European Journal of Education最新文献

{"title":"Industrial Strikes in Higher Education: Ascertaining Causes and the Levels of Effect From Developing Economy Perspectives","authors":"Edna Addo,&nbsp;Moses Segbenya,&nbsp;Samuel Yaw Ampofo","doi":"10.1111/ejed.70026","DOIUrl":"https://doi.org/10.1111/ejed.70026","url":null,"abstract":"<div>\u0000 \u0000 <p>This study examined industrial strikes in higher education: Ascertaining causes and the levels of effect from a developing economy perspective. The study adopted the positivist philosophical position and a quantitative approach to collect data from 523 staff members of 30 Colleges of Education in a developing economy situated in Africa. Data analysis was performed using partial least squares structural equation modelling (PLS-SEM). The study found that strikes among higher education staff in developing economies were influenced by both economic and non-economic factors. These factors subsequently affected productivity at Colleges of Education and subsequently affected students, teachers and the country as a whole. Based on the findings of the study, it was recommended that the management of Colleges of Education that also doubles as the representatives of the employer or government should improve the condition of service for employees at the college by enhancing their salary, other allowances and fringe benefits.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143389270","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":"‘If the School Does Not Provide What I Expect, I Have to Supply It From Other Sources’: Czech Parents' Dissatisfaction as a Driver of Shadow Education","authors":"Vít Šťastný","doi":"10.1111/ejed.70029","DOIUrl":"https://doi.org/10.1111/ejed.70029","url":null,"abstract":"<p>Shadow education (various forms or types of private supplementary tutoring) and its implications and determinants have been explored by the scholarly literature, yet gaps remain in the understanding of its complex relationships with mainstream schooling in various national settings. This study reduces one of these gaps by scrutinising the role of parental dissatisfaction, exploring which aspects of schooling make dissatisfied parents consider procuring private supplementary tutoring for their children. Data for the qualitative study were gathered through individual, semistructured, in-depth interviews with 65 Czech parents. A maximum-variation sampling strategy was employed to gain insights from parents with different backgrounds and life situations. Parents who sought private tutoring because of their dissatisfaction with schooling listed a large array of school-related causes that triggered their decision. These were related to classroom instruction (e.g., inappropriate curriculum, grade inflation in student assessment), classroom organisation (e.g., unfavourable disciplinary climate and classroom composition), school communication (e.g., late teacher feedback on students' performance) and general school culture (e.g., unfavourable student–teacher relationships). The study has implications for teachers, schools and relatedly also policymakers by showing how their (in)actions and ignorance towards the quality of the service they offer may nurture the demand for private tutoring, which in turn may undermine their efforts to mitigate educational inequalities.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70029","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143389333","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":"Regional Disparities in Literacy and Numeracy Skills Among Romanian Adults: Evidence From e-PASS 2023","authors":"Andreea Stancea,&nbsp;Nicoleta Corbu,&nbsp;Corina Buzoianu","doi":"10.1111/ejed.70032","DOIUrl":"https://doi.org/10.1111/ejed.70032","url":null,"abstract":"<p>This article investigates regional disparities in Romanian adults' numeracy and literacy skills. We analyse a novel data set that combines the assessment of numeracy and literacy competencies of the adult population in Romania with information about regional economic conditions and educational administrative data. Using a background questionnaire and a cognitive test following e-PASS methodology and tools (everyday-life Practices and Skills Survey), the study is one of the first to assess the key skills of the Romanian adult population. The e-PASS survey is based on the Literacy Assessment and Monitoring Programme (LAMP), developed by the UNESCO Institute for Statistics (UIS), and corresponds to PIAAC levels 1 and below 1. The findings indicate that individuals performing better at literacy and numeracy assessments have higher levels of education, are part of younger generations, and live in urban areas and economically developed Romania's regions. The results of this study provide a detailed picture of the current situation and can serve as a benchmark against which to compare current results in the region or future longitudinal findings.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70032","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143380890","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":"An Unintended Consequence? The Impact of Higher Education Expansion on the Retake Rate of the College Entrance Examination","authors":"Yanbin Guo","doi":"10.1111/ejed.70024","DOIUrl":"https://doi.org/10.1111/ejed.70024","url":null,"abstract":"<div>\u0000 \u0000 <p>High participation systems (HPS) of higher education (HE) are common throughout the world. The consequences of HE expansion has attracted enough academic attention; however, much less discussed is the impact of the HE expansion on retaking the college entrance examination. Drawing upon China's provincial panel data, a battery of econometric methods, and the effectively maintained inequality theory, this paper explores whether and how HE expansion influences the retake rate of college entrance examinations. Estimation results suggest that HE expansion leads to an increase in retake rates. For every unit increase in HE expansion intensity, the retake rate increases by 0.014 percentage points. This is an unintended impact of HE expansion on retake rates in the context of increased access to HE worldwide and an overall decline in retake rates worldwide. Above findings still hold after an array of robustness checks. This positive relationship is more prominent in provinces with more key higher education institutions (HEIs) than in provinces without key HEIs. This implies the diploma devaluation of ordinary HEIs might be one of the reasons for the increase in retake rates due to HE expansion. The findings of this paper will be informative for economies that have experienced HE expansion.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143380893","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":"The Impact of Social Entrepreneurship Education on Students' Social Entrepreneurial Intention: The Mediating Role of Social Entrepreneurial Competence","authors":"Di Mao,&nbsp;Wei Yao","doi":"10.1111/ejed.12930","DOIUrl":"https://doi.org/10.1111/ejed.12930","url":null,"abstract":"<div>\u0000 \u0000 <p>While extensive research has been conducted on social entrepreneurship education and its potential to enhance university students' social entrepreneurial intentions, questions persist in relation to whether social entrepreneurial competence plays a relevant role in this context. This paper presents the findings from a Chinese study that aims to investigate the impact of social entrepreneurship education in universities on students' social entrepreneurial competence and their intentions toward social entrepreneurship. Our findings highlight the importance of competence-based education in fostering social entrepreneurial intentions. Social entrepreneurship education increases university students' emotional competence and functional competence, which are crucial for developing social entrepreneurial intentions. This paper contributes to social entrepreneurship education literature by emphasising the need to integrate a competence-based view into social entrepreneurship education programs. Some implications and suggestions for further practice and research are also put forward based on the result analysis.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143380894","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":"Deepening Awareness of Circular Economy Concepts in the Textile Sector Among University Students","authors":"Pilar López Portillo,&nbsp;María Victoria Gutiérrez Duarte,&nbsp;Jesús A. Muñoz-Sepúlveda,&nbsp;Ivan Hilliard","doi":"10.1111/ejed.70034","DOIUrl":"https://doi.org/10.1111/ejed.70034","url":null,"abstract":"<div>\u0000 \u0000 <p>Any attempt to reverse the catastrophic consequences of climate change requires adaptation or mitigation measures. These measures can be implemented both at institutional and individual levels. For these measures to be effective, it is essential that economic agents are aware of the consequences of their decisions. This article presents the results of an activity carried out with university students to help strengthen their understanding of environmental protection. Specifically, it focuses on the implementation of a circular economy system in the textile sector. The aim is for students to gain a higher level of knowledge about the production, consumption and recycling of their clothes and discover how the circular economy can contribute to sustainability goals and the reduction of greenhouse gas emissions.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143389269","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":"Beyond the Classroom: How Socioeconomic Status, Parental Involvement and Home Environment Impact on Students' Science Academic Performance at Secondary Schools","authors":"Hafiz Muhammad Ihsan Zafeer,&nbsp;Samra Maqbool,&nbsp;Yu Rong,&nbsp;Sufyan Maqbool","doi":"10.1111/ejed.70023","DOIUrl":"https://doi.org/10.1111/ejed.70023","url":null,"abstract":"<div>\u0000 \u0000 <p>Science education is crucial for students as it fosters critical thinking, problem-solving skills and a deeper understanding of the natural world. The present study explored factors beyond the classroom that impact students' science academic performance (SSAP) at secondary schools. Based on research questions and literature, three hypotheses were formulated using factors beyond the classroom such as socioeconomic status (SES), parents' involvement (PI) and home environment (HE) that impact SSAP at secondary schools. A quantitative survey approach was employed. Data were collected from 430 participants who were science teachers and currently teaching science courses at secondary schools in Lahore, Punjab, Pakistan. The data collection process included using a survey questionnaire to collect data on SES, PI, HE and SSAP. In order to analyse the given data, two statistical software were used, namely SPSS and AMOS 24. Several statistical methods were used to analyse the collected data, such as exploratory factor analysis (EFA) to uncover the underlying structure of a relatively large set of variables and confirmatory factor analysis (CFA) to test whether the data fit a hypothesised measurement model. Moreover, correlation analysis was conducted to discover the relationship among variables, while regression analysis was conducted to determine the impact of independent variables on the dependent variable. The findings revealed factors beyond the classroom (SES, PI and HE) statistically positive impact SSAP. Based on the results, the study recommends that schools organise workshops and training sessions for parents to support their children's science learning, offer flexible parental involvement opportunities and provide educational resources like books and kits to help the academic environment at home. Policymakers and other stakeholders should ensure equitable resource distribution across schools, mainly targeting low-SES areas and providing additional funding for science programmes and extracurricular activities.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143389272","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":"Effectiveness of AI-Driven Vocal Art Tools in Enhancing Student Performance and Creativity","authors":"Hui Liu,&nbsp;Wei Guo","doi":"10.1111/ejed.70037","DOIUrl":"https://doi.org/10.1111/ejed.70037","url":null,"abstract":"<div>\u0000 \u0000 <p>In contemporary music education, innovative technologies, particularly artificial intelligence (AI)-based tools, play a crucial role. The objective of this study was to assess the effectiveness of AI-based tools in enhancing students' success and creativity. The study involved 158 students from a leading music institution, who were divided into control and experimental groups. Methods employed included surveys and testing, along with AI-based tools: Vocal AI Analyzer and Smart Vocal Coach. The results indicated a significant improvement in vocal skills (from 3.5 to 4.5 in the experimental group) and creativity (from 2.9 to 4.1 in the experimental group) compared with the control group. The AI-based tools demonstrated high effectiveness, providing individualised instruction and immediate feedback. The practical significance of the research lies in the potential implementation of such technologies in music educational institutions to enhance teaching effectiveness and the development of students' creative abilities.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143389332","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":"Third Mission and Digital Transformation: An Opportunity to Take Advantage","authors":"Emanuela Proietti","doi":"10.1111/ejed.70035","DOIUrl":"https://doi.org/10.1111/ejed.70035","url":null,"abstract":"<div>\u0000 \u0000 <p>Digital technologies transformed people's life, business and society. Higher education systems are particularly affected by digital transformation, which can enable new learning and teaching processes, innovative organisational dimensions and services, providing new opportunities for the development of the Third Mission. Digital technologies at the service of HEIs can permit them to reinforce their role of drivers of growth and development for their own ecosystems; represent an opportunity to foster education participation; to develop lifelong and lifewide learning initiatives; to share new cooperation paths with different stakeholders; to promote digital culture as a means for innovation and entrepreneurship; to help actors in their ecosystems adopt and use digital technologies to become more innovative. This paper introduces concepts and definitions on how the digital transformation is affecting HEIs, with reference to the Third Mission and presents the main results of a field research conducted in an international research project.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143389334","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":"The Effect of the Jigsaw Technique on Nursing Students' Learning of Employee Safety and Retention of Knowledge: A Randomized Controlled Research","authors":"Yadigar Ordu,&nbsp;Nurcan Çalışkan","doi":"10.1111/ejed.70038","DOIUrl":"https://doi.org/10.1111/ejed.70038","url":null,"abstract":"<p>The purpose of this study was to determine the effect of the Jigsaw technique on nursing students' learning and retention of knowledge about employee safety. The study was conducted between December 2022 and January 2023 with 84 first-year students enrolled in the Nursing Department of a state university in a province of Turkey. Data were collected using the Descriptive Characteristics Form and Employee Safety Research/Test Instrument. During the study, the experimental group (<i>n</i> = 42) learned about employee safety using the Jigsaw technique, while the control group (<i>n</i> = 42) used the traditional method. Then, the students filled out the data collection forms (Post-test). Four weeks after the post-test, students again filled out the data collection forms to evaluate the retest of knowledge (Retest). The data were analysed with SPSS 22.0 package program. It was determined that the mean research/test instrument score of the experimental group in the employee safety post-test and retest was statistically significantly higher than the control group (<i>p</i> = 0.000). It was determined that the Jigsaw technique was effective in nursing students' learning of employee safety and retest of knowledge.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70038","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143389271","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}