Future in Educational Research最新文献

Mediation–Moderation Analysis of Senior High School Student Satisfaction, Academic Engagement, Gender, and Its Relationship With Learning Styles and Academic Performance 高中生满意度、学业投入、性别与学习风格、学业成绩关系的中介-调节分析

Future in Educational Research Pub Date : 2026-03-10 Epub Date: 2025-12-04 DOI: 10.1002/fer3.70034

Francis Britwum, Henry Yaw Acheampong, Samuel Obed Amoah, Edwin Adjei, Sandra Aidoo, Enoch Osei Agyemang

{"title":"Mediation–Moderation Analysis of Senior High School Student Satisfaction, Academic Engagement, Gender, and Its Relationship With Learning Styles and Academic Performance","authors":"Francis Britwum, Henry Yaw Acheampong, Samuel Obed Amoah, Edwin Adjei, Sandra Aidoo, Enoch Osei Agyemang","doi":"10.1002/fer3.70034","DOIUrl":"https://doi.org/10.1002/fer3.70034","url":null,"abstract":"A complex interplay of cognitive, emotional and contextual factors shapes student learning and academic success. This study examined the relationships among learning styles, student satisfaction, academic engagement, gender, and academic performance of senior high school students in the La Dade-Kotopon Municipality of Ghana. Conducted in August 2021, the study adopted a descriptive survey design. Senior high schools and the students were selected using purposive sampling, proportionate sampling, and a table of random numbers. Of the 341 questionnaires distributed, 287 valid responses were retrieved and analysed. Mediation and moderation analyses were performed using Hayes' PROCESS macro. Results revealed that student satisfaction mediates the relationship between learning styles (independent, avoidant, collaborative, dependent, competitive and participant) and academic performance. Further, academic engagement was found to mediate the relationship between student satisfaction and academic performance. In addition, gender moderated the association between participants' learning styles and student satisfaction. These findings suggest that the Ghana Education Service (GES) should integrate learning style awareness and student engagement strategies into continuous professional development programs for senior high school teachers. Such training would empower educators to identify subtle learning needs in overcrowded classrooms and tailor their delivery accordingly.","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"4 1","pages":"74-94"},"PeriodicalIF":0.0,"publicationDate":"2026-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.70034","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147562831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Navigating the Digital World: Pre-Service Teachers' Processes and Perspectives on Evaluating Online Information 导航数字世界：职前教师评估在线信息的过程和观点

Future in Educational Research Pub Date : 2026-03-10 Epub Date: 2025-10-03 DOI: 10.1002/fer3.70019

Wen Wen, Yiting Han

{"title":"Navigating the Digital World: Pre-Service Teachers' Processes and Perspectives on Evaluating Online Information","authors":"Wen Wen, Yiting Han","doi":"10.1002/fer3.70019","DOIUrl":"https://doi.org/10.1002/fer3.70019","url":null,"abstract":"This descriptive case study examined how undergraduate pre-service teachers (PSTs) enrolled in a digital literacies course evaluated online information as part of a module digital project. PSTs were tasked with assessing peer-selected online texts using multiple strategies in an unrestricted web environment. Data were collected from multiple sources, including PSTs' digital projects, which captured their evaluation processes with think-aloud, oral reflections, and feedback on their peers' evaluation processes. Using illustrative examples, this study identified four tendencies that emerged as PSTs engaged in evaluating online information. It also explored PSTs' insights and experiences related to their own evaluation processes, as well as their observations of their peers' evaluation practices. The online information literacy task helped PSTs link their text knowledge, applied knowledge, and reflections. The findings suggested that applying evaluation strategies requires familiarity with the strategies themselves, the ability to apply a range of evaluation strategies, and a mindset of healthy skepticism toward all online information. Throughout the process, PSTs deepened their understanding of online information evaluation by reviewing and commenting on their peers' evaluation processes. This study has implications for instruction, assessment, and future research on information literacy for PSTs and other learners.","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"4 1","pages":"4-17"},"PeriodicalIF":0.0,"publicationDate":"2026-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.70019","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147562933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

“I Need to Be Prepared”: EFL Teachers in Korea and GenAI's Influence on Their Professional Identities “我需要准备”：韩国英语教师及GenAI对其职业认同的影响

Future in Educational Research Pub Date : 2026-03-10 Epub Date: 2025-10-14 DOI: 10.1002/fer3.70020

Josh Hayes, A. Jane Loper

{"title":"“I Need to Be Prepared”: EFL Teachers in Korea and GenAI's Influence on Their Professional Identities","authors":"Josh Hayes, A. Jane Loper","doi":"10.1002/fer3.70020","DOIUrl":"https://doi.org/10.1002/fer3.70020","url":null,"abstract":"The proliferation of generative artificial intelligent (GenAI) models and tools are revolutionizing how existing practices are transformed across multiple industries, including English language education. Simultaneously, the capabilities of these models are shaping how teachers reevaluate their roles as educators, especially in high-stakes testing environments (e.g., competitive college entrance exams). This qualitative case study examines five English as a Foreign Language (EFL) educators in South Korea and their perspectives toward GenAI and its influence on their professional identities. This study analyzed semi-structured interviews with EFL teachers through Norton's concept of social identity and Roger's Diffusion of Innovation theory. This research aims to examine the stages in which EFL teachers adopt emerging technology, how it influences their teaching practices, and how they define their jobs in this new, emerging digital landscape. The importance of this research is from the perceived supportive role the EFL teachers play within the sociocultural context of the classroom in the face of high-stakes testing environments. The adoption of emerging technology does not diminish the emotional responsibility that human educators provide over the machine.","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"4 1","pages":"18-29"},"PeriodicalIF":0.0,"publicationDate":"2026-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.70020","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147565950","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Cultivating Future Student Leaders: Core Self-Evaluation and Student Leadership Practices With the Mediating Role of Motivation to Lead 培养未来学生领袖：核心自我评价与学生领导实践：领导动机的中介作用

Future in Educational Research Pub Date : 2026-03-10 Epub Date: 2025-11-18 DOI: 10.1002/fer3.70029

Miaoling Zhang, Lei Mee Thien

{"title":"Cultivating Future Student Leaders: Core Self-Evaluation and Student Leadership Practices With the Mediating Role of Motivation to Lead","authors":"Miaoling Zhang, Lei Mee Thien","doi":"10.1002/fer3.70029","DOIUrl":"https://doi.org/10.1002/fer3.70029","url":null,"abstract":"Quality leadership practices among university student leaders are imperative for ensuring proper discipline within universities and fostering the future career success of students. This study aims to explore the factors that influence leadership practices among university student leaders. Data were gathered through a multistage sampling method from student leaders across various universities in Anhui province, China, yielding a total of 637 responses for analysis. Partial least squares structural equation modelling was employed to analyse the data. The findings reveal that student leaders' core self-evaluation is significantly associated with their leadership practices and motivation to lead. The study also supports a positive relationship between the motivation to lead and student leadership practices. The motivation to lead dimensions (affective identity-, social-normative-, and non-calculative motivation to lead) are significant mediators between core self-evaluation and student leadership practices. The findings provided actionable insights for university authorities and policymakers in helping them understand how to effectively motivate student leaders to engage in leadership activities and thereby contribute to the enhancement of future student leadership practices.","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"4 1","pages":"42-55"},"PeriodicalIF":0.0,"publicationDate":"2026-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.70029","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147566869","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

DeepSeek in Education: Exploring the Transformative Potential of AI-Driven Educational Intelligence 深度教育：探索人工智能驱动的教育智能变革潜力

Future in Educational Research Pub Date : 2026-03-10 Epub Date: 2025-10-22 DOI: 10.1002/fer3.70022

Jian Liao, Fan Sun, Yajie Liu, Yuli Hu

{"title":"DeepSeek in Education: Exploring the Transformative Potential of AI-Driven Educational Intelligence","authors":"Jian Liao, Fan Sun, Yajie Liu, Yuli Hu","doi":"10.1002/fer3.70022","DOIUrl":"https://doi.org/10.1002/fer3.70022","url":null,"abstract":"The integration of artificial intelligence into education remains challenged by issues of scalability, interpretability, and multimodal adaptability. DeepSeek's AI-driven educational tools show potential to improve educational applications through advances in reasoning efficiency, lightweight deployment, and multimodal fusion. This paper explores the DeepSeek model family and its transformative applications across five core educational scenarios, including learning, teaching, teaching research, management, and evaluation. Despite challenges such as excessive dependence on structured reasoning pathways, hallucination risks, sustainability of localized deployment, and limited ability to process multimodal data in real time, DeepSeek demonstrates significant potential in advancing equitable, intelligent, and human-centric educational ecosystems with ethical governance. Future development priorities include responsible AI frameworks and the shift of educational stakeholders' roles to cultivate equitable, adaptive educational ecosystems with the guidance of educational policies and further breakthroughs in technologies.","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"4 1","pages":"30-41"},"PeriodicalIF":0.0,"publicationDate":"2026-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.70022","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147567895","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Implementation of Federal and State Policies for Students Identified With or at-Risk for Dyslexia in Ohio 在俄亥俄州，联邦和州对有阅读障碍或有阅读障碍风险的学生政策的实施

Future in Educational Research Pub Date : 2026-03-10 Epub Date: 2026-01-20 DOI: 10.1002/fer3.70039

Rebecca Tolson

引用次数: 0

Examining Transnational Education in British Universities for Enhancing Internationalisation: The Impact of Constructivism on Alignment 考察英国大学的跨国教育以促进国际化：建构主义对结盟的影响

Future in Educational Research Pub Date : 2026-03-10 Epub Date: 2025-11-28 DOI: 10.1002/fer3.70035

Samir Alamad

{"title":"Examining Transnational Education in British Universities for Enhancing Internationalisation: The Impact of Constructivism on Alignment","authors":"Samir Alamad","doi":"10.1002/fer3.70035","DOIUrl":"https://doi.org/10.1002/fer3.70035","url":null,"abstract":"Transnational education (TNE) and the accelerating internationalisation of higher education demand pedagogical approaches that support deep learning across diverse contexts. Constructive alignment (CA) is widely adopted to align learning outcomes, teaching and assessment; however, its underlying constructivist rationale has weakened, creating a gap in effective curriculum design. Without its constructivist foundations, alignment risks being applied superficially, undermining deep learning potential. This study examines how emphasis on alignment affects the incorporation of constructivist theory in higher education institutions (HEIs) curricula. Adopting a qualitative cross-institutional approach, we conducted 47 interviews across multiple UK and international HEIs and disciplines. Findings reveal diminished integration of constructivist principles, with CA often implemented as a linear process. Crucially, we identify a symbiotic relationship between learning outcomes and learning objectives, both essential for authentic CA design. We conceptualise CA as a dynamic, cyclical model for sense-making, challenging purely linear interpretations. Theoretically, our study extends CA theory by proposing a novel cyclical constructivist model (with five interrelated elements) and articulating the mutual interplay of CA components. Practically, these results carry implications for policy and curriculum design in HEIs globally, urging institutions to reintegrate constructivist pedagogy to realise CA's full potential and enhance deep learning, thereby emphasising the importance of continuous knowledge sharing and iterative evaluation in effective CA design.","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"4 1","pages":"56-73"},"PeriodicalIF":0.0,"publicationDate":"2026-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.70035","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147570073","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Technological, Pedagogical, and Content Knowledge-Universal Design for Learning-Science, Technology, Engineering, and Mathematics Scale: Possibility to Create Inclusive Chemistry Learning 技术、教学和内容知识——学习的通用设计——科学、技术、工程和数学量表：创造包容性化学学习的可能性

Future in Educational Research Pub Date : 2026-03-10 Epub Date: 2026-01-29 DOI: 10.1002/fer3.70037

Muhamad Aditya Hidayah, Jamil Suprihatiningrum

{"title":"Technological, Pedagogical, and Content Knowledge-Universal Design for Learning-Science, Technology, Engineering, and Mathematics Scale: Possibility to Create Inclusive Chemistry Learning","authors":"Muhamad Aditya Hidayah, Jamil Suprihatiningrum","doi":"10.1002/fer3.70037","DOIUrl":"https://doi.org/10.1002/fer3.70037","url":null,"abstract":"Inclusive chemistry learning is possible. Three frameworks that can be considered to create inclusive chemistry learning are Technological Pedagogical and Content Knowledge (TPACK), Universal Design for Learning (UDL), and Science, Technology, Engineering, and Mathematics (STEM). The integration of these three frameworks is still not widely used by teachers and is not popular in Indonesia. Therefore, developing and validating the TPACK-UDL-STEM Scale to measure teacher knowledge and abilities in designing inclusive chemistry learning is crucial. The three scale development steps proposed by Morgado et al. were used as a scale development procedure. Fifty items as the first draft of the scale were designed after reviewing the TPACK-UDL-STEM literature. These items were divided into five aspects (S-PCK-Multiple Means of Representation, T-TCK-Multiple means of representation, E-PCK-Multiple means of engagement, M-TPK-Multiple means of representation, STEM-TPACK-Multiple means of action and expression). A panel of six experts tested the first draft that focused on item content and construction. A second draft was piloted on 50 chemistry teachers randomly selected and volunteered to fill out the scale. Data were analyzed using the partial least square method to assess the scale's validity and reliability. After several stages of testing, 48 items were declared valid with a Cronbach's Alpha value > 0.8, rho_A value > 0.8, and composite reliability > 0.9. These values indicate that the TPACK-UDL-STEM Scale is valid and reliable for measuring teachers' knowledge in designing inclusive chemistry lessons. Therefore, this scale is suitable for applied research and further studies to support the development of inclusive chemistry learning.","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"4 1","pages":"121-137"},"PeriodicalIF":0.0,"publicationDate":"2026-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.70037","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147570247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

How Does Academic Citizenship at Research-Intense Universities Affect the Future of Teaching? 研究型大学的学术公民权如何影响教学的未来？

Future in Educational Research Pub Date : 2026-03-10 Epub Date: 2026-01-01 DOI: 10.1002/fer3.70038

Lotta Snickare, Inga-Lill Söderberg

{"title":"How Does Academic Citizenship at Research-Intense Universities Affect the Future of Teaching?","authors":"Lotta Snickare, Inga-Lill Söderberg","doi":"10.1002/fer3.70038","DOIUrl":"https://doi.org/10.1002/fer3.70038","url":null,"abstract":"The future of the teaching profession in academia is closely linked to the prevailing model of research-intensive universities. It also depends on the ways in which institutions choose to navigate this ideal—either by promoting positions that combine teaching and research or by separating the two into distinct career paths. In this paper, we argue that teaching plays a central role in shaping experiences of academic citizenship, understood as membership, recognition, and belonging (Sümer et al. 2020). The paper is based on an empirical study involving 16 interviews with researchers and associate professors in permanent teaching-related positions at a technological university in Sweden. Participants were asked about their work environment, career prospects, and views on teaching. The interviews were recorded, transcribed, and analyzed using content analysis, with particular focus on how teaching relates to inclusion and a sense of value in academic settings. The findings show variation in how teaching is perceived in relation to academic citizenship, especially its role in fostering or limiting a sense of belonging and recognition. We argue that these dynamics are likely to influence the future standing of teaching in academia. These insights are relevant not only for the academic community and higher education research but also for policymakers, given the central role of universities in society.","PeriodicalId":100564,"journal":{"name":"Future in Educational Research","volume":"4 1","pages":"95-106"},"PeriodicalIF":0.0,"publicationDate":"2026-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/fer3.70038","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147562349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Investigating the Credibility of SoTL Research in Australia: A Case Study of Key Issues for Intending SoTL Academics 调查澳大利亚SoTL研究的可信度：以意向SoTL学者的关键问题为例

Future in Educational Research Pub Date : 2025-10-11 DOI: 10.1002/fer3.70017

Silvia McCormack, Paula Baron

引用次数: 0