教育学最新文献

{"title":"Shadow Education in the Soviet and Post-Soviet Eras: A Political-Economic Analysis of Changing Tides","authors":"Mark Bray,&nbsp;Tatiana Mikhaylova","doi":"10.1111/ejed.70252","DOIUrl":"https://doi.org/10.1111/ejed.70252","url":null,"abstract":"<p>Focusing on the shadow education system of private supplementary tutoring, this paper contains comparisons over time and place in the distinctive circumstances of the Soviet Union and the 15 independent countries that emerged following its collapse in 1991. The paper uses the lenses of politics and economics to understand changing tides in the scale and nature of shadow education. The phenomenon did not fit the official ideologies of the Soviet era, but became evident particularly in the decades from the 1970s. In the post-Soviet era, shadow education expanded markedly, but with diversity across the 15 countries and with changing features as the decades progressed. The paper shows the broad contours in this diversity while also highlighting significant research gaps.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70252","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145062501","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Voluntary Restriction or Freedom to Flourish? Self-Regulation of Commercial Tutoring Providers for Managing Shadow Education","authors":"Mohan Dhall","doi":"10.1111/ejed.70244","DOIUrl":"https://doi.org/10.1111/ejed.70244","url":null,"abstract":"<p>Private tutoring, also called private supplementary education or shadow education, has experienced rapid growth in the past two decades. As the phenomenon has expanded globally, so too has the academic literature calling for understanding and effective governance of the sector. Concerns about the deleterious effects of private supplementary tutoring on mainstream education and on wider society have led to calls for regulatory responses by governments at different levels. Such responses could address, among other things, corruption, amplified social stratification, consumer protection, and employee protection. Most governments take a hands-off approach, leaving the industry largely unencumbered by particularised regulations. Between a laissez-faire approach and government regulation lies self-regulation, perhaps government-supported. The self-regulation of tutoring markets, featuring peak representative bodies, may bring accountability through the articulation of codes of practice and standards of conduct. In this international study, varying approaches to self-regulation are explored. Drawing on both the academic and grey literature, this paper assesses approaches by nine self-regulating tutoring bodies in seven countries. The study stresses the place of ‘self-regulation’ as a policy option for consideration in the literature on shadow education.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70244","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145062498","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Becoming the Doctor Who Stays: Accompanying Patients After the Crisis.","authors":"Ryan Conard","doi":"10.1097/ACM.0000000000006275","DOIUrl":"https://doi.org/10.1097/ACM.0000000000006275","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145071134","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}

{"title":"Call for mutual understanding: New Zealand primary school teachers’ experience with Chinese gifted and talented students and their families","authors":"Zhu Yao ,&nbsp;John Hope","doi":"10.1016/j.tate.2025.105218","DOIUrl":"10.1016/j.tate.2025.105218","url":null,"abstract":"<div><div>The Chinese diaspora has been evident across many parts of the world, not least in New Zealand. An influx of Chinese students into primary (elementary) schools has posed issues for teachers and families, particularly those involved in gifted and talented programmes. Using Q methodology, this study includes data from 10 New Zealand primary school teachers about their experiences with Chinese gifted and talented students and their families. The findings suggest teachers seek culturally appropriate ways to approach these students and their parents, bridging a communication gap between schools and Chinese communities. Teachers also argued some Chinese educational practices differed from New Zealand educational practices causing challenges for students, parents and teachers alike. They called for mutual understanding to better support the success of Chinese gifted and talented students.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"167 ","pages":"Article 105218"},"PeriodicalIF":3.9,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145060285","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}

{"title":"Exploring the Effects of Professor-Student Rapport, Grit and Motivation on Engagement in AI-Assisted English Classrooms: A Mixed-Methods Study From a Self-Determination Theory","authors":"Guanghui He","doi":"10.1111/ejed.70261","DOIUrl":"https://doi.org/10.1111/ejed.70261","url":null,"abstract":"<div>\u0000 \u0000 <p>Guided by Self-Determination Theory, this mixed-methods study investigates how professor-student rapport, grit and motivation affect engagement among Chinese university students learning English. Quantitative data were collected from 721 students through self-report questionnaires, and qualitative data were obtained through semi-structured interviews with 20 learners. Quantitative data were analysed using SPSS 27.0 and AMOS 26.0, while qualitative interview data were examined through thematic analysis in NVivo. Structural Equation Modelling revealed that professor-student rapport significantly predicted grit, motivation and engagement. In addition, both grit and motivation positively predicted engagement, and mediation effects were observed. Interview findings further supported these relationships, highlighting the motivational and emotional processes underlying students' engagement in AI-supported learning. The study extends Self-Determination Theory into the context of AI-assisted language learning and offers practical implications for fostering student engagement through relational and motivational support in digitally enhanced classrooms.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145062500","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}

{"title":"Ensuring medical students can care for sexual violence survivors: Our path to curriculum reform.","authors":"Elizabeth Evens, Aysha Haddington-Ahmed","doi":"10.1111/medu.70045","DOIUrl":"https://doi.org/10.1111/medu.70045","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145065161","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}

{"title":"Design and Validation of the AI-Integrated Metacognitive Learning Resilience Scale (AIIMLR Scale) for Secondary School Students in Jordan: Insights From the Network Analysis Perspective","authors":"Mohammad Nayef Ayasrah,&nbsp;Mohamad Ahmad Saleem Khasawneh,&nbsp;Mazen Omar Almulla,&nbsp;Amoura Hassan Aboutaleb","doi":"10.1111/jcal.70127","DOIUrl":"https://doi.org/10.1111/jcal.70127","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>One area that has been dramatically changed by artificial intelligence (AI) is educational environments. Chatbots, Recommender Systems, Adaptive Learning Systems and Large Language Models have been emerging as practical tools for facilitating learning. However, using such tools appropriately is challenging. In this regard, the construct of metacognitive learning resilience has been receiving growing attention, especially in the face of uncertainties and adversities associated with AI-supported learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The current research aimed to develop and evaluate the psychometric properties of the AI-Integrated Metacognitive Learning Resilience Scale (AIIMLR Scale). This scale was developed to assess students' ability to cognitively and emotionally manage learning challenges in AI-enhanced learning settings.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This study, which had a mixed-method research design, was performed in Jordan in 2025. A pool of items, developed based on a systematic review of theoretical literature and semi-structured interviews, was used. Then, content validation and the pilot phase were used to modify items. Exploratory factor analysis (EFA), confirmatory factor analysis (CFA), exploratory graph analysis (EGA) and Random Forest Modelling (RFM) were used to assess construct validity of this scale. In addition, Cronbach's alpha (<i>α</i>) and McDonald's omega (<i>ω</i>) were used to assess reliability. Finally, the intraclass correlation coefficient (ICC) was performed in addition to evaluating test–retest reliability.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>EFA results revealed six factors: Self-Awareness and Metacognitive Regulation in AI-Mediated Learning; Cognitive Adaptability in Dynamic AI-Based Learning Contexts; Emotional Stability During AI-Integrated Learning Challenges; Strategic Perseverance in AI-Supported Problem-Solving; Motivational Resilience Amid AI-Driven Learning Difficulties; and Reflective Recalibration of Learning through AI Feedback. These six factors collectively explained 66.21% of the total variance. CFA fit indices (CFI = 0.917, RMSEA = 0.079) and reliability indicators, including Cronbach's alpha (0.897–0.948), McDonald's omega (0.892–0.950) and Composite Reliability (CR: 0.888–0.954), were all within acceptable ranges. Moreover, convergent and discriminant validity were confirmed using the Average Variance Extracted (AVE). The measurement invariance test across gender indicated that the scale maintains stable measurement properties for both males and females. Findings suggest that ","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 5","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145062537","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}

{"title":"Developing Students' Global Skills: A Comparison of Primary School Teachers' Perceptions of Their Self-Preparedness and Competence","authors":"Anara Urkunova,&nbsp;Kerry J. Kennedy,&nbsp;Laura Karabassova,&nbsp;Dana Ryspayeva","doi":"10.1111/ejed.70222","DOIUrl":"https://doi.org/10.1111/ejed.70222","url":null,"abstract":"<div>\u0000 \u0000 <p>The aim of this case study was to reconcile Kazakhstani educators' self-assessed readiness with actual outcomes, as highlighted by the 2018 Programme for International Student Assessment results in Western Kazakhstan. An online questionnaire survey of 340 prospective primary school teachers and 1200 in-service teachers and a complementary document analysis of the Pedagogy course at a pedagogical university were conducted. Despite self-reported readiness and practical skills for teaching global skills development, deficiencies in secondary school teacher preparedness, teaching and assessment methods, and professional development, as well as unsatisfactory Programme for International Student Assessment 2018 outcomes, were identified. This combination of survey data and contextual document analysis provided insight into teacher perceptions and curriculum alignment. Further investigation into classroom activities, curriculum content, teaching strategies, and assessment methods is recommended. This study establishes a basis for continued research into how teachers' perceptions affect student outcomes, aiming to improve educational methods and future achievements.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145038389","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}

{"title":"Affective design tools toward a developing anti-racist stance in teacher education","authors":"Kachine Suzanne Kulick,&nbsp;Ashley Cartun","doi":"10.1016/j.tate.2025.105192","DOIUrl":"10.1016/j.tate.2025.105192","url":null,"abstract":"<div><div>This paper argues for the critical role of affective design tools in fostering anti-racist stances within teacher education. Drawing on critical affect theory and anti-racist pedagogy, we analyze how affective tools can surface preservice teachers' emotional responses to racism, facilitate critical reflection on whiteness and systemic oppression, and support the development of anti-racist commitments. Through an instrumental case study of Charla, a white preservice teacher, we analyze the impact of two tools—the Affective Archive and the Final Marquee Assignment. Findings highlight how integrating affect and critical reflection can support the development of action-oriented stances, even when preservice teachers may not yet take direct action themselves.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"167 ","pages":"Article 105192"},"PeriodicalIF":3.9,"publicationDate":"2025-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145049550","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}

{"title":"Exploring the effects of online peer feedback on tertiary students’ peer feedback literacy in English writing: Focusing on design elements","authors":"Fulan Liu ,&nbsp;Wenyun Luo","doi":"10.1016/j.stueduc.2025.101516","DOIUrl":"10.1016/j.stueduc.2025.101516","url":null,"abstract":"<div><div>Online peer feedback (OPF) has been proposed as a potential strategy to enhance students’ feedback literacy in writing. However, controversies exist over how OPF can be designed and implemented to produce expected impacts on learning. Er et al. (2021) proposed a framework of peer feedback with three interconnected stages. Adopting that framework, the present study focused on five elements (i.e., <em>training, provision of assessment criteria, online group peer review, asynchronous discussions, and multiple revision opportunities</em>) through the three stages of OPF to investigate the effects on peer feedback literacy over a 12-week intervention in an English writing course for Chinese undergraduates. Data collection instruments comprised pre- and post-study questionnaires, and semi-structured interviews. Results revealed that students perceived an improvement in their peer feedback literacy. Eight focal participants shared their experience and reflections, coded into five categories, namely, appreciation of peer feedback, cooperative learning ability, willingness to participate, feedback-related knowledge and abilities, and gains from giving peer feedback. Specifically, it was found that interaction existed between students’ peer feedback literacy and the design elements in the online peer feedback activities. Based on the findings, suitable OPF design for EFL students is discussed and pedagogical implications for enhancing peer feedback literacy are provided.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"87 ","pages":"Article 101516"},"PeriodicalIF":2.6,"publicationDate":"2025-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145049279","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}