Frontiers in Education 2026: all accepted papers
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- Shaping tomorrow’s classrooms: What engineering doctoral students expect as future educators ↗Omar J. Garcia, Javeed Kittur
- Sign language students in hearing fieldwork practice: experiences from a Norwegian bachelor program in learning disability nursing ↗Shahram Moradi, Steinar Vikholt, Christian Møller-Skau et al.
- Simulation practice of construction engineering projects in science and technology universities: a case study of renovation of old buildings ↗Tiantian Chen, Jiangcheng Yan, D J Tang
- Smart Notes for interdisciplinary learning ↗Rianne M. van Lambalgen, Lou Boshart, Anouk van Wijhe
- Social and pedagogical conditions for overcoming professional burnout among university teachers ↗Ainura Karatayeva, Gulpara Baltabaevna Zhukenova, Ozerke Amangeldi et al.
- Social belonging and academic mindset affect student performance in an introductory biology course at a two-year college ↗Héctor L. Torres, Vanessa Johnson-Ojeda, Melissa Hardy et al.
- Social studies teachers’ implementation of formative assessment practices in the senior high schools of Ghana ↗Francis Adams, George Boateng, Anderson Oppong Twumasi et al.
- Sociocratic management practices at schools: school administrators and teachers' views ↗Püren Akçay, Aydın Balyer, Arslan Bayram
- Socioeconomic diversity in undergraduate engineering programs: a national study of Pell-eligible students ↗Michelle D. Klopfer, David B. Knight, Jacob Grohs et al.
- Solving a socioscientific issue in different social contexts of primary education: a STEM approach to transformative environmental education ↗Nuria Fernández-Huetos, José Manuel Pérez Martín, Tamara Esquivel-Martín et al.
- Speaking with AI: the impact of microsoft 365 copilot voice chat on EFL learners’ fluency, interactional competence, and autonomy ↗Abbas Hussein Abdelrady, Abdelhamid A. Khalil, Abdul Aziz Mohamed Mohamed Ali El Deen et al.
- Special educators’ work with digital technology before the Gen-AI turn: a scoping review ↗Martin Holmgren, J. Ola Lindberg
- Still emerging: understanding Generative AI use in Higher Education ↗Peter E. Kahn, Mark Carrigan, Ignacio Wyman et al.
- Strategic human resource management in administrative integration and institutional development in Greek universities ↗Marina Vezou, Stavros Kalogiannidis, Konstantinos Spinthiropoulos et al.
- Strategic interactional sequencing in Sanskrit epic dialogue as a model for communicative language training in ELE ↗Jagdeep Dattaram Panchal, Ganesh Chilkhe, Vikhyath Shetty
- Strategic leadership for agentic AI in education: a conceptual framework with reference to the United Arab Emirates ↗Tamra Alshloul, Hosam R. I. Badawy, Hesham R. I. Badawy et al.
- Strategic planning vs. advocacy-driven reform: lessons from New York's education policies ↗Katie S. Davis, Olga Karina Cohen, Aquitta Jana Parker et al.
- Strength of character and universal values are essential for the effectiveness of entrepreneurial students’ intention ↗Abdul Azis Bagis, Santi Nururly, Zulkifflee Mohamed
- Strengthening education in global health through practical experience: evaluation of a master of science of global health program ↗Sarah B Welch, Selin Capan, Vibhusha Kolli et al.
- Stress, mental health, and adaptation among medical students during educational disruption due to pandemic: a mixed-methods study ↗Tarron Kayalackakom, Dheeraj Babu Baji, Sheetal Naik et al.
- Structural barriers to university counselling and ChatGPT as a preferred help-seeking alternative: a convergent mixed-methods study among Generation Z students in Kazakhstan ↗Assel Alimakhanovna Issakhanova, Gulzhan Abdullina, Nursulu Belessova
- Structured play-based motor activities and joint-attention behaviors in autistic individuals: an exploratory repeated-measures mixed-methods pilot study ↗Gabriel de Souza Zanini, Vitor Gabriel de Almeida Domingues, João Vitor da Silva Santos et al.
- Structuring a factor-based framework for student retention: a systematic review and clustering for MCDM applications ↗Roxana-Mariana Nechita, Dana-Corina Deselnicu, Petronela Cristina Simion et al.
- Student and instructor perceptions of feedback in veterinary clinical education, part I quantitative analysis ↗Shane D. Lyon, Katherine Fogelberg, Ariana L. Hinckley-Boltax et al.
- Student engagement and perceptions of the educational environment in industrial engineering programs in Jordan ↗Nibal T. Albashabsheh, Najat Almasarwah, Zaher Al-Bashabsheh et al.
- Student engagement and performance in online assessments: evidence of ceiling effects and implications for adaptive assessment design ↗Ahlam Almalawi, Ben Soh, Alice Li et al.
- Student engagement in transnational engineering higher education: an evaluation of four active learning approaches ↗Sajjad Hussain, Hana Butorová, Hongmei Zhang et al.
- Student perceptions of STEM engagement and student-led learning in a biotechnology-focused honors course: a qualitative case study ↗Molly E. Tuck, Kaylee A. Palomino, Luke H. Bradley
- Student perceptions of flexible learning in Philippine higher education during COVID-19 and implications for crisis-responsive monitoring ↗Adrian P. Ybañez, Joselito F. Villaruz, Aline G. Magalong et al.
- Student teachers' perceptions of conditions for reflection in digital supervision ↗Duarte Nuno Farbu Pinto, Veronica Isaksen
- Student-perceived program coherence in seven disciplines: associations with student motivation and identification ↗Julia Dietrich, Valérie-Danielle Berner, Miriam F. Jaehne et al.
- Students who expect to be rejected by their teachers display weaker engagement and self-concept ↗Zuzanna M. Preusche, Kerstin Göbel
- Students' conceptions about AI in science classrooms ↗Cathérine Conradty, Sofoklis Alexander Sotiriou, Dimitris Koulentianos et al.
- Students’ expectations for learning scientific research ↗Edson Jorge Huaire Inacio, Maura Natalia Alfaro Saavedra, Aldo Antonio Pineda Palomino et al.
- Students’ intention to use artificial intelligence in business courses: an extended TAM approach in a developing economy ↗Rehab EmadEldeen, Ahmed F. Elbayoumi, Marwa Farghaly et al.
- Students’ perceptions of work-integrated learning as a skills acquisition programme: evidence from a South African University of technology ↗N. C. M. Magagula, Bongani Innocent Dlamini, Hlanganani Siduduzo Shange
- Study goals and academic satisfaction as predictors of sense of belonging in Peruvian university students ↗Justino Ricardo Palma-Asencios, Eunice Marisol Orozco-Cisneros, Jai Pascual-Mariño
- Subjective AI decision-making significance (SAID) in high-school students ↗Elena M. D. Schönthaler, Melanie Lenger, Philipp Kranabitl et al.
- Supervision in educational leadership: practices, challenges, and innovations in the UAE — a multi-level coupling analysis of the current and future ↗Hosam R. I. Badawy, Tamara Alshloul, Hesham R. I. Badawy et al.
- Supporting digital competency development for adult students in post-secondary distance education ↗Michelle Deschênes, Lucie Dionne
- Supporting resilience for autistic children and their families: appreciating the roles of grandparents ↗Paulette A. Luff, Daniela Mangione, Mallika Kanyal et al.
- Supporting students beyond the classroom: faculty knowledge and practices in referring students to campus counseling services ↗N. Mohamad, R. Miles, A. Krishnan et al.
- Supporting the mental health and psychosocial support needs of out of school children and youth in Southeast Asia: a review of available evidence ↗Anna Dabrowski, Grace Mackley, Carlo Fernando et al.
- Survival and withdrawal of international branch campuses: a systematic literature review from Business Model Canvas ↗Ayako Morohoshi, Takashi Sekiyama
- Sustainability and research in the Colombian-Ecuadorian public higher education system ↗Marco Burbano Pulles, Orlando Meneses Quelal
- Sustainable development education: long-cycle model, international benchmarks, and student self-assessment ↗Еремеева Анжелика Михайловна, Aleksandr S. Khatrusov, Valeria Esthefanía Quiroz Cabascango et al.
- Sustainable digitalization in education: perspectives of Latvian educational professionals ↗Liene Briede, Inna Samuilik, Olga Kozlovska
- Sustainable industry-education integration for agricultural talent cultivation: the government-funded agricultural science and technology students program in China ↗Yinjie Fang, Peng Wu, Nengshou Zhou et al.
- Sustainable leadership and teacher performance: mediating roles of work engagement and innovative work behaviour ↗Nurdinni Tilova, Joeliaty Joeliaty, Yunizar Yunizar et al.
- Sustainable learning of Indian knowledge systems through design thinking: a case study on pranayama technique ↗Anagha M. Panditrao, Vaishali Upadhye
- Symbolic incentives in elementary schools ↗Zehorit Dadon‐Golan, Iris BenDavid‐Hadar, Reut Tsidkany
- Synergy between explicit teaching, ICT integration, and the TaRL approach: structural modeling of learning gains ↗Mounia Machkour, Hiba Gharbaoui, Latifa Lamalif et al.
- Systematic literature review: gamification in teacher professional training (2019–2025) ↗Fatima Al Amri, Norlidah Alias, Dorothy DeWitt
- Tailoring assistive technology training for ASD: a moderated mediation model of students’ perceived needs and disciplinary contexts ↗Florentina Ionela Lincă, Elena Marin
- Tailoring communication to engage diverse student groups in higher education sustainability-related programs ↗Megan Lee, Tyra Byers, Orion P. Mowbray et al.
- Taiwanese preschool teachers’ use of picture books to foster anti-bias education ↗Wan-Hsuan Lin, Bi-Ching Chen
- Taking notes with different writing devices influences learning processes but not performance: an EEG study comparing ink pens, digital pens, and keyboards ↗Bookyung Shin, Mijung Sung, Jieun Kiaer et al.
- Teacher and counselor perceptions of high- and middle-school studentc communication and mental health: a qualitative study ↗Molly K. McVoy, Jacqueline S. Marquart, Timothy S. Nakhla et al.
- Teacher education initiatives for developing creativity among early childhood and primary educators: a scoping review ↗Mingyue Zhou, Yiwen Jiang, Siu-Hang Kong
- Teacher educators' perceptions and experiences of universal design for learning in Ghanaian teacher education: understanding, preparedness and perceived institutional support ↗William Nketsia, Maxwell Peprah Opoku, Michael Amponteng et al.
- Teacher educators’ understanding of pedagogical innovation ↗Barbara Waloszek
- Teacher feedback in problem-oriented mathematics teaching–theoretical considerations and empirical findings ↗Yasmin Theile, Benjamin Rott
- Teacher professional procrastination as a well-being and self-regulation challenge: development and validation of the Arabic teacher professional procrastination scale ↗Taha Chebbi, Amayra Tannoubi, Tore Bonsaksen et al.
- Teacher recruitment for high school students: validation of the Erikson teaching identity questionnaire ↗Fanni Liu Coward, Jaehoon Lee, Lacy D. Brice et al.
- Teacher self-efficacy as a mediator between learning engagement and teaching skills in Chinese pre-service teachers ↗Xiaoyu Huang, Richard Peter Bailey, Xiao Hua Huang et al.
- Teacher stress and support gaps: a mixed methods study of the resource paradox in K-12 schools ↗Kristen C. Mosley, Trisha Miller, Christopher J. McCarthy
- Teacher supervision and wellbeing in UAE schools: balancing support and accountability ↗Ali Ibrahim, Rasha Abdullah, Eman Abdelwahab et al.
- Teacher support and university students' self-perceived probability problem-solving: a mediation analysis of self-efficacy ↗Lord Ampofo Adusei, Clement Opoku Agyebi, Sarah Efua Kyerwa Enninful et al.
- Teacher training and curriculum implementation in universities in Somaliland: a cross-sectional study ↗Tawakal Abdi Ali, Yilfashewa Seyoum Mekuria, Garkebo Basha et al.
- Teachers as designers of gamified pedagogical infrastructure: ClassPoint use in language classrooms ↗Yahia Alramamneh, Nagla Ali, Nabeeh Kasasbeh et al.
- Teachers' evaluations of evidence— accurate statistical understanding but biased relevance perceptions ↗Kristina Bohrer, Kirstin Schmidt, Florian Kühlwein et al.
- Teachers' in-the-moment diagnosis of students' problem-solving difficulties in mathematics ↗Johan Sidenvall, Erika Boström, Carina Granberg et al.
- Teachers' perspectives on the roles of pragmatism in innovative and digital education: a mixed-method study ↗Muminova Zarifa Odilovna, Bahora Xodjayorova, Kuvat Xaqnazarovich Alikulov et al.
- Teachers’ career stage, motivational and epistemic predispositions strengthen familiarity and use of evidence-based information sources ↗Martí Quixal, Thérése Eder, Franziska Gazar et al.
- Teachers’ perceptions about active learning in lifelong learning and health literacy as a challenge for health education in Thailand’s education system ↗ARPHAT TIAOTRAKUL, Pufa Savegpan, Angkana Onthanee
- Teachers’ perceptions of artificial intelligence integration in education: a multi-campus cross-sectional study from Riphah International University, Pakistan ↗Niaz Ali, Kamran Zaib, Saba Ahmed et al.
- Teachers’ questioning strategies and students’ critical thinking in Ethiopian English as a foreign language classrooms: a mixed-methods study ↗Esayas Teshome Taddese, Habtamu Adem, Mitiku Tasisa Dinsa et al.
- Teachers’ self-efficacy for family-school cooperation: a scoping review of quantitative evidence ↗Tomáš Turzák, Lívia Fenyvesiová, Jana Turzáková et al.
- Teachers’ use of generative artificial intelligence in K–12 education: a systematic review ↗Oğuz Cincioğlu, Duygu Mutlu Bayraktar, Tuğba Altan
- Teachers’, parents’, and five-year-old children's perceptions of preschool classroom design and arrangement: what really matters to whom? ↗Netta Perry, Ornit Spektor‐Levy, Esther Adi‐Japha
- Teacher–infant interactions in early childhood education and care: a review from an embodied, intersubjective, and multimodal perspective ↗Soledad Carretero, Mar de la Cueva, Débora Moreno-Jusdado et al.
- Teaching at the right level with digital tools: a large-scale quantitative study of learning gains and implementation factors ↗Mounia Machkour, IDALENE Asmaa, Latifa Lamalif et al.
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