Sources

15.01.2026. Beschäftigt man sich mit Baukultur, geht es um die gesamte gebaute Umwelt, die uns umgibt. Baukulturelle Themen umfassen viele Bereiche unserer Gesellschaft aus Umwelt, Kultur, Politik, Nachhaltigkeit, Kunst, Demokratie, Ethik, Handwerk, Wirtschaft und noch mehr. Baukultur kommt somit auch in vielen Schulfächern vor, denn sie ist ein fächerübergreifendes Thema. Baukultur entsteht im Prozess und muss gemeinsam erarbeitet werden. Damit kann bereits in der Schule begonnen werden. Dafür hat die Bundesstiftung das erste Fachbuch für Kinder und Jugendliche für Baukultur entwickelt und herausgebracht, das gegen eine Spende allen zur Verfügung steht. Als Lernräume sind die Schulhäuser und ihre Umgebung zentrale Orte, in denen die Schüler*innen sich fit machen können für Mitsprache und Beteiligung. Am 15.01.2026 stellt Katharina Stahlhoven (Bundesstiftung Baukultur, Leitung Bereich Bildung) das „Schulbuch Baukultur“ vor und zeigt, wie Schulgebäude und ihr Umfeld als baukulturelle Lernräume genutzt werden können. Veranstalter: Netzwerk Nachhaltige Unterrichtsgebäude. Link: https://www.netzwerk-nachhaltige-unterrichtsgebaeude.de/aktuelles/detail/naechster-ausser-der-reihe-impuls-am-150126 .

26.02.2026. Das FriedrichLab ist ein Fortbildungstag für Lehrkräfte, Schulleitungen und pädagogische Fachkräfte zu aktuellen Herausforderungen der Schul- und Unterrichtsentwicklung. Gemeinsam mit den Referent:innen werden die Teilnehmer:innen Lösungen für zentrale Herausforderungen des Schulalltags erörtern. Themenschwerpunkte der diesjährigen Veranstaltung: Resilienz & Selbstfürsorge im Lehrberuf  neue Prüfungskultur mit KI, Impro-Theater als Lernmethode  Demokratiebildung & Beziehungskultur  sprachsensibler Unterricht  Bildungsgerechtigkeit/Star​tchancen Veranstalter: Friedrich Verlag GmbH . Link: https://www.friedrich-verlag.de/friedrichlab-2026 .

09.05.2026. Nach einer Rede oder einem Beitrag fällt es oft schwer, ruhig und sicher auf Störungen oder kritische Fragen zu reagieren. In diesem Online-Workshop lernst du, in solchen Situationen gelassen zu bleiben. Du übst, wie du unproduktive Wortmeldungen aufgreifst, Diskussionen steuerst und Konflikte entschärfst. Teilnehmen können alle, die regelmäßig öffentlich sprechen oder Diskussionen moderieren - ob im politischen, beruflichen und ehrenamtlichen Kontext. Veranstalter: Heinrich Böll Stiftung . Link: https://calendar.boell.de/de/event/gelassen-mit-stoerungen-umgehen-7 .

23.03.2026. Ein Satz fällt. Alle wissen, was gesagt wurde, aber niemand reagiert. Oder doch, aber zu laut, zu schnell, zu unklar. Wer Haltung zeigen will, braucht mehr als eine Meinung. In diesem Seminar lernst du, dich klarer auszudrücken, ohne die anderen aus dem Blick zu verlieren. Du übst, Argumente so zu formulieren, dass sie verstanden werden, nicht nur gehört und du bekommst Werkzeuge an die Hand, mit denen du auch dann sachlich bleibst, wenn Emotionen den Raum bestimmen. Das Seminar richtet sich an alle, die sich sprachlich besser behaupten möchten und dabei gelassen und wirksam bleiben wollen. Der Workshop findet am 23.03.2026, am 24.03.2026 und am 25.03.2026 jeweils von 15:00 bis 18 Uhr statt. Veranstalter: Heinrich Böll Stiftung . Link: https://calendar.boell.de/de/event/ueberzeugend-argumentieren-wie-ich-mich-polarisierten-diskussionen-behaupten-kann .

26.02.2026. Sprache beeinflusst, wie wir denken und miteinander umgehen. Sie kann einbeziehen oder ausschließen. In diesem Workshop setzt du dich damit auseinander, wie Sprache Diskriminierungen sichtbar macht oder verstärkt. Du lernst, worauf es bei diskriminierungssensibler Sprache ankommt und wie du sie im Alltag einsetzen kannst. Der Workshop richtet sich an alle, die Sprache bewusster einsetzen möchten. Er eignet sich für Menschen aus politischen, beruflichen und ehrenamtlichen Kontexten. Vorkenntnisse brauchst du nicht. Veranstalter: Heinrich Böll Stiftung . Link: https://calendar.boell.de/de/event/diskriminierungssensible-sprache-fragen-verstehen-anwenden-4 .

20.02.2026. Der anderthalbtägige Workshop vermittelt Wissen und Kompetenzen im Bereich Antifeminismus und trainiert den Umgang mit antifeministischen Aussagen. Hierbei steht vor allem Stärkung und Sichtbarmachung der eigenen Haltung im Fokus. Kern des Ansatzes ist die Frage, welche Strategie in welcher Situation für die Teilnehmenden sinnvoll ist. Durch Inputs, interaktive Diskussionen und mehrere Kleingruppentrainings werden diese Strategien vertieft und Teilnehmende in ihrer Reaktionsfähigkeit und Argumentationssicherheit gestärkt. Der Workshop findet am 20.02. von 17-20 Uhr und am 21.02. von 10-17 Uhr statt. Veranstalter: Heinrich Böll Stiftung . Link: https://calendar.boell.de/de/event/haltung-zeigen-argumentieren-gegen-antifeministische-aeusserungen-23 .

13.02.2026. Genderrollen prägen unseren Alltag – oft subtil, manchmal schmerzhaft deutlich. Das Seminar lädt dazu ein, sich mit Gender und Macht kritisch auseinanderzusetzen und solidarische Wege zu erproben. Im gemeinsamen Dialog geht es um Begegnung auf Augenhöhe: zuzuhören, die Perspektive zu wechseln und zu lernen, was es bedeutet, Verantwortung füreinander und für gesellschaftliche Veränderung zu übernehmen. Das Seminar richtet sich an alle, die Genderrollen und Machtverhältnisse reflektieren und sich weiterentwickeln wollen. Die Veranstaltung ist kostenfrei. Die Anmeldung ist bis zum 12.02.2026 möglich. Das Seminar findet am 13.02. von 16:00 bis 20:00 Uhr, am 14.02. von 10:00 bis 17:00 Uhr und am 15.02. von 10:00 bis 14:00 Uhr statt. Veranstalter: Heinrich Böll Stiftung. Link: https://calendar.boell.de/de/event/mut-zum-genderdialog-empowerment-privilegien-potenziale .

12.02.2026. Manchmal gehst du einfach weiter. Nicht, weil du etwas übersiehst, sondern weil es normal wirkt. Türen öffnen sich, Abläufe laufen, niemand stellt Fragen. Vieles davon fällt erst auf, wenn man genauer hinschaut. Der Workshop lädt dazu ein, genauer hinzusehen und nicht aus Gewohnheit wegzuschauen. Privilegien bedeuten keine Schuld. Sie eröffnen Handlungsspielräume. Du lernst, wie du damit verantwortungsvoll umgehst und warum das im Alltag wichtig ist. Veranstalter: Heinrich Böll Stiftung . Link: https://calendar.boell.de/de/event/wie-profitiere-ich-3 .

31.01.2026. Ob bei der Arbeit, im ehrenamtlichen Engagement oder beim einfachen Gespräch mit Freund*innen:  Wir sind bemüht, unser Gegenüber zu verstehen, die abweichende Meinung anzuerkennen und wenn es nötig ist, eine für alle tragbare Lösung zu finden – zumindest in unserer Wunschvorstellung. Die Realität sieht doch häufig anders aus.Wie kann ich Gruppenprozesse so gestalten, dass alle die Chance haben, sich einzubringen? Was kann ich tun, um ein Ergebnis zu erzielen, mit dem möglichst alle einverstanden sind und das so dann nachhaltig ist? In unserem Seminar wollen wir uns diesen Fragen stellen. Das Seminar nutzt dafür vor allem interaktive Methoden und Übungen, die in der Gruppe demokratische Aushandlungsprozesse und gegenseitige Anerkennung unterschiedlicher Standpunkte erfahrbar machen. Die Teilnahme an der Veranstaltung ist kostenlos. Veranstalter: Heinrich Böll Stiftung NRW in Kooperation mit der VHS Oberhausen. Link: https://veranstaltungen.boell-nrw.de/index.php?kathaupt=11&knr=26-0501 .

10.02.2026. Ein Satz fällt. Du willst widersprechen, doch dir fehlen die Worte. Erst später weißt du, was gepasst hätte. Dann ist der Moment vorbei. In diesem Workshop trainierst du, rechten und diskriminierenden Aussagen klar zu widersprechen und stärkst mit Übungen und gemeinsamer Reflexion deine Reaktionsfähigkeit. Der Workshop eignet sich für alle Menschen, die im Alltag, im Ehrenamt oder bei öffentlichen Veranstaltungen Haltung zeigen und überzeugend auftreten wollen. Der Workshop geht jeweils am 10.02.2026 und am 11.02.2026 von 15:00 bis 18:30 Uhr. Veranstalter: Heinrich Böll Stiftung . Link: https://calendar.boell.de/de/event/kontern-statt-schweigen-rechte-rhetorik-und-wie-wir-darauf-reagieren-koennen .

02.03.2026. Das Projekt Changemaker SH – Globales Lernen an Schulen bietet in Zusammenarbeit mit den Organisationen minc und Masifunde ein Training für Lehrkräfte und Bildungsakteur*innen an, in dem der Changemaker-Ansatz vorgestellt wird. Im Mittelpunkt steht dabei die Gestaltung respektvoller, partizipativer und demokratischer Gruppenprozesse – inspiriert vom Globalen Süden. Die Teilnehmenden lernen verschiedene Methoden kennen, die Schüler*innen stärken, aktivieren und zu Change-Projekten inspirieren. Die Veranstaltung ist kostenlos. Veranstalter: Heinrich Böll Stiftung Schleswig-Holstein. Link: https://calendar.boell.de/de/event/changemaker-training-fuer-lehrkraefte-1 .

05.02.2026. Das Projekt Changemaker SH – Globales Lernen an Schulen bietet in Zusammenarbeit mit den Organisationen minc und Masifunde ein Training für Lehrkräfte und Bildungsakteur*innen an, in dem der Changemaker-Ansatz vorgestellt wird. Im Mittelpunkt steht dabei die Gestaltung respektvoller, partizipativer und demokratischer Gruppenprozesse – inspiriert vom Globalen Süden. Die Teilnehmenden lernen verschiedene Methoden kennen, die Schüler*innen stärken, aktivieren und zu Change-Projekten inspirieren. Wichtig: Die Fortbildung ist auf zwei Tage aufgeteilt. Der Zweite Termin findet am 12.02.2026 von 14:30 bis 18:00 Uhr statt. Veranstalter: Heinrich Böll Stiftung Schleswig-Holstein. Link: https://calendar.boell.de/de/event/changemaker-training-fuer-lehrkraefte-0 .

04.02.2026. Das Projekt Changemaker SH – Globales Lernen an Schulen bietet in Zusammenarbeit mit den Organisationen minc und Masifunde ein Training für Lehrkräfte und Bildungsakteur*innen an, in dem der Changemaker-Ansatz vorgestellt wird. Im Mittelpunkt steht dabei die Gestaltung respektvoller, partizipativer und demokratischer Gruppenprozesse – inspiriert vom Globalen Süden. Die Teilnehmenden lernen verschiedene Methoden kennen, die Schüler*innen stärken, aktivieren und zu Change-Projekten inspirieren. Wichtig: Die Fortbildung ist auf zwei Tage aufgeteilt. Der Zweite Termin findet am 11.02.2026 von 14:00 bis 18:00 Uhr statt. Veranstalter: Heinrich Böll Stiftung Schleswig-Holstein. Link: https://calendar.boell.de/de/event/changemaker-training-fuer-lehrkraefte .

19.06.2026. Sprache ist ein wesentlicher Teil der Kommunikation, und die Stimme ein Werkzeug. Ziel des Seminars ist es, sich im gesellschaftspolitischen und beruflichen Alltag sprachlich zu behaupten. Dabei orientiert sich das Angebot speziell an den Bedürfnissen von Frauen. Neben Grundlagen und Übungen werden anhand von Beispielen Strategien für einen bewussten Umgang mit Sprache und Stimme vorgestellt und geübt. Veranstalter: Friedrich-Ebert-Stiftung e.V. . Link: https://www.fes.de/veranstaltungen/veranstaltungsdetail/286540 .

18.09.2026. Eine Demokratie ist stark, wenn sich mündige Bürger*innen als Teil der Gesellschaft begreifen und einbringen. Aber die Demokratie scheint in der Krise. Viele beklagen Intransparenz in der Politik oder mangelnden Einfluss auf politische Entscheidungen. Woran liegt das? Wie kann man dem entgegenwirken? Um diese Fragen beantworten zu können, werden im Seminar verschiedene Demokratietheorien betrachtet, das Wechselspiel mit Öffentlichkeit und Medien berücksichtigt und über verschiedene Partizipationsformen diskutiert. Veranstalter: Friedrich-Ebert-Stiftung e.V. . Link: https://www.fes.de/veranstaltungen/veranstaltungsdetail/285225 .

27.02.2026. Politische Jugendbildung verfolgt das Ziel, Jugendliche zur mündigen Teilhabe an der Gesellschaft zu befähigen. Dabei steht die Stärkung von Selbstwirksamkeit im Mittelpunkt sowie die kritische Reflexion politischer Themen und gesellschaftlicher Ungleichheitsverhältnisse.Die Veranstaltung widmet sich der Frage, was dieser Auftrag für die Moderation politischer Bildungsprozesse bedeutet. Im Fokus stehen die Ausgestaltung der Rolle, ein wertschätzender Umgang mit Teilnehmenden in einer Orientierungsphase sowie der professionelle Umgang mit Aussagen, die eigene Werte und Überzeugungen herausfordern können.An zwei Tagen werden die eigene Rolle in der politischen Jugendbildung reflektiert und praktische Übungen zur Moderation in politischen Bildungssettings durchgeführt. Der Übungsraum bietet die Möglichkeit, Sicherheit im Umgang mit herausfordernden Situationen zu gewinnen. Leitend ist die Frage: Wie lässt sich professionelles Handeln mit Authentizität verbinden? Veranstalter: Evangelische Akademie Frankfurt. Link: https://www.evangelische-akademie.de/kalender/rolle-haltung-moderation/63670/ .

26.03.2026. Egal ob es um die Förderung von Bildung oder Gesundheit, Armutsbekämpfung oder Klima- und Umweltschutz geht – für die Arbeit an den 17 globalen Nachhaltigkeitszielen (SDG) wird künstlicher Intelligenz (KI) ein großes Potenzial zugemessen. Gleichzeitig steht die Technologie in der Kritik, globale Problemlagen zu verschärfen – beispielsweise durch hohen Ressourcenverbrauch, Desinformation, Klick-Arbeit und verschärfte Ungleichheitsstrukturen. In diesem Spannungsfeld zwischen Hoffnung und Risiko, Cure und Curse, stellt sich die Frage: Wie lässt sich künstliche Intelligenz so einsetzen, dass sie zu einer nachhaltigen Entwicklung beiträgt – und nicht neue Ungleichheiten schafft? Das beleuchten vier Impulse aus den Bereichen Klima, Bildung, Gesundheit und globale Partnerschaften. Anschließend wird gemeinsam diskutiert, wie sich diese Perspektiven in Unterricht und Bildungspraxis integrieren lassen – damit KI nicht nur Thema ist, sondern Teil nachhaltiger Lernprozesse wird. Veranstalter: Evangelische Akademie Frankfurt in Kooperation mit dem Medienzentrum Frankfurt. Link: https://www.evangelische-akademie.de/kalender/ki-und-nachhaltige-bildung/63705/ .

12.11.2026. Ziel der begabungspädagogischen Fortbildung ist es, pädagogische Fachkräfte so zu schulen, dass sie bei Kindern die Merkmale einer Hochbegabung erkennen und die Eltern hinsichtlich einer Intelligenz-Diagnostik beraten können. Die Teilnehmenden lernen, kindliche Verhaltensweisen besser einzuordnen, die Kinder individuell und stärkenorientiert zu begleiten und sie im Kita-Alltag zu unterstützen. Von den vermittelten integrativen Methoden profitiert die gesamte Einrichtung. Termine der Fortbildung, jeweils von 9 bis 16 Uhr: 12.11.2026 / 16.11.2026 / 14.01.2027. Die Kleine Füchse Raule-Stiftung unterstützt Erzieherinnen und Erzieher, die an der Fortbildung teilnehmen möchten und übernimmt die Fortbildungskosten in Höhe von 350 Euro. Veranstalter: Regine Lang, Tübinger Institut für Hochbegabung. Link: https://www.tuebingerinstitut-hb.de/fortbildung.html .

12.10.2026. Ziel der begabungspädagogischen Fortbildung ist es, pädagogische Fachkräfte so zu schulen, dass sie bei Kindern die Merkmale einer Hochbegabung erkennen und die Eltern hinsichtlich einer Intelligenz-Diagnostik beraten können. Die Teilnehmenden lernen, kindliche Verhaltensweisen besser einzuordnen, die Kinder individuell und stärkenorientiert zu begleiten und sie im Kita-Alltag zu unterstützen. Von den vermittelten integrativen Methoden profitiert die gesamte Einrichtung. Termine der Fortbildung, jeweils von 9 bis 16 Uhr: 12.10.2026 / 26.10.2026 / 30.11.2026. Die Kleine Füchse Raule-Stiftung unterstützt Erzieherinnen und Erzieher, die an der Fortbildung teilnehmen möchten und übernimmt die Fortbildungskosten in Höhe von 350 Euro. Veranstalter: Regine Lang, Tübinger Institut für Hochbegabung. Link: https://www.tuebingerinstitut-hb.de/fortbildung.html .

15.09.2026. Ziel der begabungspädagogischen Fortbildung ist es, pädagogische Fachkräfte so zu schulen, dass sie bei Kindern die Merkmale einer Hochbegabung erkennen und die Eltern hinsichtlich einer Intelligenz-Diagnostik beraten können. Die Teilnehmenden lernen, kindliche Verhaltensweisen besser einzuordnen, die Kinder individuell und stärkenorientiert zu begleiten und sie im Kita-Alltag zu unterstützen. Von den vermittelten integrativen Methoden profitiert die gesamte Einrichtung. Termine der Fortbildung, jeweils von 9 bis 16 Uhr: 15.09.2026 / 29.09.2026 / 03.11.2026. Die Kleine Füchse Raule-Stiftung unterstützt Erzieherinnen und Erzieher, die an der Fortbildung teilnehmen möchten und übernimmt die Fortbildungskosten in Höhe von 350 Euro. Veranstalter: Regine Lang, Tübinger Institut für Hochbegabung. Link: https://www.tuebingerinstitut-hb.de/fortbildung.html .

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.

Artificial intelligence (AI) has ushered in an era where Computational Thinking (CT) emerges as a crucial skill. This interconnected, data-driven landscape necessitates deeper CT skills, enabling students to effectively navigate both the opportunities and challenges presented by AI. The flipped classroom model has gained widespread acceptance in CT education owing to its adaptability, interactivity, and personalization. However conventional implementations of the flipped classroom model still face significant limitations such as insufficient student autonomy in learning processes and a need for enhanced quality of classroom interactions. Addressing these, our study introduces a synergy of flipped classrooms with AI, termed the Flipped Classroom with AI Learning Companion teaching model (FC-AIC). This model aims to enhance high school students CT, self-efficacy, and motivational levels compared to traditional flipped classrooms (FC). Our quasi-experimental research involved 60 first-year high school students from central China, divided into control (FC) and experimental (FCAIC) groups over eight weeks. Students completed a questionnaire to self-appraise their CT, self-efficacy, and motivation at pre-intervention and post-intervention stages. Results indicate that FC-AIC significantly boosts student self-perceptions of their own CT skills, specifically in problem-solving and creativity, and improves perceived self-efficacy and intrinsic motivation without notably impacting perceived extrinsic motivation. This investigation highlights how integrating flipped classrooms with AI technologies can synergistically enhance educational paradigms offering new insights about practical innovations for intelligent educational frameworks.

The current study examined the effects of using a commercially available computer program on the early literacy skills of preschool children and the relationship between fidelity and improvement in literacy skills. Parents and their preschool children were recruited to voluntarily participate in an educational app study. Forty-two preschool children were randomly assigned to an intervention group, which used OgStar Early Reader, or a control group, which used IXL Math. The recommendation was to use the program for 15–20 min per day for five days a week over eight weeks in the summer prior to kindergarten. Three Dynamic Indicators of Basic Early Literacy Skills (DIBELS) measures were used to assess literacy skills: Letter Naming Fluency (LNF), Phoneme Segmentation Fluency (PSF), and Nonsense Word Fluency (NWF). A total of 33 children completed posttests. The intervention group scored statistically significantly higher on LNF posttests (g = 0.41, p = .025) and NWF- correct letter sounds posttests (g = 0.52, p = .009) over the control group. No statistically significant differences were found between the groups for PSF (g = 0.19, p = .458) or NWF- words recoded correctly (g = 0.61, p = .057). Overall, children completed between seven and 131 lesson segments during the study, suggesting fidelity to the planned intervention varied across participants. The number of lessons completed was moderately related to participant gains on LNF and NWF (r = 0.31–0.38). These findings provide some initial support that the use of the early reader app may improve alphabetic knowledge for preschool children.

The study investigates the latent profiles of learners based on motivated self-directed learning (MSDL) and collaborative learning (CL) within an e-learning environment, focusing on how peer-to-peer confirmation is linked to learners' engagement and learning outcomes. Grounded in Self-Determination Theory, and drawing on empirical insights from recent benchmark studies, the research identifies two distinct learner profiles: one with low MSDL and CL engagement and the other with high engagement in self-directed and collaborative learning, including ICT-based activities. Logistic regression analysis reveals that peer-to-peer confirmation, particularly individual attention, predicts class membership, though the overall explanatory power is limited. Additionally, moderation analysis demonstrates that while peer assistance can support engagement, excessive support may diminish the benefits of self-directed learning on subjective achievement. The findings underline the importance of adapting social support strategies to different learner profiles, highlighting the motivational function of peer confirmation in fostering autonomy, relatedness, and competence. This study provides insights on how to optimise e-learning environments by balancing external support and learner agency, and offers practical recommendations for digital pedagogy design.

As a part of the Erasmus + funded project Super Cyber Kids, we have devised a skills framework to enhance the protection of children aged between 8 and 13 years in their Internet and online activities. The framework was developed through a systematic literature review, followed by a two-round Delphi study for validation. During this process, we identified N = 40 relevant studies and obtained validation from up to N = 18 professionals in cybersecurity, education, and cybersecurity education during the Delphi study. The resulting framework is presented as a matrix and offers a comprehensive set of skills aligned with the NIST (National Initiative for Cybersecurity Education) cybersecurity framework, specifically tailored to promote cybersecurity awareness among children in this age group.

Virtual scientific inquiry (VSI) environments are critical information technologies for improving the quality of education. However, the issue of students’ cognitive-affective profiles has received little attention, making it difficult to promote both cognitive achievements and positive affective factors. Based on the log-files and self-report data from 569 students, our study proposes a solution that integrates both theoretical underpinnings (including Cognitive Constructivism, Self-efficacy Theory, Flow Theory, Gender Schema Theory, and Control of Variable Strategy) and AI algorithms-driven analyses (i.e., unsupervised machine learning, pattern mining, and statistical analyses) to address this issue. Specifically, our study identifies two profiles: 350 thriving students and 219 struggling students, through the analysis of inquiry achievements, self-efficacy, and flow experience. Moreover, we found no significant gender difference between the two cognitive-affective profiles. Finally, we found that while thriving and struggling students shared similar foundational characteristics, thriving students exhibited more strategic behavioral frequencies and patterns. These findings can advance understanding of theoretical underpinnings and guide targeted support for students in VSI.

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.

Retrieval practice is a well-established learning strategy. However, the cognitive load involved in retrieving all the steps required for problem solving may hinder its effect in mathematics learning. This study aims to optimize retrieval practice by focusing on key procedural steps to enhance students' learning outcomes in mathematical problem solving. Targeting junior middle school students, the experiment utilized one-variable quadratic equations as learning material. Participants were randomly assigned to one of three groups: a key-step retrieval group, who were instructed to recall only the essential steps in problem solving; a general retrieval group, who retrieved full solution steps; and a relearning group, who restudied the worked examples without retrieval. Results showed that while there was no significant difference in final test scores between the general retrieval practice group and the relearning group, the key-step retrieval practice group significantly outperformed both the general retrieval and relearning groups. Moreover, the key-step retrieval practice group achieved a higher initial retrieval success rate than the general retrieval practice group. These findings indicate that emphasizing key steps during retrieval practice can improve students' transfer performance and lead to more effective learning of mathematical problem solving.

This study investigates the integration of dispositions - defined as the attitude, beliefs, and values influencing the application of knowledge and skills - into the work of professional instructional designers in higher education. Instructional design in higher education is primarily focused on knowledge and skills, often overlooking the equally critical role of attitudes, beliefs, and values - collectively known as dispositions. This exploratory study aims to understand whether and how instructional designers in higher education incorporate dispositions into their course design, and what teaching and learning activities and feedback and assessment procedures they employ. It is guided by Fink’s (2013) Integrated Course Design framework, which includes situational factors, learning goals, teaching activities, feedback and assessment procedures, and more importantly, the alignment between these components. Semi-structured interviews with six instructional designers revealed that dispositions are recognized as essential learning goals. While some identified effective teaching strategies, many lacked clear or appropriate methods to assess dispositions, raising concerns about the alignment between the components of Integrated Course Design. This misalignment suggests that learners may be inadequately prepared to activate dispositions which drive them to appropriately apply their knowledge and skills in real-world contexts. The findings highlight the need for more structured approaches to integrating and assessing dispositions in instructional design, ensuring that learners develop not only domain-specific knowledge and skills, but also the right dispositions to apply them in different contexts.

Team-Based Learning (TBL) is an active learning and small group instructional strategy that provides students with opportunities to apply conceptual knowledge through a sequence of activities that includes individual work, teamwork, and immediate feedback. The aim of this study is to investigate an interactive approach to teaching medical terminology based on the use of team-based learning. The participants for this study were randomly selected from first year paramedical students. Sixty anesthesiology students were randomly assigned into two groups; namely, the experimental group (Team-Based Learning) and the control group (Lecture-Based Learning) (N = 30). The experimental group were tested by individual and team readiness assurance tests after sixteen TBL sessions were held. To compare, the other 30 students were evaluated by individual readiness assurance test after sixteen lecture-based learning (LBL) sessions. The results of the study showed a significant increase in the students’ scores on medical terms through team readiness assurance test (TRAT) as compared to individual readiness assurance test (IRAT) (P < 0.01). TBL group members outperformed those in the LBL group demonstrating that the paramedical students learned how to be collaborative and productive in the team process (P < 0.05). These findings suggest that the TBL intervention had a beneficial effect and was a successful strategy when learning medical terminology in the classroom for paramedical students. Thus, it can be concluded that TBL can complement a lecture-based learning approach.

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.