Asia Pacific Education Review最新文献

{"title":"The shared desire for third places on campus in Japan: a study of Japanese and American university undergraduate students with experience studying in both countries","authors":"Yan Li,&nbsp;Xiao Chen,&nbsp;Justin Sanders","doi":"10.1007/s12564-025-10060-3","DOIUrl":"10.1007/s12564-025-10060-3","url":null,"abstract":"<div><p>This study investigates undergraduate students’ perceptions regarding physical campuses at Japanese universities. Through semi-structured interviews with Japanese and American university undergraduate students with experience studying in both countries, this paper examines their perceptions of physical campuses and the role they play in student university experience. The interviews revealed that students find physical campus spaces, such as libraries, cafeterias and gyms, at Japanese universities to be less flexible and accessible compared to their American counterparts. In spite of varying perceptions of individual facilities, the research results revealed a common desire among interviewed students for third places on campus at Japanese universities for socialisation, relaxation and restoration that cater to both group and individual student needs. This desire stems from comparisons drawn between their experiences at American universities where such places are more readily available, and those at Japanese universities, where such places are not readily available. These findings are instructive for administrators at Japanese universities who have responsibility for student experience, student satisfaction, campus management, or internationalisation initiatives, which often have the specific aim of fostering more interaction between local and international students.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 4","pages":"1015 - 1026"},"PeriodicalIF":2.3,"publicationDate":"2025-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s12564-025-10060-3.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145706230","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The urban–rural difference in returns to education in China from the perspective of household registration conversion","authors":"Xing Gao,&nbsp;Maishou Li","doi":"10.1007/s12564-025-10058-x","DOIUrl":"10.1007/s12564-025-10058-x","url":null,"abstract":"<div><p>Previous studies have indicated that returns to education in rural people are significantly lower than that in urban people in China, while in fact, rural people have a high demand for education. To explain the findings, we analyzed such a seemingly contradictory phenomenon from the perspective of the influence of education on household registration conversion. Using the data from the China Household Finance Survey 2019, the study found that an increase in the educational level of rural people, especially after investing in higher education, can help increase the possibility of conversion to an urban household registration for better employment opportunities and higher income levels. The study considered urban individuals who have converted their household registration from agricultural to non-agricultural status as samples from rural people to re-estimate returns to education in urban and rural people. The results showed that returns to education and higher education in urban people changed little before and after the adjustment of samples. Whereas returns to education in rural people increased by 49.55% from 2.24% before adjustment of samples to 3.35% after adjustment of samples. The returns to higher education in rural people increased from 25.41% to 35.05%, an increase of 37.94%. This means that returns to education in rural people have increased significantly after considering the influence of education on household registration. The government should further increase investment in education in rural China to facilitate the integration of more rural people into the urban systems, which is conducive to the structural transformation of China’s economy.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"27 3","pages":"969 - 981"},"PeriodicalIF":2.2,"publicationDate":"2025-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148699688","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":"Unveiling identities: exploring emotional self-expression and bilingualism through digital storytelling in teacher education","authors":"Deoksoon Kim,&nbsp;Yoonmi Kang,&nbsp;Katrina Borowiec","doi":"10.1007/s12564-025-10049-y","DOIUrl":"10.1007/s12564-025-10049-y","url":null,"abstract":"<div><p>This article examines how teachers can facilitate professional identity development through digital composition. We describe how two teachers use multimodal digital storytelling to reflect on their histories and advance their professional development. The study uses qualitative case study methods and employs a new analytical framework for analyzing multimodal products like digital stories. Data include semi-structured interviews, digital stories, and classroom observations. We analyzed the digital stories using a multimodal analytical framework informed by Systemic Functional Linguistics. This framework illuminates how the teachers express themselves along four dimensions: representational, interpersonal, compositional, and sociocultural. In both cases, the teachers gave a longitudinal view of their own development from childhood and described how their facility with the symbolic systems of dance and folk art was central to their sense of self. The opportunity to share these stories facilitated emotional self-expression and professional identity development.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 3","pages":"811 - 826"},"PeriodicalIF":2.3,"publicationDate":"2025-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144918631","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":"A narrative inquiry into generational ethos: unravelling the evolution of educational ideologies and practices in China","authors":"Jahirul Mullick,&nbsp;Mohammad Noman,&nbsp;Haoting Wang,&nbsp;Xutong Pan","doi":"10.1007/s12564-025-10051-4","DOIUrl":"10.1007/s12564-025-10051-4","url":null,"abstract":"<div><p>This study investigates generational perspectives on educational ideologies and practices in China, providing insights into how socio-economic transformations have influenced educational perceptions across different historical periods. Using a narrative inquiry approach, data were gathered from twenty-three participants across seven Chinese families. Each family’s three biologic generations from four different time periods shared their viewpoints and experiences, which were recorded on video, transcribed, and translated into English for inductive thematic analysis. The findings revealed a range of educational ideologies articulated by participants across three generations, illustrating how these ideologies evolved alongside changing societal contexts and historical periods. The study identified diverse understandings and expectations regarding education among different generational cohorts. While some consistency in views on education was observed within families, significant intergenerational differences emerged due to distinct upbringing experiences. The findings highlight how societal contexts and historical events have influenced the perceptions of biologic generations, including grandparents, parents, and youngsters. This research reveals the dynamic interplay between socio-economic changes and educational ideologies in China, offering valuable insights for educators, policymakers, and researchers.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"27 3","pages":"893 - 907"},"PeriodicalIF":2.2,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s12564-025-10051-4.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148699689","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"But yet included: effects of classmates with special needs on elementary school students’ civic-mindedness","authors":"Hoyong Jung","doi":"10.1007/s12564-025-10043-4","DOIUrl":"10.1007/s12564-025-10043-4","url":null,"abstract":"<div><p>Instilling civic-mindedness in youth is crucial for the functioning of a democratic society. Inclusive education, which involves placing students with special needs into general education classrooms, is considered a method for fostering civic-mindedness in young people. Building on existing literature, this study investigates the impact of classmates with special needs on the civic-mindedness of elementary school students. The study utilizes the quasi-random assignment of students across classrooms in South Korea to establish causal relationships. The results indicate that a higher ratio of students with special needs within a classroom negatively affects the civic-mindedness of individual students, with these effects being more pronounced in the dimension of valuing mutual assistance. Finally, we empirically infer that negative impacts on friendship and the classroom environment may contribute to these results. Based on the results, we discuss the policy implications.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 3","pages":"763 - 779"},"PeriodicalIF":2.3,"publicationDate":"2025-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s12564-025-10043-4.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144918263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Fostering collaboration and professionalism: insights from a korean kindergarten teacher learning community","authors":"Jaehee Kwon,&nbsp;Eunae Son","doi":"10.1007/s12564-025-10050-5","DOIUrl":"10.1007/s12564-025-10050-5","url":null,"abstract":"<div><p>This study investigates how the interplay between teachers and Korean kindergarten culture shapes a teacher learning community. Data were collected through group interviews, in-depth individual interviews, and participant observations, allowing for a rich exploration of both collective and individual perspectives. The data were analyzed iteratively, with a focus on the cultural and relational dynamics embedded within the teaching learning community. The findings underscore the critical role of emotional support, constructive dialogue, and balanced relationships within a community operating in a predominantly female, traditionally hierarchical culture. The study also highlights the essential leadership roles of lead teachers, demonstrating how humility and a balance between collectivism and individualism foster trust, align shared goals, and support collaborative growth. Furthermore, the study explores the dual aspects of Korean collectivist culture, emphasizing its role in promoting equitable education for children and addressing parental pressure, while paradoxically limiting teachers’ autonomy in decision-making. This dynamic is particularly evident in curriculum alignment, where teachers of the same age group collaborate to ensure cohesive educational practices. This analysis provides valuable insights into the processes that foster effective communication, collegial relationships, and a balanced sense of autonomy among teachers. These findings also offer practical implications for enhancing professional growth, leadership development, and collaboration within TLCs in culturally similar contexts.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 4","pages":"985 - 996"},"PeriodicalIF":2.3,"publicationDate":"2025-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145706075","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":"A metric analysis of the knowledge map of ecological civilization education in China","authors":"Yao Liu,&nbsp;Wenwen Feng","doi":"10.1007/s12564-025-10048-z","DOIUrl":"10.1007/s12564-025-10048-z","url":null,"abstract":"<div><p>In the context of global sustainability challenges and China’s strategic prioritization of ecological civilization, understanding the evolution of and gaps in ecological civilization education research has become imperative. This study employs bibliometric and content analysis methods to examine 446 publications obtained from the China National Knowledge Infrastructure (CNKI) and Web of Science databases (2000–2024) with the goal of mapping the knowledge structure and academic trajectory of ecological civilization education in China. Our analysis reveals three distinct phases of research evolution: the nascent stage (2000–2007), the developmental stage (2008–2012), and the rapid growth stage (2013-present). Each phase was driven by pivotal policy shifts, notably the national ecological civilization strategy that was introduced in 2012. While China has institutionalized ecological civilization education with the aim of establishing a balance among environmental, social, and economic development, research on this topic has focused predominantly on higher education and ideological‒political frameworks; however, only limited interdisciplinary integration and societal engagement is evident in this context. High-frequency keywords such as “ecological civilization education” and “universities” emphasize a top-down, institution-centric approach. International studies have tended to emphasize sustainable development, but they have often overlooked China’s unique ideological context. Notably, ecological civilization education remains fragmented and excessively policy-driven, and a coherent theoretical foundation for and robust integration of this approach into broader educational systems remain lacking. Addressing these gaps is vital with respect to efforts to identify the role played by ecological civilization education beyond campuses, thereby promoting interdisciplinary innovation and ensuring that it is in line with global sustainability education frameworks. By transforming ecological civilization education into a holistic, globally resonant model, China can both advance its national ecological goals and contribute to international sustainable development efforts.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"27 3","pages":"873 - 892"},"PeriodicalIF":2.2,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148699802","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":"“Why do I risk my professional reputation to do it?” Vietnamese teachers’ motivations and identities in relation to private tutoring","authors":"Bich-Phuong Thi Nguyen,&nbsp;Hang Minh Le,&nbsp;Bich-Hang Duong","doi":"10.1007/s12564-025-10046-1","DOIUrl":"10.1007/s12564-025-10046-1","url":null,"abstract":"<div><p>Private tutoring is a fact of life in many education systems, including Vietnam. However, limited scholarly attention has been paid to this phenomenon in Vietnam from the perspective of teachers who provide private tutoring, whilst public discourse mainly criticises them for being ‘corrupted’ and greedy. Our study responds to this research gap using a conceptual lens that focuses on teacher motivations, professionalism, and teacher identities as mediated by the neoliberalisation of education. A qualitative case study methodology was employed to examine the motivations of Vietnamese teachers who offer private tutoring and how those motivations reflect and/or challenge their broader sense of teacher identities. The findings shed light on how teacher motivations in private tutoring are largely driven by teacher–student bonds and demands for high academic performance. Also, fully acknowledging the clash between imperatives of educational equality/equity and the potential of unethical issues, teachers have their own ways to reconcile their ethics with private tutoring. Even in private tutoring lessons, they are still supposed to fulfil their duties, which shows a Vietnamese dimension of the ‘struggle for the teacher’s soul’ currently waged around the world under the pressure of neoliberalism in education.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 3","pages":"781 - 794"},"PeriodicalIF":2.3,"publicationDate":"2025-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144918561","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":"A qualitative examination into the school-related factors affecting teachers’ motivating styles","authors":"Woon Chia Liu,&nbsp;Leng Chee Kong,&nbsp;Chee Keng John Wang,&nbsp;Ying Hwa Kee,&nbsp;Betsy Ng,&nbsp;Karen Lam,&nbsp;Johnmarshall Reeve","doi":"10.1007/s12564-025-10047-0","DOIUrl":"10.1007/s12564-025-10047-0","url":null,"abstract":"<div><p>The Self-Determination Theory posits that an autonomy-supportive motivating style can benefit students in numerous educationally important ways. The paradox and educational concern is that although teachers are cognizant that students can reap numerous benefits when they support their students’ autonomy, many of them are nevertheless unable to do so. This can be explained by the implicit and explicit forces imposed on them from their external and internal environments. This paper investigated the school-related factors that affect teachers’ adoption and employment of autonomy-supportive motivating style. To achieve the objective, we interviewed 59 mathematics and/or science teachers (<i>M</i>_{years of teaching} = 10.8, 62.71% female) from 17 secondary schools in Singapore. We identified several school-related factors that could affect the teachers’ motivating styles, namely, “time pressures”, “support from school leaders”, “support from colleagues” and the “time of the year (timing)”. Because autonomy-support is important for students’ motivation and learning, a better understanding of the school-related factors that affect the teachers’ motivating style would be helpful in creating a context that allows the teachers to be more supportive of their students’ autonomy.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 3","pages":"795 - 810"},"PeriodicalIF":2.3,"publicationDate":"2025-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144918594","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":"School counseling development and practice in China: a 20-year systematic review","authors":"Yanhong Liu,&nbsp;Xiaoxuan Qu,&nbsp;Derron Hilts","doi":"10.1007/s12564-025-10045-2","DOIUrl":"10.1007/s12564-025-10045-2","url":null,"abstract":"<div><p>Scholars have documented historical contexts and contemporary practice of school counseling in China, highlighting the increase of school-based mental health services in schools and government support. We identified some sporadic empirical evidence concerning school counseling interventions in Chinese schools within various geographic regions. There is a lack of comprehensive and critical review of school counseling development and practice in China. In response to the gap, we performed a systematic review of articles on school counseling in China published between 2004 and 2023. Our review generated five categories: (1) Development of the Profession; (2) Social–Cultural Contexts; (3) School Counselor Roles and Activities, Counseling Interventions, and Outcomes; (4) Theoretical Models; and (5) China–West Comparison. Our findings further illuminated sociopolitical and sociocultural contexts intertwined with the development and practice of school counseling in China. We also noted stark contrasts within school counseling practice across school settings and geographic regions of China. We advocate for legitimacy and unification of school counselors’ professional identity and allocation of resources for school counseling practice in rural China.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"27 3","pages":"857 - 871"},"PeriodicalIF":2.2,"publicationDate":"2025-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s12564-025-10045-2.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148699801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}