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Topic Review Peer Reviewed
Cognitive Load Theory-Informed Curriculum Design in Health Sciences Education
Cognitive load theory-informed curriculum design in health sciences education refers to the purposeful organisation of teaching strategies and learning materials based on the principles of Cognitive Load Theory (CLT), a framework developed by John Sweller in the late 1980s. CLT is grounded in cognitive psychology and recognises that the working memory has a limited capacity for processing new information. It identifies three types of cognitive load: intrinsic load, which refers to the inherent complexity of the material being learned; extraneous load, which results from ineffective instructional design or irrelevant information; and germane load, which reflects the mental effort directed toward understanding, integrating, and organising information into long-term memory. In health sciences education, students frequently engage with tasks that require the simultaneous processing of multiple interacting elements, placing high demands on working memory at specific points in time. This includes foundational biomedical sciences such as anatomy, physiology, and pathophysiology extending to applied clinical skills, diagnostic reasoning under uncertainty, health service management within complex systems, and ethically grounded decision-making. Without thoughtful instructional design, learners may be overwhelmed by excessive information and cognitive demands, which can hinder understanding, retention, and performance. Applying CLT-informed strategies, educators can reduce unnecessary cognitive burden, sequence learning activities to align with learners’ cognitive capacity, and promote deeper learning. This approach supports more effective knowledge acquisition and transfer and is particularly valuable in content dense academic environments such as medicine, nursing, allied health education, public health and health service management education. Therefore, integrating CLT-informed principles into curriculum design can help optimise learning experiences and support the development of competent health professionals.
  • 33
  • 06 May 2026
Topic Review Peer Reviewed
Disciplinary Literacy in Secondary Teacher Preparation
Disciplinary literacy refers to the specialized practices of reading, writing, and reasoning that are unique to each academic discipline—the distinct ways in which scientists, historians, mathematicians, and literary scholars construct, communicate, and critique knowledge within their fields. Although disciplinary literacy is relevant across the lifespan and across all phases of education, its demands become most salient as learners advance through schooling and encounter increasingly specialized texts and discourse conventions. It is distinguished from content-area literacy, which applies general study and comprehension strategies across subjects, and from the foundational literacy skills emphasized in the early-grades Science of Reading. Where foundational literacy concerns the components by which children learn to read (phonemic awareness, phonics, fluency, vocabulary, and comprehension), disciplinary literacy concerns how learners read, write, and think as participants in a discipline once those foundations are largely in place. In secondary teacher preparation specifically, disciplinary literacy denotes both a body of pedagogical knowledge and a set of instructional competencies that content-area teacher candidates are increasingly expected to demonstrate—including the capacity to make discipline-specific reading and writing practices visible and teachable for their students. Its theoretical foundations lie in scholarship documenting that literacy demands become more specialized, rather than more general, as students advance through schooling. As educator preparation systems, particularly in the United States, formally integrate Science of Reading principles into program requirements, disciplinary literacy has emerged as the established, though comparatively less codified, extension of that movement into the secondary content areas, where disciplinary reading and writing instruction have historically received limited systematic attention.
  • 33
  • 30 Jul 2026
Topic Review Peer Reviewed
Media-Based Cultural Diversity Education: Television as an Informal Actor in the Construction of Cultural Difference
Media-based cultural diversity education is approached here as an analytical synthesis that brings together established research traditions in media and communication studies, including mediatization, representation, and framing. It refers to the process through which media are understood to function as informal educational environments that shape how audiences learn about and interpret cultural differences. In contemporary mediatized societies, media institutions, including television and digital platforms, are understood to shape public understandings of diversity through the selection, framing, and visual representation of minority groups. Television is widely regarded as a particularly influential medium because of its wide reach and its institutional role in producing authoritative narratives about social reality. Through news reporting, documentaries, and other factual programming, television has been shown to circulate meanings about cultural diversity and provide audiences with interpretive frameworks through which minority groups are publicly understood. These communicative practices have been shown to influence how audiences perceive cultural difference, interpret social issues, and negotiate questions of belonging within society. By organizing narratives, frames, and visual repertoires through which cultural groups are portrayed, television has been shown to contribute to the formation of shared social knowledge about diversity and about relationships between majority and minority communities. In this sense, television can be understood not only as a channel of information but also as a cultural institution that shapes symbolic boundaries between social groups and influences perceptions of inclusion and exclusion. As an illustrative context, this entry also refers to representations of Roma communities in Central European media environments, where antigypsyism may be understood as a mediated cultural process embedded in everyday media communication.
  • 33
  • 27 Mar 2026
Topic Review Peer Reviewed
Ethno Sense in Culturally Responsive Pedagogy
Ethno Sense is defined as a culturally mediated cognitive–perceptual capacity through which individuals discern, select, and interpret mathematically salient structures in socially situated practices. The increasing recognition of mathematics as a culturally situated practice has prompted growing interest in integrating cultural contexts into mathematics education. Approaches such as ethnomathematics and Realistic Mathematics Education emphasize the importance of culture and meaningful contexts; however, a critical gap remains in explaining how individuals perceive and recognize mathematical structures within culturally embedded experiences. This entry addresses this gap by introducing Ethno Sense as a novel conceptual construct. Conceptualized as a pre-formal layer of mathematical cognition, it explains how culturally conditioned perception, interpretive schemas, and value systems shape the recognition of mathematical meaning prior to formalization. It proposes a mechanism comprising contextual indexing, schema activation and selection, and value-informed interpretation. These processes operate dynamically to guide engagement with culturally meaningful phenomena and the identification of mathematical relevance. The entry further positions Ethno Sense as an epistemological foundation for Ethno-Realistic Mathematics Education, supporting authentic context selection and progressive mathematization. By foregrounding culturally mediated perception, it shifts attention from problem solving to recognizing situations as mathematically meaningful. This study contributes a unifying theoretical construct linking cultural experience and mathematical cognition, and outlines implications for practice and future research on culturally situated learning. Ultimately it offers a lens for understanding reciprocal relationships between culture and mathematics across educational contexts.
  • 32
  • 19 May 2026
Topic Review Peer Reviewed
From Obstacle to Catalyst: A Narrative Review of Learning from Errors in Science Education
Learning from errors (LFE) constitutes a complex, multilevel process whose pedagogical value depends on how errors are elicited, interpreted, and corrected. This narrative review critically synthesizes research on LFE and its implications for science instruction in school and higher education. The reporting of the purposive, non-exhaustive search was strengthened with reference to the Scale for the Assessment of Narrative Review Articles (SANRA) criteria. The synthesis traces the historical transition from error avoidance to conditional error-as-resource perspectives and integrates five complementary lenses: error type, negative knowledge, cognitive load and prior knowledge, affective and self-regulatory processes, and the Generating Errors/Detecting and Correcting Errors model. It then evaluates instructional approaches including productive failure, erroneous examples, peer instruction, formative feedback, conceptual-change strategies, Predict–Observe–Explain, refutation texts, and gamification. Evidence is strongest when errors are embedded in structured cycles of manageable challenge, explanation, feedback, and revision; however, effects are heterogeneous and moderated by learner expertise, task demands, feedback design, classroom error climate, and safety constraints. Domain-specific evidence is most developed in physics, chemistry, biology, and health-professions simulation, whereas Earth and climate sciences and teacher professional development remain comparatively underexamined. The review concludes with an integrative framework and actionable design principles for science teacher education, while identifying methodological, cultural, and empirical gaps for future research.
  • 30
  • 03 Sep 2026
Topic Review Peer Reviewed
Successful School Leadership and Critical Pathways to Improve Student Learning
Since the late 1970s, scholars began to develop effective school leadership models that enhance student achievement. Recent research over the past three decades has consistently shown that school leadership influences student learning mainly through indirect mechanisms rather than direct effects. The purpose of this narrative review is to synthesize the major and emerging research on school leadership models and their indirect effects on student learning and to identify the critical pathways through which school leaders successfully improve student outcomes. This narrative review delineates and presents six key pathways by which school leaders promote student learning and counteract the negative effects of students’ socio-economic status. In addition, the review highlights what distinguishes successful school principals from others and the complexity of school leadership.
  • 28
  • 27 Mar 2026
Topic Review Peer Reviewed
Guiding Doctoral Students into Research Communities
Research communities refer to the learning and social environments within which members engage in scholarly activities. Consisting of diverse actors involved in research processes, research communities provide opportunities for doctoral students to become familiar with the shared norms, values and cultures that are particular to each group. Research communities not only allow members to access pertinent knowledge, information and resources, but also offer social support and foster a sense of belonging in academia, helping students to develop into independent scholars. During their studies, doctoral students often participate in various research communities, ranging from the research lab at their institution to international networks connecting researchers from different countries. This paper focuses on ways to guide doctoral students into research communities, both within and outside of their institutions. In addition, it examines the formal and informal processes that facilitate their integration into these communities.
  • 25
  • 15 Jun 2026
Topic Review Peer Reviewed
Conceptual Boundaries and Terminological Variability in Scopus-Indexed Teacher Digital Competence Research: A Bibliometric Analysis
Research on teacher digital competence has expanded sharply over the past decade. However, the field’s development, thematic structure, and underlying terminological characteristics have remained under-examined. The rapid integration of artificial intelligence has compounded this challenge, introducing new competence-related constructs and reshaping the field’s conceptual landscape. In the context of Sustainable Development Goal (SDG) targets 4.4 (developing digital skills) and 4.c (ensuring a supply of qualified teachers), this raises the question of whether the knowledge base is developing coherently. To address this question, we analyse a corpus of 4097 Scopus-indexed publications retrieved through a broad search on teacher digital competence, published between 2015 and 2025, using longitudinal bibliometric analysis and science mapping. The analysis reveals marked terminological variability: a high Pielou’s evenness index (J′ = 0.86) indicates that occurrences are distributed relatively evenly across 8567 normalised terms, suggesting the absence of a strongly dominant terminological core at the corpus level, while singleton terms account for a large share of the vocabulary (76%), pointing to substantial fragmentation. Against this fragmented backdrop, an AI-oriented strand accounts for 10.4% of the corpus and rises to 26.1% of annual output by 2025; rather than displacing established competence-related concepts, AI-related concepts form an emerging technological layer within teacher digital competence research. These thematic patterns are accompanied by uneven publication activity and international collaboration. Taken together, these findings indicate that the conceptual boundaries of teacher digital competence research are shaped by substantial terminological variability and ongoing thematic expansion. They further highlight the importance of transparent search strategies and greater terminological clarity and consistency for improving the comparability, reproducibility, and cumulative development of research in this field.
  • 25
  • 31 Aug 2026
Topic Review
Aesthetic Education
Aesthetic education is a field of educational theory and practice that designates structured learning processes in which aesthetic experience, perception, and judgment are treated as specific and systematically addressed components of education [1][2][3][4]. It refers to educational approaches that intentionally incorporate aesthetic categories—such as form, expression, sensuous appearance, and artistic representation—into curricula and pedagogical frameworks, so that these categories become defined objects of understanding rather than incidental aspects of other subjects [1][2]. Within this perspective, aesthetic education focuses on learners’ capacities to notice, interpret, and respond to aesthetic qualities in artistic and non‑artistic contexts through concepts and methods drawn from aesthetics and related disciplines [3][4]. The term delineates a dimension of education in which aesthetic experience and aesthetic judgment are considered distinct elements of learning, clearly differentiated from yet related to cognitive, moral, and practical aims in the curriculum [1][2][3].
  • 25
  • 11 Sep 2026
Topic Review Peer Reviewed
Discipline-Sensitive Generative AI in Higher Education
Generative artificial intelligence in higher education refers here to the use of computational systems that produce text, code, explanations, feedback-like responses, images, and other outputs from user prompts in university learning, coursework, assessment, and student study practices. This entry focuses on how students use generative AI while studying, preparing assignments, seeking explanations, revising work, programming, brainstorming, or responding to assessment tasks. It defines such use as a situated educational practice shaped by disciplinary expectations, assessment design, AI literacy, study habits, and academic integrity norms. From this perspective, the same AI-supported action may be acceptable as learning support in one course, ambiguous in another, and inappropriate when it conceals authorship, fabricates evidence, or substitutes for independent academic performance.
  • 24
  • 03 Jun 2026
Topic Review Peer Reviewed
Doctoral Student Wellbeing: Conceptualization, Challenges and Pathways Forward
Doctoral student wellbeing refers to the perceived state of psychological, physical, and social health experienced by a person during the process of completing a doctoral thesis. From a eudaimonic and salutogenic perspective, this construct goes beyond the mere absence of distress and incorporates dimensions such as meaning and purpose in life, personal growth, autonomy, feelings of mattering, and the quality of academic and personal relationships. It is a multidimensional construct shaped by the interaction between personal variables, including prior psychological history, personality traits, and task motivation, among others, and contextual variables, such as funding conditions, quality of supervision, departmental culture, family and personal circumstances, and social and institutional support networks. Doctoral wellbeing is therefore dynamic: it evolves throughout the different phases of the doctoral process and is influenced by conditions specific to this population that distinguish it from other groups of students or workers. It has emerged as a critical concern in higher education research, driven by evidence of high rates of psychological difficulties among this population. This entry paper offers a narrative and conceptual review of the current state of knowledge on doctoral student wellbeing, identifying the main challenges facing this group, the factors that influence their wellbeing, and the pathways forward in terms of intervention and future research.
  • 24
  • 15 Jun 2026
Topic Review Peer Reviewed
Furniture Arrangement as Pedagogical Mediation in Architecture Design Studios: A Review and the ASLE Framework
Architecture design studios are complex learning environments in which knowledge develops through critique, collaboration, individual reflection, material exploration, and increasingly digital forms of practice. Although the physical organization of these spaces influences how such activities unfold, research on furniture arrangement remains fragmented across ergonomics, learning environments, educational research, technology-enhanced education, and participatory design. This structured integrative review examined the mechanisms reported between furniture arrangement, related physical spatial configurations, and learning processes in architecture design studios and relevant adjacent educational settings. It also investigated the pedagogical, ergonomic, technological, and cultural conditions under which these mechanisms were reported as supportive or restrictive. Scopus, Web of Science All Databases, and ScienceDirect were searched on 7 August 2026. The searches identified 64 source-level records: 26 from Scopus, 19 from Web of Science, and 19 from ScienceDirect. Eight duplicate records were identified within the ScienceDirect results. Following cross-source deduplication, title and abstract screening, and full-text eligibility assessment, 15 publications were included in the integrative synthesis. Study characteristics, methodological quality, contextual relevance, furniture-related conditions, pedagogical activities, reported outcomes, explanatory mechanisms, evidentiary directness, and transferability were examined through an integrative, mechanism-oriented synthesis. The resulting relationships were subsequently organized through an abductive framework-development process into the provisional Adaptive Studio Learning Ecosystem (ASLE) framework. ASLE comprises five interrelated dimensions: spatial flexibility, ergonomic responsiveness, pedagogical mediation, technological support, and cultural–participatory fit. The synthesis supports activity–layout alignment rather than a universally optimal furniture configuration and indicates that spatial adaptability becomes educationally meaningful only when supported by appropriate pedagogical practices, ergonomic conditions, technological integration, and patterns of user participation. Because the evidence base includes a limited number of direct architecture-studio studies and relies partly on mechanisms transferred from adjacent settings, ASLE should be treated as a provisional, review-derived framework requiring empirical validation.
  • 24
  • 24 Aug 2026
Topic Review
Compulsory Education
Compulsory education is the legally mandated part of an education system in which children or young people are required by law to attend school, or an equivalent recognized educational program, for a specified period usually defined by minimum and maximum ages [1][2][3][4]. It refers to the phase of schooling where enrolment, regular attendance, and participation are legal obligations associated with the right to education, and where parents or guardians and public authorities have corresponding duties to secure compliance [1][2]. Compulsory education is characterized by statutory rules that determine who must attend, for how long, and through which forms of provision, together with regulatory frameworks governing the organization and oversight of the institutions that provide such education [2][3]. Within the broader structure of education systems, compulsory education marks the segment of schooling that all eligible individuals are required to complete, distinguishing it from pre‑compulsory and post‑compulsory education, which are not generally subject to attendance laws [3][4].
  • 23
  • 10 Sep 2026
Topic Review Peer Reviewed
Systemic Educational Change in Colombia
Systemic educational change in Colombia refers to coordinated transformation across policy, teaching, curriculum, assessment, school leadership, teacher professionalization, data use, and community participation, oriented toward improving learning quality, equity, citizenship, and transitions to further study and work. This entry treats systemic change as a continuous, context-sensitive process rather than as a single reform event. Its success depends on the alignment of national direction, territorial implementation, institutional capacity, teacher agency, family and community engagement, and reliable feedback on whether students are developing the knowledge, skills, dispositions, and opportunities needed for social and labor participation.
  • 21
  • 02 Jun 2026
Topic Review Peer Reviewed
Science Festivals: Evolution, Structures, Impacts and Challenges
Science Festivals are public events focused on showcasing science, technology, engineering, and mathematics in a celebratory and engaging setting similar in atmosphere to an arts or music event. Aimed at the general public, science festivals vary widely in form and duration, lasting from anywhere between a day and several weeks, and featuring interactive activities such as hands-on workshops, live demonstrations, lectures, and performances. Many include dedicated programming for schools, but they differ from school-based science fairs, which are aimed primarily at students and parents and are typically held on school premises. Their aims include sparking curiosity, promoting scientific literacy, enabling visitors to interact with working scientists, and making science fun and accessible. Festivals are distinct from other informal science engagement formats due to their temporary, joyful nature and diversity of offerings. The modern science festival concept originated in Edinburgh in 1989 and has since experienced rapid global spread. Hundreds of events now take place annually throughout Europe and North America, and to a lesser extent other parts of the world, supported by associations such as the UK Science Festivals Network, the European Science Engagement Association, and, in the USA and Canada, the Science Festival Alliance. Some of the largest festivals see attendance figures in the hundreds of thousands, and across the world, millions of people participate every year. An emerging body of research literature, situated within a variety of social science disciplines and lenses, suggests that festivals are greatly enjoyed by their attendees, and succeed in boosting science interest, increasing knowledge, and improving perceptions of science among visitors, making them a potential asset for societies that place a high value on scientific activity among the population. However, the events have also attracted criticism for their limited audience diversity, with visitors being disproportionately drawn from highly educated and affluent groups, prompting suggestions that they are ‘preaching to the converted’. In response, some festivals have introduced targeted initiatives such as community outreach and partnerships to attract audiences from underrepresented communities. Despite these ongoing challenges, science festivals continue to evolve and grow as platforms for inspiring curiosity and fostering meaningful public dialogue around key scientific topics.
  • 21
  • 22 Jun 2026
Topic Review Peer Reviewed
Multicultural Education in Teacher Preparation as an Integrative Framework: Culturally Responsive, Critical, and Democratic Approaches
Multicultural education remains a foundational yet contested area of teacher preparation in increasingly diverse, unequal, and politically polarized educational contexts. This conceptual review examines multicultural education through culturally responsive, critical, and democratic approaches by synthesizing foundational scholarship and recent research published between 2023 and 2026. Although these traditions have been widely examined, they are often treated as separate perspectives, limiting the development of a coherent framework for teacher preparation across diverse educational settings. Guided by the question of how multicultural education is conceptualized, enacted, and sustained within teacher preparation programs, the review argues that multicultural education is most effective when embedded throughout curriculum, assessment, clinical practice, and program design rather than confined to stand-alone diversity courses. The synthesis demonstrates that implementation remains predominantly fragmented or additive, acknowledging diversity without systematically advancing equity. To address this limitation, the article proposes an integrative conceptual framework organized around three complementary pedagogical orientations—culturally responsive, critical, and democratic—operationalized through reflective practice, curriculum transformation, community and contextual engagement, and pedagogical translation. The framework further incorporates contemporary scholarship on intercultural education, culturally sustaining pedagogy, democratic citizenship, Indigenous education, and decolonizing perspectives, extending existing conceptualizations of multicultural teacher preparation. The review concludes by identifying persistent challenges related to institutionalization, faculty capacity, policy contexts, and assessment while outlining directions for future research and program development across diverse national and sociocultural contexts. By integrating recent scholarship within a unified conceptual framework, the article offers teacher educators, researchers, and policymakers a comprehensive model for designing coherent, equity-oriented teacher preparation programs.
  • 21
  • 10 Jul 2026
Topic Review Peer Reviewed
Practical Argumentation in Teaching Reflection on Practice
Practical argumentation refers to a form of argumentation oriented towards action. Unlike theoretical argumentation, which primarily concerns the truth or acceptability of propositions, or mathematical argumentation, which is mainly concerned with the production, justification, and validation of mathematical claims, practical argumentation includes an action, decision, or course of conduct as a central component of the argument. Practical argumentation has attracted growing interest in fields such as political science, critical discourse analysis, argumentation theory, and education. In educational contexts, it is especially relevant for analysing how teachers justify pedagogical decisions in relation to learning objectives, classroom circumstances, available means, professional values, and anticipated consequences. Within mathematics education, analytical tools have been developed to structure and represent practical arguments made by prospective and practising teachers during episodes of teaching reflection on practice, for instance through schemes that connect argumentation models with didactical criteria for analysing mathematics teaching and learning. Practical argumentation thus provides a conceptual and analytical tool for making visible the reasons underlying teachers’ decision-making, particularly in situations characterised by tensions between mathematical, didactical, and classroom-management considerations.
  • 21
  • 31 Aug 2026
Topic Review
Educational Disparities
Educational disparities are systematic differences in access to educational resources, learning opportunities, and measurable educational outcomes between individuals or groups within an education system [1][2][3]. It refers to patterned inequalities in dimensions such as school quality, instructional provision, curricular opportunities, and assessment results (for example, test scores, grades, or completion rates) that are associated with social, economic, demographic, or geographic characteristics rather than with random variation [1][2]. Educational disparities are characterized by persistent gaps in attainment, achievement, and progression that can be observed across categories such as socioeconomic status, race or ethnicity, gender, language background, disability, or region [2][3]. These disparities represent structured differences in educational conditions and results, defining a state in which some groups systematically experience less favorable educational trajectories than others within the same institutional framework [1][3].
  • 21
  • 11 Sep 2026
Topic Review Peer Reviewed
Democracy and the Pedagogy of the Possible in Schools
The terms democracy and the pedagogy of the possible name an approach imagining schools as sites where more just, inclusive and participatory collective life can be practised, particularly in early childhood. The entry brings three traditions into dialogue. (a) Critical pedagogy, particularly in its post-structuralist, Foucauldian, and post-Marxist readings, engages with Rancièrian critiques of pedagogical mastery and offers a vocabulary for examining how power, knowledge, subjectivity, and hegemony are produced and contested within educational life. (b) Freinet pedagogy, extended through Fernand Oury’s Institutional Pedagogy, contributes a politically grounded, practice-first repertoire of cooperative techniques, classroom institutions, and democratic forms of organisation. (c) Educational commons approaches frame knowledge, space, time, and pedagogical relations as shared goods, collectively produced, cared for, and democratically governed by a community of teachers, children, and families. In this perspective, the child is approached as a commoner and agent in the here and now. The educator, in turn, is understood as a fellow commoner and reflexive practitioner, capable of acting beyond the logics of both the state and the market. Together, they co-shape the everyday life of education. Eight shared dimensions, namely the relational, the political, praxis, agency, anti-enclosure, prefiguration, community, and the schoolized mind, traverse all three traditions, with care as their transversal thread. The framework is conceived as a hospitable theoretical and practical space, not as a self-contained doctrine. It is heuristic in orientation, bringing these traditions into conversation because each contributes a complementary layer to democratic educational life.
  • 17
  • 18 Jun 2026
Topic Review
Teaching Geology in Higher Education Institutions under COVID-19
Teaching geology under COVID-19 pandemic conditions led to teaching limitations for educators and learning difficulties for students. The lockdown obstructed face-to-face teaching, laboratory work, and fieldtrips. To minimize the impact of this situation, new distance learning teaching methods and tools were developed. The current study presents the results of an empirical study, where distance learning teaching tools were constructed and used to teach geology to university students. A mineralogical mobile phone application was used to replace laboratory mineral identification and a flow chart to replace laboratory rock identification. Additionally, exercises on faults and maps were developed to fill the gap that was created as field work was impossible. A university course on geology was designed on the basis of the constructed distance learning teaching tools, and more than 100 students from the Department of Civil Engineering attended the course. The results show that the proposed tools helped the students to considerably understand scientific information on geology and supported the learning outcomes. Thus, it is suggested that the teaching tools, constructed for the purposes of the study, could be used in conditions when distance learning is required, or even under typical learning conditions after laboratories, as well as before or after fieldtrips, for better learning outcomes.
  • 14
  • 12 Mar 2026
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