Pub Date : 2026-01-01Epub Date: 2026-06-18DOI: 10.3389/feduc.2026.1808562
Annie Wang, Brooke Duncan, Emily Duncan, Eli Johnson, Kevin Wang, Byron Meade
Many primarily undergraduate institutions (PUIs) offer coursework in plant biology, agriculture, and environmental sciences but lack dedicated plant growth facilities and controlled-environment infrastructure. Hydroponic systems provide an indoor platform for year-round plant cultivation, hypothesis-driven experimentation, and integration with course-based undergraduate research experiences (CUREs). At our institution, commercial and custom-built hydroponic systems were integrated into existing teaching laboratories and maintained by faculty, laboratory staff, and undergraduate work-study students. This structure supported consistent growth conditions, repeated student-led experimentation, and practical training in plant cultivation and biotechnology. Based primarily on this institutional experience, this mini-review synthesizes pedagogical outcomes, implementation onsiderations, and funding pathways, highlighting hydroponic platforms as effective infrastructure for experiential, research-centered STEM education at PUIs.
{"title":"Implementation of hydroponic teaching and research platforms at primarily undergraduate institutions.","authors":"Annie Wang, Brooke Duncan, Emily Duncan, Eli Johnson, Kevin Wang, Byron Meade","doi":"10.3389/feduc.2026.1808562","DOIUrl":"10.3389/feduc.2026.1808562","url":null,"abstract":"<p><p>Many primarily undergraduate institutions (PUIs) offer coursework in plant biology, agriculture, and environmental sciences but lack dedicated plant growth facilities and controlled-environment infrastructure. Hydroponic systems provide an indoor platform for year-round plant cultivation, hypothesis-driven experimentation, and integration with course-based undergraduate research experiences (CUREs). At our institution, commercial and custom-built hydroponic systems were integrated into existing teaching laboratories and maintained by faculty, laboratory staff, and undergraduate work-study students. This structure supported consistent growth conditions, repeated student-led experimentation, and practical training in plant cultivation and biotechnology. Based primarily on this institutional experience, this mini-review synthesizes pedagogical outcomes, implementation onsiderations, and funding pathways, highlighting hydroponic platforms as effective infrastructure for experiential, research-centered STEM education at PUIs.</p>","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"11 ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13353534/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148426390","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-01Epub Date: 2026-06-30DOI: 10.3389/feduc.2026.1777676
Molly E Tuck, Kaylee A Palomino, Luke H Bradley
"Honors 152: What is possible? Developments in Biotechnology" is a course tailored for introductory students of all majors to promote self-guided exploration of science, technology, engineering and mathematics (STEM). By introducing academic journal articles early in the semester and using authentic learning strategies, the course helps students grow more confident in exploring unfamiliar topics in biotechnology. Students demonstrate their learning through team presentations, mid-term examinations, and a final project, which involves independent research and presentations on chosen biotechnology topics. Rather than following detailed assignment requirements, the course scaffolds peer learning and student-selected inquiry to reduce perceived stress and encourage students to engage with unfamiliar biotechnology topics. To examine former students' perceptions of the course, we conducted a qualitative case study using open-ended survey responses from students across three recent cohorts. Responses highlighted the value of peer learning, increased comfort with complex or unfamiliar STEM topics, and lowered perceived stress relative to traditional course structures. In addition, several respondents also described a greater openness to STEM with a greater interest in pursuing undergraduate research or STEM coursework. These findings suggest that early Honors courses can serve as a model for an early-stage Honors intervention to provide meaningful opportunities for students to practice autonomy, inquiry, and scientific communication, while also identifying course design features that may be useful for other Honors STEM educators.
{"title":"Student perceptions of STEM engagement and student-led learning in a biotechnology-focused honors course: a qualitative case study.","authors":"Molly E Tuck, Kaylee A Palomino, Luke H Bradley","doi":"10.3389/feduc.2026.1777676","DOIUrl":"10.3389/feduc.2026.1777676","url":null,"abstract":"<p><p>\"Honors 152: What is possible? Developments in Biotechnology\" is a course tailored for introductory students of all majors to promote self-guided exploration of science, technology, engineering and mathematics (STEM). By introducing academic journal articles early in the semester and using authentic learning strategies, the course helps students grow more confident in exploring unfamiliar topics in biotechnology. Students demonstrate their learning through team presentations, mid-term examinations, and a final project, which involves independent research and presentations on chosen biotechnology topics. Rather than following detailed assignment requirements, the course scaffolds peer learning and student-selected inquiry to reduce perceived stress and encourage students to engage with unfamiliar biotechnology topics. To examine former students' perceptions of the course, we conducted a qualitative case study using open-ended survey responses from students across three recent cohorts. Responses highlighted the value of peer learning, increased comfort with complex or unfamiliar STEM topics, and lowered perceived stress relative to traditional course structures. In addition, several respondents also described a greater openness to STEM with a greater interest in pursuing undergraduate research or STEM coursework. These findings suggest that early Honors courses can serve as a model for an early-stage Honors intervention to provide meaningful opportunities for students to practice autonomy, inquiry, and scientific communication, while also identifying course design features that may be useful for other Honors STEM educators.</p>","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"11 ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13456539/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148708512","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-01Epub Date: 2026-06-25DOI: 10.3389/feduc.2026.1836519
Hadley Rahrig, Megan Lipsett, Adam B David, Caroline G Richter, Ya-Yun Chen, Em V Adams, Caitlyn L Wilson, Senegal Alfred Mabry, Vincent D Lai, Kathrine Whitman, Grace O Allison, Ellie P Xu, Lindsey Ostermiller, Samantha De Leon Sautu, Claire Laubacher, Christine D Wilson-Mendenhall
Research increasingly points to well-being as a public priority, integral to the health of individuals and communities. In response to pressing societal challenges, many researchers seek to produce scientific knowledge that advances understanding and cultivation of well-being. Academic culture rightly uplifts the products of well-being research-the knowledge that improves people's lives. However, relatively less attention is paid to fostering well-being in the process of conducting such research. Indeed, recent research indicating high rates of anxiety and depression (20%-50%) amongst graduate students and postdocs, suggest a troubling paradox: that the prioritization of well-being research outcomes may come at the expense of researchers' own wellbeing. Early-career scholars, who assume substantial demands within the scientific enterprise, are especially impacted by this tradeoff. Yet, they are uniquely positioned to re-envision a praxis for research that embeds well-being in both its products and processes. Developed by an interdisciplinary coalition of early-career scholars, this perspective paper identifies key barriers to fostering well-being in research, and in turn, proposes four guiding principles and corresponding practices: 1) cultivate belonging, 2) center communities, 3) question cultural systems, and 4) embody cultural change. In turn, these principles aim to advance the societal impact of well-being research through community-based, participatory approaches that promote solidarity between researchers and communities historically excluded from the research enterprise.
{"title":"Embodying well-being in research: key principles and praxis.","authors":"Hadley Rahrig, Megan Lipsett, Adam B David, Caroline G Richter, Ya-Yun Chen, Em V Adams, Caitlyn L Wilson, Senegal Alfred Mabry, Vincent D Lai, Kathrine Whitman, Grace O Allison, Ellie P Xu, Lindsey Ostermiller, Samantha De Leon Sautu, Claire Laubacher, Christine D Wilson-Mendenhall","doi":"10.3389/feduc.2026.1836519","DOIUrl":"10.3389/feduc.2026.1836519","url":null,"abstract":"<p><p>Research increasingly points to well-being as a public priority, integral to the health of individuals and communities. In response to pressing societal challenges, many researchers seek to produce scientific knowledge that advances understanding and cultivation of well-being. Academic culture rightly uplifts the products of well-being research-the knowledge that improves people's lives. However, relatively less attention is paid to fostering well-being in the process of conducting such research. Indeed, recent research indicating high rates of anxiety and depression (20%-50%) amongst graduate students and postdocs, suggest a troubling paradox: that the prioritization of well-being research outcomes may come at the expense of researchers' own wellbeing. Early-career scholars, who assume substantial demands within the scientific enterprise, are especially impacted by this tradeoff. Yet, they are uniquely positioned to re-envision a praxis for research that embeds well-being in both its products and processes. Developed by an interdisciplinary coalition of early-career scholars, this perspective paper identifies key barriers to fostering well-being in research, and in turn, proposes four guiding principles and corresponding practices: 1) cultivate belonging, 2) center communities, 3) question cultural systems, and 4) embody cultural change. In turn, these principles aim to advance the societal impact of well-being research through community-based, participatory approaches that promote solidarity between researchers and communities historically excluded from the research enterprise.</p>","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"11 ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13375101/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148474233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-07DOI: 10.3389/feduc.2025.1689273
Pranisha Rama, Ben Marx, Rozanne Smith
Introduction Cyberattacks continue to intensify and are currently the top global technological risk. This global increase in cyberattacks and the growing dependence on digital platforms have also heightened the significance of cybersecurity within the accounting profession. As future custodians of sensitive financial data, accounting students must possess both the technical understanding and the practical skills to prevent such threats. Given the importance of the digital economy within the accounting profession, accounting curricula often do not include cybersecurity education, resulting in accounting students being inadequately prepared. This research aimed to fill this gap by formulating cybersecurity education guidelines through competencies for an accounting curriculum and is designed to be incorporated into various modules throughout the curriculum. Methods Content analysis was conducted as part of the literature review to determine which competency frameworks of accounting professional bodies were relevant and which cybersecurity competency statements were to be included in the questionnaires as part of the quantitative study. While the study is predominantly quantitative in nature, the incorporation of participant comments adds a minor qualitative dimension, making the overall design descriptive with supportive qualitative elements. The questionnaire was distributed to accounting academics, and 41 responses were received. Results The findings from this study indicate that accounting academics lack knowledge around cybersecurity and do not know how to incorporate the topic into the curriculum. Academics have also viewed cybersecurity as an important component of the accounting curriculum, given its emphasis within the digital economy. Discussion This study contributes to the development of the accounting curriculum and highlights the importance in developing cybersecurity skills in future accounting professionals which can be incorporated by making use of real-life case studies, using experts from the cybersecurity industry.
{"title":"Cybersecurity in accounting education: accounting academics' perspectives","authors":"Pranisha Rama, Ben Marx, Rozanne Smith","doi":"10.3389/feduc.2025.1689273","DOIUrl":"https://doi.org/10.3389/feduc.2025.1689273","url":null,"abstract":"Introduction Cyberattacks continue to intensify and are currently the top global technological risk. This global increase in cyberattacks and the growing dependence on digital platforms have also heightened the significance of cybersecurity within the accounting profession. As future custodians of sensitive financial data, accounting students must possess both the technical understanding and the practical skills to prevent such threats. Given the importance of the digital economy within the accounting profession, accounting curricula often do not include cybersecurity education, resulting in accounting students being inadequately prepared. This research aimed to fill this gap by formulating cybersecurity education guidelines through competencies for an accounting curriculum and is designed to be incorporated into various modules throughout the curriculum. Methods Content analysis was conducted as part of the literature review to determine which competency frameworks of accounting professional bodies were relevant and which cybersecurity competency statements were to be included in the questionnaires as part of the quantitative study. While the study is predominantly quantitative in nature, the incorporation of participant comments adds a minor qualitative dimension, making the overall design descriptive with supportive qualitative elements. The questionnaire was distributed to accounting academics, and 41 responses were received. Results The findings from this study indicate that accounting academics lack knowledge around cybersecurity and do not know how to incorporate the topic into the curriculum. Academics have also viewed cybersecurity as an important component of the accounting curriculum, given its emphasis within the digital economy. Discussion This study contributes to the development of the accounting curriculum and highlights the importance in developing cybersecurity skills in future accounting professionals which can be incorporated by making use of real-life case studies, using experts from the cybersecurity industry.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2025.1689273/pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147914310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-09-09DOI: 10.3389/feduc.2025.1635239
Ntomboxolo Girlie Chagi, Thobeka Ncanywa, Abiola John Asaleye
Introduction Entrepreneurship plays an important role in driving innovation, job creation, and economic sustainability, particularly in an under-resourced environment such as South Africa’s Eastern Cape. Methods This study investigates the factors influencing the development of entrepreneurial mindset, identity, and self-efficacy among postgraduate students, drawing on the integrated theoretical perspectives of the Theory of Planned Behavior (TPB), Social Cognitive Theory (SCT), and Human Capital Theory (HCT). Adopting a qualitative case study approach, data were collected through 24 semi-structured interviews with postgraduate students, lecturers, and university managers at a public university in the region. Results The findings reveal that entrepreneurship education promotes a shift in perception from a transactional, business-oriented view of entrepreneurship to a mindset characterized by innovation and strategic problem-solving. Experiential learning and mentorship were identified as enablers of self-efficacy and entrepreneurial identity, aligning with SCT’s emphasis on social modeling and mastery experiences. Discussion However, structural barriers such as limited access to practical training, inadequate funding, and unsupportive institutional policies were found to weaken students’ perceived behavioral control, as framed by TPB. While participants acknowledged the value of skill acquisition for personal and economic advancement, the return on human capital was constrained by resource gaps. The study stresses the need for contextually grounded entrepreneurship education, integrated mentorship frameworks, and institutional reform to create an enabling environment that supports student entrepreneurship in disadvantaged communities.
{"title":"Determinants of entrepreneurial intentions among postgraduate students: evidence from a University in the Eastern Cape","authors":"Ntomboxolo Girlie Chagi, Thobeka Ncanywa, Abiola John Asaleye","doi":"10.3389/feduc.2025.1635239","DOIUrl":"https://doi.org/10.3389/feduc.2025.1635239","url":null,"abstract":"Introduction Entrepreneurship plays an important role in driving innovation, job creation, and economic sustainability, particularly in an under-resourced environment such as South Africa’s Eastern Cape. Methods This study investigates the factors influencing the development of entrepreneurial mindset, identity, and self-efficacy among postgraduate students, drawing on the integrated theoretical perspectives of the Theory of Planned Behavior (TPB), Social Cognitive Theory (SCT), and Human Capital Theory (HCT). Adopting a qualitative case study approach, data were collected through 24 semi-structured interviews with postgraduate students, lecturers, and university managers at a public university in the region. Results The findings reveal that entrepreneurship education promotes a shift in perception from a transactional, business-oriented view of entrepreneurship to a mindset characterized by innovation and strategic problem-solving. Experiential learning and mentorship were identified as enablers of self-efficacy and entrepreneurial identity, aligning with SCT’s emphasis on social modeling and mastery experiences. Discussion However, structural barriers such as limited access to practical training, inadequate funding, and unsupportive institutional policies were found to weaken students’ perceived behavioral control, as framed by TPB. While participants acknowledged the value of skill acquisition for personal and economic advancement, the return on human capital was constrained by resource gaps. The study stresses the need for contextually grounded entrepreneurship education, integrated mentorship frameworks, and institutional reform to create an enabling environment that supports student entrepreneurship in disadvantaged communities.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2025.1635239/pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147918338","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-07-23DOI: 10.3389/feduc.2025.1601455
Ciarán Collins, Regina Murphy, Martin J. Brown
School leadership has been shown to have a profound influence on students’ experiences and outcomes. Following the success of leadership coaching in industry, coaching has started to feature as a mechanism in the professional learning and development of school leaders. However, to date, evidence of how the various elements of coaching are embedded in the professional learning and development of school leaders is limited. To fill the lacuna of research in this area, this study aimed to conduct a systematic literature review of coaching as a form of the professional learning and development of school leaders, based on papers published in peer-reviewed journals between July 2014 and July 2024. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines were used, and the work was framed within Bronfenbrenner’s ecological systems theory. An overview of the concept of coaching and its development in the context of the professional learning and development of school leaders was provided. The methodology used in the study was then described, before the research evidence on coaching in the professional learning and development of school leaders was reported and discussed across five thematic findings, illuminating the factors that may advance the success of coaching as well as those that may impede it. Gaps in the literature were identified that may inform further research on this important topic.
{"title":"The power of coaching in the professional learning and development of school leaders: an ecological framework and critical insights from a systematic review","authors":"Ciarán Collins, Regina Murphy, Martin J. Brown","doi":"10.3389/feduc.2025.1601455","DOIUrl":"https://doi.org/10.3389/feduc.2025.1601455","url":null,"abstract":"School leadership has been shown to have a profound influence on students’ experiences and outcomes. Following the success of leadership coaching in industry, coaching has started to feature as a mechanism in the professional learning and development of school leaders. However, to date, evidence of how the various elements of coaching are embedded in the professional learning and development of school leaders is limited. To fill the lacuna of research in this area, this study aimed to conduct a systematic literature review of coaching as a form of the professional learning and development of school leaders, based on papers published in peer-reviewed journals between July 2014 and July 2024. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines were used, and the work was framed within Bronfenbrenner’s ecological systems theory. An overview of the concept of coaching and its development in the context of the professional learning and development of school leaders was provided. The methodology used in the study was then described, before the research evidence on coaching in the professional learning and development of school leaders was reported and discussed across five thematic findings, illuminating the factors that may advance the success of coaching as well as those that may impede it. Gaps in the literature were identified that may inform further research on this important topic.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2025.1601455/pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147902693","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-05-27DOI: 10.3389/feduc.2025.1574477
Feng Guo, Tianrui Li, Christopher J. L. Cunningham
Generative Artificial Intelligence (GAI), such as OpenAI’s ChatGPT, has rapidly emerged as a transformative tool in higher education, offering opportunities to enhance teaching and learning. This paper describes the design and implementation of ChatGPT-integrated curriculum activities, featuring coding learning in psychology and conceptual discussions in physics, and presents the findings of a year-long experimental study in both types of classrooms. Our findings suggest that students generally found ChatGPT easy to use and beneficial to their learning, reporting improved confidence, motivation, and engagement. However, its ability to address individual needs or replace instructors was viewed less favorably. Comparative analyses showed that coding activities in psychology led to higher levels of activity satisfaction and perceived usefulness of ChatGPT compared to the more abstract discussion activities in physics. While graduate students were more enthusiastic about using ChatGPT for skill acquisition than undergraduates, demographic factors such as gender, race, and first-generation college status showed no significant influence on such perceptions. Meanwhile, instructors’ reflections emphasize the importance of thoughtful integration, technical support, and pedagogical balance to maximize GAI’s potential while mitigating its limitations. Recommendations for integrating GAI into teaching practices and future research directions are discussed, contributing to the evolving discourse on GAI’s role in transforming modern classrooms.
{"title":"One year in the classroom with ChatGPT: empirical insights and transformative impacts","authors":"Feng Guo, Tianrui Li, Christopher J. L. Cunningham","doi":"10.3389/feduc.2025.1574477","DOIUrl":"https://doi.org/10.3389/feduc.2025.1574477","url":null,"abstract":"Generative Artificial Intelligence (GAI), such as OpenAI’s ChatGPT, has rapidly emerged as a transformative tool in higher education, offering opportunities to enhance teaching and learning. This paper describes the design and implementation of ChatGPT-integrated curriculum activities, featuring coding learning in psychology and conceptual discussions in physics, and presents the findings of a year-long experimental study in both types of classrooms. Our findings suggest that students generally found ChatGPT easy to use and beneficial to their learning, reporting improved confidence, motivation, and engagement. However, its ability to address individual needs or replace instructors was viewed less favorably. Comparative analyses showed that coding activities in psychology led to higher levels of activity satisfaction and perceived usefulness of ChatGPT compared to the more abstract discussion activities in physics. While graduate students were more enthusiastic about using ChatGPT for skill acquisition than undergraduates, demographic factors such as gender, race, and first-generation college status showed no significant influence on such perceptions. Meanwhile, instructors’ reflections emphasize the importance of thoughtful integration, technical support, and pedagogical balance to maximize GAI’s potential while mitigating its limitations. Recommendations for integrating GAI into teaching practices and future research directions are discussed, contributing to the evolving discourse on GAI’s role in transforming modern classrooms.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2025.1574477/pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147908204","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-03-18DOI: 10.3389/feduc.2025.1507803
Andreia Balan, Anders Jönsson
Success in school is closely linked to students’ ability to regulate their own learning. In mathematics, self-regulated learning (SRL) strategies can help students become more independent and proactive in their learning. However, there is limited research on how students can be effectively supported in developing and applying these strategies, especially for younger students. The purpose of this study is to evaluate the impact of a self-instructional SRL material. The material is designed in collaboration between researchers and teachers, and integrated into regular mathematics instruction. Specifically, we examine whether the use of the SRL material varies across schools and student groups. A quasi-experimental research design with pre- and post-tests was employed, involving 258 students in grades 5 and 6 from five different schools over the course of one semester. Data was collected through structured surveys measuring student engagement with the material, along with performance tracking before and after the intervention. The findings indicate that co-developing SRL materials with teachers, and embedding them in regular instruction, has clear advantages. The findings also show that while the material was used equally across genders and performance levels, variations remain due to school culture, socio-economic factors, and individual teacher influence. Notably, lower-performing students showed greater progress compared to high-performers, and girls engaged more actively with SRL strategies than boys. These findings have important implications for the design and implementation of SRL interventions. While integrating SRL support within everyday teaching fosters engagement, additional measures may be needed to address persistent disparities between schools and student groups.
{"title":"Evaluation of a self-instructional self-regulated learning material in mathematics","authors":"Andreia Balan, Anders Jönsson","doi":"10.3389/feduc.2025.1507803","DOIUrl":"https://doi.org/10.3389/feduc.2025.1507803","url":null,"abstract":"Success in school is closely linked to students’ ability to regulate their own learning. In mathematics, self-regulated learning (SRL) strategies can help students become more independent and proactive in their learning. However, there is limited research on how students can be effectively supported in developing and applying these strategies, especially for younger students. The purpose of this study is to evaluate the impact of a self-instructional SRL material. The material is designed in collaboration between researchers and teachers, and integrated into regular mathematics instruction. Specifically, we examine whether the use of the SRL material varies across schools and student groups. A quasi-experimental research design with pre- and post-tests was employed, involving 258 students in grades 5 and 6 from five different schools over the course of one semester. Data was collected through structured surveys measuring student engagement with the material, along with performance tracking before and after the intervention. The findings indicate that co-developing SRL materials with teachers, and embedding them in regular instruction, has clear advantages. The findings also show that while the material was used equally across genders and performance levels, variations remain due to school culture, socio-economic factors, and individual teacher influence. Notably, lower-performing students showed greater progress compared to high-performers, and girls engaged more actively with SRL strategies than boys. These findings have important implications for the design and implementation of SRL interventions. While integrating SRL support within everyday teaching fosters engagement, additional measures may be needed to address persistent disparities between schools and student groups.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2025.1507803/pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147915752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-03-10DOI: 10.3389/feduc.2025.1481708
David Pérez‐Jorge, Elena Olmos-Raya, Ana Isabel González Contreras, Itahisa Pérez Pérez
This systematic review, conducted following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, evaluates the efficacy of emerging digital technologies—namely virtual reality (VR), augmented reality (AR), and adaptive learning technologies (ALT)—in enhancing vocabulary acquisition within English as a second language (ESL) education. By addressing a notable gap in the literature, this review explores how these technologies mitigate common learning challenges and improve educational outcomes. Through a critical analysis of recent empirical studies across diverse educational stages, it synthesizes findings to assess their impact on vocabulary retention and overall academic performance. The results indicate that these technologies enhance vocabulary acquisition and increase student motivation and engagement, significantly impacting educational practices and policymaking. This review highlights the transformative potential of VR, AR, and ALT in ESL education by providing immersive and personalized learning experiences that address traditional barriers in language acquisition.
{"title":"Technologies applied to education in the learning of English as a second language","authors":"David Pérez‐Jorge, Elena Olmos-Raya, Ana Isabel González Contreras, Itahisa Pérez Pérez","doi":"10.3389/feduc.2025.1481708","DOIUrl":"https://doi.org/10.3389/feduc.2025.1481708","url":null,"abstract":"This systematic review, conducted following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, evaluates the efficacy of emerging digital technologies—namely virtual reality (VR), augmented reality (AR), and adaptive learning technologies (ALT)—in enhancing vocabulary acquisition within English as a second language (ESL) education. By addressing a notable gap in the literature, this review explores how these technologies mitigate common learning challenges and improve educational outcomes. Through a critical analysis of recent empirical studies across diverse educational stages, it synthesizes findings to assess their impact on vocabulary retention and overall academic performance. The results indicate that these technologies enhance vocabulary acquisition and increase student motivation and engagement, significantly impacting educational practices and policymaking. This review highlights the transformative potential of VR, AR, and ALT in ESL education by providing immersive and personalized learning experiences that address traditional barriers in language acquisition.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2025.1481708/pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147909753","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
University governance plays a significant role in bringing about change because it is one of the most critical variables in determining the success of higher education institutions. Hence, this study aimed to investigate the influence of university governance on the education service quality of Ethiopian public universities. Accordingly, the current study focuses on five key university governance principles: accountability, autonomy, academic freedom, transparency and responsibility. The study utilized a multiple linear regression model, which made use of quantitative data sources. Data was collected from 378 instructors and academic officials from six public institutions, including department heads, deans, faculty heads, and directors. The research utilized a closed-ended questionnaire. Using SPSS software version 20, the quantitative data were examined using the descriptive statistics and inferential statistics techniques. The results of the regression analysis and correlation were discovered. The correlation result indicates that accountability and academic freedom parameters had a positive and strong correlation with education service quality. The regression results showed that academic freedom positively affected the education service quality while accountability and responsibility negatively affected the quality of education services of Ethiopian public universities. Academic leaders and staff of public universities should therefore practice academic freedom, transparency, and autonomous decision-making through implementing university governance principles in their respective public universities in Ethiopia.
{"title":"How university governance affects education service quality: insights from Ethiopian public universities","authors":"Bekele Atanaw, Ashebir Bezabih Estifanos, Habtamu Negash","doi":"10.3389/feduc.2024.1447357","DOIUrl":"https://doi.org/10.3389/feduc.2024.1447357","url":null,"abstract":"University governance plays a significant role in bringing about change because it is one of the most critical variables in determining the success of higher education institutions. Hence, this study aimed to investigate the influence of university governance on the education service quality of Ethiopian public universities. Accordingly, the current study focuses on five key university governance principles: accountability, autonomy, academic freedom, transparency and responsibility. The study utilized a multiple linear regression model, which made use of quantitative data sources. Data was collected from 378 instructors and academic officials from six public institutions, including department heads, deans, faculty heads, and directors. The research utilized a closed-ended questionnaire. Using SPSS software version 20, the quantitative data were examined using the descriptive statistics and inferential statistics techniques. The results of the regression analysis and correlation were discovered. The correlation result indicates that accountability and academic freedom parameters had a positive and strong correlation with education service quality. The regression results showed that academic freedom positively affected the education service quality while accountability and responsibility negatively affected the quality of education services of Ethiopian public universities. Academic leaders and staff of public universities should therefore practice academic freedom, transparency, and autonomous decision-making through implementing university governance principles in their respective public universities in Ethiopia.","PeriodicalId":52290,"journal":{"name":"Frontiers in Education","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2024.1447357/pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147903689","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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