Recent Progress in Research in Education Sciences

Education sciences, also known as education studies, education theory, and traditionally called pedagogy, seek to describe, understand, and prescribe education policy and practice. Education sciences include many topics, such as pedagogy, andragogy, curriculum, learning, education policy, organization and leadership. Educational thought is informed by many disciplines, such as history, philosophy, sociology, and psychology [1]. The landscape of Education Sciences is constantly evolving, driven by innovative research and a commitment to enhancing teaching and learning. In this article, we explore recent advancements that hold promise for shaping the future of education.

1. Predictive Learning Analytics: A Decade of Insights

In the dynamic world of higher education, technological advancements are continually reshaping teaching and learning approaches, with learning analytics (LA) playing a crucial role in this transformation [2]. Over the past decade (2012–2022), predictive learning analytics has emerged as a powerful tool in higher education. Researchers have harnessed machine learning and deep learning models to predict vital academic outcomes based on diverse student-related data. By analyzing learning features and employing sophisticated predictive models, educators aim to improve the learning process from all angles. Key outcomes frequently predicted include student performance, retention, and dropout rates. This field continues to evolve, bridging the gap between data-driven insights and effective educational practices [3].

2. Trends in Educational Research

To stay informed, educators should be aware of the latest trends in educational research. Here are a few noteworthy areas:

• Personalized Learning: Tailoring instruction to individual student needs through adaptive technologies and personalized pathways. Personalized learning is touted to provide opportunities for learners to achieve their full potential while developing a love of learning [4].
• Social-Emotional Learning (SEL): Focusing on emotional intelligence, empathy, and interpersonal skills to support holistic student development. A recent survey of over 5,000 talent professionals conducted by LinkedIn’s Global Talent Trends found that 91% of employers believe that social and emotional skills are more important than any other trend changing nature of the workplaces including artificial intelligence, remote learning, recruiting and hiring around the world [5].
• Blended Learning: Integrating online and face-to-face instruction for a flexible and engaging learning experience. With the growing integration of technology in education, the adoption of blended learning (b-learning) has gained attention [6].
• Neuroeducation: Exploring the intersection of neuroscience and education to optimize teaching methods. The strategy consisted of three key elements derived from neuroeducation: (1) experiment, (2) surprise and play, and (3) learn [7].

3. Strengthening the Research-Teaching Nexus

The relationship between research and teaching in higher education has been a subject of extensive study. Recent research emphasizes how the research-teaching nexus can enhance both student and faculty experiences. By integrating research into teaching practices, educators can create meaningful learning opportunities and foster critical thinking skills. This synergy benefits not only students but also contributes to scholarly advancement [8].

4. Instructional Design Innovations

Advancements in instructional design continue to shape effective teaching practices. Researchers emphasize evidence-based approaches, learner-centered design, and the integration of technology. As educators, we must invest in robust research at the planning stage to create impactful learning experiences. Balancing pedagogical principles with technological tools ensures that our teaching methods remain relevant and engaging [9].

In conclusion, educational research is a dynamic field, and staying informed about recent progress is essential for educators, policymakers, and institutions. Let us embrace these advancements, collaborate across disciplines, and pave the way for a brighter future in education.

List of top most journals in Education Sciences (2024)

What is open access journal?

An open access journal is an academic journal that publishes scholarly papers and makes the content available for access, download, reading, and distribution without charging subscription fees. People commonly refer to open access journals as “free journals” since users do not have to pay to read or use their contents. In the general context, it is somehow correct. But technically, most open access journals use Creative Commons licenses, which are public licenses that allow content usage and impose certain restrictions, if any. Such restrictions may include attribution, modifications, and non-commercialization. Open access journals are growing in popularity and are well respected in academia. Major databases such as the Directory of Open Access Publishing have begun focusing on indexing and promoting high-quality open access journals. More established databases have also followed suit. The presence of established databases in promoting open access journals is an important validation and recognition of open research.

What is open peer review?

Open peer review (OPR), where review reports and reviewers’ identities are published alongside the articles, represents one of the last aspects of the open science movement to be widely embraced, although its adoption has been growing since the turn of the century (Wolfram etal., 2020) [10]. Open peer review refers to various modifications of the traditional scholarly peer review process. These modifications aim to address perceived shortcomings of the conventional system. Here are the three common forms of open peer review:

1. Open Identities:

• In open peer review, authors and reviewers are aware of each other’s identities. Unlike traditional peer review, where reviewers remain anonymous to anyone but the journal’s editors, open peer review allows transparency by revealing reviewer names to authors.
• However, reviewer identities may or may not be disclosed to the public.

2. Open Reports:

• Under this model, review reports are made public, rather than being confidentially shared only with the article’s authors. This includes publishing not only the reviewers’ comments but also the authors’ responses and editors’ recommendations.
• Typically, this applies to articles accepted for publication, not those that are rejected.

3. Open Participation:

• In open peer review, self-selected reviewers (beyond invited experts) can comment on an article. The assumption is that the article’s content is openly accessible.
• These self-selected reviewers may contribute either brief comments or comprehensive reviews.
• The text of the article is openly available, allowing broader community participation in the review process.

The adoption of open peer review aims to enhance transparency, provide incentives, reduce wastefulness, and address issues like bullying and harassment in scholarly communication.

What are the benefits of Open Peer Review?

Open peer review (OPR) is a transparent process that allows scholarly articles to be evaluated by experts in the field, while also revealing the identities of both authors and reviewers. OPR can improve the quality of research by:

• Encouraging constructive feedback: Openness in the identities of authors and reviewers can lead to better quality feedback rather than simply rejecting the paper.
• Reducing bias: Everything is openly available to all, which can reduce the possibility of bias.
• Empowering authors: Authors can lead the process by suggesting reviewers themselves.
• Improving accountability: The quality of current scientific publications is at stake.
• Encouraging collaboration: OPR encourages collaboration and promotes diversity of perspectives, ultimately leading to more robust and credible research outcomes.
• Providing learning opportunities: OPR places a research work in the context of a discussion, and gives authors, readers and others a chance to better understand the process from the initial manuscript submission to final published version.
• Exposing possible conflicts of interest: OPR may help to expose possible conflicts of interest in some cases.

Adoption of OPR by publishers (Wolfram etal., 2020) [10]

 A summary of the most prolific publishers contributing to OPR and their headquarters country appears below. Although many journals today attract an international audience and are managed by international teams of researchers, the prevalence of OPR journals associated with publishers based in Europe stands out. Twenty-four of the 38 (63.2%) identified publishers are based in Europe and account for 445 out of the 617 titles (72.1%). Although the publishers are based in Europe, many of the journals they publish may support journals originating from other areas of the world (e.g., Kowsar). Furthermore, 500 of the OPR journals (81.0%) are published by only five publishers (MDPI, SDI, BioMed Central, Frontiers Media S.A., Kowsar). This points to the important role that publishers have played to date in the promotion of OPR (Wolfram etal., 2020) [10].

1. *United Kingdom (19 journals), United States (9), Argentina (1), Bulgaria (1), Canada (1), France (1), Germany (1), Ireland (1), Kenya (1), The Netherlands (1), Switzerland (1)

List of open Peer-review journals in education sciences (2024)

1. Education Sciences (https://www.mdpi.com/journal/education)
2. Asian Journal of Education and Social Studies (https://journalajess.com)
3. Journal of Education, Society and Behavioural Science (https://journaljesbs.com)

References

1. Education sciences, https://en.wikipedia.org/wiki/Education_sciences
2. Sharif, H., & Atif, A. (2024). The Evolving Classroom: How Learning Analytics Is Shaping the Future of Education and Feedback Mechanisms. Education Sciences, 14(2), 176.
3. Sghir, N., Adadi, A., & Lahmer, M. (2023). Recent advances in Predictive Learning Analytics: A decade systematic review (2012–2022). Education and Information Technologies, 28(1), 8299–8333.
4. Gunawardena, M., Bishop, P., & Aviruppola, K. (2024). Personalized learning: The simple, the complicated, the complex and the chaotic. Teaching and Teacher Education, 139, 104429.
5. Series, E. P. (2024). Social Emotional Learning.
6. Henríquez, V., & Hilliger, I. (2024). Blended learning in rural K‐12 education: Stakeholder dynamics and recommendations. Journal of Computer Assisted Learning.
7. Angarita-Díaz, M. D. P., Durán-Arismendy, E., Cabrera-Arango, C., Vásquez-Aldana, D., Bautista-Parra, V., Laguna-Moreno, J., & Mondragón-López, W. (2024). Enhancing knowledge, attitudes, and practices related to dental caries in mothers and caregivers of children through a neuroeducational strategy. BMC Oral Health, 24(1), 60.
8. Jenkins, A., Healey, M., & Zetter, R. (2013). A critical evaluation of recent progress in understanding the role of the research-teaching link in higher education. Higher Education, 65(2), 227–241.
9. Clark, R. E. (1989). Current progress and future directions for research in instructional technology. Educational Technology Research and Development, 37(1), 57-66.
10. Wolfram, D., Wang, P., Hembree, A. et al. Open peer review: promoting transparency in open science. Scientometrics 125, 1033–1051 (2020). https://doi.org/10.1007/s11192-020-03488-4