Sources

15.06.2026. Praxis-Workshops zum Mitmachen: realistische Einblicke mit echten Fachinhalten und Dozent*innen aus 15 verschiedenen Fächern Was bietet der TdG? Kick-Off-Session „Geisteswissenschaften: Erwartungen, Fächer, Berufsfelder“ Drei Workshop-Besuche mit Wahlmöglichkeiten aus 15 verschiedenen Fächern Markt der Möglichkeiten mit allem, was sonst noch zum geisteswissenschaftlichen Studium dazugehört Bei Nachfragen wenden Sie sich gerne an tdg@uni-frankfurt.de Veranstalter: Goethe-Universität Frankfurt am Main. Link: https://studienwahl.de/veranstaltungsdatenbank/detail/10736 .

06.06.2026. Die Fachhochschule Potsdam öffnet ihre Türen für alle Studieninteressierten, Eltern, Freunde und Neugierige aus nah und fern. Freut euch auf … informative Vorträge spannende Campusführungen mit Studierenden vielfältige Infostände über unsere Studiengänge und Angebote exklusive Einblicke in unsere Labore und Werkstätten ein buntes Rahmenprogramm Veranstalter: Fachhochschule Potsdam. Link: https://studienwahl.de/veranstaltungsdatenbank/detail/10710 .

29.05.2026. Am 29. Mai 2026 lädt die Technische Universität (TU) Braunschweig Schülerinnen und Schüler sowie Studieninteressierte zum Hochschulinformationstag (HIT) auf den Zentralcampus ein. Von 9 bis 15 Uhr kannst du Einblicke in Studium, Lehre und Studi-Leben gewinnen – egal, ob du dein Abi bereits in der Tasche oder gerade erst mit der Studienorientierung beginnst. In Studiengangsporträts lernst du dein Wunschfach kennen und erfährst mehr über Zulassungsvoraussetzungen, Inhalte und berufliche Perspektiven. In Schnuppervorlesungen erfährst du, wie Lehre an der TU gestaltet wird und welche Forschungsschwerpunkte gesetzt werden – und damit auch, was dich in deinem zukünftigen Studiengang erwartet. Natürlich informieren wir dich auch über alles Wissenswerte rund ums Studium: Was bedeutet studieren überhaupt? Wie finde ich einen passenden Studiengang, und wie sieht der Bewerbungsprozess aus? Und wenn es dann so weit ist: Möchte ich vielleicht ins Ausland? Und wie finanziere ich das alles? Aber das ist noch nicht alles: Bei Meet the TU tauchst du noch tiefer in dein Wunschfach ein. Mitmachaktionen, Experimente und Ausstellungsstücke bieten dir Uni zum Anfassen und du kannst alle brennenden Fragen zu den Studiengängen stellen. Über alle anderen Themen rund um das Studium kannst du dich an unseren Info-Ständen informieren. Hier stellen sich die Service- und Beratungseinrichtungen der TU vor und haben ein offenes Ohr für alle deine Fragen. Außerdem kannst du bei der Campus-Tour den Zentralcampus und einige Institute kennenlernen und unsere Mensa besuchen. Oder du kommst mit unseren Studis beim Studi-Talk Live! ins Gespräch und stellst alle Fragen, die weniger mit dem Studium und mehr mit dem Studi-Leben zu tun haben. Zusätzlich kannst du dich bei Meet the Students auf dem Universitätsplatz über die studentischen Initiativen an der TU informieren. Informiere dich auf der angegebenen Website über das Programm und alle weiteren Angebote, die [...]

17.06.2026. Gemeinsam mit der Kultusministerkonferenz (KMK) veranstaltet das Forum Bildung Digitalisierung die Fachtagung. Mit ihr soll der länderübergreifende fachliche Austausch rund um Erfahrungen, Konzepte und Strategien zur Gestaltung von Bildung im Kontext der Kultur der Digitalität sowie die Vernetzung und Kooperation zwischen den Landesinstituten, den Kultusministerien und der Zivilgesellschaft ermöglicht werden. Die Veranstaltung ist nicht öffentlich und eine Teilnahme ist nur nach Anmeldung möglich. Veranstalter: Kultusministerkonferenz (KMK) in Kooperation mit dem Forum Bildung Digitalisierung. Link: https://www.forumbd.de/veranstaltungen/fachtagung-2026/ .

21.09.2026. Die genauen Daten, das Programm und die Öffnung des Online-Registrierungsportals werden per Newsletter bekannt gegeben. Veranstalter: IQB Institut für Qualitätsentwicklung im Bildungswesen . Link: https://fdz.iqb.hu-berlin.de/de/angebote/workshops/#herbstakademie-2026-zu-methoden-der-empirischen-bildungsforschung .

02.09.2026. Das zweitägige Online Research Café am 2. und 12. September 2026 bietet die Möglichkeit, gemeinsam über das Phänomen komplexer sprachlich-kultureller und gesellschaftlicher Positionierung von Individuen in Zeiten von hoher Diversität und  gesellschaftlicher Multi-Krisen zu diskutieren. 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 Auftaktkonferenz am 2. September 2026 bietet eine facettenreiche Auswahl an Keynotes und Workshops und gibt Raum zum gegenseitigen Kennenlernen. Die inhaltliche Arbeit wird in einer eintägigen Online-Veranstaltung am 12. September 2026 fortgesetzt. Die Anmeldung ist bis zum 1. Juni 2026 per E-Mail möglich.   Veranstalter: ENROPE/Langscape in Kooperation mit der Universität Siegen. Link: https://www.uni-siegen.de/2026/langscape-enrope-autumn-school-2026 .

24.11.2026. Die Senatsverwaltung für Bildung, Jugend und Familie lädt zur Veranstaltungsreihe „Stärkungsinseln für Fachkräfte“ ein. Die Teilnahme ist kostenfrei. Die Reihe umfasst vier Termine zu Themen wie Queerness, Antifeminismus, Kinderarmut und Antiziganismus. Bei der Veranstaltung #4 stehen Antiziganismus und seine Auswirkungen im pädagogischen Alltag im Fokus. Diskutiert werden Ansätze für eine diskriminierungskritische Praxis. Fachliche Impulse geben Expertinnen aus Praxis und Verwaltung. Veranstalter: Senatsverwaltung für Bildung, Jugend und Familie (SenBJF). Link: https://www.demokratie-vielfalt-respekt.de/veranstaltung/veranstaltungsreihe-zu-solidaritaet-und-empowerment-4-senbjf/ .

13.10.2026. Die Senatsverwaltung für Bildung, Jugend und Familie lädt zur Veranstaltungsreihe „Stärkungsinseln für Fachkräfte“ ein. Die Teilnahme ist kostenfrei. Die Reihe umfasst vier Termine zu Themen wie Queerness, Antifeminismus, Kinderarmut und Antiziganismus. Die Veranstaltung #3 stellt aktuelle Erkenntnisse zur Kinderarmut vor und diskutiert armutssensible Ansätze sowie Möglichkeiten zur Verbesserung von Teilhabe. Veranstalter: Senatsverwaltung für Bildung, Jugend und Familie (SenBJF). Link: https://www.demokratie-vielfalt-respekt.de/veranstaltung/veranstaltungsreihe-zu-solidaritaet-und-empowerment-2-senbjf/ .

12.05.2026. Die Senatsverwaltung für Bildung, Jugend und Familie lädt 2026 zur Veranstaltungsreihe „Stärkungsinseln für Fachkräfte“ ein. Die Teilnahme ist kostenfrei. Die Reihe umfasst vier Termine zu Themen wie Queerness, Antifeminismus, Kinderarmut und Antiziganismus. Die Veranstaltung #2 widmet sich dem Thema Antifeminismus als Bestandteil rechtsextremer Ideologien. Thematisiert werden Narrative, Erscheinungsformen und Herausforderungen für die pädagogische Praxis. Veranstalter: Senatsverwaltung für Bildung, Jugend und Familie (SenBJF). Link: https://www.demokratie-vielfalt-respekt.de/veranstaltung/veranstaltungsreihe-zu-solidaritaet-und-empowerment-2-senbjf/ .

14.04.2026. Die Senatsverwaltung für Bildung, Jugend und Familie lädt zur Veranstaltungsreihe „Stärkungsinseln für Fachkräfte“ ein. Die Teilnahme ist kostenfrei. Die Reihe umfasst vier Termine zu Themen wie Queerness, Antifeminismus, Kinderarmut und Antiziganismus. Die Veranstaltung #1 widmet sich der Frage, wie Einrichtungen sichere Räume für queere Jugendliche schaffen können, indem Handlungsbedarfe reflektiert und konkrete Umsetzungsmöglichkeiten erarbeitet werden. Veranstalter: Senatsverwaltung für Bildung, Jugend und Familie (SenBJF). Link: https://www.demokratie-vielfalt-respekt.de/veranstaltung/veranstaltungsreihe-zu-solidaritaet-und-empowerment-1-senbjf/ .

21.05.2026. Bei der Fortbildung für Fachkräfte der Jugend- und Bildungsarbeit stehen Antisemitismus im Kontext des Nahostkonflikts und pädagogische Handlungsmöglichkeiten im Fokus. Die Teilnahme ist kostenfrei, Fahrtkosten können erstattet werden. Anmeldeschluss ist der 10. Mai. Veranstalter: ConAct – Koordinierungszentrum Deutsch-Israelischer Jugendaustausch. Link: https://www.demokratie-vielfalt-respekt.de/veranstaltung/conact-fortbildung-paedagogischer-umgang-mit-antisemitismus/ .

05.05.2026. Thema der Veranstaltung ist die Mitsprache von Kindern und Jugendlichen. Gemeinsam reflektieren wir, wie künstlerische Formate, digitale Werkzeuge und medienpädagogische Methoden dazu beitragen können, dass Kinder und Jugendliche ihre Anliegen äußern und Gehör finden. Im Fokus steht dabei die Umsetzung des Artikels 12 der UN-Kinderrechtskonvention: das Recht des Kindes, sich zu beteiligen und ernsthaft berücksichtigt zu werden. Die Teilnahme am Seminar ist kostenfrei. Veranstalter: WeTek Berlin gGmbH in Kooperation mit dem Sozialpädagogisches Fortbildungsinstitut Berlin-Brandenburg (SFBB). Link: https://www.demokratie-vielfalt-respekt.de/veranstaltung/wetek-berlin-wege-der-mitbestimmung-demokratiepaedagogische-ansaetze-in-der-jugendarbeit/ .

20.04.2026. In den Aktionswochen vom 20.04.2026 bis 30.04.2026 beschäftigt sich der Deutsche Bildungsserver intensiv mit dem Thema Lern(um)welten. Das Thema wird in unterschiedlichen Formaten vorgestellt. So wird es zu allen Bildungsbereichen Dossiers mit vielfältigen Informationen und Materialien geben. Dabei sind u.a. auch Interviews und Podcasts. Die Bandbreite, in der das Thema dargestellt und diskutiert wird, spiegelt sich auch in der Auswahl der virtuellen Veranstaltungen wider, die während der Aktionswochen online stattfinden:   Kind- und jugendorientierter Ganztag: Bildungsteilhabe stärken, Förderung ermöglichen, Qualität weiterentwickelnAmina Kielblock, DIPF | Leibniz-Institut für Bildungsforschung und BildungsinformationMontag, 20.04.2026, 11.00-12.00 Uhr  Vorstellung der Apps ALSO und #stadtsacheDr. Matthias Forell, Ruhr Universität Bochum (RUB)Montag, 20.4.2026, 14.00-15.00 Uhr Bildung weiter denken – Erkenntnisse und Argumente zum Abbau von BildungsbarrierenProjekt ABIBA|MetaDr. Anika Duveneck, Britta Buschmann, FU BerlinDonnerstag, 30.04.2026, 11.00-12.00 Uhr Veranstalter: Deutscher Bildungsserver am DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation. Link: https://www.bildungsserver.de/ueber-uns/aktionswochen-und-vortragsreihe-zu-lern-um-welten-vom-20.-bis-30.-april-2026-13266-de.html .

14.04.2026. In dem Empowermenttraining bietet der Bildungsteam Berlin-Brandenburg e.V. einen geschützten Rahmen, die eigenen Rassismuserfahrungen zu reflektieren und Selbstvertrauen zu stärken. Das Angebot richtet sich primär an Fachkräfte aus der Kinder- und Jugendhilfe. Die Teilnahme ist kostenlos. Die Anmeldung erfolgt per Mail an interkoe@bildungsteam.de. Veranstalter: Bildungsteam Berlin-Brandenburg e.V.. Link: https://www.demokratie-vielfalt-respekt.de/veranstaltung/bildungsteam-empowermenttraining-jugendhilfe-rassismuserfahrung/ .

08.06.2026. Seit 16 Jahren bietet der trägerübergreifende Arbeitskreis Männer in Kitas ein Forum für Fachaustausch und Qualifizierung von männlichen Fachkräften für sowohl Erzieher und Kindheitspädagogen mit langjähriger Berufserfahrung als auch Neueinsteiger in die Kita. Das Thema dieses Treffens ist "Die Sprache des Körpers". Kinder bringen Gefühle, Bedürfnisse und Wünsche mit ihrem gesamten Körper zum Ausdruck – vom ruhigen Kuscheln bis zum wilden Raufen und Toben. Ein achtsamer Umgang mit Körper und Bewegung ist daher für die pädagogische Arbeit mit Kindern unverzichtbar. Männliche Fachkräfte haben dabei sowohl Stärken als auch Unsicherheiten. Wie diskutieren, wie wir die Bedürfnisse von Jungen und Mädchen so aufgreifen können, dass es allen dabei gut geht – auch uns selbst. Veranstalter: Niedersächsisches Institut für frühkindliche Bildung und Entwicklung. Link: https://nifbe.javis.app/shop/nifbe/items/ef877c92-0bd5-4c45-a44b-6b607381d3d4 .

19.05.2026. Jugendliche begegnen Künstlicher Intelligenz überall im Alltag, z.B. in sozialen Netzwerken, auf Streaming-Plattformen oder bei der Nutzung von KI-Chatbots. Oftmals fehlt jedoch das Wissen darüber, welche persönlichen Daten sie dabei preisgeben und wofür diese genutzt werden. Die Veranstaltung gibt Lehrkräften der Sekundarstufen I und II einen Einblick in die Datenverarbeitung durch KI-Systeme z.B. in sozialen Netzwerken und Chatbots sowie in die Bedeutung von Online-Datensicherheit. Interaktiv entwickeln die Teilnehmenden Ideen, wie sie das Thema KI und Datenschutz altersgerecht und praxisnah in ihrem Unterricht aufgreifen können. Dazu erhalten sie praxisnahe Impulse und Ressourcen. Veranstalter: weitklick / FSM e.V.. Link: https://www.weitklick.de/veranstaltungen/29/KI-Datenschutz .

21.04.2026. Künstliche Intelligenz prägt längst unseren Alltag – und damit auch das Leben und Lernen von jungen Menschen. Doch wie funktioniert KI eigentlich? Wie „lernt“ sie und welche Herausforderungen bringt sie mit sich? Und wie können Lehrkräfte ihre Schüler*innen fit machen für den medienkompetenten Umgang mit KI? In dieser Fortbildung erhalten Lehrkräfte einen kompakten und praxisnahen Einstieg in die Welt der Künstlichen Intelligenz. Veranstalter: weitlick / FSM e.V.. Link: https://www.weitklick.de/veranstaltungen/28/KI-Einsteiger .

24.09.2026. Kita-Leitungen haben eine ganz besondere Position innerhalb des Teams – sie sind „Chef“, „Verantwortliche“, „Autorität“. Diese Rolle ist enorm anspruchsvoll – nicht nur wegen der schieren Arbeitslast, sondern auch aufgrund eines inneren Zwiespalts: Denn die „soziale Ader“, die Pädagog*innen in diesen Beruf geführt hat, lässt sich oft nur schwer mit der notwendigen professionellen Distanz vereinbaren, die eine Leitungsfunktion erfordert. Wir werden in diesem Workshop erörtern, in welchen Situationen, mit welchen Personen, in welchen Settings das Setzen von Grenzen besonders schwerfällt und warum das so ist. Wir werden herausarbeiten, wie neue Konfliktbewältigungsstrategien aussehen könnten, die dazu beitragen, dass die emotionale Belastung von Kita-Leitungen bewältigbarer wird. Veranstalter: Niedersächsisches Institut für frühkindliche Bildung und Entwicklung. Link: https://nifbe.javis.app/shop/nifbe/items/8baf7546-304b-4a88-9535-a8bafadbaa3c .

29.10.2026. Unter dem Motto „Verstetigung gemeinsam gestalten“ tauschen wir Erfahrungen aus, reflektieren gemeinsam und entwickeln nachhaltige Ideen für partizipative KiTa-Praxis. Freuen Sie sich an diesem Tag auf konkrete Praxisbeispiele und Impulse, Zeit für Reflexion und kollegialen Austausch und Raum für Fragen und Ideen. Das praxisnahe Treffen richtet sich an KiTa-Leitungen und stellvertretende Leitungen. Veranstalter: Niedersächsisches Institut für frühkindliche Bildung und Entwicklung. Link: https://nifbe.javis.app/shop/nifbe/items/86429ede-7d9d-4e80-8687-5c5e6944d6db .

04.06.2026. Konflikte sind Teil unseres Lebens und fordern uns heraus. Konflikte entstehen in der Kita auf allen Ebenen: zwischen Kindern, Mitarbeitenden, Fachkräften und Eltern, Leitung und Eltern sowie zwischen Leitung und Team. Sie können produktiv oder destruktiv wirken. In der Veranstaltung geht es darum, wie Kita-Leitungskräfte solche Konflikte begleiten und moderieren können. Veranstalter: Niedersächsisches Institut für frühkindliche Bildung und Entwicklung. Link: https://nifbe.javis.app/shop/nifbe/items/6c0572c9-1ca2-4f6c-89da-6d981baeb650 .

The purpose of this research is to examine the relationship between metacognitive awareness and social media use on predicting and explaining adolescent students’ incidental information literacy. Using a conceptual framework, we organized literature about adolescents’ metacognitive awareness, social media use, and incidental information literacy and presented hypotheses and predictions about the likely outcomes of the study. Adolescent student participants (n = 452) were recruited from a K-12 developmental research school in the southeastern United States. Analyses included descriptive statistics, internal consistency reliability, correlation analysis, and multiple linear regression models. Our findings show that social media use is not related to adolescent students’ incidental information literacy. Metacognitive awareness was measured using two distinct constructs: knowledge of cognition and regulation of cognition. While knowledge of cognition was significantly and positively related to incidental information literacy, regulation of cognition had a smaller but still statistically significant negative relationship with incidental information literacy. These findings and possible explanations for their meaning are discussed, considering the limitations and delimitations of the study.

Mathematics is often challenging for young learners due to its abstract nature, making the design of age-appropriate instructional tools essential. This study investigated the effectiveness of a situation-based interactive e-book in a flipped mathematics classroom for first-grade students in China. A quasi-experimental pre-test–post-test design was employed with 90 students randomly assigned to an experimental group, which used the interactive e-book, and a control group, which learned with instructional videos. Both groups received the same in-class instruction. The situation-based interactive e-book was developed in alignment with the national first-grade mathematics curriculum and integrated real-world scenarios with interactive features such as immediate feedback and virtual agents. The findings indicated that the situation-based interactive e-book significantly improved students’ learning achievement, motivation, and satisfaction compared to the control condition, while no significant difference was observed in learning attitudes. These results suggest that embedding mathematical concepts in familiar contexts through interactive digital tools can enhance elementary students’ engagement and performance in flipped classrooms. This study highlights the pedagogical value of situation-based e-books in early mathematics education, but further research is needed to establish their long-term impact and potential application in more advanced mathematical domains.

This study proposes that teachers’ reading comprehension knowledge is multifaceted, consisting of identification-based and construction-based dimensions, and that effective professional development (PD) should improve both. We evaluated a PD program including an online workshop and in-person coaching aimed at enhancing these two dimensions and recruited 184 Grade 4 and 5 teachers from six districts in Arkansas, Texas, and Utah in the United States. These teachers used various reading comprehension curricula. The online workshop helped teachers learn about top-level–structure-based reading comprehension instruction, followed by scaffolded peer practice. Teachers then applied this instruction in classrooms and received follow-up coaching. Teacher knowledge was measured through an identification-based assessment, the vocabulary and comprehension knowledge survey, and a construction-based generative assessment using a main idea writing task. Latent class and transition analysis were used to examine how teacher knowledge changed across both knowledge dimensions. Results revealed three latent classes: Weak Overall, Strong Overall, and Weak in Solution and Organization. Teachers in the treatment group who initially were classified as Weak in Solution and Organization, typically linked to construction-based knowledge, had a higher chance of becoming Strong Overall compared to those in the control group (OR = 5.69, p < .001). Although some teachers did not respond to the online workshop, more teachers in the treatment group transitioned to stronger knowledge after in-person coaching, compared to the control group (OR = 2.90, p < .05). These findings emphasize the importance of providing a simulated, resource-rich, and sustainable environment for teachers to apply evidence-based practices and enhance their knowledge.

The impact of educational e-textiles on student outcomes in STEAM education programs is a growing area of interest. Despite the potential of e-textile projects to enhance STEAM education, their effect on K-12 teachers’ professional development remains underexplored. This study investigates middle school teachers’ perceptions of their experiences with wearable e-textile-supported STEAM projects, their ability to translate those experiences into classroom practices, and their attitudes toward integrating these projects into the curriculum. Mixed-methods research with a convergent design was employed in two e-textile-supported STEAM teacher training camps, involving 20 and 19 in-service science teachers, respectively. Qualitative and quantitative data were collected using post-intervention surveys, semi-structured interviews, and a follow-up survey. The findings revealed that the program increased teachers’ confidence in STEAM project design, fostered creativity and interdisciplinary learning, and improved STEAM knowledge and skills. In addition, teachers reported being well-equipped to integrate the learned practices in their classrooms, with a positive shift in their attitudes toward integrating such interdisciplinary approaches into the curriculum. The findings also revealed high teacher satisfaction with the program and a sustained interest in STEAM practices. This research provides valuable insights for future efforts to support the adoption of e-textiles in STEAM science classrooms by highlighting their role in teacher professional development.

Although there seemed to be an optimistic consensus about the use of Information and Communication Technologies to support teaching and learning, the negative effects of introducing technology into the classroom have become apparent in recent years. Evidence suggests that instead of using technological devices for the purpose for which they were introduced into the classroom, students are distracted by simultaneous multimedia activities. This is known as the multimedia multitasking tendency. This is not the only negative consequence of digital media in education. In line with this phenomenon, some authors have found that reading comprehension is lower when reading digitally (on screen) than when reading analogue (on paper). The aim of the present study is to investigate whether Multimedia Multitasking Tendency in the educational context plays a relevant role in the effect of the reading medium (analogue or digital) on reading comprehension. To this end, the responses of 97 participants in whom Multimedia Multitasking Tendency was measured, as well as their reading comprehension, were analyzed. Half of them took the reading comprehension test in an analogue medium (i.e. on paper; n = 50), while the other half took it in a digital medium (i.e. on a computer or mobile phone; n = 47). The results suggest that reading comprehension accuracy is lower in a digital medium than in an analogue medium. The results of this study also suggest that Multimedia Multitasking Tendency may play a substantial role in the effect of the reading medium on reading comprehension.

With the rapid development of artificial intelligence, digital technology-based error correction significantly improves the efficiency of error correction by automatically identifying and clustering students’ errors and then analyzing the types of errors. However, in China’s whole class teaching, teachers still rely on experience to randomly select students with representative errors for error correction, making it difficult to ensure that all students’ errors are corrected in a timely and effective manner. In addition, in Chinese primary classrooms, high-achieving students and low-achieving students learn together in the same class, making it difficult to ensure that each student achieves the learning goals. Therefore, this study proposes a peer teaching-based digital error correction approach, focusing on its effects on primary school students’ learning performance, learning engagement, and perceptions of error correction. A total of 63 primary school students were recruited for the study, with 31 in the experimental group using the PT-DEC approach and 32 in the control group using the E-DEC approach. The results showed that students using the PT-DEC approach performed better than the control group in terms of learning performance and learning engagement. The results of this study validate the effectiveness of peer teaching in digital error correction and provide valuable insights and guidance for exploring more efficient error correction in the future.

Increasingly ubiquitous access to Generative Artificial Intelligence (GenAI) presents many challenges, but also opportunities. The fundamental capacity of GenAI to mimic and augment human cognitive functioning, sets it aside from the myriad of previous technological ‘cognitive tool’ innovations that have been promoted as supporting human thinking, problem solving and knowledge construction. Indeed, GenAI has the potential to play a far more substantive and interactive role in knowledge building, founded on real-time dialogic discourse between humans and GenAI working in symbiotic knowledge building partnerships. This article draws on Scardamalia and Bereiter’s early work on human knowledge building communities and Krathwohl’s revision of Bloom’s Cognitive Domain, reconceptualising these to theorise how humans and GenAI might partner in processes of collaborative, joint knowledge construction. It presents a unique model identifying three flexible ‘Zones’, representing different but overlapping components of knowledge building, aligned with Bloom’s cognitive dimensions. It identifies a possible ‘division of labour’ within and across Zones, but argues the primacy of innately human capabilities operating in the Judgement Zone, as crucial to reasoned decision making and accurate knowledge building. The model and its discussion provide new insights into how human-GenAI knowledge building partnerships might be established and sustained.

Promoting students’ collaborative discussions has consistently been a focal topic in the field of computer-supported collaborative learning. Productive collaborative discussions rarely happen spontaneously without external support, and student groups usually encounter challenges in developing a high-quality collaborative knowledge construction. To address this gap, this research designed a group knowledge awareness (GKA) tool by using knowledge graph approach to promote collaborative discussions in China’s higher education. A within-subject design research was conducted to investigate the effects of the GKA tool on groups’ collaborative knowledge construction. The findings revealed that the GKA tool had positive effects on collaborative knowledge construction, students’ domain understanding, and collaborative cognitive load. In addition, students reported positive collaborative learning experiences with the support of the GKA tool. Based on the results, this research provided technological implications for developing and applying the GKA tools in education and pedagogical implications to promote collaborative learning supported by GKA tools.

Computer vision is the automated analysis of visual imagery by computer algorithms that includes, but not limited to object detection and identification, three-dimensional shape estimation, material recognition, and segmentation. The intervention consisted of two to three weeks of professional development that emphasized computer vision technologies with middle school teachers from Title I schools/districts in the states of Arizona and Georgia. Each location trained six in-service teachers. The questions answered through this research were: After in-service teachers engage in professional development emphasizing computer vision: (a) how do their perceptions of computer vision change? (b) how do their perceptions of human vision change? And (c) what are the differences between their perceptions of computer vision and human vision? Personal Construct Theory (Kelly, 1955) was used to explore our research questions. Elements (n = 2; computer vision and human vision) were defined and pairwise comparisons yielded constructs (n = 18) administered in the form of repertory grids. Hierarchical cluster analysis was performed, and clusters were identified. Results showed that in-service teachers’ perspectives of computer vision changed with construct shifts within all four dendrograms that contained between one to eight constructs; all clusters yielded mean increases. Perspectives of human vision stayed relatively consistent across two clusters. The element human vision had a 6% (n = 1) shift in cluster membership, and the element computer vision generated a 72% (n = 13) change in the number of constructs that shifted clusters. Comparisons of computer vision and human vision indicated that in-service teachers had richer perspectives of computer vision after professional development. The significance of this study rests in its contribution to the limited research on computer vision in teacher education. The results show that a relatively short (two to three weeks) professional development experience can have an impact on in-service teachers’ perspectives of computer vision classroom use.

Automated writing evaluation (AWE) technologies have emerged as promising tools that streamline the feedback process and strengthen students’ writing skills. This meta-review synthesized eleven systematic reviews and meta-analyses on AWE research published from 2015 to 2025. Before the main analyses, all selected reviews were evaluated using Many-Facet Rasch Model (MFRM) to determine the study quality. Next, syntheses methods employed narrative approach and text mining analysis. The results suggested the shift from rule-based AWE system to AI-driven AWE tools over three decades. The synthesized findings from meta-analyses supported the effectiveness of AWE on surface-level writing (e.g., grammar, spelling) but highlighted its limitations in improving high-order level of writing (e.g., argumentation). Further, drawing on moderator analyses, educational levels and duration deserve attention in the implementation of AWE. Finally, persistent challenges, future research directions, and practical pedagogy were also identified and discussed. Overall, the present meta-synthesis study supports the potential value of AWE as an adjunct tool rather than a replacement for human feedback in writing instruction.

Feedback is a crucial element in supporting student learning, yet little is known about how students’ perceptions—rather than just the quality and quantity of feedback—impact their experience. This study addresses this gap by first identifying four key dimensions of students’ perceptions of feedback: intimacy, intellectual respect, efficiency, and credibility. Using a 2 × 2 factorial design with 129 undergraduates in an online discussion context, we examined how feedback source (teacher vs. machine) and target (participatory vs. cognitive) influenced these perceptions. Furthermore, we assessed how these dimensions predicted two outcome variables: behavioral intention and perceived effectiveness. A two-way MANOVA revealed that students perceived teacher-generated feedback significantly more positively than identical machine-generated feedback. Interaction effects between source and target were also found, particularly regarding credibility. Multiple regression analyses revealed that efficiency was a key predictor of behavioral intention, while intellectual respect and credibility emerged as key predictors of perceived effectiveness. The findings suggest theoretical and practical implications for design and use of feedback in online learning, advocating for a future that values teacher–machine complementarity.

Generating creative ideas is essential for designers, as creativity underpins all subsequent stages of the design process. This study investigates the impact of Artificial Intelligence Generated Content (AIGC) and traditional methods on design ideation in the context of design education. A controlled experiment was conducted with 21 undergraduate industrial design students of similar academic backgrounds, divided into an experimental group (AIGC-engaged brainstorming) and a control group (traditional brainstorming). Students’ creative outputs were evaluated based on four criteria: novelty, feasibility, correlation, and utility. The study further examined how different design themes and students’ questioning strategies influenced outcomes. Results show that, overall, AIGC-engaged brainstorming outperformed traditional methods in enhancing the novelty, feasibility, and correlation of learners’ design ideas. However, variations in design themes affected AIGC’s creative effectiveness, suggesting the need to balance the strengths of both AIGC and traditional approaches in educational settings. About utility, different interaction patterns between student groups and AIGC led to divergent results. Drawing on the Geneplore model of creative cognition, this study proposes an AIGC-engaged cognitive–prompting model of design ideation, offering practical guidance for effective collaboration to enhance creative performance in design education.

This longitudinal study, grounded in Dynamic Systems Theory (DST), explores how language teachers’ integration of AI tools evolves over an 18-week period, revealing AI adoption as a complex pedagogical transformation rather than a simple technological shift. Drawing on these findings, the research introduces two models: (1) the DST-informed Pedagogical Content Knowledge (PCK) model, which specifies AI-empowered PCK by detailing the five domains of knowledge teachers draw upon, and how these inform teaching practice and scaffolding strategies for personalised student learning; and (2) the AI-in-PCK stage framework, which maps the trajectory of AI adoption, illustrating how teachers’ concerns and practices evolve from initial exploration and experimentation to strategic integration and ongoing learning, while responding to classroom realities and student feedback. Together, these models illuminate adaptive, multifaceted changes in PCK and teaching practice, highlighting how AI integration shapes decision-making and professional growth. The findings underscore critical implications for designing flexible, context-responsive professional learning and systemic support strategies, particularly in under-resourced rural contexts, and provide a foundation for future AI-in-PCK research.

Traditional cognitive training often relies on repetitive exercises, which can lead to boredom and diminished engagement. Game-based design has the potential to address this issue by making training more engaging and enjoyable. Nevertheless, many existing cognitive training games are not grounded in theoretical frameworks. In addition, many situational training games lack meaningful connections to real-life scenarios, which may influence training effectiveness and learner experience. To bridge these gaps, this study proposes a situational cognitive training game framework, which consist of cognitive training foundation (classic inhibition trainings), motivational design framework (game elements), and human–computer interaction framework (authentic contexts). Furthermore, a series of innovative situational training games was developed based on the framework. To ensure that training-oriented games could still retain the affective advantages of game-based learning, we compared these games with casual games from three perspectives: training outcomes, motivation, and game experience. A total of 38 university students from Taiwan participated in the experiment, engaging in both types of games. The findings revealed that the cognitive training games significantly increased inhibition ability, comparing post-test scores between groups and within group. Moreover, participants reported higher motivation, particularly in the dimension of confidence, when playing situational training games than when playing casual games. No significant difference was found in overall game experience between the two types of games. These findings suggest that situational training games can effectively enhance inhibition ability while sustaining motivation and providing a comparable game experience to casual games. The results highlight the importance of designing executive function training games grounded in theory and incorporating game elements such as real-life authenticity and appropriate challenges to support learners’ sense of relatedness and autonomy.

The integration of computational thinking (CT) and mathematics learning in K–12 education has garnered increasing scholarly interest; however, its application within the domain of probability remains underexplored. This study designed and implemented a seven-week Scratch-based probability module and investigated its effects on students’ CT and mathematics learning, as well as influencing factors: gender and prior programming experience. Using a mixed-methods approach, data were collected from 31 seventh-grade students at a Shanghai middle school via pre- and post-tests, interviews, and students’ digital makings. The results revealed that the Scratch-based probability module significantly enhanced students’ CT concepts (particularly the ‘conditionals’ concept), CT perspectives: ‘expressing’ and ‘connecting’, and facilitated students’ mathematics learning, with notable improvements in ‘classical probability’ and ‘compound events’. While gender moderately influenced CT concept mastery, no significant difference existed in mathematics concept performance. Prior programming experience showed no significant influences on performance in either CT concepts or mathematics concepts. These findings contribute to the growing body of literature on CT integration in mathematics education by broadening the scope of mathematical content suitable for CT integration, offering practical implications for curriculum-aligned CT integration, and shedding light on the complex interplay between CT and mathematical learning.

As online learning continues to grow, understanding how learners regulate their cognition both individually and collaboratively is critical to designing meaningful online learning experiences. While the Community of Inquiry (CoI) framework provides a well-established model for designing quality online courses, its relationship with online learners’ metacognitive development in collaborative settings remains underexplored. This study investigated the relationships between online learners’ shared metacognition—including self-regulation and co-regulation—and their perceived social, teaching, and cognitive presences, as outlined in the CoI framework. Before investigating these relationships, we evaluated the psychometric properties of the partially validated Shared Metacognition Questionnaire (Garrison and Akyol, The Internet and Higher Education 24:66–71, 2015) and provided additional validity and reliability evidence. The study included 348 graduate students enrolled in 25 fully online courses in the United States. Data were analyzed using confirmatory factor analysis and structural equation modeling. The findings revealed that (1) the SMQ is a valid and reliable instrument for assessing learners’ metacognition in online collaborative settings, (2) shared metacognition significantly correlates with social, teaching, and cognitive presences, (3) cognitive presence demonstrates the strongest correlation with shared metacognition, followed by social and teaching presences, and (4) compared to self-regulation, co-regulation is more influential across social, teaching, and cognitive presences. These findings contribute to the measurement of online learners’ metacognition, advance the understanding of the CoI framework by linking it to metacognitive processes, and offer practical implications for designing collaborative online learning environments that foster metacognitive development.

Effective teaching plays a vital role in fostering cognitive and psychological development in humans. Virtual reality simulations, along with the embedded, artificial intelligence (AI)-powered virtual student agents, offer opportunities for preservice teachers to practice teaching iteratively in a dynamic, context-rich manner. However, preservice teachers face challenges when practicing in these AI-enhanced VR simulations. In this study, we designed and investigated model-based supports aimed at scaffolding preservice teachers during simulation-based pretraining, in-simulation, and post-simulation stages. This experimental study with 57 preservice teachers indicated significant positive impacts of model-based support on teaching knowledge and skills development. Furthermore, significant improvements in knowledge of teaching were observed in the experimental groups using model-based support in the AI-enhanced VR simulation, from pre- to post-test. However, the difference between the experimental and control groups in teaching self-efficacy was nonsignificant. The implications of these findings and potential future directions for designing learning support in VR simulation-based teacher education are discussed.

Students often struggle to stay engaged and effectively regulate their learning in online environments, which can negatively impact their learning experiences. Despite the established importance of self-regulation of learning skills (SRLs) in maintaining engagement, many students face significant challenges in developing and implementing these skills due to a lack of adequate feedback. This is primarily due to tutors' high workloads and the difficulties inherent in engaging students in online settings. This study examines the impact of Learning Analytics (LA)-driven interventions to improve students' SRLs in online learning environments. Specifically, it compares the impact of feedback from Generative Artificial Intelligence (GenAI) and human tutors in a nine-week statistics course delivered via MOODLE at a higher education institution, employing LA and clustering techniques to model SRLs based on Ye & Pennisi’s (2022) framework. In a quasi-experimental design, participants with varying SRLs were assigned to either a tutor-feedback or GenAI-feedback group. Feedback readability and reliability evaluations indicate that LA-driven GenAI-produced feedback was significantly more readable than human tutor feedback (p < 0.01) and demonstrated higher reliability than tutor-generated feedback. Results show that students in the low SRLs cluster receiving GenAI feedback exhibited statistically significant improvements in goal-setting skills (p < 0.05) and overall SRLs levels (p < 0.05) compared to the tutor-feedback group. In contrast, no significant differences were observed among high SRLs cluster students. This study underscores the potential of LA-driven GenAI feedback to be able to develop tailored, scalable feedback, improving SRLs performance of low SRLs students in online higher education contexts. Future research should explore these effects across diverse student groups and investigate the collaborative potential of semi-automated feedback systems that include tutors.

This study examined social networks and self-regulation in two different co-creation environments (2D digital and 3D VR co-creation) through SNA and ANCOVA. The study utilized a quasi-experimental research design with 44 tenth-grade students, 24 males (55%) and 20 females (45%), from an English class at a public senior high school in northern Taiwan. To assess the effects of the environment, the classes were divided into a control group and an experimental group, with a valid sample of 22 in each group. As the results showed, 3D VR co-creation manifested more restricted social networks with fewer cliques but higher cohesiveness, reciprocity and betweenness. This suggests not only greater community solidarity and stability in 3D VR co-creation but also greater needs of 3D VR co-creators for interconnection when facing the novelty effect. Such dependence on interaction corroborated the dominance of lower-level cognitive strategies in 3D VR communities and echoed the ANCOVA results showing that strategy use was the most prominent self-regulatory skill in 3D VR co-creation. The limitation on gender composition was specified. Further implications are discussed, and suggestions for increased co-creation time, coworking strategies, and the development of a predictive model as scaffolding are offered.

This study examines the evolving relationship between AI chatbots and academic integrity and students’ AI chatbot usage in high schools one and a half years after the release of ChatGPT. Through a comprehensive survey of students across six schools (N = 4,354) in the United States, we investigated students' self-reported cheating behaviors, patterns of AI use across different school-related tasks, and student perspectives on appropriate AI use in academic settings. Our findings revealed that overall cheating rates remain stable at 72.06%, consistent with historical baselines and prior studies, suggesting that AI availability has not changed overall cheating prevalence in high school. Additionally, more students reported using AI chatbots for support tasks like concept explanation and idea generation. Regarding students' reported preferences for allowing AI chatbots for school-related tasks, at this point, they still strongly supported using AI for conceptual understanding and brainstorming, and they maintained clear boundaries against using it for completing entire assignments. These findings suggest that while AI’s prevalence has not altered the patterns of academic integrity at schools, students' evolving perspectives on appropriate AI use provide valuable insights for schools and administrators integrating AI into traditional school settings.

Self-regulated learning (SRL) is a cyclical process essential for activating independent learners. Because SRL does not develop spontaneously, teachers need to learn about and experience its components and effective practices to stimulate students’ SRL. To support teachers in SRL practice implementation, we propose a unique professional development model that combines direct and indirect instruction of SRL. The model is based on Authentic, Interactive, and Dynamic Experiences in SRL context (SRL-AIDE), and involves live-actor simulations, where participants are highly engaged and immersed in the experience.The study aims to shed light on the relationships and characteristics of practices that promote SRL directly by metacognitive strategic support (MCS), and indirectly by activating students’ independent learning with knowledge construction (KC). This is a quantitative study with a quasi-experimental design. Two teachers’ intervention groups with a pre/post design (N = 70) were compared: an experimental group exposed to the SRL-AIDE model focused on MCS vs. a comparison group exposed to a practice program focused on KC. The study examined in-class SRL practice implementation of two measures: explicitness level and duration in the lesson, and investigated the relations between the MCS and KC practices using real-time in-class measurement methods. Differences emerged between the groups in the MCS and KC practices by time. The experimental group showed greater gains in both practices. This study contributes to the field by providing quantitative evidence on the relationships between MCS and KC practices, which were previously described as supportive mainly in qualitative studies, offering new insights into how these practices work together to support SRL development. Implications for teacher education and future studies are discussed.

Teacher training often incorporates observable examples of focal teaching practices – models. Yet there is currently little empirical evidence on the effects of modelling. We tested the effects of video models on trainees’ skills, knowledge, and self-efficacy in relation to using an evidence-based teaching technique: retrieval practice. We recruited 89 first-year trainee teachers, gave them a document containing evidence-based guidance on how to use retrieval practice and then collected pre-test data on how well they were able to do this in a classroom simulator scenario. Participants were then randomised them to one of three groups: an active control group in which they restudied the document (no model), a video model of effective practice, or a similar video model annotated with the underpinning theory. We then collected post-test data in a second simulator exercise. Exposure to video models improved participants’ use of retrieval practice methods relative to no model. However, adding the annotation to the models did not yield additional benefits. Models did not improve teachers’ knowledge or self-efficacy. Findings support the theory that incorporating models in initial teacher training can help new teachers make use of evidence-based teaching practices.

Seductive details, which are interesting but irrelevant digressions included in a learning environment (e.g., fun facts), have been shown to impair the learning performance of students. However, to date, it is unclear whether the amount of seductive detail content is crucial for the extent of this detrimental effect, or whether it is more a phenomenon of presence or absence, as other studies have been inconclusive in this regard. Hence, in the present studies (N = 191 and N = 101), learners were presented with a varying amount of seductive detail content embedded within a learning text. Instead, the number of text interruptions by seductive content was kept constant between conditions. Both studies consistently showed a linear negative effect of the seductive detail amount on recall performance. Furthermore, Study 2 indicated a polynomial trend regarding transfer performance, suggesting that small seductive detail amounts could improve transfer, even though cross-validation showed that this model is rather unstable. Prior knowledge and working memory capacity did not significantly attenuate the seductive details effect. The results imply that the extent of the seductive detail effect is dependent on the amount of seductive detail content presented. Especially the inclusion of large amounts of digressions should be avoided by teachers and instructional designers, while the inclusion of small amounts might have rather negligible effects.

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.

Collaborative diagnostic reasoning (CDR) is a critical yet cognitively demanding skill in many professional domains and an example for problems that require collaboration for its solution. This study explores how novice diagnosticians—specifically automotive technician trainees—can effectively learn complex collaborative skills such as CDR through computer-supported instruction. Drawing on research on collaborative diagnostic reasoning, example-based learning and cognitive load, we compared two instructional approaches: learning by self-explaining worked examples and learning by problem-solving. Furthermore, we examined how the specificity of self-explanation prompts (specific versus general) of worked examples interacted with learners’ prior CDR skills. In a prepost experiment, 154 trainees (77 dyads) were assigned to one of three learning conditions: worked examples with specific prompts, worked examples with general prompts, and solving problems without worked examples. Knowledge of CDR strategies, quality of the CDR process and outcome, and cognitive load were measured. Our results demonstrated that self-explaining worked examples significantly improved declarative knowledge of CDR strategies and the quality of the process compared with solving problems. However, worked examples did not improve the application of CDR strategy knowledge or reduce cognitive load. Contrary to expectations, problem-solving resulted in a higher quality of the CDR outcome than self-explaining worked examples. The specificity of the prompts demonstrated no significant effects. Overall, our findings suggest that self-explaining worked examples support early stages of learning complex collaboration skills such as CDR, even in short-term interventions, while more supported practice in problem-solving seems necessary for the development of improved procedural skills.

Collaborative knowledge construction (CKC) is the process through which students jointly construct shared understanding and generate new knowledge through interactive discussion and collective reasoning. Scripted roles, as important external scaffolding, have been widely used in CKC to enhance collaborative learning outcomes and promote the learning processes in different learning environments. However, most existing studies have merely applied scripted roles in a single collaborative environment, with limited research exploring their effectiveness in promoting CKC across diverse environments. To address this research gap, this study proposed a scripted role framework (i.e., toastmaster, supporter, opponent, summarizer) and investigated the impacts of the four roles on undergraduates’ CKC processes in different learning environments (i.e., online environment, offline environment). Specifically, this study conducted a 14-week quasi-experiment and used epistemic network analysis and lag sequential analysis to compare students’ viewpoint depth and interaction patterns in four conditions (i.e., online with scripted role group, online without scripted role group, offline with scripted role group, offline without scripted role group). The results showed that the four scripted roles effectively enhanced the depth of CKC, although its efficacy exhibited significant context dependency. Moreover, compared with the online environment, scripted roles proved more effective in facilitating students’ viewpoint depth and deep-level behavioral transformation in the offline environment. Interestingly, there was no significant difference in opponent roles’ viewpoint depth between the two environments, and their behavioral shift exhibited from deep back to superficial interaction. On the basis of the findings, this study further provides empirical evidence for the effectiveness of scripted roles and offers practical implications for their design and implementation in different learning. environments.

Effective socially shared regulation of learning (SSRL) in computer-supported collaborative learning (CSCL) often fails to occur because students lack awareness of their peers’ and groups’ activities, thus leading to unsatisfactory learning outcomes. While both group awareness (GA) support and students’ self-regulated learning (SRL) levels are critical to CSCL, previous research has considered them separately, and investigation of their combined effects, especially on students’ SSRL, remains limited. Addressing these gaps, the present study conducted an 18-week experiment with a two-level factorial design to examine the main and interaction effects of GA support (present versus absent) and students’ SRL levels (high versus low) on perceived SSRL skills, observed SSRL behaviors, group task performance, and individual knowledge achievement. A total of 54 undergraduates enrolled in an Educational Research Methods course were randomly assigned to either a GA+ class (n = 28) or a GA− class (n = 26). The results revealed that: (1) GA support showed significant positive effects on all four measured variables, (2) SRL levels showed no significant main effects on these core measures, and (3) interaction analyses suggested that GA support substantially improved overall perceived SSRL skills among low-SRL students, whereas high-SRL students showed greater gains in the monitoring and adapting dimensions of observed SSRL behaviors. No interaction effect emerged for individual knowledge achievement. On the basis of these findings, several practical implications for facilitating successful collaborative learning are proposed.

Research on online problem-based learning—and computer-supported collaborative learning at large—has mostly focused on either the order of group members’ interactions (using time-oriented methods) or the co-occurrence of interactions (using network methods) within the same collaborative episode, while work on longitudinal dynamics has so far been lagging. In this study, we implement a novel method that combines the advantages of both approaches: the relational and temporal dimensions, which is temporal network analysis. Additionally, to capture changes at different temporal scales, we use sequence analysis and multilevel growth models to study how interactions and patterns unfold across time. Our results showed that students who used interactive socioemotional or regulated constructive patterns were more productive in terms of cognitive and knowledge productivity. Explicit group regulation was infrequent and emerged in response to challenges, questions, or disagreements, often with teacher support. Most groups settled into stable regulatory patterns early on, with limited change over time, and transitions—when they occurred—were usually between similar patterns. Our results also suggest that regulation does not naturally improve with time alone, underscoring the importance of early, targeted instructional support to foster more productive regulatory approaches.

Since the beginning of computer-supported collaborative learning (CSCL) research, collaborative writing has been playing a pivotal role as a tool for learning and knowledge construction. In the study presented here, we ask to what extent large language models may not only assist individuals in their writing processes but also serve as a collaboration partner. For this purpose, we analyzed the writing process of individuals supported by ChatGPT. We introduce the use of recurring n-grams as a means for textual uptake, that is, the extent and granularity with which human writers adopt and adapt artificial intelligence (AI)-generated text. On the basis of the overlaps between the ChatGPT output and participants’ final texts, we identified clusters of text reproducers, integrators, and reconstructors. Participants in these clusters differed not only in their subjective contributions and authorship but also in their prior use of ChatGPT and their affinity toward technology interaction. Referring to the conceptualization of interindividual interactions as uptake events, we suggest that n-grams are adequate means to analyze the uptake process in AI-supported human writing. Our findings show that AI-supported writing comprises distinct uptake patterns that differ systematically in the degree of textual reuse and perceived authorship, thereby revealing varying modes of engagement in human–AI co-writing, ranging from passive uptake of AI-generated text to more active and integrative forms of collaboration.

The formation of effective collaborative programming groups is vital for collaborative knowledge innovation. Previous research has predominantly examined the influence of group composition approaches from a computational perspective, yet there remains a limited resolution of their real-world educational impacts. This study offers empirical insights into the effects of homogeneous versus heterogeneous groups on student performance within collaborative programming contexts. The group composition system was established using a genetic algorithm, with the inclusion of socio-emotional competence, learning styles, and academic achievement. A total of N = 478 students aged between 13 and 15-years-old voluntarily participated in the study and were divided into 42 heterogeneous groups (n = 166), 40 homogeneous groups (n = 163), and 36 random groups (n = 149) with a group size of four. All participants were subjected to identical pedagogical conditions under a double-blinded study design. Collaborative programming performance was assessed both summatively and formatively, incorporating multi-source evidence from teacher observations, student self-reports, and peer evaluation scores. The results indicate that heterogeneous groups notably outperform homogeneous groups and random groups across most measurements. Implications for implementing collaborative programming in real-world classroom settings are provided.

As smart technologies become part of daily life, families face new opportunities and challenges in learning together. This paper introduces FamiData Hub, a speculative computer-supported collaborative learning (CSCL) prototype that supports families in building critical data literacy within smart homes. Through workshops with 17 families, the study explores how collaborative learning emerges through interaction, storytelling, and shared problem-solving, with family roles shifting dynamically. The findings challenge traditional adult-to-child teaching models, proposing instead a multidirectional learning space where anyone—including children and digital tools—can be the “more knowledgeable other.” The study highlights the value of family centered, socially embedded approaches to critical data literacy and offers insights for designing intergenerational CSCL systems to foster critical data literacy.

Mutual engagement, the dynamic process through which collaborators reciprocally take up and sustain one another’s ideas and actions, is crucial to collaborative problem solving (CPS). However, existing research has yet to fully specify concepts or methodologies needed to capture these dynamic characteristics. This gap highlights the need to examine how these patterns evolve across different CPS phases to inform more sophisticated instructional strategies that enhance collaborative learning. This exploratory study integrates multimodal and content analyses to examine phase-sensitive patterns of mutual engagement in small teams. In total, 28 college students participated in video-recorded CPS activities across four distinct phases. The findings revealed that high-performing teams displayed structurally complete elaborative sequences, in which invitations to contribute were taken up, elaborated, and reciprocated. Low-performing teams, by contrast, exhibited fragmented sequences that failed to return to elaboration. These interactional differences co-occurred with distinct multimodal signatures. High-performing teams exhibited greater interest, less frequent neutral emotions, and early posture synchrony, patterns that were especially pronounced during the ideation phase. Conversely, low-performing teams showed lower interest, persistent neutral emotions, and late, reactive posture synchrony. The findings elucidate the socio-cognitive characteristics of mutual engagement and demonstrate the potential for integrating emotional and behavioral indicators for a richer understanding. These insights can inform the design of instructional scaffolding and phase-sensitive support systems to enhance successful collaborative learning.

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.