International Journal of Education Science
The International Journal of Education Science (IJofES) is a peer-reviewed scholarly online journal published biannually in Summer and Winter. The journal is affiliated with the International Society for Technology, Education and Science (ISTES) (www.istes.org). IJofES does not charge any publication fees. IJofES is an international journal that welcomes original and unpublished research papers in the field of education science. The journal publishes a wide range of scholarly contributions, including original theoretical studies, literature reviews, research reports, review articles, book reviews, and studies addressing social, psychological, curricular, and learning environment–related issues using techniques from and applications in various technical knowledge domains. The primary focus of the journal is education. Therefore, submissions from science-related fields are required to clearly demonstrate their educational relevance or implications. The journal aims to cover a broad range of educational topics. All manuscripts submitted to IJofES must be original, unpublished, and not under consideration for publication elsewhere at the time of submission. The journal adheres to international standards of publication ethics and follows the guidelines of the Committee on Publication Ethics (COPE). Authors are expected to ensure the originality of their work, avoid plagiarism, and disclose any potential conflicts of interest. Editors and reviewers devote substantial time and effort to the evaluation of submissions. Accordingly, manuscripts may not be withdrawn without the approval of the Editorial Office at any stage of the publication process, including peer review, revision, production after acceptance, or post-publication. All submissions undergo an initial editorial screening, which is typically completed within two weeks. Manuscripts that pass this stage are subsequently evaluated through a double-blind peer-review process, which generally takes approximately six months. Each manuscript submitted for consideration in a regular or special issue is reviewed by at least two independent international reviewers with expertise in the relevant subject area. Authors are responsible for ensuring that the final accepted version of their manuscript is thoroughly proofread for language quality and fully complies with APA style guidelines. Manuscripts that fail to meet language and/or APA style standards at any stage of the review or publication process will be rejected. The corresponding author must use an institutional email address. Submissions or requests submitted using generic or non-institutional email addresses (e.g., @gmail.com, @yahoo.com, @hotmail.com) will not be processed, as such addresses do not allow for unambiguous identification of the author. Use of the journal template is not mandatory at the submission stage. The template may be used after a manuscript has been accepted for publication.
Articles may be used for research, teaching, and private study purposes. Authors alone are responsible for the contents of their articles. The journal owns the copyright of the articles. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of the research material. The author(s) of a manuscript agree that if the manuscript is accepted for publication in the journal, the published article will be copyrighted using a Creative Commons “Attribution 4.0 International” license. This license allows others to freely copy, distribute, and display the copyrighted work, and derivative works based upon it, under certain specified conditions. Authors are responsible for obtaining written permission to include any images or artwork for which they do not hold copyright in their articles, or to adapt any such images or artwork for inclusion in their articles. The copyright holder must be made explicitly aware that the image(s) or artwork will be made freely available online as part of the article under a Creative Commons “Attribution 4.0 International” license. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Teacher Quality, Curriculum, and Assessment in Comparative Perspective: Explaining PISA Performance Gaps between Singapore and the Philippines
This study compares the education systems of Singapore and the Philippines to explain their divergent outcomes in the Programme for International Student Assessment (PISA). Using Bereday’s Four-Stage Comparative Model, the analysis examines three interrelated dimensions: teacher quality, curriculum structures, and assessment practices. Evidence from policy documents, international reports, and secondary literature shows that Singapore’s selective teacher recruitment, coherent curricula, and integrated assessment practices form a mutually reinforcing cycle that sustains high performance. By contrast, the Philippines’ ambitious reforms, such as K to 12 and teacher professional standards, are constrained by uneven implementation, resource shortages, and limited systemic alignment. The study contributes to comparative education literature by moving beyond descriptive contrasts to demonstrate the central role of policy coherence in shaping student achievement. It advances knowledge by showing that fragmented reforms, no matter how progressive, cannot yield improved outcomes without integration across teacher preparation, curricular design, and assessment practices. The broader implication is that education systems thrive when reforms are coherent, equitable, and sustainable. Insights from this study provide guidance for the Philippines and similar contexts: strengthen teacher preparation and professional development, refine curricula for depth over breadth, and align assessments with 21st-century competencies. More generally, the findings offer a framework for developing countries to design reforms that translate intent into measurable learning outcomes.
Comparative education, PISA performance, Teacher quality, Curriculum, Assessment practices
Copyright (c) 2025 International Journal of Education Science https://creativecommons.org/licenses/by-nc-sa/4.0
Teaching Children Numbers through Numerical Proverbs: Brainstorming through the Intersection of Language and Mathematics
Teaching children numbers through numerical proverbs presents a unique intersection of language and mathematics, offering a multifaceted approach to early childhood education. This study explores the potential benefits practical applications of integrating numerical proverbs into the teaching of numeracy to young learners. The primary objectives are to enhance children's engagement, improve numerical literacy, and promote cultural awareness through the use of traditional proverbs. The methodology involved a six-month case study in a kindergarten classroom, where daily activities, discussions, and art projects centered around numerical proverbs were implemented. Findings indicate that children showed increased motivation and understanding of numerical concepts, improved language skills, and greater cultural appreciation. The study concludes with recommendations for educators to incorporate numerical proverbs into their curriculum, suggesting the need for teacher training programs and the inclusion of diverse cultural proverbs to ensure a comprehensive and inclusive educational experience.
Using Group/Cooperative Learning Method to Enhance Students’ Conceptual Understanding toward Magnetism
The current study looked into the use of cooperative learning/group discussion methods to improve students' conceptual understanding of magnetism. This study was conducted in seniors one and two, 86 participants, 79 students, 5 physics teachers, and 2 DOSs. Purposive sampling was used to select the participants of the research. SPSS version 21 was used to analyse the data, qualitative data was analysed empirically, and frequency and percentages were used. The finding was group formation can have an impact on the attitudes of students and how well they work together. It also highlights that there was no real change in students’ achievement, but the longer the group worked together the better they were motivated to learn and understand the concepts of magnetism effectively. Furthermore, it discovered that there is not only one best method for teaching magnetism but also a combination of different teaching methods that help learners participate in teaching and learning magnetism in lower secondary schools. It recommends that all stakeholders in education should upgrade teachers' ability and capacity building by using active teaching methods related to science subjects, teachers should use low-cost materials that can be easily found and available around them as well as in the schools.
Teachers’ Perceptions on Effective Resilience Strategies to Challenging Teaching Space
This study investigates the perceptions of teachers regarding effective resilience strategies in challenging educational environments within secondary schools in Morogoro Municipality, Tanzania. Grounded in Pelidores’ Resilience Theory and Conservation Resource Theory, the research highlights the importance of social interactions and resource management in fostering teacher resilience. Utilizing a mixed-methods approach, data were collected from 236 participants, including 234 teachers and 2 key informants, through simple random and purposive sampling techniques. Findings reveal a complex landscape of perceptions, with many teachers expressing skepticism about the effectiveness of various resilience strategies, particularly in creating positive school cultures and fostering supportive relationships. While some strategies, such as positive verbal reinforcement and interactive learning, received favorable evaluations, a majority of respondents rated these approaches as inadequately implemented. This suggests a significant gap between recognizing the value of resilience strategies and their practical applicability. The study underscores the need for targeted interventions, including professional development programs, mentorship networks, and policies that prioritize teacher well-being and resource allocation. By addressing these challenges and fostering a supportive educational environment, the resilience of teachers can be significantly enhanced, ultimately leading to improved educational outcomes for students.
“CebuTech Talks” Experiences and Struggles in Developing Self-confidence and Public Speaking Skills
Many students face challenges in public speaking which limits them to communicate and connect effectively because of limited language proficiency, vocabulary, and mastery. Hence, this study aimed to explore students’ experiences and struggles with CebuTech Talks in enhancing self-confidence and public speaking skills. A qualitative interpretative phenomenological analysis (IPA) was used to gather data through an interview guide with 20 purposively chosen participants. Thematic analysis, as outlined by Braun and Clarke (2006), was used to identify key patterns in the data. Four themes emerged from the study: CebuTech Talks as a Meaningful Platform for Building Self-Confidence and Enhancing Public Speaking Skills; Students’ Struggles Stem from Mental Barriers, Cognitive Struggles, External Pressures, and Self-Consciousness; Empowering Student Growth and Confidence through Active Learning and Skill Development; and Building Self-Mastery to Overcome Public Speaking Challenges. The findings revealed that students who participated faced significant experiences and challenges in delivering speeches in front of an audience. Furthermore, CebuTech Talks served as a valuable platform to boost self-confidence and improve public speaking skills. The study recommends that CebuTech Talks continue to be offered as an opportunity for students to practice and further develop their self-confidence and public speaking skills.
Trends and Challenges in the Classroom Implementation of Engineering Design Process (EDP): A Systematic Literature Review
The engineering design process (EDP) is a structured, iterative approach to solving problems and creating solutions. In this context, the present study describes the trends and challenges in implementing EDP in the classroom. A systematic literature review (SLR) was conducted based on the PRISMA protocols, with data extracted and analyzed from 31 studies published from 2020 to 2024. The findings indicate that there is continuing research on the use of EDP in STEM education, with case studies being the most commonly adopted research design. Meanwhile, implementation across grade levels in various academic subjects was observed. The EDP classroom implementation types are (1) STEM challenges, STEM projects, or context-based problem scenarios; (2) robotics and technology; (3) typical classroom activities; and (4) learning models and experience plans. Furthermore, studies have shown improvements in several skills, including creativity, problem-solving, critical thinking, collaboration, and conceptual understanding, which are identified as the top five skills enhanced by the EDP. Lastly, this SLR documented the nine (9) EDP implementation challenges, such as time constraints, resource availability, teacher expertise, and adherence to EDP. It is recommended that the interests of students should be considered in implementation, teachers' training should be conducted, and studies on EDP should continue to refine practices.
Reimagining Mathematical Modeling Pedagogy: A Systematic Review of Strategies for Preservice Teacher Education
This study delves into the transformative role of mathematical modeling in enhancing mathematics education for preservice teachers. Mathematical modeling, a method that applies mathematical concepts to solve real-world problems, is identified as a pivotal educational tool for bridging the gap between abstract mathematical theories and practical applications. Through a comprehensive qualitative analysis of the literature, this research investigates innovative teaching strategies, including Project-Based Learning (PjBL), Inquiry-Based Learning (IBL), technology-enhanced learning, the flipped classroom model, and interdisciplinary approaches, to ascertain their effectiveness in teaching mathematical modeling. The study underscores educators' challenges, such as mathematical anxiety and resistance to new methodologies, and proposes solutions like professional development and curriculum redesign to overcome these obstacles. By integrating real-world contexts into authentically designed mathematical modeling tasks, the study aims to foster a deeper understanding and appreciation of mathematics among preservice teachers, ultimately preparing them to incorporate mathematical modeling in their future classrooms effectively. The findings suggest that embracing innovative teaching strategies and addressing educational challenges significantly improves the teaching and learning of mathematical modeling, thereby enhancing preservice teachers' mathematical proficiency and problem-solving skills in real-world scenarios.
Integrating Standards for Infrastructure Improvement and Resilience in University Curricula
In today’s ever-changing world, we are increasingly vulnerable to shocks and stresses that disrupt industry and society. Persistent threats from natural and manmade hazards require our communities and infrastructure to be resilient despite possible disruption. Creating robust infrastructures is founded on operational and physical standards to withstand and respond to threats such as environmental exposures, climate change, and informational security breaches. The significant U.S. investment in infrastructure projects through the Infrastructure Investment and Jobs Act has amplified the need for professionals in engineering and related fields who – in addition to technical knowledge - possess the necessary knowledge and skill to identify and apply national and international standards relevant to their work. Our research focused on integrating standards for infrastructure improvement and resilience into graduate and undergraduate curricula at a large university in the Northeastern U.S. We developed, implemented, and evaluated a modular approach to introduce students in civil engineering, construction management, environmental sustainability, health and safety, computer science, and cybersecurity to standards for infrastructure improvement and resilience. Standards-based curriculum is essential for preparing tomorrow’s professionals with the skills to lead and support improvement efforts as the U.S. seeks to make our communities safer and our infrastructure more resilient to threats.
Nirvana: A Meditation Mobile-based Application Specializing in Stress-Relief of Academic Workload for College Students
The challenges of college life can place considerable stress on students, impacting their academic performance and personal well-being. Academic pressures, such as demanding coursework and the constant pursuit of high grades, can lead to anxiety and depressive thoughts. Meditation is a practice that can enhance students' mental well-being and help them navigate academic challenges. This study aims to assess the effectiveness of the Nirvana meditation mobile application in reducing academic stress among university students aged 18 to 25. The app offers stress modules, personalized plans, guided visualization exercises, and smart academic stress management features. The research utilized the User Experience Questionnaire (UEQ) and its analysis tool, incorporating reliability measures like Cronbach's Alpha and Guttman's Lambda2 coefficients. Results indicate the application's attractiveness, innovation, and efficiency strengths, highlighting its potential as a user-friendly and dependable solution. However, there is room for improvement in enhancing the app's clarity. Future work should focus on improving user-friendliness and understanding. This research provides insights for optimizing the user experience and supporting students' well-being in the academic environment.
Evidence Based Adaptations of an Interdisciplinary Service-learning Practice
Service-learning (SL) intertwines community service with academic instruction, fostering civic engagement and social consciousness, while reinforcing academic principles. A review of literature shows the standards for quality SL experiences, including clear goals, reflection, community engagement, and academic rigor. The IUDC offers practical opportunities for SL and community development. The IUDC model follows Participatory action research (PAR) principles, emphasizing collaboration, participatory decision-making and action-oriented research to address community needs. This study assesses the effectivity of the IUDC model based in its adherence to best practices for SL, Student Learning objectives (SLO’s) and PAR. It also assess student knowledge and attitude change informed by final written reports. Results reveal strengths in compliance with best practices for SL and SLO’s, student adherence to program requirements and participation in learning experiences. The evaluation highlights challenges such as the development of activities not aligned with PAR principles, and need for clear instructions in the manual. Recommendations include refining instructional materials, enhancing student understanding of PAR, and establishing robust assessment protocols to measure effectiveness of service-learning initiatives. The evaluation process is continuous, with plans for the development of a comprehensive manual and the implementation of assessment tools for ongoing improvement and adaptation to changing circumstances.
Development and Validation of an EFL Teacher’s Materials Adaptation Awareness Questionnaire
The purpose of this study was to describe the process of developing and validating a questionnaire designed to assess the EFL teachers’ awareness of ELT materials. To this end, the 34-item EFL Teachers’ Material Adaptation Awareness Questionnaire was distributed among a relatively large sample (N = 532) of EFL teachers. The reliability of the questionnaire was evaluated using Cronbach's alpha formula run through SPSS 26 and it turned out to be 0.677. The results of the 532 completed questionnaires were subjected to exploratory factor analysis (EFA) to identify the basic structure of the questionnaires and confirm the validity of the data. The results of an exploratory factor analysis revealed twelve factors (materials, essential points, inputs, experiences, learners, impossible points, teachers, accessibility, benefits, impressionistic, tasks, and plans) that underlie the EFL teachers' material adaptation awareness. The EFA significance score was 0.000, confirming the validity of this questionnaire. The questionnaire shows a good factor structure, reliability, and validity.
Copyright (c) 2024 International Journal of Education Science https://creativecommons.org/licenses/by-nc-sa/4.0
Literacy Development of Students of Mexican Descent in the Rio Grande Valley: Implications & Challenges for Science of Teaching Reading
Hispanic literacy development in the Southwestern United States is examined through standardized assessment data derived from recent National Assessment of Educational Progress (NAEP) and Texas Academic Performance Reports (TAPR). This longitudinal study focuses on significant variables across a spectrum of grade levels for Hispanics of Mexican descent. Results confirm the existence of a Fourth-grade Slump indicative of a steady decline in reading performance after fourth-grade. At the secondary level, a corresponding Matthew Effect is also detected—whereby students who decline in fourth-grade continue to decline in high school. Socioeconomic status (SES) and gender are correlated as mitigating factors for reading performance. Hispanic students who attended a more affluent high school overall showed moderately better reading scores. Hispanic males performed lower than females. Hispanic males with low SES are identified as being the most at-risk for reading failure in this region. Remediations recommended for alleviating these developmental literacy challenges include a rigorous implementation of Science of Teaching Reading (STR) especially at the earlier grade levels, as well as a promoting a positive awareness about the value of literacy across home, school, and community. Educators and administrators interested in Hispanic reading development along the Rio Grande Valley should find this longitudinal study informative.
Leadership Traits and Hiring a New Chancellor in a University Setting: A Case Study
Many challenges arise when attempting to hire a new chancellor in higher education, especially if experiencing enrollment declines, decreased state funding, and turnover in leadership. The first step in this process is to assess the culture within the institution and formulate a list of preferred leadership traits for the new chancellor. These traits mold an effective leader and create a solid foundation for moving forward with the process. The chancellor must have excellent change management principles and exemplary communication skills and surround themselves with the same type of team. Leaders who cultivate synergy and recognize autonomy within the university setting may build mutual respect and a way to move forward in a positive light. Leaders should maximize student outcomes, and set benchmarks, all while managing budgetary pressures and attempting to cultivate long-term positive results. When members of the educational team work in “silos”, this can fragment the work environment and cause a lack of engagement. Giving rewards for excellent performance could incentivize team members to work hard and encourage multidisciplinary collaboration to move the university forward. This particular case study will analyze and evaluate different organizational models as well as how different types of leaders can work with board members to develop a robust strategic plan.
College Students’ Self-Assessment of Mental Health and Religious Practices Experienced During the COVID-19 Pandemic Rebound
Throughout crises, people have used various methods including religious practices to cope. The crisis of the COVID-19 pandemic induced mandates of social distancing and quarantine, which consequently, promoted mental health concerns. Therefore, the intention of this research was to ascertain if college students who engaged in religious practices had optimistic attitude and low levels of anxious and depressive tendencies compared to nonpracticing individuals as suggested by the literature. The participants were college undergraduate students enrolled at a southeastern university within the “bible belt” region of the US in which practicing religion was assumed to be a cultural norm. Since the survey was administered during the first semester of immediate return to a quasi-college life and rebounding into post COVID-19 society, albeit with trepidation, the hypothesis was that students who engaged in weekly religious practices would report an optimistic outlook and low levels of anxiety and depression. Out of the total number of participants, 161 college students reportedly engagement in weekly religious practices per the DUREL. The findings suggested that college students who engaged in weekly religious practice do indeed have optimistic attitudes and low levels of anxiety and depression symptoms.
Bibliometric Research on Sustainability and Education
This research seeks to advance sustainability education by emphasizing green chemistry teaching, with the objective of reducing environmental impacts and promoting eco-friendly practices across various educational levels. The outcomes of this study include enhancing students' environmental awareness and practical competencies, such as waste reduction and the use of safer chemicals. The research employs project-based approaches and laboratory experiments to foster environmental sensitivity among students. To evaluate progress, pre-test and post-test assessments are used to measure improvements in their understanding of sustainability. Green chemistry education plays a pivotal role in mitigating pollution by instilling environmentally responsible principles in chemical processes. Bibliometric analysis is utilized to identify global trends in sustainability education, supporting the formulation of policies aligned with the Sustainable Development Goals (SDGs). The implications of this study provide a scientific basis for policymakers to design sustainable educational frameworks that integrate green chemistry principles. These frameworks aim to reduce environmental impacts while enhancing students' environmental awareness and practical skills. The emphasis on sustainability education is anticipated to equip future generations with the tools necessary to address environmental challenges. The analysis highlights the critical role of teacher training in ensuring the effective integration of green chemistry concepts into teaching practices. Moreover, the findings support policymakers in developing effective strategies for incorporating sustainability into education, fostering interdisciplinary collaboration, and contributing to global efforts toward achieving the SDGs. The bibliometric analysis in this study is based on data from 4,489 documents published between 1991 and 2024, revealing an average annual growth rate of 20.98%. This analysis identifies major research trends, keywords, and collaborative networks among authors and institutions, emphasizing the importance of international collaboration.
Student Perceptions of Teacher’s Use of Written Feedback and Face-To-Face
Teachers provide feedback to their students throughout the instructional sequence, specifically during formative assessments. This feedback can take many forms, including video, audio recordings, face-to-face conferences, and written comments. In research conducted on these four forms of feedback, most studies found that students preferred video, audio, or face-to-face feedback over written comments; however, these studies were almost always conducted at the university level. Middle School students’ perceptions of different feedback methods were not addressed. This qualitative study used open-ended survey questions with two middle school English Language Arts classes (a total of 37 students) to investigate student perceptions of two modes of feedback—solely written comments and written comments accompanying a face-to-face conference. Each class received one form of feedback during the first instructional unit and then another form of feedback during the second unit. Students shared their perceptions about each form following each unit and their preferences after both units concluded. The study found that most students preferred face-to-face conferences with written comments to solely written feedback. The study’s results indicated that a teacher should determine which skills/units would benefit most from face-to-face conferences, remind students to go back and review comments on their work before beginning a summative assignment to help them remember the face-to-face conference, and develop a positive classroom culture regarding face-to-face conferencing with the teacher.
Predictors of Student Success on the National Board of Dental Hygiene Examinations, Inc. (NBDHE) for a Dental Hygiene Program in Southern Illinois
Grade Point Average (GPA) is often utilized when predicting success in any higher education program. The primary focus of this research was to determine if any link exists between pre-entry GPA, science-based didactic dental hygiene courses GPA, and graduation GPA to success on the National Board of Dental Hygiene Examinations, Inc. (NBDHE). Results were gathered through a myriad of reports such as NBDHE score reports from Southern Illinois University Carbondale’s (SIUC) dental hygiene program, GPA, and course grades from the SIUC’s Registrar’s office for graduates from the Class of 2012-2022. Pre-entry GPA (2.75 or higher on a 4.0 scale), graduation GPA, and individual science-based didactic dental hygiene courses were evaluated using the letter grades “A, B, C” as “pass” and “D, F” as “fail” based on the curriculum requirements of the SIUC dental hygiene program. Specific dental hygiene didactic course grades and how these affected pass rates on the NBDHE will be discussed. Recommendations for the SIUC dental hygiene program from this research will be shared and how instituting a Health Education Systems, Inc. (HESI) exam during the last two years has proven successful in predicting the overall success of dental hygiene students at SIUC.
Would You Help? College Students’ Perceptions of Helping Behaviors
During classroom discussions on prosocial behavior among undergraduate college students, focus groups have indicated that prosocial and altruistic behaviors did not develop during college but were perceived to develop later in adulthood. Participants (n=107) were instructed to read a scenario and respond if they would or would not intervene and provide a rationale. In conclusion, the majority of respondents stated that they would not intervene which was closely followed by respondents who would intervene posting similar concerns of the latter group (respondents who would not help) but also added commentary about compassion and moral concerns. A third group of respondents who were uncommitted to help or not help also posting similar concerns resembling bystander effect. Rationale of responses included the potential of negative influence incurred from helping such as embarrassment, aggression from the victim, and a lack of knowledge to feel comfortable in handling distress. All three groups of respondents posted comments of egotistical helping; therefore, the focus groups could be correct in their perceptions that altruistic helping does not develop in college but later in adulthood. Again, future research and civic social movements can ethically normalize the practice of helping into society.
An Exploratory Study of Cultural Competence Education in Human Development and Family Science
This research investigated cultural competence education within a Human Development and Family Science educational context. The two research questions guiding this study were: (1) In what way(s) does taking a cultural competence class impact students’ cultural competence and (2) In what ways is a cultural competence course essential in preparing Human Development and Family Science students for careers with diverse families? The primary objective was to determine students' perceptions regarding the efficacy of a cultural competence course in shaping their cultural awareness and proficiency. By investigating the impact of such coursework, this study aimed to explore students' attitudes and knowledge about cultural competence. Furthermore, this inquiry extended beyond individual reflections to probe the broader pedagogical landscape, evaluating the perceived necessity of integrating cultural competence education within Human Development and Family Science curricula. By addressing the second research question, the study explored the perceived relevance of cultural competence training in equipping future professionals for careers working with diverse family structures. This research offers insights into the intersection of education, cultural competency, and professional preparedness. The findings are anticipated to inform curricula development initiatives and instructional approaches to foster inclusive and culturally responsive educational environments within Human Development and Family Science disciplines. Ultimately, this study attempted to contribute to the ongoing discourse surrounding diversity in higher education and professional practice.
Deliberation as the Foundation of Ethics in Higher Education Training: Foundations and Challenges
Deliberation as a necessary attitude in contemporary life seems to be specifically rooted in the early stages of education. However, as a primarily moral and evaluative stance, it is a powerful tool for shaping more reflective, critical, and proactive citizens. Furthermore, it establishes a way of engaging with knowledge, others, and, above all, oneself. In this sense, it is important to identify the foundations of deliberation to understand how its possibilities can be unfolded in higher education. It is crucial to recognize the challenges of this notion in the contemporary configuration of the world and the current university spirit. In this regard, through a phenomenological hermeneutic approach, deliberation is initially presented in light of Gadamer's concept of the fusion of horizons to ensure its contextualization along with Gracia's proposal. Consequently, understanding the dynamics of deliberation in the realm of higher education allows us to recognize its potential in shaping education and, at the same time, identify its challenges in the face of the current configuration of the university. Finally, deliberation is presented as a fundamental element in comprehensive education and in the ethical constitution of individuals, as well as in the formation of their character necessary to address the problems of contemporary life.