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title: "Frontiers in Education 2026 — all accepted papers, page 18"
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# Frontiers in Education 2026: all accepted papers

2,295 papers · page 18 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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1701. **[Perceived usefulness and intention to use large language model-generated feedback across three educational levels: a user-centred study in programming ↗](https://doi.org/10.3389/feduc.2026.1934069)**Pedro C. Mendonça, Filipe Quintal, Mário Figueiredo et al.
1702. **[Perceived usefulness of institutional repositories for research outputs among Arabic language undergraduates in Kwara state, Nigeria ↗](https://doi.org/10.3389/feduc.2026.1840974)**Musa Siddiq Abdullahi
1703. **[Perceptions and attitudes toward artificial intelligence among Moroccan public medical school students: a cross-sectional study ↗](https://doi.org/10.3389/feduc.2026.1800337)**Hayate Errifaiy, Chaimaa Aergoub, Manal Rhezali et al.
1704. **[Perceptions and experiences of staff members working at schools for the deaf in South Africa ↗](https://doi.org/10.3389/feduc.2026.1783864)**Kalinka Tavares, Malebo Felicia Malope, Carmen A. de Kock et al.
1705. **[Perceptions of artificial intelligence in university student affairs management: a quantitative study at Panzhihua University, China ↗](https://doi.org/10.3389/feduc.2026.1920133)**BAI CHUAN WANG, Yang Guo, Muhammad Asghar Khan
1706. **[Perceptions of eating habits and physical self-concept in students from a single-teacher educational institution ↗](https://doi.org/10.3389/feduc.2026.1808627)**Luis Antonio Tello-Salazar, Aaron-Buleje Ramos, Gabriela Requena-Cabral
1707. **[Perceptions of employers and graduates on employability skills in online education: a rapid review ↗](https://doi.org/10.3389/feduc.2026.1882380)**Francisco Paiva-Cornejo, Nelson Vargas-Malebrán, Lucy Kuhn-Barrientos et al.
1708. **[Perceptions of the blended learning environment, student engagement, and academic satisfaction: the mediating role of cognitive and emotional engagement ↗](https://doi.org/10.3389/feduc.2026.1887927)**Manuel Pío Rosales Almendra, Bertha Leticia González Becerra
1709. **[Perceptions, motives, and perceived obstacles toward research among medical field students in the Kingdom of Saudi Arabia: a cross-sectional study ↗](https://doi.org/10.3389/feduc.2026.1867971)**Razan Adel Gobis, Fatma E. Hassan, Lin Mazen Jolha et al.
1710. **[Performance of ChatGPT-o1 and DeepSeek-R1 on the health law related questions in the Chinese national licensing examination: a comparative study ↗](https://doi.org/10.3389/feduc.2026.1749606)**Jihui Liu, Qingtian Zhu, Yadong Fan et al.
1711. **[Personal work-integrated environment learning model to enhance creativity and self-efficacy ↗](https://doi.org/10.3389/feduc.2026.1916125)**Methawut Premkrut, Thanongsak Sovajassatakul, Kanyarat Sriwisathiyakun
1712. **[Personality traits and digital tool integration for quality education: a mixed-methods study on sustainable learning and psychological outcomes ↗](https://doi.org/10.3389/feduc.2026.1765742)**Funda Nur AKINCI
1713. **[Personality traits in female entrepreneurship: AI-based assessment vs. self-perception biases and tailored educational intervention ↗](https://doi.org/10.3389/feduc.2026.1734541)**Beatriz Abad-Villaverde, Juan Manuel Tuñas Martín, María Beunza et al.
1714. **[Personality traits, anxiety, depression, and peer-to-peer confirmation as correlates of e-learning motivation ↗](https://doi.org/10.3389/feduc.2026.1706979)**Romualda Rimasiute-Knabikiene, Aistė Diržytė
1715. **[Personality traits, research interests and perceived preparation for a research career among students ↗](https://doi.org/10.3389/feduc.2026.1801000)**Sandu Mihaela Luminiţa, Mariana Floricica Călin, Rodica Gabriela Enache et al.
1716. **[Perspectives of teachers on integrating AI tools in science education ↗](https://doi.org/10.3389/feduc.2026.1738401)**Christiana Karousiou, María Evagorou
1717. **[Phenomenological framing in teacher noticing research: how theoretical perspectives constitute their objects ↗](https://doi.org/10.3389/feduc.2026.1946146)**Thorsten Scheiner
1718. **[Phonetic research as an innovative model of interdisciplinary STEAM education: from acoustic analysis to teaching practice ↗](https://doi.org/10.3389/feduc.2026.1913880)**Stevica Maksimovic
1719. **[Physical education and student mental well-being in higher education: a socio-cultural review ↗](https://doi.org/10.3389/feduc.2026.1815626)**Nurzhan Temirbay, Aychurok Kaldybaeva, Baikulova Aigerim Meirkhanovna et al.
1720. **[Physics for future doctors: bridging physics, medicine, and engineering through a multiversity initiative ↗](https://doi.org/10.3389/feduc.2026.1786895)**Muhammad Nafees, S. El-Borgi, Shameel Abdulla et al.
1721. **[Place, identity, and adaptation: conceptual insights from elementary science education initiatives in rural Hawaiʻi, Maine, and Montana ↗](https://doi.org/10.3389/feduc.2026.1846080)**Kim Charmatz, Michael Froehly, Danielle Frank et al.
1722. **[Place, performance and teacher policy: an exploratory comparative institutional analysis of territorial disparities in Portugal ↗](https://doi.org/10.3389/feduc.2026.1910238)**Nuno Fraga, Sofia Silva
1723. **[Plain language summaries in education: the PLS-4-EBP framework to support evidence-based practice ↗](https://doi.org/10.3389/feduc.2026.1756481)**Fabian Reinwarth, Maximilian Knogler, Tina Seidel
1724. **[Play as the meaningful work of childhood: views from evolutionary science, Indigenous cultures, and Montessori pedagogy ↗](https://doi.org/10.3389/feduc.2026.1895209)**Mariah A. Griffin, Angeline Stoll Lillard
1725. **[Playful and physically active mathematics learning in primary education: an exploratory comparison of pupils in schools with and without the darts math program ↗](https://doi.org/10.3389/feduc.2026.1924421)**Dóra Pásztor-Horváth, József Bognár
1726. **[Playful learning with physical computing in computer science classrooms ↗](https://doi.org/10.3389/feduc.2026.1892740)**Paulina Haduong, Yujing Hu, Kelly R. Fisher et al.
1727. **[Policies, incentives, and faculty participation in the Institutional sustainability of public higher education in Panama ↗](https://doi.org/10.3389/feduc.2026.1694156)**Gabisel Barsallo, Elisa Mendoza, Ricardo Caballero et al.
1728. **[Policy analysis of artificial intelligence in social science research at higher education institutions: problems and possibilities ↗](https://doi.org/10.3389/feduc.2026.1896524)**Rashmi Gopi, Smita Agarwal
1729. **[Policy–capacity mismatch in English language policy implementation: evidence from multilingual mountainous Vietnam ↗](https://doi.org/10.3389/feduc.2026.1781226)**Vuong Thi Hai Yen, Nguyen Thi Anh Nguyet, Nguyễn Thị Huyền
1730. **[Portuguese version of Bern illegitimate task scale: validation for the teaching context ↗](https://doi.org/10.3389/feduc.2026.1713712)**Paula C. Neves, Carla Serrão, Fátima Sousa-Pereira et al.
1731. **[Positioning educators and energy workforce mentors in place-based rural energy transition education ↗](https://doi.org/10.3389/feduc.2026.1873020)**Heidi Cian, Devan Arnold
1732. **[Possible solutions to problems faced by Indian students in Western countries ↗](https://doi.org/10.3389/feduc.2026.1739691)**Alan Potter, S. Rama Gokula Krishnan
1733. **[Post-SUNEDU evolution: a national model of quality assurance driven by AI-based institutional monitoring ↗](https://doi.org/10.3389/feduc.2026.1755178)**Walter Stalin Gil Quevedo, Abraham William García Chapoñan, Moises Luis Cornelio Vicuña
1734. **[Postgraduate students’ perceptions of practice mentor competency in physical education: development and preliminary validation of a questionnaire ↗](https://doi.org/10.3389/feduc.2026.1860194)**Tian Zhou, Luoning Fang, Wei Sun et al.
1735. **[Potential of academic field trips in developing students’ environmental education: case of Mokala National Park ↗](https://doi.org/10.3389/feduc.2026.1771490)**Tolulope Ayodeji Olatoye, Wiets Botes, Raymond Nkwenti Fru
1736. **[Practical principles for school-based SEL implementation: perspectives from Australian education professionals ↗](https://doi.org/10.3389/feduc.2026.1943835)**Kristin Magarry, Timo Dietrich, Pamela Saleme et al.
1737. **[Practical teaching competence and lifelong learning attributes of pre-service teachers in local normal universities in China ↗](https://doi.org/10.3389/feduc.2026.1861123)**Zhang Li
1738. **[Practice-based learning in Indonesian Islamic higher education in the era of society 5.0 ↗](https://doi.org/10.3389/feduc.2026.1808670)**Ruslin, Nur Asmawati, Burhanuddin Arafah et al.
1739. **[Pre-service teachers' attitudes toward early childhood sexuality education as a mediator between knowledge and teaching self-efficacy: gender as a moderator ↗](https://doi.org/10.3389/feduc.2026.1756244)**Yumo Ding, Kamariah Abu Bakar, Nurul Khairani Ismail et al.
1740. **[Pre-service teachers' general pedagogical knowledge and pedagogical learning opportunities at entry into induction: comparing traditional and alternative teacher education programs ↗](https://doi.org/10.3389/feduc.2026.1790135)**Jonas Weyers, Annalena Johnen, Lilith C. Voeth et al.
1741. **[Pre-service teachers’ analysis and handling of student errors in outdoor modelling and its relation to beliefs about teaching and learning ↗](https://doi.org/10.3389/feduc.2026.1761565)**Marieke Ende, Nils Frederik Buchholtz
1742. **[Pre-service teachers’ mentoring: the cooperating teachers’ motivations and challenges through the lens of the MPI questionnaire ↗](https://doi.org/10.3389/feduc.2026.1863581)**Genalyn L. Capelo, Anthony Clarke, Juanjo Mena
1743. **[Pre-service teachers’ situation-specific skills regarding classroom management in physical education: validation of a video-based test instrument ↗](https://doi.org/10.3389/feduc.2026.1751591)**Eric Jeisy, Clemens Berthold, Matthias Baumgartner
1744. **[Precision streamlining of a school-based attention training program: a strategy for balancing feasibility and potency ↗](https://doi.org/10.3389/feduc.2026.1660005)**Alissa J. Mrazek, Amy R. Texter, Julia K. Jennings et al.
1745. **[Predicting at-risk undergraduate students and high-impact modules: evidence from a South African University of Technology ↗](https://doi.org/10.3389/feduc.2026.1918243)**E. Lawa, Luther-King Junior Zogli, Hlanganani Siduduzo Shange et al.
1746. **[Predicting entrepreneurial competencies from cognitive and dispositional indicators: an elastic net regularization approach in Peruvian university students ↗](https://doi.org/10.3389/feduc.2026.1865418)**Pedro Manuel Silva León, Williams Coronado Farroñán, Carlos Antonio Ángulo Corcuera et al.
1747. **[Predicting inclusive education training through neuroeducation and universal design for learning ↗](https://doi.org/10.3389/feduc.2026.1859627)**Roque Juan Espinoza Casco, César Augusto Mescua-Figueroa, Teresa Narvaez Aranibar et al.
1748. **[Predicting success in first year quantitative courses: an open engineering math readiness score for early levelling decisions ↗](https://doi.org/10.3389/feduc.2026.1760230)**Julio Guerra, Daisy Elizabeth Imbaquingo Esparza, José Jácome et al.
1749. **[Prediction of math achievements by executive functions and math self-efficacy among grade 12 students in three study levels ↗](https://doi.org/10.3389/feduc.2026.1696182)**Yechiel Tanami, David Tzuriel
1750. **[Predictive impact of supported teaching in school practicum on pre-service teachers’ professional readiness to teach foundational literacy and numeracy ↗](https://doi.org/10.3389/feduc.2026.1902556)**Brandford Bervell, David Teye Doku, G. Oduro et al.
1751. **[Predictors of the ethical use of generative artificial intelligence in higher education ↗](https://doi.org/10.3389/feduc.2026.1942426)**Yaima Beatriz Tabares Cruz, Herman Arnulfo Cevallos Sánchez, Iván Gasendy Arteaga Pita et al.
1752. **[Preparing pre-service teachers to understand and address cybersecurity challenges and promote digital citizenship in resource-constrained educational contexts: the role of 21st-century skills and technological knowledge ↗](https://doi.org/10.3389/feduc.2026.1943352)**Lebohang Mahlo, Agnes Chigona
1753. **[Preparing school personnel to support neurodivergent students during emergencies: a pre–post evaluation of an educational intervention ↗](https://doi.org/10.3389/feduc.2026.1877095)**Michele Y. F. Kong, Katie Entrekin, Joy Palmer et al.
1754. **[Preschool teachers’ competency in inclusive education: construction of a five-dimensional framework and empirical evidence from Chongqing, China ↗](https://doi.org/10.3389/feduc.2026.1813334)**Zhihong Zhou, Norzihani Saharuddin, Norliza Ghazali et al.
1755. **[Principal job satisfaction across 27 education systems: trends and within-system associations with staffing shortages and workload, 2013–2024 ↗](https://doi.org/10.3389/feduc.2026.1937708)**Carlos Alberto Echeverría Mayorga, José Miguel Esperanza Amaya, Julio Alfredo Rivas Hernández et al.
1756. **[Priorities for improving data collection and measurement of mental health and wellbeing of adolescents with special educational needs within non-mainstream schools: a Delphi study ↗](https://doi.org/10.3389/feduc.2026.1827451)**Mairi Jeffery, Suzet Tanya Lereya, Powell Claire et al.
1757. **[Prioritizing leadership effectiveness factors in basic education using the fuzzy best-worst method ↗](https://doi.org/10.3389/feduc.2026.1807272)**Alford Magdogo, Judith Ellaso, Melanie Ruela et al.
1758. **[Private and vocational schools from oversight to insight: external evaluation of schools and self-evaluation in dialogue ↗](https://doi.org/10.3389/feduc.2026.1811512)**Filipa Seabra, Joana Vaz Sousa, Maria Helena Álvaro
1759. **[Problem solving and responsible GenAI use in assessment: students’ reported experiences in open and distance learning ↗](https://doi.org/10.3389/feduc.2026.1889499)**Mbazima Amos Ngoveni
1760. **[Procedural feedback lock-in in laboratory education: a micro–meso–macro analysis of feedback practices ↗](https://doi.org/10.3389/feduc.2026.1868426)**Mukhametkali Musagalievich Mataev, Ayşe YALÇIN ÇELİK, Moldir Rashidovna Abdraimova et al.
1761. **[Process-based digital assessment of children’s handwriting: a scoping review of graphomotor, orthographic, and educational indicators ↗](https://doi.org/10.3389/feduc.2026.1923428)**Siyuan Liu, Norsafinar Rahim, Sai Ying
1762. **[Professional readiness of future social pedagogues: a mixed-methods study of educational preparation and professional expectations ↗](https://doi.org/10.3389/feduc.2026.1786064)**Gulnur Yersultanova, Aigul Nurpeissova, Rymshash Kameshovna Toleubekova et al.
1763. **[Professional vision in grading student gymnastic routines – a comparison of noticing between pre-service teachers, probational and experienced physical education teachers using eye-tracking ↗](https://doi.org/10.3389/feduc.2026.1826467)**Jelto Witt, Jörg Schorer, Ingo Roden et al.
1764. **[Progressive integration of meaningful summative assessment and formative assessment: a longitudinal analysis of student performance in higher education ↗](https://doi.org/10.3389/feduc.2026.1906986)**Maria Patricia Ávila-Andino, Karina Yuleisy González-Vázquez, Orlando Agustín Pérez Manzo et al.
1765. **[Progressive leadership education based on humanity literacy: revitalizing female heroic characters in Javanese folklores ↗](https://doi.org/10.3389/feduc.2026.1790703)**Harun Joko Prayitno, Miftakhul Huda, Adi Jufriansah et al.
1766. **[Project POEM: fostering inclusive informal education STEM spaces for students with visual impairments through project-based learning and mentoring ↗](https://doi.org/10.3389/feduc.2026.1733660)**Sanlyn Buxner, Garrison Tsinajinie, Sunggye Hong et al.
1767. **[Project-based STEM learning through a socially relevant challenge: cognitive and affective outcomes of a sustainable construction project in secondary education ↗](https://doi.org/10.3389/feduc.2026.1851518)**Rosa Corral de la Torre, Guadalupe Martínez‐Borreguero, Milagros Mateos-Núñez et al.
1768. **[Project-based language learning: impact among engineering college students in rural south Tamil Nadu, India ↗](https://doi.org/10.3389/feduc.2026.1838734)**Saranraj Loganathan, Gangalakshmi Chermakani, Sathish Kumar Venkatesan
1769. **[Project-based learning as a pathway to writing autonomy and responsible AI use in university EFL learners ↗](https://doi.org/10.3389/feduc.2026.1757812)**Mario Alvarado-Mendoza, Melissa Gurrero-Jadan, Francisco D. Sandoval-Ortiz et al.
1770. **[Project-based learning as a pedagogical shift in lab-oriented courses in higher education ↗](https://doi.org/10.3389/feduc.2026.1828214)**Surya M, Parthasarathy Rajesh Kanna, Deepakkumar R
1771. **[Project-based learning as a tool for developing teamwork skills in IT students ↗](https://doi.org/10.3389/feduc.2026.1913646)**Yelena SPIRINA, Nadezhda Gorbunova, Nadezhda Popova et al.
1772. **[Project-based learning technologies and the professional preparation of special education teachers in Kazakhstan ↗](https://doi.org/10.3389/feduc.2026.1935048)**Sanzhar Mamadaliyev, Aktolkyn Boranbayeva, Asel Tasova et al.
1773. **[Project-based learning through the technology acceptance model framework: its impact on self-regulated learning of university students ↗](https://doi.org/10.3389/feduc.2026.1879893)**Sadriana Ayu, Rizal Arizaldy Ramly, Mustaji Mustaji et al.
1774. **[Project-based learning with digital technologies and competency development in hybrid higher education ↗](https://doi.org/10.3389/feduc.2026.1847905)**Cristina Pomboza Floril, Margarita del Rocío Pomboza Floril, Ciro Diego Radicelli García et al.
1775. **[Promoting entrepreneurial universities in Ghana: comparing public vs. private universities ↗](https://doi.org/10.3389/feduc.2026.1750872)**Wilhemina Quaye, Nana Yamoah Asafu-Adjaye, Gordon Akon-Yamga et al.
1776. **[Promoting inclusivity through radical interdisciplinarity in higher education ↗](https://doi.org/10.3389/feduc.2026.1852442)**Kullanit Nitiwarangkul, Heather A. Meyer, Elena Riva
1777. **[Prompt-Mediated Curriculum Development: a human–AI co-design framework for AI-mediated curriculum development in higher education ↗](https://doi.org/10.3389/feduc.2026.1919066)**Naureen Shehzad, Saima Nomaan
1778. **[Proposal for an “entrepreneurial attitude” program to improve the ability to create companies in Peruvian university students ↗](https://doi.org/10.3389/feduc.2026.1830867)**Karla Martell-Alfaro, Jose Gabriel Seijas-Díaz, Mg. Cinthya Torres Silva et al.
1779. **[Proposed vision for developing an adaptive e-learning environment based on artificial intelligence: a theoretically-grounded framework and its suitability from the perspective of experts ↗](https://doi.org/10.3389/feduc.2026.1727393)**Sanaa Yacoub Banat
1780. **[Proteus-based circuit simulation and differentiated learning in vocational electronics education: a quasi-experimental study to overcome laboratory infrastructure limitations in vocational high schools ↗](https://doi.org/10.3389/feduc.2026.1878824)**Ulfah Mediaty Arief, Sri Sukamta, Tatyantoro Andrasto et al.
1781. **[Psychological and pedagogical conditions, DEI perception, and career agency among university students in Kazakhstan ↗](https://doi.org/10.3389/feduc.2026.1873320)**Elena Barabanova, Raushan Zhomartovna Tyulyupergeneva, Natalya Ladzina et al.
1782. **[Psychological safety and well-being in Kazakh upper-secondary classrooms: a mixed-methods pilot study ↗](https://doi.org/10.3389/feduc.2026.1742756)**Nurgul Serikbayeva, Galiya Bayzhumaevna Sarzhanova, Oxana Belenko et al.
1783. **[Psychological strain and support navigation in perceived academic-climate contexts: person-centered evidence for undergraduate wellbeing support ↗](https://doi.org/10.3389/feduc.2026.1921380)**Yuchen Wang
1784. **[Psychological symptoms and learning adaptation in college students: the mediating role of learning engagement ↗](https://doi.org/10.3389/feduc.2026.1827946)**Chang He, Anqi Wang, Shiyao Xu et al.
1785. **[Psychological well-being and intrinsic motivation in initial teacher education: the influence of employment status, enrolment motives, and early teaching vocation ↗](https://doi.org/10.3389/feduc.2026.1925054)**Ángel Luis González-Olivares, María del Carmen del Amo Chicharro, Esther Ponce Blázquez et al.
1786. **[Psychometric and structural analysis of the thesis advisor abuse scale through network analysis ↗](https://doi.org/10.3389/feduc.2026.1753630)**Oscar Mamani-Benito, José Ventura‐León, Andy Sánchez-Villena et al.
1787. **[Psychometric evaluation of the KAZTEST language assessment within international measurement frameworks ↗](https://doi.org/10.3389/feduc.2026.1781769)**Bolatbek S. Abdrasilov, Gulnur Yersultanova, Talgat Niyazov et al.
1788. **[Psychometric evidence for the universal design for learning 3.0 teacher implementation questionnaire (CID-DUA3): development and preliminary validation ↗](https://doi.org/10.3389/feduc.2026.1921354)**Marta Gómez Martín, Purificación Cruz Cruz, Amparo Martínez Cano et al.
1789. **[Psychometric properties of a short version of the questionnaire on factors influencing degree completion among Peruvian graduate students ↗](https://doi.org/10.3389/feduc.2026.1887990)**Guillermo Alejandro Raffo Ibarra, Marilé Lozano Lozano, Angela María Herrera Alvarez et al.
1790. **[Psychometric properties of digital progress monitoring in special education: a COSMIN-guided systematic review ↗](https://doi.org/10.3389/feduc.2026.1936281)**Jannik Nitz, Estella Schubert, Silena Müller et al.
1791. **[Psychometric properties of the perception assessment scale of the objective structured clinical examination ↗](https://doi.org/10.3389/feduc.2026.1776065)**Cristian Lermanda Peña, Mariela Zúñiga-Jiménez, Macarena Massone-Bustamante et al.
1792. **[Psychometric tools for assessing intercultural communicative competence: a case study for evaluating ICC in Kazakhstan ↗](https://doi.org/10.3389/feduc.2026.1727766)**Assiya Serikbayeva, Diana Akizhanova, Lyazzat Shinetova et al.
1793. **[Psychometric validation of a metacognition scale in physical education and analysis of student profiles in secondary education ↗](https://doi.org/10.3389/feduc.2026.1800954)**Misael Andrés Sandoval Cárcamo, Eugenio Chandía, Miguel Cornejo et al.
1794. **[Psychometric validation of the brief loneliness scale: a two-factor model in university students ↗](https://doi.org/10.3389/feduc.2026.1813546)**Roger Pedro Norabuena Figueroa, Ángel Deroncele-Acosta, Elmer Cecilio Blas-Cerda et al.
1795. **[Public perceptions of academic credential fraud in Qatar: evidence from Qatar Semi-Annual Survey ↗](https://doi.org/10.3389/feduc.2026.1889709)**Sana Abusin, Catalina Gabriela Petcu, Noor Al-Thani
1796. **[Publish or perish in an emerging research system: barriers, stress, and ethical risks among PhD candidates in Kazakhstan ↗](https://doi.org/10.3389/feduc.2026.1743473)**M. Zeinollakizi
1797. **[Qualifying the debate on interdisciplinarity considering 50 years of educational experimentation at Aalborg University ↗](https://doi.org/10.3389/feduc.2026.1860079)**Casper Feilberg, Kirsten Jæger
1798. **[Qualitative and probability-based analysis of student open-ended responses on academic stress and mental health ↗](https://doi.org/10.3389/feduc.2026.1891285)**Jyoti Badge, Krishna Thakkar
1799. **[Qualities of university tutors and school-based mentors for developing inclusive teaching attributes during the practicum: student teachers’ perspectives in Spain ↗](https://doi.org/10.3389/feduc.2026.1951439)**María Yolanda Muñoz Martínez, Sandra Vera-Lucas, Marcos Gómez‐Puerta et al.
1800. **[Quality assurance in online sport programs: evidence from Chilean universities ↗](https://doi.org/10.3389/feduc.2026.1788723)**Diego Marcial

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