---
title: "Frontiers in Education 2026 — all accepted papers, page 19"
description: "All 2,295 papers of Frontiers in Education 2026 · page 19 of 23, the most cited first; those with our summary link to it."
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# Frontiers in Education 2026: all accepted papers

2,295 papers · page 19 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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1801. **[Quality in early childhood education and care: relationships with pedagogical dynamics profiles ↗](https://doi.org/10.3389/feduc.2026.1956235)**Natalie Nóbrega Santos, Mónica Pereira, Lourdes Mata et al.
1802. **[Quality of friendship as a predictor of optimism among students at Jadara University ↗](https://doi.org/10.3389/feduc.2026.1904929)**Eman Jawarneh, Ruba Jawarneh, Nahla Mohammad Awad Alquran et al.
1803. **[Quality of the overall learning environment in Swedish preschool and primary school in the Stockholm region for children diagnosed with autism ↗](https://doi.org/10.3389/feduc.2026.1796238)**Hampus Bejnö, Klara Wenneborg, Sven Bölte et al.
1804. **[Quantitative analysis of students' errors in the interpretation of hydronyms: linguocognitive difficulties in learning the hydronymic system of Western Kazakhstan ↗](https://doi.org/10.3389/feduc.2026.1770572)**Akmaral Dautkulova, Gulmira B. Madiyeva, Maxot Rakhmetov et al.
1805. **[Queer leadership in institutions of higher learning within selected Southern African countries: a systematic protocol ↗](https://doi.org/10.3389/feduc.2026.1740146)**Mpho Maotoana, Khomotjo Phalane, M. Tlowane et al.
1806. **[Racist bullying and childhood marginalization in multicultural school settings: evidence-based and resilience-oriented interventions in primary education ↗](https://doi.org/10.3389/feduc.2025.1750921)**Vassiliki Plıogou, Sophia Tromara
1807. **[Raising awareness about people with disabilities among primary school pupils: impact of an educational intervention ↗](https://doi.org/10.3389/feduc.2026.1765627)**Naroa Uria-Olaizola, Garazi Yurrebaso Atutxa, Patxi León-Guereño
1808. **[Ranking the challenges of AI adoption in elementary education using fuzzy best-worst method approach ↗](https://doi.org/10.3389/feduc.2026.1795970)**Catherine Camiguing Gabia
1809. **[Re-imagining emotionally healthy schools: current challenges and future directions ↗](https://doi.org/10.3389/feduc.2026.1906942)**Michelle Jayman
1810. **[Reading gains and gaps: students with reading difficulties’ response to an open educational reading intervention ↗](https://doi.org/10.3389/feduc.2026.1836814)**Johny Daniel, Nadia Siddiqui, Guanyu Huo
1811. **[Reading: exploring the reading skill after the second schoolyear in Icelandic children](https://md.research.elamur.ai/free/en/papers/sigmundsson-2026-reading-exploring-reading-skill-after/)**Hermundur Sigmundsson, Helga S. Thórsdóttir, Svava Th. Hjaltalín*our summary*
1812. **[Realising the right to quality basic education in the Eastern Cape through infrastructure norms and standards ↗](https://doi.org/10.3389/feduc.2026.1796358)**Siyabulela Christopher Fobosi, Serone Stal
1813. **[Reasoning under uncertainty in graduate health education: a scaffolded framework using large language models ↗](https://doi.org/10.3389/feduc.2026.1857036)**Carlos Ugrinowitsch, Leonardo Lamas, Cleiton Augusto Libardi
1814. **[Rebuilding through science: a hybrid STEMM recovery model for higher education reconstruction in Gaza ↗](https://doi.org/10.3389/feduc.2026.1946366)**Md Zahidul Islam Pranjol, Rami Y. Morjan, Moayed Almobaied et al.
1815. **[Recent bereavement, coping strategies, and symptoms of anxiety and insomnia in clinical psychology trainees ↗](https://doi.org/10.3389/feduc.2026.1771938)**Byron Bustamante, María Belén Paladines-Costa, TATIANA CECIBEL MANSANILLAS ROJAS et al.
1816. **[Reconceptualizing outdoor geoscience learning for the generative AI era: a human-centered instructional model ↗](https://doi.org/10.3389/feduc.2026.1963429)**Yoon-Sung Choi
1817. **[Reconceptualizing teacher preparation for gifted learners in inclusive education: differentiation as a structuring principle of professional readiness ↗](https://doi.org/10.3389/feduc.2026.1813609)**Daniyar Utegulov, G.S. Mailybayeva, Aichorok Kaldybayeva et al.
1818. **[Reconfiguring graphic design education for generative AI in higher education: a human-agency and adaptive-curriculum framework ↗](https://doi.org/10.3389/feduc.2026.1972794)**Khaled Mostafa Ahmed Mohamed
1819. **[Reconnecting literary knowledge and pedagogical practice through peer-guided multimodal reading: a program report on the LITERATE initiative for classical literature education ↗](https://doi.org/10.3389/feduc.2026.1844414)**Li Qin
1820. **[Redefining IR pedagogy in Southeast Asian regional dynamics studies’ teaching: the role of case studies ↗](https://doi.org/10.3389/feduc.2026.1697344)**Bama Andika Putra
1821. **[Reducing L1 and L2 transfer in L3 English acquisition: an intervention study in Kazakhstani trilingual education ↗](https://doi.org/10.3389/feduc.2026.1850753)**Marina Knol, Dariya Assanova, Gulnara T. Smagulova et al.
1822. **[Reducing classification risk in developmental performance assessment using fuzzy logic: evidence from preservice mathematics teacher education ↗](https://doi.org/10.3389/feduc.2026.1840093)**Hiba Naccache, Rima Hleiss
1823. **[Reducing social distance through generative AI: instructional leadership in grammar-dominated Spanish curricula in Chinese universities ↗](https://doi.org/10.3389/feduc.2026.1759284)**Manqin Wu, Z Chen
1824. **[Reengineering organizational systems and culture for teacher learning: a co-design study in an urban school district ↗](https://doi.org/10.3389/feduc.2026.1955835)**Lizette Navarrete-Burks, Sarah Kersten Albrecht
1825. **[Refining posthuman aesthetic pedagogy for teacher education through multidisciplinary expert consultation ↗](https://doi.org/10.3389/feduc.2026.1940834)**Okhee Jeong
1826. **[Refining teachers’ ethical knowledge in smart learning environments - a Delphi study within the TPCEK framework ↗](https://doi.org/10.3389/feduc.2026.1947626)**Huihui Wu, Vishalache Balakrishnan
1827. **[Reflecting on our music teaching and learning practices using video observations ↗](https://doi.org/10.3389/feduc.2026.1725226)**Natassa Economidou Stavrou
1828. **[Reframing English learning strategies in response to technological shifts among EFL students experiencing a directed motivational current (DMC) in learning ESP ↗](https://doi.org/10.3389/feduc.2025.1715294)**Aswin Abbas, Syarifuddin Dollah, Andi Anto Patak
1829. **[Reframing mentoring in higher education as a cooperative system: four principles for inclusive and sustainable development ↗](https://doi.org/10.3389/feduc.2026.1819548)**Cristina Baciu
1830. **[Reframing relationality's boundaries: engagement with Indigenous relationalities towards reparative praxis in education ↗](https://doi.org/10.3389/feduc.2026.1879998)**Sara Tajima, Glen Hayres, Melitta Hogarth et al.
1831. **[Reframing studio assessment: a staged evidence approach in interior architecture education ↗](https://doi.org/10.3389/feduc.2026.1842248)**Dilek Yaşar
1832. **[Reimagining mathematics and science teacher preparation: a communities of practice framework enhancing mathematics and science instruction in South African schools ↗](https://doi.org/10.3389/feduc.2026.1905525)**Kgomotso N.G. Mtshatsheni, Ramoshweu S Lebelo
1833. **[Reimagining mathematics education through intelligent tutoring: evidence, opportunities, and implementation challenges ↗](https://doi.org/10.3389/feduc.2026.1943906)**Isaac Bamikole Ogunsakin, Musa Adekunle Ayanwale, Oluwanife Segun Falebita et al.
1834. **[Reinterpreting multimedia learning principles for extended reality: a perspective on XR learning design ↗](https://doi.org/10.3389/feduc.2026.1868028)**Pedro Acevedo, Alejandra J. Magana, Bedřich Beneš et al.
1835. **[Relational coordination as a driver of student satisfaction in higher education: a nonlinear structural equation modelling analysis ↗](https://doi.org/10.3389/feduc.2026.1813557)**Carmen De‐Pablos‐Heredero, Miguel-Ángel Morales-Moya, Mónica Santos Cebrián et al.
1836. **[Relational expertise at the policy–practice interface: shido shuji as non-school-based teacher educators for culturally linguistically diverse students ↗](https://doi.org/10.3389/feduc.2026.1749642)**Ryosuke Minamiura
1837. **[Relationships between academic self-perceptions and grade outcomes between year 6 and 12 of the Swedish compulsory school system ↗](https://doi.org/10.3389/feduc.2026.1818447)**David Clarke, Alli Klapp
1838. **[Reliability and validity of the authentic leadership questionnaire: evidence from Vietnamese higher education ↗](https://doi.org/10.3389/feduc.2026.1863452)**Van Dat Tran, Minh Tuan Lam Le, Thi Kim Ngan Nguyen et al.
1839. **[Religious transformative collegial leadership in higher education ↗](https://doi.org/10.3389/feduc.2026.1810099)**Nur Efendi, Muh Ibnu Sholeh, M. Munif et al.
1840. **[Repeated teaching assignments, psychological need satisfaction, and mental health-related challenges among Chinese university teachers: a sequential mixed-methods study ↗](https://doi.org/10.3389/feduc.2026.1870915)**Ming Zhang
1841. **[Replicating and expanding the use of artificial intelligence to support special education practice: a mixed-methods investigation ↗](https://doi.org/10.3389/feduc.2026.1916444)**Kathleen M. Randolph, Sarah E. Quinn, Jennifer A. Sears et al.
1842. **[Representation matters: shaping future medical enrichment and pipeline programs for students in a post-pandemic world ↗](https://doi.org/10.3389/feduc.2025.1673497)**Muhammad B. Mukarram, Mayra Lucas Ramirez, Nakeisha W. Favors et al.
1843. **[Required functions of AI technologies for students who are hard of hearing: perspectives of special education faculty in Saudi Arabia ↗](https://doi.org/10.3389/feduc.2026.1901716)**Mubarak Alanazi
1844. **[Research foci, design features, and accessibility challenges in digital mathematics and geography textbooks: a scoping review ↗](https://doi.org/10.3389/feduc.2026.1945428)**Maxim Brnic, Stefania Torri, Vanessa Macchia et al.
1845. **[Research motivation and academic satisfaction in relation to procrastination: a perspective from self-determination theory in Peruvian university students ↗](https://doi.org/10.3389/feduc.2026.1858876)**Deysi del Carmen Acero-Zevallos, Denis Frank Cunza-Aranzábal, Wilma Villanueva Quispe
1846. **[Research on synergy problems and countermeasures between higher engineering education and solid-state battery industry—based on grounded theory and NVivo coding ↗](https://doi.org/10.3389/feduc.2026.1847397)**Haibo Xue
1847. **[Research on the construction and application of an evaluation index system for vocational school teachers’ professional competency ↗](https://doi.org/10.3389/feduc.2026.1710581)**Maoyang Zhu, Lu Wang, Chaofeng Zhang et al.
1848. **[Research on the influence mechanism of college students’ sense of academic value based on LDA and SEM ↗](https://doi.org/10.3389/feduc.2026.1680607)**Hanying Guo, Yang Liao, Kai Chang et al.
1849. **[Research on the reform of aesthetic education courses in higher education institutions under the theory of psychological compensation ↗](https://doi.org/10.3389/feduc.2026.1855790)**Jun Ren, 史福岭, Yulin Su et al.
1850. **[Resonant leadership training programme and its effect on organisational citizenship behaviour among first-line nurse managers ↗](https://doi.org/10.3389/feduc.2026.1769250)**Asmaa AbdElmagied Elsayed, R. Gamal Taha Hassan, Daila A. Khalaaf
1851. **[Responsive co-agency in educational accompaniment: a relational model integrating agency, personalism, and the pedagogy of alterity ↗](https://doi.org/10.3389/feduc.2026.1953411)**Pedro García Casas
1852. **[Restorative biophilic classroom design: effects on student learning engagement and satisfaction ↗](https://doi.org/10.3389/feduc.2026.1812283)**Jiaxin Dong, Premsuree Chaumthong, Sri Suryanti
1853. **[Results by macrozone in the national diagnostic assessment: a territorial analysis of standards in physical education teacher education in Chile ↗](https://doi.org/10.3389/feduc.2026.1819692)**Francisco Gallardo-Fuentes, Bastian Ignacio Carter-Thuillier, Johan Rivas-Valenzuela et al.
1854. **[Rethinking beverage bans in university classrooms: hydration, wellbeing, and risk-based governance in higher education ↗](https://doi.org/10.3389/feduc.2026.1872544)**Julio Guerra, Mónica Meneses
1855. **[Rethinking education for sustainable development: the role of blended learning within skill-based higher education ↗](https://doi.org/10.3389/feduc.2026.1884153)**Nessrin Shaya, Sandra Baroudi, Serena Aoun et al.
1856. **[Rethinking educationalization in Latvia: social innovation and the quintuple helix in expert focus group discussions ↗](https://doi.org/10.3389/feduc.2026.1792654)**Alise Oļesika, Zanda Rubene, Gatis Lāma et al.
1857. **[Rethinking formative interventions in cultural-historical activity theory: a systematic review toward a conceptual framework ↗](https://doi.org/10.3389/feduc.2026.1831740)**Daniele Morselli, Mattia Favaretto
1858. **[Rethinking teachers’ diagnostic skills in AI-supported formative assessment: from diagnosis to meta-diagnosis ↗](https://doi.org/10.3389/feduc.2026.1857661)**Tobias Hoppe, Katharina Loibl, Timo Leuders
1859. **[Retrieval-augmented generation for pedagogically aware educational AI: an expert-rated comparison of a prompt-only LLM tutor and an integrated, learner-state-aware RAG tutor ↗](https://doi.org/10.3389/feduc.2026.1896839)**Jude A. Adenuga
1860. **[Rights that call for duties: Simone Weil and the need for a declaration of obligations toward the human being ↗](https://doi.org/10.3389/feduc.2026.1925789)**Juan Pedro Rivero González
1861. **[Role of occupational self-efficacy and professional identity as mediators in the relationship between person-job fit and career sustainability among teachers ↗](https://doi.org/10.3389/feduc.2026.1955848)**Mustafa Demir, İbrahim Erdoğan Yayla, Kübra Dombak et al.
1862. **[Role-playing and gamification as catalysts for environmental problem-solving in engineering education ↗](https://doi.org/10.3389/feduc.2026.1790898)**Sung Hee Joo
1863. **[Rural public primary school educators' challenges and emotional well-being during COVID-19 in the North West province: South Africa ↗](https://doi.org/10.3389/feduc.2026.1896096)**Nooreen Tajbhai, Lungisile Gayle Mokwena, Daniel Lesiba Letsoalo
1864. **[SMOKEChem: developing and piloting a digital learning environment integrating AI-based and peer feedback for socio-scientific argumentation ↗](https://doi.org/10.3389/feduc.2026.1952302)**Laura Celine Leppla, Michael Spanier, Johann Seibert
1865. **[SOLutions In Schools (SOLIS): implementing and evaluating staff training in solution focused practice to support student-staff communication, relationships, and wellbeing ↗](https://doi.org/10.3389/feduc.2026.1809841)**Fiona Robinson, Tara Jackson, Rose McCabe
1866. **[STEM and intergenerational learning between older adults and young children in Taiwan: challenges and opportunities ↗](https://doi.org/10.3389/feduc.2026.1708939)**Wen-Wei Chiang, Kun-I Chiu, Yi-Huang Shih et al.
1867. **[STEM person of the week: a classroom intervention to support students’ perceptions of, and skills shared with, STEM professionals ↗](https://doi.org/10.3389/feduc.2026.1919375)**António Portas, Annie Padwick, Carol Davenport
1868. **[Safe teaching as compensatory practice: relational potential and barriers for vulnerable students in European classrooms ↗](https://doi.org/10.3389/feduc.2026.1901084)**Jorge Úbeda, María de la Torre, Karen Pérez
1869. **[Saudi university EFL learners’ perceptions of native vs. non-native English speaking teachers: implications for native-speakerism and teacher recruitment ↗](https://doi.org/10.3389/feduc.2026.1804279)**Israa A Qari
1870. **[Saving behavior in adulthood and early financial learning as a facilitator of saving habits: behavioral profiles and educational implications ↗](https://doi.org/10.3389/feduc.2026.1820051)**Alejandra Bedoya-Guerrero, Francisco Orlando Rosales, Karina Maricela Jaramillo Mediavilla et al.
1871. **[Scenario planning in educational leadership: developing innovation literacy through design-based professional learning ↗](https://doi.org/10.3389/feduc.2026.1877708)**Adelee Penner, Sharon Friesen
1872. **[School Resource Officers’ perceptions of and responses to student mental health concerns: a qualitative study ↗](https://doi.org/10.3389/feduc.2026.1716664)**Julianna N. Casella, Aijah K. B. Goodwin, Kristin M. Scardamalia et al.
1873. **[School administrators’ perspectives on data-driven decision-making processes ↗](https://doi.org/10.3389/feduc.2026.1929590)**Fahriye Altınay, Kayra Tas, Zehra Altınay et al.
1874. **[School climate and student wellbeing across compulsory education in Portugal: a cross-sectional study of grade-level differences ↗](https://doi.org/10.3389/feduc.2026.1698941)**Nadia Ferreira, Jose CASTRO SILVA
1875. **[School counselors’ self-efficacy in addressing bullying of students with disabilities in mainstream schools: predictors and implications ↗](https://doi.org/10.3389/feduc.2026.1820270)**Ali Alkeraida
1876. **[School development consulting in networks—current research perspectives from Austria ↗](https://doi.org/10.3389/feduc.2026.1758282)**Johanna Maria Froschauer, Claudia Fahrenwald
1877. **[School exclusion and supported school-to-work transitions for adolescents: protocol for a mixed-methods evaluation of a structured school-based program ↗](https://doi.org/10.3389/feduc.2026.1807443)**Marlene Schulze, Meret Stöckli, Claudia Schellenberg et al.
1878. **[School leadership mentoring across four European educational contexts: an exploratory qualitative study ↗](https://doi.org/10.3389/feduc.2026.1927262)**Ana Patrícia Almeida, Ana Mouraz, Irina Borges
1879. **[School principals’ job satisfaction: individual, structural, and macroeconomic factors: a multilevel analysis using TALIS 2018 data ↗](https://doi.org/10.3389/feduc.2026.1882760)**Daniela María Barrientos Guzmán, Cristián Céspedes, Damarys Roy Sadradín et al.
1880. **[School well-being and self-concept or self-esteem in secondary education students: a systematic review ↗](https://doi.org/10.3389/feduc.2026.1939363)**María Pérez-Sánchez, Luisa Losada-Puente, Paula Mendiri
1881. **[Schrödinger’s student: when students both do and do not drop out ↗](https://doi.org/10.3389/feduc.2026.1769066)**Marius Ole Johansen, Kjersti Elisabet Lea, Helene Marie Kjærgård Eide
1882. **[Scientific and methodological foundations for enhancing the research competencies of future physics teachers using x-ray diffraction as an example ↗](https://doi.org/10.3389/feduc.2026.1750370)**Маzhyn Skakov, Tleubek Dalabayev, Ali Çoruh et al.
1883. **[Scientific and methodological foundations for teaching physicochemical analysis methods in continuous chemical education: a scoping review ↗](https://doi.org/10.3389/feduc.2026.1920270)**Altynkul Toibazarova, Карима Шатаевна Арынова, Nursulu Zhussupbekova et al.
1884. **[Scientific and practical basis for implementing machine learning on a parallel computing cluster: a systematic mapping review ↗](https://doi.org/10.3389/feduc.2026.1741416)**Nursaule Karelkhan, Botakoz Zharkynbek, Kaussar Mukhtarkyzy et al.
1885. **[Scientific foundations and practice-driven impact of interactive cognitive tools in integrating education and cultural identity within the context of educational transformation ↗](https://doi.org/10.3389/feduc.2026.1894372)**Кадирбаева Дидар Артыкбаевна, Amanay Myrzabayev, Kulash Mamirova et al.
1886. **[Scientific inquiry as a mechanism for developing students’ engineering creativity: a multicriteria level-based diagnostic approach ↗](https://doi.org/10.3389/feduc.2026.1805089)**Gulmira S. Saifutdinova, Gaukhar Zhumagaliyeva, Laura Shulanbayeva et al.
1887. **[Scientific thinking vs. free speech: introducing the Cascade model for justifying research-based learning to faculty ↗](https://doi.org/10.3389/feduc.2025.1650687)**Harald A. Mieg, Anna Horrer, Markus Berndt et al.
1888. **[Second chances: understanding the racialized barriers facing formerly incarcerated students in higher education ↗](https://doi.org/10.3389/feduc.2026.1662139)**Jesse R. Ford, Danny E. Malone, Calvin R. Lowery
1889. **[Secondary level students’ linguistic competencies for learning English in community schools: a narrative case study of Sindhupalchok district ↗](https://doi.org/10.3389/feduc.2026.1740249)**Kamal Paudel
1890. **[Sedentary behaviour and psychosocial and sleep-related outcomes in primary school children: a cross-sectional study ↗](https://doi.org/10.3389/feduc.2026.1934325)**Inmaculada Cabrera-Medina, María del Carmen Carcelén‐Fraile, Noelia Vigil-Torres et al.
1891. **[Self-assessment as a heutagogical mechanism for double-loop learning in teacher induction ↗](https://doi.org/10.3389/feduc.2026.1927768)**Ido Gideon
1892. **[Self-directed learning skills for ODeL students in crisis situations: lessons from Zimbabwe Open University during Covid-19 ↗](https://doi.org/10.3389/feduc.2026.1722921)**Logic Magwa, Johannes Nkosinathi Zongozzi
1893. **[Self-regulated learning as a mediational pathway: gendered links between motivation and goal setting and planning in Saudi higher education ↗](https://doi.org/10.3389/feduc.2026.1825425)**Eman Faisal
1894. **[Self-regulated learning in the development of teachers' digital competencies—a systematic literature review ↗](https://doi.org/10.3389/feduc.2026.1893589)**Michael Jemetz, Renate Motschnig
1895. **[Self-regulation skills as statistical predictors of environmental awareness and consciousness in preschool children: a cross-sectional study ↗](https://doi.org/10.3389/feduc.2026.1882365)**Tuba Akar, Mehmet Nur Tuğluk
1896. **[Semiotic meanings in mathematical modeling: an analysis of videos produced by prospective teachers ↗](https://doi.org/10.3389/feduc.2026.1804990)**Jhony Alexánder Villa-Ochoa, Danyal Farsani
1897. **[Sentiment analysis of kindergarteners’ science conversations in project-based classrooms ↗](https://doi.org/10.3389/feduc.2026.1816231)**Ren-Cheng Zhang, Hsin‐Kai Wu, Ching-Ting Hsin et al.
1898. **[Servant leadership as a catalyst for faculty development in colleges across Chennai ↗](https://doi.org/10.3389/feduc.2026.1873633)**V. Nivetha, D. Venkatesan
1899. **[Service-Learning with migrants through playful learning to foster pre-service EFL teachers' competences ↗](https://doi.org/10.3389/feduc.2026.1735933)**Eeva-Maria Hooli, José Luis Ortega-Martín, Silvia Corral-Robles
1900. **[Sex differences in emotional exhaustion among higher-education students during the pre-vaccination COVID-19 period: evidence from Chile and the ECE interpretive framework (ECE-Int) ↗](https://doi.org/10.3389/feduc.2026.1783820)**María‐Mercedes Yeomans‐Cabrera, Jonathan Martínez-Líbano, Alicia Silva et al.

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