0.891, p < 0.001). These findings highlight the importance of tactical awareness in earning playing time and suggest that physical fitness enhances the effect of cognitive abilities on performance. This study provides insights into how coaches assess talent and underscores the value of integrating physical and tactical development in youth football, providing a testament to the power of collaboration in advancing our understanding of talent identification in sports. Full article

(This article belongs to the Special Issue Contemporary Research in Sport, Physical Activity, and Physical Education)

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14 pages, 307 KiB

Open AccessArticle

Digital and Mediation Competence for Students’ Safe Use of the Internet: Enhancing Teacher Training

by Marcos Gómez-Puerta, Esther Chiner, Esther Villegas-Castrillo and Raquel Suriá-Martínez

Educ. Sci. 2024, 14(12), 1399; https://doi.org/10.3390/educsci14121399 - 20 Dec 2024

Viewed by 371

Abstract

Teachers need digital skills to optimise the educational benefits of the Internet and mediate its risks. This study investigates digital and mediation competencies among teachers, focusing on their preparation for guiding students in the safe use of the Internet. Using a descriptive, cross-sectional [...] Read more.

Teachers need digital skills to optimise the educational benefits of the Internet and mediate its risks. This study investigates digital and mediation competencies among teachers, focusing on their preparation for guiding students in the safe use of the Internet. Using a descriptive, cross-sectional survey design, data were collected from 550 Spanish teachers across various educational settings and levels. The findings reveal that while nearly half of the teachers received some online safety training, the average training duration was relatively low. Notably, differences emerged based on school type and educational stage, with secondary school and special education teachers receiving more training. Teachers generally reported moderate to high digital competence, though those with greater teaching experience perceived themselves as less digitally competent. Additionally, teachers felt only moderately prepared to mediate risks. Special education teachers expressed a higher perceived competence in addressing certain risks than their counterparts in regular education. These findings underscore the need for enhanced, context-specific training in digital safety and mediation skills across educational contexts, addressing both technical aspects and broader digital safety competencies. The study concludes by recommending ongoing, accessible training, particularly for experienced teachers, to align with evolving digital challenges in education. Full article

(This article belongs to the Special Issue Empowering Teacher Education with Digital Competences)

25 pages, 2554 KiB

Open AccessArticle

Sámi Body-Based Measuring in the Mathematics Classroom—The Development of a Model for Teaching

by Anne Birgitte Fyhn, Dina N. Somby and Aile Hætta Karlsen

Educ. Sci. 2024, 14(12), 1398; https://doi.org/10.3390/educsci14121398 - 20 Dec 2024

Viewed by 452

Abstract

According to Norway’s Core Curriculum all students are to learn about Sámi issues, and the subject of mathematics is not exempt from it. Central to the Sámi tradition is non-standardized individual body-based measuring. Two Sámi pre-service teachers taught Sámi traditional measuring in an [...] Read more.

According to Norway’s Core Curriculum all students are to learn about Sámi issues, and the subject of mathematics is not exempt from it. Central to the Sámi tradition is non-standardized individual body-based measuring. Two Sámi pre-service teachers taught Sámi traditional measuring in an urban school where most students are non-Sámi. Their idea was for students to experience the usefulness of using their own bodies as measuring tools. Afterwards, a teacher educator interviewed the pre-service teachers about their experiences. The teaching unit was planned as if it were to be taught in a Sámi school, except that the language of instruction was Norwegian. Analysis shows how the teaching unit aligns with the suggestions and recommendations of Norway’s Truth and Reconciliation Commission. Analysis with respect to the Theory of Didactical Situations framework, TDS, which has not been developed for Indigenous education, show that TDS contributes to improving the teaching unit’s plan. We recommend that Sámi traditional measuring should be taught by Sámi teachers to more non-Sámi students, and we present a revised teaching plan. However, because there is a significant lack of Sámi teachers, we recommend that non-Sámi teachers use our plan as a model for teaching Sámi traditional measuring. Full article

(This article belongs to the Special Issue Approaches to Indigenous Topics, Issues and Perspectives in Teacher Education)

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19 pages, 32916 KiB

Open AccessArticle

Technological Resources and Problem-Solving Methods to Foster a Positive Attitude Toward Formative Research in Engineering Students

by Ronald Paucar-Curasma, Klinge Orlando Villalba-Condori, Sara Hermelinda Gonzales-Agama, Freddy Toribio Huayta-Meza, David Rondon and Ninna Nyberg Sapallanay-Gomez

Educ. Sci. 2024, 14(12), 1397; https://doi.org/10.3390/educsci14121397 - 20 Dec 2024

Viewed by 459

Abstract

Formative research, within the context of the pedagogical function of research, employs investigative teaching methods and practices commonly used in universities. However, these methods have largely shown limited effectiveness, as only a minority of students choose to pursue research work to earn their [...] Read more.

Formative research, within the context of the pedagogical function of research, employs investigative teaching methods and practices commonly used in universities. However, these methods have largely shown limited effectiveness, as only a minority of students choose to pursue research work to earn their university degree. Additionally, there is a restricted use of technological tools in the development of research-related activities. With this problem in mind, the present study aims to propose the use of technological resources and the problem-solving method to foster a positive attitude toward formative research among first-year engineering students at a public university in Peru. The classroom interventions involved developing investigative activities based on the four phases of the problem-solving method: understanding the problem, developing a plan, executing the plan, and reviewing the solution. During these activities, students used an Arduino board along with sensors, actuators, and block-based programming to address real-world problems in their communities, such as in agriculture, livestock, environment, and education. Following the classroom interventions, students’ attitudes toward formative research were statistically evaluated across several dimensions: satisfaction and enjoyment of research, conceptual appropriation, learning behavior, systematic exploration, and perceived skills. The results show that students’ perception of their attitude toward formative research is predominantly high or very high. This indicates that the proposal to use technological resources and the four-phase problem-solving method is effective in fostering a positive attitude toward formative research among engineering students. Thus, the proposed approach would benefit engineering students by applying it across various courses within their professional program. Full article

(This article belongs to the Special Issue Challenges and Trends for Modern Higher Education)

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15 pages, 1193 KiB

Open AccessArticle

The Impact of COVID-19 on Learning Loss in Elementary School Students: A Comparative Study of Academic Performance Across Grades

by Raffaele Nappo, Roberta Simeoli, Mariangela Cerasuolo, Francesco Ciaramella and Angelo Rega

Educ. Sci. 2024, 14(12), 1396; https://doi.org/10.3390/educsci14121396 - 19 Dec 2024

Viewed by 333

Abstract

The COVID-19 pandemic led to extensive school closures and an accelerated shift to remote learning, which had substantial consequences for students’ academic development. This study seeks to examine the impact of COVID-19 on learning loss among elementary students in southern Italy, with a [...] Read more.

The COVID-19 pandemic led to extensive school closures and an accelerated shift to remote learning, which had substantial consequences for students’ academic development. This study seeks to examine the impact of COVID-19 on learning loss among elementary students in southern Italy, with a focus on grade-level variations across key academic domains, including spelling, reading comprehension, reading speed and accuracy, and mathematical abilities. A sample of 332 students from grades II through V participated, with their performance being evaluated using standardized assessments for each academic skill. Findings revealed that students in grade III encountered greater difficulties in spelling and reading comprehension compared to both older and younger cohorts, indicating that remote learning may have disproportionately affected the initial stages of skill acquisition. These results highlight the necessity for _targeted interventions, especially for younger students and those with preexisting academic challenges, to address the lasting effects of pandemic-related educational disruptions. Full article

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21 pages, 696 KiB

Open AccessArticle

Enhancing Thermodynamics Education: Insights from Student Knowledge Assessments on (Ir)reversible Processes and (Non)equilibrium Phenomena

by Ivana Weber, Tina Borić, Josipa Mardešić, Ante Bilušić and Larisa Zoranić

Educ. Sci. 2024, 14(12), 1395; https://doi.org/10.3390/educsci14121395 - 19 Dec 2024

Viewed by 405

Abstract

Thermodynamics is a theory based on phenomenological premises and has wide applicability in science and technology. However, it remains one of the most challenging subjects to understand and teach, which makes it an excellent candidate for research and development of teaching methods. In [...] Read more.

Thermodynamics is a theory based on phenomenological premises and has wide applicability in science and technology. However, it remains one of the most challenging subjects to understand and teach, which makes it an excellent candidate for research and development of teaching methods. In this research, a questionnaire was used to evaluate the current knowledge of Bachelor’s and Master’s physics students, analyzing their immediate understanding of the topic and exploring their reasoning and thought processes. The questionnaire is divided into three sections which sequentially examine high school knowledge of entropy and thermodynamics; understanding of (ir)reversible processes related to energy and entropy change; and the distinction between equilibrium and nonequilibrium states. Based on the analysis of the results, we identified difficulties in understanding and articulating and applying the learned concepts. In particular, misunderstandings of entropy changes in isothermal processes and isolated systems are observed among students at all levels. Additionally, students find it difficult to distinguish between the contributions of energy and entropy changes to a system and its environment in the processes. The difficulty in defining (non)equilibrium states is present among Bachelor’s second-year physics students. To address these challenges, we propose adjustments to the teaching approach, including discussions about entropy sources and process (ir)reversibility, incorporating more theoretical and everyday examples of various processes and (non)equilibrium states and allowing more time for student discussions. Full article

26 pages, 1447 KiB

Open AccessArticle

From Surviving to Thriving: A Trauma-Informed Yoga Intervention for Adolescents and Educators in Rural Montana

by Lauren Davis, Brandon G. Scott, Greta M. Linse and Rebecca Buchanan

Educ. Sci. 2024, 14(12), 1394; https://doi.org/10.3390/educsci14121394 - 19 Dec 2024

Viewed by 357

Abstract

(1) Background: Due to the mental health crisis that has spiraled since the onset of COVID-19, particularly among the nation’s youth, the purpose of this study was to examine the efficacy of a novel, school-based mental health intervention for high school students (ages [...] Read more.

(1) Background: Due to the mental health crisis that has spiraled since the onset of COVID-19, particularly among the nation’s youth, the purpose of this study was to examine the efficacy of a novel, school-based mental health intervention for high school students (ages 15–17 years). This project’s main aim was to determine which intervention modality was more effective with students across two school districts with varying degrees of rurality (in-person delivery vs. remote delivery). A secondary aim of this study was to determine the efficacy of a remotely delivered, concurrent intervention for educators across both school districts. This study took place in rural southwestern Montana. (2) Methods: Utilizing a 6-week, trauma-informed yoga intervention, comparisons of mental and physical health outcomes were performed using cohort data drawn from participants’ physiological data and validated mental health survey measures. (3) Results: While physiological results were mixed across experimental groups, mental health outcomes were overwhelmingly positive for all groups. Additionally, educators reported improvements in career satisfaction and burnout levels. (4) Conclusions: Findings indicate a great deal of promise with this intervention in improving mental health outcomes for both students and educators. Moreover, a face-to-face intervention for students showed dramatic improvement in physiological stress indicators. Full article

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31 pages, 1304 KiB

Open AccessArticle

Characterising Student Teachers’ Noticing Habits in Technology-Enhanced Dialogic Reflection

by Yanna Li

Educ. Sci. 2024, 14(12), 1393; https://doi.org/10.3390/educsci14121393 - 19 Dec 2024

Viewed by 424

Abstract

This research responds to the increasing call to hone Student Teachers’ (ST) skill of selective attention or professional noticing as an essential early step toward developing noticing in the classroom environment. Furthering the line of research on teacher noticing via videos, this study [...] Read more.

This research responds to the increasing call to hone Student Teachers’ (ST) skill of selective attention or professional noticing as an essential early step toward developing noticing in the classroom environment. Furthering the line of research on teacher noticing via videos, this study aims to identify the distinguishing features of STs’ noticing in a Corpus Linguistics approach and enhance our understanding of STs’ habitual ways of thinking, doing, and feeling in using videos to reflect collaboratively. Participants were 40 final-year STs majoring in English Language Education and five tutors from the same university. During their 8 weeks of professional practicum, STs recorded their classes and reflected on their practice using the Self-Evaluation of Teacher Talk through Video Enhanced Observation (SETTVEO) tag set and as part of online professional learning communities. A 200,000-word Corpus of Dialogic Reflection (CoDR) was constructed and analysed using the #LancsBox 6.0 tool. Findings highlight novice teachers’ unconsciousness or problematisation of their personal agency, haste in proposing alternative practices, and cognitive or emotional dissonance when they analyse their own videos in group settings. This study has implications for the guidance needed in technology-enhanced dialogic reflection. It suggests how teacher educators could tailor their support to the reflective and professional needs of novice teachers for a more productive, transformative reflection and teacher-learning experience. Full article

(This article belongs to the Special Issue Technology and Language Teacher Education)

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19 pages, 2885 KiB

Open AccessArticle

Creative Writing: Story-Based Learning in Public and Private High School for Exploration of Written Text

by Nali Borrego Ramírez, Marcia L. Ruiz Cansino, Cipatli Anaya Campos, Daniel D. Borrego Gómez and Luis H. Garza Vázquez

Educ. Sci. 2024, 14(12), 1392; https://doi.org/10.3390/educsci14121392 - 19 Dec 2024

Viewed by 581

Abstract

Case study to investigate whether creative writing through story-based learning in public and private secondary schools can account for performance in readability, purpose, word/sentence relationships, vocabulary diversity, correct use of punctuation marks and proper use of spelling rules. The exclusion criteria, applied only [...] Read more.

Case study to investigate whether creative writing through story-based learning in public and private secondary schools can account for performance in readability, purpose, word/sentence relationships, vocabulary diversity, correct use of punctuation marks and proper use of spelling rules. The exclusion criteria, applied only to public and private secondary school students, first, second and third periods. The sampling is convenient as the participants were selected from accessible educational institutions. This is a cross-sectional study of descriptive qualitative cut in which the coding of linguistic patterns and dominant themes is used. When triangulated with statistical results it was found that despite the variability in the results there was a production of original narratives, which corroborates the theories about the relationship between creativity and divergent thinking. It is confirmed that ABH is an active methodology based on the emotional link with creative writing from which components of the structure and creation of the narrative are derived, and it was found that most of the students are in a zone of proximal development, i.e., they are ready to learn with the help of a tutor or more advanced partner. Full article

(This article belongs to the Special Issue Technology-Mediated Active Learning Methods)

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18 pages, 321 KiB

Open AccessArticle

Physical Literacy of Physical Education Teachers and the Application of Physical Literacy Components During Physical Education Classes

by Renata Rutkauskaite, Julita Baravykiene, Edita Maciuleviciene and Saulius Sukys

Educ. Sci. 2024, 14(12), 1391; https://doi.org/10.3390/educsci14121391 - 18 Dec 2024

Viewed by 405

Abstract

This study emphasizes the importance of a teacher’s adaptability in conveying knowledge and the varied interpretations of exercises among educators. While there is an evident difference in how physical education (PE) is approached, the common thread is the motivation and involvement of students. [...] Read more.

This study emphasizes the importance of a teacher’s adaptability in conveying knowledge and the varied interpretations of exercises among educators. While there is an evident difference in how physical education (PE) is approached, the common thread is the motivation and involvement of students. Promoting physical activity and forming associated habits at school has a major impact on a person’s entire life. Students should learn these skills through PE classes led by physically literate teachers. The aim of this study was to determine PE teachers’ physical literacy (PL), their understanding of the concept of PL, and the application of its components in PE classes. In the first phase of the research questionnaire survey of 81 PE teachers, the aim was to determine their physical literacy. In the second phase, observations were conducted to assess which components of PL teachers use during PE classes. In the third phase, a group interview was conducted to determine the opinions of PE teachers on the components of PL and its application. Teachers with a normal BMI and teaching higher grade students (p < 0.05) had significantly higher PL scores than those with a BMI that was too high (p < 0.05). Additionally, correlation analysis (r = −0.247, p < 0.05) showed that as BMI decreased, the PL score increased. Only two aspects of PL are developed during PE classes—competence and motivation. Very little or no elements of knowledge and understanding of physical activities and associated health benefits, and ways to reduce sedentary time and promote daily habits were observed. PE teachers’ interviews revealed that they recognized PL as a holistic concept for the development of a person’s physical abilities and knowledge. PE specialists also suggested teaching methods that could be applied outside of classes and acknowledged shared problems that reduce students’ motivation to move and how to address them. This study highlights the complexity of the concept of PL and reveals many areas for future research: searching for a universal assessment of PL and focusing on the concept of promoting new, creative, less linear ways of assessing and teaching PL. Full article

(This article belongs to the Section Curriculum and Instruction)

23 pages, 933 KiB

Open AccessArticle

Evaluating the Effectiveness of an Extracurricular Teacher Education Training Program for DigCompEdu Competences

by Frederick Johnson, Joline Schmit, Christoph Schneider, Henning Rossa and Lothar Müller

Educ. Sci. 2024, 14(12), 1390; https://doi.org/10.3390/educsci14121390 - 18 Dec 2024

Viewed by 603

Abstract

In the ongoing era of digital transformation, it is imperative for teachers to equip learners with essential digital competences to navigate the intricacies of the digital landscape successfully. As future in-service teachers function as role models and educators for the proper use of [...] Read more.

In the ongoing era of digital transformation, it is imperative for teachers to equip learners with essential digital competences to navigate the intricacies of the digital landscape successfully. As future in-service teachers function as role models and educators for the proper use of digital technology, pre-service teachers must develop adequate digital proficiency. This holds particularly true in Germany, where the prevailing competence levels of pre-service teachers are reportedly suboptimal. To this end, an extracurricular training program for pre-service teachers, based on the DigCompEdu framework, was implemented from 2021 to 2024, coinciding with COVID-19 pandemic-related limitations. A total of 242 pre-service teachers registered for the program, and 40 completed it. Employing a pre–post design, we assessed (1) attitudes towards digital technology and digital learning, (2) competence beliefs, and (3) test-based competences. Pre–post comparisons show an improvement only in participants’ confidence in deploying digital technologies for subject-specific purposes. Unexpectedly, no other statistically significant differences were observed. These findings point at shortcomings in the program, which are discussed to highlight potential areas for refinement and improvement in future programs and curricular implementation. Full article

(This article belongs to the Special Issue Empowering Teacher Professionalization with Digital Competences)

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14 pages, 223 KiB

Open AccessArticle

Supporting In-Service and Pre-Service Teachers in Rethinking Formative Literacy Assessments

by Alessandra Ward and Courtney Hattan

Educ. Sci. 2024, 14(12), 1389; https://doi.org/10.3390/educsci14121389 - 18 Dec 2024

Viewed by 414

Abstract

Oral reading assessments provide teachers with valuable information about children’s reading abilities, which can then inform instruction. However, the structure of some oral reading assessments (e.g., running records) have been critiqued, especially when they are used to provide students with a prescribed “reading [...] Read more.

Oral reading assessments provide teachers with valuable information about children’s reading abilities, which can then inform instruction. However, the structure of some oral reading assessments (e.g., running records) have been critiqued, especially when they are used to provide students with a prescribed “reading level”. The purpose of the current study was to support in-service teachers (ISTs) and pre-service teachers (PSTs) in implementing a highly supportive oral reading assessment, the Listening to Reading–Watching While Writing Protocol (LTR—WWWP), which guides teachers towards specific instructional _targets for individual children instead of a score or level. We were curious about the ISTs’ and PSTs’ perceptions of the protocol, including its affordances and limitations. Data sources were the ISTs’ feedback responses and the researcher fieldnotes after five professional learning sessions, as well as the PSTs’ survey responses after learning about the protocol during literacy method courses. Results revealed that both the ISTs and PSTs found the protocol to be useful, and they appreciated the concrete information it provides regarding multiple components of literacy (e.g., decoding, comprehension monitoring). However, they also noted logistical concerns regarding assessment implementation and selecting authentic texts. Results also revealed misconceptions about the assessment, which subsequently informed revisions of the LTR—WWWP and the related professional learning. Full article

20 pages, 3880 KiB

Open AccessArticle

My Interests Are (Y)ours? A Multilevel Social Network Analysis of the Co-Evolution of Adolescents’ Interests and Friendships

by Gregorius Johannes Beek, Larike Henriëtte Bronkhorst, Tobias H. Stark and Sanne Floor Akkerman

Educ. Sci. 2024, 14(12), 1388; https://doi.org/10.3390/educsci14121388 - 18 Dec 2024

Viewed by 405

Abstract

Both interests and peer relations are crucial for adolescents in finding out who they are and want to be as a person. Yet, our knowledge of the co-evolution of friendships and interests is limited to studies focusing on single interest domains and/or practices [...] Read more.

Both interests and peer relations are crucial for adolescents in finding out who they are and want to be as a person. Yet, our knowledge of the co-evolution of friendships and interests is limited to studies focusing on single interest domains and/or practices predetermined by researchers. A total of 1599 Dutch adolescents participated in this study, which employs a unique design to examine the co-evolution of all participant-defined interests and in- and out-of-school friendships. In total, 368 specific interest areas were identified. Multilevel social network analyses (i.e., using multivariate stochastic actor-oriented models) of a subsample of 935 adolescents in seven schools indicate that adolescents are more likely, over time, to have similar interests to their friends. Interests that were reported rarely or very often contributed less to these dynamics. Additionally, being similarly interested increased the likelihood of being friends. Our findings show that social structures are related to interest development and how being interested is mediated by the places and spaces of adolescents’ lives. Full article

(This article belongs to the Special Issue The Influence of Social Context on Educational and Psychological/Cognitive Processes)

16 pages, 752 KiB

Open AccessArticle

Engendering Playful Purpose in Pre-Service Early Childhood Educator Preparation: Why Community-Engaged Courses Matter

by Cynthia A. Wiltshire, Robyn K. Pinilla and Heriberto J. Garcia

Educ. Sci. 2024, 14(12), 1387; https://doi.org/10.3390/educsci14121387 - 18 Dec 2024

Viewed by 487

Abstract

Play is often called the work of children, but questions abound about how early childhood educators are prepared to support children’s learning through play. In this study, we investigated undergraduate pre-service teachers’ perception of community-engaged coursework in the early childhood and elementary educator [...] Read more.

Play is often called the work of children, but questions abound about how early childhood educators are prepared to support children’s learning through play. In this study, we investigated undergraduate pre-service teachers’ perception of community-engaged coursework in the early childhood and elementary educator preparation program of a U.S.-based Hispanic-Serving Institution and how such a course could support student training and capacity for planning playful lessons. We analyzed data collected by our institutional Center for Community Engagement to understand the impact of field-based engagement on student experiences. Findings indicate that despite initially mixed perceptions, students developed professionally and felt positively about engaging children in various play types in the classroom. Practical implications for teacher educators and directions for future research are discussed. Full article

(This article belongs to the Special Issue Teacher Professional Development and Teaching Practices in Early Childhood Education: An International Landscape)

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25 pages, 1331 KiB

Open AccessArticle

An Experiment of AI-Based Assessment: Perspectives of Learning Preferences, Benefits, Intention, Technology Affinity, and Trust

by Ari Alamäki, Umair Ali Khan, Janne Kauttonen and Stephan Schlögl

Educ. Sci. 2024, 14(12), 1386; https://doi.org/10.3390/educsci14121386 - 17 Dec 2024

Viewed by 705

Abstract

The rising integration of AI-driven assessment in education holds promise, yet it is crucial to evaluate the correlation between trust in general AI tools, AI-based scoring systems, and future behavioral intention toward using these technologies. This study explores students’ perspectives on AI-assisted assessment [...] Read more.

The rising integration of AI-driven assessment in education holds promise, yet it is crucial to evaluate the correlation between trust in general AI tools, AI-based scoring systems, and future behavioral intention toward using these technologies. This study explores students’ perspectives on AI-assisted assessment in higher education. We constructed a comprehensive questionnaire supported by relevant studies. Several hypotheses grounded in the literature review were formulated. In an experimental setup, the students were tasked to read a designated chapter of a paper, answer an essay question about this chapter, and then have their answers evaluated by an AI-based essay grading tool. A comprehensive data analysis using Bayesian regression was carried out to test several hypotheses. The study finds that remote learners are more inclined to use AI-based educational tools. The students who believe that AI-based essay grading is less effective than teacher feedback have less trust in AI-based essay grading, whereas those who find it more effective perceive more benefit from it. In addition, students’ affinity for technology does not significantly impact trust or perceived benefits in AI-based essay grading. Full article

(This article belongs to the Special Issue How Artificial Intelligence Can Enhance Education: Current Practices and Challenges)

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29 pages, 393 KiB

Open AccessArticle

Addressing Trauma in Early Childhood—Shaping Education, Policy, and Actionable Strategies in Ireland: A Qualitative Study

by Catherine Sheehan, Judith Butler and Cian O’Neill

Educ. Sci. 2024, 14(12), 1385; https://doi.org/10.3390/educsci14121385 - 17 Dec 2024

Viewed by 816

Abstract

The breadth and volume of research exploring the complexities of childhood trauma in Early Childhood Education and Care (ECEC) environments has grown significantly in recent years, yet, little is known about this trajectory in an Irish context. Consequently, the purpose of the current [...] Read more.

The breadth and volume of research exploring the complexities of childhood trauma in Early Childhood Education and Care (ECEC) environments has grown significantly in recent years, yet, little is known about this trajectory in an Irish context. Consequently, the purpose of the current study was twofold: (i) consult with influential figures in the wider ECEC domain to access expert knowledge on the provision of trauma awareness education in Ireland and to (ii) gain invaluable insights into the trauma awareness knowledge, training, and experiences of ECEC professionals working in Irish ECEC settings. Utilising a qualitative methodological approach, eight semi-structured interviews with ECEC sector representatives (i.e., IV Group) and six focus groups with managers (n = 8), room leaders (n = 8), and practitioners (n = 8) (i.e., FG Group) were conducted as explorative processes to investigate the presence of trauma awareness in ECEC, if any, and the factors supporting/hindering this discourse from the perspectives of diverse stakeholders and professionals in Ireland. Results revealed that the provision of trauma awareness is challenged by the dearth of relevant educational opportunities during both Initial Practitioner Education (IPE) and Continuous Professional Development (CPD) pathways, with an absence of neuro-informed practice among the FG Group. Contrastingly, while sector representatives in the IV Group demonstrated an awareness of childhood trauma, these participants identified the need for (i) government investment, (ii) training reform, and (iii) professional practice considerations. Based on the cumulative findings, this research recommends that policymakers in Ireland prioritise the provision of funded and/or incentivised professional development opportunities for the ECEC profession to enhance the knowledge and skills associated with trauma-informed practice. Full article

(This article belongs to the Section Early Childhood Education)

20 pages, 1112 KiB

Open AccessArticle

Equipping Teachers for Success in Rural Communities: Unveiling the Key Characteristics and Attributes of Thriving Rural Teachers

by Tania Leach and Ondine Bradbury

Educ. Sci. 2024, 14(12), 1384; https://doi.org/10.3390/educsci14121384 - 17 Dec 2024

Viewed by 445

Abstract

Australian education faces persistent challenges in preparing and retaining teachers within rural contexts. This qualitative study examines the attributes of thriving rural teachers through focus group discussions with 103 rural educational leaders. Utilising a theoretical framework combining attribution theory and ecological systems perspectives, [...] Read more.

Australian education faces persistent challenges in preparing and retaining teachers within rural contexts. This qualitative study examines the attributes of thriving rural teachers through focus group discussions with 103 rural educational leaders. Utilising a theoretical framework combining attribution theory and ecological systems perspectives, the study synthesised leaders’ perceptions of key dispositions and behaviours contributing to rural teachers’ success. Four interconnected dimensions emerged: being community, classroom, professionally and personally equipped. This study revealed that while individual teacher attributes are crucial, school support and community context significantly influence teacher success. The application of attribute theory further revealed that findings attributed teacher’s success to internal, stable, and controllable factors, suggesting that key traits could be developed through _targeted professional development and experience. This study provides nuanced insights into ’rural readiness’, informing education policy decisions and practices, initial teacher education institutions, schools, and communities. The study emphasises the need for a holistic approach to teacher preparation and support that considers both individual and systemic factors. Full article

(This article belongs to the Special Issue Practice and Policy: Rural and Urban Education Experiences)

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Educ. Sci., Volume 14, Issue 12 (December 2024) – 143 articles

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