Future in Educational Research最新文献

Empowering young minds in today's rapidly evolving technological landscape is crucial for preparing the next generation to confront and embrace the challenges posed by this new era. Central to this mission is the integration of Computational Thinking (CT) within early childhood education, where a focus on understanding technologies, honing problem-solving skills, and fostering positive ways of thinking can shape future innovators. CT, which encompasses essential concepts, practices, and perspectives (Brennan & Resnick, 2012), is emerging as the new literacy in the age of Artificial Intelligence (AI) (Celik, 2023). By embedding CT into early curricula, we can cultivate critical skills in children that enable them to think algorithmically and adapt to technological advancements. Furthermore, creating learning environments that prioritize collaboration and creativity—utilizing technology as a tool for active engagement rather than passive consumption—will help children develop a mindset that not only adapts to change but also drives it. In this way, early childhood education can empower young minds to thrive in a future where technological fluency is essential, ultimately fulfilling the promise of a dynamic, tech-savvy society. Therefore, this special issue presents a couple of cutting-edge studies that examine the current status of early AI and CT education and pave the way for future studies.

The integration of AI into early childhood education is ushering in a transformative era for educational practices and pedagogies (Su & Yang, 2022). In this collection, Berson and Berson (2024) explore this paradigm shift by examining the interplay between AI, historical imagery, and children's creativity through the use of an AI-powered painting tool called CultureCraft. Grounded in constructionist theory and the multimodality of digital play, their research investigates how such technologies can democratize access to cultural heritage resources while promoting children's creative expression, inquiry-based learning, and critical thinking skills. Utilizing a design-based research approach, the study engaged 20 preschool classrooms to assess how the incorporation of CultureCraft could enhance teacher-child interactions and learning experiences. The iterative phases of the research—including initial training, implementation, observation, and feedback—highlight the importance of a collaborative and adaptable framework for introducing educational technology in early childhood contexts.

In tandem with these findings, also in this collection, Yim and Wegerif (2024) address an essential yet often overlooked aspect: teachers' perceptions and acceptance of AI educational tools designed to teach AI literacy to young students. Employing the Technology Acceptance Model, Yim and Wegerif (2024) conducted a mixed-methods study surveying 57 teachers to gauge the

Recent initiatives in the Philippines have underscored the significance of 21st-century approaches to preparing K-12 STEM public teachers to embrace technology-enhanced pedagogies. This case study, part of a larger investigation, employed portraiture methodology to examine one science teacher's growth in technological, pedagogical, and content knowledge (TPACK) while integrating students' funds of knowledge (FoK) in a 4-week science video creation workshop. The workshop trained the teacher as a learning doctor to diagnose teaching and learning impediments during pre- to post-video production. Data included the teacher's pre- to post-production video creation experience, reflections, and individual interviews. Findings indicated: (a) a gradual growth from a self-assessed detached TPACK to an expanded TPACK, (b) concrete FoK integration, which served as a bridge to widen the teacher's TPACK, and (c) effective science video creation workshop, viewed through the lens of a science teacher as a learning doctor, offered explicit scaffolding to address teaching and learning impediments during video creation. The findings suggest that science video creation workshops represent an exploratory and innovative model for deliberate professional development (PD) in STEM education, particularly for teachers in rural areas. This model highlights the relevance of research integrating FoK and TPACK and offers a new approach to enhancing teachers' TPACK. The findings have potential implications for advancing PD for rural science teachers in the Philippines and STEM educators in rural areas globally, emphasizing the value of rural schools as centers for relevant pedagogical innovation in STEM education.

In education, the shift to emergency remote teaching found teachers working to increase student engagement in the online environment while still relying on face-to-face pedagogical approaches in the absence of sufficient Professional Development opportunities (DeCoito & Estaiteyeh, 2022). In response to the growing interest in video games in education, this article reconsiders the data collected for a single case of primary/junior preservice teachers (PTs) enrolled in a science education methods classroom to answer (a) How can video games be used as a learning object in a teacher education program? (b) How does using a video game in a science education class impact PTs' intent and understanding of using video games in their future classroom? (c) How PTs can be supported to understand how video games can be used? Results found video games acted as significant springboards for learning as PTs worked together to make meaning of STEM and reflected—both during and after gameplay—on video game use with their future students. Additionally, exposure to digital game-based learning increased both intent and confidence of using video games as deep learning objects for their future classrooms. Recommendations and implications are discussed regarding the introduction and integration of video games in a teacher education program.

Artificial intelligence (AI) literacy education for young students is gaining traction among researchers and educators. Researchers are developing courses and attempting to teach AI literacy to younger students, using age-appropriate AI educational learning tools. Although teachers play a crucial role in AI literacy education, their perceptions and attitudes have received little attention. This study explores the perceptions of 60 teachers regarding the use of AI educational learning tools, and examines the factors influencing their attitudes in relation to implementing AI literacy education. The technological acceptance model and the technological, pedagogical, and content knowledge (CK) (TPACK) framework inform the research design, and a mixed method, combining the statistical package for Social Science and thematic analysis, is employed for data analysis. The study reveals that teachers have positive perceptions regarding the usefulness and ease of use of AI educational learning tools in their AI literacy teaching. This paper also reveals that teachers embrace an arts-based approach to teaching AI literacy. The qualitative data reveal that teachers face challenges such as insufficient CK and experience with AI; and knowledge of TPACK. The five factors affecting their acceptance of AI educational learning tools are: (a) teachers' perceptions of their AI CK and experience in teaching AI literacy (technological content knowledge); (b) technical challenges and stakeholder acceptance; (c) the attributes of AI educational learning tools; (d) school infrastructure and budget constraints; and (e) potential for distraction and negative emotional responses. This study offers insights for policymakers regarding professional development initiatives and technical support mechanisms, thereby facilitating more effective AI literacy implementation.

The rise in children's media use and the prioritization of STEM learning has led to the development of new STEM-related apps, TV shows, and other media for young children, with several recent examples focused on computational thinking (CT). Learning CT at a young age can be beneficial to children's analytical and problem solving skills. Positive effects of educational media are best realized when the learning is scaffolded by a caregiver, but the ability of parents to scaffold CT lessons is understudied. This study explores parents' perceptions, understanding, and recognition of the CT cues embedded in a new television show for preschoolers. Qualitative semi-structured interviews were conducted with 30 parents who, together with their children (ages 4–6), viewed two episodes of a new series. Interviews were transcribed and coded using thematic analysis. Most participants had never heard of CT before. When asked to define it, many parents highlighted aspects of CT in their definitions; however, their examples illustrated limited understanding of how CT might be taught to young children. Although some parents had reservations regarding the abstractness and age-appropriateness of the topic, parents believed CT was an important topic for their children to learn. Research has shown that scaffolding can be beneficial to promoting CT learning in young children. Therefore, for creators of CT-focused content, it is important that the curricular focus and learning goals are made very clear so that parents and caregivers can scaffold the material in a way that effectively supports their children's learning.

There are increasing calls for positive education to integrate holistic and system approaches to both the understanding and implementation of mental health and well-being interventions across all levels of a school community. The purpose of this study was to examine educators' perspectives of the most significant changes that occurred at an Australian primary and secondary college following the delivery of a system-informed positive education program (titled Resilient IMPACT). A multi-stage evaluation was conducted, with educators providing written descriptions of the most significant perceived changes following program implementation, with 18 educators taking part in one of three focus groups to discuss these changes. Three main themes were identified from the focus groups: (1) Common and consistent language, which focused on the use of a language and communication framework for well-being conversations; (2) Consideration and empathy, where understanding of emotions and demonstrating empathy for students were stressed across interactions; and (3) Community commitment, which involved the building of a holistic community approach to well-being that is supportive and embedded in teaching practice. Findings support the need for holistic interventions in the school setting, focused upon the broader school community and a committed ‘well-being first’ approach to foster positive relationships amongst educators and students to support both academic and psychological outcomes.

Artificial intelligence (AI) has permeated most facets of life in the 21st century and has rapidly transformed various aspects of modern society. From entertainment to education, these advanced technologies have achieved a high level of competency in skills that once necessitated human involvement. Given AI's potential impact, ensuring students are literate in AI will support the careful integration of these advanced technologies to achieve sustainable development goals. This review hence examines the avenues for integrating AI literacy into elementary education by analyzing current global initiatives focused on implementing AI literacy education. The purpose is to support innovations within the educational framework to develop a universally accessible AI literacy education program. In line with this purpose, this study explores worldwide AI literacy initiatives that use hands-on activities, collaborative learning, and project-based learning to introduce AI fundamentals to diverse learners. Limitations on the provision of AI literacy education are also discussed, including professional development, openness to AI tools, and other challenges. This review aims to inform global efforts to support universal access to AI literacy education, which can ensure equitable outcomes for all learners, emphasizing the need for collaborative efforts to support the development and delivery of quality AI literacy education.

This paper investigated the factors affecting the behavioral intention (BI) and usage behavior (UB) of 548 Chinese college students in massive open online courses (MOOCs). We extended the unified theory of acceptance and use of technology model by incorporating self-regulated learning (SRL) management, perceived pleasure (PP), and perceived cost constructs. This study also analyzed the moderating role of individual differences in gender, grade, major, and experience in MOOCs. Data were collected through both offline surveys across 10 universities and an online survey platform. Results from structural equation modeling and multi-linear regression analyses revealed that students' BI was significantly and positively influenced by six factors: performance expectancy, effort expectancy, facilitating conditions (FC), social influence, SRL management (SM), and PP. Furthermore, we found that UB was predicted by BI, FC, and SM. Moreover, BI played a mediating role in the relationship between the two determining variables (i.e., FC and SM) and UB. Differences in MOOC experience level had a moderation effect. The study provided implications for various stakeholders regarding designing MOOC platforms, structures, and teaching activities.