European Journal of Education最新文献

{"title":"The Interplay Between Turkish EFL Teachers' Well-Being and Resilinece: The Mediating Role of Workplace Gratitude","authors":"Ali Derakhshan,&nbsp;Farzaneh Shakki,&nbsp;Büşra Görkemoğlu","doi":"10.1111/ejed.70223","DOIUrl":"https://doi.org/10.1111/ejed.70223","url":null,"abstract":"<div>\u0000 \u0000 <p>The role of perceived levels of gratitude in second and foreign language education due to its persuasive role in an individual's well-being and satisfaction has been considerably highlighted in the previous decades. However, the interplay among perceived levels of gratitude, well-being, and resilience for English as a foreign language teachers has received scant attention so far. To fill this gap, the present study sought to investigate the associations between 453 Turkish EFL teachers' perceived levels of gratitude, well-being, and resilience, along with the predictive power of perceived levels of gratitude on maintaining professional well-being and resilience. The findings of the Structural Equation Modelling (SEM) analysis indicated a significant positive correlation between perceived levels of gratitude, well-being, and resilience among Turkish EFL teachers. The results also highlighted the predictive power of perceived levels of gratitude on the perceived well-being and resilience of the participants. Finally, several implications for the cultivation of teacher gratitude at the perceived levels were discussed.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145223852","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":"K-12 English Teachers' ChatGPT-Based Digital Literacy: Scale Development and Validation","authors":"Shuqiong Luo,&nbsp;Di Zou","doi":"10.1111/ejed.70273","DOIUrl":"https://doi.org/10.1111/ejed.70273","url":null,"abstract":"<div>\u0000 \u0000 <p>Recent research underscores the vital role of English teachers in AI-assisted English teaching, yet elementary and secondary school English teachers' digital literacy using ChatGPT for instruction remains largely unexplored. This present research attempted to construct and validate a measurement to evaluate K-12 English teachers' ChatGPT-based digital literacy (ETCDL), addressing the lack of instruments that consider the unique features of English instruction at the primary and secondary schools and the characteristics of ChatGPT-assisted instruction. Drawing on the Technological Pedagogical Content Knowledge framework, the Theory of Planned Behaviour, as well as the Digital Literacy of Teachers framework, this research contained 288 Chinese prospective and in-service English instructors. Psychometric analysis, involving confirmatory factor analysis and structural equation modelling, validated the reliable 19-item ETCDL scale with four dimensions. The ETCDL scale provides researchers and educators with an effective tool to assess K-12 English teachers' digital literacy in ChatGPT-enhanced contexts, with domain- and context-specific items.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145224532","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":"Practical Legal Education as Transformative Learning in China: Advancing SDG 4 and SDG 16","authors":"Yunbo Li,&nbsp;Yibo Jiang,&nbsp;Huifang Zhang","doi":"10.1111/ejed.70272","DOIUrl":"https://doi.org/10.1111/ejed.70272","url":null,"abstract":"<div>\u0000 \u0000 <p>This article examines the global transformation of undergraduate legal education through the analytical lens of transformative learning theory, with a particular focus on how practice-oriented reforms contribute to Sustainable Development Goals (SDGs) 4 (Quality Education) and 16 (Peace, Justice, and Strong Institutions). Using China as a central case, the study analyses a series of landmark policy initiatives—the <i>Outstanding Legal Professionals Education and Training Plan</i> (2011), the <i>Outstanding Rule-of-Law Professionals Education and Training Plan 2.0</i> (2018), the <i>National Standards for Teaching Quality in Law Programmes</i> (2021), and the <i>Opinions on Strengthening Legal Education and Legal Theory Research in the New Era</i> (2023). Case studies from Yangzhou University and Yantai University demonstrate how internships, legal clinics, moot courts, and structured collaborations with judicial institutions have reshaped pedagogy, moving legal education away from rote learning toward reflective, experiential, and ethically grounded models. To situate these reforms in a broader perspective, the article compares developments in China with experiences in the United States, Germany, and Finland. These comparative insights reveal different institutional pathways toward integrating practice-based training: the U.S. emphasis on clinical education and structured reflection, Germany's apprenticeship model through the <i>Referendariat</i>, and Finland's student-centred, problem-based pedagogy. Despite variations, a common trajectory emerges in the convergence toward cultivating reflective practitioners equipped with professional competence, ethical awareness, and civic responsibility. By embedding experiential education into both national reforms and global debates on sustainable development, the study highlights how legal education can function as a lever for professional identity formation, institutional capacity-building, and inclusive justice. In this sense, China's experience contributes to a comparative dialogue on how legal education systems worldwide can advance the SDGs through transformative learning.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145224215","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":"Shaping Sustainable Futures on TikTok? Media Literacy, Youth Education and the SDGs","authors":"Tingting Tan,&nbsp;Yangzi Yan,&nbsp;Xinyi Yuan,&nbsp;Zhe Gao","doi":"10.1111/ejed.70270","DOIUrl":"https://doi.org/10.1111/ejed.70270","url":null,"abstract":"<div>\u0000 \u0000 <p>Social media platforms such as TikTok, Bilibili and YouTube increasingly shape how young people perceive, imagine and enact sustainable lifestyles. From ‘low-carbon challenges’ to short documentaries, sustainability has become as much a mediated spectacle as an educational practice. This Perspective examines how these platforms simultaneously open new spaces for engagement while reproducing risks of greenwashing, consumerist spectacle and algorithmic distortion. We argue that sustainability education can no longer be confined to schools and curricula but must respond to the realities of platformised learning environments. To address this challenge, we propose the concept of <i>SDG Literacy through Media</i>. Building on, yet extending beyond, traditional media literacy, this framework highlights three interlocking elements: critical discernment of how ‘green’ messages are framed, algorithmic awareness of how platforms curate and monetise visibility, and creative co-production of alternative imaginaries of sustainable futures. By situating literacy within the context of global policy agendas, the framework directly links digital media practices to SDG4 (Quality Education), SDG12 (Responsible Consumption) and SDG13 (Climate Action). The paper contributes by reframing sustainability education as a contested terrain shaped by commercial and algorithmic logics, while offering a multi-level agenda for practice. We call for institutional and policy innovation that integrates critical media literacy into teacher education, curricula and partnerships with NGOs and platforms, enabling young people not only to absorb but also to interrogate and reshape sustainability narratives in the digital age.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145224447","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":"On the Role of Perceived Teacher Support in Predicting EFL Learner Well-Being in Artificial Intelligence (AI)-Based Context: The Mediating Roles of Self-Efficacy and Resilience","authors":"Dan Fang,&nbsp;Shouhong Zhao,&nbsp;Wei Wei","doi":"10.1111/ejed.70242","DOIUrl":"https://doi.org/10.1111/ejed.70242","url":null,"abstract":"<div>\u0000 \u0000 <p>Within the changing perspective of artificial intelligence (AI) teaching, English as a Foreign Language (EFL) students normally face an extensive range of educational challenges and difficulties, which can put their well-being at risk. Therefore, taking into account the elements that affect EFL students' well-being is crucial. Teachers' support might not be overlooked because of the valuable effect of teachers on learners' psychological states. Simultaneously, mental factors like self-efficacy and resilience are extensively accepted as crucial predictors of educational achievement. Nevertheless, comprehending the way they influence well-being in AI-based settings is a sphere of increasing academic interest. Guided by Self-Determination Theory (SDT) and employing structural equation modelling (SEM), the research examined how teacher support influences students' well-being, with self-efficacy and resilience acting as mediators in AI-based settings. The data collected from 373 college learners indicate that teacher support is a strong predictor of well-being, and likewise, resilience and self-efficacy were found to have a mediating effect in this connection, stressing their effects on improving resilience and self-efficacy, thus improving learners' well-being. Importantly, self-efficacy appeared as a powerful and more permanent mediator than resilience, underscoring its critical role in empowering students to use AI tools confidently and persevere in digital language activities.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145224224","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":"Teaching Styles for Sustainability Education (TSSE): Scale Development and Validation","authors":"Ayesha Nousheen,&nbsp;Farkhanda Tabassum","doi":"10.1111/ejed.70264","DOIUrl":"https://doi.org/10.1111/ejed.70264","url":null,"abstract":"<div>\u0000 \u0000 <p>Teachers play a vital role in promoting societal change and guiding students toward a sustainable future. This research aims to develop and validate a scale, namely ‘Teaching Styles for Sustainability Education (TSSE)’ to assess teaching styles in sustainability education in Pakistan. The scale was developed and tested with students from nine public sector institutions in Pakistan. In the initial stage, 40 statements were generated through an extensive literature review and semi-structured interviews. The face and construct validity of the scale were assessed to ensure its accuracy. A principal components analysis with varimax rotation confirmed a four-factor model representing different dimensions of teaching styles. After validation, the scale items were reduced to 26, covering four TSSE, that is, active learning, collaborative learning, experiential learning and problem-based learning. The TSSE scale has strong psychometric properties, with <i>α</i> = 0.95 indicating a high level of internal consistency, demonstrating that the items are dependable. The TSSE scale provides researchers with a thorough method to assess faculty TSSE and is designed to examine how ESD may be integrated within higher education institutions.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145146949","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":"Effect Mechanism Underlying the Enhancement of Learning Satisfaction Among Male and Female Chinese University Students in Thailand","authors":"Chia Ching Tu,&nbsp;Dong Yang,&nbsp;Meng-Meng Li","doi":"10.1111/ejed.70269","DOIUrl":"https://doi.org/10.1111/ejed.70269","url":null,"abstract":"<div>\u0000 \u0000 <p>This study examined the mediating influence of learning conformity behaviour in the relationship between loneliness and learning satisfaction among Chinese international students enrolled in a Chinese-language programme in Thailand. This study also explored gender differences in this mediated relationship. A total of 708 valid questionnaires were collected from three universities in Bangkok through purposive sampling. An online survey, rated using a 5-point Likert scale, employed a loneliness scale, learning conformity behaviour scale and learning satisfaction scale. The reliability and validity of these scales were verified through confirmatory factor analysis, and structural equation modelling was utilised to verify the mediation effect and gender differences in path coefficients. The results indicated that learning conformity behaviour partially mediated the relationship between loneliness and learning satisfaction among the students. This mediating influence was partial for female students, whereas no such influence was observed for male students. Overall, this study provides valuable empirically grounded insights for educational administrators in Thai universities seeking to enhance the learning satisfaction of Chinese international students. Our findings may serve as a practical reference for higher education institutions engaged in international education; they offer evidence-based recommendations for mitigating the risk of student attrition originating from dissatisfaction with academic experiences.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145146917","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 Role of Learning Style in the Relationship Between Task Value, Self-Efficacy, and Math Achievement: A Moderated Mediation Analysis","authors":"Eyüp Yurt","doi":"10.1111/ejed.70268","DOIUrl":"https://doi.org/10.1111/ejed.70268","url":null,"abstract":"<div>\u0000 \u0000 <p>This study was conducted to explore the complex relationships among task value, self-efficacy, learning style, and mathematics achievement using a moderated mediation analysis. The research group was comprised of 378 eighth-grade students from public schools, selected through a convenient sampling approach. Data were gathered using a demographic information questionnaire, the Self and Task Perception in Mathematics Inventory, the Motivating Strategies in Learning Scale, and a Learning Style Inventory. A moderated mediation analysis was employed, with the Process macro being utilised to facilitate the simultaneous incorporation of mediators and moderators within a unified analytical framework. The findings revealed that the relationship between task value, self-efficacy, and mathematics achievement is intricate and varies depending on the students' learning styles. The role of self-efficacy as a mediator between task value and mathematics achievement is influenced by the students' learning styles. Self-efficacy is more significant in mediating the relationship between task value and mathematics achievement in students with assimilator and converger learning styles. Additionally, the correlation between self-efficacy and mathematics achievement is more robust in students with assimilator and converger learning styles than in those with divergent and accommodator learning styles. Based on the findings, recommendations have been developed to enhance students' motivation and mathematics achievements according to their respective learning styles.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145146915","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":"Principal Instructional Leadership and Teacher Attitudes: A Meta-Analytic Review, 1989–2024","authors":"Philip Hallinger,&nbsp;Shengnan Liu,&nbsp;Lihua Chen","doi":"10.1111/ejed.70199","DOIUrl":"https://doi.org/10.1111/ejed.70199","url":null,"abstract":"<p>The meta-analytic review builds on prior reviews that synthesised findings from studies of the relationship between school leadership and teacher attitudes. This review is distinguished by its focus on how one leadership model—principal instructional leadership—is related to multiple teacher attitudes: teacher trust, self-efficacy, collective efficacy, commitment, and job satisfaction. The review synthesised findings from 68 quantitative studies that employed the PIMRS instrument to investigate these relationships. A three-level meta-analysis was conducted based on the hierarchical structure of the data. The meta-analysis revealed a moderate and significant relationship between principal instructional leadership and teacher attitudes, measured as a single construct (<i>r</i> = 0.450). Although the magnitude varied, the correlation between principal instructional leadership and each of the five teacher attitudes fell within the moderate to large range of effects. The strongest correlation was found for teacher trust (<i>r</i> = 0.615), while the weakest was found for teacher self-efficacy (<i>r</i> = 0.385). These findings affirm that, despite being distinct concepts, these teacher attitudes can be combined and analysed as a single construct. The research further confirms that instructional leadership is a relational process, despite its primary focus on teaching and learning.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70199","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145146916","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":"Development of the Scale of Humanistic Care Competencies for Nursing Students","authors":"Aysun Acun,&nbsp;Burcu Bayrak Kahraman,&nbsp;Semanur Bilgiç","doi":"10.1111/ejed.70236","DOIUrl":"https://doi.org/10.1111/ejed.70236","url":null,"abstract":"<div>\u0000 \u0000 <p>Humane care refers to an approach that focuses on people, considers individual differences, and aims to provide ideal care, regardless of the needs of the individual. This approach can also be called the “humanistic approach”. While nurses are among the main practitioners of this understanding, nursing students should also receive education in this direction. The aim of the study conducted in this direction is to develop a scale to assess the humane care competencies of nursing students and to test the validity of this scale. The research was carried out with a methodological design and a total of 323 nursing students were included in the study. The item pool created for the developed scale was first presented to expert opinion; then, a 5-point Likert-type scale consisting of 33 items was applied to the students. The data were evaluated using content validity analysis, factor analysis, and Cronbach's alpha reliability coefficient. As a result of Exploratory Factor Analysis, six items were removed from the scale and the scale was structured in five sub-dimensions with 27 items. The overall Cronbach's alpha reliability coefficient of the scale was found to be 0.922; the alpha values for the sub-dimensions were calculated as 0.756, 0.826, 0.840, 0.848, and 0.887, respectively. These results reveal that the “Human Care Competency Scale for Nursing Students” is a valid and reliable measurement tool.</p>\u0000 <p><b>Trial Registration:</b> ClinicalTrials.gov Identifier: NCT06695390</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145146551","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}