教育学最新文献

{"title":"Why should boys have all the funds? Gender inequality in household education expenditure in India","authors":"Sandeep Kumar Tiwari ,&nbsp;Kirtti Ranjan Paltasingh","doi":"10.1016/j.ijedudev.2025.103358","DOIUrl":"10.1016/j.ijedudev.2025.103358","url":null,"abstract":"<div><h3>Purpose</h3><div>An individual’s personality development and pursuit of a respectable livelihood are inextricably linked to their level of education. However, it is now a tool to free the oppressed from the bonds of poverty, injustice, and power rather than being limited to job searching. Therefore, family spending on early schooling is quite important. This study investigates gender-based disparity in educational spending in Uttar Pradesh, India, by religion.</div></div><div><h3>Method</h3><div>The study employs the Blinder-Oaxaca (B-O) decomposition method on data from the 75th round of the National Sample Survey (2017–18) to illustrate gender disparity. It also shows the dynamics of gender disparity in various counterfactual cases.</div></div><div><h3>Findings</h3><div>The results reveal a significant disparity in spending on elementary education between boys and girls, with Hindu and Muslim households allocating substantially more resources to male children. Factors contributing to this gap include enrolment, caste hierarchy, household size, MPCE quintile, and institution type. While enrolment and caste contribute to reducing gender disparities for both communities, household size, MPCE quintile, and institution type exacerbate these disparities.</div></div><div><h3>Implications</h3><div>The study emphasizes the impact of cultural beliefs, historical factors, and government policies on education spending patterns. Additionally, it underscores the need for targeted interventions to address gender discrimination and promote equal educational opportunities in the context of evolving socioeconomic dynamics.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"117 ","pages":"Article 103358"},"PeriodicalIF":2.8,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144580150","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":"Language Attitude and GenAI Attitude of Struggling EFL Learners: A Moderated Mediation Model of Enjoyment and Anxiety","authors":"Siyi Wang,&nbsp;Yongxiang Wang","doi":"10.1111/ejed.70172","DOIUrl":"https://doi.org/10.1111/ejed.70172","url":null,"abstract":"<div>\u0000 \u0000 <p>Cognitive and affective factors play crucial roles in shaping learners' attitudes towards generative artificial intelligence (GenAI). However, the synergistic influence of language attitude and emotions, including foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) on struggling EFL learners' GenAI attitudes remains underexplored. To bridge this research gap, the present study develops a moderated mediation model using partial least-squares structural equation modelling (PLS-SEM), based on data collected from 294 struggling EFL learners in China and analysed through SmartPLS software. The findings indicate that FLE mediates the relationship between language attitude and GenAI attitude. Additionally, FLCA moderates both the effect of FLE on GenAI attitude and the direct relationship between language attitude and GenAI attitude. On the basis of these findings, pedagogical implications are discussed to help instructors support struggling EFL learners in developing a more positive attitude towards GenAI.</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":"144582383","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":"Simulated learning interventions to improve communication and practice with deaf and hard of hearing patients: a systematic review and qualitative synthesis.","authors":"Julia Terry, Rachel Wilks, Joanne Davies","doi":"10.1007/s10459-025-10452-5","DOIUrl":"https://doi.org/10.1007/s10459-025-10452-5","url":null,"abstract":"<p><p>Virtual and simulated patients are increasingly used in health professional education as learning about patient needs in a safe space greatly benefits student knowledge and skills and increases their empathy towards patients. Yet to date there has been limited focus on using simulated learning techniques in health professional education to promote learning about D/deaf and hard of hearing patients. We used systematic review methodology to search, identify, appraise and abstract relevant articles across CINAHL, MEDLINE, ASSIA and Proquest Central, Scopus, Web of Science and Cochrane databases yielding a total of 1112 papers. After removing duplicates, inclusion criteria were defined and applied, resulting in 132 articles retrieved for full-text review. Six articles met all inclusion criteria, addressing simulated learning methods for health professional students that provide educational opportunities about Deaf patient experiences. Findings suggest that a myriad of possible simulation modalities can be developed that include opportunities to learn about the D/deaf patient experience and to consider learning about communication and application of knowledge to a specific topic environment. This qualitative synthesis provides insight into potential methods and styles of delivery, whilst noting a very small number of studies in this area. Future research should focus on rigorous and longitudinal studies to understand more about student learning and how interventions impact on their communication and encounters with D/deaf patients.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144602155","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":"Concept Mapping as a Tool for Fostering Self-Directed Learning Among Graduate Medical Students in Biochemistry: An Experimental, Analytical Study.","authors":"Zachariah Bobby, V Devanatha Desikan, Z Zayapragassarazan","doi":"10.1002/bmb.70003","DOIUrl":"https://doi.org/10.1002/bmb.70003","url":null,"abstract":"<p><p>Concept mapping is an active learning strategy promoting self-directed learning. The intellectual involvement in the preparation of concept mapping is a learning process. We tested the utility of concept mapping in improving self-directed learning among medical graduate students in Biochemistry. The study was conducted among first-year undergraduate medical students at our institute after their regular teaching modules in biochemistry. The students prepared concept maps on three topics by referring to textbooks and class notes as a home task. Pre- and posttests were conducted with MCQs to assess the gain from the exercise. Classification of the students into low, average, and high achievers was carried out to analyze the results. After the training, we took feedback from the students using a Likert scale. We conducted focus group discussions among the different groups of students to examine the factors that facilitated or hindered their learning with concept mapping. There was a significant gain in understanding the three chosen topics by the concept mapping. Although the overall gain from concept mapping was higher than the gain from self-study, it reached statistical significance only among the low achievers in this study. The students generally felt this exercise was more beneficial than self-study and enhanced their self-directed learning process. Several factors facilitated their self-directed learning by concept mapping. Concept mapping is an effective method for fostering self-directed learning among graduate medical students in Biochemistry.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144590348","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}

{"title":"Exploring the relationship between entertainment and education in anatomy public engagement: A qualitative examination of anatomists' perspectives.","authors":"Lucas D Wilmshurst, Lauren Clunie, Kieron Brand, Chandini Parsan Chand, Kat A Sanders","doi":"10.1002/ase.70092","DOIUrl":"https://doi.org/10.1002/ase.70092","url":null,"abstract":"<p><p>Entertainment is deeply rooted in education, from wise-cracking teachers to health documentaries. In the context of anatomy, this already complex relationship is entwined with deeply significant ethical considerations, often related to the field's reliance on human tissue, yet it remains unexplored. This study aimed to understand anatomists' perceptions of the role of entertainment in anatomy public engagement. Semi-structured interviews were conducted with seven anatomists with strong public engagement profiles, and thematic analysis was conducted on the transcripts. There was variability between participants as to what \"entertainment\" means and its link to education, though a range of ways educators can be entertaining, including narratives, personal relevance, and games, were identified. There were also two perceived impacts of entertainment on audiences identified: impact on education (to aid or impede learning) and impact on engagement including initial engagement, engagement throughout, and ongoing engagement. This study found that anatomists are keenly aware of the historical and anatomical context of their public engagement, with some hesitancy to even use the term \"entertainment\" due to misconceptions that it is inherently hedonistic and thus disrespectful. This study highlights the complex and context-dependent nature of the relationship between entertainment and education in anatomy public engagement, emphasizing the need for anatomists to carefully consider the types and impacts of entertainment they employ to effectively engage and educate public audiences while respecting the discipline's unique ethical considerations. More research is needed to clarify this relationship between education and entertainment from the audience's perspective.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144598975","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":"Enhancing student academic performance in middle school classrooms by fostering engagement motivation through intelligent assessment of teacher praise emotional intensity","authors":"Zengzhao Chen ,&nbsp;Debo Ren ,&nbsp;Zhifeng Wang ,&nbsp;Lu Gao ,&nbsp;Yawen Shi ,&nbsp;Hai Liu ,&nbsp;Tonglian Yang","doi":"10.1016/j.learninstruc.2025.102185","DOIUrl":"10.1016/j.learninstruc.2025.102185","url":null,"abstract":"<div><h3>Background</h3><div>Teacher praise is a powerful tool for enhancing student learning and managing behavioral challenges. However, existing methods for assessing teacher praise are overly simplistic, typically only relying on the frequency of behavioral special praise (BSP) to judge its effectiveness. Teacher praise serves as a means of conveying emotion, we categorized it according to emotional intensity. This approach seeks to examine how enhancing the intensity of praise influences student learning.</div></div><div><h3>Aimed</h3><div>The core research objectives are: (1) to explore the classification of praise intensity; (2) to investigate whether the GPT tool can effectively influence teachers' praise intensity; and (3) to examine the direct and indirect effects of changes in praise intensity on student academic performance.</div></div><div><h3>Method</h3><div>This study developed a praise intensity recognition assistant using GPT-3.5. A praise dataset was constructed and fine-tuned, achieving an accuracy of 95 %, demonstrating effective recognition. However, detecting and enhancing praise intensity remains a challenge.</div></div><div><h3>Sample</h3><div>20 teachers and 523 students participated in an intervention experiment focusing on praise intensity. Over a three-month period, we used this tool to observe whether improvements in teacher praise intensity affected student academic performance and learning behavior.</div></div><div><h3>Result</h3><div>Findings revealed that while student academic performance showed no significant improvement, student engagement notably increased.</div></div><div><h3>Conclusion</h3><div>Student engagement acted as a mediator, indicating an indirect link between teacher praise intensity and academic performance. This study underscores the indirect influence of enhanced praise intensity facilitated by GPT, highlighting the crucial role of student engagement in this process.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"99 ","pages":"Article 102185"},"PeriodicalIF":4.7,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144588815","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":"Age of cochlear implantation and ASL skill impact literacy development.","authors":"Thomas E Allen, Ely D Sibarium","doi":"10.1093/jdsade/enaf044","DOIUrl":"https://doi.org/10.1093/jdsade/enaf044","url":null,"abstract":"<p><p>After decades of research, many researchers (and the parents, educators, and clinicians who rely on the results of their scientific inquiry) maintain opposing views regarding appropriate strategies for ensuring adequate language and literacy development among young deaf children. These viewpoints range from the exclusive use of cochlear implants (with no visual language) to the exclusive use of a visual language (with no implantation). Recent authors have posited the potential benefits of early sign language for implanted children and have refuted claims that signing will negatively impact the success of implantation, but little research has explored the nature of these benefits in detail. This study examines the impact of sign language skill on emergent literacy for a sample of implanted 5-year-old deaf children. Using hierarchical regression modeling, this study evaluates whether the addition of a measure of American Sign Language (ASL) receptive skills to a model that includes the age of implantation increases the predictability of performance on two measures of emergent English literacy. The results confirm the hypothesis that level of ASL skill positively impacts emerging literacy, controlling for the age of implantation. Potential biasing effects of demographic variables are presented and discussed, as are implications for future research.</p>","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144585286","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":"The conceptualisation of goal setting and goal orientation in higher education: A systematic literature review","authors":"Kõue Heintalu, Katrin Saks, Natalia Edisherashvili, Izaak Dekker","doi":"10.1016/j.edurev.2025.100709","DOIUrl":"https://doi.org/10.1016/j.edurev.2025.100709","url":null,"abstract":"Student goals play a crucial role in both practice and theory in higher education, particularly for understanding and enhancing student motivation. However, on a conceptual level, goals are studied through separate and isolated frameworks, which complicates the ability of practitioners and researchers to combine insights from both streams of scholarship effectively. This systematic review aimed to comprehensively examine and describe the frameworks (198 studies), and conceptual distinctions and characteristics (48 studies) used in research on goal setting and goal orientation in the context of higher education since 2018. The studies selected for analysis had to discuss students’ learning process, address goal setting and goal orientation, and be published in academic journals in English. Goal-setting theory was the most frequently used for the goal-setting concept, while achievement goal theory (2×2 model) dominated for goal orientation. Summative content analysis revealed that goal-setting frameworks primarily emphasised the concept of the goal itself, including its structure, goal commitment, implementation intentions, and the processes leading to goal achievement. In contrast, goal orientation frameworks delved deeper into the underlying motivations driving goal pursuit, exploring related attitudes, addressing specific educational objectives and strategies, emotional factors, and the detailed standards individuals set for their outcomes. Because these theories are complementary, we propose an integrated goal setting and orientation (IGSO) theory, which can help in studying and understanding how motivation for goal pursuit is connected with the setting, monitoring and evaluation of goals.","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"176 1","pages":""},"PeriodicalIF":11.7,"publicationDate":"2025-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144621788","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":"Near peers help prepare medical students to navigate hierarchy in medicine.","authors":"Noreen Mansuri, Kelsi D Camacho, Noelle Boctor","doi":"10.1111/medu.15768","DOIUrl":"https://doi.org/10.1111/medu.15768","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144584309","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":"Collaborative Online International Learning (COIL) in chemical engineering: Preparing students for multicultural and international work environments","authors":"Luis Vaquerizo ,&nbsp;Iván Darío Gil ,&nbsp;Salvador Tututi-Avila ,&nbsp;Rafael B. Mato","doi":"10.1016/j.ece.2025.07.001","DOIUrl":"10.1016/j.ece.2025.07.001","url":null,"abstract":"<div><div>In today’s interconnected society, chemical engineering students must be prepared to work in international and multicultural environments. However, in our experience, current chemical engineering curricula often fail to develop these competencies. This study aims to demonstrate the benefits of Collaborative Online International Learning (COIL) in chemical engineering education. For the first time, the COIL approach has been implemented in a simulation course. In addition to preparing students for international and multicultural work environments, this experience enhances their problem-solving and critical-thinking skills. Unlike other COIL applications, this project allows for multiple valid solutions, though not all are necessarily optimal. After two successful COIL projects involving chemical engineering students from the Universidad de Valladolid (Spain), the Universidad Nacional de Colombia, and the Universidad Autónoma de Nuevo León (Mexico), students reported feeling more confident in their knowledge and abilities, better prepared for multicultural and international work environments, and more capable of performing well in their first job. In both project editions, survey responses to related questions averaged above 4 out of 5. Key takeaways from this work are that, to accomplish the objectives of a COIL, it is essential to define the project timeline in advance, ensure a similar level of knowledge among students, confirm software access, establish a unified communication platform, and conduct individual kickoff meetings for each team. Additionally, effective international collaboration is more likely when no more than 50 % of a team’s members come from the same institution.</div></div>","PeriodicalId":48509,"journal":{"name":"Education for Chemical Engineers","volume":"53 ","pages":"Pages 26-36"},"PeriodicalIF":3.5,"publicationDate":"2025-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144605816","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}