---
title: "Frontiers in Education 2026 — all accepted papers, page 22"
description: "All 2,295 papers of Frontiers in Education 2026 · page 22 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 22 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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2101. **[The influence of mathematical language proficiency on students’ conceptual understanding and overall mathematics development ↗](https://doi.org/10.3389/feduc.2026.1822455)**Lord Ampofo Adusei, Ernest Larbi
2102. **[The influence of music on affective, social, and motivational experiences during circuit training in physical education ↗](https://doi.org/10.3389/feduc.2026.1893547)**Franziska Lautenbach, Pia Zajonz, Hannah Wagner et al.
2103. **[The influence of reinforcement on classroom management and learners’ performance at secondary schools in South Africa ↗](https://doi.org/10.3389/feduc.2026.1829190)**Nadeem Ahmed
2104. **[The instructional justification of formal concept entry in science education: a concept genesis framework ↗](https://doi.org/10.3389/feduc.2026.1958667)**G. Sivasubramanian
2105. **[The integration of digital technologies in principal supervision: a systematic review of E-supervision and virtual coaching models ↗](https://doi.org/10.3389/feduc.2026.1884565)**Osama Taani, Rana Zein, Suzan Alabidi
2106. **[The interconnected roles of sleep, stress, and technology use in student motivation and academic engagement in higher education: a systematic review (2015–2025) ↗](https://doi.org/10.3389/feduc.2026.1889391)**Abida Ayesha
2107. **[The interplay between EFL teachers’ attitudes and professional identity formation: a systematic review ↗](https://doi.org/10.3389/feduc.2026.1759097)**Jian Zhao, Shanina Sharatol Ahmad Shah, Siti Hafizah Ab Hamid
2108. **[The influence of perceived teachers’ support on online learning engagement among college students: the chain-mediating effect of self-efficacy and academic emotions ↗](https://doi.org/10.3389/feduc.2026.1661859)**Xiaowei Cao
2109. **[The logic and construction path of “double-qualified” teachers policy agenda in China from the perspective of the multiple-streams theory ↗](https://doi.org/10.3389/feduc.2026.1768597)**Renfu Peng
2110. **[The mechanism of chained psychological resources: the pathway of influence of mood states on executive function in art major candidates ↗](https://doi.org/10.3389/feduc.2026.1805091)**Xiang Ji, Peilai Jin, Yu Zuo et al.
2111. **[The mediating effect of ethnic identity and cognitive and affective empathy on anxious and depressive symptoms in college students ↗](https://doi.org/10.3389/feduc.2026.1858038)**Janelle S. Peifer, Amareee Walker, Gita Taasoobshirazi et al.
2112. **[The mediating effects of perceived stress and affective temperament on the relationship between psychological capital and mental health in nursing undergraduates ↗](https://doi.org/10.3389/feduc.2026.1788190)**Xiao-Ying Shen, Yong-Lin Tang, Jun Wang et al.
2113. **[The moderating role of academic integrity in the relationship between artificial intelligence and critical thinking among graduate students in Jordan ↗](https://doi.org/10.3389/feduc.2026.1776308)**Ruba Saleh Alkam, Rula Odeh Alsawalqa, Roqaya Alreesi
2114. **[The more prepared pre-service teachers are, the more fruitful teaching is: a case of complex logarithmic inequalities ↗](https://doi.org/10.3389/feduc.2026.1905526)**Abdullah Kurudirek, Fabian Hennig, Sumeyra Karatas et al.
2115. **[The multi-perspective assessment of pedagogical interaction quality as a tool for teaching development: insights from the INTAKT pilot study ↗](https://doi.org/10.3389/feduc.2026.1781315)**Laura Schwitter, Boris Eckstein, Alexander Wettstein et al.
2116. **[The network structure of research on artificial intelligence in school leadership and management: insights from a multi-method approach ↗](https://doi.org/10.3389/feduc.2026.1877606)**Turgut Karaköse, Orhun Kaptan, Gülenay Nagihan Kılıç et al.
2117. **[The paradox of AI cognitive substitution: a moderated mediation model of the relationship between teacher support and student creativity ↗](https://doi.org/10.3389/feduc.2026.1902745)**Li Gong, Xiaohui Li
2118. **[The paradox of graduate programs in Reading Education in the Philippines amid a literacy crisis ↗](https://doi.org/10.3389/feduc.2026.1721429)**Al Ryanne Gabonada Gatcho, Fatima Zahra V. Sali
2119. **[The paradox of university student well-being: the discrepancy between abstract definitions and the perceived experience of time pressure, isolation, and anxiety ↗](https://doi.org/10.3389/feduc.2026.1874077)**Valeria Micheletto, Alessandro Fici, Vincenzo Russo et al.
2120. **[The pedagogy of rest: a theory-integrative narrative review of intentional pauses in education ↗](https://doi.org/10.3389/feduc.2026.1847699)**Rotimi Peter Oye
2121. **[The perceived influence of education law on the administration and governance of secondary education in Nigeria ↗](https://doi.org/10.3389/feduc.2026.1786349)**Anthony Great Ossai, Isabella Ezinwa Okokoyo, Mary Bivwiere Asabor
2122. **[The perception of heutagogy among members of an educational community: a case study of an Arab authority in Israel ↗](https://doi.org/10.3389/feduc.2026.1921831)**Ghada Wattad, Idit Livneh
2123. **[The problem posing capacities of pre-service post-primary mathematics teachers: insights from an Irish university ↗](https://doi.org/10.3389/feduc.2026.1851481)**Emma M. Owens, Brien C. Nolan
2124. **[The quality of life of art and non-art students: a comparative study ↗](https://doi.org/10.3389/feduc.2026.1811735)**Ghozeail Abdulaziz Abdullah Aldhorman
2125. **[The raw gap misleads: conditional conversion from environmental familiarity to action is small and development-gradient-patterned ↗](https://doi.org/10.3389/feduc.2026.1892104)**Henry Laverde-Rojas, Carlos Laverde-Rodríguez, Pedro Mauricio Acosta Castellanos
2126. **[The reality of identifying gifted children in Qatar from the perspective of early childhood teachers: a mixed-methods study ↗](https://doi.org/10.3389/feduc.2026.1957723)**Fatima S. Al-Saqatri, Ali Musleh Alodat, Jawaher A. Al-Thani
2127. **[The regulatory landscape of generative AI in education and the future of student psychological well-being — a comparative analysis of EU and Chinese legislation ↗](https://doi.org/10.3389/feduc.2026.1800061)**Shengyin Zhang, Jidong Wang
2128. **[The relationship between critical thinking and education for sustainable development practices among teachers ↗](https://doi.org/10.3389/feduc.2026.1868456)**Elaf Almansour
2129. **[The relationship between kindergarten type (public vs. private) and academic achievement and behaviour of third-grade girls ↗](https://doi.org/10.3389/feduc.2026.1862037)**DALAL AlAZEMI, Saleh Alrashid, Ghazi Alrasheedi
2130. **[The relationship between parental digital self-efficacy, preschoolers' electronic media use, and learning quality—variable-centered and person-center analysis ↗](https://doi.org/10.3389/feduc.2026.1742963)**Hanbo Che, Weihong Qian, Yancen Zhao
2131. **[The relationship between perceptions of non-formal education and perceptions of 21st-century skills in a religious-collectivist community ↗](https://doi.org/10.3389/feduc.2026.1694349)**Anat Barth, Lee Cahaner, Shneor Ruchwarger
2132. **[The relationship between positive relationships and fear of loneliness on the academic engagement of Peruvian university students ↗](https://doi.org/10.3389/feduc.2026.1793974)**Jonatán Padilla-Guevara, Jhordy Andy Irene-Mendoza, Luz Keyli Goycochea-Rodrigo et al.
2133. **[The relationship between special education teachers’ attitudes and their competencies in using assistive technology in Jordan ↗](https://doi.org/10.3389/feduc.2026.1769030)**Bayan Izzeddin Aldagamseh, Shooroq Mohammed Maberah, Luai Taleb Obaidat et al.
2134. **[The relationship between work environment and teacher professional development within a South African context: a correlational design ↗](https://doi.org/10.3389/feduc.2026.1705173)**Marien Alet Graham
2135. **[The rise of uncertified teachers and emerging impacts on educational leadership: findings from a mixed-methods pilot study ↗](https://doi.org/10.3389/feduc.2026.1840639)**Katherine Cumings Mansfield, Wesley Edwards
2136. **[The role of Islamic religious education in advancing equality in student participation in physical education: a scoping review ↗](https://doi.org/10.3389/feduc.2026.1779417)**Nuryamin Nuryamin, La Ode Ismail Ahmad, Risna Mosiba et al.
2137. **[The role of artificial intelligence in detecting and preventing academic dishonesty in higher education: a systematic review ↗](https://doi.org/10.3389/feduc.2026.1880283)**Walid Salamah
2138. **[The role of design thinking in enhancing students’ creative thinking: a narrative review ↗](https://doi.org/10.3389/feduc.2026.1903668)**Amina Abibullakyzy, Danebek Poshayev, Ainakul Uzakhova et al.
2139. **[The role of digital learning technologies in enhancing interactive learning: evidence from education postgraduate students at a UAE university ↗](https://doi.org/10.3389/feduc.2026.1874300)**Mohd. Elmagzoub Eltahir, Elham Izeddin Yahia, Nassereldin Abdel Qadir Osman et al.
2140. **[The role of educational presence in enhancing synchronous and asynchronous interactivity in virtual learning environments ↗](https://doi.org/10.3389/feduc.2026.1771906)**Leonela Elisa Macías-Rodríguez, Ronny Santana, Evelyn Karina García Carranza et al.
2141. **[The role of holistic support for historically marginalized students in STEM: reflection from an urban research institution, 2010–2025 ↗](https://doi.org/10.3389/feduc.2026.1801114)**Chia Youyee Vang, Anique Ruiz, Wilkistar A. Otieno et al.
2142. **[The role of host institutions in advancing sustainable and inclusive higher education internationalisation in Africa: lessons from three South African universities ↗](https://doi.org/10.3389/feduc.2026.1853389)**Peter Babajide Oloba
2143. **[The role of information technologies in optimising pedagogical processes and achieving educational goals ↗](https://doi.org/10.3389/feduc.2026.1893601)**B. Dildebai, Saltanat Adikanova, Zhanat Seitakhmetova et al.
2144. **[The role of non-cognitive attributes in licensure examination performance among pre-service teachers: a PLS-SEM study in the Philippines ↗](https://doi.org/10.3389/feduc.2026.1803674)**Quennie Rose H. Abao, Purity V. Mata, Roxanne Kaye S. Bihasa et al.
2145. **[The role of organizational and psychological effect on teachers’ occupational stress ↗](https://doi.org/10.3389/feduc.2026.1759589)**Anna Cheng, Nur Fauziyah, Junaidi Junaidi
2146. **[The role of pedagogical knowledge base, creativity, and resilience in shaping EFL teachers’ self-efficacy ↗](https://doi.org/10.3389/feduc.2026.1823196)**Kuralay Kenzhekanova, Dameli Kapanova, Karlygash Dyussupbayeva et al.
2147. **[The role of school management teams in monitoring and evaluating teachers’ self-regulated learning implementation in primary school in the Lejweleputswa District, South Africa ↗](https://doi.org/10.3389/feduc.2026.1830243)**Keneilwe Bridgette Sephiri, Awelani Melvin Rambuda
2148. **[The role of scout curricula in enhancing cooperation, discipline, and leadership ↗](https://doi.org/10.3389/feduc.2026.1756654)**Reema Wajeeh Daraghma
2149. **[The role of software frameworks in the development of computational thinking in software engineering education: a systematic review ↗](https://doi.org/10.3389/feduc.2026.1863091)**Erick Leandro Ruano-Lara
2150. **[The role of teachers in online learning: an empirical analysis based on person-centered and variable-centered approaches ↗](https://doi.org/10.3389/feduc.2026.1688662)**Yi Wang, Shunjie Chen, Jin Liu
2151. **[The role of teachers’ digital competence in primary school students’ learning motivation ↗](https://doi.org/10.3389/feduc.2026.1808477)**Venera Shatri, Fehmi Ramadani, Miranda Lushaj
2152. **[The role of transformative learning in the development of higher-order thinking skills in junior high school students: a qualitative study ↗](https://doi.org/10.3389/feduc.2026.1811834)**Mas'ud B, Sriyanti Mustafa, Marwati Abd. Malik
2153. **[The self-regulatory paradox of learning analytics: student expectations and the conditions for fair algorithmic assessment in higher education ↗](https://doi.org/10.3389/feduc.2026.1913278)**Laia Lluch Molins, Carles Lindí­n
2154. **[The significance of Indigenous chemistry knowledge in Western chemistry education ↗](https://doi.org/10.3389/feduc.2026.1844328)**Tavonga Tawanda, Awelani Victor Mudau
2155. **[The social and emotional dynamics of teachers’ peer relationships ↗](https://doi.org/10.3389/feduc.2026.1907631)**Alison Kington, Ben Looker, Isobel Dawes et al.
2156. **[The trust-Ubuntu nexus: redefining collaboration in school leadership in the Free State Province ↗](https://doi.org/10.3389/feduc.2026.1739280)**Solomon Chibaya, Ntombizandile Gcelu
2157. **[The uneven “mainstreaming” of migration-related diversity in French healthcare education and training ↗](https://doi.org/10.3389/feduc.2026.1750759)**Joanne Walker
2158. **[The use of German turn-final ODER in GFL counseling: interactional-linguistic and longitudinal insights into its functions and adaptive dynamics in counselor and learner practices ↗](https://doi.org/10.3389/feduc.2026.1670352)**Milica Lazović
2159. **[The wellbeing of postgraduate taught students: an exploratory case study ↗](https://doi.org/10.3389/feduc.2026.1797548)**Francesca Marshall, Francesca Fotheringham, Veronica O’Carroll et al.
2160. **[The “golden mean” of ICT use: how moderate use and digital competence predict mathematics achievement ↗](https://doi.org/10.3389/feduc.2026.1860483)**Elisa Caponera, Valentina Colonnello, Laura Palmerio et al.
2161. **[The “skills-first” illusion: a critical discourse analysis of Microsoft’s AI skilling initiative ↗](https://doi.org/10.3389/feduc.2026.1702457)**Laura Balán
2162. **[Theoretical and experimental model of neurodidactic support for students in inclusive education ↗](https://doi.org/10.3389/feduc.2026.1772043)**Н.Т. Плалов, Akan Mubarakov
2163. **[Theory vs. praxis: what should mathematics offender-educators know and why it matters? ↗](https://doi.org/10.3389/feduc.2026.1807748)**Siphelele Mbatha
2164. **[Theory, practice, and perceived competence: Norwegian PETE students’ reflections on teacher education ↗](https://doi.org/10.3389/feduc.2026.1912940)**Pål Lagestad, Knut Westlie, Ruben Vist Hagen et al.
2165. **[Thinking and focusing together: short-term impact of attentional practice and philosophy for children on socio-emotional and cognitive development ↗](https://doi.org/10.3389/feduc.2026.1804273)**Nathalie Martin, Chiara Zanetti, Philippe Gay
2166. **[Toward an integrated cognitive–contemplative framework for student mental health: a conceptual analysis of vedic psychological principles and cognitive behavioral therapy in education ↗](https://doi.org/10.3389/feduc.2026.1817984)**Smrithy Girijakumari Sreekantan Nair, Balaji Chandrasekaran
2167. **[Towards professionalism: AI to benefit student-teachers’ lesson planning ↗](https://doi.org/10.3389/feduc.2026.1833547)**Azhar B. Abukhanova, Bibigul Almukhambetova, Assem Mamekova et al.
2168. **[Towards the determination of competencies of the commercial engineer in Chile ↗](https://doi.org/10.3389/feduc.2026.1864111)**Miguel A. Bustamante, Mauricio Carvache‐Franco, Patricia Villarreal Navarrete et al.
2169. **[Traditional and modern education systems in Ayurveda education: a critical integrative review ↗](https://doi.org/10.3389/feduc.2026.1941593)**Sangeeta Singh, Dr. Bhawani Singh, Radhika Bhattrai - et al.
2170. **[Transformation of mindfulness to collective minds: fostering innovation through mindful organizing and emotional intelligence, a multi-level perspective ↗](https://doi.org/10.3389/feduc.2026.1738334)**Muhammad Shoaib Saleem, Maheen Iqbal Awan, Fouzia Mueen et al.
2171. **[Transformation of the teaching role through educational automation and intelligent technologies: a systematic review ↗](https://doi.org/10.3389/feduc.2026.1876239)**Danny Santiago Delgado Togra, Grethy del Rocío Quezada-Lozano
2172. **[Transformational leadership, innovation-oriented organizational culture, and organizational commitment among primary school teachers in Oman: a PLS-SEM analysis ↗](https://doi.org/10.3389/feduc.2026.1856804)**Said Rashid Ali Alshuhumi, Dawood Abdul Malek Yahya Al-Hidabi, Akintola Ismaila Akinbode
2173. **[Transformative Educational Leadership for Inner Well-Being: integrating transpersonal awareness and systemic coherence ↗](https://doi.org/10.3389/feduc.2026.1732417)**Okyanus Işık Seda Yılmaz
2174. **[Transformative green innovation hubs for youth: reskilling and curriculum development for sustainability ↗](https://doi.org/10.3389/feduc.2026.1808483)**Innocent Osoro Ngare, Isaac Kipkemoi, Ogechi Adeola et al.
2175. **[Transformative leadership and the implementation of digital education policy in Zanzibar: a sequential explanatory study of implementation barriers, challenges and enabling strategies ↗](https://doi.org/10.3389/feduc.2026.1915844)**Sabra Ahmada, Indrajit Kumar, Manisha Pathak
2176. **[Transformative learning and community engagement for sustainable competency development in higher education: a PLS-SEM-ANN analysis from Ecuador ↗](https://doi.org/10.3389/feduc.2026.1874253)**Ambar Annabelle Verdugo Arcos, Luis Alberto Lesmes Sáenz, Migdalia Bustamante et al.
2177. **[Transformative play: integrating outdoor adventure education and the NPI-cycle to facilitate transformative experience ↗](https://doi.org/10.3389/feduc.2026.1896240)**Benjamin C. Heddy, Erin M. Casey, Cian L. Brown et al.
2178. **[Transforming engineering education in emerging economies: a comparative review of Kazakhstan and selected Sub-Saharan African contexts ↗](https://doi.org/10.3389/feduc.2026.1824281)**Maxot Rakhmetov, Rustam Shadiev, Акмарал Муханбетжанова et al.
2179. **[Transforming higher education in a transitional context: an analytical synthesis of Kazakhstan's post-independence reforms ↗](https://doi.org/10.3389/feduc.2026.1845456)**Kuanysh A. Yergaliyev, Akerke Ayaganova, Assylbek Nurgabdeshov et al.
2180. **[Transforming intensive reading instruction: a four-method pedagogical framework for enhancing reading proficiency in higher education ↗](https://doi.org/10.3389/feduc.2026.1956377)**Raed Abdal hafed ibrahim Alsaraireh, Ala’a Yahya Salem AlFogara, Do’aa Hussam Adeen Ahmad Als’oub et al.
2181. **[Transforming research methodologies in teacher education: a systematic comparative review of global trends and the Kazakhstani experience ↗](https://doi.org/10.3389/feduc.2026.1812436)**Айман Берикханова, Fatima Assilbayeva, Л.О. Сарсенбаева et al.
2182. **[Transitioning to active learning in veterinary medical education: post-pandemic reflections from veterinary students and faculty ↗](https://doi.org/10.3389/feduc.2026.1812985)**Rohini Roopnarine, Kinda Francis, Cecelia Hegamin-Younger
2183. **[Translanguaged lexical-pragmatic scaffolding makes pragmatic vocabulary knowledge visible in Jordanian EFL classrooms ↗](https://doi.org/10.3389/feduc.2026.1902162)**Mohamad Almashour, Hesham Abdel Karim Aldamen, Mutasim Al‐Deaibes et al.
2184. **[Translation and validation of the academic grit scale for Peruvian university students ↗](https://doi.org/10.3389/feduc.2026.1783761)**Renzo Felipe Carranza Esteban, Anahí Meza-Villafranca, Stefany Rossy Lopez Atencio et al.
2185. **[Translation, cultural adaptation, and psychometric validation of the WHO-5 well-being index for Arabic-speaking university students ↗](https://doi.org/10.3389/feduc.2026.1899754)**Ammar Abdulrahman Jairoun, Moyad Jamal Shahwan, Abeer M. Al-Ghananeem et al.
2186. **[Translational mindset scale: evidence on internal structure ↗](https://doi.org/10.3389/feduc.2026.1782272)**Jose Fabián Elizondo-González, Angela Murray, Trina E. Emler
2187. **[Transmedia digital narratives in mathematics teaching in educational contexts: a systematic, bibliometric, and structural review (2014–2024) ↗](https://doi.org/10.3389/feduc.2025.1719806)**Julián Andrés Ortegón Ángel, Álvaro Andrés Sánchez Devia, Diana Carolina Burbano González
2188. **[Transpersonal educational leadership: an integrative model of spiritual alignment, energy coherence, and mystical awareness ↗](https://doi.org/10.3389/feduc.2026.1734179)**Okyanus Işık Seda Yılmaz
2189. **[Traversing, turning, and mobilizing as operators for a radical interdisciplinarity: modeling local and complementary integration ↗](https://doi.org/10.3389/feduc.2026.1850194)**Maaike Bleeker, Iris van der Tuin
2190. **[Trends and urban-rural disparities in the returns to higher education in China amidst scale expansion: a correlational analysis ↗](https://doi.org/10.3389/feduc.2026.1752579)**Dexin Hu, Hongchun Li, Haixin Song et al.
2191. **[Trust and help-seeking judgments in everyday relationships: a qualitative study of Cambodian pre-service teachers ↗](https://doi.org/10.3389/feduc.2026.1859719)**Marie Ueno, Takashi Asakura, Hirofumi Monobe et al.
2192. **[Trust, challenges and sustainability in professional learning communities: insights from higher education students ↗](https://doi.org/10.3389/feduc.2026.1757686)**Anca Georgiana Simion, Ion Albulescu, Cristian Stan
2193. **[Tuning experiential activities’ constraints influences student engagement and focus on transversal skills ↗](https://doi.org/10.3389/feduc.2025.1688568)**Siara Isaac, Joelyn de Lima, Yousef Jalali et al.
2194. **[Turning tension into educational momentum: a ten-year action research study of music-integrated ideological and political education in higher education ↗](https://doi.org/10.3389/feduc.2026.1890682)**Junwen Deng, Jinlong Men, Shizhang Qu et al.
2195. **[Typologies, teacher contact, and family consequences of school absenteeism in Japan ↗](https://doi.org/10.3389/feduc.2026.1776656)**Hiromichi Kato, Masayoshi Ota, Koki Kinoshita et al.
2196. **[Uncovering teaching patterns of scientific inquiry: a video-based comparison of German and Swedish chemistry lessons ↗](https://doi.org/10.3389/feduc.2026.1697484)**Rüdiger Tiemann, Jaana Björkman
2197. **[Uncovering the shared skills underlying interdisciplinarity, innovation, and social responsibility through a systematic review of assessment instruments ↗](https://doi.org/10.3389/feduc.2026.1860884)**Nataly Cisternas, Esteban Guzman, Daniela Silva Valeria
2198. **[Undergraduate students' engagement with MOOCs in Kazakhstan: variations by gender, year of study, and discipline ↗](https://doi.org/10.3389/feduc.2026.1929103)**Karas Kaziyev, Aigerim Bayanbayeva, Rentauli Mariah Silalahi et al.
2199. **[Understanding antibiotic resistance: impact of a longitudinal education intervention for children ↗](https://doi.org/10.3389/feduc.2026.1763271)**Johanna McNicholl, Sarah Younie, Sapphire Crosby et al.
2200. **[Understanding continuance intention towards e-learning platforms: a structural model based on expectation confirmation and individual innovativeness ↗](https://doi.org/10.3389/feduc.2026.1892980)**N. Fardhana Begum, D. Venkatesan

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