教育学最新文献

{"title":"August in this issue","authors":"","doi":"10.1111/medu.15758","DOIUrl":"https://doi.org/10.1111/medu.15758","url":null,"abstract":"<p>Renewing a health education curriculum is a significant undertaking, requiring substantial effort and resourcing. However, no comprehensive list of curriculum renewal drivers exists to guide educators that are considering commencing a renewal. This scoping review identified and catalogued published drivers of curriculum renewal of health professional degrees across a 10-year period. Qualitative content analysis was then used to generate 10 categories that clustered drivers into groups. The proposed framework may be used to scaffold future curricular review processes and for informing future scholarly inquiry into the renewal process.</p><p>\u0000 <span>Kok, D</span>, <span>Xu, M</span>, <span>Trumble, S</span>, <span>Matthews, K</span>, <span>Wright, C</span>. Categorising drivers of curriculum renewal in entry-to-practice health professional education: a scoping review. Med Educ. 2025;59(8):812-822. DOI: 10 1111/medu15614.</p><p>A meta-study review was conducted to explore the current state of historical scholarship in medical education, to understand the state of the art and to improve methodological, analytical and reporting rigour. Although there were some exemplary articles identified, the majority reflected many deficits in scholarly practice including a lack of methodology, no engagement with theory, inattention to replicability and lack of reflective critique and positionality. There is a discursive space for historical scholarship in medical education that needs further exploration and development to bring together the best of scholarship from the traditions of medical education and history.</p><p>\u0000 <span>Ellaway, R</span>, <span>MacLeod, A</span>, <span>Schalkwyk, S</span>, <span>Cleland, J</span>. Study the past if you would define the future: historical methods in medical education scholarship. Med Educ. 2025;59(8):823-832. DOI: 10 1111/medu15621.</p><p>This qualitative study enhances our understanding of how social structures affect the training of intraprofessional collaboration between family physicians and specialist physicians. Conducted in an academic outpatient setting in Canada, the study examines how macrosocial imperatives shape physician supervisors' engagement and teaching of intraprofessional collaboration. The findings reveal that intraprofessional collaboration is influenced by discourses that ironically reinforce professional boundaries, thereby maintaining asymmetric power dynamics. The article proposes how the sociological concepts of discourse and boundaries could guide the development of intraprofessional learning initiatives in ways that mitigate the impact of structural power.</p><p>\u0000 <span>Wong, R</span>, <span>Whitehead, C</span>. Exploring how structural forms of power shape the training of intraprofessional collaboration between family physicians and specialty physicians in outpatient workplace settings. Med Educ. 2025;59(8):842-852. DOI: 10 1111/medu15607.</p><p>The ","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"59 8","pages":"777-778"},"PeriodicalIF":4.9,"publicationDate":"2025-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.15758","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144589798","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Balancing Act between AI and Authenticity in Assessment: A Case Study of Secondary School Students’ Use of GenAI in Reflective Writing","authors":"Cecilia Ka Yuk Chan, Katherine K.W. Lee","doi":"10.1016/j.compedu.2025.105399","DOIUrl":"https://doi.org/10.1016/j.compedu.2025.105399","url":null,"abstract":"This study examines how secondary school students balance the use of Generative AI (GenAI) tools while maintaining authenticity in reflective writing. Reflective writing, a cognitively demanding task, can benefit from AI’s ability to improve efficiency and organisation. Using a case study approach, data were collected from the reflective writing pieces of five secondary school students, as well as the accompanying GenAI chat logs and individual interviews following a three-week summer internship programme. Thematic analysis found that while GenAI supports technical quality and reduces cognitive load, it also poses challenges regarding authenticity, depth of reflection, and students’ over-reliance on AI. Students reported experiencing AI guilt, particularly regarding perceived laziness, fear of judgment, and concerns over self-efficacy. The findings highlight a tension between producing polished writing and preserving personal voice. Educators must guide students to use AI ethically, ensuring that it supports rather than undermines authentic reflection.","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"9 1","pages":""},"PeriodicalIF":12.0,"publicationDate":"2025-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144613366","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":"‘It opened a new teaching space for me’: Transforming higher education practice through digital education","authors":"Jelena Popov ,&nbsp;Magda Pischetola ,&nbsp;Giacomo Poderi ,&nbsp;Jeppe Kilberg Møller","doi":"10.1016/j.lcsi.2025.100922","DOIUrl":"10.1016/j.lcsi.2025.100922","url":null,"abstract":"<div><div>In-service teachers' professional development (PD) courses on digital education tend to be based on a restrictive idea of ‘knowledge transfer’ presupposing an application of course content into practice through a top-down and linear approach. In this paper, we adopt a broader conceptual perspective to examine the learning outcomes of an online/hybrid PD course developed through a design-based research project between 2020 and 2023 and attended by 98 participants from four Higher Education institutions in Denmark. We draw on the cultural-historical activity theory concepts of ‘recontextualisation’ and ‘construction/instantiation’ of the object of activity to analyse interviews with course participants (<em>n</em> = 15). The main findings reveal how the teachers engaged with the resources they encountered in the course to reshape their teaching practices by personalising these resources and adapting them to situated concerns. We identified three types of resources (knowledge, tools, and networks) that the teachers <em>recontextualised</em> to achieve transformation of their practices. This transformation happened in two ways: by reconstructing and remediating problem spaces in teaching, and by bringing about concrete solutions to both existing and newly formulated challenges. In this process, peer feedback and collective discussions were essential elements of the teachers' learning process. In conclusion we discuss the broader relevance of our findings for designing and evaluating online and hybrid digital education PD courses.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"53 ","pages":"Article 100922"},"PeriodicalIF":2.0,"publicationDate":"2025-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144595487","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":"How and why do teachers’ participation in professional development and collaboration with colleagues differ across countries?","authors":"Nils Kirsten","doi":"10.1016/j.stueduc.2025.101488","DOIUrl":"10.1016/j.stueduc.2025.101488","url":null,"abstract":"<div><div>We examine country differences in teachers’ participation in professional development (PD) and collaboration and explore which factors explain differences among countries. We show that PD participation and teacher collaboration differ considerably among countries and that the levels of PD participation and teacher collaboration are weakly related to one another at both the country and school levels. Although higher overall accountability pressure explains some PD participation gaps, most differences remain unexplained. Regarding teacher collaboration, no single factor accounts for variations across all countries. However, teacher characteristics, particularly the proportion of full-time employed teachers, account for collaboration gaps among specific countries.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"86 ","pages":"Article 101488"},"PeriodicalIF":2.6,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144581141","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":"‘It is hard to establish boundaries’: Pupils’ and teachers’ perceptions of blurred lines between banter and bullying in secondary physical education","authors":"Matthew J Green, Mark F Mierzwinski","doi":"10.1177/1356336x251355459","DOIUrl":"https://doi.org/10.1177/1356336x251355459","url":null,"abstract":"This article examines pupils’ and teachers’ perceptions of blurred boundaries between banter and bullying in secondary physical education (PE) in England. Focus on this topic is timely amid policymaker concerns regarding young people's banter escalating into bullying, or bullying being downplayed as banter within educational and sporting environments. Perceptions were gained through 14 focus groups with 49 pupils and nine interviews with PE teachers, which were thematically analysed using the concepts of figuration and power relations ( <jats:xref ref-type=\"bibr\">Elias, 1978</jats:xref> ). Whilst pupils conceptually distinguished banter from bullying, differentiating between the two in practice proved difficult during PE lessons. Difficulty was premised on subjective evaluations of performance-related comments concerning who was involved, the intention behind comments and how they were received, and if comments were considered humorous or harmful. Within the PE figuration, sporting competence proved a key power resource, resulting in humorously framed performance-related comments illuminating and heightening power imbalances between sporty and less sporty pupils. Given these pupil power dynamics and how performance-related comments were construed by some as banter and others as bullying, PE teachers should regularly remind pupils of conceptual differences between banter and bullying, set clear behavioural expectations, and consistently regulate borderline banter.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"51 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144586483","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":"Does spatial ability affect students' learning performance in virtual reality environments? A study on desktop virtual reality systems","authors":"Shouchao Guo ,&nbsp;Yuqian Sun ,&nbsp;Xiao Wang","doi":"10.1016/j.tsc.2025.101923","DOIUrl":"10.1016/j.tsc.2025.101923","url":null,"abstract":"<div><div>Spatial ability is considered to be an effective predictor of student performance in STEM fields, and the educational benefits of Virtual Reality in STEM are becoming increasingly evident. However, it is not clear how students with different initial spatial ability benefit from virtual environment. The ability-as-enhancer hypothesis and the ability-as-compensator hypothesis explain the benefit difference of students with different initial spatial ability in virtual environment from the perspective of cognitive load. However, the existing research has not formed the teaching guidance on the participation of students with different initial spatial ability in virtual reality environment. This study first discusses the performance differences of students with different initial spatial ability in virtual reality environment, and examines the correlation between students' initial spatial ability and learning performance. We verify the training effect of virtual reality environment on spatial ability, and find that students with different initial spatial ability have similar learning performance. Then, through the delayed sequence analysis of student behavior, we found that students with high spatial ability tended to optimize the model, while students with low spatial ability focused on model design. This provides a new perspective for the teaching guidance of students with different initial spatial ability.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"58 ","pages":"Article 101923"},"PeriodicalIF":3.7,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144604689","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":"Family environment and multi-generational educational transmission in China: A perspective on paternal and maternal lineage differences","authors":"Yuexin Wei,&nbsp;Zeyun Liu","doi":"10.1016/j.ijedudev.2025.103357","DOIUrl":"10.1016/j.ijedudev.2025.103357","url":null,"abstract":"<div><div>Research on educational transmission often focuses on intergenerational dynamics between adjacent two generations. This study explores the mechanisms of multi-generational educational transmission in Chinese families, focusing on the differences between paternal and maternal lineages and the factors influencing them. Using data from the China Health and Retirement Longitudinal Study (CHARLS), the findings show that: (1) After controlling for parental education, grandparents' educational attainment directly impacts grandchildren's educational outcomes, challenging the conventional Markov assumption that multi-generational transmission is fully mediated by parents. The effect is stronger in the paternal lineage than in the maternal lineage. (2) Direct multi-generational interactions, such as lifecycle overlap and co-residence, positively enhance the grandparent effect. Paternal grandparents influence grandchildren primarily through lifecycle overlap, while maternal grandparents rely more on co-residence. (3) Family structure characteristics show lineage-specific effects: the number of siblings in the maternal lineage significantly weakens the grandparent effect, while same-gender sibling composition in the paternal lineage strengthens educational transmission. Additionally, in paternal lineages, grandparents with higher education levels invest in non-blood descendants, creating a compensatory mechanism that helps mitigate kinship-based disadvantages.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"117 ","pages":"Article 103357"},"PeriodicalIF":2.8,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144580149","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":"Extent, patterns, and geographic scale of caste-based segregation in Indian schools","authors":"Rohitha Edara","doi":"10.1016/j.ijedudev.2025.103347","DOIUrl":"10.1016/j.ijedudev.2025.103347","url":null,"abstract":"<div><div>Despite widespread evidence of caste-based disparities in educational outcomes in India, school-based factors driving these disparities have not received sufficient scholarly attention. This paper addresses one potential factor by examining patterns and trends in caste-based segregation in Indian schools between 2007–08 and 2017–18 academic years using school-level data from the District Information System for Education (DISE). The main findings are: (1) Scheduled Tribe and Scheduled Caste students face high levels of isolation in schools and have low likelihood of interaction with the most privileged students i.e., students who do not have access to affirmative action programs. (2) Intensely segregated schools are widespread with 29.1 percent of schools in 2017–18 enrolling 90 percent or more students from a single caste category. (3) Segregation indices at the national level have not substantially changed between 2007–08 and 2017–18. (4) Segregation varies by region, with Central, South, and West regions showing greater caste-based integration than the national average. (5) Close to 60 percent of school segregation can be attributed to caste imbalance within districts, highlighting the importance of local segregative processes in driving overall school segregation. As the first systematic and quantitative analysis of caste-based school segregation in India, this study establishes foundational evidence on the nature and current state of school segregation in the country. In doing so, it also calls for greater attention to residential and school segregation in both research and policymaking.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"117 ","pages":"Article 103347"},"PeriodicalIF":2.8,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144580221","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":"From optimization to wisdom: Fostering a patient-centered professional identity.","authors":"Diego Lima Ribeiro","doi":"10.1111/medu.15767","DOIUrl":"https://doi.org/10.1111/medu.15767","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144591600","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":"Insights Into the Effectiveness of Artificial Intelligence-Integrated Speaking Instruction in Enhancing Speaking Skills and Social–Emotional Competence as Well as Reducing Demotivation and Shyness","authors":"Wenwen Shi,&nbsp;Goodarz Shakibaei","doi":"10.1111/ejed.70174","DOIUrl":"https://doi.org/10.1111/ejed.70174","url":null,"abstract":"<div>\u0000 \u0000 <p>Despite the recognised importance of communicative competence in language acquisition, many English as a Foreign Language (EFL) learners persistently grapple with affective barriers such as speaking anxiety, shyness, and demotivation, alongside underdeveloped social–emotional competence (SEC), challenges that traditional speaking instruction methods have often struggled to comprehensively address. Consequently, this study aimed to investigate the influence of Artificial Intelligence (AI)-integrated speaking instruction on EFL learners' SEC, demotivation to speak, shyness, and speaking skill development, thereby addressing a crucial gap by evaluating a novel technological intervention. To achieve this, a quasi-experimental design was employed, allocating participants into an experimental group (EG) receiving AI-integrated speaking instruction and a control group (CG) engaging in traditional speaking instruction via the Big Blue Button platform; pre- and post-intervention data were collected using validated questionnaires for SEC, demotivation, shyness, and speaking development, supplemented by an attitude questionnaire for the EG. The results from a one-way MANOVA revealed statistically significant and positive outcomes for the AI-integrated approach, with learners in the EG demonstrating substantial improvements in their SEC and overall speaking skills, alongside a significant reduction in demotivation to speak and shyness when compared to the CG, a finding corroborated by the EG participants' predominantly positive attitudes towards the AI intervention. These findings carry important implications for EFL pedagogy, suggesting that AI-integrated speaking instruction presents a more efficacious strategy for concurrently enhancing learners' speaking proficiency and fostering crucial social–emotional skills, thus providing empirical support for integrating AI tools to create more supportive and effective pathways for EFL students to overcome affective hurdles and improve their communicative abilities.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 3","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144589499","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}