European Journal of Education最新文献

{"title":"Unlocking Pathways: Revealing Professionals' Transition Preparation Experiences for Inclusive Higher Education in Türkiye","authors":"Neslihan Unluol Unal,&nbsp;Muhammed A. Karal,&nbsp;A. Emel Sardohan Yildirim","doi":"10.1111/ejed.70115","DOIUrl":"https://doi.org/10.1111/ejed.70115","url":null,"abstract":"<p>The 2021 amendment to Türkiye's Special Education Service Legislation marked a milestone by repealing the statement excluding Special Education Vocational School graduates from pursuing higher education. This granted students with intellectual disabilities (ID) the right to attend higher education. However, both schools and universities lack adequate support services for students with ID. Research on the transition preparation experiences of university accessibility service coordinators and vocational school principals is limited but essential for effective transition processes. The study's purpose is to unveil the experiences of school principals serving at vocational schools for students with ID and the accessibility services coordinators serving at universities. Transcendental phenomenology was selected as the overarching framework for this study. The findings are organised into three structural themes that were the reaction to the decision, issues with the decision, and suggestions for improvement. The discussion contextualises the findings within existing literature and provides recommendations for policy, practice, and future research.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70115","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143919892","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":"Enhancing Academic Engagement and Needs Satisfaction Through AI: A Mixed-Methods Study in Chinese EFL Tertiary Education Context","authors":"Shijie Li,&nbsp;Jie Lin","doi":"10.1111/ejed.70110","DOIUrl":"https://doi.org/10.1111/ejed.70110","url":null,"abstract":"<div>\u0000 \u0000 <p>The rapid growth of artificial intelligence (AI) has transformed the educational field by providing efficient assistance for personalised learning. Despite the promising opportunities AI has presented, the impact of AI tools on students' learning outcomes in language learning settings has yet to be further explored, as well as their potential to enhance academic engagement in this specific domain. Therefore, based on the framework of Self-Determination Theory (SDT), this research aims to examine the role of behavioural, cognitive, and emotional engagement in improving students' needs satisfaction specifically among 300 Chinese tertiary learners in the AI-enhanced Chinese EFL context. A mixed-methods approach was used to collect data from Chinese EFL college students, combining self-report surveys and semi-structured interviews. Results from the quantitative data showed that AI perception and academic engagement significantly impact needs satisfaction in AI-enhanced EFL learning. Also, the qualitative findings suggested that while academic engagement and needs satisfaction are critical facilitators for adopting AI-assisted EFL learning, perceived difficulties and unmet needs are significant barriers to long-term usage. Moreover, this study contributes to SDT by highlighting the critical role of academic engagement in enhancing needs satisfaction and offering practical strategies for educators to improve AI application adoption and effectiveness in Chinese educational contexts.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143902823","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":"Discourses on Employability in Higher Education and Perceptions of the Labour Market Among Undergraduates in France","authors":"Claire Bonnard","doi":"10.1111/ejed.70107","DOIUrl":"https://doi.org/10.1111/ejed.70107","url":null,"abstract":"<p>The massification of higher education in France has raised a number of questions about the transition of students to the labour market, leading to a series of reforms, in particular the vocationalisation of undergraduate courses. This includes reforms aimed at equipping students with professional skills and helping them to enter the labour market. The aim of this article is to analyse how these trends and the underlying discourse of employability influence students' perceptions of the labour market and their use of resources during their academic careers. Using a qualitative survey conducted at a French university, the study shows that undergraduates mainly adopt an individualised view of employability, focusing on the personal qualities needed to succeed in a competitive job market. However, it also underlines that students' perceptions are shaped by their disciplinary background, but also by their social and academic environment, as well as by their first experiences on the labour market.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70107","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143889175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Fostering Inclusive Spaces for Early Career Researchers: Exploring the Anti-Stigma Potentials of Institutional Support Systems","authors":"Umaira Tabassum,&nbsp;Amjad Islam Amjad,&nbsp;Sarfraz Aslam,&nbsp;Faiza Shafqat,&nbsp;Sharareh Shahidi Hamedani","doi":"10.1111/ejed.70111","DOIUrl":"https://doi.org/10.1111/ejed.70111","url":null,"abstract":"<div>\u0000 \u0000 <p>The institutional environment places high expectations on early-career researchers (ECRs), particularly when dealing with anti-stigma potential. The objective of the present study was to explore the mental health stigmas and the approach to getting work-life balance among young researchers in Pakistan's top-ranked universities. The design of the current qualitative research was phenomenology. Using purposive sampling, ten participants were selected from ten top-ranked universities in Pakistan per the QS ranking 2023. Data were collected with the help of a semi-structured interview protocol using online platforms like Zoom and WhatsApp. After transcribing the interview data, it was analysed using NVivo 12 Pro software. We found that stressors related to academic responsibilities, inflexible academic schedules, research publications, finding funded projects and cultural factors (family management, social health) were the leading stumbling blocks influencing the mental health of ECRs. Most ECRs followed self-driven stress coping strategies (physical activity, peer support). Institutional support was not witnessed to help ECRs manage these mental health challenges. We suggest universities develop a support system to help ECRs nullify the effect of personal, academic and cultural stressors and help them develop careers.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143889174","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":"Integrating Robotics in Art Education: Leveraging Constructivist and Experiential Learning Frameworks to Enhance Cognitive Development, Problem-Solving Skills and Collaboration Among Diverse Learners","authors":"Shujun Dong,&nbsp;Ran Zhi,&nbsp;Feng Gan","doi":"10.1111/ejed.70114","DOIUrl":"https://doi.org/10.1111/ejed.70114","url":null,"abstract":"<div>\u0000 \u0000 <p>As educational paradigms continue to evolve in response to technological advancements, there is growing interest in interdisciplinary approaches that bridge the gap between STEM and the arts. One such emerging area is the integration of robotics into art education, which holds the potential to enrich learning experiences and foster a range of cognitive and social skills. This study investigates the integration of robotics into art education through constructivist and experiential learning frameworks, aiming to enhance cognitive development, problem-solving abilities and collaboration among students. Employing a random sampling method, the research involved 519 Chinese art students worldwide who completed structured questionnaires. Data analysis was conducted using SPSS (version 27) and structural equation modelling (SEM) to explore complex interactions among variables. The results reveal a significant relationship between the application of constructivist robotics principles and the enhancement of cognitive skills, critical thinking and the development of innovative curricula. The study concludes that incorporating robotics into art education fosters hands-on learning, thereby improving essential skills necessary for designing innovative, robotics-based educational programmes. Adherence to these principles by art students, along with improved cognitive and critical thinking abilities, strongly predicts their capacity for innovation in curriculum development, positioning robotics as a valuable tool in educational programme design.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143889176","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":"Self-Efficacy of Teaching Assistants Working With Students With Disabilities","authors":"Alicia Greenbank,&nbsp;Galit Agam Ben Artzi","doi":"10.1111/ejed.70092","DOIUrl":"https://doi.org/10.1111/ejed.70092","url":null,"abstract":"<div>\u0000 \u0000 <p>The current research focused on examining the self-efficacy of one-to-one assistants working with students with disabilities who study in regular schools, compared to the self-efficacy of in-class teaching assistants working in special education classes in regular schools or in the special education system. The main goal of the research was to examine whether there are differences in the sense of self-efficacy between these teaching assistants and to understand the nature of the differences. Furthermore, the correlation between the sense of self-efficacy and background variables of the teaching assistants was examined: age, experience, participation in training and the kind of disability of the students they were working with have (Breyer et al. 2019; Higgins and Gulliford 2014). The sample included 291 teaching assistants in both elementary schools and high schools in Israel; 110 one- to- one assistants to students with disabilities integrated in regular classes, and 181 in-class assistants in special education. The assistants' ages range from 21 to over 51 years old and their years of work experience range from 1 year to over 11 years. A quantitative study was conducted. The data was collected using a Gibson &amp; Dembo structured questionnaire (Gibson and Dembo, 1984), and was evaluated referring to four criteria: personal efficacy, academic efficacy, social efficacy, and emotional efficacy. The results of the research showed that there are significant differences between the two research groups. On all four self-efficacy parameters, the one-to-one assistants reported a higher sense of self-efficacy than the in-class teaching assistants. One-to-one assistants feel that they can influence a student's emotional, social, and academic performance to a greater degree than in-class teaching assistants. Furthermore, they associate the student's achievements with their own performance as teaching assistants to a greater degree than the in-class assistants. In reference to the type of disability, we found that one-to-one assistants to students with mental or behavioural disabilities reported a higher level of personal sense of self-efficacy as well as a higher level in the personal and emotional domains than those reported by in-class assistants, who work with students with the same disabilities in special education classes. A similar result was found according to social efficacy in their work with students with sensory or physical disabilities. The results of the research are important both for theory and practice. This research is preliminary, exposes us to the function of different types of teaching assistants, and presents the needs for developing systemic awareness for focusing and establishing the assistant's role, and for making it essential to involve the assistants in the educational work with children with disabilities.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143883804","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":"‘I Use ChatGPT, but Should I?’ A Multi-Method Analysis of Students' Practices and Attitudes Towards AI in Higher Education","authors":"Manuela Farinosi,&nbsp;Claudio Melchior","doi":"10.1111/ejed.70094","DOIUrl":"https://doi.org/10.1111/ejed.70094","url":null,"abstract":"<p>Artificial intelligence (AI) tools have the potential to revolutionise educational practices, but their use raises ethical and organisational concerns for higher education institutions (HEIs). We investigated Italian students' perception and usage of AI tools at the University of Udine using questionnaires (<i>N</i> = 531) with fixed and open-ended items and semi-structured interviews (<i>N</i> = 60). The findings reveal that while over two-thirds of students use ChatGPT for personal purposes, 40.9% employ it for academic tasks, primarily for summarisation, clarification and content generation. Most students (70%) expressed awareness of ethical concerns, and 55% saw the potential value in using AI, if regulated, for specific learning activities. Students generally did not perceive a direct threat to their studies or career prospects, although 60% voiced reservations about potential negative impacts on broader societal functions. These results underscore the need for HEIs to implement regulations for AI tool use to balance innovation with ethical challenges.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70094","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143879859","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":"How Does the Scale and Structure of Funding Affect the Academic Output of Elite Universities? Evidence from Russell Group Universities in the United Kingdom (2013–2022)","authors":"Baozhong Li,&nbsp;Chengxuan Kang","doi":"10.1111/ejed.70105","DOIUrl":"https://doi.org/10.1111/ejed.70105","url":null,"abstract":"<div>\u0000 \u0000 <p>This study was based on the data of the funding scale, income and expenditure structure and academic output level of the Russell Group universities from 2013 to 2022. By using methods such as the Granger causality test and the two-way fixed effects model, it analyses the relationship between the funding scale, structure and the academic output. The research findings are as follows: The overall funding scale of the Russell Group universities shows an upward trend, with a relatively balanced income and expenditure structure and a significant siphon effect in research funding. The relationship between funding income and expenditure and academic output exhibits significant asymmetry and non-linearity. The increment of total income has a significant positive non-linear impact on PUB, while the increment of total expenditure has a significant negative linear impact on N&amp;S. There are also significant differences in the impacts of different income structures and expenditure purposes on the academic output. Tuition fee has positive non-linear impacts on PUB and HiCi, while grant and donation have negative impacts on PCP. Staff costs have a negative linear impact on N&amp;S but a non-linear positive impact on PCP. The results indicate that optimising the funding structure is crucial for improving the academic output level. This study also discusses how external economic conditions such as inflation or changes in government policies affect funding and expenditures, as well as the implications for the construction of elite universities in China. Additionally, suggestions for future research are put forward.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143856961","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":"Fueling the Cycle: Unpacking the Reciprocal Relationship Between Social Support and Learning Engagement in Chinese EFL Classrooms","authors":"Tianxue Cui,&nbsp;Ying Sun","doi":"10.1111/ejed.70109","DOIUrl":"https://doi.org/10.1111/ejed.70109","url":null,"abstract":"<div>\u0000 \u0000 <p>This study adopted a three-wave random intercept cross-lagged panel model (RI-CLPM) to explore the longitudinal reciprocal relationships between social support and engagement in EFL learning among Chinese high school students. Two samples, including 3505 students (Sample 1 = 1794; Sample 2 = 1711), were tracked with their perceived social support and engagement levels in EFL learning over three academic semesters. Using a multiple-indicator RI-CLPM, the study demonstrated a reciprocal relationship between perceived social support and engagement in EFL learning maintained consistently across samples. Perceived social support in EFL learning positively predicted students' subsequent learning engagement. Meanwhile, students' engagement in EFL learning positively predicted their subsequent perceived social support. While prior cross-sectional research mostly showed how social support predicts student engagement, not the reverse prediction, the current study provides initial evidence for the possibly mutually reinforcing relationship over time.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143856954","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":"‘Working at My Own Pace’: Incorporating Blended Learning in an Engineering Ethics Course","authors":"Spyridon Stelios,&nbsp;Panagiotis Tzavaras,&nbsp;Kostas Theologou","doi":"10.1111/ejed.70103","DOIUrl":"https://doi.org/10.1111/ejed.70103","url":null,"abstract":"<div>\u0000 \u0000 <p>This study investigates how blended learning (BL) methods can be best applied in higher education and especially in an engineering ethics course. The course was configured as a rotational model BL class. The module was given to the students as a project: could students identify the ethical and practical frameworks involved in an engineering ethics case study? The overall objective was to explore the role and applications of BL practices, such as simulations, in shaping students' understanding and to trace elements within an ethics course that could be adapted to support BL models. The underlining hypothesis is that this BL model can provide an effective teaching methodology. Regarding methodology, a virtual lab was created as a learning resource integrated with a case study that concerned Hurricane Katrina (2005). It referred to the wider context of engineering ethics and climate change. Through this approach students worked individually and in teams while confronted with real life situations. Conclusively, this interactivity from simulation combined with an Individual Rotation Model led to each student working at her/his own pace and provided a personalised learning framework that met the course's main objective.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143856962","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}