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title: "Frontiers in Education 2026 — all accepted papers, page 17"
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# Frontiers in Education 2026: all accepted papers

2,295 papers · page 17 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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1601. **[Moderating effect of post-earthquake trauma: motivation, resilience and self-efficacy in academic grit ↗](https://doi.org/10.3389/feduc.2026.1868753)**Yavuz Ercan Gül, İbrahim Arpacı, Remzi Adsız et al.
1602. **[Moral and legal resilience influencing the professionalism of future history teachers: a statistical dimension ↗](https://doi.org/10.3389/feduc.2026.1939911)**Dinara Satkey, Наркозиев Аманбек Карашович
1603. **[Moral reasoning and responsible academic use of generative AI among Peruvian university students ↗](https://doi.org/10.3389/feduc.2026.1907151)**Robinson Bernardino Almanza Cabe, Angela Aurora Mamani Calizaya, Florencia Beatriz Herrera Córdova et al.
1604. **[More than words: a multimodal analysis portfolio for the digital era ↗](https://doi.org/10.3389/feduc.2026.1778081)**Amira El-Soussi
1605. **[Mother tongue education in Nepal: a scoping review of research, policy, and budget priorities ↗](https://doi.org/10.3389/feduc.2026.1931390)**Pariksha Onta, Amado M. Padilla
1606. **[Motivation and well-being: exploring the relationships ↗](https://doi.org/10.3389/feduc.2026.1891860)**Hermundur Sigmundsson, Håvard Wuttudal Lorås
1607. **[Motivation to join the teaching profession and teacher collaboration as mediators of the relationship between school climate and teacher self-efficacy ↗](https://doi.org/10.3389/feduc.2026.1721252)**Gaixia Wu, Tao Guo, Shuqin Wang et al.
1608. **[Motivation, engagement, and autonomy in gamified mobile-assisted language learning: undergraduate EFL learners’ perspectives ↗](https://doi.org/10.3389/feduc.2026.1935767)**Maram Othman Almaneea
1609. **[Motivational pathways into physical education teaching: a cross-cultural analysis of intrinsic motives, career transitions, and minority group dynamics ↗](https://doi.org/10.3389/feduc.2026.1890972)**Mahmood Sindiani, Michal Arnon, Hadas Brodie Schroeder et al.
1610. **[Motivational shifts experienced by Year 2 students when learning mathematics through sequences of challenging tasks ↗](https://doi.org/10.3389/feduc.2026.1820424)**Jane Hubbard, James Russo
1611. **[Motivations, consequences, and concerns about the use of artificial intelligence in higher education: empirical evidence ↗](https://doi.org/10.3389/feduc.2026.1903769)**Miguel Alexander Quintanilla Villegas, Elia Elizabeth Pineda Rivas
1612. **[Motor skills intervention: effects on support needs in the adaptive behavior of autistic children ↗](https://doi.org/10.3389/feduc.2026.1706161)**Mariana Minetto Caldeira Silva, Iasmin Zanchi Boueri, Gabriela Reyes Ormeño
1613. **[Multi-group analysis of the impact of artificial intelligence tools on research engagement among higher education students in Nigeria ↗](https://doi.org/10.3389/feduc.2026.1805674)**Eni Iferi, Usani Joseph Ofem, Patricia Akwaya Olom et al.
1614. **[Multi-year evaluation of a smart inquiry-based science learning application in middle school education ↗](https://doi.org/10.3389/feduc.2026.1865946)**Sameena Javaid, Sohaib Ahmed, Hiba Sania et al.
1615. **[Multidialectal translanguaging: teacher dialects as interactional resources for supporting advanced MSA comprehension ↗](https://doi.org/10.3389/feduc.2026.1773484)**Nasser Bin Ghali, Nada Bin Ghali
1616. **[Multidimensional and multi-actor evaluation of the quality of LMS platforms in higher education through a mixed-methods approach ↗](https://doi.org/10.3389/feduc.2026.1876291)**Janeth Inés Mora Secaira, Francisco de Paula Rodríguez Miranda, Raúl Gilberto Díaz Ocampo et al.
1617. **[Multidimensional digital citizenship scale: validity and reliability with Rasch model ↗](https://doi.org/10.3389/feduc.2026.1882245)**Wibowo Heru Prasetiyo, Beti Indah Sari, Dikdik Baehaqi Arif et al.
1618. **[Multilingual Gen-AI simulations for social-emotional learning in teacher education: a cross-cultural pilot study ↗](https://doi.org/10.3389/feduc.2026.1874639)**Ronen Kasperski, Merav Esther Hemi, M. Laura Angelini et al.
1619. **[Multilingual academic publishing in Kazakhstan: language shifts during and after the COVID-19 pandemic ↗](https://doi.org/10.3389/feduc.2026.1949866)**Yerkezhan Kurmanbek, Zhanar Ibrayeva, Vladislava Warditz
1620. **[Multilingualism with English in students’ language choices: online–offline nexus, language repertoires, and normativity in computer-mediated communication ↗](https://doi.org/10.3389/feduc.2026.1686726)**Sibusiso Clifford Ndlangamandla
1621. **[Music as pedagogy in ELT: mechanisms, micro-sequences, and measured gains—a mini-review ↗](https://doi.org/10.3389/feduc.2026.1731546)**Konstantinos M. Pitychoutis, Filomachi Spathopoulou, Bogdan Scurtu
1622. **[Narratives of neglect: a multi stakeholder narrative analysis of grade 8 and 9 underperformance in rural South African schools ↗](https://doi.org/10.3389/feduc.2026.1841407)**Thema Adolph Mathiba, Nkhensani Brenda Mbhalati, Phillipine Modika et al.
1623. **[National society of black engineers as an ecotone in the engineering education ecosystem that promotes leadership development ↗](https://doi.org/10.3389/feduc.2026.1866994)**Monica Lynn Miles, Matilde L. Sánchez‐Peña, Delshana Merisier et al.
1624. **[Native-like pronunciation in EFL: conceptions of pre-service teachers trained in mainland China compared with those in English-speaking countries ↗](https://doi.org/10.3389/feduc.2026.1700966)**Xu Wenjia
1625. **[Navigating academic integrity in the age of on-demand artificial intelligence: implications for globalizing higher education at the University of Ibadan ↗](https://doi.org/10.3389/feduc.2026.1862601)**Solomon O. Ojedeji
1626. **[Navigating classroom culture: experiences of self-initiated expatriate English language teachers working in a higher education context ↗](https://doi.org/10.3389/feduc.2026.1700700)**Muhammad A. Al Roomy, Farah Kalmey
1627. **[Navigating institutional audit: a new institutional theory perspective on quality assurance in Ghanaian universities ↗](https://doi.org/10.3389/feduc.2026.1872529)**Emmanuel Nyarko Oware, Sello Mokoena
1628. **[Navigating new horizons: the efficacy of study-embedded group-coaching in facilitating academic transitions ↗](https://doi.org/10.3389/feduc.2026.1798355)**Laura Gehreke, Stephanie Hirschberger, Simone Kauffeld
1629. **[Navigating professional dilemmas in inclusive classrooms: pre-service teachers’ reflective narratives, wellbeing, and emerging professional agency ↗](https://doi.org/10.3389/feduc.2026.1912195)**Magdalena Kohout‐Diaz
1630. **[Navigating the doctorate together: students' perspectives on an inter-institutional significant learning community ↗](https://doi.org/10.3389/feduc.2026.1836970)**Renate Motschnig, Pelin Yüksel Arslan, Vera Schwarz
1631. **[Navigating the formative-summative tension in principal supervision: a systematic review of frameworks, trust-building, and accountability ↗](https://doi.org/10.3389/feduc.2026.1884537)**Osama Taani, Suzan Alabidi, Rana Zein
1632. **[Navigating uncertainty: associations of inquiry-based and self-regulated learning with tolerance of ambiguity and career adaptability ↗](https://doi.org/10.3389/feduc.2026.1852946)**Yasuaki Kameoka
1633. **[Navigating uncertainty: strategy formulation in higher education ↗](https://doi.org/10.3389/feduc.2026.1866456)**A. B. Makatova, Кайрат Молдашев, Assylbek Nurgabdeshov
1634. **[Negotiated technological consciousness: a process model of technological literacy transfer in technology teacher communities ↗](https://doi.org/10.3389/feduc.2026.1894501)**Nattatip Junphol, Sumate Noklang, Worasorn Netthip et al.
1635. **[Negotiating alternativity within boundaries: legitimacy and the dilemmas of Innovative schools in contemporary China ↗](https://doi.org/10.3389/feduc.2026.1488871)**Wanru Xu, Bram Spruyt
1636. **[Negotiating everyday sameness: depersonalization and racial unspeakability in Dutch STEM education ↗](https://doi.org/10.3389/feduc.2026.1726489)**C.Y. Edwina Wong, Melina T. Czymoniewicz‐Klippel, Olga Kanzaki Sooudi
1637. **[Neither Luddite nor enthusiast: interpreting teachers’ AI use in teaching ↗](https://doi.org/10.3389/feduc.2026.1883017)**Nina Y. Y. Cheung, Andrew K. F. Cheung
1638. **[Neuromyths and instructional illusions in higher arts education: initial development of the Teaching and Learning Misconceptions Questionnaire ↗](https://doi.org/10.3389/feduc.2026.1852685)**Erick Estrada, Jimmy Zambrano R
1639. **[New writing communities: AI-driven cross-linguistic collaboration in primary school ↗](https://doi.org/10.3389/feduc.2026.1800040)**Arild Michel Bakken, Patrick Burke, Melinda Dooly et al.
1640. **[Non-automatable cognitive skills in higher education in the age of generative AI ↗](https://doi.org/10.3389/feduc.2026.1827610)**Snehal Jog
1641. **[Non-technical skills for Moroccan physicians: a cross-analysis of student and professor perspectives in Marrakech ↗](https://doi.org/10.3389/feduc.2026.1695272)**Majda Sebbani, A. Idrissi, Ouassim Mansoury et al.
1642. **[Not all body percussion is equal: alignment and temporal cue weight in second language phonology ↗](https://doi.org/10.3389/feduc.2026.1966163)**Francisco Javier Romero-Naranjo
1643. **[Not all self-regulated learning support levels are equally beneficial: a meta-analysis of affective, behavioral, and cognitive learning effects of SRL interventions with different level of SRL support ↗](https://doi.org/10.3389/feduc.2026.1852722)**Slaviša Radović, Davide Parmigiani, Elisabetta Nicchia et al.
1644. **[Nuances on algebra teaching knowledge: preservice mathematics teachers’ understandings of simultaneous equations ↗](https://doi.org/10.3389/feduc.2026.1870360)**Vesife Hatısaru, Steven Richardson
1645. **[Nursing intervention program for caregivers regarding care of intellectual disabled children: quasi-experimental study ↗](https://doi.org/10.3389/feduc.2026.1859513)**Ola Mohamed Shokry, Omaima Mohamed Esmat, Shimaa Fathy Miky et al.
1646. **[Older visitors’ acceptance of augmented-reality heritage interpretation: an extended technology acceptance model for informal cultural heritage learning ↗](https://doi.org/10.3389/feduc.2026.1889292)**Xuejia Zhu, Suebsiri Saelee, Quan Wen
1647. **[Online aggression in Czech adolescents: prevalence, demographic variation, and platform-related risk ↗](https://doi.org/10.3389/feduc.2026.1766344)**Kamil Kopecky, Dominik Voráč, René Szotkowski et al.
1648. **[Online hate speech against the Mapuche people: pre-service history teachers’ educational responses to a teaching scenario ↗](https://doi.org/10.3389/feduc.2026.1921681)**Rodrigo Salazar-Jiménez, Cristian Orellana Fonseca, Elizabeth Montanares Vargas et al.
1649. **[Online learning flexibility and entrepreneurial opportunity recognition: the sequential mediating roles of perceived time flexibility and entrepreneurial self-efficacy ↗](https://doi.org/10.3389/feduc.2026.1874277)**Ardita Malaj, Nizamettin Bayyurt
1650. **[Online learning self-efficacy and self-regulated learning in relation to perceived cognitive and academic performance in digital learning: an explanatory sequential mixed-methods study at five Vietnamese universities ↗](https://doi.org/10.3389/feduc.2026.1864199)**Nguyễn Ngọc Phú, Quoc Giang Tran, Tan Dat Truong
1651. **[Ontological beliefs as predictors of instructional practices among preservice mathematics teachers: evidence from a Ghanaian University ↗](https://doi.org/10.3389/feduc.2026.1933283)**Stephen Daniels Sarfo
1652. **[Open instruction as a step towards a school-based heutagogical approach: a scoping review of the German concept of Offener Unterricht ↗](https://doi.org/10.3389/feduc.2026.1895785)**David Hubner, Daniela Longhino, Fabian Feyertag
1653. **[Operationalizing Education for Sustainable Development in higher education language learning: a case study of a Chinese German-as-a-Foreign-Language textbook ↗](https://doi.org/10.3389/feduc.2026.1837153)**Hanxiao Huang
1654. **[Optimisation of university instructors’ professional practice through AI agents: a systematic review ↗](https://doi.org/10.3389/feduc.2026.1893124)**Bayanali Doszhanov, Bakytzhan Zhumadilla, Rakhmetulla Zhapparbergenov
1655. **[Organisational characteristics and student dropout dynamics in technical and vocational higher education: a Forrester-based simulation study ↗](https://doi.org/10.3389/feduc.2026.1882712)**Sandra Patricia Barragán Moreno, Alfredo Guzmán Rincón, Pedro Sotomayor Soloaga
1656. **[Organisational conditions for educator wellbeing and sustainable teaching ↗](https://doi.org/10.3389/feduc.2026.1966290)**Sun Yee Yip, Pamela Patrick, Andrea Reupert
1657. **[Organizational capacity supporting STEAM implementation in early childhood education: a mixed-methods study ↗](https://doi.org/10.3389/feduc.2026.1954536)**Jovita Ponomariovienė, Daiva Žitkevičienė
1658. **[Organizational justice: a multidimensional analysis of military students’ perceptions ↗](https://doi.org/10.3389/feduc.2026.1936671)**Raluca Rusu, Marian Dobranschi, Isabela‐Anda Dragomir et al.
1659. **[Organizational politics in educational settings: implications for teacher satisfaction and citizenship behaviors ↗](https://doi.org/10.3389/feduc.2026.1812479)**Burhanettin Özdemir, Murat Taşdan, Zuleyha Ertan Kantos
1660. **[Otherness and gender as an educational horizon: hate speech and initial teacher education in Chile ↗](https://doi.org/10.3389/feduc.2026.1779731)**Jesús Marolla Gajardo, Matilde Peinado Rodríguez, María Yazmina Lozano Mas
1661. **[Outcome domains and assessment measures in school-based youth mentoring programs: a systematic review ↗](https://doi.org/10.3389/feduc.2026.1518053)**Neda Tiraieyari, Steven Eric Krauss
1662. **[Outdoor science education and child well-being in primary schools: study protocol for a cluster randomized controlled trial on stress, eco-anxiety, psychosocial factors, and science learning ↗](https://doi.org/10.3389/feduc.2026.1791684)**Jean‐Philippe Ayotte‐Beaudet, Gabriela Quintela Do Carmo, Patrice Potvin et al.
1663. **[Outflow patterns, geographic distribution, and core-periphery structure: a social network analysis of ASEAN-5+3 student flows ↗](https://doi.org/10.3389/feduc.2026.1802612)**Yanhong Zhang, Yifan Zhong, Ting Zhang et al.
1664. **[Outward portrayals of equity: an examination of diversity, equity, and inclusion in Los Angeles County school districts ↗](https://doi.org/10.3389/feduc.2026.1642675)**Daisy Salazar-Garza, David Osworth
1665. **[PRIGEL: a work-integrated learning model for collaborative and professional competence in vocational education ↗](https://doi.org/10.3389/feduc.2026.1812349)**Sri Endah Wahyuningsih, Rina Rachmawati, Saptariana et al.
1666. **[Pandemic lessons for a sustainable future: virtual training and the evolution of health professional competencies at Qatar university ↗](https://doi.org/10.3389/feduc.2026.1709228)**Hiba Ahmad Bawadi, Joyce Moawad, Rula Shami et al.
1667. **[Pandemic-related disruptions to childcare and English-Spanish bilingual language acquisition ↗](https://doi.org/10.3389/feduc.2026.1895153)**Melisa Gonzalez, Margaret Friend
1668. **[Paper versus pixels: comparing pre-service teachers’ experiences of low- and medium- technology simulation modalities ↗](https://doi.org/10.3389/feduc.2026.1896986)**Jillian Duncan, Chris Counihan, Louise Gibson et al.
1669. **[Parent engagement and disaffection in child education: initial development of two multidimensional parent-report measures using qualitative methods ↗](https://doi.org/10.3389/feduc.2026.1916143)**Richard Anthony Inman, Carina M. Santos, Telmo Fernandes et al.
1670. **[Parental attitudes toward mother tongue and undergraduate language competence for internationalisation of higher education in Kwara State, Nigeria ↗](https://doi.org/10.3389/feduc.2026.1848342)**Olabisi Adedigba
1671. **[Parents and community agency in early childhood education and development in rural Ghana: towards an indigenous home-based early learning model ↗](https://doi.org/10.3389/feduc.2026.1718495)**Leslie Casely-Hayford, Doreen Apuswin Aboyella, Er-Menan Amaniampong et al.
1672. **[Parents’ accounts of (missing) support: how social support shapes school participation for children with disabilities ↗](https://doi.org/10.3389/feduc.2026.1835399)**Lina Lago, Helene Elvstrand
1673. **[Partner models of explainers: a qualitative interview study ↗](https://doi.org/10.3389/feduc.2026.1891741)**Viviane Gladow, Heike M. Buhl
1674. **[Pathways to engineering: exploring female students’ motivations and goals—a case study from the Middle East ↗](https://doi.org/10.3389/feduc.2026.1780395)**Vian Ahmed, Karam Al-Assaf, Assim A. Sagahyroon et al.
1675. **[Pathways to graduates’ employability: analysis of labor market outcomes in Ethiopian higher education and vocational training institutions ↗](https://doi.org/10.3389/feduc.2026.1778312)**Birhanu Haile Agezew, Gábor Erdei
1676. **[Patterns and pathways of teacher PCK development: a qualitative case study in translation education ↗](https://doi.org/10.3389/feduc.2026.1850305)**Bing Lyu
1677. **[Patterns of geometric problem-solving errors among pre-tertiary students across levels of geometric reasoning ↗](https://doi.org/10.3389/feduc.2026.1898608)**Ebenezer Owusu, Yarhands Dissou Arthur, Ernest Larbi
1678. **[Patterns of participation: describing student engagement across agricultural education components ↗](https://doi.org/10.3389/feduc.2026.1768531)**William Norris, Roger D. Hanagriff, Lacey Roberts-Hill et al.
1679. **[Patterns of student departure and transfer behavior: a quantitative analysis of institutional retention ↗](https://doi.org/10.3389/feduc.2026.1808302)**Peter George Kreysa
1680. **[Pedagogical conditions for adapting primary school students to learning in the primary education system ↗](https://doi.org/10.3389/feduc.2026.1864579)**Aigerim Tleuzhanova, Gulnaz Tleuzhanova, A. A. Palina et al.
1681. **[Pedagogical flexibility and adaptive teaching strategies for practical skills mastery in computer systems servicing: a mixed-methods brief report from Batangas, Philippines ↗](https://doi.org/10.3389/feduc.2026.1813666)**Cyjoery B. Bascuguin, Emerita T. Generoso
1682. **[Pedagogical mediation drives teacher adoption of visual novel for literary narratives ↗](https://doi.org/10.3389/feduc.2026.1753522)**Flávia Rodrigues Cordeiro, Armando Paulo da Silva, Eduardo Filgueiras Damasceno
1683. **[Pedagogical opportunities, school manager literacy, and managerial potential among pre-service teachers in Kazakhstan: a latent class analysis ↗](https://doi.org/10.3389/feduc.2026.1848853)**Aida Yertileuova, Sharban Maigeldiyeva, Rimantas Želvys et al.
1684. **[Pedagogical prompting rather than technical mastery: Generative AI use by English and English-medium instruction teachers ↗](https://doi.org/10.3389/feduc.2026.1901680)**Ali Khodi, Samantha M. Curle, Víctor Parra-Guinaldo
1685. **[Pedagogical readiness of prospective elementary school teachers to develop peatland-based disaster learning resources and media: case study in Sumatra, Indonesia ↗](https://doi.org/10.3389/feduc.2026.1842121)**Eddy Noviana, Otang Kurniaman
1686. **[Pedagogical strategies for developing self-regulation and psychological well-being in cyberbullying prevention ↗](https://doi.org/10.3389/feduc.2026.1741895)**Н.У. Кулдашева, N. E. Mukanova, Nurgul Yrymbayeva et al.
1687. **[Pedagogical strategies for mitigating foreign language anxiety: a mixed-methods study of first-semester undergraduate students ↗](https://doi.org/10.3389/feduc.2026.1718085)**Md. Nurul Haque, Niroj Dahal, Md. Kamrul Hasan et al.
1688. **[Peer inclusion has a greater impact on belonging for students of color: best practices for instructors and administrators ↗](https://doi.org/10.3389/feduc.2026.1798600)**Kamila Redd, Markus Bräuer
1689. **[Peer learning pedagogy model: connecting Kweekschool history with students in the digital age ↗](https://doi.org/10.3389/feduc.2026.1764963)**Sabar Aulia Rahman, Delmira Syafrini, Muhammad Rio Fariza et al.
1690. **[Peer review contributions as a measure of academic distinction requirements of faculty promotion committees: rapid review of top-ranking universities ↗](https://doi.org/10.3389/feduc.2026.1859654)**Tamer Ahmed EL-Sobky, Sherif Ahmed Kamel, Shady Mahmoud
1691. **[Perceived AI feedback quality and mathematics learning outcomes: the mediating role of AI dependence among Ghanaian university students ↗](https://doi.org/10.3389/feduc.2026.1938755)**Emmanuel Kusi, Stephen Daniels Sarfo
1692. **[Perceived benefits and challenges of LLMs in programming education: a student-centered analysis ↗](https://doi.org/10.3389/feduc.2026.1814773)**Farman Ali Pirzado, Awais Ahmed, Mohd Anas Wajid et al.
1693. **[Perceived educational value, ethical risk, and support for responsible AI governance in higher education: an embedded mixed-methods study ↗](https://doi.org/10.3389/feduc.2026.1926201)**Areej ElSayary, Zeina Hojeij
1694. **[Perceived hearing difficulties are associated with poorer school satisfaction and increased peer victimization: results from a large-scale Norwegian study ↗](https://doi.org/10.3389/feduc.2026.1784580)**Shahram Moradi, Christian Møller-Skau, Tore Norendal Braathen
1695. **[Perceived negative acts and emotional well-being in healthcare education at a Hispanic-serving institution: a cross-sectional study ↗](https://doi.org/10.3389/feduc.2026.1877696)**Déborah Rocha Seixas, Patricia Montemayor Garcia, Tyreen Heybeck et al.
1696. **[Perceived professional empowerment in “Tawjeeh,” an Arabic-delivered certified career counselor program: an explanatory mixed-methods study of Qatari women ↗](https://doi.org/10.3389/feduc.2026.1839409)**Mahmood Salim Almaawali, Khalifa Alsalahi Alyafei, Dr Mohammed Issa
1697. **[Perceived skill devaluation as an indirect statistical pathway between perceived generative AI impact and algorithmic anxiety among college students: associations with adaptive coping strategies ↗](https://doi.org/10.3389/feduc.2026.1886139)**Dou ChenXu, Zhang Yinuo, Ji Chenao et al.
1698. **[Perceived social support, perceived stress, emotional fatigue, and psychological distress among university students: an analysis of structural equations ↗](https://doi.org/10.3389/feduc.2026.1886094)**Emanuel Humberto Apaza Calla, Brighite Wendy Apaza Calla, Eddy Wildmar Aquize Anco
1699. **[Perceived stress, dental environmental stress, and academic performance among dental students: a cross-sectional study ↗](https://doi.org/10.3389/feduc.2026.1948012)**Sheila Yaghmai, Jessica Owens, Reem Mahmoud et al.
1700. **[Perceived university employment support and career adaptability: evidence from Chinese university students ↗](https://doi.org/10.3389/feduc.2026.1928034)**Zhen Yang, Kyung Yee Kim

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