Frontiers in Education

Many young people decide their professional direction during adolescence. This often coincides with vulnerable phases of puberty-related maturation that is usually accompanied by difficulties in assessing one’s personal inclinations and competences. Several psychological tests have been established among teachers and career advisers serving as a tool for professional coaching the teenagers’ competences and preferences. Many tools are based on the “Theory of Vocational Personalities in Work Environment” developed by John L. Holland since the 1950s, comprising the “RIASEC” model. Today, this theory provides the basis for tests which are used and refined all over the world. Professor Stangl’s online assessable “Situational Interest Test” (SIT) is based on Holland’s theory. By means of 30 short assessments the SIT questionnaire assesses the participant’s personality traits: Realistic (“Doers”), Investigative (“Thinkers”), Artistic (“Creators”), Social (“Helpers”), Enterprising (“Persuaders”), and Conventional (“Organizers”). Modern Magnetic Resonance Imaging (MRI) is able to discriminate between the brain’s compartments as Gray and White Matter using Voxel-Based Morphometry (VBM). This tool allows to reshape and to normalize human brains’ structure to statistically examining individual brains. Up to now findings from 20 years of functional MRI gave detailed insights in correlations between brain structures and mental functions. Hence, knowledge on structural base of cognitive or behavioral patterns is available as a brain’s map for assigning anatomical regions to their functions. The present study demonstrates that there are statistically relevant correlations between all dimensions of Holland’s RIASEC theory by assessing individual professional inclinations and the neuronal structures of the brain. Results show correspondence between the personality traits assigned by the RIASEC test and the functions of significant structural alterations in distinct brain areas well-known from literature.

Stefan Gurres

Klaus-Ulrich Dillmann

Wolfgang Reith

Christoph M. Krick

The Individual Inclination to an Occupation and its Neuronal Correlate

Online learning has become widely accepted and is considered as an important approach that can overcome the limitations of on-campus learning, especially in higher education. The acceptance of learning technologies generally depends on technology related beliefs and the perceived ease of use. The use of learning technology depends on how students experience it emotionally. Although research on emotions in technology-supported learning environments has increased in recent years, the question how students experience online learning environments emotionally, and how these emotions are intervened with technology acceptance has not yet been answered in more detail. Up to now, only a limited number of studies has focused on emotions and technology acceptance of university students, especially in teacher education. Therefore, the purpose of this study is to analyze students’ technology acceptance and achievement emotions after participating in an online course (in comparison to an on-campus course) in teacher education. Survey data from 182 students (88 of them participated in an on-campus course, 94 students attended an online course) revealed a higher level of positive emotions than of negative emotions, regardless of the learning environment. Students who attended the online course reported a higher level of boredom, anxiety, and anger, but less enjoyment. Furthermore, the results show that online students reported significantly higher levels of achievement task value und technological control. Technological value correlated significantly with enjoyment. In contrast to the theoretical assumptions, no systematic differences were found between the two learning environments for the achievement emotions hope, shame, hopelessness, and anxiety. Regardless of the learning environment, enjoyment was essential for the value that students attach to both, learning content and technology. The online and the on-campus group differed in terms of domain specific achievement outcome. Interestingly, however, these differences cannot be explained by the covariates, the two control and value scales, the technology related beliefs, and age. Main results of the study regarding the control-value theory and implications for online learning environments, as well as limitations of the study are presented and discussed.

Melanie Stephan

Stefan Markus

Michaela Gläser-Zikuda

Front. Educ.

Students' Achievement Emotions and Online Learning in Teacher Education

学生成就情绪与教师教育中的在线学习

Introduction Robotics is viewed as a viable pedagogical strategy for STEM learning because it is characterized by many practices common to the STEM disciplines such as engineering design. With many national curricular calling for STEM integration in K-12 formal educational settings, there is a need for empirical evidence about the effectiveness of different pedagogical approaches to teach with robotics-based activities to promote curriculum learning outcomes and teaching practice. This exploratory study investigated the effectiveness of a scaffolded robotics intervention and a self-guided robotics intervention on pre-service teacher knowledge (PST) of science concepts related to gears and on PST self-efficacy to teach with the robotics-based activities. Methods A quasi-experimental, pre-post intervention study was implemented with two non-equivalent groups of elementary preservice teachers (PSTs) in a Bachelor of Education program. PSTs in the self-guided group ( n = 11) worked with robotics kits in the library at their own pace. PSTs in the scaffolded intervention group ( n = 16) were guided through the activity by the author with instructional scaffolds. IBM SPSS Statistics 27 was used to analyze the data. Results The relationship between intervention type and gains in science knowledge was not statistically significant for the self-guided group but was statistically significant for the scaffolded group suggesting that scaffolding supported PST’s learning of the science concepts. With respect to PST self-efficacy to teach with the robotics-based activity, both intervention types revealed statistically significant gains from pre to post tests, however effect sizes indicated that the scaffolded intervention resulted in greater gains in PST self-efficacy to teach with the robotics-based activities. Discussion The results provide exploratory evidence that the scaffolded robotics approach, modelled for and experienced by the pre-service teachers in this study, was effective for their learning of science curricular concepts related to gears and for developing their self-efficacy for teaching the robotics-based activities. It should be noted that findings may not be generalizable due to the small sample sizes, especially of the self-guided group. Nevertheless, the findings do provide insights for teacher educators incorporating robotics-based activities into curricular courses such as science methods as it provides specific examples of scaffolds that were effective for science learning and for developing PST self-efficacy. The study also contributes to the literature on instructional strategies that promote robotics adoption in K-12 schools to support development of STEM knowledge and skills.

Kamini Jaipal-Jamani

Preservice teachers’ science learning and self-efficacy to teach with robotics-based activities: Investigating a scaffolded and a self-guided approach

职前教师基于机器人活动的科学学习和教学自我效能感：探究支架式和自主引导式方法

This study aims to identify the level of attitudes of faculty members in Palestinian universities regarding the opportunities and challenges of employing artificial intelligence applications in higher education. The researchers used a descriptive approach, and the study’s sample consisted of (130) faculty members at An-Najah National University. Data was collected using two specific questionnaires, one focused on opportunities and the other on challenges. Data analysis was conducted using statistical tests, specifically calculating means and standard deviations, Independent Samples Test, Mann–Whitney test, One Way ANOVA, and Kruskal-Walli’s test. The study’s results indicated that the average level of attitudes among faculty members regarding the opportunities and challenges of employing artificial intelligence applications in higher education was high. Furthermore, the results revealed no statistically significant differences in all areas of opportunities and challenges related to gender, except in “supporting learning and teaching processes,” which favored males. The results indicated no statistically significant differences in all areas of opportunities and challenges related to the educational qualifications, except for the “Benefits of AI applications in teaching and education,” in favor of an associate professor. The results also indicated no statistically significant differences in the opportunities and challenges of employing artificial intelligence applications attributed to variables of years of experience and the college. Based on this, the study recommends the necessity of implementing intensive training programs for university faculty members to enhance their skills in using artificial intelligence applications in higher education, as well as addressing the concerns and risks that hinder the adoption of these applications. Additionally, conducting experimental research to explore the integration of artificial intelligence applications in education and evaluate their effectiveness is essential.

Amal Omar

Ali Zuhdi Shaqour

Zuheir N. Khlaif

Attitudes of faculty members in Palestinian universities toward employing artificial intelligence applications in higher education: opportunities and challenges

巴勒斯坦大学教职员工对在高等教育中应用人工智能的态度：机遇与挑战

Spatial reasoning is critical to early mathematics learning, but it is unclear how early elementary educators learn to teach and are supported in teaching its comprising skills. One view of the available supports can be found by examining the alignment of spatial reasoning skills and mathematics education standards, as standards provide the content of the intended curriculum children are expected to learn at each grade level. This study used content analysis methods to investigate how spatial reasoning might be taught through broadly adopted early elementary education standards in the United States, the Kindergarten through Grade 2 Common Core State Standards for Mathematics. The paper describes the frequency and degree of explicitness with which 38 spatial reasoning skills are therein represented. Findings indicate that most standards implicitly relate to some form of spatial reasoning through a pedagogical reach of teaching expertise, but few standards contain explicit spatial linkages. The implications and limitations of this analysis are discussed in relation to teaching spatial reasoning in early elementary grades and students’ opportunities to learn these critical skills.

Robyn K. Pinilla

Spatial reasoning in mathematics standards: identifying how early elementary educators are systematically supported to teach spatial skills

数学标准中的空间推理：识别如何系统地支持早期小学教育者教授空间技能

In today's educational landscape, the focus on STEM (Science, Technology, Engineering, and Mathematics) has steadily increased, with advocates emphasizing its importance for preparing students for rewarding careers in a technology-driven world. However, the significant role of the humanities in enhancing STEM disciplines is often overlooked. This collection makes the case for integrating humanities into engineering education, highlighting its importance in fostering critical thinking, ethical reasoning, and a comprehensive understanding of technology's societal impact. Integrating humanities into STEM enriches education by contextualizing scientific and technical knowledge within broader societal narratives. Links to papers appear in parenthesis in this editorial. Disciplines like literature, philosophy, history, and the arts provide essential insights into the human condition and ethical considerations. By incorporating these perspectives into STEM curricula, educators can help students grasp technology's historical and cultural dimensions, transforming their understanding of its societal role.For instance, studies show that embedding social contexts into biology courses can shift students' stereotypes of scientists and enhance their science identity, particularly among underrepresented groups [1]. This aligns with findings from Tovar et al., who argue that infusing humanities into STEM courses fosters critical thinking and deep connections across disciplines [2]. Incorporating humanities can significantly boost student engagement and critical thinking in STEM education. Research indicates that students' perceptions of STEM careers are shaped by their educational experiences, including the presence of supportive environments. By integrating humanities, educators can create a more relatable curriculum that resonates with students from diverse backgrounds, promoting greater retention and success in STEM fields. This integration also addresses disparities in gender and cultural representation within STEM. The expectancy-value model discussed by Spoelstra highlights how cultural expectations can deter female students from pursuing STEM careers [3][4][5]. By integrating humanities, educators can challenge stereotypes and provide a more inclusive narrative that encourages all students to envision themselves as future STEM professionals. Addressing the ongoing underrepresentation of women and minorities in engineering and related fields is crucial. As technology continues to shape our lives, it is vital for future engineers to not only hone their technical skills but also develop skills dependent upon the diversity that different students bring with them (Traditionally Feminine Hobbies And Engineering Aptitudes) We must highlight the value of these students' diverse perspectives, which can greatly enhance problem-solving and innovation. A diverse group fosters creativity and leads to more comprehensive solutions as individuals approach challenges from various cultural, social, and experiential backgrounds. This diversity enriches discussions and ensures that outcomes are more inclusive and reflective of society, ultimately resulting in technology that effectively serves everyone. Together, these qualities empower future leaders to create solutions that are both impactful and socially responsible.The humanities offer a framework for exploring ethical dilemmas and understanding the societal implications of technological advancements. Discussions around artificial intelligence, data privacy, and environmental sustainability are enriched by philosophical inquiry and historical context. [6]. By incorporating humanities into engineering education, educators can cultivate a generation of technologists proficient in their technical skills and equipped to consider the ethical ramifications of their work (Power Over And Power With: Integrating The Concept Of Power Into Design Team And Stakeholder Interactions) This is particularly important as we confront complex global challenges like climate change and social inequality, where understanding historical and cultural contexts enables students to approach problem-solving with a nuanced perspective [7].Integrating humanities into STEM education offers significant benefits, enhancing students' technical skills while fostering critical thinking and ethical awareness. Successful interdisciplinary projects demonstrate that blending technical and humanities perspectives promotes collaboration and creativity among students [8] [9]. Despite concerns about fitting this integration into crowded curricula, faculty development programs focused on innovative teaching strategies, such as project-based and experiential learning, can equip educators to create engaging experiences [10]. Collaboration between STEM and humanities faculty can lead to the development of interdisciplinary courses that prepare students to be skilled professionals and responsible citizens capable of navigating ethical complexities [11].The interdisciplinary approach that combines engineering with humanities and social sciences enriches students' educational experiences, enhancing their critical thinking and ethical reasoning skills. This is particularly evident in community engagement initiatives, which have been shown to foster a deeper understanding of the societal implications of engineering practices. For instance, Bielefeldt et al. emphasize that community engagement opportunities catalyze ethical behavior among engineering students by allowing them to reflect on the ethical dimensions of their contributions to real-world problems [12,13]. Similarly, Goggins and Hajdukiewicz highlight that community-engaged learning significantly motivates engineering students by demonstrating the tangible impacts of their work on society [14]. Moreover, the incorporation of traditionally feminine hobbies and cross-cultural communication into engineering curricula can further enhance inclusivity and broaden perspectives within the field.(Cross-Cultural Communication Across STEM Disciplines) And by Hynes and Swenson, a systematic inclusion of social sciences and humanities can help frame the humanistic side of engineering, which is essential for addressing the complex challenges faced in contemporary society. The importance of this integration is underscored by the findings of Acero, who discusses how community engagement can reshape engineering discourse to include social processes and community dynamics [16]. As we advance into an era marked by intricate global challenges, the call for a more integrated educational framework becomes increasingly urgent. The emphasis on community engagement, as articulated by Tucker et al., illustrates the potential for engineering education to evolve into a platform for social responsibility and civic engagement [17]. (Understanding Community Engagement From Practice: A Phenomenographic Approach To Engineering Projects) By fostering partnerships between educational institutions and communities, we can create a learning environment that not only emphasizes technical proficiency but also prioritizes ethical considerations and social impact. This paradigm shift is not just an academic endeavor; it is a moral imperative that will shape the future of engineering and technology in a manner that is responsive to societal needs and aspirations. In summary, the integration of humanities into engineering education is essential for developing a well-rounded STEM workforce capable of addressing the multifaceted challenges of our time. (A Pedagogical Approach: Towards Leveraging Mathematical Modeling and AI to Support Integrating Humanities into STEM Education)By embracing this interdisciplinary approach, we can cultivate engineers who are not only technically adept but also socially aware and ethically grounded, ensuring that technology serves as a force for good in society.

Anne M. Lucietto

Diane Peters

Editorial: Engineering technology and engineering: incorporating the humanities into the classroom

社论：工程技术与工程：将人文融入课堂

Background As the intersection of artificial intelligence (AI) and education deepens, predictive analytics using machine learning (ML) and deep learning (DL) models offer novel approaches to assessing student performance in online environments. However, challenges remain in accurately predicting high achievers and identifying students at risk due to limitations in traditional assessment models. This study explores the capabilities of these models in predicting academic achievement and highlights their potential role in reshaping educational assessment paradigms. Objectives To evaluate the efficacy of various AI models—including Random Forest, XGBoost, and recurrent neural networks (RNNs)—in identifying at-risk students and differentiating levels of academic achievement, with an emphasis on inclusive and adaptive educational assessments. A key focus is on leveraging these models to create more inclusive and adaptive educational assessments. Methods We analyzed a dataset comprising interaction data from the Open University Learning Analytics Dataset (OULAD), which includes clickstream data on student interactions with course materials from over 32,000 students. The models were trained and evaluated using performance metrics such as accuracy, precision, recall, and F1-scores, specifically targeting predictions of student withdrawals and distinctions. Results The models effectively identified students at risk of withdrawing, with the Random Forest model achieving an accuracy of 78.68% and deep learning models approximately 77%. However, accurately predicting high achievers posed challenges, suggesting a complex relationship between interaction data and academic success. This limitation underscores the need for more nuanced modeling approaches to improve predictions for top-performing students. Conclusion This research demonstrates the promise of AI-driven models in enhancing educational assessments while also highlighting current limitations in capturing academic excellence. Our findings indicate a need for ongoing development of AI tools that are ethically designed and capable of supporting dynamic, inclusive assessment strategies. Future research should focus on incorporating additional factors, such as student motivation and study behaviors, to enhance predictive accuracy, particularly for high achievers. Such advancements can contribute to a more equitable and effective educational landscape.

Mahdi-Reza Borna

Hanan Saadat

Aref Tavassoli Hojjati

Elham Akbari

Analyzing click data with AI: implications for student performance prediction and learning assessment

使用人工智能分析点击数据：对学生表现预测和学习评估的影响

Introduction The study addresses the phenomenon of referential gaps between Arabic and English, highlighting the distinct referential behaviors each language employs during communication. These differences pose challenges to both language recipients and educators, creating obstacles for Arabic and English teachers and learners alike. Understanding these gaps is crucial for improving language learning and teaching processes. Methods The study investigates referential gaps by analyzing their manifestations across four linguistic levels: phonetic, lexical, morphological, and syntactic systems in both Arabic and English. Results The findings demonstrate that the distinct referential behaviors in Arabic and English differ significantly across the analyzed linguistic levels. These differences contribute to the challenges faced by language learners and educators. Discussion The study underscores the importance of understanding referential gaps to address the challenges they present. By highlighting these differences, it provides insights into improving teaching strategies and fostering better communication between Arabic and English speakers.

Noor Alhendi

Asem Baniamer

Referential gaps between Arabic and English

阿拉伯语与英语之间的指称差异

The present study investigated the relationship between different attitudes toward inclusive education. It draws from the Framework of Inclusive Education by assuming a reciprocal relationship between learning theory beliefs, models of disability, and the assessment of joined education, resulting in consistent attitudes toward inclusion. The study investigated attitudes toward inclusion by applying a person-centered approach (latent profile analysis; LPA) to a sample of N = 138 student teachers. The results suggest a two-class solution: firstly, a consistent exclusive profile combining higher transmissive beliefs of learning and teaching and a preference for exclusion; secondly, a general inclusive profile that combines support for functional and full inclusion, relational and social models of disability, and a cognitive, constructivist learning theory. The profile distribution appeared to be related to teacher self-efficacy, but not to gender or the educational stage of prospective teaching practice.

Tom Jannick Selisko

Christine Eckert

Franziska Perels

The who and what of inclusive education—Profiles of student teachers' attitudes toward inclusive education

包容性教育的对象与内容——师范生对包容性教育的态度概况

Introduction This study explores the experiences of students with additional educational needs (AEN) in Irish-medium education (IME) mathematics classrooms within a Content and Language Integrated Learning (CLIL) context. The research investigates how language-responsive mathematics teaching and adapted summative assessments impact AEN students’ learning outcomes, addressing a critical gap in understanding the interplay between language proficiency and mathematical competencies in bilingual settings. Methods A case study design was employed in a single IME primary school, focusing on five AEN students aged 9–10 years. Over a five-week intervention, participants engaged in small-group, language-responsive mathematics lessons tailored to their needs. Two summative assessments—one standard school-approved and one researcher-designed with language adaptations—were administered post-intervention. Data sources included teacher observations, reflective journals, and assessment results, analyzed through thematic coding and descriptive statistics. Results The findings revealed that while language adaptations in assessments had minimal impact on overall performance, language-responsive lessons supported student engagement and understanding. Participants demonstrated improved confidence and participation, though challenges persisted in transitioning from concrete to abstract concepts and in language-intensive topics such as probability. The summative assessments were limited in capturing students’ full mathematical abilities due to cognitive and linguistic demands. Discussion The study highlights the potential of language-responsive teaching to enhance learning outcomes for AEN students in CLIL contexts. While adapted assessments showed limited efficacy, the pedagogical approach effectively addressed cognitive and linguistic challenges. Future research should explore scalable strategies for integrating language and content learning to support diverse learners in bilingual settings.

Abbreviation	Front. Educ.
Journal Impact	2.02
Quartiles(Global)	EDUCATION & EDUCATIONAL RESEARCH(Q2)

ISSN	2504-284X
h-index	40

Publication Information	Publisher: Frontiers Media SA，Publishing cycle: ，Journal Type: journal，Open Access Journals: Yes
Basic data	Year of publication: 2016，Proportion of original research papers: 90.39%，Self Citation Rate:10.50%， Gold OA Rate: 99.75%
Journal Fees	$1285Details
Average review cycle	网友分享经验：14 Weeks

Frontiers in Education

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