---
title: "Frontiers in Education 2026 — all accepted papers, page 14"
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# Frontiers in Education 2026: all accepted papers

2,295 papers · page 14 of 23 · the most cited first · [← Frontiers in Education 2026](https://md.research.elamur.ai/free/en/venues/frontiers-in-education/2026/)

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1301. **[From enjoyment to excellence: interest as the bridge to (PISA) achievement in the UAE and Finland ↗](https://doi.org/10.3389/feduc.2026.1785897)**Khaleel Alarabi, Othman Abu Khurma, Suzan Alabidi et al.
1302. **[From enriched teaching to didactic-disciplinary-cultural symbiogenesis: a care-centered framework for health professions education in the age of artificial intelligence ↗](https://doi.org/10.3389/feduc.2026.1949140)**Carolina Rodriguez Enríquez
1303. **[From eugenics to algorithms: structural racism in STEM and the imperative of liberatory reconstruction ↗](https://doi.org/10.3389/feduc.2026.1901589)**Ebony Omotola McGee
1304. **[From evaluation to empowerment: non-directive coaching supervision as a catalyst for school leadership development ↗](https://doi.org/10.3389/feduc.2026.1890429)**Sanaa Alreiahy
1305. **[From experience to evidence: a human–AI conceptual model for assessing and credentialing lived learning ↗](https://doi.org/10.3389/feduc.2026.1802418)**Julia Mahfouz, Geeta Verma, Helen Douglass et al.
1306. **[From feedback engagement to literacy development: how translation students learn from multi-sourced feedback in LMS for professional growth ↗](https://doi.org/10.3389/feduc.2025.1715381)**Ruolan Li, Ziye Qing
1307. **[From financial autonomy to performance-based funding for sustainable development financing of higher education institutions in Uzbekistan ↗](https://doi.org/10.3389/feduc.2026.1920875)**Ziyodakhon Abdualimova, Rakhmatilla Kholmuradov, Hamroyeva Sharifa Shukur Qizi et al.
1308. **[From folktale into movement: children's social values meaning-making in a culturally responsive Chinese Mongolian folktale–dance program ↗](https://doi.org/10.3389/feduc.2026.1780221)**Jian Sun, Mumtaz Begum Aboo Backer
1309. **[From gatekeeper to architect: operationalizing AI as a cognitive partner in higher education ↗](https://doi.org/10.3389/feduc.2026.1880704)**Carlos Ugrinowitsch, Cleiton Augusto Libardi
1310. **[From information providers to learning designers: heutagogical teaching practices in AI-enhanced education ↗](https://doi.org/10.3389/feduc.2026.1905833)**Nurit Hochberg, Rotem Waitzman
1311. **[From internship to professional identity: a heutagogical internship development model for mentor-perceived professional growth in teacher education ↗](https://doi.org/10.3389/feduc.2026.1915309)**Jogymol Kalariparampil Alex, Rachel Allison Takriti, Shahinaz Bashir et al.
1312. **[From journal validation to quality governance: a policy analysis of India's transition from UGC-CARE to quality-oriented research assessment and its implications for medical and dental education ↗](https://doi.org/10.3389/feduc.2026.1907455)**Marde Shraddha Kashinath, Geeta Mandavilli
1313. **[From learners to contributors: how an AI-infused STEM program shaped youth identity and initiated them to an AI-future ↗](https://doi.org/10.3389/feduc.2026.1811339)**Mark Weckel, Preeti Gupta, Katherine S. Moore et al.
1314. **[From learning about diversity to enacting diversity-responsive teaching: preservice teachers’ experiences in Norwegian initial teacher education ↗](https://doi.org/10.3389/feduc.2026.1931726)**Bhupendra Kumar KC
1315. **[From lecturer to content creator: refocusing the lecture for impactful learning in medical education ↗](https://doi.org/10.3389/feduc.2026.1869021)**Steve Garwood
1316. **[From mathematics and science to classroom management: an IRT validation of a teaching confidence scale in a sample of primary special education teachers ↗](https://doi.org/10.3389/feduc.2026.1753929)**Stergiani Giaouri, Alexandros-Stamatios Antoniou, Garyfalia Charitaki et al.
1317. **[From microstructural evidence to research engagement: an analytical transfer and engagement model for sustainable geotechnical education ↗](https://doi.org/10.3389/feduc.2026.1915493)**Assel Tulebekova, Aliya Kairatovna Aldungarova, Natalya Ryvkina et al.
1318. **[From mission hospital to medical research hub: the journey of AIC Kijabe Hospital ↗](https://doi.org/10.3389/feduc.2026.1740983)**J. Matthew Kynes, Peter Muli Nthumba, Beryl Akinyi et al.
1319. **[From needs analysis to micro-learning course design: recommendations from a modified Delphi study on Greek university educators' digital educational needs ↗](https://doi.org/10.3389/feduc.2026.1794610)**Ioanna Dratsiou, Stathis Th Konstantinidis, Konstantinos Bikos et al.
1320. **[From optional to essential: making technology integration the backbone of mathematics preservice teacher education in open distance e-learning systems in the Global South ↗](https://doi.org/10.3389/feduc.2026.1851918)**Terungwa James Age, Masilo France Machaba
1321. **[From performance to shared responsibility? School self-evaluation and accountability in a territorial education policy ↗](https://doi.org/10.3389/feduc.2026.1812912)**Marta Sampaio
1322. **[From prediction to prescription: profile-aware prescriptive analytics for student dropout in a Latin American Public University ↗](https://doi.org/10.3389/feduc.2026.1918675)**Rodne Quijije, Alisson Constantine-Macías, Francis R. Loayza et al.
1323. **[From provision to belonging: a conceptual framework for belonging-led inclusion in mainstream schools ↗](https://doi.org/10.3389/feduc.2026.1914499)**marc wheeler
1324. **[From recognition to action: how preschool children confront violence through the dialogic model of prevention and resolution of conflicts ↗](https://doi.org/10.3389/feduc.2026.1911684)**Roger Campdepadrós, Alba Pistón-Pozo, María Luisa Jaussi et al.
1325. **[From risk to resilience: reimagining DRR education for vulnerable children in South Africa and the SADC region ↗](https://doi.org/10.3389/feduc.2026.1854232)**Wilfred Lunga, Mkhokheli Sithole, Olidia Tanaka Lunga et al.
1326. **[From rubric to monitoring system: a CEFR-aligned approach to reliability and learning in online ESL speaking ↗](https://doi.org/10.3389/feduc.2026.1828864)**SULIMAN ABDELATY
1327. **[From scientific literacy to civic capacity: school science education as civic infrastructure ↗](https://doi.org/10.3389/feduc.2026.1906187)**Aleixandre Brian Duche-Pérez, Milena Ketty Jaime-Zavala, Doris Cornejo Paredes
1328. **[From self-regulated to self-determined learning: identifying the heutagogical gap and designing GenAI scaffolds in asynchronous higher education ↗](https://doi.org/10.3389/feduc.2026.1895481)**Liat Eyal, Inbal Kololshi-Minsker
1329. **[From self-strengthening to global engagement: a policy review of China's EFL development, 1862–2025 ↗](https://doi.org/10.3389/feduc.2026.1715955)**Mengmeng Bo
1330. **[From simulation to reality: a learning methodology for understanding control systems and robotic arms with the ARCHIE robot ↗](https://doi.org/10.3389/feduc.2026.1808715)**Juan Saeteros, Erick Mendoza, Jefferson Bladimir Reyes Ramírez et al.
1331. **[From spectator to spect-actor: an exploratory mixed-methods investigation of the “Dramatic Field” program and its correlates in stressed university students ↗](https://doi.org/10.3389/feduc.2026.1759409)**Yuanmei He
1332. **[From support to prohibitive voice: examining the roles of psychological empowerment, psychological safety, and traditionality among teaching staff ↗](https://doi.org/10.3389/feduc.2026.1729208)**Ma Nisha
1333. **[From system-level usefulness to practice-level transformation: a sociological perspective on international large-scale assessments ↗](https://doi.org/10.3389/feduc.2026.1844778)**Surette van Staden
1334. **[From talk to networked reasoning: bridging inquiry discourse and epistemic patterns of investigation ↗](https://doi.org/10.3389/feduc.2026.1787467)**Muhammad Jaya Adi Putra, Desi Yusnita Mailinda, Wilasari Arien et al.
1335. **[From theory to practice: a human-AI synergy framework for ethical, inclusive and pedagogically-driven language education ↗](https://doi.org/10.3389/feduc.2026.1841386)**David Paul, Daisy Gohain, Thejas Gigy Thomas et al.
1336. **[From thriving to self-reliance: latent profiles of mental health attitudes in engineering culture ↗](https://doi.org/10.3389/feduc.2026.1870185)**Syed Ali Kamal, Matilde L. Sánchez‐Peña
1337. **[From tools to pedagogical ecologies: a systematic review of artificial intelligence in EFL/ESL education ↗](https://doi.org/10.3389/feduc.2026.1859248)**Arash Javadinejad, Maedeh Davari
1338. **[From trainee to colleague: REM scholars’ experiences transitioning from postdoctoral fellow to faculty within the same biomedical department ↗](https://doi.org/10.3389/feduc.2026.1891055)**Wendy Y. Carter‐Veale, Fadel Ugarte, Jennifer Aumiller et al.
1339. **[From training to classroom practice: a multiple-case study of universal design for learning implementation in Indonesian universities ↗](https://doi.org/10.3389/feduc.2026.1878996)**Farida Kurniawati, Mutia Ananda, Fonny Dameaty Hutagalung et al.
1340. **[From voluntary submission to reactive antifeminism: the appropriation and re-signification of tradwife discourse in manosphere communities ↗](https://doi.org/10.3389/feduc.2026.1920661)**Alba de la Cruz Redondo, Antonia García Luque
1341. **[From workshop to classroom: implementation of new assessment practices by chemistry faculty members at two-year institutions ↗](https://doi.org/10.3389/feduc.2026.1808297)**Jeffrey R. Raker, Thomas C. Pentecost, Kristen L. Murphy
1342. **[Fulfilling the PROMISE: why we must continue programs to broaden participation in STEM ↗](https://doi.org/10.3389/feduc.2026.1894086)**Ebony E. Lewis, Jee Young Bhan, Janerra D. Allen et al.
1343. **[Future orientation and self-rated employability among Chinese higher vocational college students: a first-stage moderated mediation model ↗](https://doi.org/10.3389/feduc.2026.1952828)**Jinchao Lin, 叶茂果
1344. **[Future orientation as a moderator of the association between bullying and cyberbullying victimization and perceived academic performance during adolescence ↗](https://doi.org/10.3389/feduc.2026.1884365)**Valentina Lucia La Rosa, Paolo Bozzato, Elena Commodari
1345. **[GIFT-AI: The Cringe Test: student evaluations of intelligence with LLMs in a Turing Test adapted for classroom use ↗](https://doi.org/10.3389/feduc.2025.1629513)**Bernard Dionysius Geoghegan
1346. **[Gamification and self-regulated learning in digital educational environments: a systematic review using an engagement dynamics–systems integration lens ↗](https://doi.org/10.3389/feduc.2026.1939666)**R.H. Latha, Suraj Kushe Shekhar
1347. **[Gamification as an educational strategy in life sciences ↗](https://doi.org/10.3389/feduc.2026.1869831)**José M. García-Fernández, Raúl González-Ojeda, Antonio López‐Lozano et al.
1348. **[Gamification in teacher education: trend or sustainable transformation? ↗](https://doi.org/10.3389/feduc.2026.1837318)**Miguel Alberto Rincón Pinzón, Ana Dolores Vargas Sánchez, Juanita Pedraza Córdoba
1349. **[Gamified digital mediation and the development of American English phonetic competence in secondary EFL learners ↗](https://doi.org/10.3389/feduc.2026.1930346)**Kevin Mario Laura-De La Cruz, Jennifer Milagros Torres-Monrroy, Pilar Valeria Zapana Aguilar et al.
1350. **[GenAI accelerates surface localization but not deeper culturally responsive teaching in UAE higher education ↗](https://doi.org/10.3389/feduc.2026.1948937)**Ajda Osifo, Mustafa Aydoğan, Esra KAPTAN İZMİR
1351. **[GenAI and AI tools for STEAM educators: evidence-informed strategies and resources for the future of teaching ↗](https://doi.org/10.3389/feduc.2026.1948064)**Niroj Dahal, Md. Kamrul Hasan, Md. Tarikul Islam
1352. **[GenAI literacy and online learning resilience among Chinese university students: the mediating role of self-efficacy ↗](https://doi.org/10.3389/feduc.2026.1860024)**Dinara Dauen, Ulzhan Zhubaniyazova
1353. **[GenAI-mediated teacher licensure examination preparation: an activity theory analysis of pre-service teachers’ learning practices in Ghana ↗](https://doi.org/10.3389/feduc.2026.1941201)**Farouq Sessah Mensah, Philip Adjei Acheampong, Vincent Kwadjo Afiva Amewonye et al.
1354. **[Gender differences in attitudes toward disability among university students in health and education programs ↗](https://doi.org/10.3389/feduc.2026.1928021)**Luisa Gámez-Calvo, Margarita Gozalo Delgado, Jesús Muñoz-Jiménez
1355. **[Gender differences in high school students’ mathematics performance, attitudes, and career aspirations in Northern Ghana: the mediating roles of equal chance, equal treatment, and caliber of instruction ↗](https://doi.org/10.3389/feduc.2026.1752558)**Richard Kyere Asomah, Mumuni Abdul Aziz, Francis Kwesi Nsakwa Gabriel-Wettey et al.
1356. **[Gender equity in Peruvian higher education: discipline-specific barriers in working conditions and academic careers ↗](https://doi.org/10.3389/feduc.2026.1842936)**César Augusto Sapaico Del Castillo, Elizabeth Susan Mamani Machaca, Dely Lazo-Barreda et al.
1357. **[Gender, teaching experience, and ICT integration self-efficacy in economics classrooms: evidence from Ghanaian senior high schools ↗](https://doi.org/10.3389/feduc.2026.1838740)**Francis Obeng Gyedu, Peter Anti Partey, Francis Arthur et al.
1358. **[Gender-related differences in creativity in initial teacher education for early childhood and primary education: a comparative study using the Torrance tests of creative thinking ↗](https://doi.org/10.3389/feduc.2026.1864628)**María González-Sánchez, Andrea Gracia-Zomeño, Javier Gamero Lumbreras et al.
1359. **[Generative AI and linguistic creativity in digitally multilingual higher education ↗](https://doi.org/10.3389/feduc.2026.1931269)**Олена Володимирівна Семеніхіна, Olena Semenog, Наталія Вікторівна Грона et al.
1360. **[Generative AI as a catalyst for critical thinking: reframing students from consumers to co-creators ↗](https://doi.org/10.3389/feduc.2026.1952725)**Dalia ALSaiid Abdelbaki
1361. **[Generative AI as a didactic-pedagogical mediator: rethinking human roles and pedagogical design in higher education ↗](https://doi.org/10.3389/feduc.2026.1856839)**Sharmila Rani Moganadas, Freddy Marín-González, Shwu Huey Nun et al.
1362. **[Generative AI in creative industries education: a decolonial framework for cultural rights-based EDI curricula ↗](https://doi.org/10.3389/feduc.2026.1922260)**Indira Boutier
1363. **[Generative AI in distance higher education: pedagogical opportunities, controversies, and research priorities ↗](https://doi.org/10.3389/feduc.2026.1947527)**Francisco José Sánchez Marín, Ana Josefa Carmona Legaz
1364. **[Generative AI in the Peruvian Amazon: a qualitative study on university teachers’ perceptions after a training workshop ↗](https://doi.org/10.3389/feduc.2026.1730207)**Davis Velarde-Camaqui, Iris Cristina Peláez‐Sánchez, Hans Mejía Guerrero
1365. **[Generative AI use, self-regulation, and Neuro-AI Pedagogical competence in higher education: a comparative study of undergraduate and graduate students in Uzbekistan ↗](https://doi.org/10.3389/feduc.2026.1846709)**Dilnoza Zaripova, Kudratjon Zohirov, Nasibakhon Yusufjonovna Rasulova et al.
1366. **[Generative artificial intelligence and the epistemology of medical learning: from cognitive augmentation to epistemic dependency ↗](https://doi.org/10.3389/feduc.2026.1894187)**Jhon Jairo Botello Jaimes, Angie Katherine Turriago Castañeda, Óscar Andrés Alzate Mejía et al.
1367. **[Generative artificial intelligence and the transformation of medical education: a scoping review ↗](https://doi.org/10.3389/feduc.2026.1907589)**Junsheng Zhao, Keda Yang, Hainv Gao et al.
1368. **[Generative artificial intelligence in university chemistry education: a critical review using Johnstone's chemistry triplet and Biggs' 3P model ↗](https://doi.org/10.3389/feduc.2026.1918707)**José Roberto Vega‐Baudrit, Andrea Rivera-Álvarez
1369. **[Gesture-controlled presentation systems in STEM education: associations with student participation and classroom interaction ↗](https://doi.org/10.3389/feduc.2026.1866375)**Gulfarida SAMASHOVA, Zhanat Azimbayeva, Sayat Kurymbay et al.
1370. **[Gifted student experiences of an egalitarian system—perceptions from Norway ↗](https://doi.org/10.3389/feduc.2026.1727304)**Karen Parish, Cathrine With Holm
1371. **[Global and adaptive split conformal prediction for capacity-constrained Top-K screening: a methodological evaluation using synthetic student performance data ↗](https://doi.org/10.3389/feduc.2026.1871887)**Yu Chao, Nur Fazidah Elias, Yazrina Yahya et al.
1372. **[Global educational policies and research agendas in basic education: a bibliometric analysis of scientific production guided by public policies ↗](https://doi.org/10.3389/feduc.2026.1802691)**Silvia Rosa Pacheco-Mendoza, Víctor Alejandro Bósquez-Barcenes, Jonathan Patricio Cárdenas Benavides et al.
1373. **[Globalising educational innovation through smart clothing: perceptions and utilisation among undergraduates at the university of Ilorin, Nigeria ↗](https://doi.org/10.3389/feduc.2026.1812744)**Shakirat Odunayo Abdulkadir, Deborah Oluyemisi Opaleke, Christiana Teniola Gbadebo et al.
1374. **[Globalizing adult and higher education in Africa: qualitative evidence and future research agenda in Nigeria ↗](https://doi.org/10.3389/feduc.2026.1898122)**Abdulazeez Kolapo ABDULLAHI, Rahmat Mope Opobiyi Mohammed, Abdulsalam Oladimeji Sholagberu et al.
1375. **[Grades as motivators or stressors: the role of gender, cognitive ability, and parental education ↗](https://doi.org/10.3389/feduc.2026.1726594)**Hampus Liljeröd, Alli Klapp, Anders Jönsson
1376. **[Gravitational inequality in academia: a call to reimagine institutional influence ↗](https://doi.org/10.3389/feduc.2026.1800413)**Arturo E. Hernández
1377. **[Greater than the sum: programs to support the whole student in STEM during and after college ↗](https://doi.org/10.3389/feduc.2026.1816063)**Deborah S. Gross, Ellen Iverson, Kristin O’Connell et al.
1378. **[Grit, future selves, and intended learning effort as predictors of L2 achievement: insights from path analysis and fsQCA approach ↗](https://doi.org/10.3389/feduc.2026.1712766)**Xuan Zhou, Patricia Nora Riget, Ung T’chiang Chow
1379. **[Growth mindset as an emergent outcome: autonomy and strategy use in second language learning ↗](https://doi.org/10.3389/feduc.2026.1865310)**Nuray Okumuş Ceylan
1380. **[Guiding the identity construction of local government-funded normal students with Educator Spirit: theoretical inter-construction, value implications and driving paths ↗](https://doi.org/10.3389/feduc.2026.1865805)**邓芳娇
1381. **[Habits of culturally responsive school leaders: lessons and takeaways for future leaders from award-winning principals ↗](https://doi.org/10.3389/feduc.2026.1771720)**Brian C. Vedder, Amanda Roberts, Jayson W. Richardson et al.
1382. **[HarmonicThreads: a formative evaluation of a fabric-based digital musical instrument toward inclusive music-making ↗](https://doi.org/10.3389/feduc.2026.1894115)**Ellie Nguyen, Franceli L. Cibrian
1383. **[Heads of department's networking in academic institutions: the enablers, benefits and disenablers ↗](https://doi.org/10.3389/feduc.2026.1704896)**Alfred Kuranchie
1384. **[Health science teachers’ perceptions of the use of qualitative research: a phenomenological study ↗](https://doi.org/10.3389/feduc.2026.1884070)**Annie Bell Zenteno Guerra, Danitza Elfi Montalvo Apolín
1385. **[Healthcare sciences lecturers' views on the use of artificial intelligence for patient diagnosis in Gauteng province, South Africa: qualitative study ↗](https://doi.org/10.3389/feduc.2026.1843750)**Raikane James Seretlo, Adelowatan Aminat Oluwatoyin
1386. **[Heart rate variability, psychological variables, and executive performance in teachers: an exploratory cross-sectional study ↗](https://doi.org/10.3389/feduc.2026.1788944)**Leonardo Alberto Velásquez Castro, Matías Castillo-Aguilar, José Adrián Paredes Águila et al.
1387. **[Helpful or harmful? generative AI dependence, self-reported critical thinking disposition, and self-perceived employability among business students ↗](https://doi.org/10.3389/feduc.2026.1885990)**Seyed Amirhossein Shojaei, Firas Armosh, Raymond Lihe et al.
1388. **[Helping engineering students become better learners: an action-state orientation-based intervention study ↗](https://doi.org/10.3389/feduc.2026.1794863)**Paul E. Spector, Chris S. Ferekides, Chung Seop Jeong et al.
1389. **[Hercules VR: gamification, co-design, and biomimicry for VR design learning in students with disabilities ↗](https://doi.org/10.3389/feduc.2026.1906767)**Richard Patricio Sánchez Sánchez, Pablo Andrés Salazar Altamirano, Patricia Alexandra Albuja Mariño et al.
1390. **[Heritage language acquisition and community language schools: Mandarin Chinese in Saskatchewan, Canada ↗](https://doi.org/10.3389/feduc.2026.1772909)**Veronika Makarova, Qin Xiang
1391. **[Heutagogical empowerment in culturally conservative higher education: reflective assessment, dialogic learning, and the emergence of academic agency ↗](https://doi.org/10.3389/feduc.2026.1829092)**Shira Soffer-Vital
1392. **[High cognitive reserve sustains neurocognitive resilience in medical education twenty months after COVID-19 ↗](https://doi.org/10.3389/feduc.2026.1771044)**Beatriz Fajone Silva Duarte, Carolina Santos Madia, Aissa Sanches Rufino et al.
1393. **[Higher education and occupational differentiation in the Ecuadorian armed forces: a pre-reform baseline analysis using the 2022 national employment survey (ENEMDU) ↗](https://doi.org/10.3389/feduc.2026.1818645)**Helen Hernandez Cordova, Efstathios Stefos, Mario Cárdenas-Rodríguez et al.
1394. **[Higher education and quality of life of persons with intellectual disability: a comparative study between Spain and Mexico ↗](https://doi.org/10.3389/feduc.2026.1787217)**Francesca Munda, Laura Martín, Carolina Tinoco-Ariza et al.
1395. **[Historical competences in curriculum documents and teaching resources used for teacher training at universities in the Southern Macrozone of Chile ↗](https://doi.org/10.3389/feduc.2026.1861765)**Elizabeth Montanares Vargas, Daniel Llancavil Llancavil, María José Ortiz-Suazo et al.
1396. **[Home and preschool collaboration during and after the COVID-19 pandemic – the perspective of Estonian and Swedish preschool teachers ↗](https://doi.org/10.3389/feduc.2026.1866903)**Tuula Vuorinen, Aino Ugaste
1397. **[How AI chatbot service quality drives continuance intention: an S–O–R perspective in Saudi higher education ↗](https://doi.org/10.3389/feduc.2026.1803390)**Saeed Alzahrani, Anish Kumar Bhunia
1398. **[How consistent is the algorithm? Examining the intra- and inter-rater reliability of LLM-based writing assessment ↗](https://doi.org/10.3389/feduc.2026.1861960)**Bayan AlHashmi
1399. **[How do years of teaching experience and kindergarten group size determine the teacher-child interaction quality? ↗](https://doi.org/10.3389/feduc.2026.1829899)**Olga Viktorovna Almazova, Daria Bukhalenkova, Yury P. Zinchenko
1400. **[How does nomophobia affect academic engagement? The mediating role of socio-emotional skills in secondary school students in the Peruvian Amazon ↗](https://doi.org/10.3389/feduc.2026.1914061)**Daniela Sandoval-Correa, Yatzy Panduro-Rengifo, Ruth Gutierrez-Cieza et al.

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