Asia Pacific Education Review最新文献

{"title":"Editorial: What is the next step for APER to become an international journal?","authors":"Duck-Joo Kwak","doi":"10.1007/s12564-025-10044-3","DOIUrl":"10.1007/s12564-025-10044-3","url":null,"abstract":"","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 1","pages":"1 - 3"},"PeriodicalIF":2.3,"publicationDate":"2025-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143583575","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":"Exploration and construction strategies of immersive experiential learning in elderly education based on \"embodied cognition\": read aloud together as an example","authors":"Guo Weina,&nbsp;Qin Xiaolei","doi":"10.1007/s12564-025-10041-6","DOIUrl":"10.1007/s12564-025-10041-6","url":null,"abstract":"<div><p>Examining the current state of elderly education and teaching activities in our country reveals a deep imprint of traditional educational paradigms and behavioral inertia. There are issues such as supply–demand mismatches, unidirectional transmission, and a focus on superficiality over substance. The root causes can be traced back to the disconnection of body and mind, cognitive separation, and the detachment from the environment during the teaching process. The immersive experiential learning for older people's education, based on the theory of \"embodied cognition,\" the elderly education course \"Reading Together\" focuses on the mobilization of multi-dimensional senses, the \"360 degree\" feeling of the body, the stimulation of mind interaction, the all-round integration of emotions, the creation of three-dimensional situations, and the unification of body and mind. The instructional content is designed to be \"contextualized,\" encouraging learners to explore independently; the teaching process promotes \"multidirectional\" interaction, fostering peer learning and mutual assistance; and the teaching methods incorporate \"metaverse\" applications to explore experiential learning strategies that deepen and broaden knowledge. In accordance with the physical and mental characteristics and psychological needs of older learners, it helps to enhance the learning experience and satisfaction, to satisfy their desire to know and learn, and to achieve self-worth and life meaning. The focus of the paper is on elderly people's learning abilities and learning possibilities, a research field often explored through the lens of traditional cognitivism. This paper can deepen the cognitive enhancement and potential development of older adults, as well as the design of learning environments, curriculum, and experiences that align with their learning characteristics. It will explore practices in education, psychology, and neuroscience related to learning, cognitive science, and the learning psychology of older adults.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"27 2","pages":"813 - 822"},"PeriodicalIF":2.3,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147865734","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":"Parental strategies and educational inequalities during severe economic, political and refugee crises in conflict-affected Lebanon","authors":"Tamara Al Khalili","doi":"10.1007/s12564-025-10040-7","DOIUrl":"10.1007/s12564-025-10040-7","url":null,"abstract":"<div><p>This study explores how parents in Lebanon select schools and how their choices contribute to educational inequality, especially during the ongoing severe economic, political and refugee crises. Using an exploratory methodology within a qualitative research design, the study included 30 semi-structured interviews with parents of school-aged children, chosen through purposive convenience and snowball sampling technique. Thematic analysis reveals widespread parental preference for private, fee-paying schools as opposed to public schools that are free at the point of entry. However, the ability of parents to choose private institutions, unsurprisingly linked to socioeconomic status, has been exacerbated by the recent crises. This study offers insights into a new socio-economic group of parents, previously part of the middle class, who are facing difficulties in selecting schools that align with their aspirations for their children. It found them strategically moving their children between private and public schools and making compromises based on factors such as the perceived importance of the educational stage and the child’s perceived academic abilities. Moreover, it shows parents exhibiting harsh practices, favoring private schools for high-achieving children while sending children with lower levels of academic performance and children with disabilities and/or specific educational needs, to public schools. The study underscores the challenges stemming from diminished trust in public education, detailing the difficult decisions some parents are forced to make due to unprecedented crises. It also highlights the growing educational inequality in this conflict-affected context and emphasizes the urgent need for systemic interventions to address widening disparities in Lebanon’s education system.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 2","pages":"553 - 566"},"PeriodicalIF":2.3,"publicationDate":"2025-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s12564-025-10040-7.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145165187","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":"Correction: An Exploration of Korean traditional parenting virtues among Korean-American parents and the impact of the Ottuki parenting program","authors":"Younghee Cho,&nbsp;Rachel Yeji Lee,&nbsp;Sou Hyun Jang,&nbsp;Joon-Ho Yu,&nbsp;Jae Hyun Park,&nbsp;Korean Community Service Center,&nbsp;Sangho Kim,&nbsp;Eunjung Kim","doi":"10.1007/s12564-025-10042-5","DOIUrl":"10.1007/s12564-025-10042-5","url":null,"abstract":"","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"27 3","pages":"1271 - 1271"},"PeriodicalIF":2.2,"publicationDate":"2025-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148699729","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":"Teachers’ views on the ethical issues in educational assessment practices: a comparative mixed-methods study","authors":"Xumei Fan,&nbsp;Suzy Hardie,&nbsp;Jin Liu,&nbsp;Ning Jiang","doi":"10.1007/s12564-025-10039-0","DOIUrl":"10.1007/s12564-025-10039-0","url":null,"abstract":"<div><p>Educational assessment is a part of accountability in K-12 education, and teachers often face ethical dilemmas in assessment practices. We conducted a comparative mixed-methods study of teachers’ perspectives on educational assessment practices in the United States and China. A survey with 255 teachers based on 14 assessment scenarios within seven categories revealed that American teachers and Chinese teachers had consistent views on five scenarios, and they referenced common assessment guidelines in their justifications for whether they view certain practices as ethical or not. They disagreed on nine scenarios, prioritizing different guidelines to support their views about whether certain practices were ethical or not. Within each culture, teachers’ views of certain scenarios differed based on gender, academic degree, years of experience, and grade levels taught in certain scenarios. The differences in teachers’ views and reasoning were shaped by their cultural backgrounds, educational and professional experiences, and educational systems and policies. The findings can help raise educators’ awareness of assessment practices shaped by cultural contexts, guide teaching, learning, and assessment, and inform educational policymaking and program development.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 2","pages":"539 - 552"},"PeriodicalIF":2.3,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145162206","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":"Enhancing students’ digital literacy skills through their technology use in a course-based research project: a Hong Kong case study","authors":"Alice Yin Wa Chan,&nbsp;Chit Cheung Matthew Sung","doi":"10.1007/s12564-025-10038-1","DOIUrl":"10.1007/s12564-025-10038-1","url":null,"abstract":"<div><p>Rapid technological developments in the digital era have led to substantial changes to higher education curricula. This paper reports on a qualitative study which examined students’ perceptions of digital literacy skills development through the completion of a course-based digital research project. Consisting of a digital skills training workshop and assessment tasks including the production of a website and a video, the research-oriented project was designed to be incorporated into a sociolinguistics course offered to undergraduate students at a university in Hong Kong. 57 Students participated in the group project as part of the coursework and wrote a reflective essay on their learning experiences upon the completion of the project. Reflexive thematic analysis was conducted to analyze students’ written responses in relation to their development of various digital literacy skills, including branching literacy, information literacy, reproduction literacy, photo-visual literacy, socio-emotional literacy, and technical literacy. The findings of the study showed that students considered their use of technology in the project facilitative of their development of digital literacy. While the nature and requirements of the assessment tasks may have limited students’ development of photo-visual literacy, positive experiences with regard to students’ development of the other literacy skills were reported. It is recommended that similar technologically mediated, discovery-enriched assessment tasks be implemented within the existing curricula in the higher education sector. To enhance students’ development of photo-visual literacy, teachers are also recommended to provide students with more opportunities for them to make use of visual graphics in their coursework.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"27 3","pages":"843 - 856"},"PeriodicalIF":2.2,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s12564-025-10038-1.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148699800","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":"Working through contradictions: How do teachers respond to the hybridization of the competing institutional logics of curriculum centralization and decentralization?","authors":"Hyunhee Cho,&nbsp;Jonghun Kim,&nbsp;Eunhye Lee","doi":"10.1007/s12564-025-10037-2","DOIUrl":"10.1007/s12564-025-10037-2","url":null,"abstract":"<div><p>In times of diversity, tension, and hybridization, teachers’ day-to-day curriculum practices are further complicated when they encounter education policies with competing institutional logics. Drawing upon the ideas of competing institutional logics and teacher professional judgment, this study explores how teachers respond to the hybridization of the competing institutional logics (i.e., centralization vs. decentralization) embedded in curriculum policies and investigates the factors that influence their responses. Employing a comparative qualitative case study of four South Korean teachers, this study collected and analyzed data from interviews, observations, and document review. The findings revealed that (a) when national curriculum standards were introduced as a symbol of the hybridization of competing institutional logics, teachers' responses to these standards emerged as three distinct practices (i.e., standards-driven, standards-considered, and standards-conscious curriculum planning) and that (b) their responses, as professional judgments in their curriculum practices, were deeply engaged with their beliefs about what constitutes good and just education. The discussion highlights that the hybridization of competing institutional logics inherent in education policies allows teachers greater latitude in translating their beliefs into practice, and thus their beliefs become a more direct and powerful factor in shaping their professional judgments in daily curriculum practices.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"27 3","pages":"827 - 841"},"PeriodicalIF":2.2,"publicationDate":"2025-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148699799","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":"Using inquiry-based learning approach in the teaching process of divisibility rules","authors":"Bedirhan Teke,&nbsp;Hamza Çalışıcı","doi":"10.1007/s12564-025-10036-3","DOIUrl":"10.1007/s12564-025-10036-3","url":null,"abstract":"<div><p>The aim of this study is to reveal the impact of Inquiry-Based Learning (IBL) on students’ ability to come up with the rules of divisibility themselves and on their academic achievement in the 8th grade Mathematics course as well as to obtain students’ views on the learning and teaching process, through the use of a mixed-methods sequential explanatory design. The quantitative part of the study was composed of a one-group pre-test–post-test design, while the qualitative part involved a case study design. The sample group consisted of 20 students studying in the 8th grade of a secondary school in the 2020/21 academic year. At the end of the procedure, interviews were held with four students. The relevant data analysis indicated that the students’ level of readiness regarding the divisibility rules was not at a sufficient level, and that the difference between the pre-test and post-test scores was statistically significant with a high positive effect size on the students’ academic achievement. The results based on student views revealed that the rules forgotten due to memorization turned out to become permanent with the use of the IBL activities for learning the divisibility rules, that the students understood the subject matter better, that they came up with the divisibility rules themselves during the implementation of the activities, and that they enjoyed such a learning process.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 2","pages":"519 - 538"},"PeriodicalIF":2.3,"publicationDate":"2025-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s12564-025-10036-3.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145168188","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":"Three paradigms of inquiry into self-regulated learning (SRL): a critical analysis and ways to transformative and integrated practices","authors":"Qingyao Dan,&nbsp;Hongbiao Yin,&nbsp;Barry Bai","doi":"10.1007/s12564-025-10035-4","DOIUrl":"10.1007/s12564-025-10035-4","url":null,"abstract":"<div><p>This paper aims to review and conceptualize how researchers with different human interests understand and approach self-regulated learning (SRL) for their specific purposes. In this narrative literature review, three paradigms of inquiry into SRL guided by Habermas's three human interests (i.e., technical interests, practical interests, and critical/emancipatory interests) are presented in an interpretive way. It was found that, with various human interests, researchers' definitions of SRL, the understandings of the roles of students and social contexts, inquiry interests and intentions, and the methodologies adopted vary. By incorporating Habermas's three human interests into SRL inquiries, this article offers a comprehensive and critical narrative review of the three paradigms in SRL. Discussions about the extension of the established paradigm and the alternative approaches to SRL, emancipatory transformative practices, and the strengths and weaknesses of the three paradigms and their integrated application provide insights and implications for SRL research and practices.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 3","pages":"749 - 761"},"PeriodicalIF":2.3,"publicationDate":"2025-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s12564-025-10035-4.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144918448","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 effect of learning computational thinking skills through educational board games on students’ cognitive styles, cognitive behaviors, and learning effectiveness","authors":"Sheng-Yi Wu,&nbsp;Yu-Sheng Su","doi":"10.1007/s12564-024-10031-0","DOIUrl":"10.1007/s12564-024-10031-0","url":null,"abstract":"<div><p>Education on computational thinking skills has been a focus in many countries. Previous studies have investigated educational board games based on computational thinking skills. However, there is a lack of research on the cognitive behaviors and cognitive styles promoted by these educational board games. Therefore, in this study, educational board games are adopted as a tool to explore the learning effectiveness and behavioral patterns of students with different cognitive styles. A total of 74 students participated in this study, and the educational board game used was a set of coding poker cards. The results showed that educational board games contribute to students’ computational thinking skills, especially regarding operators. For students with different cognitive styles, holist-style students experience greater learning effectiveness when using educational board games than serialist-style students. In addition, it is found that students need to analyze the choices and arrangements of cards while playing educational board games, which improves their thinking in terms of problem solving. Furthermore, through cognitive behaviors, students can use the concepts of computational thinking skills and then achieve the learning goals of computational thinking skills. Finally, suggestions for teaching and future research are proposed based on the results of this study.</p></div>","PeriodicalId":47344,"journal":{"name":"Asia Pacific Education Review","volume":"26 3","pages":"655 - 668"},"PeriodicalIF":2.3,"publicationDate":"2025-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144918428","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}