Social Education Research

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

Fri, 10 Oct 2025 00:00:00 +0800

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, Chrisovalanta Theocharous, Petroula Mavrikiou — Tue, 25 Nov 2025 00:00:00 +0800

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, José M. Marbán, Ana Maroto — Mon, 20 Oct 2025 00:00:00 +0800

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 — Tue, 25 Nov 2025 00:00:00 +0800

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.

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

Thu, 20 Nov 2025 00:00:00 +0800

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.

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

María José Latorre-Medina, Aroa Martínez Cuesta, Chaimae Tnibar-Harrus — Thu, 18 Dec 2025 00:00:00 +0800

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, Abdi Aulia, Mohd Aizul Yakoob — Thu, 04 Dec 2025 00:00:00 +0800

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.

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

Fatih Doğan, Koray Yüksel — Fri, 19 Dec 2025 00:00:00 +0800

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, Verónica Pereira — Thu, 25 Dec 2025 00:00:00 +0800

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.