---
title: "Frontiers in Education 2026 — all accepted papers, page 9"
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# Frontiers in Education 2026: all accepted papers

2,295 papers · page 9 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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801. **[Behavioral effectiveness: a conceptual framework for explaining the relationship between behavioral potential and actual performance ↗](https://doi.org/10.3389/feduc.2026.1912961)**Bander N Alotaibi
802. **[Behavioural engagement patterns in an AI-powered student support chatbot: an exploratory learning analytics study ↗](https://doi.org/10.3389/feduc.2026.1851891)**Nondumiso Shabangu, Phiwayinkosi Richmond. Gumede, Khulekani Yakobi
803. **[Behavioural telemetry is a weak substitute for in-course assessment: predicting engineering students’ examination performance from digital laboratory process data ↗](https://doi.org/10.3389/feduc.2026.1916958)**Mingyu Wu, Jinye Jia, Thu Thuan Pham
804. **[Benefits and challenges of integrating generative AI in health technology education—a case study ↗](https://doi.org/10.3389/feduc.2026.1763138)**Minna Annika Pikkarainen, Marko Lukic, Safora Johansen et al.
805. **[Best of both worlds: combining LLMs and traditional ML for automated scoring of an open-response situational judgment test ↗](https://doi.org/10.3389/feduc.2026.1756673)**Cole Walsh, Susha Suresh, Rodica Ivan
806. **[Best practices from a cohort model for underrepresented PhD students in engineering and physics ↗](https://doi.org/10.3389/feduc.2026.1799508)**Brittany L. Bergstrom, Robert H. Davis
807. **[Best practices to promote the success of students of color: insights from a new type of climate survey ↗](https://doi.org/10.3389/feduc.2026.1798646)**Kamila Redd, Kevin R. Kennedy, Markus Bräuer
808. **[Best strategies to teach nutrition courses in graduate programs: a systematic review ↗](https://doi.org/10.3389/feduc.2026.1761722)**Zeina Hojeij, Suzan A. Haidar, Rana Rizk et al.
809. **[Between innovation and responsibility: ethical challenge in generative AI-assisted thesis writing among pre-service special education teachers ↗](https://doi.org/10.3389/feduc.2026.1789090)**Haoyue Zhang, Eng Hock Kway
810. **[Between moral panic and moral resilience: professional perceptions of value enactment among young adolescents in Malta ↗](https://doi.org/10.3389/feduc.2026.1946786)**Joseph Giordmaina, Lucianne Zammit, May M. Agius et al.
811. **[Between perceived competence and artificial intelligence: academic self-efficacy profiles in university students with motor disabilities ↗](https://doi.org/10.3389/feduc.2026.1956192)**Raquel Suriá, Fernando García-Castillo, Carmen López Sánchez et al.
812. **[Between policy and practice: how school development consultancy takes shape in interaction with school leadership ↗](https://doi.org/10.3389/feduc.2026.1823235)**Kristina Braun, David Kemethofer, Ulrike Krein et al.
813. **[Between vision and barriers: a qualitative study on school leadership and ESD implementation in Germany ↗](https://doi.org/10.3389/feduc.2025.1693308)**Olivia Wohlfart, Leander Scholz, Ingo Wagner
814. **[Between vocation and wear: configurations of resilience and mental health among beginning teachers in Chile ↗](https://doi.org/10.3389/feduc.2026.1794946)**Paula Verónica Villalobos Vergara, Rodrigo Clemente Vergara, Joel Álvarez‐Ruf
815. **[Beyond English-only feedback: an exploratory classroom-based study of translanguaging written corrective feedback and L2 writing accuracy ↗](https://doi.org/10.3389/feduc.2026.1926733)**Fahad Aldosari
816. **[Beyond andragogy: postgraduate students’ experiences of self-determined learning in higher education: a heutagogical perspective ↗](https://doi.org/10.3389/feduc.2026.1895853)**Linus Mwinkaar, Jane-Frances Yirdong Lobnibe
817. **[Beyond attrition: advisor relationships, progress clarity, and laboratory switching in engineering doctoral programs ↗](https://doi.org/10.3389/feduc.2026.1770054)**Matthew Bahnson, Tabe Abane
818. **[Beyond compliance: a Solove-informed analysis of tracking, profiling, and student privacy in learning management systems ↗](https://doi.org/10.3389/feduc.2026.1871384)**Md Badiuzzaman, Shafiqur Rahman
819. **[Beyond deficit materials: designing open educational resources for Spanish heritage language education ↗](https://doi.org/10.3389/feduc.2026.1910241)**Lorena García-Barroso
820. **[Beyond digital accessibility: an integrated framework for evaluating inclusive quality in asynchronous online higher education ↗](https://doi.org/10.3389/feduc.2026.1973208)**Mariana Ierocares, Marta López-Costa
821. **[Beyond institutional boundaries: a model for cross-institutional interdisciplinary education ↗](https://doi.org/10.3389/feduc.2026.1835391)**Gabrielle Lam, Jastaranpreet Singh
822. **[Beyond neurodiversity and diagnostic capital: a biopsychosocial manifesto and ‘grammar’ for inclusion ↗](https://doi.org/10.3389/feduc.2026.1911703)**Susana Castro
823. **[Beyond policing AI: reflections on teaching, assessment, and pedagogy in social science education ↗](https://doi.org/10.3389/feduc.2026.1915460)**Fareeda Abo‐Rass
824. **[Beyond quality labels: do international accreditation–driven reforms improve internship performance? Evidence from China ↗](https://doi.org/10.3389/feduc.2026.1738688)**Cen Xu, Yalin Duan, Ying Hao Tan et al.
825. **[Beyond reliability: examining the applicability of adaptive comparative judgment in high-stakes assessment ↗](https://doi.org/10.3389/feduc.2026.1755046)**Kjetil Egelandsdal, Jan-Ove Færstad
826. **[Beyond special educational needs labeling: internalizing and externalizing symptom profiles explain school well-being in inclusive education ↗](https://doi.org/10.3389/feduc.2026.1760473)**Philippos Zdoupas, Désirée Laubenstein
827. **[Beyond the average: a systematic review and meta-analysis of differentiated instruction for diverse English learners ↗](https://doi.org/10.3389/feduc.2026.1906974)**Mary Anne C. Sedanza, Junifer A. Abatayo
828. **[Bilingualism as resource or obstacle? Educational tensions in contrasting Norwegian school settings ↗](https://doi.org/10.3389/feduc.2025.1751335)**Eli Smeplass
829. **[Blended learning practices in South African secondary school mathematics classrooms ↗](https://doi.org/10.3389/feduc.2026.1812872)**Puleng Dorah Motseki
830. **[Blind teachers in the educational system—an oxymoron? A participatory research project to identify subjectively reconstructed barriers to participation in teacher training in Germany ↗](https://doi.org/10.3389/feduc.2026.1866513)**Martin Giese, Jens Flach, Isabell Vitt et al.
831. **[Blueprints of learning: a European perspective on policy and school design ↗](https://doi.org/10.3389/feduc.2026.1715843)**Laura Cormio, Lien Reekmans, Nisa Nur Göksel et al.
832. **[Boosting students’ reflection on English learning in the Vietnamese context ↗](https://doi.org/10.3389/feduc.2026.1738960)**Hung Do
833. **[Bottom-up strategies for supporting self-regulation in schools: a scoping review ↗](https://doi.org/10.3389/feduc.2026.1741413)**Laura Suominen Ingulfsvann, Trygve Børve, Stig-Ivan Nygård et al.
834. **[Breaking the silence: examining the prevalence, causes and consequences of sexual abuse of learners by educators in South African schools ↗](https://doi.org/10.3389/feduc.2026.1755712)**Abgirl Muleya, Azwihangwisi Helen Mavhandu‐Mudzusi, Ayobami Precious Adekola et al.
835. **[Bridging AI-mediated educational inequalities in Open and Distance eLearning: lessons from Zimbabwe Open University ↗](https://doi.org/10.3389/feduc.2026.1940879)**Logic Magwa
836. **[Bridging barriers through technology integration in mathematics education: a qualitative multiple-case study of rural schools ↗](https://doi.org/10.3389/feduc.2026.1818616)**Shonisani Agnes Mulovhedzi
837. **[Bridging conceptual understanding and practical skills through a smart platform supported flipped classroom in higher education ↗](https://doi.org/10.3389/feduc.2026.1828159)**Wenliu Zhang, Xiaoliang Zhi
838. **[Bridging minds and machines: perception of artificial intelligence in scientific writing across Latin America ↗](https://doi.org/10.3389/feduc.2026.1816853)**Carlos Enrique George-Reyes, Silvia Patricia Bustamante-Ruiz, Mariana Buenestado Fernández et al.
839. **[Bridging the digital divide in bio-manufacturing: construction and validation of an OBE-AI-BT integrated teaching framework using a modified Delphi method ↗](https://doi.org/10.3389/feduc.2026.1814782)**Xiangui Wang, Maoyu Zhao, Yihao Tang et al.
840. **[Bridging the digital divide: online learning experiences of disadvantaged students in South Africa ↗](https://doi.org/10.3389/feduc.2026.1820563)**Nonhlanhla Precious Nkosi, Monique Keevy
841. **[Bridging the gap and boosting success: a social integration program improves retention and academic performance for traditional and non-traditional students ↗](https://doi.org/10.3389/feduc.2026.1828454)**Allan Garviso-Dufau, Miguel Á. Pérez
842. **[Bridging the gap between expectations and reality: first-year students’ transition experiences in higher education ↗](https://doi.org/10.3389/feduc.2026.1925668)**Molokwane Revelation Matthews Serathi, Oluwatoyin Ayodele Ajani
843. **[Bridging the performance gap: the predictive role of leadership support in Tanzanian secondary schools ↗](https://doi.org/10.3389/feduc.2026.1964055)**Joseph Stephen Magani, Alex Ochumbo, Makungu Bulayi
844. **[Bringing virtual reality-integrated social-emotional learning into schools: a dual-phase validation and feasibility study with adolescents in a collectivist society ↗](https://doi.org/10.3389/feduc.2026.1948150)**Aimi Nur Athira Putri Baharuddin, Nik Ruzyanei Nik Jaafar, Normala Ibrahim et al.
845. **[Building an equitable pipeline of educators by assessing equity and customizing innovative professional development ↗](https://doi.org/10.3389/feduc.2025.1571686)**Lisa R. Bass, Lonnie D. Manns, Jawanza Rand et al.
846. **[Building collaborative systems of support for students with disabilities: a practitioner's guide to research–practice partnerships ↗](https://doi.org/10.3389/feduc.2026.1947005)**Yang Fu, Rui Dai, Veronica Kang et al.
847. **[Building confidence about inclusive teaching through identity-focused professional development ↗](https://doi.org/10.3389/feduc.2026.1902183)**Susanna Calkins, Vanessa Johnson-Ojeda, Sara Eileen O’Neil Woods et al.
848. **[Building critical GenAI literacy through mathematical error analysis ↗](https://doi.org/10.3389/feduc.2026.1892310)**Eunmi Joung
849. **[Building education system resilience in Samoa: systems, policies, and practices that foster equitable learning ↗](https://doi.org/10.3389/feduc.2025.1688422)**Yung Nietschke, Anna Dabrowski, Michelle Arasi-Mulitalo et al.
850. **[Building reliable teacher education systems: comparative insights from aviation for policy, leadership, and professional learning ↗](https://doi.org/10.3389/feduc.2026.1847671)**Benjamin Dreer, Suzanne K. Kearns
851. **[Building the self-efficacy and agency of African mothers with refugee backgrounds to engage with their children’s Canadian schools: a community-led pilot program ↗](https://doi.org/10.3389/feduc.2026.1826631)**Stacey Wilson-Forsberg, Oliver Masakure, Mohamed Bille-Hassan et al.
852. **[Building trust: two cluster randomized controlled trials of professional development to strengthen family engagement as an essential aspect of high-quality early childhood education ↗](https://doi.org/10.3389/feduc.2026.1879794)**Spring Dawson‐McClure, Nicholas Illenberger, Alexandra Ursache et al.
853. **[Bullying victimization, support networks, and perceived school preparedness in Spain: a multi-stakeholder survey study ↗](https://doi.org/10.3389/feduc.2026.1918289)**Eloy José Villaverde-Caramés, Óscar Romero-Chouza, Irene Barbero Alcocer et al.
854. **[Burnout, self-efficacy, and academic awareness in dishonesty: a phenomenological study in higher education ↗](https://doi.org/10.3389/feduc.2026.1794844)**Juber Adilson Castro Mego, Danitza Elfi Montalvo Apolín
855. **[Bypassing the disability: learning experiences and coping strategies of young adults with dyscalculia in the driver's licensing process ↗](https://doi.org/10.3389/feduc.2026.1803209)**Oren Cohen Zada
856. **[CLASP Model for Inclusive Classrooms: a pilot feasibility study of collaborative lesson planning active student participation and flipped personalization ↗](https://doi.org/10.3389/feduc.2026.1730974)**Susan James
857. **[CTMath: enhancing elementary mathematics and computational thinking skills through a structured scratch-based model ↗](https://doi.org/10.3389/feduc.2026.1767445)**Husna Yusrina, Surama, Anam Sutopo et al.
858. **[Can all thrive in inclusion? Teachers’ prejudices and opinions regarding mainstreaming autistic learners ↗](https://doi.org/10.3389/feduc.2026.1845940)**Charity Neejide Onyishi, Maximus Monaheng Sefotho
859. **[Can computational modeling in medical education support a constructionist educational framework? Insights from the seminal literature in Papertian constructionism and system dynamics ↗](https://doi.org/10.3389/feduc.2026.1743544)**David M. Rubin, Penelope A. C. Keene, Xriz L. Richards et al.
860. **[Can game theory explain grade inflation and AI cheating?: a non-technical conceptual analysis and proposed research program ↗](https://doi.org/10.3389/feduc.2026.1813391)**Eric C. Prichard
861. **[Can school culture drive teacher leadership agility, or is collaboration the missing link? ↗](https://doi.org/10.3389/feduc.2026.1794986)**Mario C. Remandaban, Geraldine B. Angangan, Voltaire L. Gaviola et al.
862. **[Capturing emotional experience of children and adolescents with intellectual disabilities using the experience sampling method ↗](https://doi.org/10.3389/feduc.2026.1733429)**Carmen Zurbriggen, Mireille Audeoud, Matthias Lütolf et al.
863. **[Care for children with autism spectrum disorder: mothers' awareness of the importance of nutrition and physical activity on the overall health of children with autism ↗](https://doi.org/10.3389/feduc.2026.1752031)**Nouf Salem Almarzouq, Seham E. Almasoudi, Modhawi Abdulrazaq Almedlij
864. **[Career future perceptions of university students with disabilities: a cross-sectional study in Turkiye ↗](https://doi.org/10.3389/feduc.2025.1711779)**Esra Karaca, Seda Tuğba Baykara Mat, Çisem Baştarcan
865. **[Career success and motivation for lifelong learning: a disaggregated analysis of motivational factors ↗](https://doi.org/10.3389/feduc.2026.1647901)**Rossarin Osathanunkul, Nuttee Suree, Kampol Woradit et al.
866. **[Caregivers’ understandings of resilience among young children in conflict-affected Myanmar ↗](https://doi.org/10.3389/feduc.2026.1857957)**Chun Rong Sun, Ka Lee Carrie Ho
867. **[Challenge-based learning framework for robotics education using open-source differential mobile robots ↗](https://doi.org/10.3389/feduc.2026.1842214)**Héctor Cervantes-Culebro, Erick Axel Padilla-García, Arturo Desaix López Rojas et al.
868. **[Challenges and supports in achieving teaching assistance effectiveness: insights from tertiary business education ↗](https://doi.org/10.3389/feduc.2026.1839514)**Agus Hermawan, Mohammad Arief, Rachmad Hidayat
869. **[Challenges faced by immunology educators in higher education and their responses through an adapted ecological systems framework of teaching challenges ↗](https://doi.org/10.3389/feduc.2025.1639366)**Kyle Schutz, Lauren Wolff, Sumali Pandey et al.
870. **[Challenges of global citizenship education: an analysis of innovative teaching practices in primary education ↗](https://doi.org/10.3389/feduc.2026.1895498)**Ma del Carmen Pegalajar Palomino, África María Cámara Estrella, Elena María Díaz Pareja et al.
871. **[Challenges of skill shortage and skill mismatch in Türkiye under the shadow of migration: evidence from official statistics and sector representatives ↗](https://doi.org/10.3389/feduc.2026.1738364)**Cem Babadoğan, Halil Ecer, Meryem Hamsi İmrol et al.
872. **[Challenges related to English language proficiency among Bangladeshi students in Malaysian universities ↗](https://doi.org/10.3389/feduc.2026.1952559)**Md Tarikul Islam, Selvajothi Ramalingam, Md. Kamrul Hasan
873. **[Challenges to success among research trainees in Canada: insights from a national spinal cord injury conference ↗](https://doi.org/10.3389/feduc.2026.1667667)**Nicole Cesca, Elina Nezon, Lovisa Cheung et al.
874. **[Challenging the notion of a general disfluency effect: the moderating effect of element-interactivity on perceptual disfluency ↗](https://doi.org/10.3389/feduc.2025.1731080)**Maik Beege, Christoph Mengelkamp, Steve Nebel
875. **[Characterization of educational practices for addressing cultural diversity: an analysis from the perspectives of critical interculturality and the inclusion approach ↗](https://doi.org/10.3389/feduc.2026.1882636)**Pablo Segovia-Lagos, Camila Alquinta, Fernanda Bustamante et al.
876. **[Characterizing elementary science teachers’ understanding of language as an epistemic tool ↗](https://doi.org/10.3389/feduc.2026.1777052)**Chenchen Ding, Carolyn Colvin, Brian Hand et al.
877. **[ChatGPT as an AI-based assessment method in library information science education: investigative study in the information studies department ↗](https://doi.org/10.3389/feduc.2026.1824854)**Noura Al Hosni
878. **[Child agency and affective socialization: bilingual practices of Gelao children in language shift ↗](https://doi.org/10.3389/feduc.2026.1806595)**黄缅, Yu Zheng, Tiantian Zhang et al.
879. **[Children's multimodal dialogue in a pattern activity ↗](https://doi.org/10.3389/feduc.2026.1763212)**Morten Bjørnebye, Jorryt van Bommel
880. **[Chinese higher education evaluation: theoretical analysis and method construction—Based on CIPP theory ↗](https://doi.org/10.3389/feduc.2025.1676842)**Yi Huang, Zhiying Deng
881. **[Chinese students' perspectives on teachers' and parents' behavioral readiness for social and emotional learning ↗](https://doi.org/10.3389/feduc.2026.1690171)**C C Wang
882. **[Citizen science projects related to Chemistry and Biology education: a systematic review ↗](https://doi.org/10.3389/feduc.2026.1745289)**Carmen Viviana Basantes Vaca, Luis Alberto Mera Cabezas, Paulina Fernanda Parra Álvarez et al.
883. **[Classroom observation-informed course redesign in design-thinking-oriented art higher education: a teacher action research study ↗](https://doi.org/10.3389/feduc.2026.1856393)**Tianjia Lu, Karim Baigutov, Wenbin Liu et al.
884. **[Cli-fi in the language and literature classroom: impact of reading and argumentative writing ↗](https://doi.org/10.3389/feduc.2026.1802685)**Katherine Belén Quinaluisa Narváez, Silvia Rosa Pacheco-Mendoza, Dennis Alfredo Peralta-Gamboa
885. **[Climate change education in Thailand: from curriculum presence to system coherence and climate-smart schools ↗](https://doi.org/10.3389/feduc.2026.1894980)**Fernando Reimers, Jomphong Mongkhonvanit
886. **[Climbing in expert-level reasoning in immunology: an emerging learning progression on the understanding of immunity ↗](https://doi.org/10.3389/feduc.2025.1648972)**Ryan Alajoki, Katherine Kiel, Hannah Bender et al.
887. **[Cloud-based structural biology and drug discovery training module on google cloud platform ↗](https://doi.org/10.3389/feduc.2026.1837315)**Ojasvi Dutta, Sonalika Ray, Magesh Rajasekaran et al.
888. **[Co-creating custom GPTs: an autoethnographic study of undergraduate students as partners in generative AI innovation ↗](https://doi.org/10.3389/feduc.2026.1818781)**Samuel Lo, Talyssa Lea, Alexandros Mavromoustakos et al.
889. **[Cognitive adaptation in the intelligence era (CAIE): a dynamical systems framework for education reform in the age of artificial intelligence ↗](https://doi.org/10.3389/feduc.2026.1876214)**Chung Ming Chen
890. **[Cognitive and psychological resilience of students facing fire risk: implications for mental health and educational wellbeing ↗](https://doi.org/10.3389/feduc.2026.1714542)**Mihaela Luminița Sandu, Mariana Floricica Călin, Raluca Silvia Matei
891. **[Cognitive competences in human–AI qualitative analysis: exploring the MIXAI workflow through reflective portfolios ↗](https://doi.org/10.3389/feduc.2026.1921424)**Yakamury Rebouças de Lira, Pablo Sebastián Burneo, António Pedro Costa et al.
892. **[Cognitive emotion regulation as a statistical mediator of the association between autistic traits and academic performance in university students ↗](https://doi.org/10.3389/feduc.2026.1827975)**Tina Izad, Rebecca Bienstock, Hannah Knoll et al.
893. **[Cognitive empathy and psychological distress in health sciences students: a cross-sectional study ↗](https://doi.org/10.3389/feduc.2026.1943013)**Eva Yolanda Pulido-Requero, Adriana López-Pulido, Óscar Fernández‐Ballbé et al.
894. **[Collaborating to create a research training program for underrepresented students: insights and strategies for developing and sustaining a multi-institutional consortium ↗](https://doi.org/10.3389/feduc.2026.1750159)**MacKenzie J. Gray, Dara Shifrer, De’Sha Wolf et al.
895. **[Collaboration as an effective tool for the implementation of the Lesotho inclusive education policy 2018: opportunities and challenges ↗](https://doi.org/10.3389/feduc.2026.1897114)**Matseliso Alice Mohoebi
896. **[Collaborative learning in action: empowering students as authors of open educational resources case studies on public health ↗](https://doi.org/10.3389/feduc.2026.1777686)**Carlos Goller
897. **[Collective identity development in higher education teacher teams: a realist synthesis study protocol explaining how collective identity develops in and shapes co-creative practice ↗](https://doi.org/10.3389/feduc.2026.1858816)**K. Vogelzang-Kingma, M. R. van Diggelen, I. S. E. van der Zande
898. **[Collective learning in research-creation processes: co-design of territorial memory devices based on communities of dialogue ↗](https://doi.org/10.3389/feduc.2026.1887828)**Sagrario Ortiz Núñez, Maribel Rodríguez-Velásquez, Ariel Acevedo-Acosta et al.
899. **[Collective wellbeing in action: educator-informed architecture for community flourishing ↗](https://doi.org/10.3389/feduc.2026.1818851)**Suskya Goodall
900. **[Commitment to team coordination: reflections from undergraduate engineers across three team-based computational modeling projects ↗](https://doi.org/10.3389/feduc.2026.1880284)**Joreen Arigye, Abasiafak Ndifreke Udosen, Alejandra J. Magana

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