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title: "Frontiers in Education 2026 — all accepted papers, page 7"
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# Frontiers in Education 2026: all accepted papers

2,295 papers · page 7 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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601. **[A bibliometric analysis of cultivating research capabilities among veterinary science graduate students using CiteSpace ↗](https://doi.org/10.3389/feduc.2026.1773436)**Wei Lie Xiao, Yiqing Zhong, Kaiyao Zhang et al.
602. **[A cognitive resource trade-off model of AI-assisted language learning in Chinese undergraduates ↗](https://doi.org/10.3389/feduc.2026.1872681)**Shengxuan Li, Yanli Hua, Yihuan Yuan et al.
603. **[A commognitive perspective on the use of mathematical vocabulary in a discursive mathematics classroom ↗](https://doi.org/10.3389/feduc.2026.1809933)**Siphiwe Sihlangu, Lekwa Mokwana
604. **[A comparative analysis of research methodology curricula in two national contexts through a constructivist perspective ↗](https://doi.org/10.3389/feduc.2026.1943139)**Uwe P. Hermann, Ricardo Mahshi, Mona Ji Hyun Yang et al.
605. **[A comparative ethnographic narrative of transcultural teacher development and teacher acculturation ↗](https://doi.org/10.3389/feduc.2026.1715875)**Edward R. Howe, John Paul C. Vallente
606. **[A comparative study of TVET systems in China and Pakistan: lessons for Pakistan’s economic development ↗](https://doi.org/10.3389/feduc.2025.1646617)**Naila Bano
607. **[A comparative study of centralized upper secondary school-leaving mathematics examination tasks in Poland and North Rhine-Westphalia with respect to problem solving, modelling, and reasoning competencies ↗](https://doi.org/10.3389/feduc.2026.1891536)**Bruno Scheja, Anna Schreck, Benjamin Rott
608. **[A comparison of Information Technology Education students’ achievement in statistics using Kruskal-Wallis H-test statistic: a nonparametric analysis ↗](https://doi.org/10.3389/feduc.2026.1873889)**Bright Asare
609. **[A comparison of three approaches for clustering polytomous data in the presence of masking variables ↗](https://doi.org/10.3389/feduc.2025.1645911)**Sijia Huang, PRESTON DAVID BOTTER, Alexandra Sturm
610. **[A competence-oriented framework for music teacher education: conceptual model and empirical validation of students’ perceived self-efficacy ↗](https://doi.org/10.3389/feduc.2026.1879004)**Liu Meihuan, Liudmyla Holubnycha, Наnna Kravchenko
611. **[A conceptual framework for integrating digital tools into school-based psychosocial support for inclusive education in South Africa ↗](https://doi.org/10.3389/feduc.2026.1874952)**Medwin Dikwanyane Sepadi
612. **[A conceptual review of a diagnostic assessment tool and early warning mechanisms for enhancing STEM student readiness among first-time entry students at a South African university ↗](https://doi.org/10.3389/feduc.2026.1836480)**Boby Varghese, Stella Chewe Sabi, Naven Chetty
613. **[A context-sensitive scale for assessing GenAI-contextualized acceptance in conservation-related architectural education: development and initial validation ↗](https://doi.org/10.3389/feduc.2026.1861972)**Meliksah Koca, Gonca Büyükmıhçı
614. **[A cross-country comparison of family effect upon students’ reading literacy based on social capital theory ↗](https://doi.org/10.3389/feduc.2026.1487031)**Hongqiang Liu, Jan Van Damme
615. **[A custom-configured large language model for Arabic academic feedback: a case study within the SSDEC curriculum ↗](https://doi.org/10.3389/feduc.2026.1797327)**Sadeq M. Telfah, Samar A. Ahmed, Deena Hassan Elsori
616. **[A design-informed framework for integrating generative AI into IoT engineering education: a single-cycle technical implementation case study ↗](https://doi.org/10.3389/feduc.2026.1919886)**Antonio Carlos Bento, Elsa Yolanda Torres-Torres, Sergio Camacho-Leon et al.
617. **[A didactical transposition study on secondary students’ number sense of integers ↗](https://doi.org/10.3389/feduc.2026.1739073)**Putri Fitriasari, Didi Suryadi, Elah Nurlaelah et al.
618. **[A framework for AI and vocational assessment in higher education ↗](https://doi.org/10.3389/feduc.2026.1703130)**Bruno Balducci
619. **[A framework for authentic assessment in legal and ethical business curricula ↗](https://doi.org/10.3389/feduc.2026.1945511)**Amanda Dixon
620. **[A framework for integrating large language models in secondary physics education: practical design, opportunities, risks, and pedagogical principles ↗](https://doi.org/10.3389/feduc.2026.1874510)**Hongwei Zhu, Wei Liu, Qingfan Shi
621. **[A heutagogical-andragogical model for AI challenges in teacher education ↗](https://doi.org/10.3389/feduc.2026.1812212)**Dafna Granit-Dgani
622. **[A living archive of JEDI curriculum reform in graduate STEMM education ↗](https://doi.org/10.3389/feduc.2026.1856079)**Shinyi Hsieh, Geremy D. Lowe, D’Anne S. Duncan
623. **[A machine learning-based adaptive platform is associated with cognitive improvements in Peruvian secondary school students: a quasi-experimental study ↗](https://doi.org/10.3389/feduc.2026.1938135)**Anel Enmita Córdova Zurita, Javier Armando Viera Domínguez, Anthony Paul Távara Ramos
624. **[A measure of college student trust in their instructor ↗](https://doi.org/10.3389/feduc.2026.1655426)**Mark J. Graham, David I. Hanauer, Oriana R. Aragón et al.
625. **[A methodology for AI-supported cross-level professional collaboration in computer science education using the AI-Ustaz platform ↗](https://doi.org/10.3389/feduc.2026.1893468)**П.Е. Анафия, Saltanat Adikanova, Gulmira Yerlanova
626. **[A mixed-methods pilot evaluation of the Sohanjana Antibullying Intervention for educators in Pakistan: knowledge gains, cultural barriers, and module effectiveness ↗](https://doi.org/10.3389/feduc.2026.1853906)**Sohni Siddiqui, Anja Schultze‐Krumbholz
627. **[A model for diagnosing and preventing burnout in inclusive education teachers with elements of artificial intelligence ↗](https://doi.org/10.3389/feduc.2026.1861982)**Perizat Zhaksylykovna Parmankulova
628. **[A model of small group discussion as a teaching - learning reinforcement tool involving the medical students in the Department of Anatomy: a prospective analytical study ↗](https://doi.org/10.3389/feduc.2026.1937766)**Thummala Naveen Sagar, Rajat Subhra Das, Amit Kumar Shreevastava et al.
629. **[A multi-system psychological capital model for higher education academics: meta-ethnographic research ↗](https://doi.org/10.3389/feduc.2026.1753121)**Anda Wang, Muhammad Asyraf Che Amat
630. **[A multicomponent model of faculty innovative activity in the context of career stages ↗](https://doi.org/10.3389/feduc.2026.1892832)**S. G. Karstina, Абильдина Салтанат Куатовна, Kuralay Nurgaliyeva et al.
631. **[A multidimensional, morphology-sensitive analysis of L2 writing in Turkish: an analytic rubric-based approach ↗](https://doi.org/10.3389/feduc.2026.1849231)**Bilge Nur Doğan Güldenoğlu
632. **[A multifactor model for assessing programming knowledge based on the synchronization of AI analytics and expert evaluation ↗](https://doi.org/10.3389/feduc.2026.1996990)**Zhanat Kunapianovna Nurbekova, M. N. Kemelbek, Ainur Sagimbayeva et al.
633. **[A multilevel living lab using a digital-twin-based modelling environment for sustainability education and decision support ↗](https://doi.org/10.3389/feduc.2026.1863292)**Dace Paule, Jeļena Pubule, Undine Gabranova et al.
634. **[A new framework for coping human resource management analysis for workplace incivility in higher educational institutions ↗](https://doi.org/10.3389/feduc.2026.1801111)**Saiqa Anwaar, Shahid Bashir, Yusnita Yusof
635. **[A pedagogical framework for sustainability competencies: bridging theory and practice in education for sustainable development ↗](https://doi.org/10.3389/feduc.2026.1908784)**Robert James Didham
636. **[A place to start: preparatory framework for STEM outreach evaluation readiness ↗](https://doi.org/10.3389/feduc.2026.1823288)**Jessica L. Norcott, Kristen Dellinger
637. **[A play-based sport psychology curriculum improves youth self-regulation: findings from a quasi-experimental study and a randomized controlled trial ↗](https://doi.org/10.3389/feduc.2026.1739636)**Sean Tuohey, Brendan A. Rich, Marc Robert Lochbaum et al.
638. **[A predictive approach to teaching quality transition and improvement in higher education ↗](https://doi.org/10.3389/feduc.2026.1800289)**Rosa Linda Mamani Morales, Zulma Marisol Quispe Mamani, Ronny Ivan Gonzales Medina et al.
639. **[A preliminary exploratory study on AI chatbot–assisted learning in enhancing dental students comprehension of intraoral radiographic techniques ↗](https://doi.org/10.3389/feduc.2026.1853688)**Suresh Kandagal Veerabhadrappa, Jayanth Kumar Vadivel, Anand Marya et al.
640. **[A process-oriented quality assurance model for the cultural adaptation of developmental screening tools: the Denver II Kazakhstan case ↗](https://doi.org/10.3389/feduc.2026.1826230)**Gülhiz Pilten, Аliya Kuralbayeva, Asel Tasova et al.
641. **[A proof-of-concept EEG study of responses to peer speech in collaborative learning ↗](https://doi.org/10.3389/feduc.2026.1867842)**Chihiro Minami, Hiroki Watanabe, Yasushi Naruse et al.
642. **[A proposed value-based supervisory model for supervisory practices, challenges, and leadership innovations in educational leadership at the institutional level in Oman: a qualitative study ↗](https://doi.org/10.3389/feduc.2026.1827653)**Fathi M. Abunaser, Salim Al Maqbali
643. **[A qualitative examination of the mediating void: teacher PCK, classroom management, and mathematical achievement ↗](https://doi.org/10.3389/feduc.2026.1921022)**Lord Ampofo Adusei, Yarhands Dissou Arthur
644. **[A qualitative examination of the role of school leadership teams in secondary school mental health policy and practice for autistic students ↗](https://doi.org/10.3389/feduc.2025.1662602)**Şeyda Çetintaş, Jo Van Herwegen, Heba Al-Jayoosi et al.
645. **[A qualitative inquiry on redefining students' assessments in the age of artificial intelligence: academicians' viewpoint ↗](https://doi.org/10.3389/feduc.2026.1914870)**Muhammad Shoaib Saleem, Maheen Iqbal Awan, Fouzia Mueen et al.
646. **[A randomized controlled trial of the PBL-CBL-RISE integrated teaching model to enhance clinical competency in pharmacy interns ↗](https://doi.org/10.3389/feduc.2026.1773755)**Siyun Yang, Xiaoying Chen, Chen Zhao et al.
647. **[A readiness-informed design framework for stabilizing collaborative learning in heterogeneous STEM classrooms ↗](https://doi.org/10.3389/feduc.2026.1935381)**Ming Cheng, Yankun Li, Yongzhuo Deng et al.
648. **[A real-time multimodal attention monitoring system for online learning: integrating behavioral, affective, and activity indicators to support adaptive teaching ↗](https://doi.org/10.3389/feduc.2026.1926841)**Mohamed M. Ghoniem, Soha A. Shaban, Dalia L. Elsheweikh et al.
649. **[A research training ecosystem model (RTEM) to guide development of effective research training programs ↗](https://doi.org/10.3389/feduc.2026.1924657)**Janet L. Branchaw, Amanda R. Butz
650. **[A review of mathematics teachers' noticing of students' algebraic thinking ↗](https://doi.org/10.3389/feduc.2026.1897747)**Margaretha Madha Melissa, Dhanachat Anuniwat, Haniek Sri Pratini
651. **[A social interactional lens on pedagogical translanguaging: the case of teacher- and student-initiated vocabulary work in Bangladeshi EMI classrooms ↗](https://doi.org/10.3389/feduc.2026.1769364)**Rizwan-ul Huq, Alia Amir
652. **[A structured online learning model based on active learning strategies: design and experimental evaluation in teacher education ↗](https://doi.org/10.3389/feduc.2026.1878646)**Dana Shrymbay, Elvira Adylbekova
653. **[A study of the influence of family capital and educational choice willingness of county high school students in China ↗](https://doi.org/10.3389/feduc.2026.1839308)**Xiaoping Hu, Yingxia Guo, Xintao Li
654. **[A study on the stimulation and guidance of intrinsic motivation among engineering college students in China ↗](https://doi.org/10.3389/feduc.2026.1733781)**楊昆岳, Dong Han
655. **[A systematic literature review of international practices for effective teaching of hydrogeology fundamentals in the training of geography teachers ↗](https://doi.org/10.3389/feduc.2026.1842172)**Gulira Ussein, Nurzhanat Shakirova, Yerlan Issakov et al.
656. **[A systematic review of eye-tracking technology in higher education: implications for effective feedback practices ↗](https://doi.org/10.3389/feduc.2026.1872398)**Oktay Cem Adıgüzel, Emrullah Esen, Cansu Şahín Kölemen
657. **[A systematic review of teacher-protection laws: towards a legal framework for educator safety in Kuwait ↗](https://doi.org/10.3389/feduc.2026.1845789)**Anwar AlHattab, Ayeshah Ahmed Alazmi
658. **[A systematic review of the effectiveness of teaching geoecological issues to geography students using digital technologies ↗](https://doi.org/10.3389/feduc.2026.1940081)**Ainur Murzinova, Sagyngali Kalkashev, Damezhan Sadykova et al.
659. **[A systematic review of the methodological foundations for forming students’ professional competence through the teaching of local geographical toponyms ↗](https://doi.org/10.3389/feduc.2026.1876982)**Бейсембинова Ардак Сериковна, Bakyt AKTYMBAYEVA, Aigul Aktymbayeva et al.
660. **[A teacher’s experience in enacting the knowledge-building approach to teaching about climate change ↗](https://doi.org/10.3389/feduc.2025.1694161)**Fathimath Azmath, Meng Yew Tee
661. **[A techno-mathematical literacy scale for engineering students: development and validation (E-TmLS) ↗](https://doi.org/10.3389/feduc.2026.1930595)**Barış Demir, Rümeysa Beyazhançer
662. **[A therapeutic-based professional development model for enhancing emotional regulation and positive discipline in early-career teachers in Thai schools ↗](https://doi.org/10.3389/feduc.2026.1803359)**Henry Yuh Anchunda, Wareerat Kaewurai
663. **[A tri-theoretical framework for enhancing disaster preparedness in elementary schools: exploring collaboration, vulnerability, and constructivist education ↗](https://doi.org/10.3389/feduc.2026.1800646)**Milky O. Estrella, Gennes Jem R. Martinez, Maricris Jane D. Perante et al.
664. **[A universal musical minimum: capability, universal design and body percussion in Spanish primary music education ↗](https://doi.org/10.3389/feduc.2026.1969806)**Francisco Javier Romero-Naranjo
665. **[A vision-based behavioural monitoring framework towards trustworthy AI proctoring for online assessments ↗](https://doi.org/10.3389/feduc.2026.1900028)**Arunabh Kshitij Kshitij, Soni Sweta
666. **[AI as a conditional accessibility resource in deaf EFL higher education: instructor perceptions from an Iranian university context ↗](https://doi.org/10.3389/feduc.2026.1951268)**Hessameddin Ghanbar, Mohadeseh Asghari, Yasamin Pourhematkhanshir
667. **[AI as ethical and pedagogical mediator in initial teacher education: a case study ↗](https://doi.org/10.3389/feduc.2026.1779383)**José Antonio Ortí Martínez, Jorge Burgueño López, Juan José González Ortíz
668. **[AI in education: new tools to navigate the AI reality ↗](https://doi.org/10.3389/feduc.2026.1765510)**Sandy Gluck, Liat Katz
669. **[AI in inclusive education: teachers’ visions of future-oriented practices ↗](https://doi.org/10.3389/feduc.2026.1890925)**Laura Daniusevičiūtė-Brazaitė, Lina Gaižiūnienė, Raminta Pučėtaitė
670. **[AI in teacher education: a systematic review of gamified motivational architectures ↗](https://doi.org/10.3389/feduc.2026.1839096)**Diana Milena Patiño Barriga, Ana Dolores Vargas Sánchez, Andrés Chiappe et al.
671. **[AI literacy and subject specialization in pre-service teacher education: a mixed-methods study of dimensional profiles and perceived pedagogical challenges ↗](https://doi.org/10.3389/feduc.2026.1876627)**Yu Hu, Lan Wang
672. **[AI literacy development among special education graduate students: a mixed-methods exploration ↗](https://doi.org/10.3389/feduc.2026.1967082)**Randa G. Keeley, Maria Peterson, Brooke Huley et al.
673. **[AI readiness in schools: institutional policies and technological capacity in Spanish secondary education and vocational training ↗](https://doi.org/10.3389/feduc.2026.1815816)**Natalia Lara Nieto-Márquez, Diana Cembreros Castaño, Encarnación López Mateo et al.
674. **[AI self-efficacy as a predictor of satisfaction with studies: the mediating role of research motivation among Peruvian University students ↗](https://doi.org/10.3389/feduc.2026.1897704)**Willian Huamanttupa Mar, Analuz Maria Quispe-Mamani, Carlos D. Abanto-Ramírez et al.
675. **[AI-TPACK readiness and generative AI integration among mathematics lecturers in Ghana's public colleges of education: predictors of AI-TPACK readiness ↗](https://doi.org/10.3389/feduc.2026.1968113)**Emmanuel Kwadzo Sallah, Millicent Narh-Kert, Alex Owusu et al.
676. **[AI-assisted evaluation of revision patterns in young students’ argument writing ↗](https://doi.org/10.3389/feduc.2026.1736489)**Tianwen Li, Lindsay Clare Matsumura, Elaine Lin Wang et al.
677. **[AI-embedded robotic learning in inclusive classrooms: analysis of adaptive scaffolding effects on mathematical reasoning ↗](https://doi.org/10.3389/feduc.2026.1825175)**Riawan Yudi Purwoko, Teguh Wibowo, Wahju Tjahjo Saputro et al.
678. **[AI-enhanced communicative-situational technologies for developing linguocultural competence in pre-service language teachers ↗](https://doi.org/10.3389/feduc.2026.1910005)**Bibigul B. Utegaliyeva, Galiya Kismetova, Кльжиян Мендыгалиевна Шунайбекова et al.
679. **[AI-generated feedback on student solutions to graphical problems in kinematics and dynamics ↗](https://doi.org/10.3389/feduc.2026.1769356)**John Tipaz, Kevin Ortega-Chávez, Johnny Hidalgo et al.
680. **[AI-powered student support: a conceptual paper on ethical AI in education ↗](https://doi.org/10.3389/feduc.2026.1801972)**Κλεοπάτρα Νικολοπούλου
681. **[AI-supported assessment in online learning: a Chinese- and English-language systematic scoping review and evidence map of computational approaches, assessment-use impact, and technical validation ↗](https://doi.org/10.3389/feduc.2026.1921095)**Sheng Jiao, Zhijun Yang, Shimin Li
682. **[Academic and institutional support for postgraduate students in sub-Saharan Africa: a scoping review ↗](https://doi.org/10.3389/feduc.2026.1821614)**Adepeju Lateef, Memme Girly Makua
683. **[Academic dishonesty as a multidimensional construct in contemporary higher education ↗](https://doi.org/10.3389/feduc.2026.1843507)**Yaneth Melysia Cari, Noe Benjamin Pampa Quispe, Lourdes Quenta-Condori et al.
684. **[Academic dissatisfaction in teacher evaluation: a natural language processing approach and multimodal semantic analysis for the generation of pedagogical evidence ↗](https://doi.org/10.3389/feduc.2026.1820339)**Gary Christiam Farfán Chilicaus, Alexander Fernando Haro Sarango, Myriam Johanna Naranjo Vaca et al.
685. **[Academic engagement and faculty participation in higher education strategy-making: evidence from Colombia ↗](https://doi.org/10.3389/feduc.2026.1925759)**Vladimir Ballesteros Ballesteros, Rodrigo Arturo Zárate Torres
686. **[Academic leadership beyond hierarchy: balancing autonomy, trust, and collaboration in university teams ↗](https://doi.org/10.3389/feduc.2026.1875401)**Kateřina Bočková, David Anthony Procházka, Matúš Guga et al.
687. **[Academic leadership in transition: determinants of managerial effectiveness in Vietnamese universities ↗](https://doi.org/10.3389/feduc.2026.1862596)**Thi Hong Tran, T N P Nguyen, Minh Tuan Nguyen
688. **[Academic mentoring for a university career in the 21st century ↗](https://doi.org/10.3389/feduc.2026.1754089)**Mihaela Voinea, Anastasia-Mălina Cioloca, Andreea Şiţoiu
689. **[Academic motivation and engagement: the mediating role of academic self-efficacy in Peruvian university students ↗](https://doi.org/10.3389/feduc.2026.1793329)**Julieta Cachique-Lachuma, Lisbet Rosmeri Silva-Burga, David Israel Antazu-Lopez et al.
690. **[Academic roles and competences in transition: digital transformation and university governance ↗](https://doi.org/10.3389/feduc.2026.1841892)**Emanuela Proietti
691. **[Accelerating research excellence and impact in developing countries using performance-based research funding systems: policy insights and seven actionable recommendations ↗](https://doi.org/10.3389/feduc.2026.1738182)**Hassan Mohammadian, Basem Shomar, Dana H. Elkhalifa et al.
692. **[Acceptance of AI-gamified adaptive learning in EFL: bifactor evidence for essential unidimensionality and the limits of subscale scoring ↗](https://doi.org/10.3389/feduc.2026.1929123)**Ainur Zhorabekova, Marzhan Moldakassymovna Duisenova, Moldir Kurmasheva et al.
693. **[Access to education amid internal displacements in Zimbabwe: a systematic review ↗](https://doi.org/10.3389/feduc.2026.1700177)**Pfuurai Chimbunde, Byron A. Brown
694. **[Accuracy–communication orientations in Chinese university Spanish learning: a social distance perspective ↗](https://doi.org/10.3389/feduc.2026.1764715)**Manqin Wu, Zhiping Chen
695. **[Acquired characteristics of physical education teachers and students’ motor development: a multilevel analysis ↗](https://doi.org/10.3389/feduc.2026.1895457)**Fabian Büchel, Sonja Büchel, Tim Heemsoth
696. **[Active learning framework and the learning experiences of widening access mature students at London Churchill college: protocol for an exploratory sequential mixed-methods study ↗](https://doi.org/10.3389/feduc.2026.1762263)**Nazim Uddin
697. **[Active learning methodologies and the development of professional competencies in postgraduate education: a literature review in higher education ↗](https://doi.org/10.3389/feduc.2025.1682856)**Cesar Jhonny Zorrilla Esparza, Mauricio Acevedo-Carrillo, Jorge Luis Chávez Collazos et al.
698. **[Active pedagogical approaches in physical education across school and higher-education contexts and in physical education teacher education: a systematic review of pedagogical models, outcomes and implementation conditions (2005–2025) ↗](https://doi.org/10.3389/feduc.2026.1959300)**Laura Ruiz-Sánchez, Amador Jesús Lara-Sánchez, Ramón Chacón Cuberos et al.
699. **[Active pedagogy and comprehensive student development: an integrative hermeneutic review and five-category interpretive model ↗](https://doi.org/10.3389/feduc.2026.1911517)**Johan Méndez Reyes, Pedro Luís González Rivera, Hugo Fernando Iñiguez Magallanes et al.
700. **[Adaptation and psychometric validation of the DigComp 2.2-based perceptions questionnaire on digital competence among pre-service teachers in Ghana ↗](https://doi.org/10.3389/feduc.2026.1856136)**Christopher Yaw Kwaah, Andrews Cobbinah, Frank Quansah et al.

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