A new study by University of Kansas scholars argues that traditional educational research has reached a breaking point in the era of AI. Despite massive publication output, the field has had limited impact due to entrenched problems. The study calls for an epistemological rebirth through methodological pluralism, ethical vigilance, and future-oriented approaches that embrace human–AI collaboration.

A new study from Çukurova University published in ECNU Review of Education shows that hands-on science activities effectively increase preschool children's motivation for science learning. This quasi-experimental research, involving 25 children aged 60–72 months, found that children who participated in hands-on science experiments over five weeks showed significantly higher science motivation compared to those in traditional classroom settings, with no gender differences in the positive effects.