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07.09.2026. Ausgangspunkt der Tagung ist das Phänomen komplexer sprachlich-kultureller und gesellschaftlicher Positionierungen von Individuen in Zeiten von hoher Diversität und gesellschaftlicher Multi- Krisen, die nicht zuletzt zu symbolischen Deutungs- und materiellen Verteilungskämpfen führen. Dazu wird gemeinsam bildungstheoretisch und forschungsmethodisch diskutiert. Master-Student*innen, Promovend*innen und Post-Docs sind eingeladen, ihre Forschungsprojekte im Bereich von mehrsprachig-mehrkultureller Bildung in all ihrer thematischen und methodischen Vielfalt einzubringen. Die Bewerbung mit Abstract (max. 300 Wörter) in der von Ihnen bevorzugten Vortragssprache mit englischer Übersetzung und biographischen Angaben muss bis zum 27.03.2026 per Mail eingereicht werden. Teilnahmegebühren werden nicht erhoben. Veranstalter: ENROPE/Langscape in Kooperation mit der Universität Siegen. Link: https://www.uni-siegen.de/2026/langscape-enrope-autumn-school-2026 .

25.03.2026. Das Netzwerk Leseförderung München (www.leseförderung-münchen.de) ist ein Zusammenschluss unterschiedlicher Institutionen, die Leseförderungsprojekte im schulischen und außerschulischen Rahmen anbieten.In vier Workshops für Pädagog*innen und Lehrkräfte aller Schularten werden kreative Möglichkeiten zur demokratischen Bildung gezeigt, die zur direkten Umsetzung einladen. Der Börsenverein des Bayerischen Buchhandels wird eine kuratierte Ausstellung des Sankt Michaelsbund e.V. zum Thema Demokratie zeigen. Die Teilnahme ist kostenlos. Die Literanauten sind ein Peer-to-Peer Leseförderungsprojekt des Arbeitskreises für Jugendliteratur e.V. In diesem werden Jugendliche, organisiert in Leseclubs, selbst aktiv und geben ihre Freude an Büchern und Geschichten an andere Kinder und Jugendliche weiter. Unter dem Jahresmotto „Gemeinsam für Demokratie und Teilhabegerechtigkeit“ haben die Jugendlichen 2025 eigene Projektideen entwickelt und Methoden ausprobiert.Dabei geht es um Fragestellungen wie: Was ist eigentlich eine Meinung und wie finde ich meine? Wie kann ich meine Stimme erheben und mitreden? Was können wir aus der Vergangenheit lernen und wie können wir in der Gegenwart aktiv werden? Die Keynote gibt einen kurzen Einblick in das Literanauten-Projekt und seine Teilhabe-Möglichkeiten und stimmt mit vielseitigen Praxisbeispielen auf das Thema Demokratieförderung ein.   Veranstalter: Münchner Stadtbibliothek. Link: http://www.xn--lesefrderung-mnchen-u6b9k.de/fachtag-netzwerk-lesefoerderung-2026/ .

26.02.2026. Tausende Bücher wurden in den letzten Jahren aus amerikanischen Schulbibliotheken entfernt. Besonders Bücher über Rassismus, Sexualität, Geschlechtsidentität und Geschichte verschwinden aus den Regalen. Doch welche Auswirkungen hat das? Dieser Frage geht der Kurzfilm "The ABCs of Book Banning" nach und lässt dabei auch die betroffenen Schüler*innen zu Wort kommen. Als thematischen Einstieg in unsere Reading Party zeigen wir die Dokumentation im englischen Original (OV). Im Anschluss an den Film besteht die Möglichkeit, sich weiter über das Thema zu informieren und auszutauschen, in Banned Books zu stöbern oder es sich zum Lesen in der Bücherhalle gemütlich zu machen. Let's read Banned Books together! Die Reading Party ist Teil einer Filmreihe in Kooperation mit dem Metropolis Kino im Planet Harburg.  Veranstalter: Bücherhallen Hamburg. Link: https://www.buecherhallen.de/harburg-termin/lesen-verboten-die-banned-books-reading-party/datum/20260226.html .

06.03.2026.  Mit 196 Veranstaltungen startet die lit.COLOGNE 2026 ins neue Literaturjahr und bringt preisgekrönte Autor:innen aus dem In- und Ausland, inspirierende Themen- und Porträtabende sowie hochkarätig besetzte Podien auf die Bühnen der Stadt. Die integrierte lit.kid.COLOGNE richtet sich mit vielseitigen Formaten an den Lesenachwuchs, die lit.COLOGNE POP begrüßt an zwei Tagen bekannte Größen und aufstrebende Stimmen zu Themen der Zeit und die neue DOK.COLOGNE rückt den Dokumentarfilm in den Fokus.Die Veranstaltung markiert zugleich den Auftakt zum 75-jährigen Jubiläum von Kiepenheuer & Witsch, welches der Verlag gemeinsam mit der lit.COLOGNE mit fünfzehn eigens kuratierten Lesungen feiert.     Veranstalter: lit.COLOGNE GmbH. Link: https://www.litcologne.de/de/ .

18.08.2026. ECER 2026 seeks to motivate participants to ponder the production and uses of education research in a contextually rich, creative, and caring manner. How is scholarly knowledge in and of education, its methodologies and the practices based thereon, fit to understand and address the poly-crisis in the context where the very conditions of scientific knowledge are in flux? Education researchers are well-equipped to examine both the ecosystems that shape knowledge production and its use, and the fact that the poly-crises will manifest in both globally shared and locally specific forms. In other words, researchers too are asking questions – and are asked to address - their societal roles and accountabilities beyond the academic realm. We see this conference as a productive and urgent opportunity to strengthen the position of authority of education research and as a forum for dialogues with decision-makers and practitioners as well as diverse forms of knowledge including interdisciplinary scientific knowledge, practitioner knowledge and indigenous knowledge. Veranstalter: European Educational Research Association. Link: https://eera-ecer.de/conferences/ecer-2026-tampere .

05.02.2026. OER – also frei zugängliche und offen lizenzierte Bildungsressourcen – bieten großes Potenzial für eine rechtssichere, differenzierte und digital gestützte Unterrichtsgestaltung. In unserer Fortbildung setzen sich Lehrkräfte praxisnah mit zentralen Fragen rund um OER auseinander: Wo finde ich geeignete, frei lizensierte Materialien für die Schule? Welche rechtlichen Aspekte muss ich beachten? Welche digitalen Werkzeuge kann ich für die Erstellung, Bearbeitung und Veröffentlichung nutzen?  Neben einem kurzen Input zu den OER-Grundlagen (UNESCO-Definition, 5V, Creative Commons, TULLU-Regel) erkunden die Teilnehmenden für den Schulunterricht geeignete OER-Mediatheken. Zudem erproben sie entsprechend des didaktischen Doppeldeckers freie Unterrichtsmaterialien zunächst aus der Schüler:innenperspektive, bevor sie diese unter Verwendung geeigneter digitaler Werkzeuge für den eigenen Unterricht weiterentwickeln.  Veranstalter: Kompetenzverbund lernen:digital. Link: https://lernen.digital/veranstaltungen/freie-bildungsmaterialien-oer-fuer-die-digitale-unterrichtsgestaltung-ein-phasenuebergreifendes-fortbildungsangebot/ .

11.02.2026. Soziale Medien prägen Körperbilder massiv. Wie lernen Kinder und Jugendliche, zwischen Realität und Manipulation zu unterscheiden, und wie kann Schule unterstützen? Über mediale Schönheitsideale und einen resilienten Umgang wird im Community Call des Kompetenzverbunds lernen:digital diskutiert und informiert. Veranstalter: Kompetenzverbund lernen:digital. Link: https://lernen.digital/veranstaltungen/likes-looks-leidensdruck-mediale-schoenheitsideale-im-unterricht/ .

26.02.2026. Am 26. Februar 2026 macht die Roadshow "Leando on Tour" Station beim BerufsBildungsWerk Greifswald. Nach einer "Guided Tour" durch die Leando-Dienste, die moderne Informations- und Wissensangebote für die Ausbildung umfassen, finden zwei Workshops statt, die alle Teilnehmenden besuchen können (Workshops werden in zwei Runden nacheinander angeboten): KI Ausbildung und Prüfung Der Einsatz und richtige Umgang mit dem Tool "Aufgaben-Manager"  Die Roadshow bietet die Chance zum Austausch und zur praxisorientierten Weiterbildung! Für die Teilnahme an den Workshops wird ein passendes mobiles Endgerät (Laptop, Tablet) benötigt. Teilnehmende möchten bitte daran denken, selbst ein Device (inkl. Ladekabel) zur Veranstaltung mitzubringen! Veranstalter: Bundesinstitut für Berufsbildung (BIBB). Link: https://leando.de/artikel/greifswald-26-februar-2026 .

20.04.2026. Das Lehrerportal 4teachers.de veranstaltet einmal jährlich ein mehrtägiges Grundschul-Webspecial zur Fort- und Weiterbildung rund um die Grundschulpraxis und richtet sich damit an Grundschullehrkräfte, pädagogische Fachkräfte, Schulleitungen sowie Schulträger. In 60-minütigen Live-Webinaren erhalten Lehrkräfte praxisnahe Impulse zu den Themen Sprache, MINT, Kreativität und Bewegung. Die Webseminare werden von erfahrenen Referentinnen und Referenten durchgeführt und greifen unterschiedliche Schwerpunkte auf – kompakt, vielseitig und direkt auf den Grundschulalltag zugeschnitten. Teilnehmende profitieren von Methoden zur innovativen Unterrichtsgestaltung, konkreten Unterrichtsideen, Best Practices und sofort umsetzbaren Anregungen. In einer sich stetig wandelnden Bildungslandschaft unterstützt das Grundschul-Webspecial Lehrkräfte dabei, fachlich auf dem neuesten Stand zu bleiben und Kinder gezielt und zeitgemäß zu fördern. Veranstalter: AVR Agentur für Werbung und Produktion GmbH in Kooperation mit dem Lehrerportal 4teachers.de. Link: https://grundschultage.de/ .

22.06.2026. Die Forschungsgemeinschaft Rekonstruktive Fremdsprachenforschung fördert, diskutiert und erprobt rekonstruktive Ansätze zur Fremdsprachenforschung in der gesamten Breite der Zweit- und Fremdsprachendidaktiken. Das Ziel der Tagung ist eine intensive Diskussion von Projekten zu allen Inhaltsbereichen zweit- und fremdsprachendidaktischer Forschung; insbesondere in Hinblick auf die in ihnen angewandten Forschungsmethoden. Dabei soll es nicht nur um konkrete Verfahren der Datenkonstruktion und Datenanalyse gehen. Auch methodologische und grundlagentheoretische Verständigungen sollen ermöglicht werden. Eine Anmeldung - auch ohne Beitrag - ist per E-Mail möglich. Veranstalter: Rekonstruktiv-praxeologischen Fremdsprachenforschung (RFF) der Universität Hamburg, der Universität WUppertal und der Universität Göttingen. Link: https://www.rekonstruktive-fremdsprachenforschung.de/veranstaltungen/ .

19.06.2026. In den letzten Jahren haben mehrsprachigkeitsdidaktische Ansätze in der DaF/DaZ-Forschung und im Diskurs um sprachliche Bildung wieder zunehmend an Bedeutung gewonnen und die Mehrsprachigkeitsdidaktik auch von der zunehmenden Digitalisierung profitiert, die durch die Corona-Pandemie noch beschleunigt wurde: Multilinguale Lernplattformen und Apps haben neue didaktische Möglichkeiten für einen mehrsprachigkeitsorientierten Unterricht eröffnet (Lawida & Maahs, 2022). Zudem bieten die rasanten Entwicklungen im Bereich der Künstlichen Intelligenz weitere Potenziale für die Mehrsprachigkeitsdidaktik, die bisher noch weitgehend unerforscht sind und einen erhöhten Forschungs- und Handlungsbedarf mit sich bringen (Feick, 2025). Vor diesem Hintergrund stehen bei der 28. Grazer Tagung diverse Fragestellungen zu Mehrsprachigkeitsdidaktik und Mehrsprachigkeit im Unterricht im Fokus, insbesondere im Hinblick auf mehr Bildungsgerechtigkeit. Veranstalter: Fachdidaktikzentrum Deutsch als Zweitsprache und Sprachliche Bildung der Universität Graz in Kooperation mit dem Universitätslehrgang Deutsch als Fremd- und Zweitsprache (UNI for LIFE). Link: https://fachdidaktikzentrum-daz.uni-graz.at/de/veranstaltungen/ .

17.04.2026. Die seit 2008 jährlich stattfindende Nachwuchstagung der ÖGSD hat zum Ziel, dem wissenschaftlichen Nachwuchs im Forschungsfeld der Sprachendidaktik ein Präsentationsforum zu bieten und Forschende verschiedener Philologien und Fachdidaktiken sowie der Lehrer:innenbildung, die den Gegenstand Sprache(n) unter didaktisch-methodischer Schwerpunktsetzung untersuchen, miteinander zu vernetzen. Veranstalter: Österreichischen Gesellschaft für Sprachendidaktik (ÖGSD) in Kooperation mit der Universität Klagenfurt, Institut für Anglistik und Amerikanistik. Link: https://www.oegsd.at/2025/11/03/call-for-abstracts-17-oegsd-nachwuchstagung-der-oegsd-sprachendidaktik-im-dialog-17-und-18-april-2026/ .

25.03.2026. Angesichts der tiefgreifenden Wandlungsprozesse, die die heutige Geisteswissenschaft allgemein und die Romanistik im Besonderen prägen, lohnt es sich, den Begriff des Kontinuums neu zu beleuchten. Das Forum Junge Romanistik 2026 setzt sich insbesondere theoretisch mit dem Kontinuumsbegriff, seiner Modellierung und Operationalisierung auseinander und nimmt dabei auch seine Grenzen und Alternativen (z.B. Skala, Gradatum, Dichotomie) in den Blick. Bezüglich des Wandels der Disziplin von traditioneller Romanistik hin zu neueren Ansätzen wie den Digital Humanities kann die Frage gestellt werden, an welchen Stellen Kontinuität vorliegt und wo aber auch eindeutig Brüche zu konstatieren sind. Darüberhinaus beschäftigt sich das Forum auch mit dem interdisziplinären Verhältnis der romanistischen Teilbereiche zueinander. Mögliche Vortragssprachen sind Deutsch, Englisch und die romanischen Sprachen.  Veranstalter: Eberhard Karls Universität Tübingen. Link: https://romanistik.de/aktuelles/8389 .

19.03.2026. Im Zentrum steht die Frage, wie Künstliche Intelligenz (KI) das Lehren und Lernen im Fremdsprachenunterricht verändert – und was dies für die fremdsprachendidaktische Forschung und Praxis bedeutet. Ziel der Tagung ist es, aktuelle Forschungsarbeiten sichtbar zu machen, didaktische Ansätze zu diskutieren und Impulse für die fachspezifische Auseinandersetzung mit KI im Kontext von Bildung, Unterricht und Forschung zu setzen. Die Anmeldung kann noch bis zum 15.02. per Mail an  KI-Fremdsprachendidaktik@ph-ludwigsburg.de erfolgen und ist kostenlos. Veranstalter: Pädagogische Hochschule Ludwigsburg in Kooperation mit der Universität Vechta. Link: https://www.ph-ludwigsburg.de/fakultaet-2/institut-fuer-englisch/ki-tagung-ludwigsburg-2026 .

19.03.2026. Die 51. Jahrestagung DaF/DaZ 2026 in Schmalkalden versteht sich als Ort der Begegnung und des Austauschs für verschiedenste Themen aus Theorie und Praxis des Faches Deutsch als Fremd- und Zweitsprache. Die Themenschwerpunkte für diese Jahrestagung sind: Rassismuskritische Perspektiven, Bildungssprache, Grammatik interdisziplinär, Internationale Studiengänge und Forum Unterricht: Bildung für nachhaltige Entwicklung (BNE). Die Tagung ist als Präsenz- und Begegnungstagung konzipiert, entählt aber auch digitale Elemente, sodass eine Online-Teilnahme möglich ist. Darüberhinaus findet am 18.03.2026 die DaF/DaZ-Nachwuchstagung als Pre-Conference statt. Alle Interessierten und Engagierten aus der DaF/DaZ-Welt sind eingeladen. Veranstalter: Fachverband Deutsch als Fremd- und Zweitsprache (FaDaF e.V.). Link: https://www.fadaf.de/fadaf-veranstaltungen/jahrestagung-2026-in-schmalkalden/ .

12.03.2026. Beim diesjährigen Frankfurter Forum am 12. März werden in drei Expert*innenvorträgen grundlegende Informationen zum Startchancenprogramm an Grundschulen dargelegt sowie aktuelle Übersichten über evidenzbasierte Werkzeuge für das Diagnostizieren und die geeignete Förderung von Kindern mit besonderen Schwierigkeiten beim Erwerb der Schriftsprache und der Mathematik gegeben. Einschlägige diagnostische Verfahren sowie Förderprogramme werden erneut von ausgewiesenen Expert*innen in den Mittagsworkshops vorgestellt. Im Rahmen einer Podiumsdiskussion besteht die Möglichkeit, Fragen der Teilnehmenden und Perspektiven der Nutzung dieser Werkzeuge in Startchancen- und anderen Grundschulen zu diskutieren.  Veranstalter: Hogrefe-Verlagsgruppe in Zusammenarbeit mit der Goethe-Universität Frankfurt am Main, der Akademie für Bildungsforschung und Lehrerbildung (ABL) und dem DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation. Link: https://www.hogrefe.com/de/academy/vortraege-und-kooperationen/frankfurter-forum .

27.03.2026. Kommunikative und sprachliche Kompetenzen sind eine zentrale Voraussetzung für Bildungsteilhabe. Kindertageseinrichtungen und Horte bieten vielfältige Möglichkeiten, Kinder beim Erwerb der Umgebungssprache sowie beim Aufbau von Bildungssprache entwicklungsangemessen zu begleiten – insbesondere vor dem Hintergrund sprachlicher Vielfalt. Im Zuge aktueller bildungspolitischer Diskussionen, etwa zu Sprachstandserhebungen im Elementarbereich, rücken Fragen der Chancengerechtigkeit zunehmend in den Fokus. Wie können Kinder unabhängig von ihren sprachlichen Voraussetzungen unterstützt werden, ohne Bildungsungleichheiten zu verstärken? Diese und weitere Fragen sollen im Rahmen des 15. Leipziger Frühjahrssymposiums diskutiert werden. Im Mittelpunkt stehen alltagsintegrierte Ansätze der sprachlichen Bildung, die sowohl die Alltagssprache als auch den Aufbau bildungssprachlicher Kompetenzen gezielt unterstützen. Chancengerechtigkeit wird durch die Qualität pädagogischer Arbeit, gut qualifizierte Fachkräfte, verlässliche Kooperationen mit Familien sowie ein Bildungssystem gewährleistet, das durchgängige Sprachbildung als gemeinsame Aufgabe versteht. Im Rahmen des Fachtags soll diskutiert und in praktischen Workshops erprobt werden, wie diese Ziele in Kitas und Horten umgesetzt werden können. Veranstalter: LakoS - Landeskompetenzzentrum zur sprachlichen Bildung und Förderung an Kitas in Sachsen. Link: https://www.lakossachsen.de/fachtage/15-frühjahrssymposium-2026/ .

07.12.2026. In einer Zeit, in der Fragen nach Gleichberechtigung, Geschlechtervielfalt und sexueller Selbstbestimmung wieder verstärkt diskutiert werden, rückt auch die Darstellung von Mädchen, Jungen und vielfältigen Identitäten in Kinderbüchern immer mehr in den Fokus. Geschichten prägen Sichtweisen – sie zeigen, was möglich ist, wer wichtig ist und wie die Welt „sein sollte“. Im Online-Seminar vermitteln wir Grundlagen zur Diskriminierungsform Sexismus und reflektieren, welche Körperbilder und Botschaften Kinderliteratur vermittelt – und wie wir sie bewusst auswählen können. Dabei stehen Kinderbücher von 1-10 Jahren im Fokus, die tradierte Geschlechterrollen hinterfragen, ein gesundes Körperbewusstsein und sexuelle Aufklärung fördern und damit vielfältige Lebensrealitäten sichtbar machen. Wir zeigen, wie solche Bücher in der pädagogischen Praxis eingesetzt werden können – um Kinder in ihrer Identitätsentwicklung zu stärken, Gespräche anzuregen und Denkanstöße zu geben. Veranstalter: Freie Universität Berlin. Link: https://veranstaltung.weiterbildung.fu-berlin.de/Veranstaltung/cmx692eaf0a8a2d2.html .

11.05.2026. Kinderbücher prägen früh, wie Kinder die Welt sehen. Sie legen Grundsteine für Werte wie Demokratie, Empathie und Weltbilder. Doch der deutsche Kinderbuchmarkt mit jährlich rund 8000 Neuerscheinungen ist oft noch voller Klischees und diskriminierender Darstellungen. Im Seminar zeigen Simone Bernert und Nadine Hochrein gelungene Kinderbücher und verweisen auf Verlage, die Vielfalt einbeziehen. Zudem wird es konkrete Praxisideen für den Einsatz in der Bibliothek geben. Die beiden Lese- und Literaturpädagoginnen geben fundiertes Wissen über Diskriminierungsformen weiter, um Kinderbücher besser beurteilen zu können. Dabei bringen sie ihre Expertise aus Buchhandel, Bibliothek und jahrelanger Arbeit direkt mit Kindern in Kita und Schule ein. Auch als Eltern wissen sie, wie wichtig es ist, Bücher auszuwählen, die Vielfalt und Wertschätzung fördern. So gestalten sie ein Kinderbuchregal, das die Vielfalt unserer Welt widerspiegelt - für eine Zukunft voller Respekt und Offenheit. Simone Bernert, Lese- und Literaturpädagogin (BVL), und Nadine Hochrein, Buchwissenschaftlerin und ebenfalls Lese- und Literaturpädagogin (BVL), schaffen ein Bewusstsein für Diskriminierungsformen in Kinderliteratur und vermitteln praxisorientierte Strategien zur Förderung von Offenheit und Vielfältigkeit im Buchregal. Veranstalter: Eventilator. Link: https://www.eventilator.de/webseminare-details/vielfalt-von-anfang-an.html .

09.02.2026. In Zeiten, in denen gesellschaftliche Spannungen, Diskriminierung und Rassismus wieder sichtbarer werden, gewinnt die Frage nach Vielfalt im Kinderbuchregal eine besondere Bedeutung. Bücher prägen Weltbilder – besonders bei jungen Leser:innen. Doch der deutsche Kinderbuchmarkt mit jährlich rund 8000 Neuerscheinungen ist oft noch voller Klischees, mangelnder Diversität und diskriminierender Darstellungen. Im Online-Seminar zeigen wir viele Kinderbücher und wie diese in der Praxis eingesetzt werden können.  Außerdem geben wir fundiertes Wissen über Lesesozialisation und Vielfaltskriterien wie Ableismus, Rassismus, Klassismus etc. weiter, um Kinderbücher besser beurteilen zu können. So gestalten wir ein Kinderbuchregal, das die Vielfalt unserer Welt widerspiegelt – für eine Zukunft voller Respekt und Offenheit. Veranstalter: Freie Universität Berlin. Link: https://veranstaltung.weiterbildung.fu-berlin.de/Veranstaltung/cmx692eaae89d98f.html .

Gamification shows promise for enhancing student engagement in higher education; however, most research employs traditional experimental designs that fail to capture the iterative, context-sensitive process necessary for effective implementation. This study demonstrates how Educational Design Research (EDR) provides a robust methodological framework for gamification research, moving beyond effectiveness questions to understand how game-based interventions can be systematically designed and refined over time. Responding to persistent engagement challenges in a graduate instructional design course where students reported content as “dry and uninteresting,” a collaborative research team employed EDR methodology across six iterations. Using the Werbach and Hunter framework, the team systematically integrated gamification dynamics (space exploration narrative), mechanics (mission-based progression), and components (leaderboards, badges, interactive multimedia). Data from 188 participants included performance metrics and satisfaction surveys (n = 143, 76% response rate), analyzed through mixed-methods approaches, including systematic qualitative coding. Findings reveal students engaged most actively with narrative-driven missions and collaborative discussions. Students reported enhanced motivation compared to traditional course formats, with qualitative analysis revealing appreciation for coherent storylines, meaningful progression, and authentic connections between game elements and learning objectives. The iterative EDR process enabled continuous refinement, resulting in five empirically grounded design principles: collaborative design, narrative continuity, interactive technological ecosystems, peer-to-peer interaction, and flexible engagement strategies. This study provides practical guidance for gamification implementation and methodological innovation in educational technology research, demonstrating how EDR’s systematic approach captures complex contextual factors influencing gamification success and generates transferable theoretical understanding about game-based learning design.

This article introduces a Strategic, Co-created, and Iterative Learning Design and Development (SCILDD) process, based on models drawn from the literatures of instructional design, design-based thinking, and design-based research. SCILDD includes five essential design components: the initial establishment of strategy, the evolution of that strategy throughout the process, iterative cycles of development, co-creation with target learners, and three clear phases of work that approximately align with analysis (A), design and development (DD), and implementation and evaluation (IE). When utilized together, these components function to leverage the benefits of previous models while mitigating their challenges. SCILDD is intended to invite flexibility and adaptability while maintaining strategic focus, to support design processes situated within a wide range of contexts. The Classroom Pivotal Response Training (CPRT) case study illustrates the application of SCILDD to create (a) a web-based tool to help teachers determine which CPRT components should be prioritized for individual students or instructional settings, and (b) a virtual training module to allow hands-on application of CPRT concepts while supporting large-scale training tailored to teachers and paraprofessionals. This initial application of SCILDD resulted in products perceived to be engaging, usable, and useful. Considerations for future SCILDD application are discussed.

Engaging in independent learning during self-study time is an essential part of learning in higher education. The ubiquity of mobile devices and their applications offer students a flexible, on-the-go learning experience. However, flexible learning environments require students to self-regulate their learning. The current study examined student engagement with a mobile study app intended for students to engage in retrieval practice with feedback as part of self-regulated learning (SRL). Three research questions were addressed: (1) What are the student engagement profiles that can be identified based on students’ activity with the study app? (2) Do the profiles differ in SRL and academic performance? and (3) What is the relationship between the identified student profiles, SRL, and academic performance? Through a learning analytics approach, results identified three distinct student profiles: active, disengaged, and utilitarian. Self-efficacy and time-management positively predicted exam grades, while self-evaluation showed an inverse effect. Active engagement positively influenced exam grades, underscoring individual differences in SRL.

In recent years, significant advances in brain imaging technologies, artificial intelligence (AI), and neuroscience have significantly improved our understanding of how the brain functions in the learning process. This research aims to explore the role of neuroscience and AI in designing effective feedback mechanisms by investigating their impact on learning-teaching processes. To achieve this goal, the study addresses the following questions: "1) What are the objective orientations, thematic patterns, methodological approaches, and key findings of neuroscience research investigating feedback processes?" and "2) What are the objective orientations, thematic patterns, methodological approaches, and key findings of AI research investigating feedback processes?" This research adopts a systematic review methodology that encompasses four key stages: planning, searching, selection, and synthesis. Using specific keywords, relevant studies in educational sciences, educational psychology, and neuroscience were systematically identified from the Web of Science (WOS) database, specifically targeting publications indexed in SSCI, ESCI, and SCI-E. Through comprehensive thematic analysis, we systematically mapped the research landscapes in both domains. The systematic review reveals that neuroscience and AI research provide complementary insights into feedback effectiveness. The findings suggest that optimal feedback design requires integrating neurologically-informed principles with AI-enabled delivery systems to create developmentally appropriate and individually adaptive learning environments. This study further highlights a notable deficiency in interdisciplinary research that integrates neuroscience and AI approaches to optimize feedback for performance and learning. Limited collaboration between these fields hinders knowledge exchange and prevents mutual enhancement of feedback methodologies. These fields have developed independently with limited integration and a lack of comprehensive theoretical exploration and investigation into various feedback types and strategies.

Developing sculpting and carving skills among art college students remains a critical problem in art education, where the conventional approaches are not very constructive for creativity, skill generation, and spatial conception development. To overcome this challenge, 3D Virtual Reality (VR) technology was developed for the enhancement of sculpture and carving skills. This research examined the difference between sculpting in a VR environment and traditional clay modeling, including their impact on creativity, skill acquisition, student motivation and participation, learning time, spatial ability, and creativity. A mixed method was used that involved quantitative questionnaires and qualitative interviews, with 532 undergraduate students who were a part of both VR and clay models, focusing on data collection. The result showed that the students were able to perform better in VR environments with enhanced creativity, technical skills, spatial thinking, and higher levels of engagement and motivation when compared to clay sculpting. It was found that VR allowed students to learn and perform complex sculpting processes in a short time, and students were more innovative in the ways they designed sculptures. It was also shown that VR facilitated the acquisition of 3D space and, more importantly, provided an interactive setting that was immersive and promoted creativity. This study demonstrates the use of VR in the field of arts education, providing evidence that VR can change the course of traditional sculpting and carving. The results highlight the VR’s ability to improve technical skills as well as artistic skills. The research indicates that VR improves the process of teaching sculpting techniques and provides a better understanding of the creative function and faster learning of the sculpting process.

The online inquiry-based learning (OIBL) environment enhances autonomy and provides a safe context for implementing science education. It facilitates the development of students’ inquiry skills and understanding of scientific concepts. However, the effectiveness of OIBL is often compromised by students’ limited metacognitive abilities, particularly in planning, monitoring, and evaluating their inquiry processes. To address this challenge, this study designed a metacognitive scaffolding-supported online inquiry-based learning (MS-OIBL) approach to enhance students’ self-regulation and support effective inquiry learning in OIBL environments. A quasi-experimental study was conducted with fifth-grade students at two similar-level schools in Beijing, China. The study evaluated the impact of the MS-OIBL approach on students’ science achievement, metacognitive ability, and inquiry skills. Data were collected through surveys and log entries. A total of 236 students participated; 121 in the experimental group used the MS-OIBL approach, and 115 in the control group used a traditional OIBL approach without metacognitive scaffolding. The results revealed that the MS-OIBL group significantly outperformed the traditional OIBL group in terms of science achievement, metacognitive regulation ability, and inquiry skills. However, no significant differences were found between the two groups in overall metacognitive ability or metacognitive knowledge. These findings suggest that the MS-OIBL approach effectively improves students’ science performance and inquiry skills. It also promotes metacognitive regulation behavior and enhances metacognitive regulation ability. This study provides valuable insights for teachers, students, and researchers in the fields of science education and metacognition. It highlights the potential of metacognitive scaffolding to optimize online inquiry learning environments.

Reading comprehension is an essential skill for learning and is facilitated through extensive reading, text discussion and analysis, and writing. With the spread of mobile technology, Artificial Intelligence (AI)-based chatbots, which combine speech recognition and semantic understanding, is a potential language learning tool to overcome students’ learning difficulties encountered in traditional instruction by providing personalized, real-time feedback. However, some students are not able to well organize learning contents through text-only reading, resulting in ineffective learning. Graphic organization is seen as a useful strategy to improve students' memory and comprehension. The study employed a quasi-experimental design to investigate the effects of an intelligent chatbot combining the graphical summarization strategy, speech recognition, and semantic comprehension on students' reading performance, learning experience, and tendency to think critically and reflectively. The subjects were 107 Grade 10 students, randomly divided into four groups, using a graphical summarization-based AI chatbot, a text summarization-based AI chatbot, graphical summarization-based learning, and text summarization-based learning. It was found that both the AI-based chatbot and graphical summarization strategy benefited students by improving their learning achievements; moreover, the significant interaction between the AI-based chatbot and graphical summarization strategy further showed the effectiveness of combining the two. In terms of intrinsic motivation, self-efficacy, critical thinking and cognitive load, the AI-based chatbot benefited the students more than traditional teaching; moreover, the graphical summarization strategy benefited the students more than text summarization did. The interview results further showed that combining the graphical summarization strategy and the AI-based chatbot enabled students to gain a more complete understanding of the learning content.

The question is the primary step in knowledge building (KB) learning. Students propose a profound question that can inspire them to engage in collaborative exploration actively, thereby forming deep KB. However, not all students can pose valuable questions in the current KB. Considering the potential role of questioning in promoting the development of community theory, this study employed an effectiveness validation research design to investigate how a data-driven assessment and feedback approach influences students’ ability to pose thoughtful questions in KB learning. Thirty-two sixth-grade students from a primary school in Yangzhou, China, participated in a 15-week KB learning process using the data-driven assessment and feedback method. The research findings indicated that by addressing challenges such as student anxiety over scores, challenges in teachers’ integration of feedback into instruction, and variations in students’ ability to interpret and apply feedback, the data-driven assessment and feedback approach was refined and optimized. This approach effectively supported students in posing deep questions by enhancing their domain contextuality, openness, and dynamicity. The data-driven assessment and feedback method proposed in this study provided researchers and teachers with operational references for human–computer collaboration and was expected to serve as effective tools for supporting KB learning and posing deep questions.

This study investigates the impact of AI research capacity on research and innovation productivities in higher education institutions in the top 10 countries, by employing Prais-Winsten Corrected Standard Errors (PCSE), Panel Quantile Regression (PQR), and Two-Stage Least Squares (2SLS) models from 2017 to 2021. The findings revealed that an increase in AI research output (AIRO) is improving the institutions' research productivity, while AI patent grants (AIPG) have a negligible effect on it; but AI research impact (AIRI) and AI talent concentration (AITC) have no impact on it. Furthermore, increases in AIRO, AIRI, and AIPG improve the institutions' innovation productivity, but AITC does not. Moreover, AI investment (AII) has a negligible impact on AI jobs, skills and AI software development; yet, the AII promotes bachelor’s degree AI professionals but negligibly impacts that of associates, less than bachelor’s degree, and advanced degrees AI professionals. On the other side, AII has a synergetic effect on AIRO and AIPG in stimulating the institutions' research productivity, but it has no such effect on AIRI and AITC. But with respect to the institutions' research innovation productivity, the AII has such an effect on AIRO, AIRI, and AIPG, whereas such an effect is negligible on AITC.

The recent emergence of generative artificial intelligence (GenAI) agents has brought significant potential and challenges in education. In science, technology, engineering, arts, and mathematics (STEAM) education, it is especially vital to cultivate students’ GenAI literacy and critical thinking skills. These competencies enable students to effectively apply artificial intelligence (AI) technologies in their STEAM learning. The present study proposed a GenAI agent-based STEAM learning approach and adopted the information world mapping (IWM) method to explore how a GenAI agent enhanced the engagement of 12 middle school students in a STEAM course, and their perceptions of GenAI agent-supported STEAM learning. These students fully participated in a 16-week course titled “Creative Design in STEAM Education.” Participants were asked to illustrate significant individuals, items, locations, and their interconnections to delve into their perceptions of and feedback on GenAI agent-supported STEAM learning. The results showed that while middle school students’ GenAI literacy improved, it did not reach a statistically significant level. In contrast, there was a significant enhancement in their critical thinking tendencies. Regarding students’ perceptions of GenAI agent-supported STEAM learning, the majority acknowledged that the GenAI agent played the roles of information provider and interaction facilitator in STEAM learning activities, particularly excelling in information retrieval and learning interactions. Moreover, the GenAI agent had positive influences on students in various aspects, including learning support, task completion, tool functionality, user experience, usage confidence and attitudes, as well as perceived warmth. Overall, the GenAI agent-based STEAM learning approach effectively enhanced middle school students’ technical skills and problem-solving abilities while also strengthening their teamwork, ethical awareness, and reflective capabilities, thereby demonstrating its potential for future applications in education.

Metacognitive skills are key transversal skills, strongly linked to academic achievement and essential for effective lifelong learning. They are widely recognized to underpin many of the core competencies required for effective social and professional participation, including core competencies such as critical thinking, problem-solving, and self-awareness, highlighted by United Nations Educational, Scientific and Cultural Organization (UNESCO) as key to Education for Sustainable Development. Digital learning technologies and virtual learning environments increasingly form a core strategic dimension of teaching and learning within Higher Education, however effectively harnessing them to enhance student learning remains challenging. This paper presents the Metacognition Design Framework, an evidence-based learning design that scaffolds the development of metacognitive skills in students through blended learning. It draws on the tools available within the virtual learning environment to provide a unique, and potentially powerful, opportunity to extend ‘metacognitive influence’ on student activity and learning outside standard class times with realistic levels of staff input. The design provides clarity for planning accessible learning interventions, their linkage with appropriate technology, and for guiding how face-to-face and online, or fully online, components interrelate. It also delivers an effective conduit to convey information in a practical format that readily permits adaptation to local contexts. Overall, it offers a practical way to re-frame educators as designers, increasing educator design capacity and the effective deployment of technology to enhance learning, at the same time targeting a learning outcome with high potential impact.

To address the rising cybersecurity threats associated with educational technology in K-12 schools and the gap in cybersecurity education, we designed and implemented a multimedia-based Educational Technology (Edtech) Cybersecurity and Privacy Awareness-Ask-Action (AAA) professional development (PD) for school administrators, technology support staff, and teachers. This study sought to identify the PD’s effectiveness, specifically focusing on the participants’ knowledge increments and the perceptions of their experience. Fifty K-12 school personnel with diverse demographic, technology and contextual backgrounds (district types and school levels) participated. Wilcoxon signed-rank tests indicated a significant increase in participants’ knowledge between pre- and post-test. Inductive coding identified emerging themes from post PD survey and follow-up interviews, highlighting participants’ perceived benefits, challenges encountered and future needs. Participants expressed an overall positive attitude, appreciating the increased cybersecurity awareness and enhanced ability to recognize and act against potential cyber threats to protect students and schools. However, challenges such as technical complexity and resource constraints were noted. Participants suggested future cybersecurity professional development could include more contextual guidance, AI-related cybersecurity topics, and provide up-to-date resources.

This study compares engineering college students’ learning motivation between AI-featured and traditional scaffolding methods using a mixed-methods approach. Two different types of class activities, one involving solving a computational problem and the other assembling an essay, were designed to be carried out using both AI-featured and conventional methods. All activities were designed using the Attention, Relevance, Confidence, and Satisfaction (ARCS) model and results were analyzed using both quantitative and qualitative means. Findings show that participants’ motivation was significantly higher in all Attention, Relevance, Confidence, and Satisfaction categories when they used AI-featured methods for solving computational problems while their motivation was significantly higher when they used AI-featured methods only in Attention and Confidence for the essay activity. Qualitative findings describe how AI features motivated learners based on the different types of scaffoldings. Additionally, how the AI features are related to each ARCS model categories are summarized. The results suggest strategies for optimizing the design of AI-featured scaffolds to motivate learners in STEM fields grounded in the ARCS model. This involves linking learners’ goals and interests to real scientific applications of AI by expanding ‘Relevance’ and adjusting learning requirements to strengthen ‘Confidence’ and ‘Satisfaction’.

This research investigates the design, development and implementation of Multiple Learning Analytics Dashboards (MLADs) with the goal of enhancing data-driven decision-making among teachers in primary education. The study presents a Design-Based Research (DBR) approach to ensure the iterative development and refinement of MLADs through collaboration with educational professionals. The research involved four key steps in the presented DBR approach: 1) identifying the requirements through stakeholder interviews; 2) generating design ideas through brainstorming sessions and prototyping; 3) collaboratively designing and developing MLADs and conducting usability testing to gather feedback; and 4) implementing the MLADs in real-world educational settings. This paper outlines the research methodology, the participants involved, and the progress made toward developing these Learning Analytics Dashboards (LADs). The outcomes highlight the creation of tailored MLADs for teachers across multiple municipalities, as well as the lessons learned from real-world implementation. Additionally, we analyze user feedback from teachers regarding the dashboard’s clarity, navigation, functionality, and design, providing a comprehensive view of the dashboard’s usability and areas for future enhancement.

Background Briefly describe the educational challenge, the relevance of AI and AR, and why improving practical skills learning is important. Purpose/Objective State the primary aim of the study (to investigate the impact of AI and AR on practical skills learning) and any secondary aims (motivation, engagement, retention). Methods Include study design (mixed-methods, quasi-experimental), participants, sampling, instruments (questionnaires, observations, interviews), intervention (AI + AR), and analysis methods. Results Summarize the key findings: significantly higher post-test scores in the AI/AR group, improved motivation, engagement, satisfaction, and stronger 3-month retention relative to controls. Conclusion Provide a concise interpretation that AI and AR effectively enhance practical skill acquisition and have important implications for education and training.

The present study investigated the interplay of cognitive cues and social cues in instructional videos on students’ knowledge acquisition and sense of social presence. 312 preservice teachers took part in the study. Out of these, 238 participants were randomly assigned to one of three experimental groups receiving an asynchronous online video lecture on three research methods topics, featuring either static slides with voiceover (minimal signaling), dynamic slides with voiceover (moderate signaling), or dynamic slides with additional instructor signaling (maximum signaling). 74 participants served as a control group and completed pre- and posttests without attending the course. Perceived difficulty, invested effort, motivation, and notetaking were included as covariates. Dynamic slides did not improve knowledge acquisition compared to static slides. However, instructor signaling enhanced knowledge acquisition when perceived difficulty was high. Furthermore, instructor signaling significantly increased perceptions of social presence for two of the three investigated topics, highlighting the importance of social cues.

Spirituality and art have been recognized by educators as crucial factors affecting students’ learning outcomes. By taking these two factors into account, this study proposed the project-based STREAM (Science, Technology, Religion, Engineering, Art, and Mathematics) approach to improving students’ learning achievement, 21st-century competencies, computational thinking, and project outcomes in a science course in response to several challenges encountered by conventional STEM education in addressing global issues. A quasi-experimental design was employed, involving 79 participants distributed across three groups: a project-based STEM approach, a project-based STEAM approach, and a project-based STREAM approach. The experimental results showed that students who learned with the STREAM and STEAM approaches performed significantly better on learning achievement, complex problem-solving, creativity, and project quality than those who learned with the STEM approach. Students who learned with the STREAM approach had higher meta-cognition and communication than those who learned with the STEAM and STEM approaches. However, there was no significant difference between students who learned with the STREAM, STEAM, and STEM approaches in the collaboration aspect. Students who learned with the STREAM and STEM approaches had significantly better computational thinking than those who learned with the STEAM approach. Additionally, the integration of the religious aspect cultivated a heightened sense of care for their peers and the environment, as well as respect for differing opinions. The findings could be a valuable reference and provide recommendations for teachers, instructors, and researchers to develop the STREAM curriculum.

With the advancement of technology and the internet, individuals offload their cognitive demands onto the internet to access information and supplement their cognitive capacity. However, heavy reliance on the internet often produces undesirable consequences such as poor metacognitive judgments and memory retention. This study investigated whether these negative effects can be mitigated by making learners more cognitively mindful of their search activities. A total of 104 undergraduate students were randomly assigned to two conditions. In the thinking-before-googling condition, participants had to first generate or guess answers to three brainstorming questions about modern pentathlon, a topic unfamiliar to most college students, before searching to find answers to 15 more specific problems on it. In the googling-only condition, participants were instead shown a keyword slide and immediately started searching the internet for the same 15 problems. The thinking-before-googling group demonstrated significantly higher pre-search curiosity and recall performance compared to the googling-only group. However, no significant group differences emerged in cognitive self-esteem and the estimation of performance and study time. Both groups expressed significantly higher interest in the topic after the search compared to before. Curiosity is discussed as the potential psychological mechanism underlying the benefits of the thinking-before-googling group.

Students’ socioeconomic background is a strong predictor of academic achievement. Likewise, teaching quality is considered an important prerequisite influencing students’ educational opportunities and their academic achievement and affective outcomes. Empirically, there is still a need for research on these presumed relations. Especially on the associations between younger students’ perceptions of teaching quality and students’ mathematics achievement and mathematics confidence. Drawing theoretically on educational effectiveness research, this study investigated relationships between aspects of teaching quality (classroom management and instructional clarity) and mathematics achievement and mathematics confidence. These relationships were explored in a secondary analysis of students’ perceptions of their teacher’s activities and instructions as indicators of teaching quality. The rationale is that students experience and perceive the teacher’s actions in the classroom, and they may be influenced differently. Aggregating students’ perceptions at the classroom level will decrease the bias of individual ratings. The sample comprised grade four data from the Swedish 2019 cycle of the IEA Trends in Mathematics and Science Study (TIMSS) (N = 3,965). Multilevel structural equation modelling was used to keep classroom variation separate from individual variation when exploring associations between classroom management and instructional clarity and mathematics achievement, and mathematics confidence. Results showed that at the classroom level, mathematics achievement is strongly related to aggregated classroom management. At the individual level, classroom management was associated significantly with mathematics achievement, and instructional clarity with mathematics confidence. Additionally, teaching quality could be beneficial for students with lower SES backgrounds, as findings indicated an achievement gap between classrooms in Sweden. Limitations and implications are discussed.

Understanding nanoscale phenomena poses significant challenges for students because it requires reasoning about emergent behaviours that are invisible and highly abstract. Agent-based models (ABMs) can function as embodied learning environments, enabling students to manipulate individual agents and observe system-level outcomes while engaging embodied processes such as perspective taking, causal inference, and motor-supported thinking. In this study, two treatment conditions were developed: (a) working with ABMs and (b) watching visualization videos. The aim was to investigate whether ABMs are associated with greater engagement in embodied reasoning strategies than videos, and whether such engagement is associated with conceptual understanding in nanoscience education. Twenty-seven undergraduate students were assigned to one of the two conditions, and their conceptual understanding was assessed through pre- and post-tests alongside process data. Results showed that ABM students demonstrated greater gains in explanatory knowledge, knowledge transfer and engaged more frequently in embodied reasoning strategies. Beyond nanoscience, the findings illustrate how technology-enhanced instructional designs that leverage embodied processes—such as gesture, spatial transformation, and active manipulation—may support students’ reasoning about complex scientific phenomena across STEM domains.

Mobile augmented reality (MAR) provides learners with an immersive and interactive experience. However, few studies have applied situated learning theory (SLT) to the design of MAR in educational contexts, and even fewer have explored its use in the learning of Tang poetry. This study aimed to address this gap by designing and developing a mobile augmented reality application (app) based on situated learning theory (SLT-MAR) to support primary school students in learning Tang poetry. The study involved 120 4th-grade students from a public primary school in central China. Using a QUAN-qual sequential mixed-methods experimental design, this study examined the effectiveness of the SLT-MAR app. The results indicated that students using the SLT-MAR app outperformed students in the MAR and traditional classroom learning (TCL) groups in terms of Tang poetry achievement, motivation, and technology acceptance. In addition, semi-structured interviews revealed that students perceived the SLT-MAR app as enhancing their motivation and found it beneficial to their Tang poetry learning. The study discusses both theoretical and practical implications, contributes to the literature on integrating SLT with AR technology in educational settings, and provides insights for future research and practice.

This design-based research study examines the implementation of inclusive pedagogy in an English as a Foreign Language (EFL) classroom in a Chinese elementary school, integrating the Teaching Proficiency through Reading and Storytelling (TPRS) method within the Multi-Tiered System of Support (MTSS) framework. Addressing a critical gap, it explores how inclusive pedagogy can be effectively applied within China’s exam-oriented education system, where such practices are often misunderstood or underutilised. Over three years, iterative cycles of planning, action, development, and reflection refined teaching strategies and assessed their impact on diverse learners. Data were collected through teacher field notes, classroom videos, parent and peer-teacher feedback, and student assessments, including standardised tests and reading evaluations using the Oxford Reading Criterion Scale. The findings indicate that inclusive pedagogy significantly enhanced students’ English proficiency, engagement, and sense of belonging, benefiting high-, mid-, and low-performing students alike. Additionally, the study highlights the transformative role of teacher collaboration and parental involvement in overcoming cultural and systemic barriers. By providing empirical evidence of the effectiveness of inclusive pedagogy in a non-Western context, this research offers valuable insights for educators and policymakers aiming to implement inclusive practices in diverse educational settings. The findings underscore the importance of evidence-based, culturally responsive approaches to inclusive education that support all learners.

Design-based research (DBR) is a widely adopted methodology in the learning sciences. As an alternative to the conventional experimental studies in controlled lab settings, DBR recognizes the intricate dynamics of the naturalistic educational settings and distinguishes itself through well-defined contexts and iterative design cycles that generate findings to inform both theory and practice. A significant advancement in DBR is Sandoval’s introduction of conjecture mapping (CM) in 2004 and subsequently refined in 2014. CM provides a visual framework to elucidate the DBR designs, with the primary objective of identifying the most critical features of a learning design. This paper reports on a case of adopting CM in a three-cycle DBR study of Character Education Learning through Digital Storytelling in Primary 5 classrooms in Singapore. It refines the conjecture formulation and introduces a generic conjecture statement to reinforce the robustness of DBR design logic. Design principles, intervention evidence, and complementary evidence are incorporated as new components to strengthen the links between DBR and CM frameworks. Additionally, it enhances the visual notations of the map to systematically distinguish conjectures by their status and prominence within each cycle. This paper exemplifies the application of CM. It contributes to the ongoing discourse on CM, while advancing the discussion of DBR as a meta-methodology and proposing future directions for DBR and CM research.

A review of the literature reveals a discrepancy about what type of task with concept maps is the most effective for individual learning. Furthermore, to date, no research has compared these tasks in individual and collaborative learning contexts. This paper explores the influence of the different tasks on learning, involving concept maps and summaries. The participants were 226 undergraduates who were randomly assigned to 12 experimental conditions. Two independent variables were considered: the knowledge representation task (fill-in-the-blanks concept map, sort a shuffled concepts-provided map, self-construct a map, write a summary) and the structure of the activity (individual + collaborative, collaborative + individual, and fully individual). In addition to the evaluation of comprehension and delayed recall, 4195 verbal exchanges during the collaborative activities were recorded and analyzed. Results confirm an interaction between the type of task and the structure of the activity. The students who self-constructed complete concept maps and then discussed them in pairs obtained better learning results than those in other conditions. Verbal interaction was much more dialogic in this type of task, with a significantly greater proportion than in the other conditions of in-depth exploratory talk episodes, and a lower proportion of cumulative talk. However, the fill-in-the-blanks and shuffled-concepts conditions provided a greater proportion of superficial exploratory talk, and the collaborative summary condition generated a greater proportion of non-dialogic talk fragments. The findings are discussed in the context of the ICAP (Interactive, Constructive, Active, and Passive learning) framework, cognitive load theory and the sociocultural perspective on dialogic learning.

In an increasingly competitive educational landscape, understanding the determinants of academic success is imperative. While prior research has identified epistemic curiosity as a predictor of academic achievement, the psychological mechanisms through which curiosity cultivates internal resources—such as grit and learning flow—remain underexplored. Drawing on Psychological Capital Theory and Self-Determination Theory, the present study investigates how epistemic curiosity promotes grit and learning flow, which together constitute a serial mediation pathway leading to academic success in a large sample of Chinese adolescents. Utilizing data from 17,352 students across 36 primary and secondary schools in 21 provinces in China (age = 9–18, M = 14.1, SD = 2.9), we employed established measures such as the Epistemic Curiosity Scale, Grit-S, and Study-Related Flow Inventory. Our findings reveal that: (1) epistemic curiosity, grit, learning flow, and academic performance are significantly and positively correlated; (2) learning flow and grit may potentially serve as partial mediators in the relationships between epistemic curiosity and academic performance; (3) grit and learning flow point to a potential sequential mediation process connecting epistemic curiosity to academic performance. This research advances the theoretical understanding of curiosity-driven psychological resource development and offers valuable implications for educational policy and practice, emphasizing the importance of nurturing these psychological traits to enhance student performance.

Retrieval practice benefits long-term memory performance in a variety of contexts, but its usefulness for retention of more advanced material is less clear. Additionally, evidence of the role of individual differences in retrieval strategy use is mixed. Such evidence is important to determine the usefulness of particular retrieval strategies as a function of cognitive processes, affective characteristics, and aspects of to-be-learned material. With a sample of undergraduate participants (n = 213), we examined how combining testing strategies (free recall, practice quizzing, and test question generation) could impact learning of a published research article compared to rereading, and how cognitive load, self-efficacy, and working memory capacity influenced these relationships. Although retrieval practice activities did not improve final test performance over rereading, the role of some individual differences varied as a function of assigned strategy. Compared to rereading, using retrieval practice increased cognitive load. Cognitive load then mediated the relationship between assigned strategy and retrieval performance, with higher cognitive load associated with lower final test scores. These results suggest that the memorial benefits of retrieval practice might be limited by cognitive load requirements.

This study aims to deepen the theoretical foundations of debriefing in simulation-based pedagogy. By applying distributed cognition (DCog), we analyse a case of a simulation debriefing with nursing students. Using transcribed excerpts from video recordings, our cognitive ethnography shows how debriefing conversations function as a coordination device for two key processes: joint conversational remembering and distributed metacognition. According to our model, debriefing conversations coordinate a cascade of representations of simulated events. This cascade enables participants to engage reflexively with past actions, transforming these into shared learning opportunities. Reframing the trajectory of public representation in debriefing conversations in terms of DCog reveals new insights into the cognitive consequences of debriefing practices and how they can be developed. We highlight the importance of enabling multiple viewpoints and shared cognitive resources for epistemic outcomes, while also challenging students’ assumptions and foster critical thinking skills.

Achievement goal theory (AGT) has become increasingly prominent for exploring the interplay between teachers’ goals and their instructional practices. Prior research has suggested that relational goals significantly impact mastery-oriented instruction, surpassing the influence of mastery goals. Nonetheless, much of this evidence is derived from studies conducted in Western contexts. The current work investigates the relationships between teachers’ goals and their instructional practices in the Lao context, aiming at providing a more nuanced understanding of these relationships and examining their applicability in collectivist cultural settings. A total of 207 teachers participated in this study by completing an online questionnaire that assessed their teaching goals, instructional approaches, and specific practices. Structural equation modeling was employed to analyze two models. Model 1 revealed positive correlations between relational and mastery goals with mastery-oriented instructional approaches and between ability-approach and ability-avoidance goals with performance-oriented strategies. Additionally, Model 2 demonstrated that relational goals were associated with recognition, grouping, and mutual respect, whereas mastery goals were linked to task and recognition. The findings underscore the central role of relational goals in fostering effective instructional practices, even in a collectivist cultural setting. This study also offers a more detailed understanding of the interconnection between the goals of teachers and their instructional practices, contributing to the cross-cultural AGT literature and providing insights for enhancing teaching practices globally.

The aim of the research was to investigate the effect of guidance methods on students’ performance, and it was hypothesized that this effect is manifested through students’ learning and perception. The aim was to investigate the effect of three guiding methods (open-ended questions; objective questions; and behavioral objectives) on students’ learning and perceptions of an educational technology course. In an experimental setting, three randomly selected groups of students (n = 41) responded to depth of knowledge test questions as a measure of learning and a measure of perceptions. Students in the intervention condition were given guiding methods to guide them in interacting with digital learning resources (DLR) using a social annotation tool (Diigo). In this way, all groups were motivated to learn independently, and students’ thinking processes were guided according to the three guiding methods. It was found that students in the open-ended questions intervention condition performed significantly better on depth of knowledge test questions, followed by the behavioral objectives intervention. Whereas, objective questions intervention students’ performance worse on the post-test. The results indicated the powerful nature of guiding methods and their positive impact on students’ perceptions and future intentions. The results suggest that Diigo’s collaborative guiding methods can be useful in web-based learning, and that considering guiding methods can improve student activity and motivation.

Productive collaborative discourse requires students to continuously advance ideas, often through the creation, modification, and integration of digital artifacts in a communal space. Without these processes, ideas remain isolated, fragmented, and unable to advance shared understanding. To support such discourse processes, this study proposes a knowledge synthesis (KS) intervention to facilitate a process of creating knowledge syntheses from ideas represented in digital artifacts and then leveraging these knowledge syntheses, represented in new digital artifacts, to deepen student collaboration. To examine the enactment of this intervention in a graduate-level course, we asked: What were the key characteristics of students’ knowledge synthesis artifacts? How did student groups use the synthesis artifacts during their discourse? To what extent did the synthesis artifacts facilitate collaborative discourse? We analyzed multiple data sources—including student-created synthesis artifacts, perception data, classroom video recordings, and co-constructed group artifacts—using a combination of descriptive, content, and interaction analyses. Findings revealed diverse approaches to knowledge synthesis and showed that synthesis artifacts facilitated discourse progression, fostered a range of knowledge practices, and supported the evolution of group artifacts. By promoting knowledge synthesis and examining its role in collaborative discourse, this study contributes to computer-supported collaborative learning (CSCL) by advancing the theoretical understanding of knowledge synthesis and offering pedagogical strategies for supporting this practice in classrooms.

In collaborative learning game environments where competition and collaboration coexist, conflicts among students are not uncommon. While conflicts of ideas and opinions are prevalent during collaborative learning, they are often perceived as elements to be avoided. One of the main concerns about conflict is its ability to trigger negative emotions, such as anger, which can compromise effective peer interaction, collaborative learning, and, in turn, diminish the quality of group discussions. However, this raises the question of whether anger always negatively affects collaborative learning. Most studies on negative emotions are related to test anxiety or boredom, while the impacts of emotions such as anger on learning are less explored. Especially within computer-supported collaborative learning (CSCL), there is limited research on how anger impacts students’ collaborative activities and learning. To address these issues, this paper aims to explore the potential relationship between anger and its impact on students’ collaborative discourse in a hybrid game-based simulation. Our findings suggest that anger has the potential to facilitate diverse and productive collaborative discussions. Students, driven by their anger, delved deeper into game mechanics, linked concepts to real-life situations, and employed various forms of logical reasoning to substantiate their opinions. However, the moment a student exhibited “tilting“ behavior, the quality of their collaborative discussions plummeted. Our findings provide important preliminary insights into the concept of “tilting” within immersive collaborative learning games and how it may manifest; they also offer guidance on the timing for educators’ intervention in collaborative discourse when anger arises among students.

Background: Online hate speech on social networks and the Internet is an increasingly pervasive phenomenon to which both children and adolescents are exposed. Objective: Our study’s main objective was to ascertain whether collective intelligence can improve their handling of hate speech. Methods: We conducted the study on the Collective Learning platform, comparing results between three groups of Spanish adolescents aged 15–16 years. The groups were of different sizes: one large group (G1, n = 123) and two smaller groups (G2, n = 18; G3, n = 23). Results: The experiment showed that the conditions for the emergence of collective intelligence were met within the large group (G1) but not in the two small groups (G2 and G3). The large group, as a collective, acquired capacities to deal with hate speech; however, this did not occur in the two smaller groups. Conclusions: Our study explains how the emergence of collective intelligence in online environments helps group members acquire a series of competencies. In particular, collective intelligence can help adolescents learn to deal with hate speech.

The increasing availability of multimodal sensing technologies has opened new avenues for studying human interactions. However, there remains a lack of systematic synthesis regarding which multimodal metrics are most predictive of productive collaborations. This study addresses this gap by conducting a systematic literature review of 163 studies published since 2000. Grounded in the theoretical framework of multimodal collaboration analytics (MMCA; Schneider et al., 2022), we examine how different data modalities—verbal, gaze, body, head, log, and physiological—are used to assess collaboration. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework (Liberati et al., 2009), we categorize studies on the basis of the types of collaborative indicators, the metrics extracted from multimodal data, and the methods used to establish relationships between them. We find several gaps, including an over-representation of lab-based studies with small sample sizes, reliance on simplistic individual or group synchrony metrics, and a lack of standard indicators for collaboration. We discuss related Grand Challenges for MMCA, including scaling up research through field-based studies, developing interpretable models that contribute to theory, computing sophisticated sensor-based metrics that better capture the temporal dynamics of interaction, and designing interventions that support collaboration using fine-grained, high frequency sensor data.

Collaborative learning deepens understanding by elaborating knowledge and facilitating memory-related information processing through interactions with others. In computer-supported collaborative learning (CSCL), mechanisms identified in collaborative learning are scaffolded through tools such as group awareness and scripted collaboration. While collaborative learning is considered effective, it remains unclear how older adults learn in collaborative environments using concept maps, and how cognitive decline may hinder their learning. Therefore, this study investigates differences between younger and older adults in collaborative learning with concept maps, focusing on learning performance, concept map performance, and the collaborative learning process. Learning performance was assessed using test scores, concept map performance through concept map evaluations as a tool for externalizing knowledge, and the collaborative process using the Interactive-Constructive-Active-Passive (ICAP) framework, which captures cognitive engagement. Results showed that younger adults had higher learning performance than older adults, while older adults showed no significant improvement, indicating a lack of learning gain. Similarly, younger adults outperformed older adults in concept map performance, and no improvement was observed in older adults for concept map scores. This suggests that older adults found it more difficult to elaborate knowledge, such as integrating new information. Regarding the collaborative learning process, younger adults were more likely to engage at the active, while older adults showed higher engagement at the constructive and interactive levels. Epistemic network analysis (ENA) revealed stronger connections between constructive and interactive behaviors in younger adults, and between active and interactive behaviors in older adults. These findings suggest that while younger adults progressively deepen their engagement during collaborative learning, older adults may require the reactivation of memory to engage in elaboration. These results offer insights into designing effective CSCL environments tailored to the learning needs of older adults.

Dialogic education is largely advocated as a means to promote dialogue and reduce polarization. Chatbots based on large language models (LLMs) carry the potential to scale dialogic education by serving as conversation partners and sustaining a dialogic space on various topics. They combine human-like conversational abilities with machine patience. To explore this potential, we fine-tuned an LLM-based chatbot, LlamaLo, using a corpus of productive discussions. We analyzed ten discussions with LlamaLo on contentious topics, such as liberalism and cultural appropriation. Our findings show that LlamaLo effectively opens dialogic spaces by questioning interlocutors’ assumptions, presenting alternative perspectives, and providing relevant knowledge. However, challenges, such as negative tone and bias, could undermine the dialogic space and should be addressed computationally and pedagogically. We conclude that dedicated LLM-based chatbots have the potential for enhancing dialogic education and enabling seamless scripting responsive to real-time needs.

Understanding how multiple dimensions of learning engagement co-develop during collaborative programming remains a critical challenge. Drawing on the four-dimensional engagement framework encompassing behavioral, cognitive, emotional, and social components, this study employs multimodal learning analytics (MMLA) to investigate the dynamic interplay among engagement dimensions, prior knowledge, and leadership type in a university-level collaborative programming course. Group-level ICAP (Interactive, Constructive, Active, Passive) modes were coded from multimodal interaction data, while learning engagement was assessed via integrated behavioral, cognitive, emotional, and social indicators. Findings reveal that prior knowledge supports individual task execution but contributes to collaborative engagement only under strong leadership. The three core dimensions of learning engagement—behavioral, cognitive, and social—were found to be significantly interrelated, reflecting a tightly coupled system of action, thinking, and peer interaction. In contrast, emotional engagement showed weak or inconsistent correlations with the other dimensions. Furthermore, interactive discourse fostered richer engagement and higher achievement, with group formation strategies moderating these effects through the interplay of prior knowledge and leadership type. While ICAP modes and overall learning engagement were strongly correlated—partly reflecting overlapping cognitive components—ICAP captured discourse patterns, whereas engagement scores aggregated multidimensional indicators across the task, suggesting complementary rather than redundant constructs. These findings advance engagement research by integrating discourse classification and multidimensional profiling, offering practical guidance on group formation, scaffolding, and real-time engagement monitoring to enhance collaborative programming pedagogy.

With the rapid development of emerging technologies in education, this research explored how children use teacher-, peer-, and technology-provided feedback together toward collective and embodied learning in a mixed-reality environment. In this study, we investigated how young children interact with feedback in a mixed-reality environment, Science through Technology Enhanced Play (STEP), a system that tracks students’ movement and turns their embodiments into characters on a shared screen. We used coding and interaction analysis to analyze data from three episodes from a curriculum about states of matter across two research sites. Our analysis demonstrated that as the curriculum progressed, children engaged with collective and blended feedback, i.e., input that leads to collective sense-making and liminal blending of multiple sources, in ways that enhanced collective agency over their inquiry. First, we focused on how children transitioned from individualized views of feedback to more collective views by blending multiple sources of feedback (from self, peers, teachers/researchers, and technology) to make sense of solid bonds. Second, we found that the children leveraged feedback from their peers, facilitators, and technology-provided representations to explore how the particles must behave collectively to form liquid bonds. Third, we saw how children engaged with feedback differently on the basis of their role (observing versus embodying) in an activity focused on making gas bonds. More than simply demonstrating the sophistication with which young children engage in collective inquiry-based learning through embodied and technology-enhanced play designs, our work also demonstrates how future learning environments with complex feedback structures (i.e., the coordination of multiple sources and multiple modalities by children working collaboratively) can be designed to support student inquiry and young children’s agency in blending feedback sources that they determine enhance their collective sense-making.