IF 3.6 3区教育学

European Journal of Education Pub Date : 2025-10-20 DOI: 10.1111/ejed.70295

Yu Quan

{"title":"The Influence of Teachers' Clarity and Credibility on Chinese EFL Students' Willingness to Attend AI-Powered Classrooms: A Qualitative Inquiry","authors":"Yu Quan","doi":"10.1111/ejed.70295","DOIUrl":"https://doi.org/10.1111/ejed.70295","url":null,"abstract":"<div>\u0000 \u0000 <p>Teachers' classroom communication behaviours play a significant role in students' academic performance and behaviours. However, insufficient research exists on the mediating impact of English as a foreign language (EFL) teachers' clarity and credibility on their students' willingness to attend classes (WTAC) mediated by AI tools, to date. To fill the gap, this study employed a qualitative research design to unpack such interplay among a group of 40 Chinese EFL students. A semi-structured interview was used to collect the data. The results indicated that teachers' clarity and credibility could affect students' WTAC in six ways. It was found that teacher clarity could foster class attendance by making it meaningful for learners, minimising confusion and complexities, and establishing a strong classroom trust and rapport. Regarding teacher credibility, it was found that a credible teacher can trigger students' WTAC through reducing uncertainty and doubt, serving as a successful model, and inspiring positive emotions and innovation. The findings are discussed, and implications are provided to increase EFL teachers' and students' knowledge and awareness of interpersonal communication skills and behaviours in AI-mediated language education. The study uniquely contributes to and strengthens prior research by bonding AI adoption and interpersonal communication behaviours.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145317488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Should I even submit this work to a journal? 我应该把这篇文章投给期刊吗？

IF 3.3 2区教育学

Advances in Health Sciences Education Pub Date : 2025-10-20 DOI: 10.1007/s10459-025-10483-y

Patricia O'Sullivan, Ayelet Kuper, Susan van Schalkwyk

引用次数: 0

Defining ‘inclusion': scholars’ use and operationalization in major physical education journals 定义“包容”：学者在主要体育期刊上的使用和操作化

IF 2.9 2区教育学

Sport Education and Society Pub Date : 2025-10-18 DOI: 10.1080/13573322.2025.2572409

Jenna Fesemyer-Ayers, Justin A. Haegele, Wesley J. Wilson

引用次数: 0

The developmental trajectories of novice teachers’ teaching efficacy and contingent influencing factors: A longitudinal mixed-methods investigation 新教师教学效能的发展轨迹及偶然影响因素：一项纵向混合方法调查

IF 3.9 1区教育学

Teaching and Teacher Education Pub Date : 2025-10-18 DOI: 10.1016/j.tate.2025.105261

Yinlin Wu , Mengmeng Sun , Kuilin Ying , Jing Long , Bingxin Cai , Chunyu Zhang , Qingyang Meng , Xuhai Chen

引用次数: 0

Which Interactive Features in Children’s Digital Picture Books Promote Reading Comprehension? A Meta-Analysis 儿童数字绘本的哪些互动特征能促进阅读理解？一个荟萃分析

IF 2.9 3区教育学

Early Education and Development Pub Date : 2025-10-18 DOI: 10.1080/10409289.2025.2571978

Adriana Bus, Natalia Kucirkova, Dieuwer Ten Braak, Marta Ciesielska

引用次数: 0

Bibliometric mapping of John Dewey's educational legacy: Global patterns in scholarly discourse, 1942–2025 杜威教育遗产的文献计量测绘：学术话语中的全球模式，1942-2025

IF 3.9 1区教育学

Teaching and Teacher Education Pub Date : 2025-10-18 DOI: 10.1016/j.tate.2025.105265

Giang Quynh-Anh Hoang , Anh-Duc Hoang

{"title":"Bibliometric mapping of John Dewey's educational legacy: Global patterns in scholarly discourse, 1942–2025","authors":"Giang Quynh-Anh Hoang , Anh-Duc Hoang","doi":"10.1016/j.tate.2025.105265","DOIUrl":"10.1016/j.tate.2025.105265","url":null,"abstract":"<div><div>This bibliometric mapping provides scholars with empirical insights into the intellectual structure, thematic evolution, and international scope of research on John Dewey – one of education's most influential philosophers. Through systematic analysis of 1,969 academic publications (1942–2025) from Web of Science, we employ co-occurrence analysis, citation networks, and temporal mapping to examine the global evolution of research on Dewey's educational philosophy. Results reveal five distinct intellectual clusters: philosophical pragmatism, democratic education theory, experiential pedagogy, aesthetic experience, and critical educational theory. Temporal analysis demonstrates dramatic research acceleration since 2005, with scholarly focus evolving from early philosophical interpretation toward contemporary applications in science education, technology integration, and physical education. While North American institutions lead in publication volume, emerging research networks across Europe, Asia, and South America demonstrate the global reach of Dewey scholarship. Citation analysis identifies influential works and authors that have shaped contemporary understanding of Dewey's educational legacy.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"168 ","pages":"Article 105265"},"PeriodicalIF":3.9,"publicationDate":"2025-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145325832","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

“Grow like sea anemones”: A collaborative autoethnography of emotions and professional identity formation of two teacher-researchers specializing in computer-assisted language learning “像海葵一样成长”：两位专门从事计算机辅助语言学习的教师研究人员的情感和职业身份形成的合作自我民族志

IF 3.9 1区教育学

Teaching and Teacher Education Pub Date : 2025-10-18 DOI: 10.1016/j.tate.2025.105263

Xiaoli Su , You Su

{"title":"“Grow like sea anemones”: A collaborative autoethnography of emotions and professional identity formation of two teacher-researchers specializing in computer-assisted language learning","authors":"Xiaoli Su , You Su","doi":"10.1016/j.tate.2025.105263","DOIUrl":"10.1016/j.tate.2025.105263","url":null,"abstract":"<div><div>Responding to the identity and emotional challenges faced by language educators in the digital era, this collaborative autoethnography examines the decade-long professional identity formation and emotions of two Chinese computer-assisted language learning (CALL) teacher-researchers. Grounded in communities of practice and dialectical emotion theories, the study explores the two CALL teacher-researchers’ emotions during boundary-crossing practices between applied linguistics and educational technology studies, using interviews, journals, and CVs as data sources. Their identity is metaphorized as a sea anemone: a stable core as language teachers with tentacles reaching for new technologies. Findings reveal that both positive and negative emotions drove identity development, with increasing emotional complexity signifying maturity, challenging the common Western scholarly focus on positive emotions in identity formation. We propose a Dialectical Identity-Emotion Model (DIEM) from an East Asian perspective. The study holds important implications for how we can better support educators by preparing them for their increasingly transdisciplinary roles.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"168 ","pages":"Article 105263"},"PeriodicalIF":3.9,"publicationDate":"2025-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145325834","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Comparative analysis of human-generated versus Artificial Intelligence-drafted summary paragraphs for medical student performance evaluations. 人工生成与人工智能起草的医学生成绩评估摘要段落的比较分析。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-10-18 DOI: 10.1080/0142159X.2025.2574382

Atul Maheshwari, Arindam Sarkar, Sanghamitra M Misra

{"title":"Comparative analysis of human-generated versus Artificial Intelligence-drafted summary paragraphs for medical student performance evaluations.","authors":"Atul Maheshwari, Arindam Sarkar, Sanghamitra M Misra","doi":"10.1080/0142159X.2025.2574382","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2574382","url":null,"abstract":"<p><strong>Purpose: </strong>This study evaluated the efficiency and effectiveness of using Generative Artificial Intelligence (GenAI) to draft Medical Student Performance Evaluation (MSPE) summary paragraphs for medical students.</p><p><strong>Materials and methods: </strong>Evaluations on the pediatrics clerkship were used to develop MSPE summary paragraphs. Time to completion was noted for paragraphs drafted by GenAI, created using Microsoft 365 Copilot, and compared to human-generated. Undergraduate Medical Education (UME) leaders were recruited to evaluate 10 randomized pairs of paragraphs through a blinded survey.</p><p><strong>Results: </strong>Copilot-drafted paragraphs required significantly less time to completion compared to human-generated paragraphs (median 6 vs. 12.5 min, p = 0.002). UME leaders showed no significant preference and were unable to consistently identify Copilot vs human authorship. When stratified by perception of authorship, human-generated paragraphs were significantly less likely to be preferred if they were perceived as being Copilot-drafted than if they were perceived as being human-generated (p = 0.017), suggesting an element of anti-AI bias. Competencies were highlighted to a similar degree, and Copilot-drafted paragraphs were perceived as having significantly less biased language by both UME leaders (p = 0.004) and an independent analysis using a validated gender bias calculator (p = 0.029).</p><p><strong>Conclusions: </strong>Copilot-drafted MSPE summaries are efficient, comparable in quality, and may reduce the introduction of bias.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-9"},"PeriodicalIF":3.3,"publicationDate":"2025-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145318587","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Shadow Education Beyond Tutoring? New Forms of Private Supplementary Classes in Singapore 超越辅导的影子教育？新加坡新形式的私人补习班

IF 3.6 3区教育学

European Journal of Education Pub Date : 2025-10-18 DOI: 10.1111/ejed.70274

Søren Christensen, Jason Tan

引用次数: 0

The contemporary hospitality education challenges: The educators' perspective 当代酒店教育的挑战：教育者的视角

IF 4.1 2区教育学

Journal of Hospitality Leisure Sport & Tourism Education Pub Date : 2025-10-18 DOI: 10.1016/j.jhlste.2025.100581

Charalampos Giousmpasoglou , Ioannis Pantelidis

{"title":"The contemporary hospitality education challenges: The educators' perspective","authors":"Charalampos Giousmpasoglou , Ioannis Pantelidis","doi":"10.1016/j.jhlste.2025.100581","DOIUrl":"10.1016/j.jhlste.2025.100581","url":null,"abstract":"<div><div>This article is unapologetically reflective. As hospitality educators, we find ourselves caught in the crossfire between institutional demands, industry pressures, and the everyday realities of teaching students who arrive with their own dreams, frustrations, and quirks. Drawing from joint experiences in over eight universities we reflect on our shared journey, we grapple with four stubborn challenges: the suffocating rise of managerialism in business schools, the relentless inflation of faculty workloads, the awkward tug-of-war between academic theory and industry relevance, and the rather unhelpful persistence of academic snobbery; all complicated by students whose expectations evolve faster than our committees can draft new module descriptors and their attention span is shorter than a Tik-Tok reel. These are not abstract irritations; they are the things that creep into staff meetings, weigh on our teaching practice, and spark both frustration and humour in our classrooms. Yet, despite the challenges, we remain hopeful. In some very few ‘fortresses’ across the UK and the rest of the world, we have seen examples of curricula that are unapologetically industry-connected, inclusive, and experiential. We have seen some hospitality departments supported and protected. These pockets remind us that hospitality education can be both rigorous and real, respecting scholarship while embracing the messy, people-driven world that hospitality represents. Our call, therefore, is not for the impossible, but for more of the possible: a more balanced model of hospitality education that values vocational relevance as much as academic prestige, and in doing so, better prepares us our students and the sectors we serve for the future.</div></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"37 ","pages":"Article 100581"},"PeriodicalIF":4.1,"publicationDate":"2025-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145319299","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

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