European Journal of Education最新文献

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Digital Equity and Accessibility in Higher Education: Reaching the Unreached 高等教育中的数字平等与无障碍环境:接触未接触者
IF 2.8 3区 教育学
European Journal of Education Pub Date : 2024-10-20 DOI: 10.1111/ejed.12795
Amjad Islam Amjad, Sarfraz Aslam, Umaira Tabassum, Zahida Aziz Sial, Faiza Shafqat
{"title":"Digital Equity and Accessibility in Higher Education: Reaching the Unreached","authors":"Amjad Islam Amjad,&nbsp;Sarfraz Aslam,&nbsp;Umaira Tabassum,&nbsp;Zahida Aziz Sial,&nbsp;Faiza Shafqat","doi":"10.1111/ejed.12795","DOIUrl":"https://doi.org/10.1111/ejed.12795","url":null,"abstract":"<div>\u0000 \u0000 <p>Digital equity and accessibility for higher education (HE) students have become crucial since the early 21st century, especially for underserved, deprived, marginalised and oppressed students. The present study aimed mainly to reveal the barriers to digital access (BDA) faced by marginalised groups and to find effective strategies for promoting digital inclusion (DI). Another objective of the paper was to provide actionable policy insights (API) to improve DI in Pakistani universities. Participants (students from marginalised groups who face unique barriers to accessing digital education) were selected using a simple random sampling technique from the four provinces of Pakistan (Punjab, Sindh, KPK and Baluchistan). We used a cross-sectional research design to collect quantitative data from 590 students selected from 12 universities in Pakistan using a self-developed questionnaire via online platforms. The study's findings revealed a significant difference in digital access for marginalised groups, which contributes to educational inequalities for students in low-income areas and remote areas facing enormous challenges. We also identified practices to improve digital accessibility, including technology-based interventions and policy reforms to improve digital infrastructure. Based on preliminary findings, a combined effort toward digital equity can significantly improve educational outcomes for marginalised students, providing a roadmap for universities to bridge the digital divide. The present paper not only highlights the current state of digital equity and accessibility but also focuses on practical insights for policy and teachers and ensures that universities are inclusive and accessible to everyone.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"59 4","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142707794","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}
引用次数: 0
Neurodiversity in Saudi Arabia: A Conceptual Model for Inclusive Practices 沙特阿拉伯的神经多样性:全纳实践的概念模型
IF 2.8 3区 教育学
European Journal of Education Pub Date : 2024-10-20 DOI: 10.1111/ejed.12809
Ahmed Yahya Almakrob, Ahmed Alduais, Borey Be, Alex S. M. Mhone
{"title":"Neurodiversity in Saudi Arabia: A Conceptual Model for Inclusive Practices","authors":"Ahmed Yahya Almakrob,&nbsp;Ahmed Alduais,&nbsp;Borey Be,&nbsp;Alex S. M. Mhone","doi":"10.1111/ejed.12809","DOIUrl":"https://doi.org/10.1111/ejed.12809","url":null,"abstract":"<div>\u0000 \u0000 <p>Despite the growing international focus on neurodiversity, its explicit identification and incorporation into educational and workplace practices remain underdeveloped in Saudi Arabia. This study explores the indirect presence and characterisation of neurodiversity within Saudi Arabia through existing inclusive practices. The study aimed to analyse the prevalence and characteristics of neurodiversity practices in Saudi Arabia, using inclusive education, mainstreaming education, inclusive society, and inclusive work as indicators, and to develop a conceptual model for neurodiversity applicable both locally and globally. A content analysis was conducted on 33 studies related to inclusive practices in Saudi Arabia. Data were categorised into emergent themes to construct a conceptual model that encapsulates neurodiversity practices. The findings revealed eight categories representing neurodiversity practices: Teacher Preparedness and Training, Policy and Implementation, Inclusive Educational Practices, Assistive Technologies and Resources, Socio-emotional and Health Support, Specialised Training and Professional Development, Student and Peer Perspectives, and Inclusive Infrastructure. The proposed conceptual model synthesises these categories, providing a structured depiction of neurodiversity practices in Saudi Arabia and offering a framework with international applicability. This study uncovers an implicit acknowledgment of neurodiversity and a foundational approach to inclusive practices within the Saudi Arabian context, parallel to global inclusive trends.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"59 4","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142707798","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}
引用次数: 0
Leveraging Communities of Practice for STEAM Education: A Study on Engagement and Professional Development 利用实践社区促进 STEAM 教育:关于参与和专业发展的研究
IF 2.8 3区 教育学
European Journal of Education Pub Date : 2024-10-20 DOI: 10.1111/ejed.12806
Natalia Spyropoulou, Achilles Kameas
{"title":"Leveraging Communities of Practice for STEAM Education: A Study on Engagement and Professional Development","authors":"Natalia Spyropoulou,&nbsp;Achilles Kameas","doi":"10.1111/ejed.12806","DOIUrl":"https://doi.org/10.1111/ejed.12806","url":null,"abstract":"<p>This study investigates the multifaceted roles and competences of STEAM (Science, Technology, Engineering, Arts and Mathematics) educators and their engagement in Communities of Practice (CoPs). Through an online survey of Greek educators who have implemented STEAM educational projects, employing both closed and open-ended questions, this research uncovers the complexities of the STEAM educators' role and illustrates how engagement in CoPs can be critical for their professional development and pedagogical practices. The findings highlight the benefits of collaboration, experience exchange and the adoption of best practices within these communities, emphasising CoPs' transformative potential in enhancing STEAM education. By focusing on the educators' perceptions and the contributions of CoPs to teaching, learning and professional growth, this study offers insight that may benefit other European countries without a formal STEAM curriculum, advocating for the integration of art in STEM fields and the importance of CoPs in advancing educational practices towards a more equitable, inclusive and vibrant society.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"59 4","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.12806","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142707797","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}
引用次数: 0
Gender Budgeting to Progress Gender+ Equality Through Primary Education 将性别观点纳入预算编制,通过初等教育促进性别+平等
IF 2.8 3区 教育学
European Journal of Education Pub Date : 2024-10-20 DOI: 10.1111/ejed.12796
Finnborg S. Steinþórsdóttir, Freyja Barkardóttir
{"title":"Gender Budgeting to Progress Gender+ Equality Through Primary Education","authors":"Finnborg S. Steinþórsdóttir,&nbsp;Freyja Barkardóttir","doi":"10.1111/ejed.12796","DOIUrl":"https://doi.org/10.1111/ejed.12796","url":null,"abstract":"<div>\u0000 \u0000 <p>Education is pivotal in the global effort to reduce inequalities. Through education, there are numerous opportunities to advance gender+ equality both within and outside of educational institutions. Gender budgeting, a strategy designed to align policies, plans and financial decisions with gender equality commitments, was used in this research to develop approaches through primary education. Research was conducted in collaboration with the biggest municipality in Iceland and three schools during the years 2019 and 2020, employing multiple data collection methods, including the review of policymaking documents and semi-structured interviews. Through qualitative content and thematic analysis, the research identified several opportunities to foster equality through primary education, categorised into four key themes: policymaking, curriculum, student participation and school–family relations. It is recommended that policy-based gender budgeting is implemented to prioritise actions that advance equality, social justice and equity within educational systems and broader society.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"59 4","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142707795","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}
引用次数: 0
Evaluating Higher Education Performance via Machine Learning During Disruptive Times: A Case of Applied Education in Türkiye 在混乱时期通过机器学习评估高等教育绩效:土耳其应用教育案例
IF 2.8 3区 教育学
European Journal of Education Pub Date : 2024-10-20 DOI: 10.1111/ejed.12805
Semih Sait Yılmaz, Ayşe Collins, Seyid Amjad Ali
{"title":"Evaluating Higher Education Performance via Machine Learning During Disruptive Times: A Case of Applied Education in Türkiye","authors":"Semih Sait Yılmaz,&nbsp;Ayşe Collins,&nbsp;Seyid Amjad Ali","doi":"10.1111/ejed.12805","DOIUrl":"https://doi.org/10.1111/ejed.12805","url":null,"abstract":"<p>In response to the COVID-19 pandemic, an abrupt wave of digitisation and online migration swept the higher education institutions around the globe. In the aftermath of this digital transformation which endures as the legacy of the pandemic, what lacks in knowledge is how effective the anti-COVID measures were in maintaining quality education. Using machine learning to analyse student grades as a proxy for educational standards, this study investigates and demonstrates the evaluative potential of machine learning (vs. traditional statistics) with respect to not only crisis responses in education but also applied studies such as Information Systems and Tourism. Main implication of this study is the analytical utility of machine learning even when educational data are irregular and small. However, incorporating accurate and meaningful data points into the existing online educational systems is crucial to leverage this utility of machine learning.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"59 4","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.12805","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142707796","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}
引用次数: 0
Academic Management in Chilean Universities: An Analysis From Academics' Perspective 智利大学的学术管理:从学者的角度进行分析
IF 2.8 3区 教育学
European Journal of Education Pub Date : 2024-10-16 DOI: 10.1111/ejed.12798
José Joaquín Brunner, Mario Alarcón
{"title":"Academic Management in Chilean Universities: An Analysis From Academics' Perspective","authors":"José Joaquín Brunner,&nbsp;Mario Alarcón","doi":"10.1111/ejed.12798","DOIUrl":"https://doi.org/10.1111/ejed.12798","url":null,"abstract":"<div>\u0000 \u0000 <p>This article analyses academics' perceptions of work management and their job satisfaction in Chilean universities, using a multi-level approach (macro, meso and micro) to study changes in the academic environment. It is based on the survey ‘The Academic Profession in the Knowledge-Based Society’ (APIKS) with data from 11 universities and 1258 valid responses. Three groups of academics are identified according to whether they are engaged in research, teaching or a balance of both. The results of the study show that, at the university level, resource allocation favours teaching, while individual recognition tends to favour research. Institutionally, teaching is prioritised because of its economic impact, but individually, research is more highly valued. This picture reflects a hybrid management model, with tendencies towards de-professionalisation in teaching and entrepreneurialisation in research. Despite these pressures, academics report high levels of job satisfaction, an aspect that requires further research.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"59 4","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142707943","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}
引用次数: 0
Effects of AI Affordances on Student Engagement in EFL Classrooms: A Structural Equation Modelling and Latent Profile Analysis AI Affordances 对 EFL 课堂中学生参与的影响:结构方程建模和潜在特征分析
IF 2.8 3区 教育学
European Journal of Education Pub Date : 2024-10-16 DOI: 10.1111/ejed.12808
Jinfen Xu, Juan Li
{"title":"Effects of AI Affordances on Student Engagement in EFL Classrooms: A Structural Equation Modelling and Latent Profile Analysis","authors":"Jinfen Xu,&nbsp;Juan Li","doi":"10.1111/ejed.12808","DOIUrl":"https://doi.org/10.1111/ejed.12808","url":null,"abstract":"<div>\u0000 \u0000 <p>Various AI technologies have been extensively introduced in language learning, showing positive impacts on students' learning, especially on their classroom-based engagement. Yet, AI's comprehensive affordances as well as influences across different cohorts of student engagement remain underexplored. Given this, the current study, employing structural equation modelling (SEM), delineated the factor structures and predictive relationships of AI affordances and student engagement. Besides, to clarify the variations across different engagement subgroups, the study also explored latent profiles of student engagement and their moderating effects through latent profile analysis (LPA). SEM and LPA were conducted using AMOS 23 and Mplus 8, respectively. The participants comprised 408 undergraduate students from various universities in China, who have engaged in English as a Foreign Language (EFL) learning within AI-empowered classroom environments. Factor analysis indicated that both AI affordances and student engagement exhibited two second-order factor structures. AI affordances were categorised into four dimensions: convenience, interactivity, personalisation and social presence. Student engagement was also divided into four dimensions: cognitive, behavioural, emotional and social engagement. Additionally, AI affordances significantly affected student engagement, with this impact being moderated by different student engagement profiles. Student engagement was segmented into three sub-groups: non/low engagement, high engagement and moderate engagement. Therein, AI affordances showed a notable effect on the non-/low engagement group. These findings provide a solid foundation for future research in the integration of AI technologies with language learning.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"59 4","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142707946","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}
引用次数: 0
The Effects of Using AI Tools on Critical Thinking in English Literature Classes Among EFL Learners: An Intervention Study 在英语语言学习者的英语文学课上使用人工智能工具对批判性思维的影响:干预研究
IF 2.8 3区 教育学
European Journal of Education Pub Date : 2024-10-16 DOI: 10.1111/ejed.12804
Wenxia Liu, Yunsong Wang
{"title":"The Effects of Using AI Tools on Critical Thinking in English Literature Classes Among EFL Learners: An Intervention Study","authors":"Wenxia Liu,&nbsp;Yunsong Wang","doi":"10.1111/ejed.12804","DOIUrl":"https://doi.org/10.1111/ejed.12804","url":null,"abstract":"<div>\u0000 \u0000 <p>Artificial intelligence (AI)-driven learning has become an irreversible trend in foreign language education. Scholars are increasingly focusing on this field, yet few have examined its impact within English literature classes. To fill this gap, we designed an 8-week intervention study with mixed methods and recruited 90 students, with 42 in the experimental group and 48 in the control group, matched for average age, English proficiency and gender ratio. Critical thinking levels were measured before and after the intervention using a standardised assessment tool. In the experimental group, students used AI tools (ChatGPT-3.5, Bodoudou, SummarizBot, etc.) to generate and answer text-related questions, and participate in interactive quizzes and AI-assisted debates during classes, while the control group followed traditional methods without AI tools. The findings revealed a statistically significant improvement in the critical thinking skills of the experimental group compared to the control group, as measured by pre and postintervention assessments (<i>p</i> &lt; 0.05). This suggests that AI tools can effectively enhance critical thinking abilities in English literature classes. This study not only contributes to the emerging discourse on AI in education but also offers practical implications for integrating AI technologies to support and enrich the learning experiences of EFL students in literature classes. The findings have the potential to guide educators and policymakers in designing AI-driven educational strategies that are culturally responsive and pedagogically effective.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"59 4","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142707931","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}
引用次数: 0
Optimising Curriculum Quality Assessment in Application-Oriented Universities: A Student-Centric Approach Using Entropy and Cloud Model 优化应用型大学的课程质量评估:使用熵和云模型的以学生为中心的方法
IF 2.8 3区 教育学
European Journal of Education Pub Date : 2024-10-16 DOI: 10.1111/ejed.12801
Yanmei Fu
{"title":"Optimising Curriculum Quality Assessment in Application-Oriented Universities: A Student-Centric Approach Using Entropy and Cloud Model","authors":"Yanmei Fu","doi":"10.1111/ejed.12801","DOIUrl":"https://doi.org/10.1111/ejed.12801","url":null,"abstract":"<div>\u0000 \u0000 <p>Classroom instruction is the cornerstone of teaching methodologies, supported by educational and pedagogical research. It is the primary way students acquire knowledge and skills. The quality of the curriculum directly affects the effectiveness of personnel training. Assessing the curriculum quality is crucial for improving classroom instruction. Establishing a scientifically sound evaluation framework is essential for fostering a strong educational ecosystem and creating a sustainable mechanism for long-term educational advancement. This study addresses the challenges in assessing course quality in application-oriented universities. It identifies assessment parameters through expert consultation and adopts a ‘student perception’ perspective. Using the entropy weight method, the importance of each parameter is determined. A curriculum quality evaluation model based on the cloud model is then formulated. Finally, the practical application of this evaluation model is demonstrated. This approach provides a theoretical basis for refining curriculum quality evaluation systems in higher education institutions.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"59 4","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142707944","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}
引用次数: 0
ICTs Influence on Knowledge Sharing in Higher Education: A Pre-AI Systematic Literature Review 信息和通信技术对高等教育知识共享的影响:AI 前系统文献综述
IF 2.8 3区 教育学
European Journal of Education Pub Date : 2024-10-16 DOI: 10.1111/ejed.12803
Nirved Kumar, Elizabeth J. Cook, F. Sehkar Fayda-Kinik, Lela Maisuradze
{"title":"ICTs Influence on Knowledge Sharing in Higher Education: A Pre-AI Systematic Literature Review","authors":"Nirved Kumar,&nbsp;Elizabeth J. Cook,&nbsp;F. Sehkar Fayda-Kinik,&nbsp;Lela Maisuradze","doi":"10.1111/ejed.12803","DOIUrl":"https://doi.org/10.1111/ejed.12803","url":null,"abstract":"<p>Digital transformation, through innovation in information and communication technologies (ICTs), impacts higher education (HE) and fosters knowledge sharing (KS). While research explores the implications of digital transformation in HE, its specific influence on KS remains understudied. This systematic literature review investigates the nexus between ICTs and KS in HE by examining peer-reviewed literature prior to the AI boom. Three databases were searched, yielding 473 journal articles, which were screened, eligibility checked and assessed for quality and relevance to predetermined research questions. Eighteen eligible empirical studies were analysed, revealing ICTs influence on KS across university functions: teaching-learning, governance/operations and research. Retrospectively, this study also demonstrates that the rapid pivot to fully online functions during the pandemic was possible because of prior ICT advancements despite known barriers (e.g., digital literacy, Internet connectivity). Essentially, ICTs enable vital KS for universities to ensure they remain resilient and sustainable now and into the future.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"59 4","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.12803","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142707945","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}
引用次数: 0
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