---
title: "Frontiers in Education 2026 — all accepted papers, page 23"
description: "All 2,295 papers of Frontiers in Education 2026 · page 23 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 23 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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2201. **[Understanding student engagement through motivation, resilience, and social support: evidence from conflict-affected schools in Myanmar ↗](https://doi.org/10.3389/feduc.2026.1717677)**Lugyi No
2202. **[Understanding student satisfaction in performing arts education: a grounded theory study of undergraduate musical theatre education in China ↗](https://doi.org/10.3389/feduc.2026.1903290)**Xiaoxi Xu, Wannaporn Siripala
2203. **[Understanding supervisor-student interactions in virtual doctoral programs: how online feedback shapes research development and academic resilience ↗](https://doi.org/10.3389/feduc.2026.1870810)**Josefina Amanda Suyo-Vega, Monica Elisa Meneses La Riva, Sofía Almendra Alvarado-Suyo et al.
2204. **[Understanding teachers' scholarly information interaction in digital-intelligent environments: an extended UTAUT model with urban–rural, gender, and experience differences in China ↗](https://doi.org/10.3389/feduc.2026.1788391)**Guanfang Yu, Chunsen Hu
2205. **[Understanding the role of perceived drivers and barriers in shaping entrepreneurial intentions: the mediating effect of perceived value among higher education students ↗](https://doi.org/10.3389/feduc.2026.1901776)**Ameerul Hassan S., Syed Noorul Shajar
2206. **[Understanding the selective impact of math anxiety on mathematical skills in first graders ↗](https://doi.org/10.3389/feduc.2025.1696557)**Angélica Polvani Trassi, Isabella Starling‐Alves, Flavia Heloisa Santos
2207. **[Unequal academics: AI as a threat to the voice and agency of Asian women in academia ↗](https://doi.org/10.3389/feduc.2026.1856166)**Chien Ju Ting
2208. **[Unequal coexistence: governance lock-in among academic mission logics in a multidisciplinary faculty ↗](https://doi.org/10.3389/feduc.2026.1917314)**Bernt Arne Bertheussen
2209. **[Unequal tools, unequal teaching: resource inequality and Grade 12 Mathematics pedagogy in South African community learning centres ↗](https://doi.org/10.3389/feduc.2026.1749244)**Carlit Casey Tibane, Olivia Neo Mafa-Theledi
2210. **[Unfulfilled promises: the impact of Brazil's national education plan's unmet goals on healthcare professional training ↗](https://doi.org/10.3389/feduc.2026.1831336)**Rodrigo Luiz Vancini, Marilia Santos Andrade, Claudio André Barbosa de Lira
2211. **[University Ombudsman's office in action: protecting individual rights in the public academic sphere ↗](https://doi.org/10.3389/feduc.2026.1766822)**America Ruby Alburqueque Fernandez, Danna Paola Sánchez Bringas, Felipa Elvira Muñoz Ccuro
2212. **[University dropout intention and its psychological dimensions: the role of academic stress in Peruvian students ↗](https://doi.org/10.3389/feduc.2026.1756633)**Janett V. Chávez Sosa, Salomón Huancahuire‐Vega, Daniela G. Casana Rojas et al.
2213. **[University entrepreneurship ecosystems that foster faculty engagement and entrepreneurial leadership: evidence from Bolivia ↗](https://doi.org/10.3389/feduc.2026.1888107)**Jose Loaiza-Torres, Mauricio Carvache‐Franco, Jorge Salas Vargas et al.
2214. **[University governance and institutional management for sustainability: teachers’ perspectives on policy implementation in higher education ↗](https://doi.org/10.3389/feduc.2026.1731067)**Johnatan Castro-Gómez, Natalia Marulanda Grisales, César Zapata-Molina et al.
2215. **[University social responsibility in Latin America: debates, institutionalization, and contemporary challenges ↗](https://doi.org/10.3389/feduc.2026.1861215)**James Carlos Fernandez Salguero, Aleixandre Brian Duche-Pérez, Cesar Alejandro Del Carpio Ugarte et al.
2216. **[University students’ perspectives on stigma in Swiss higher education ↗](https://doi.org/10.3389/feduc.2026.1773246)**Naiara Etxebarria, Camille Thomas, Nahia Idoiaga Mondragón et al.
2217. **[University support and entrepreneurial intentions: the mediating role of task-specific entrepreneurial self-efficacy among Chinese university students ↗](https://doi.org/10.3389/feduc.2026.1810380)**Jinwen Zhang, Xinxin Dai
2218. **[Unleashing computational thinking: a novel approach to reforming Indonesian primary math instruction ↗](https://doi.org/10.3389/feduc.2026.1754373)**Sri Wulandari Danoebroto, Wahyudi Wahyudi, Obed Ulloa et al.
2219. **[Unlocking green minds: role of attitudes in Edu-escape games ↗](https://doi.org/10.3389/feduc.2026.1766028)**Juliane Fleissner-Martin, Tessa-Marie Baierl, Jürgen Paul et al.
2220. **[Unlocking words and fluency: Spaced Retrieval small-scale case study practice with Spanish-speaking A1 EFL adult learners ↗](https://doi.org/10.3389/feduc.2025.1715111)**Tiffany Dávila-Bajaña, Lizeth Salas-Vaca, Penélope Sánchez-Valdiviezo et al.
2221. **[Untangling the interplay of leadership effectiveness and cultural typologies in enhancing risk management practices in public education ↗](https://doi.org/10.3389/feduc.2026.1802639)**Naomi C. Tanquezon, Mitchee A. Cabahug, Ana Margarita J. Lamoste et al.
2222. **[Unveiling the individual predictors of prestigious award-winning among gifted students: academic achievement, gender, and cognitive ability ↗](https://doi.org/10.3389/feduc.2026.1916590)**Abdullah Mohammed Aljughaiman, Norah F. Almulhim
2223. **[Use of generative AI in database courses: a role-based review ↗](https://doi.org/10.3389/feduc.2026.1795408)**Oğuz Ak
2224. **[Use of the PhET simulation for teaching and learning mathematical functions in university students ↗](https://doi.org/10.3389/feduc.2026.1738904)**Flaviano Armando Zenteno Ruíz, Raúl Malpartida Lovatón, Víctor Luis Albornoz Dávila et al.
2225. **[Use of web platforms and mobile applications for the understanding of ISO and NTP environmental certifications ↗](https://doi.org/10.3389/feduc.2026.1835518)**Augusto Cahuapaza Morales, Evelyn Trinidad Montero-Zuñiga, Giomar Moscoso
2226. **[Using active learning methods to develop social and pedagogical competence in future special educators ↗](https://doi.org/10.3389/feduc.2026.1807445)**Kuralay Toktarbekova, Almagul Kalykbayeva, S.A. Stelmakh et al.
2227. **[Using activity theory to inform the design of academic resources for first-year engineering students ↗](https://doi.org/10.3389/feduc.2026.1884961)**Gayoung Kim, Chamille J. Lescott
2228. **[Using concept analysis to understand teacher professional knowledge ↗](https://doi.org/10.3389/feduc.2026.1734961)**Vilma Žydžiūnaitė, Jovita Matulaitienė
2229. **[Using digital and AI tools in STEAM education to develop pre-service teachers' mathematical knowledge for teaching in Zimbabwe ↗](https://doi.org/10.3389/feduc.2026.1811788)**Fabiano Jamba, Million Chauraya
2230. **[Using multi-criteria decision-making to prioritize resource allocation for CDIO implementation in technology & engineering education ↗](https://doi.org/10.3389/feduc.2026.1793792)**Clifford John B. Orquia, Irvin Paul Rendon, Fritz D. Bacalso et al.
2231. **[Using multimodal learning analytics as a formative assessment tool in AI-assisted physical education: a case study of Baduanjin teaching ↗](https://doi.org/10.3389/feduc.2026.1744594)**TongKai Guan, Renee Shiun Yee Chew, Xiaoman Wen et al.
2232. **[Validating a four-factor model of teachers’ online assessment practices in the UAE tertiary education ↗](https://doi.org/10.3389/feduc.2026.1830811)**Sahbi Hidri, Huda Alblooshi, Slim Khemakhem et al.
2233. **[Validation of a tool for assessing undergraduate university students’ perceptions and engagement in virtual reality-based digital literacy education ↗](https://doi.org/10.3389/feduc.2026.1871454)**Zhandos Zulpykhar, Aitgul Azamat, Saniya Nariman et al.
2234. **[Validation of a tool to measure the level of knowledge and use of educational innovation among university students in Ecuador ↗](https://doi.org/10.3389/feduc.2026.1797679)**Octavio Zorrilla Briones, Raúl Alfredo Sánchez Ancajima, Edgar Efraín Obaco Soto
2235. **[Validation of an instrument to measure knowledge, skills, and attitudes related to team science in undergraduate courses ↗](https://doi.org/10.3389/feduc.2026.1723238)**Fiona Freeland, Joi Phelps Walker, Heather D. Vance‐Chalcraft
2236. **[Value myths scale—teacher form: a validity and reliability study ↗](https://doi.org/10.3389/feduc.2026.1836442)**Derya KAYIRAN, Rahma Yusuf Haji Mohamud
2237. **[Video design principles for video-making and learner engagement with videos in a MOOC ↗](https://doi.org/10.3389/feduc.2026.1895636)**Halvdan Haugsbakken
2238. **[Video-based online mathematics instruction with GeoGebra: a visual learning analytics-supported study to enhance open educational resources and practices ↗](https://doi.org/10.3389/feduc.2026.1811676)**Xiaowei Huang, Chung Kwan Lo, Jiaju He et al.
2239. **[Virtual and augmented reality as tools for improving students' performance in STEM fields ↗](https://doi.org/10.3389/feduc.2026.1718410)**Krenare Pireva, Kyvete Shatri
2240. **[Visual distraction, inhibitory control, and children’s math performance ↗](https://doi.org/10.3389/feduc.2026.1725694)**Kerry Lee, Patrick Lemaire B, Tak-Yue Dickson Chan et al.
2241. **[Visual method for explaining De Morgan’s Laws in upper secondary education ↗](https://doi.org/10.3389/feduc.2026.1737035)**Senad Orhani, Sadri Alija, Bright Asare
2242. **[Voices from the field: exploring academics’ perceptions of scholarly publishing at a University of Technology ↗](https://doi.org/10.3389/feduc.2026.1858570)**Anthony Kiryagana Isabirye, Christine Janse van Rensburg, Christel Marais
2243. **[Vouching towards Bethlehem: what colleges and universities owe students in the age of AI ↗](https://doi.org/10.3389/feduc.2026.1855989)**Jean E. Rhodes
2244. **[Well-being and mental health in university students: a cross-sectional group comparison in the context of a campus sustainability strategy ↗](https://doi.org/10.3389/feduc.2026.1748489)**Yolanda Campos-Uscanga, María Cristina Ortiz León, Ariadna Tercero-Pérez et al.
2245. **[Well-being and self-acceptance in educational practice: the perspectives of music school instrument teachers ↗](https://doi.org/10.3389/feduc.2026.1949486)**Marija K. Tanasković
2246. **[Well-being of women English language teachers: perceptions and lived experiences ↗](https://doi.org/10.3389/feduc.2026.1882014)**Sharada Khanal, Bharat Prasad Neupane, Niroj Dahal et al.
2247. **[Wellbeing Ways: protocol for assessing and supporting Aboriginal and Torres Strait Islander students' wellbeing in Queensland secondary schools ↗](https://doi.org/10.3389/feduc.2026.1804339)**Kate Mallory Anderson, Neelam Malik, Darren C. Garvey et al.
2248. **[What are the evaluations of young mothers about programs designed to support their academic achievement? A qualitative systematic review ↗](https://doi.org/10.3389/feduc.2026.1765379)**Bróna Nic Giolla Easpaig, Janina Catalao Dionisio Murta, Tao Wang et al.
2249. **[What do teachers need? Development of teacher professionalization activities for interprofessional and interdisciplinary education ↗](https://doi.org/10.3389/feduc.2026.1840809)**Jessica Oudenampsen, Claudia Tielemans, Renske A. van Gestel
2250. **[What does educational inclusion mean in theory and practice for learners with severe and profound learning disabilities? ↗](https://doi.org/10.3389/feduc.2026.1903221)**Peter Imray, Nicola Clare Grove, Brahm Norwich
2251. **[What is a green school? Understanding stewardship, well-being, and sustainability education ↗](https://doi.org/10.3389/feduc.2026.1930082)**William L. Sterrett, Meredith A. Frey, Sohail Masood Sukhera
2252. **[What is meant by formative assessment? A review analysis of the most cited journal articles and their relevance to inclusive education ↗](https://doi.org/10.3389/feduc.2026.1905629)**Jozef Miškolci, Lenka Slepičková, Helena Vaďurová
2253. **[What is the relationship between sports psychology and educational attainment: exploring the moderating and the mediating relationship ↗](https://doi.org/10.3389/feduc.2026.1750942)**Jawad Ali, Oussama Saoula, Abderrahim Benlahcene et al.
2254. **[What makes a highly productive PhD student? ↗](https://doi.org/10.3389/feduc.2026.1885720)**Jingyu Yu, Zhenyu Cao, Guixia Liu et al.
2255. **[What makes a “good” counterexample? Criteria for the comparison of counterexamples and for fostering subject matter-oriented reflections among preservice teachers ↗](https://doi.org/10.3389/feduc.2026.1904577)**Christoph Ableitinger, Kata Sebök
2256. **[What predicts second-language vocabulary retention? A common-metric comparison of behavioural learning traces and self-reported strategy use ↗](https://doi.org/10.3389/feduc.2026.1818557)**Seyed‐Ali Sadegh‐Zadeh, Ali Akbar Jabbari, Naghmeh Ghoochani et al.
2257. **[What to do with school refusal? A scoping review of digital and non-digital interventions ↗](https://doi.org/10.3389/feduc.2026.1862436)**Hanna Marie Ihlebæk, Camilla Ihlebæk, Rajna Knez et al.
2258. **[What works for inclusive gifted education? An umbrella review of acceleration, enrichment, and ability grouping ↗](https://doi.org/10.3389/feduc.2026.1925181)**C. Ferrándiz, Ramón García Perales, R. M. Pons et al.
2259. **[When confidence misleads: misconception categories in three-tier diagnostic assessment through a mathematical resilience lens ↗](https://doi.org/10.3389/feduc.2026.1899106)**Saranyachakri Roekrit, Ratchanikorn Chonchaiya
2260. **[When hybrid (ChatGPT and teacher) feedback does not outperform teacher-only feedback: evidence from A2 EFL writing in Ecuador ↗](https://doi.org/10.3389/feduc.2026.1978336)**Rony Monteros Campues, Alexis Contreras-Falcones
2261. **[When knowledge and language become barriers to teacher evaluation: school leaders’ experiences in multilingual and multidisciplinary schools in the UAE ↗](https://doi.org/10.3389/feduc.2026.1842644)**Muza A. E. Abunamous, Dina AlKhawaldeh, Honey Bahri
2262. **[When mathematics remains trade-blind: recontextualization and workplace mobilization in Ghanaian welding and fabrication education ↗](https://doi.org/10.3389/feduc.2026.1898213)**Philip Adjei Acheampong, Francis Kwadwo Awuah, Farouq Sessah Mensah
2263. **[When more technology does not mean better learning: digital tool use, instructional quality, and mathematics achievement in everyday classroom settings ↗](https://doi.org/10.3389/feduc.2026.1873242)**Christian Lindermayer, Timo Kosiol, Julia S. Meuleners et al.
2264. **[Whiteness as symbolic capital: disrupting elite power and racial binaries to advance interracial solidarity in UK higher education ↗](https://doi.org/10.3389/feduc.2026.1733261)**Christopher Jones
2265. **[Who attends PhD supervision training? A multi-year snapshot of gendered participation in a Nordic graduate school ↗](https://doi.org/10.3389/feduc.2026.1892378)**Marius Ole Johansen, Rune Johan Krumsvik
2266. **[Who benefits from teaching quality: the role of prior achievement in Czech lower secondary schools ↗](https://doi.org/10.3389/feduc.2025.1712000)**Klára Šeďová, Martin Sedláček
2267. **[Who will become future sport intrapreneurs? A configurational analysis of intrapreneurial intentions among sport science students using fsQCA ↗](https://doi.org/10.3389/feduc.2026.1876789)**Daniel Ordiñana-Bellver, Carlos Pérez Campos, Gabriel Martinez Rico et al.
2268. **[Who – or what – is writing now? Exploring upper secondary students’ chatbot-mediated writing practices ↗](https://doi.org/10.3389/feduc.2026.1767132)**Stine Malin Brynildsen
2269. **[Why AI-based adaptive learning outperforms game-based strategies in the development of mathematical reasoning ↗](https://doi.org/10.3389/feduc.2026.1812582)**Vera Septi Andrini, Umi Hidayati, Erdyna Dwi Etika et al.
2270. **[Why critical thinking rarely surfaces in EFL classrooms: insights from Egyptian higher education and implications for ESP ↗](https://doi.org/10.3389/feduc.2026.1808262)**Israa Ismael, S Li, Xin Luo et al.
2271. **[Work dilemmas and job satisfaction of banzhurens (class teachers) in Chinese primary school—a case study ↗](https://doi.org/10.3389/feduc.2026.1679096)**Ka Bai, Mun Yee Lai
2272. **[Workforce–industry–academia convergence through the integration of professional courses into academic curricula ↗](https://doi.org/10.3389/feduc.2026.1763878)**Ali F. Almutairi, Mohamed Baderelden, Nazeer Muhammad et al.
2273. **[Youth well-becoming, leadership ability, and cultural identity in an educational program integrating cultural immersion, career mentorship, and advocacy training ↗](https://doi.org/10.3389/feduc.2026.1800293)**Grace Rae Lee, Isabel Jane Li, Yordanos Gebrecherkos et al.
2274. **[iSTEAM and TLIF as frameworks for artistic and mathematical creativity: a comparative conceptual review ↗](https://doi.org/10.3389/feduc.2026.1839126)**Geanina Havârneanu
2275. **[‘It's here and we can't fight it’: engineering faculty perceptions of generative AI, student use, and the future of engineering education ↗](https://doi.org/10.3389/feduc.2026.1880863)**Pratima Saravanan, Connor Meissner, Jennifer Glenn
2276. **[‘Making sure that people are in a good place is draining, and nobody does that for me’: the pandemic and its ongoing impact on teachers and headteachers ↗](https://doi.org/10.3389/feduc.2026.1931792)**Cecilia Zuniga‐Montanez, Silke Fricke, Elena Lisauskaite et al.
2277. **[‘Pracademics’ as boundary spanners: utilizing AI-powered tools to enhance the inclusive provincial development plan for Sa Kaeo, Thailand ↗](https://doi.org/10.3389/feduc.2026.1713224)**Chaiwut Thepo, Pisak Kalyanamitra, Warawut Kumpanuch et al.
2278. **[“Believing, belonging, becoming”: academic confidence, perceived teacher emotional support and study engagement in research writing of sports science students ↗](https://doi.org/10.3389/feduc.2026.1822824)**Joseph Lobo
2279. **[“Figure out who I am as a person and then go from there”: youth insights on humanizing education ↗](https://doi.org/10.3389/feduc.2026.1951520)**Dena N. Simmons, Shauna L. Tominey, Miriam Miller et al.
2280. **[“I don’t learn like this”: social capital and human capital during emergency remote learning at an emerging Hispanic-serving institution ↗](https://doi.org/10.3389/feduc.2025.1717404)**Kea Saper
2281. **[“I just do not have more energy to deal with this!”: a chairperson's perspective on levels of stress among students and faculty engaged in coursework at a Midwestern University in the United States ↗](https://doi.org/10.3389/feduc.2026.1591268)**Rebecca Jordan, Amanda E. Sorensen, Steven A. Gray
2282. **[“I learned more, but it was very hard:” advancing urban mathematics through blended learning, digital tools, and modeling in an engineering-embedded algebra elective ↗](https://doi.org/10.3389/feduc.2026.1792579)**Emily Yanisko, Rachel McClam, Alexis Daniels
2283. **[“In their own way”: personalization in history teaching in second-chance academic classes ↗](https://doi.org/10.3389/feduc.2026.1910822)**Oded Cohen
2284. **[“It didn't just feel like translation”: Saudi EFL learners’ perceptions of translanguaging vs. English-only written corrective feedback ↗](https://doi.org/10.3389/feduc.2026.1927612)**Fahad Aldosari
2285. **[“It looks like my die has a favorite number”—maker education for 21st century skills in primary science education ↗](https://doi.org/10.18154/rwth-2026-00334)**Ann-Katrin Krebs
2286. **[“It's not my safe zone”: student-teachers' perspectives on readiness and facilitator practices in heutagogy-inspired courses ↗](https://doi.org/10.3389/feduc.2026.1860322)**Tamar Beer
2287. **[“It’s my execution ground, yet my stage”: EFL teachers’ directed motivational currents in an AI-based teaching contest ↗](https://doi.org/10.3389/feduc.2026.1772529)**Lingjun Zheng, Xiangru Yang
2288. **[“Los niños tienen derecho de jugar”: exploring Latina mothers’ experiences as co-researchers and advocates for playful learning in community spaces ↗](https://doi.org/10.3389/feduc.2026.1898497)**Karlena D. Ochoa, Vanessa Noemy Bermudez, Annelise Pesch et al.
2289. **[“Not giving up when I can't express myself”: toward an entrepreneurial mindset framework in English language learning ↗](https://doi.org/10.3389/feduc.2026.1906263)**Jeffrey Dawala Wilang, Sirinthorn Seepho, Wachiraya Bangkhadara
2290. **[“Should I tell my teacher?” Student AI disclosure practices, stigma, and self-regulated learning in higher education ↗](https://doi.org/10.3389/feduc.2026.1826174)**Daniel Chang, Michael Pin-Chuan Lin, Jing-Yuan Huang et al.
2291. **[“This is our mission”: Equity and Ideological Clarity in a Montessori Dual Language School ↗](https://doi.org/10.3389/feduc.2026.1639824)**Sofía E. Chaparro, Kathryn P. Schamu, Elena Bacmeister
2292. **[“We have a say in the matter”: students’ voices in school self-evaluation ↗](https://doi.org/10.3389/feduc.2026.1812522)**Inês Sousa, Elisabete Ferreira
2293. **[“We have to make it fair”: an ethnographic account of students’ negotiating equity and inclusion in student-centred physical education ↗](https://doi.org/10.3389/feduc.2026.1934424)**Eugénio Ribeiro, Isabel Mesquita, Cláudio Farias
2294. **[“Why speak when classroom speaking feels costly?”: meaning in life, enjoyment, engagement, and second-language willingness to communicate among Thai undergraduates ↗](https://doi.org/10.3389/feduc.2026.1915908)**Anan Fan, Yudhi Arifani, Lele Fan et al.
2295. **[“Yes we can?” – To what extent do can-judgments enhance self-regulated learning from text? ↗](https://doi.org/10.3389/feduc.2025.1689514)**Martin Fifka, Nicolas Hübner, Anique B. H. de Bruin et al.

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