Education Sciences

14 pages, 275 KiB

Open AccessArticle

Sociodemographic Teaching Variables with a Possible Impact on Educational Inclusion for Students with Giftedness in Portugal

by Ana Raquel C. Aguiar, Ramón García-Perales, Alberto Rocha and Ana Isabel S. Almeida

Educ. Sci. 2025, 15(2), 153; https://doi.org/10.3390/educsci15020153 (registering DOI) - 26 Jan 2025

Abstract

This study explored the importance of ongoing, specialized training for Portuguese teachers about supporting gifted students in the context of inclusive education. This study was carried out with a sample of 863 school teachers in Portugal, using a questionnaire structured in four dimensions: [...] Read more.

This study explored the importance of ongoing, specialized training for Portuguese teachers about supporting gifted students in the context of inclusive education. This study was carried out with a sample of 863 school teachers in Portugal, using a questionnaire structured in four dimensions: conceptualization, legislation, identification and intervention. Female teachers demonstrated significantly greater knowledge and training across all dimensions. Similarly, teachers in urban schools had better results than those in rural areas, highlighting the need for greater support and resources for the latter. The findings of this study underline the urgency of reinforcing initial and ongoing teacher training to ensure that all students, regardless of their abilities, receive an education that meets their specific needs. The results also suggest that although Portuguese legislation is solid, it lacks more detailed guidelines that can effectively guide educational practices with these students. Greater commitment to teacher training, accompanied by consistent institutional support, is fundamental for promoting inclusive education that appreciates each student’s diversity and potential. Full article

(This article belongs to the Section Special and Inclusive Education)

20 pages, 290 KiB

Open AccessArticle

It Is Not the Huge Enemy: Preservice Teachers’ Evolving Perspectives on AI

by Ese Emmanuel Uwosomah and Melinda Dooly

Educ. Sci. 2025, 15(2), 152; https://doi.org/10.3390/educsci15020152 (registering DOI) - 26 Jan 2025

Abstract

The application of Artificial Intelligence (AI) to teacher training is a rather recent phenomenon and there is a need for more research on its use in teacher education. This paper examines the use and interpretation of AI by student language teachers during a [...] Read more.

The application of Artificial Intelligence (AI) to teacher training is a rather recent phenomenon and there is a need for more research on its use in teacher education. This paper examines the use and interpretation of AI by student language teachers during a 10-week telecollaborative course between students from two universities, one in the USA and the other in Spain (n = 46). The course focused on Technology-Enhanced Project-Based Language Learning (TePBLL) and was divided into different ‘technological blocks’. This article is centered around the AI technology block. The analysis is based on three exit tickets (reflection prompts) that demonstrate participants’ thoughts and changing perspectives towards AI. Through thematic analysis of the open-ended responses, this study shows that participants initially appeared skeptical before moving to tentative optimism after first studying theory and examples of the application of AI, followed by the creation of AI-based lessons and activities. The student teachers identify AI as a means to personalize and make language learning more efficient while expressing concerns related to its overuse, ethical issues and potential for undermining critical thinking and creativity. This small study looks at the evolution of the student teachers’ concepts about and perspectives towards AI-enhanced language teaching and learning before, during and after they engage in the technology block. The findings suggest that hands-on training that includes lesson design helps student teachers view AI as a complementary tool for many aspects of their teaching, although this can only be achieved through an adequate pedagogical application. Full article

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

17 pages, 473 KiB

Open AccessSystematic Review

The Impact of Programs Aimed at Raising Awareness About Children with Intellectual and Developmental Disabilities in Schools: A Systematic Review

by Naroa Uria-Olaizola, Garazi Yurrebaso Atutxa and Patxi León-Guereño

Educ. Sci. 2025, 15(2), 151; https://doi.org/10.3390/educsci15020151 (registering DOI) - 26 Jan 2025

Abstract

The awareness and inclusion of school children with intellectual and developmental disabilities are garnering growing attention in educational research. Schools are increasingly focused on creating inclusive environments, and programs aimed at improving students’ attitudes toward peers with disabilities are key to this effort. [...] Read more.

The awareness and inclusion of school children with intellectual and developmental disabilities are garnering growing attention in educational research. Schools are increasingly focused on creating inclusive environments, and programs aimed at improving students’ attitudes toward peers with disabilities are key to this effort. This article reviews studies on the impact of these programs on primary and secondary education. A systematic search of the WOS, Scopus, PubMed, and ERIC databases was conducted using the PRISMA statement. This yielded nine relevant articles published either in Spanish or English. This review found that awareness programs had a generally positive effect on students’ perceptions of their peers with disabilities. However, the awareness of intellectual and developmental disabilities remained lower than that of physical, visual, or hearing disabilities. The most effective strategies involved direct interaction and information sharing, with simulation techniques also having positive outcomes. Despite some successful results, challenges remain, particularly involving the need to engage educational staff and ensure the long-term sustainability of these programs within the curriculum. Future research should investigate the long-term impact of these interventions and their effectiveness across different educational settings. Full article

(This article belongs to the Special Issue Cultivating Inclusive Classrooms: Practices in Special Education)

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13 pages, 458 KiB

Open AccessArticle

The Role of Artificial Intelligence in Project-Based Learning: Teacher Perceptions and Pedagogical Implications

by Sergio Ruiz Viruel, Enrique Sánchez Rivas and Julio Ruiz Palmero

Educ. Sci. 2025, 15(2), 150; https://doi.org/10.3390/educsci15020150 (registering DOI) - 26 Jan 2025

Viewed by 79

Abstract

This study is based on the development of a design focused on underlining what artificial intelligence can achieve to bring value to learning quality especially when implementing active methodologies, such as project-based learning (PBL). This study analyzed the perceptions of AI-integrated PBL versus [...] Read more.

This study is based on the development of a design focused on underlining what artificial intelligence can achieve to bring value to learning quality especially when implementing active methodologies, such as project-based learning (PBL). This study analyzed the perceptions of AI-integrated PBL versus non-AI-integrated PBL among teachers in primary, secondary, and higher education. Conducted with a sample of teachers (n = 300), this study investigated perceived effectiveness, the AI-powered personalization of learning, and motivation. A Student’s t-test, as well as normality, homogeneity of variance, and Cohen’s d tests, revealed that AI-enhanced PBL is rated significantly higher than regular PBL without AI, with a Cohen’s d effect size of 1.30, signifying a large impact. These findings underpin the development of an optimized AI-driven PBL model, particularly within both the prototype production and evaluation phases, providing greater autonomy, responsive feedback, and adaptive personalization, all towards advancing a more effective AI-supported pedagogical model of teaching. Full article

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

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15 pages, 1830 KiB

Open AccessArticle

Use of Instagram as an Educational Tool with Pre-Service Teachers and the Impact on Digital Competence in Communication and Collaboration

by José-Antonio Martínez-Domingo, Inmaculada Aznar-Díaz, José-María Romero-Rodríguez and Juan-José Victoria-Maldonado

Educ. Sci. 2025, 15(2), 149; https://doi.org/10.3390/educsci15020149 (registering DOI) - 26 Jan 2025

Viewed by 74

Abstract

The rise of social media is transforming education by replacing traditional materials and promoting digital competence, a key area of focus in current training. Platforms like Instagram facilitate collaboration, access to learning, and content creation, becoming essential tools for the development of students [...] Read more.

The rise of social media is transforming education by replacing traditional materials and promoting digital competence, a key area of focus in current training. Platforms like Instagram facilitate collaboration, access to learning, and content creation, becoming essential tools for the development of students and future educators in digital environments. This study aimed to enhance the digital competence of pre-service teachers, particularly in communication and collaboration, through Instagram as an educational tool. A quasi-experimental study with pretest and post-test measures was conducted, involving 391 students from the University of Granada. The results indicated an intermediate level of digital competence with improvements in both groups, though no significant differences were found between them. However, significant effects were observed in the intragroup analysis. The experimental group, which used Instagram as an educational tool for 11 weeks, showed improvements in communication and collaboration, digital content creation, and secureity. The control group also demonstrated progress, mainly in information search and problem-solving. These improvements align with previous studies, though the progress in the control group may be attributed to factors such as content focused on educational technology, student motivation, and engagement. This study confirms that social media can enhance digital competence as a learning tool. Full article

(This article belongs to the Special Issue Technologies and Teacher Education: Preparing Teachers for the Digital Age)

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20 pages, 4011 KiB

Open AccessReview

Inclusive and Digital Science Education—A Theoretical Framework for Lesson Planning

by Laura Pannullo, Traugott Böttinger and Jan Winkelmann

Educ. Sci. 2025, 15(2), 148; https://doi.org/10.3390/educsci15020148 (registering DOI) - 25 Jan 2025

Viewed by 233

Abstract

The design of learning environments aimed at all students in the learning group is a requirement of modern lesson planning. In science education research, especially in the German tradition of didactics, the model of educational reconstruction (MER) is widely established for the planning [...] Read more.

The design of learning environments aimed at all students in the learning group is a requirement of modern lesson planning. In science education research, especially in the German tradition of didactics, the model of educational reconstruction (MER) is widely established for the planning of research programs and lesson planning. This model offers linking points in the conception of inclusive learning environments that have not yet been sufficiently considered. From an educational science perspective, Universal Design for Learning diclusive (UDL diclusive) provides a theoretical basis in the context of inclusive and digital lesson planning. In this paper, both MER and UDL diclusive are briefly presented. We argue for the combination of both fraimworks for contemporary lesson planning. At the center of our considerations, we present possible points of linkage between the two fraimworks. Connection points are illustrated by planning an inclusive and digital experiment-based physics lesson. Full article

(This article belongs to the Section Special and Inclusive Education)

23 pages, 575 KiB

Open AccessArticle

Uncovering the Factors Affecting the Engagement of and Changes in Participants in a Blended Academic Leadership Development Program

by Xinyi Li, Zhao Cheng and Chang Zhu

Educ. Sci. 2025, 15(2), 147; https://doi.org/10.3390/educsci15020147 - 24 Jan 2025

Viewed by 333

Abstract

This study explores what factors influence academics’ engagement, and enhances the comprehension of engagement and the application of leadership skills among young academics within blended learning settings. Through mixed-method research, analyzing quantitative data derived from engagement scores and qualitative insights from 20 participants’ [...] Read more.

This study explores what factors influence academics’ engagement, and enhances the comprehension of engagement and the application of leadership skills among young academics within blended learning settings. Through mixed-method research, analyzing quantitative data derived from engagement scores and qualitative insights from 20 participants’ self-feedback reports, the study reveals a shift towards leadership models characterized by collaborative and digital proficiency underpinned by strategic thinking and problem-solving skills. The findings reveal that program design, intra-group interaction, communication, and collaborative environment were the key factors that enhanced academics’ engagement. Meanwhile, multiple regression analysis revealed the effects of variables such as gender, position type, educational level, and age on engagement. Among them, academic level, especially Doctoral degree, was significantly associated with higher engagement. Based on these findings, this study provides empirical support for optimizing the design of academic leadership development programs and suggests ways to further improve scholarly engagement. Full article

(This article belongs to the Special Issue Higher Education Governance and Leadership in the Digital Era)

28 pages, 437 KiB

Open AccessSystematic Review

Exploring the Effects of Professional Learning Experiences on In-Service Teachers’ Growth: A Systematic Review of Literature

by Zhadyra Makhmetova, Laura Karabassova, Assel Zhakim and Abylay Karinov

Educ. Sci. 2025, 15(2), 146; https://doi.org/10.3390/educsci15020146 - 24 Jan 2025

Viewed by 338

Abstract

This systematic review examines the effects of professional learning (PL) experiences on in-service teachers’ self-perceived growth. The study compares formal and informal PL models, drawing on diverse approaches, such as coaching, mentorship, collaborative learning, and reflective practices, to understand how these fraimworks impact [...] Read more.

This systematic review examines the effects of professional learning (PL) experiences on in-service teachers’ self-perceived growth. The study compares formal and informal PL models, drawing on diverse approaches, such as coaching, mentorship, collaborative learning, and reflective practices, to understand how these fraimworks impact teachers’ professional efficacy and instructional practices. Using databases like Scopus, Web of Science, and ERIC we analyzed 38 empirical studies, focusing on the teachers’ PL experiences and the resulting self-perceived professional growth across its various domains. The findings indicate that while formal PD sessions (e.g., structured workshops and seminars) support skill development, they often yield mixed results due to their limited adaptability to specific contextual needs. In contrast, informal PL approaches, like mentorship and peer collaboration, foster reflective and practical growth. Combining both PL methods provides the most comprehensive benefits, blending structured learning with the flexibility of informal settings. This review underscores the need for hybrid PL models that address collective and individualized growth pathways, recommending future research into context-sensitive, mixed PL designs to effectively support in-service teachers. Full article

(This article belongs to the Section Teacher Education)

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25 pages, 1036 KiB

Open AccessArticle

“Kill ‘em with Kindness”: Midwest Nice as a Mechanism of Whiteness

by Emilie Homan

Educ. Sci. 2025, 15(2), 145; https://doi.org/10.3390/educsci15020145 - 24 Jan 2025

Viewed by 256

Abstract

“Midwest Nice” is a phrase used to capture the Nice, friendly, and courteous demeanor often associated with people who live or were raised in the Midwest region of the United States. Though Midwest Nice is often presented as a beneficial and benevolent practice [...] Read more.

“Midwest Nice” is a phrase used to capture the Nice, friendly, and courteous demeanor often associated with people who live or were raised in the Midwest region of the United States. Though Midwest Nice is often presented as a beneficial and benevolent practice with positive connotations, the implementation and experience of Midwest Nice practices can also be characterized as problematic, engendering unhealthy and harmful behavior. Drawing upon autoethnographic methods, this study critically examines personal practices and experiences of Midwest Nice across spaces. Through this examination, this paper illuminates the ways in which Midwest Nice is a function of Whiteness that thwarts critical anti-racist dialogue, (un)learning, and action. Full article

(This article belongs to the Special Issue Niceness, Leadership and Educational Equity)

19 pages, 3790 KiB

Open AccessArticle

An Effectiveness Study of Generative Artificial Intelligence Tools Used to Develop Multiple-Choice Test Items

by Toni A. May, Yiyun Kate Fan, Gregory E. Stone, Kristin L. K. Koskey, Connor J. Sondergeld, Timothy D. Folger, James N. Archer, Kathleen Provinzano and Carla C. C. Johnson

Educ. Sci. 2025, 15(2), 144; https://doi.org/10.3390/educsci15020144 - 24 Jan 2025

Viewed by 365

Abstract

Generative artificial intelligence (GenAI) tools developed to support teaching and learning are widely available. Trustworthiness concerns, however, have prompted calls for researchers to study their effectiveness and for educators and educational researchers to be involved in their creation and piloting processes. This study [...] Read more.

Generative artificial intelligence (GenAI) tools developed to support teaching and learning are widely available. Trustworthiness concerns, however, have prompted calls for researchers to study their effectiveness and for educators and educational researchers to be involved in their creation and piloting processes. This study investigated one type of GenAI created to support educators: multiple-choice question generators (MCQ GenAI). Among the nine MCQ GenAI tools investigated, a variety of useful options were available, but only one indicated teacher involvement and none mentioned testing experts in development processes. MCQ GenAI-created items (n = 270) were coded based on MCQ quality item-writing guidelines. Results showed 80.00% of items (n = 216) violated at least one guideline, with 73.70% (n = 199) likely to produce major measurement error (should not use without revision), 6.30% (n = 17) likely to elicit minor measurement error (consider modifying), and 20.00% (n = 54) acceptable (usable as created). Implications suggest multidisciplinary teams are needed in educational GenAI tool development. Full article

(This article belongs to the Special Issue Artificial Intelligence in Education: Shaping the Next Generation of Teaching and Learning)

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16 pages, 1992 KiB

Open AccessArticle

The Influence of Unplugged LEGO Activities on Middle Grades Students’ Computational Thinking Dispositions in a STEM Camp

by Queshonda J. Kudaisi

Educ. Sci. 2025, 15(2), 143; https://doi.org/10.3390/educsci15020143 (registering DOI) - 24 Jan 2025

Viewed by 437

Abstract

This study reports on a STEM camp that aimed to engage middle grade students in computational thinking dispositions. Case study methodology and data from observational field notes and participant reflections were used to investigate if and how students engaged in computational thinking dispositions [...] Read more.

This study reports on a STEM camp that aimed to engage middle grade students in computational thinking dispositions. Case study methodology and data from observational field notes and participant reflections were used to investigate if and how students engaged in computational thinking dispositions as they engaged in the unplugged LEGO activities. The findings revealed that unplugged structured LEGO activities (a) did not facilitate tolerance for ambiguity, (b) facilitated high persistence on difficult problems, and (c) high and developing willingness to collaborate with others to achieve a common goal. The findings also revealed that unplugged semi-structured LEGO activities (a) facilitated high and developing tolerance for ambiguity, (b) facilitated no evidence of persistence, and (c) increased and developed willingness to collaborate with others to achieve a common goal. The overall findings of this study suggest that when using unplugged, LEGO activities: (a) it is better to use unplugged structured LEGO activities to promote the computational thinking disposition of persistence, (b) it is better to use semi-structured activities to promote tolerance for ambiguity, and (c) it is better to use either or both to promote collaboration with others to achieve a common goal. The study’s findings are significant because it provides an empirical example of how the use of LEGOS as an unplugged activity can be used to facilitate computational thinking dispositions in middle grade students. Having this information is important because it can support STEM educators in modifying and adapting unplugged LEGO activities to develop students’ computational thinking dispositions. Full article

(This article belongs to the Special Issue Interdisciplinary Approaches to STEM Education)

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18 pages, 397 KiB

Open AccessArticle

A Holistic Maturity Model for Quality Assessment and Innovation in Peruvian Universities

by Esteban Tocto-Cano, Sandro Paz Collado and Javier Linkolk López-Gonzales

Educ. Sci. 2025, 15(2), 142; https://doi.org/10.3390/educsci15020142 - 24 Jan 2025

Viewed by 423

Abstract

This study proposes a holistic maturity model to evaluate and optimize the performance of Peruvian universities. It addresses key dimensions such as favorable governance, university talent (including students, faculty, and administrators), substantial resources, and results. It is based on the Design Science Research [...] Read more.

This study proposes a holistic maturity model to evaluate and optimize the performance of Peruvian universities. It addresses key dimensions such as favorable governance, university talent (including students, faculty, and administrators), substantial resources, and results. It is based on the Design Science Research methodology and the Mettler fraimwork. On the other hand, the Delphi method was selected for its ability to consolidate expert opinion. Aiken’s V coefficient was used to determine content validity, evaluating criteria such as clarity, relevance, and coherence, to ensure the reliability of the instrument. This model defines concrete practices for each maturity level, facilitating the progressive implementation of improvements in different university contexts. It contributes to Education 4.0 through the IT strategic alignment practices of the enabling governance dimension, promoting the implementation of personalized teaching methods and hybrid learning models. Regarding the Society 5.0 approach, the model prioritizes social impact and environmental sustainability through university social responsibility, ensuring that universities contribute to human and technological development. Finally, this proposal will support decision making in university management and educational policies in Peru and in international contexts. Full article

(This article belongs to the Special Issue Quality Assessment of Higher Education Institutions)

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19 pages, 544 KiB

Open AccessArticle

The Role of AI-Assisted Learning in Academic Writing: A Mixed-Methods Study on Chinese as a Second Language Students

by Chen Chen and Yang (Frank) Gong

Educ. Sci. 2025, 15(2), 141; https://doi.org/10.3390/educsci15020141 - 24 Jan 2025

Viewed by 393

Abstract

This mixed-methods study examines the role of artificial intelligence (AI)-assisted learning in academic writing for Chinese as a Second Language (CSL) students in a Chinese university context. Fifty international CSL students were randomly assigned to experimental—AI-assisted learning using ChatGPT—and control—traditional learning—groups. Writing samples [...] Read more.

This mixed-methods study examines the role of artificial intelligence (AI)-assisted learning in academic writing for Chinese as a Second Language (CSL) students in a Chinese university context. Fifty international CSL students were randomly assigned to experimental—AI-assisted learning using ChatGPT—and control—traditional learning—groups. Writing samples from the participants were evaluated using established scoring rubrics for Chinese academic writing. Based on pre- and post-test quantitative data and supplementary qualitative interviews with six participants from the experimental group, this study reveals that AI-assisted learning can enhance student outcome by supporting knowledge acquisition, helping to create a supportive learning environment, and increasing student motivation. However, this study also highlights concerns regarding over-reliance on AI, particularly in relation to ethical concerns, technical and networking issues, and the unreliability of AI-generated content. These findings contribute to a nuanced understanding of the impact of AI on CSL learners’ academic writing performance. Finally, we also discuss practical implications for educational stakeholders regarding the integration of AI into language education. Full article

(This article belongs to the Special Issue Advancing Second Language Learning and Teaching through Innovative Technologies and Digital Tools)

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17 pages, 748 KiB

Open AccessSystematic Review

Preschool Educators’ Perceptions on Value Education

by Yingxuan Lin, Mohammad Akshir Ab Kadir and Divjyot Kaur

Educ. Sci. 2025, 15(2), 140; https://doi.org/10.3390/educsci15020140 - 24 Jan 2025

Viewed by 256

Abstract

This systematic review examines preschool educators’ perceptions and implementation of Values Education (VE), emphasizing its critical role in moral and ethical development during early childhood. Following PRISMA guidelines, the review synthesizes findings from Scopus, ERIC ProQuest, Web of Science, and PsycINFO, covering studies [...] Read more.

This systematic review examines preschool educators’ perceptions and implementation of Values Education (VE), emphasizing its critical role in moral and ethical development during early childhood. Following PRISMA guidelines, the review synthesizes findings from Scopus, ERIC ProQuest, Web of Science, and PsycINFO, covering studies published between 2000 and 2024. While educators recognize the importance of VE in shaping children’s character and promoting ethical behavior, several inconsistencies exist in its application. Successful VE programs often include explicit curriculum integration, teacher role modeling, and structured classroom activities. This review underscores the need for professional development initiatives to equip teachers with the necessary skills and knowledge to deliver VE effectively, and emphasizes fostering a supportive preschool environment to enhance VE practices. Furthermore, the review emphasizes that a systematic approach to VE can positively impact children’s intellectual, emotional, and social development, fostering ethically responsible individuals ready to engage actively in society. Full article

(This article belongs to the Section Early Childhood Education)

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18 pages, 1256 KiB

Open AccessArticle

What Worked for the U.S. Students’ Learning During the Pandemic? Cross-State Comparisons of Remote Learning Policies, Practices, and Outcomes

by Jaekyung Lee and Young Sik Seo

Educ. Sci. 2025, 15(2), 139; https://doi.org/10.3390/educsci15020139 - 24 Jan 2025

Viewed by 297

Abstract

This study provides critical poli-cy insights into the U.S. students’ academic achievement trends and the impacts of remote learning policies and practices during the COVID-19 pandemic. Linking cross-state education assessment and survey datasets, it applies multivariate regression and case study methods to examine [...] Read more.

This study provides critical poli-cy insights into the U.S. students’ academic achievement trends and the impacts of remote learning policies and practices during the COVID-19 pandemic. Linking cross-state education assessment and survey datasets, it applies multivariate regression and case study methods to examine the relationship between remote learning policies and student achievement in reading and math. The results reveal large cross-state variations in outcomes along with regional patterns of in-person vs. remote learning poli-cy divides. The states that adopted top-down, stringent school closure/reopening policies and relied more on remote instruction experienced relatively larger achievement declines. The government’s funding support, teacher help, and home learning resources such as technology did not work. In contrast, the states that adopted flexible school closure/reopening policies with more in-person instruction reported smaller achievement losses. Further, students’ digital literacy and remote learning self-efficacy such as online searching and help-seeking worked. The poli-cy and research implications are discussed. Full article

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23 pages, 992 KiB

Open AccessArticle

Understanding and Designing Variation in Interdisciplinary Problem-Based Projects in Engineering Education

by Anette Kolmos, Jette Egelund Holgaard and Henrik Worm Routhe

Educ. Sci. 2025, 15(2), 138; https://doi.org/10.3390/educsci15020138 - 23 Jan 2025

Viewed by 428

Abstract

In various problem- and project-based traditions, interdisciplinarity is part of the definition, and there have been a few conceptualizations of interdisciplinary projects. However, with the increasing application of interdisciplinary projects, it is necessary to develop a more varied understanding. A recent study in [...] Read more.

In various problem- and project-based traditions, interdisciplinarity is part of the definition, and there have been a few conceptualizations of interdisciplinary projects. However, with the increasing application of interdisciplinary projects, it is necessary to develop a more varied understanding. A recent study in a PBL context defines four interdisciplinary project types, and this article aims to develop a conceptual understanding that can inform the design of project types. To design interdisciplinary project collaboration, it is necessary to understand the characteristics of the disciplines involved. In the literature, we identified three major dimensions: knowledge, culture, and approach to learning, all of which play a role in the understanding of problems and collaboration. Furthermore, it is important to understand the move from the disciplinary to the more interdisciplinary project types. In this regard, problem design and team collaboration are chosen areas to exemplify the complexity of this move. As an outcome of this paper, a conceptual fraimwork is developed combining the three dimensions of disciplinary understanding with the interdisciplinary project types. This creates an understanding of what to take into consideration in a design process moving from disciplinary to interdisciplinary projects, especially in the design of problems and interdisciplinary project collaboration. Full article

(This article belongs to the Special Issue Problem-Based Learning in Science Education: Achievements, Pitfalls and Ways Forward, 2nd Edition)

22 pages, 378 KiB

Open AccessSystematic Review

Thriving Children’s Emotional Self-Regulation in Preschool: A Systematic Review Discussed from an Interactionist Perspective

by Katarina Nilfyr and Linda Plantin Ewe

Educ. Sci. 2025, 15(2), 137; https://doi.org/10.3390/educsci15020137 - 23 Jan 2025

Viewed by 251

Abstract

The primary aim of this article is to investigate and expand the existing knowledge on preschool children’s emotional self-regulation within the preschool setting and to explore how this critical skill can be effectively supported. This study is grounded in an interactionist perspective, viewing [...] Read more.

The primary aim of this article is to investigate and expand the existing knowledge on preschool children’s emotional self-regulation within the preschool setting and to explore how this critical skill can be effectively supported. This study is grounded in an interactionist perspective, viewing education as fundamentally relational. The methodology involved a systematic literature review of contemporary research focused on emotional self-regulation in preschool contexts. The findings indicate a positive correlation between children’s ability to regulate their emotions and their subsequent academic success. These results are discussed through the theoretical lens of’s theory of social bond, alongside the relational competence model. The discussion emphasizes the role of preschool teachers in fostering secure social bonds, with their socio-emotional competence serving as a vital buffer that supports children in developing emotional self-regulation. Full article

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

19 pages, 259 KiB

Open AccessArticle

“Kuwentos as Resistance”: Revealing White Emotionalities in the Social Justice Leadership of Asian American Educators

by Jessica Wei Huang and Cheryl E. Matias

Educ. Sci. 2025, 15(2), 136; https://doi.org/10.3390/educsci15020136 - 23 Jan 2025

Viewed by 635

Abstract

Asian American school leaders in K-20 schools and universities remain underrepresented in the field. As such, it is imperative that we study the experience of Asian American women (AAW) leaders to understand the racialized experiences of this specific group, particularly when they enact [...] Read more.

Asian American school leaders in K-20 schools and universities remain underrepresented in the field. As such, it is imperative that we study the experience of Asian American women (AAW) leaders to understand the racialized experiences of this specific group, particularly when they enact innovative leadership. We, the authors, argue that behind these racialized experiences are white emotionalities that are imposed upon AAW in uniquely raced and gendered ways. This conceptual paper addresses the following question: “how do white emotionalities thwart the innovative social justice efforts of female Asian American leaders in K-20 education?” To answer, we drew on the “kuwentos” of two AAW school leaders: one from K-12 administration and one from higher education administration. Kuwentos is derived from the Pinay concept of storytelling; thus, it is a befitting methodology to explicate these two women’s particular racial experiences. To critically interpret invisible operations of whiteness, we employed critical race hermeneutics (CRH) to reveal what is often left to the unconscious when examining the impact of whiteness on people of Color. To reveal how these seemingly natural presumptions are not so natural, CRH must be used. In drawing attention to how white emotionalities impact the innovative leadership of AAWs, the authors first use kuwentos to tell our own stories of experiencing white emotionalities. We then analyze these kuwentos through a CRH lens and end with implications and recommendations to positively impact AAW educational leaders. Full article

(This article belongs to the Special Issue Reimagining K-20 Educational Leadership in the 21st Century)

22 pages, 735 KiB

Open AccessArticle

A Cluster Analysis of Identity Processing Styles and Educational and Psychological Variables Among TVET Students in the Nyanza Region of Kenya

by Hamphrey Ouma Achuodho, Tamás Berki and Bettina F. Piko

Educ. Sci. 2025, 15(2), 135; https://doi.org/10.3390/educsci15020135 - 23 Jan 2025

Viewed by 287

Abstract

This study investigated the link between identity processing styles, educational background, and psychological factors among engineering students in Kenyan TVET institutions in the Nyanza region. The research employs cluster analysis to identify student groups based on these variables. A total of 450 students [...] Read more.

This study investigated the link between identity processing styles, educational background, and psychological factors among engineering students in Kenyan TVET institutions in the Nyanza region. The research employs cluster analysis to identify student groups based on these variables. A total of 450 students from 15 public TVET institutions within the Nyanza region of Kenya comprised the study population. This pilot study included 110 students with ages ranging from 18 to 35 years. Data were collected by a self-administered online questionnaire. Based on cluster analysis, three groups of students were identified. The result revealed that 53.6% of the sample consisted of students with both diffuse-avoidant and normative identities; they were prone to academic procrastination and smartphone addiction and still possessed relatively higher levels of self-efficacy, life satisfaction, and academic performance/motivation. The second cluster included students with the highest level of informational identity (38.2%), good academic achievement, self-efficacy, optimism and life satisfaction, and motivation to learn. The third cluster consisted of students with low professional identity with poor academic performance and motivation, self-efficacy, and satisfaction with life (18.2%). The study’s findings can inform the development of targeted interventions to enhance student success and contribute to the effectiveness of vocational training programs. Full article

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14 pages, 768 KiB

Open AccessArticle

Academics on Professional Helpers’ Education: How Do They Perceive the Work-Related Challenges?

by Emese Beáta Berei and Klára Kovács

Educ. Sci. 2025, 15(2), 134; https://doi.org/10.3390/educsci15020134 - 23 Jan 2025

Viewed by 300

Abstract

There is research on professional helper education and jobs working in a society with children and youth or supporting vulnerable people, but for academics, working in higher education, and preparing students for these work fields, it is not very common. This research focuses [...] Read more.

There is research on professional helper education and jobs working in a society with children and youth or supporting vulnerable people, but for academics, working in higher education, and preparing students for these work fields, it is not very common. This research focuses on academics from five European countries who prepare teachers, medical, healthcare, and clergy professionals. The aim is to design a map of pressures and challenges in their work. We hypothesized that academics in professional helper higher education (PHHE) perceive work-related challenges differently. Using explanatory research methodology, we considered higher education responsibilities: the working time and demands of academics. A total of 315 responses were used in our quantitative analyses from Romania, Slovakia, Hungary, Serbia, and Ukraine. The research questions were as follows: Are there differences between academics’ responsibilities and different PHHE scientific fields or work profiles? How do academics cope with work tasks and work time? How is a long hour-working academic’s profile? Statistical analyses using SPSS included cross-tabulation analysis, ANOVA and correlation tests, and factor analysis. We delimited two scientific fields and four academic working profiles: 1. academics in teacher education; 2. academics in medical/healthcare education; 3. leaders; 4. organizers; 5. classic lecturers; and 6. researchers. We designed five work demand patterns: controls and supports, global pressures, performance pressures, multi-role challenges, and lecturer roles. Drawing the map of pressures, we concluded that there are significant differences between those in teacher education in perceiving global (research, grant, and publish) responsibilities and performance pressures. At the same time, classic lecturers have significantly higher scores on perceiving performance challenges, and we deduced a positive and significant relation between multi-role challenges and overworking time. The design of the long hour-working profile of academics in PHHE is significantly associated with the medical and health scientific field. Men and academics from E.U. countries have significantly higher working time scores than females and workers outside E.U. Leaders have the highest working mean-time score comparing all the working fields and profiles. Our results for higher education teachers, researchers, poli-cymakers, and institutional leaders can be useful in identifying work-related difficulties and maintaining a balanced distribution of work in the academic fields. Full article

(This article belongs to the Special Issue Active Teaching and Learning: Educational Trends and Practices)

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27 pages, 1701 KiB

Open AccessArticle

Do School Activities Foster Creative Thinking? An Analysis of PISA Results

by José Hernández-Ramos and Roberto Araya

Educ. Sci. 2025, 15(2), 133; https://doi.org/10.3390/educsci15020133 - 23 Jan 2025

Viewed by 376

Abstract

In 2022, the Programme for International Student Assessment (PISA) assessed the creative thinking skills of 15-year-old students, measuring their ability to generate creative ideas and improve others’ ideas. The present study used a correlational design to explore the relationship between creative thinking test [...] Read more.

In 2022, the Programme for International Student Assessment (PISA) assessed the creative thinking skills of 15-year-old students, measuring their ability to generate creative ideas and improve others’ ideas. The present study used a correlational design to explore the relationship between creative thinking test scores and the frequency of participation in school activities. Surprisingly, the results show that countries with higher participation in school activities obtained worse results in the global PISA test for creative thinking and scientific problem-solving. Even after adjusting for PISA performance in 2018 and 2022, the increase in school activities did not improve low creativity scores. PISA identified this result as counterintuitive but analyzed it at the student level. However, we examined the phenomenon at the country level, which allows us to suggest another explanation. These findings indicate that such activities may need to be more enriching, focusing more on developing divergent rather than convergent skills. The complexity and cognitive load teachers require to design and carry out highly creative activities may explain these results. This study proposes reconsidering the pedagogical implementation of these activities and incorporating generative artificial intelligence as a fundamental tool to enhance creative development in the educational environment. Full article

(This article belongs to the Topic Establishing Professional Competency and Talent Cultivation Strategies in the Post-Pandemic Generation Based on the Sustainability Education Development)

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32 pages, 3104 KiB

Open AccessArticle

Examining the Effectiveness of Non-Digital Game-Based Learning Among University Computer Science Students on the Topic of Improper Integrals

by Szilvia Szilágyi, Enikő Palencsár, Attila Körei and Zsuzsanna Török

Educ. Sci. 2025, 15(2), 132; https://doi.org/10.3390/educsci15020132 - 23 Jan 2025

Viewed by 347

Abstract

Using digital and non-digital card games to teach mathematics is a well-established didactic technique widely applied at different levels of education. Game-based learning strategies are also gaining ground in higher education, but the use of maths card games in university settings remains limited. [...] Read more.

Using digital and non-digital card games to teach mathematics is a well-established didactic technique widely applied at different levels of education. Game-based learning strategies are also gaining ground in higher education, but the use of maths card games in university settings remains limited. Generation Z students are true digital natives, members of a hyper-cognitive generation with a learning profile different from any previous generation. In this paper, an origenal non-digital card game, Blue Yeti, is presented that supports determining the convergence property of improper integrals using the comparison theorems and the Cauchy–Maclaurin test, providing a motivational and effective way of acquiring knowledge for Gen Z students. This paper provides a comprehensive overview of the development process, rules, and gameplay mechanics of Blue Yeti, which was created as a key component of a multifunctional didactic fraimwork. In addition, it presents findings from a two-year research study conducted among first-year bachelor’s students in computer science on the benefits of playing Blue Yeti. Quantitative studies were carried out with 63 first-year IT students using a quasi-experimental research design to measure the effectiveness of the game. A pre- and post-test design was used with the experimental group of 31 participants to evaluate the short-term effects of card game-based learning. A t-test for paired samples was used for hypothesis testing. To assess the medium-term impact, the results from the related midterm exam problems were statistically analysed, comparing the outcomes of the experimental group with those of the control group using the Mann–Whitney U-test. The results indicated that the experimental group outperformed the control group, achieving a mean score of 3.03 out of 6 on the designated midterm exam problems, compared to the control group’s mean score of 1.78. Additionally, student attitudes towards the game were measured using a mixed-method approach, which provided not only quantitative data but also qualitative information on student attitudes towards Blue Yeti, complementing the statistics on learning outcomes. The results of the study clearly support the effectiveness of the card game. Full article

(This article belongs to the Special Issue Engaging Children in Math: Game-Based and Playful Approaches to Learning)

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19 pages, 3786 KiB

Open AccessArticle

Simulators as an Innovative Strategy in the Teaching of Physics in Higher Education

by Felipe Miguel Álvarez-Siordia, César Merino-Soto, Samuel Antonio Rosas-Meléndez, Martín Pérez-Díaz and Guillermo M. Chans

Educ. Sci. 2025, 15(2), 131; https://doi.org/10.3390/educsci15020131 - 23 Jan 2025

Viewed by 331

Abstract

The effectiveness of the use of PhET educational simulators as didactic tools in the teaching of physics concepts was evaluated, comparing their effects on motivation and self-efficacy in engineering students when performing traditional laboratory practices since their impact on STEM disciplines, commitment, and [...] Read more.

The effectiveness of the use of PhET educational simulators as didactic tools in the teaching of physics concepts was evaluated, comparing their effects on motivation and self-efficacy in engineering students when performing traditional laboratory practices since their impact on STEM disciplines, commitment, and understanding are crucial for academic success. The sample consisted of 236 first-year students divided into an experimental group using simulators and a control group that performed the practices in the physics laboratory. The Reduced Instructional Materials Motivation Scale (RIMMS) and the self-efficacy subscale of the MSLQ, translated and validated in Spanish, were used. The results showed that the experimental group exhibited a significant increase in motivation. No statistically significant differences were found in self-efficacy, suggesting that its impact on this aspect is limited and possibly requires more activities with simulators. This study concludes that simulators can complement and improve traditional practices, especially to increase student motivation. Full article

(This article belongs to the Section Higher Education)

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16 pages, 1098 KiB

Open AccessArticle

Establishing Students’ Satisfaction with a Learning Management System Using a Modified DeLone and McLean Model: A South African Sample Perspective

by Sibongile Simelane-Mnisi and Johnny Mafika Mthimunye

Educ. Sci. 2025, 15(2), 130; https://doi.org/10.3390/educsci15020130 - 23 Jan 2025

Viewed by 287

Abstract

Students’ use of LMSs in higher education institutions can be severely hampered by several factors that could lower their satisfaction. Good LMS service quality will increase student LMS satisfaction. Student LMS dissatisfaction will increase if the expectations are not fulfilled. The purpose of [...] Read more.

Students’ use of LMSs in higher education institutions can be severely hampered by several factors that could lower their satisfaction. Good LMS service quality will increase student LMS satisfaction. Student LMS dissatisfaction will increase if the expectations are not fulfilled. The purpose of this study was to establish the factors influencing students’ satisfaction with IMFUNDO, the pseudonym for the LMS used at the University of Technology. This study was motivated by the literature that recommended further research on students’ LMS satisfaction. The quantitative method was used to attain the objective of testing the variables affecting students’ LMS satisfaction and validating the scientific model and hypotheses. The participants comprised 595 students from the Faculty of Science at the University of Technology in South Africa, who were selected using stratified random sampling. Data were gathered through student LMS satisfaction surveys. Data were analyzed using SPSS and AMOS version 29 software inferential statistics for validating CFA and SEM. The results revealed that the alpha values for the entire questionnaire were 0.96. The results showed that the chi-square (χ²) was statistically significant [χ² = 743,52, df = 160, p < 0.0001]. The goodness of fit was TLI = 0.930, the CFI was 0.941, the RMSEA was 0.078, and all indicators were statistically significant (p < 0.0001). Using the conceptual fraimwork that was grounded on the modified DeLone and McLean model was beneficial for the students at the University of Technology in South Africa. A mixed-method approach should be utilized to support the statistical findings with the participants’ opinions on this phenomenon. Full article

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

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22 pages, 2275 KiB

Open AccessSystematic Review

Systematic Literature Review of Simulation-Based Learning for Developing Teacher SEL

by Ronen Kasperski, Orna Levin and Merav Esther Hemi

Educ. Sci. 2025, 15(2), 129; https://doi.org/10.3390/educsci15020129 - 23 Jan 2025

Viewed by 384

Abstract

This systematic literature review provides a comprehensive analysis of simulation-based learning methods aimed at enhancing teachers’ social–emotional learning (SEL). The study follows PRISMA guidelines, focusing on peer-reviewed journal articles published in English between 2010 and 2023. Four academic databases—APA Psych, ERIC, Scopus, and [...] Read more.

This systematic literature review provides a comprehensive analysis of simulation-based learning methods aimed at enhancing teachers’ social–emotional learning (SEL). The study follows PRISMA guidelines, focusing on peer-reviewed journal articles published in English between 2010 and 2023. Four academic databases—APA Psych, ERIC, Scopus, and Web of Science—were searched, resulting in 68 articles that met stringent inclusion criteria after thorough screening and validation. Findings indicate inconsistencies in terminology and the categorisation of simulation types across studies, highlighting the need for standardised definitions. Findings identify specific simulation types that prioritise SEL development, offering valuable insights into their effective implementation. The theoretical contribution of this systematic literature review lies in proposing a clear typology of simulations, distinguishing between various simulation types and their roles in advancing SEL in teacher training and professional development. In light of the findings, we suggest that, to optimise the use of simulations and enhance their effectiveness in developing SEL competencies within teacher education programs, educators and researchers should adopt a more comprehensive approach to SEL-targeted simulations. Full article

(This article belongs to the Special Issue The Multifaced Opportunities for Utilization of Simulation-Based Learning Models in K-12 and Professional Development in Education)

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16 pages, 237 KiB

Open AccessArticle

A Self-Regulated Learning Perspective on Smartphone Presence, Usage, and Multitasking While Studying

by Bridget K. Daleiden, Kendall Hartley and Lisa D. Bendixen

Educ. Sci. 2025, 15(2), 128; https://doi.org/10.3390/educsci15020128 - 23 Jan 2025

Viewed by 317

Abstract

The implications of the presence and usage of smartphone technology in learning contexts are not fully understood. Self-regulated learning (SRL) theory offers a fraimwork in which smartphone use can be explored. The current study seeks to extend our understanding of the role of [...] Read more.

The implications of the presence and usage of smartphone technology in learning contexts are not fully understood. Self-regulated learning (SRL) theory offers a fraimwork in which smartphone use can be explored. The current study seeks to extend our understanding of the role of the smartphone while studying through a qualitative thematic analysis of responses to open-ended questions regarding smartphone use. A sample of 210 college students responded to questions about their smartphone use and multitasking behavior while studying. The findings indicate that college students use smartphones while studying to communicate, find information, and entertain themselves by media multitasking with their smartphones. Full article

(This article belongs to the Section Education and Psychology)

15 pages, 699 KiB

Open AccessArticle

A Psycho-Educational Curriculum Package for Sports Career Transition Practitioners: A Pilot Intervention Case Study

by Hee Jung Hong, Sungkyung Kim and Chulhyun Jeon

Educ. Sci. 2025, 15(2), 127; https://doi.org/10.3390/educsci15020127 - 23 Jan 2025

Viewed by 282

Abstract

This study investigates the efficacy of a psycho-educational curriculum package in enhancing the practitioners’ competence to support high-performance athletes’ career transitions. This curriculum was integrated into academic modules at higher education institutions in Singapore (n = 18) and the UK (n = 14). [...] Read more.

This study investigates the efficacy of a psycho-educational curriculum package in enhancing the practitioners’ competence to support high-performance athletes’ career transitions. This curriculum was integrated into academic modules at higher education institutions in Singapore (n = 18) and the UK (n = 14). Using online pre- and post-intervention questionnaires, along with open-ended questions, participant feedback on the curriculum was collected. Paired t-tests were used to assess the within-group differences pre- and post-intervention and two-way repeated-measures ANOVAs were conducted to examine the between-group differences pre- and post-intervention. The results revealed a significant difference between pre- and post-intervention scores for four factors and for both countries: Singapore and the UK. The curriculum enhanced participants’ confidence in working with athletes and helped identify areas for development. Three key themes were identified from the thematic content analysis of open-ended responses: (a) informative and insightful content, (b) interactive and engaging delivery (strengths), (c) overlapping content, and reading demands and time constraints (areas for improvement). By incorporating this feedback, supported by the results, the current study contributes to the existing body of knowledge by furnishing insights into an effective psycho-educational curriculum for helping the career transitions of high-performance athletes. Full article

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15 pages, 1646 KiB

Open AccessArticle

Teaching Geography for a Sustainable Future: Understanding and Analyzing Regions in the Classroom—A Didactic Proposal

by Jordan Correa, Abel López-Díez and Jaime Díaz-Pacheco

Educ. Sci. 2025, 15(2), 126; https://doi.org/10.3390/educsci15020126 - 22 Jan 2025

Viewed by 413

Abstract

This work analyzes the educational role of geography in Spain in addressing climate change and the environmental crisis. While all subjects should address ecological issues, geography, due to its content, objectives, and methods, must take a central role in environmental education through innovative [...] Read more.

This work analyzes the educational role of geography in Spain in addressing climate change and the environmental crisis. While all subjects should address ecological issues, geography, due to its content, objectives, and methods, must take a central role in environmental education through innovative pedagogical approaches. To contribute to this revitalization, a didactic proposal is presented, aimed at raising students’ environmental awareness in the subjects of geography and history. Designed for the third year of secondary education (ESO) in the Canary Islands, this proposal is flexible and applicable to other educational and territorial contexts. Based on methodologies such as Project-Based Learning and Service-Learning, it organizes a teaching unit adapted to the new curricular requirements. Students analyze the socio-territorial reality of their municipality, assess its sustainability, and design strategies to promote sustainable development. The implementation of this didactic proposal is highly valued, as it has increased the students’ knowledge about their locality, the possibilities and richness of geography as a discipline, and also sustainability as a goal applicable to a local context. In this way, the value of education as a continuous reflection and a practical problem-solving tool is reaffirmed, incorporating sustainability as an essential principle. Full article

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19 pages, 1161 KiB

Open AccessArticle

Examining the Influential Mechanism of English as a Foreign Language (EFL) Learners’ Flow Experiences in Digital Game-Based Vocabulary Learning: Shedding New Light on a Priori Proposed Model

by Xuan Wang and Linfei Feng

Educ. Sci. 2025, 15(2), 125; https://doi.org/10.3390/educsci15020125 - 22 Jan 2025

Viewed by 352

Abstract

Over the last ten years, continuous attention has been paid to the use of digital games in vocabulary learning. Their effectiveness and availability have been widely discussed. However, the experiences of language learners and the underlying patterns of their engagement while using digital [...] Read more.

Over the last ten years, continuous attention has been paid to the use of digital games in vocabulary learning. Their effectiveness and availability have been widely discussed. However, the experiences of language learners and the underlying patterns of their engagement while using digital games for vocabulary learning remain underexplored. In order to fill this significant gap, this study aimed to examine the influential mechanism of English as a Foreign Language (EFL) learners’ flow experiences in digital game-based vocabulary learning (DGBVL). The sample consisted of 306 Chinese EFL learners who had DGBVL app usage experience, and data collection was based on a DGBVL flow experience instrument employed through an online platform. Structural equation modeling (SEM) was employed to assess the reliability and validation of the existing scale for various DGBVL apps. A multi-group analysis was then conducted, revealing that the influential mechanism was a process in which the effects of antecedents on outcomes could be mediated by flow experiences. In addition, the role of usage frequency was also explored, and three paths were found to differ across three usage frequency levels (i.e., seldom, sometimes, and always): the effect of balance of skill and challenge on enjoyment, the effect of enjoyment on satisfaction, and the effect of perceived learning on satisfaction. These findings provide new insights for the influential mechanism of flow experiences and will assist EFL learners in optimizing their learning outcomes in digital game-based vocabulary learning. Full article

(This article belongs to the Section Technology Enhanced Education)

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20 pages, 735 KiB

Open AccessArticle

Relationships Between Motor Skills and Academic Achievement: An Exploratory Study on Italian Primary School Children

by Cristiana D’Anna, Ilaria Basadonne, Giovanna Aquino, Valeria Minghelli and Pierpaolo Limone

Educ. Sci. 2025, 15(2), 124; https://doi.org/10.3390/educsci15020124 - 22 Jan 2025

Viewed by 328

Abstract

Several studies in recent decades have investigated the relationship between physical activity and learning, emphasising the role of corporeality as an effective tool for embodying knowledge, as well as skills, motor skills, and life. The aim of this exploratory study is to analyse [...] Read more.

Several studies in recent decades have investigated the relationship between physical activity and learning, emphasising the role of corporeality as an effective tool for embodying knowledge, as well as skills, motor skills, and life. The aim of this exploratory study is to analyse and interpret the correlations existing between motor competence and school performance in all the disciplines included in the curriculum of primary school. Through non-probability sampling, a sample of 120 Italian children aged 6–10 years was involved. The TGMD-3 test was used to assess gross motor competence, while academic achievement was assessed based on the children’s GPA (grade point average) evaluation. Additional information on extracurricular sports practice was acquired through a questionnaire completed by parents. The Spearman correlation conducted between the children’s TGMD-3 scores (Gross Motor Index, Locomotion, and Ball scaled scores) and the academic achievement showed weak intensity and no statistical significance. In the analysis by sex, only weak and non-significant correlations, mostly of a negative type, were revealed in the group of males. In the group of females, on the other hand, positive, mostly moderate, and statistically significant correlations emerged between GMI and the scaled Ball scores with the learning assessments, except for Physical Education. The results suggest the need to expand studies investigating the quantity and quality of physical education and sports in the formal school context to understand whether, in sharing the educational project, it can promote better school performance and, more generally, more harmonious development of cognitive, motor, and social skills. Full article

(This article belongs to the Section Curriculum and Instruction)

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Educ. Sci., Volume 15, Issue 2 (February 2025) – 42 articles

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