Social Education Research

Digital Competencies and the Lifelong Learning Paradigm: Insights from a Connectivist Approach in Higher Education Using the PRISMA Framework

Abdul Basit — 2025-10-10

This meta-analysis explores the intersection of digital competencies and lifelong learning within higher education, framed through the connectivist approach. Utilizing the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology, the study analyzes existing literature to understand how digital skills facilitate continuous learning among higher education students globally. Findings indicate that digital competencies enable students to effectively navigate complex learning environments, aligning with connectivist principles that emphasize the importance of forming networks and leveraging digital tools for knowledge acquisition. The study also identifies challenges such as disparities in access to digital resources and varying levels of digital literacy. To counter these challenges, mitigating strategies are also highlighted for enhancing digital competencies for lifelong learning. Additionally, implications for policy and practice include integrating digital competency training into curricula, transforming infrastructure and institutions to fully utilization in addressing issues of access and equity. Future research should explore the long-term impact of digital competencies on lifelong learning outcomes and investigate the role of emerging technologies in enhancing these skills.

Digital Adaptation by Adults Aged 50-75 Years: A Study in Cyprus

Loucia Dimitriou — 2025-11-25

The study examines the digital competencies of Cypriot adults in the following three age brackets, 50-64, 65-74, and 75+, distinguishing between basic digital skills (e.g., browsing, messaging, using digital devices to search for information online, downloading files, visiting websites, sending private messages) and advanced skills (e.g., problem-solving, content creation, critical evaluation). It explores how age, gender, education, and place of residence shape digital literacy outcomes. Using a 10-item self-report-questionnaire based on the Digital Skills Indicator (DSI), adapted for older populations and validated in the Cypriot context, we collected data from a convenience sample of 287 Cypriot citizens aged 50-75 years. A part of our subjects completed online forms while we interviewed others in adult day-care facilities. We analyzed the data using factor analysis and chi-square test. Factor analysis revealed two distinct aspects of digital competence: (a) Basic operational digital skills and advanced digital skills. Participants in the 'younger' age bracket (50-64) demonstrated greater autonomy in handling digital tasks than our older subjects (64+), although higher education levels mitigated age-related disparities. Urban residents demonstrated an advantage in digital content creation, while men and women differed regarding their perceptions of the ease of digitalization. Our research reveals that although many older persons engage in digital activities, there are substantial disparities in digital engagement based on age, education, and geographic location. Policy interventions must move beyond access to address targeted training, especially for rural, less educated, and older subgroups, to prevent their exclusion from the digital society.

A Delphi Approach to Dyscalculia: Looking for Consensus on Problems and Solutions

Estefanía Espina — 2025-10-20

Although the prevalence associated with dyscalculia in the school population is estimated to be between 5% and 7%, this disorder is considered underdiagnosed, leading to an insufficient educational response. In light of this situation, the aim of this research was to identify the main problems currently faced by students with dyscalculia and the people who are part of their environment, as well as to seek consensus about possible solutions that can contribute to improving their relationship with mathematics learning. To this end, a qualitative approach was adopted, using the Delphi method by consulting a group of 19 experts belonging to six sectors connected to students with dyscalculia (families, teachers, psychopedagogical teams, associations, teacher trainers and educational administrations). The method was carried out in a two-round process through the application of two questionnaires structured around three dimensions: knowledge and experience of dyscalculia, identification of problems, and proposed solutions. The results indicate that, on one hand, students with dyscalculia in Spain are currently at a disadvantage, mainly due to widespread lack of awareness about this disorder among those involved in their education. On the other hand, improving this situation requires both training processes and awareness-raising actions.

Achievement Goals, Reading Efficacy, and Self-Regulated Learning in EMI: Their Impact on University Students' Performance

Mu-Hsuan Chou — 2025-11-25

Achievement goals play a crucial role in higher education, shaping students' self-perceived competence, knowledge mastery, and academic performance. In English-Medium Instruction (EMI) contexts, students' motivation to engage with academic textbooks is further influenced by subject-specific knowledge and linguistic challenges. This study examines the predictive roles of achievement goals, reading efficacy, reading involvement, and Self-Regulated Learning (SRL) strategies in university students' academic performance in an EMI course. A questionnaire survey was conducted with 256 university students enrolled in an EMI course in Taiwan. Hierarchical multiple regression analysis revealed that reading efficacy was the strongest predictor of academic achievement, followed by performance-avoidance goals, organization strategies, reading involvement, and time/study environment strategies. Students perceived elaboration and organization as the most effective SRL strategies, whereas effort regulation and time/study environment strategies were rated less effective. Additionally, students' views on metacognitive self-regulation strategies varied, with their effectiveness largely depending on students' comprehension of English and course content. These findings offer insights into the interplay between motivation, reading engagement, and SRL strategies in EMI contexts, highlighting the need for targeted instructional support to enhance students' self-regulated learning and academic success.

Challenges and Perspectives of Pedagogical Innovation among Life and Earth Sciences Teachers in Moroccan High Schools

Khadija Ait El Mokhtar — 2026-02-09

This study explores life and earth sciences teachers' perceptions of Pedagogical Innovation (PI) in Morocco and identifies the main factors that hinder its implementation, with the aim of proposing actionable strategies to overcome these barriers and promote innovative teaching practices. A mixed-methods design was employed, combining a questionnaire administered to 319 life and earth sciences teachers from all regional education and training academies, and semi-structured interviews with a purposive sample of innovative teachers. Findings indicate that teachers generally hold positive perceptions of PI, characterized by openness to change, creativity, and professional commitment. Their experiences reveal a strong willingness to improve teaching, enhance student engagement, and adopt active and technology supported approaches, underscoring the potential for innovation when institutional and professional conditions are supportive. To address implementation barriers, the study recommends a coherent, system wide strategy that includes curriculum reform aligned with societal and student needs, and the integration of well-funded, innovative pedagogical projects. Strengthening teachers' capacities through continuous professional development, recognizing and rewarding innovative practices, and establishing collaborative communities of practice (both face to face and online) are essential for sustaining innovation over time. Fostering an institutional culture of innovation also requires recognizing teachers as co-constructors of pedagogical change. Creating platforms, workshops, and competitions to share innovative experiences can enhance motivation, peer learning, and collective reflection. Future research should adopt multi methodological and longitudinal designs, including classroom observations, to better understand how pedagogical innovations evolve and their long-term impact on science education.

Beyond Barriers: Integrating Equity, Inclusion, and Well‑Being in Hong Kong Schools

Eric C. K. Cheng — 2026-01-13

Hong Kong's education system faces persistent challenges of inequities affecting ethnic minority learners, particularly in language access, inclusion, and student well-being. This qualitative single-case study examined how these three dimensions intersect in the educational experiences of a Grade 6 Pakistani student in a mainstream government-subsidised primary school. Data were collected through semi-structured interviews with the student, parents, and teacher, as well as classroom observations, and analysed using thematic analysis. Findings revealed three interrelated challenges: (1) insufficient Chinese‑language support perpetuated academic disadvantage; (2) inconsistent inclusive practices weakened students' sense of belonging; and (3) participants' accounts suggested that systemic inequities co-occurred with stress, anxiety, and social isolation, partly through reduced participation and conditional belonging. Positive experiences were linked to culturally responsive pedagogy, intercultural understanding, and supportive teacher–student relationships. The study calls for systemic educational reform embedding bilingual support, culturally responsive professional development, and whole-school well-being frameworks. It advances a unified theoretical model demonstrating that equity, inclusion, and well-being are mutually reinforcing and must be integrated into Hong Kong's education policy and practice. As a single-case qualitative study, the findings offer mechanism-focused insight rather than statistical generalisation.

Supporting Pre-service Teachers' Understanding of Behaviour Management Using Chatbots

Damian Maher — 2025-11-20

This study explores the potential of Artificial Intelligence (AI)-powered chatbots to support Pre-Service Teachers (PSTs) in developing behaviour management skills within a psychologically safe, simulated environment. Guided by Bandura's Social Cognitive Theory, the research examined how personal, behavioural, and environmental factors influenced PSTs' interactions with a chatbot named Jamie. Using a qualitative descriptive methodology, data were collected via pre-and post-placement surveys across three Australian universities, supplemented by tutorial discussions. Findings revealed that PSTs valued the chatbot for allowing risk-free experimentation, immediate feedback, and increased confidence in applying classroom strategies. However, post-placement responses indicated a decline in perceived effectiveness, with concerns about the chatbot's lack of realism, behavioural complexity, and responsiveness to non-verbal cues. These limitations suggest that while chatbots can enhance initial self-efficacy and strategy development, their training value may diminish without deeper contextual and emotional fidelity. The study concludes that chatbots hold promise as supplementary tools for behaviour management training, especially when embedded in broader, multifaceted teacher education programs.

Soft Skills in Higher Education: Challenges and Opportunities for Comprehensive Education in Ecuador

Mauricio Prado Ortega — 2026-02-13

The article analyzes the role of soft skills in Ecuadorian higher education, highlighting their importance in the comprehensive education of students in the face of 21st-century challenges. Through a documentary review of research published between 2021 and 2025, the main socio-emotional competencies required for successful professional integration are identified. The study shows that, despite the theoretical recognition of their value, these skills are not yet fully integrated into curricula. Active pedagogical models such as project-based learning and collaborative learning are addressed, as they facilitate their development. The research concludes that the systematic incorporation of these competencies is key to strengthening quality education, employability, and sustainable development. Finally, recommendations are proposed to improve educational practice in university contexts.

Ethical and Emotional Commitment as a Pillar of Teaching: A Study on the Empathic Training of Future Teachers

María José Latorre-Medina — 2025-12-18

This article analyzes the role of empathy as a key competence in initial teacher training. It is assumed that empathy must be a priority in teacher training programs, not only as a relational skill, but also as an essential component for building truly inclusive educational contexts. The teaching profession certainly requires the ethical and emotional commitment of teachers' staff. Based on this, we aim to know the impact that the university training period exerts on the level of empathy of students who are pursuing Early Childhood Education and Primary Education Degrees. A quantitative approach is adopted by carrying out a descriptive and exploratory study whose sample comprises 58 student teachers from both programs. A purposive, non-probability sampling was used to select the sample subjects. In fact, the Cognitive and Affective Empathy Test (CAET) is used because it is standardized and assesses the main dimensions of empathy: perspective taking, emotional understanding, empathic joy, and empathic stress. While the results show a striking level of empathic stress in all the future teachers surveyed, there is evidence of an unequal impact on their global empathy level and by dimensions, depending on the training program to which they belong. In Primary Education Degree, for example, university training appears to fulfil its purpose of stimulating students' emotional growth. However, the content and methodologies of Early Childhood Education Degree need to be reconsidered to integrate effectively the socioemotional dimension of professional learning and, above all, strengthen students' cognitive empathic competencies. The study highlights that the lack of systematic work on this competence compromises the professional development of future teachers and limits their ability to draw attention to diversity, among other training challenges of the 21st century.

A Systematic Approach to Arabic Reading Instruction: Assessing the Saminiyah Method's Effectiveness with Young Learners

Saproni Muhammad Samin — 2025-12-04

This study evaluated the effectiveness of the Saminiyah method in enhancing Arabic reading skills among children aged 5-11 years. Arabic language education faces challenges in developing effective reading instruction methods for young learners, as traditional approaches based on rote memorization demonstrate limited effectiveness. The Saminiyah method presents a systematic 8-step framework for Arabic reading instruction. A one-group pretest-posttest design was employed with 50 children from Pekanbaru, Indonesia. Participants received three intervention sessions using the Saminiyah method, which includes systematic instruction in Arabic letters, diacritical marks, letter connections, long vowels, gemination, nunation, feminine markers, and definite articles. Data were collected through standardized pre-test and post-test assessments measuring letter recognition, pronunciation accuracy, and reading fluency. Statistical analysis was conducted using paired sample t-test. The study revealed significant improvements in Arabic reading skills following the intervention. Mean scores increased from 55.10 to 78.40, representing a 42% improvement. Performance categories showed dramatic shifts: children classified as not fluent decreased from 44% to 8%, while those achieving very fluent levels increased from 0% to 42%. The large effect size indicates substantial practical significance. The Saminiyah method demonstrates exceptional effectiveness in enhancing Arabic reading skills among children. The systematic 8-step approach provides a structured, evidence-based framework for Arabic language instruction, contributing to innovative pedagogical approaches in Arabic language education. These findings have important implications for Arabic language education policy, curriculum development, and teacher training programs, particularly in Muslim-majority countries where Arabic literacy is essential. Future research should employ randomized controlled trials with longer follow-up periods, incorporate qualitative data collection methods such as participant interviews, and investigate the method’s effectiveness across different age groups and cultural contexts to strengthen the evidence base and provide more comprehensive insights into the learning process.

Investigating English Learning Resilience and Its Associations with English Learning Anxiety

Yi Yan — 2026-02-09

With the positive turn in second language acquisition, more positive psychological factors, including resilience, have been currently receiving an increasing amount of attention. However, research has underexplored the connection between resilience and negative emotions. Based on the Control-Value Theory (CVT), anxiety, as a negative achievement emotion, closely associated with resilience which is a personality trait. However, the interplay between resilience and negative emotions, particularly in the context of language learning, remains an under-researched area. To fill this gap, this study, grounded in CVT, sought to elucidate the correlations among English Learning Resilience (ELR), English Learning Anxiety (ELA). The present study implemented a mixed-methods design, collecting data from 863 senior high school students from Northeast China through questionnaires and semi-structured interviews. The findings revealed that the overall resilience in English learning among senior high school students was moderate to high, with self-regulation, sociability, and empathy exhibiting moderate to high levels. In addition, a significant negative correlation was found between ELR and ELA, indicating a potential protective role of resilience against anxiety. The implications for both foreign language teaching and learning were provided.

Investigation of the Predictive Role of Secondary School Students' Social Anxiety on Science Motivation

Fatih Doğan — 2025-12-19

This study examined the relationship between secondary school students' social anxiety and their science motivation, as well as the predictive power of social anxiety on science motivation. Data were collected from 454 students using a relational survey model and analyzed with Pearson correlation and multiple linear regression. The findings revealed a high-level and negative correlation between students' social anxiety and their science motivation. This suggests that higher social anxiety is strongly associated with decreased motivation for science learning. Regression analyses showed that all subdimensions of social anxiety significantly and negatively predicted science motivation and its components. Additionally, social anxiety and science motivation differed according to several sociodemographic variables. Results indicated the critical influence of social-emotional factors on students' engagement in science learning and revealed that reducing social anxiety may play an important role in increasing science motivation.

Gastronomic Calculus: Integrating STEAM and Flipped Learning in Higher Education Mathematics

Cristina Caridade — 2025-12-25

This research explores the implementation of a flipped learning approach with first-year Electrical and Computer Engineering students through an activity called "Gastronomic Calculation: Portuguese Cream Cheese, Pumpkin, and Inverted Learning." The proposal integrates concepts of Mathematical Analysis with the gastronomic tradition of Serra da Estrela, challenging students to calculate maximum functions applied to ingredient proportions. This study highlights the relevance of cultural context as a mediator of mathematical learning, fostering communication skills, collaborative work, critical thinking, and creativity. The primary research question is: How does the integration of cultural context and a flipped learning approach within a Science, Technology, Engineering, Mathematics and Arts (STEAM) activity influence the motivation, development of transversal skills, and perceived applicability of mathematical analysis in engineering students? The evidence for this, exploratory case study is predominantly descriptive, based on self-report data (questionnaire) and qualitative records from observation and analysis of students' work products. The results suggest that interdisciplinary contextualization can increase motivation, concept retention, and the practical application of Science, Technology, Engineering and Mathematics (STEM)/Science, Technology, Engineering, Mathematics and Arts (STEAM) knowledge.

A Textual Analysis of Picturebooks Co-created Through Intergenerational Collaboration: Elder Learners from a Rural Fishing Village

Yuan Lung Tsai — 2026-01-22

This study employs qualitative textual analysis to examine three picturebooks co-created through intergenerational collaboration between older adult learners and university students in a rural fishing village in Taiwan. Adopting a qualitative textual analysis approach, this research examines three original picture books jointly created by elder learners participating in six intergenerational co-creation workshops conducted in a rural fishing community in Chiayi County. The picture books—Jiahao Eco-Garden ( 嘉好生態園 ), Mazu's Daughter ( 媽祖的女兒 ), and Haomei Fishponds ( 好美魚塭 )—were analyzed on three levels: thematic content, expressive form, and educational implications. First, regarding thematic content, all three works demonstrate core themes such as "local nature and ecological environment," "place-based memory and cultural identity," "intergenerational collaboration and dialogue," and "imagining community action". "Jiahao Eco-Garden" centers on ecological transformation and environmental greening; "Mazu's Daughter" explores religious faith and female identity; and "Haomei Fishponds" presents a narrative dialogue between traditional aquaculture practices and contemporary innovation. Second, in terms of expressive form, the picture books employ mixed media including hand-drawing, collage, photography, and handwritten texts, reflecting a high degree of creative autonomy and lived experience. "Jiahao Eco-Garden" exhibits an experimental and diverse artistic style; "Mazu's Daughter" blends religious imagery with everyday life, revealing a delicate feminine perspective; while "Haomei Fishponds" uses a documentary visual language to highlight industrial processes and ecological awareness. Third, the educational implications of these works are multi-layered. They contribute to the construction of local cultural identity, establish a space for intergenerational learning, and promote environmental education. "Jiahao Eco-Garden" emphasizes community engagement and ecological conservation; "Mazu's Daughter" underscores cultural transmission and female participation; and "Haomei Fishponds" advances localized education on smart aquaculture and water sustainability. Overall, the creation of these picture books represents not only an artistic practice of documenting local life, but also serves as an educational medium for community knowledge regeneration, cultural continuity, and intergenerational co-creation.

Ethical Dilemmas and Dynamic Adaptation Mechanisms in Human-AI Interactive Language Learning

Guihua Ma — 2026-02-11

This study employs grounded theory methodology to systematically investigate the ethical dilemmas and adaptive mechanisms in human-Artificial Intelligence (AI) interactive language learning, based on in-depth interviews with 30 stakeholders, 24-hour classroom observations, and analysis of 3 policy documents. The research reveals that technology integration has triggered five major ethical dilemmas including cultural identity conflict, educational subjectivity reconstruction, emotional interaction barriers, which form systemic coupling through three dimensions: technological structure, subject interaction, and social impact. The study constructs an "Ethical Adaptation Mechanism Model for Human-AI Interactive Language Learning" and proposes adaptive strategies such as enhancing cultural sensitivity in technology design, ensuring algorithmic transparency in policymaking, and safeguarding teachers' professional autonomy in pedagogical practices. The research emphasizes that the development of AI-enabled education must adhere to the "education-oriented" principle, preserving the humanistic essence of education in technological applications.

Student Literacy Skills and Teacher Literacy Practices: Effects on Reading Achievement Growth from First to Third Grade

Al B. Lawrence — 2026-01-21

A large body of research has established associations between self-regulated behaviors and students' academic achievement. The present study uses data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11, to examine teacher-reported literacy behaviors of 18,135 (N = 18,135) first-grade children, and the longitudinal associations with reading achievement. Students' reading achievement was assessed at three data points: first, second, and third grades. Additionally, the study also examined the relationship between teachers' instructional practices in reading comprehension during first grade and their association with students' reading achievement across three waves. Using two-way hierarchical linear modeling, results indicated that first-grade students' self-regulated academic behaviors, such as participating in reading discussions, interpreting stories read, reading fluently, and writing clear stories, were positively associated with first-grade reading achievement, but these associations diminished over time. Female students scored higher than male students at the initial data point. Additionally, students whose home language was English scored significantly higher than students whose home language was not English at the initial data point. However, non-English students demonstrated greater growth in reading achievement over time. Parent education level was also associated with students' reading achievement. Teachers' instructional practices in reading comprehension during first grade were not significantly associated with students' reading achievement beyond first grade. The findings indicate that early self-regulated literacy behaviors in first grade were positively associated with reading achievement initially, but that this association diminished over time.