教育学最新文献

{"title":"The philanthropic LLC: Business influence over/via EdTech","authors":"Lara Patil ,&nbsp;Dana Brakman Reiser","doi":"10.1016/j.ijedudev.2025.103272","DOIUrl":"10.1016/j.ijedudev.2025.103272","url":null,"abstract":"<div><div>This paper presents a specific legal vehicle for for-profit philanthropy, the limited liability corporation, and analyzes: to what extent the philanthropic limited liability corporation is blurring the lines between high-net-worth individuals and the corporations they found and lead; how new modes of engagement are shifting dynamics between corporate capitalist business rationales and philanthropic endeavors and, in turn, impact the nature of education technology solutions made available; and how technology and philanthropic sector convergence is affecting power relations, educational inequalities, and global North/South relations. The theoretical framing draws from contemporary comparative education research, where scholars are comprehensively unpacking transnational education transfer processes, and contributes to a growing body of critical EdTech scholarship rethinking the presence of technologies in our lives and schooling. The findings demonstrate how the autonomy of for-profit philanthropy is increasingly linked to the institutional profit rationales of affiliate corporations, with elite philanthropists leveraging philanthropy to advance their own business development and growth impact.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"115 ","pages":"Article 103272"},"PeriodicalIF":2.8,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143816981","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":"Creative thinking in language learning classes: An analysis of educational policy in Moroccan public primary schools","authors":"Zaina Smare ,&nbsp;Mohamed Elfatihi","doi":"10.1016/j.tsc.2025.101840","DOIUrl":"10.1016/j.tsc.2025.101840","url":null,"abstract":"<div><div>Creative thinking is considered one of the essential skills of the 21st century that should be promoted throughout the educational system, particularly in primary schools across all subjects, including language classes. The first step in effectively developing creative thinking in schools is to provide a curriculum with clear guidelines on how to foster this skill. Educational policy documents are of paramount importance because they outline the content and processes that should be communicated in the classroom. The current article reports the findings of an analysis of five Moroccan educational policy documents namely, The National Charter for Education and Training (1999), The White Paper (2002), The Strategic Vision of 2015–2030, The Framework Law 51–17 (2019), and The Primary Education Curriculum (2021). The analysis centers on two key questions: how creative thinking is defined and described in Moroccan educational policy documents, and how the importance of integrating this skill is articulated, particularly in the context of language learning classes. Our analysis reveals that educational policy documents do not offer a clear and operational definition of creativity, and the term is used differently across school subjects. The provided descriptions of the skill are all positive, suggesting that it is not perceived as a negative attribute. However, the documents do not offer guidance on how teachers should develop creative thinking. Additionally, educational policy documents often equate creativity with artistic production. This suggests that educational policy makers have a bias or preference for thinking mainly about artistic work when considering activities that promote creative thinking. The study concludes with practical recommendations for policymakers to effectively integrate the promotion of creative thinking in language education through educational policy documents.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101840"},"PeriodicalIF":3.7,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143829504","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":"Sense of belonging in undergraduate computing students: A scoping review","authors":"Shamima Nasrin Runa,&nbsp;Andrew McCartan,&nbsp;Yuhan Du,&nbsp;Brett A. Becker,&nbsp;Catherine Mooney","doi":"10.1016/j.edurev.2025.100683","DOIUrl":"10.1016/j.edurev.2025.100683","url":null,"abstract":"<div><div>Sense of belonging in education encompasses an individual's experiences of feeling accepted, valued, and included within educational environments. Not all students experience the same level of sense of belonging, and those from marginalised or under-represented groups are shown to report lower levels of belonging compared to others in their cohorts. Fostering a stronger sense of belonging amongst these groups to address this unevenness is beneficial for retaining diversity and closing representation gaps, as students persist when they feel they belong. However, student belonging is complex and challenging to measure. For the development of meaningful interventions to level sense of belonging across various groups by improving belonging for those with lower belonging, there is a need for clarity on how 1) sense of belonging is theorised in research into undergraduate students, 2) how it is measured, and 3) how belonging has been operationalised to improve diversity and student retention. This review focuses specifically on computing, as a discipline with persistent representation gaps limiting its development, synthesising existing studies investigating sense of belonging among undergraduate computing students. The PRISMA extension for scoping reviews (PRISMA-Scr) was utilised to source and review 22 relevant peer-reviewed articles published between 2013 and 2022. The review shows that most existing research follows a quantitative study. The research reveals how multiple barriers to student belonging are experienced differently across different student populations. Belongingness has significant disparities relating to gender, race, and sexuality that may explain representation gaps, but attention needs to be paid to how these identities intersect to shape student experiences. The research also suggests various social and academic interventions that can raise sense of belonging. These findings provide valuable insights into undergraduate student belonging that may inform the development of targeted interventions aimed at retaining diverse student cohorts and closing representation gaps, as well as informing future research aimed at fostering and improving sense of belonging among undergraduate computing students.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"47 ","pages":"Article 100683"},"PeriodicalIF":9.6,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143829226","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":"Emotion regulation process in creative context: The role of dysregulation of both positive and negative emotions","authors":"Guyonne Rogier ,&nbsp;Martina Bertolini ,&nbsp;Serena Bruno ,&nbsp;Stefania Cataudella ,&nbsp;Patrizia Velotti","doi":"10.1016/j.tsc.2025.101838","DOIUrl":"10.1016/j.tsc.2025.101838","url":null,"abstract":"<div><div>The capacity for emotional regulation in individuals is strongly implicated in improving their quality of life. It has also been demonstrated that cognitive processes related to creative activities can play an important role in the use of emotion regulation strategies. Thus, creativity represents a useful construct for investigating psychological functioning in the context of emotion regulation strategies. In support of this hypothesis, several studies have analyzed the bidirectional link between creativity and positive and negative emotion regulation strategies, demonstrating the functioning between the different interactions. A new self-report instrument has recently been developed for this investigation: the Emotion Regulation Strategies for Artistic Creative Activities Scale (ERS-ACA). However, the absence of an Italian validation of the instrument limits the exploration of the dynamics of reciprocal influence between (dys)regulation of emotions and artistic creative activities, narrowing the field of knowledge in this area For this reason, our study aims to translate and adapt of the ERS-ACA in Italian language as examine its psychometric properties. We administered this translated version to a quite large sample of participants together with measures of emotion dysregulation and emotion regulation. Confirmatory factorial analysis supported the initial structure of the instrument and correlations with emotion (dys)regulation measures suggested its construct validity. The Italian version of the ERS-ACA appears to be a valid tool for the evaluation of the relationship between creativity and emotional regulation strategies in future research.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101838"},"PeriodicalIF":3.7,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143829604","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":"Introducing a data-driven learning progress dashboard for programmatic assessment.","authors":"Olivia Ng, Zheng-Wei Lee, Dong Haur Phua, Li Li, Hannah Joo Min Lim, Jowe Chu, Jennifer Cleland","doi":"10.1080/0142159X.2025.2489086","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2489086","url":null,"abstract":"<p><p>Programmatic Assessment (PA) relies on the integration of diverse data sources to deliver holistic feedback that supports student learning. However, the complexity and volume of assessment data can hinder efficient tracking and interpretation, challenging the implementation of PA's principles. To address these challenges, we developed the Learning Progress Dashboard (LPD) - a bespoke technological-enhanced solution and infrastructure designed for medical students. Built with an user-centric approach, the dashboard integrates previously siloed data systems, offering tailored interfaces for both students and faculty to facilitate data-informed learning strategies. Key lessons were the importance of breaking down data silos, fostering interdisciplinary collaboration, and employing gradual change management strategies to balance innovation with user acceptance.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-3"},"PeriodicalIF":3.3,"publicationDate":"2025-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143811120","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":"Assessing factors influencing the formation of preservice teacher professional identity: Can commitment be related to self-image and task perception as a mediator?","authors":"Yan Li ,&nbsp;Ahmad Zamri Khairani","doi":"10.1016/j.tate.2025.105021","DOIUrl":"10.1016/j.tate.2025.105021","url":null,"abstract":"<div><div>The development of teacher professional identity (TPI) is influenced by various factors; nevertheless, the interrelations among these factors and their significance remain unclear. This survey-based quantitative research tested a TPI model, examining the relationship between self-image, task perception, commitment, and culture on TPI formation. Structural equation modelling (SEM) was employed with a sample of 2501 preservice teachers in China. The findings demonstrated self-image and task perception exerted both direct and indirect influences on the formation of TPI. Furthermore, commitment acted as a mediator, while culture functioned as a moderator in the formation of TPI.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"160 ","pages":"Article 105021"},"PeriodicalIF":4.0,"publicationDate":"2025-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143800552","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":"From technology adopters to creators: Leveraging AI-assisted vibe coding to transform clinical teaching and learning.","authors":"Minyang Chow, Olivia Ng","doi":"10.1080/0142159X.2025.2488353","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2488353","url":null,"abstract":"<p><p>Integrating theoretical knowledge with the practical skills essential for clinical practice remains a significant challenge in clinical education. Conventional teaching strategies often fall short in preparing clinicians to navigate the unpredictable, urgent, and multifaceted nature of clinical decision-making, while also providing limited support for the development of cognitive heuristics essential to forming independent clinical judgment. To address these challenges, we introduce vibe coding, a novel AI-assisted, no-code development approach that enables educators to create interactive, customisable learning simulations without programming expertise. By prioritising rapid prototyping and iterative refinement, vibe coding shifts the focus from technical constraints to pedagogical goals, allowing educators to generate code through intuitive, conversational prompts. We applied this approach to develop two distinct applications: the Differential Diagnosis Trainer (DDT), which enhances diagnostic reasoning through randomised clinical scenarios and AI-generated feedback, and the Insulin and Blood Sugar Simulation (IBSS), which offers real-time exploration of metabolic dynamics. Both tools were built using AI-powered no-code platforms, demonstrating significant improvements in accessibility, cost-effectiveness, and scalability. We encourage educators to transition from technology adopters to creators, leveraging AI-driven platforms to develop innovative, scalable, and personalised clinical simulations that transform learning experiences and ultimately enhance patient care.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-3"},"PeriodicalIF":3.3,"publicationDate":"2025-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143811098","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":"Twelve tips to optimize group decision-making in medical education: 'Tipping' the scales toward wisdom of the crowd and minimizing groupthink.","authors":"Lea Harper, Omid Kiamanesh, Sylvain Coderre, Kenna Kelly-Turner, Melinda Davis, Kevin McLaughlin","doi":"10.1080/0142159X.2025.2488326","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2488326","url":null,"abstract":"<p><p>Group decision-making is now common in medical education, often used for decisions that are both complex and high stakes, such as determining whether to promote or remediate a trainee. In this context, it is often assumed that group decision making is superior to that of an individual, resulting in high quality decision outcomes through the pooling of collective knowledge and experience. Yet, while groups can outperform individuals, this is not guaranteed. In fact, groups are vulnerable to several cognitive biases and process issues that individuals are not subject to and these can lead to poor quality decision outcomes if not managed. As educational leaders who participate in group decision-making, we believe it is our responsibility to ensure the quality of these complex and high-stakes decisions. In this article, we discuss both the potential benefits and vulnerabilities of group decision-making by introducing the concepts of wisdom of the crowd and groupthink, respectively. With this foundation, we then offer twelve evidence-based tips that can be easily implemented in educational group decision-making to minimize groupthink and leverage the wisdom of the crowd.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-6"},"PeriodicalIF":3.3,"publicationDate":"2025-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143811127","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":"Beyond the call of duty: Effects of school learning culture, teacher self-efficacy, and informal learning on organizational citizenship behavior","authors":"Chan Wang ,&nbsp;Xianhan Huang","doi":"10.1016/j.stueduc.2025.101459","DOIUrl":"10.1016/j.stueduc.2025.101459","url":null,"abstract":"<div><div>As teachers face increasing expectations to go beyond their formal duties and engage in extra-role behaviors contributing to school success, understanding the underlying factors that drive these behaviors becomes crucial. This study investigates how school learning culture influences teachers’ organizational citizenship behavior (OCB) through the serial mediation of self-efficacy and informal learning across school leaders and teachers. Data were collected from 494 primary and secondary school teachers in China and were analyzed using structural equation modeling and multi-group comparisons. The results revealed that school learning culture was positively related to teacher self-efficacy, informal learning, and OCB directed toward the organization. Teacher self-efficacy and informal learning served as key mediators in these relationships, with distinct indirect effects observed between leaders and non-leaders. The study contributes to identifying pathways through which school learning culture fosters OCB and highlights the role of leadership in shaping these dynamics. Practical implications are also discussed.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"85 ","pages":"Article 101459"},"PeriodicalIF":2.6,"publicationDate":"2025-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143808449","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":"Wicked Problems: Graduate Students’ Experiences in A Convergent Research Environment","authors":"M. Gail Jones, Julianna Nieuwsma, Kathleen Bordewieck, Gina Childers, Steve McDonald, Kimberly Bourne, Maude Cuchiara, Anna-Maria Marshall, Brooke K. Mayer, Christine Ogilvie Hendren, John Classen","doi":"10.1007/s11165-025-10249-x","DOIUrl":"https://doi.org/10.1007/s11165-025-10249-x","url":null,"abstract":"<p>This exploratory study examined the experiences, expectancy value, academic identity, sense of impostorism, and social networks of graduate students in a large convergence science research center established with the goal of increasing phosphorus sustainability. There were two components to the study: a survey that explored expectancy value factors pre and post to the academic year and a social network analysis to examine student social networks pre and post to the academic year. Participants included 25 students in the treatment group (who participated in convergence research), and 28 students in a control group (who participated in traditional research). The social network analyses showed the convergence research students moved into more integrated social networks with increased connections to faculty and students across different Center institutions. The results of the survey found there was a drop in overall expectancy value scores for graduate research for the treatment group students. The survey results showed no significant differences in the treatment and control group students for impostorism on the survey. Students in both groups reported there were times when they felt unprepared for the classes; however, the treatment group students were more likely to describe having to take classes or study topics that were outside of their discipline and experienced difficulties with their research.</p>","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"14 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143805928","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}