{"title":"Exploring the Influence of Various Digital Game-Based Learning Platforms on Critical Thinking","authors":"Tsung-Yen Chuang, Szu-Kai Tsai, Yu-Hsuan Lu","doi":"10.1111/jcal.70141","DOIUrl":"https://doi.org/10.1111/jcal.70141","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Current education increasingly emphasises the development and significance of Critical Thinking (CT), aiming to enhance individuals' adaptability in a rapidly evolving society. However, few effective teaching methods have been identified for integrating CT into existing on-site courses. While previous studies have focused on the advantages of Digital Game-Based Learning (DGBL) in CT education, there remains a lack of in-depth evaluation and comparative analysis of the different platforms employed—such as Virtual Reality (VR) and Personal Computer (PC) environments.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study aims to examine the differences in CT efficacy across various DGBL platforms, as well as to analyse the effects of incorporating seven CT teaching steps into digital games on the development of CT skills among elementary students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The study employs a custom-made digital game with two versions (VR and PC) integrated with the seven CT teaching steps. It is designed as a quasi-experiment involving 40 participants, equally divided into a VR group (<i>N</i> = 20) and a PC group (<i>N</i> = 20). Students' CT abilities are evaluated before and after the teaching activities. Additionally, interviews are conducted to further explore students' experiences and perceptions of the two teaching platforms, with a particular focus on how these platforms facilitate the development of their CT skills.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The results indicate that participants in the VR group engaged in DGBL demonstrate significant enhancements in CT abilities, particularly within the category of ‘Interpretation’. This observation suggests that the operational framework of the VR platform fosters a comprehensive observational capacity among students. Moreover, the evidence substantiates that different digital game platforms exert varying influences on the development of CT, thereby illustrating the potential of VR as a particularly effective tool for promoting CT in educational contexts.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 6","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145317307","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":"The Process of Undergraduates' Collaboration With a Generative Artificial Intelligence Chatbot: Insights From Conversation Content and Epistemic Network Analysis","authors":"Weipeng Shen, Xiao-Fan Lin, Jiachun Liu, Xinxian Liang, Ruiqing Chen, Xiaoyun Lai, Xinwen Zheng","doi":"10.1111/jcal.70140","DOIUrl":"https://doi.org/10.1111/jcal.70140","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Generative artificial intelligence (GenAI) chatbots extend transformative impact in higher education. Current research requires more comprehensive evaluations of the collaborative learning fostered by students and GenAI chatbots. However, existing articles have rarely explored the dynamic process of student–AI collaboration in higher education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study aims to analyse and visualise the changes in the process of undergraduates' collaboration with a GenAI chatbot. The interaction patterns of the collaboration were explored under the perspective of social constructivist learning theory. The differences between student-AI interaction patterns at 5 time points (after 5 lessons) were further compared to show the dynamic collaboration process.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>A 9-week course was implemented for 40 Chinese undergraduates, who completed 5 rounds of collaboration with a GenAI chatbot named ERNIE Bot. Employing a designed coding scheme, a total of 6180 codes was collected from the conversation content of each round. Based on the interval data, content analysis and epistemic network analysis (ENA) were conducted.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>First, undergraduates gradually became more active and targeted in their collaboration with the GenAI chatbot. Second, the focal points of their collaboration changed from “Comprehension” (the first–third lessons) to “Generation” (the third–fifth lessons), along with different interaction patterns. Notably, the interaction patterns changed more rapidly and prominently during the “Comprehension” phase than the “Generation” phase.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>The findings contribute to understanding the social constructivist learning process within student-AI collaboration in higher education. Practical recommendations for students and educators were offered as well.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 6","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145317467","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}
Burak Aydın , Marjolein Fokkema , Nurullah Eryilmaz , Daniel Muijs , Ronny Scherer , Marcus Pietsch
{"title":"How school leadership and innovation shape instructional pathways to student achievement across nations: Evidence from multilevel structural equation modeling and decision tree analysis","authors":"Burak Aydın , Marjolein Fokkema , Nurullah Eryilmaz , Daniel Muijs , Ronny Scherer , Marcus Pietsch","doi":"10.1016/j.stueduc.2025.101521","DOIUrl":"10.1016/j.stueduc.2025.101521","url":null,"abstract":"<div><div>Educational leadership, innovation and teaching play essential roles in shaping student achievement. However, extant literature primarily has relied on linear modelling approaches and has not focused on substantively testing a theory. The present study employs multilevel structural equation modelling (ML-SEM) and multilevel decision trees (MLM trees) to investigate associations between school leadership, team innovation, cognitive activation and student achievement using PISA-TALIS 2018 linked data across seven countries: Australia; Colombia; Czech Republic; Denmark; Georgia; Malta; and Türkiye. The ML-SEM findings indicated no significant indirect effects from leadership on achievement. The MLM trees highlighted country-specific patterns in associations between school leadership, innovation and student achievement, revealing potential nonlinear relationships. These findings suggest that the relationship between leadership, instructional practices and achievement is highly context-dependent. The study contributes to the literature by offering a comparative analysis of ML-SEM and MLM trees, highlighting traditional linear models’ limitations in educational research.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"87 ","pages":"Article 101521"},"PeriodicalIF":2.6,"publicationDate":"2025-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145325187","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":"Examining the effects of industry transition to robotics, artificial intelligence, and service automation on hospitality and tourism students’ critical outcomes: Quitting or quiet quitting?","authors":"Hamed Rezapouraghdam , Ali Ozturen , Mine Haktanir , Muaz Azinuddin","doi":"10.1016/j.jhlste.2025.100580","DOIUrl":"10.1016/j.jhlste.2025.100580","url":null,"abstract":"<div><div>Forecasts suggest that artificial intelligence (AI) and robotics may ultimately substitute for a significant portion of the jobs presently available in the hospitality sector, imposing serious sustainability challenges for academia and industry. On the other hand, this transition has generated notable concerns regarding robotics, artificial intelligence, and service automation (RAISA) among hospitality and tourism students. The objective of this study is to examine the consequences of this trend: depression caused by RAISA (DCR), quiet quitting (QQ), and intention to quit school (ITQS). To collect the necessary data for the research objectives, we administered an online survey to full-time students in institutions affiliated with the Hospitality and Culinary Arts Alliance. Using partial least squares structural equation modeling, we evaluated our model. The study's findings asserted that concerns over RAISA (COR) are positively related to hospitality and tourism students' DCR, QQ, and ITQS. Additionally, DCR partially mediated the link between COR and the outcome variables. Several contributions to the theory and fruitful implications for higher educational institutions were discussed in the following.</div></div>","PeriodicalId":51666,"journal":{"name":"Journal of Hospitality Leisure Sport & Tourism Education","volume":"37 ","pages":"Article 100580"},"PeriodicalIF":4.1,"publicationDate":"2025-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145319298","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":"The Role of Chinese EFL Teachers' Immediacy and Rapport in Students' Engagement in the Context of AI-Mediated Education","authors":"Chun Li, Mehdi Solhi, Yongxiang Wang","doi":"10.1111/ejed.70289","DOIUrl":"https://doi.org/10.1111/ejed.70289","url":null,"abstract":"<div>\u0000 \u0000 <p>The crucial role of teachers' interpersonal communication skills in diverse aspects of second language (L2) education has been endorsed by prior scholarship. Such significance multiplies in artificial intelligence (AI)–mediated education in which interaction fosters understanding and using content and feedback. Nevertheless, the literature has neglected the direct impact of teachers' interpersonal behaviours on learners' emotions and behaviours in AI-mediated L2 classes. To fill this gap, the current quantitative study examined the relationship and predictive power of teachers' immediacy and rapport with students' engagement in classes powered by artificial intelligence (AI) technologies. A sample including 513 Chinese English as a foreign language (EFL) learners electronically completed three questionnaires. The results of Pearson correlation analysis indicated that teacher immediacy and rapport had respectively formed a significant and positive correlation with EFL students' engagement (<i>r</i> = 0.57, 0.65, <i>p</i> < 0.01). Additionally, the outcomes of structural equation modelling (SEM) analysis suggest both direct and indirect contributions of teacher immediacy (<i>β</i> = 0.30, <i>p</i> < 0.001) and rapport (<i>β</i> = 0.35, <i>p</i> < 0.001) to student engagement in AI-mediated learning contexts. Moreover, regression analysis demonstrated that teachers' immediacy and rapport could explain 53% of the variance in student engagement. The results are discussed and implications regarding the use of teacher interpersonal communication behaviours as regulatory techniques of learner emotions in AI-mediated L2 education are provided.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145317049","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":"Cultural Plasticity of Self-Construal Theory in Chinese Medical Education: Unveiling a Potential New Path to Prosocial Behavior.","authors":"Jianing Zhang, Hui Zhou, You Wang, Xueling Yang","doi":"10.1080/10401334.2025.2565647","DOIUrl":"https://doi.org/10.1080/10401334.2025.2565647","url":null,"abstract":"<p><p>Prosocial behavior, a cornerstone of effective healthcare, is crucial for positive doctor-patient relationships and ethical medical practice. However, cultivating prosociality in medical students, particularly within diverse cultural contexts, presents a significant challenge. While mindfulness interventions show promise, the underlying mechanisms, especially the role of self-construal, remain underexplored. This study addresses this gap by investigating the effects of a seven-day online mindfulness program on prosocial behavior among Chinese medical students and the mediating role of self-construal, a culturally contingent framework. Divergent from Western research suggesting mindfulness promotes prosociality via interdependent self-construal, we explored a potentially distinct dynamic in a collectivist setting. In 2023, we randomly assigned 64 medical students without prior mindfulness experience to a mindfulness practice group (n = 33) or a control group (n = 31). Pre- and post-intervention assessments included trait mindfulness, self-construal, and prosocial behavior, using validated Chinese instruments. The mindfulness intervention significantly increased prosocial behavior and both independent and interdependent self-construal. However, mediation analysis revealed that only independent self-construal significantly mediated the mindfulness-prosociality link; interdependent self-construal showed no significant mediating effect. This unexpected finding highlights the cultural plasticity of self-construal theory, suggesting mindfulness in collectivist contexts may facilitate prosociality by activating individual agency and autonomy-a pathway diverging from Western observations. These findings have substantial implications for adapting mindfulness interventions in global medical education, advocating for culturally informed designs that leverage the dynamic interplay between mindfulness, self-construal, and prosocial development. This research refines the theoretical understanding of self-construal and offers a novel perspective on cultivating essential prosocial attributes in future healthcare professionals. Furthermore, this work suggests practical strategies for integrating mindfulness training into medical curricula, potentially enhancing student well-being, ethical decision-making, and patient-centered care.</p>","PeriodicalId":51183,"journal":{"name":"Teaching and Learning in Medicine","volume":" ","pages":"1-14"},"PeriodicalIF":1.8,"publicationDate":"2025-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145293747","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}
Medical TeacherPub Date : 2025-10-15DOI: 10.1080/0142159X.2025.2568053
Inês M Lúcio, João D Afonso, José João Mendes, Pedro Rodrigues, Renata G Raidou, Daniel Simões Lopes
{"title":"Paper-based radial anatomy puzzles as educational tools: A pilot study at a dental school.","authors":"Inês M Lúcio, João D Afonso, José João Mendes, Pedro Rodrigues, Renata G Raidou, Daniel Simões Lopes","doi":"10.1080/0142159X.2025.2568053","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2568053","url":null,"abstract":"<p><p><b>What was the educational challenge?</b> Grasping anatomical relationships remains a persistent challenge in medical education, particularly when instruction relies on traditional tools such as textbooks and static illustrations. This challenge also extends to retaining and refreshing vast amounts of anatomical relationships over time, which often requires more dynamic and engaging learning methods. <b>What was the solution?</b> This pilot study examines radial anatomy puzzles as educational physicalization-based tools that encode anatomical knowledge maps in a tangible form, consisting of concentric, rotating paper rings. <b>How was the solution implemented?</b> Labels and thumbnails of anatomical structures are printed on each ring, which pivots around the puzzle's center. By rotating and aligning these elements, users engage in hands-on construction of spatial and conceptual relationships, thereby uncovering through physical interaction the conceptual connections between anatomical landmarks and structures. A user study with 22 dental students evaluated the educational value of these tools. Participants engaged with the rings to construct anatomical relationships, resulting in improved quiz performance and high reported levels of satisfaction and perceived learning value. <b>What lessons were learned that are relevant to a wider global audience?</b> These findings highlight the potential benefits of radial anatomy puzzles as effective, low-tech tools for reinforcing anatomical understanding and facilitating knowledge refreshing through hands-on interaction. <b>What are the next steps?</b> Future work will focus on refining the physical design for greater durability and usability while also conducting more controlled studies to disentangle the effects of active puzzle-solving from passive review of completed solutions. Collaborating with instructors through co-design will further ensure that future iterations align with classroom-relevant teaching practices and learning needs.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-4"},"PeriodicalIF":3.3,"publicationDate":"2025-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145301891","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}
Medical TeacherPub Date : 2025-10-15DOI: 10.1080/0142159X.2025.2570820
Narelle Dalwood, Felicity Blackstock, Sze-Ee Soh, Udari Colombage, Shane A Pritchard, Prue Morgan
{"title":"'Acting it out really makes it stick in your brain': Educating students for patient portrayal during peer simulation.","authors":"Narelle Dalwood, Felicity Blackstock, Sze-Ee Soh, Udari Colombage, Shane A Pritchard, Prue Morgan","doi":"10.1080/0142159X.2025.2570820","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2570820","url":null,"abstract":"<p><strong>Introduction: </strong>Peer simulation is a method of simulation-based education (SBE) whereby students are educated to portray patient roles for peers. This potentially delivers accessible, high-impact, low-cost SBE that could be utilised in lower resourced settings. However, the most effective method of educating students to portray patient roles is currently not known. This study aimed to determine if the method of education for patient portrayal impacts portrayal accuracy, empathy development, and academic performance. Students' perspectives of education approaches were explored.</p><p><strong>Methods: </strong>A semester-long mixed-methods study evaluated two education approaches for patient portrayal during peer simulation. The intervention approach was based on evidence for training simulated patients (SP) for patient portrayal. The control approach reflected unstructured preparation or 'role-play.' Patient portrayal accuracy, empathy, and academic grades were measured. Focus groups explored students' perceptions of education approaches. Group differences were examined using one-way analysis of covariance, and linear regression models identified factors associated with academic grades. An interpretivist approach was adopted for focus group analysis.</p><p><strong>Results: </strong>Fifty-seven third-year, undergraduate physiotherapy students were randomised into two groups. Following education, there were no significant differences between groups on portrayal accuracy, empathy or grades. Blinded, observer-rated accuracy of patient portrayal was significantly associated with overall subject (<i>β</i> = 0.3; 95% CI: 0.1, 0.3) and practical skill (<i>β</i> = 0.4; 95% CI: 0.2, 0.7) grades. Qualitative findings suggested preparing for, and committing to, accurate patient portrayal was important for student learning. Scaffolded education including tutor guidance, feedback, and videos was considered important for learning patient roles.</p><p><strong>Discussion: </strong>Immersion in accurate patient portrayal is supported by multi-modal, scaffolded education. Whilst both education approaches had similar efficacy, delivery of structured, tutor-guided education for patient portrayal was valued by students. Similar to SP methodology, educators should provide videos, tutor-led group rehearsal, and feedback to guide performance, encourage patient portrayal accuracy, and promote role immersion.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-15"},"PeriodicalIF":3.3,"publicationDate":"2025-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145301903","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":"Empowering agentic literacies: A case study on advocacy and activism in a preschool classroom","authors":"Victoria Damjanovic, Stephanie Branson","doi":"10.1177/14687984251388516","DOIUrl":"https://doi.org/10.1177/14687984251388516","url":null,"abstract":"The fundamental right of every child to access books and materials with diverse perspectives is recognized globally. This right not only supports cognitive and academic development but also contributes significantly to social and emotional well-being, fostering active participation in society. However, integrating social justice topics into early childhood education remains a challenge. This article argues that failing to address these topics not only marginalizes children but also perpetuates a deficit perspective. This study explores how an inquiry-based environment empowers agentic literacies. We used a case study approach to examine children’s literacy practices and their engagement with social justice concepts. Data sources include teacher-created storyboards with children’s work samples and dialog, transcripts from planning meetings, and a researcher journal. Data were analyzed using line-by-line coding for transcripts, storyboard dialog, and the researcher’s journal. Visual analysis was used to investigate children’s work samples. The findings illustrate a progression from agentic learners to advocates and eventually activists, with children actively participating in decision-making processes throughout. Two vignettes offer narrative snapshots of the project, demonstrating children’s agentic literacy practices and how children’s wonderings drove discussions and actions around social justice issues in a contextualized meaningful way.","PeriodicalId":47033,"journal":{"name":"Journal of Early Childhood Literacy","volume":"10 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2025-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145311026","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ana Fernández-Aránegas, María Huertas González-Serrano, Carlos Pérez-Campos, Rómulo J. González-García
{"title":"Students’ perspectives on the ideal physical education teacher","authors":"Ana Fernández-Aránegas, María Huertas González-Serrano, Carlos Pérez-Campos, Rómulo J. González-García","doi":"10.1177/1356336x251383317","DOIUrl":"https://doi.org/10.1177/1356336x251383317","url":null,"abstract":"This study aimed to examine secondary school students’ perceptions of the ideal physical education (PE) teacher, with a specific focus on how students’ gender is associated with their perceptions. Using a mixed-methods approach combining questionnaires and drawings, we analyzed data from a sample of 349 Spanish secondary school students balanced by gender and age. The findings indicate that both male and female students placed greater emphasis on interpersonal characteristics (such as being pleasant, attentive, friendly, and empathetic) when describing an effective teacher, rather than on physical attributes (such as being fit, active, and capable of demonstrating the skills they teach). However, girls prioritized qualities such as empathy, recognition of effort, and motivation in a PE teacher, while boys placed a higher value on physical fitness, fairness, and humor. Overall, students generally envisioned the ideal PE teacher as male (64.2%), young (63.3%), and physically fit (89.8%). However, differences were observed in the graphical representations created by male and female students regarding their ideal PE teacher. Male students predominantly depicted highly muscular male figures with serious expressions, whereas female students more frequently illustrated either female teachers or teachers of both genders, with cheerful expressions and slim bodies rather than a muscular build. These findings indicate the presence of gender stereotypes related to PE teachers. The study presents several practical implications for addressing gender stereotypes associated with PE.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"10 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145295611","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}