European Journal of Education最新文献

Primary School Teachers' Perception of STEM Integration in Turkey: A Q-Methodological Study 土耳其小学教师对STEM整合的认知：一项q方法研究

IF 3.6 3区教育学

European Journal of Education Pub Date : 2025-08-02 DOI: 10.1111/ejed.70190

Hasan Zuhtu Okulu, Alper Yorulmaz, Halil Cokcaliskan

{"title":"Primary School Teachers' Perception of STEM Integration in Turkey: A Q-Methodological Study","authors":"Hasan Zuhtu Okulu, Alper Yorulmaz, Halil Cokcaliskan","doi":"10.1111/ejed.70190","DOIUrl":"https://doi.org/10.1111/ejed.70190","url":null,"abstract":"<div>\u0000 \u0000 <p>Integration is a key element in science, technology, engineering and mathematics (STEM) education. Connecting domain-specific or shared knowledge and skills within a course, unit or curriculum based on real-life contexts is crucial for STEM integration. The success of STEM education depends on teachers' perceptions of the integration. This study used Q methodology to determine perceptions of primary school teachers about STEM integration. The study group comprised primary school teachers (<i>n</i> = 28) who had completed in-service training programmes for STEM education in Turkey. The Q-set—a data collection tool comprising 23 items—was applied to the study group. Teachers' perceptions were categorised as interrelated STEM integration for real-life contexts, merging content knowledge focused STEM integration, science and mathematics focused interrelated STEM integration and interdisciplinary STEM integration. The participants showed a tendency to integrate real-life contexts and interrelated STEM knowledge in classrooms and did not adopt a single discipline-oriented teaching approach. They were limited in their efforts toward engineering-oriented/supported integration.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 3","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144758590","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

Exploring the Interplay of Motivation, Engagement and Critical Thinking Among EFL Learners: Evidence From Structural Equation Modelling 探讨英语学习者动机、投入和批判性思维的相互作用：来自结构方程模型的证据

IF 3.6 3区教育学

European Journal of Education Pub Date : 2025-07-31 DOI: 10.1111/ejed.70187

Jijia Yang, Yan Chen, Yunsong Wang

引用次数: 0

Empowering Student Engagement: A Case Study of Transforming Schools Through Professional Learning Communities 授权学生参与：通过专业学习社区改造学校的案例研究

IF 3.6 3区教育学

European Journal of Education Pub Date : 2025-07-31 DOI: 10.1111/ejed.12754

Lucía Fernández-Terol, Jesús Domingo-Segovia

{"title":"Empowering Student Engagement: A Case Study of Transforming Schools Through Professional Learning Communities","authors":"Lucía Fernández-Terol, Jesús Domingo-Segovia","doi":"10.1111/ejed.12754","DOIUrl":"https://doi.org/10.1111/ejed.12754","url":null,"abstract":"<p>Interest in studying student engagement arises from its predictive role in school success and its potential to address various classroom-related educational issues, such as school failure, low achievement, high dropout rates and student alienation. This article presents a case study set in a challenging Spanish school environment that actively promotes student engagement in learning. The study's goal is to gain a contextual understanding of educational change, exploring the school's educational project development, its journey as a professional learning community, and the foundational elements underpinning such engagement. The findings highlight the pivotal role of curriculum and middle management leadership, shifts in teaching methodologies, the cultivation of collaborative professionalism, the enhancement of professional capital and the establishment of supportive structures and dynamics for student engagement. Moreover, this research suggests that the school's achievements are the outcome of a prolonged and intricate process of institutional development led by effective leadership.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 3","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.12754","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144751498","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

Guanxi Practice Through Sensemaking: An Exploration of Private Tutoring Entrepreneurship in Chongqing, China and Its Policy Implications 意义建构的关系实践：重庆私人家教创业探索及其政策启示

IF 3.6 3区教育学

European Journal of Education Pub Date : 2025-07-30 DOI: 10.1111/ejed.70184

Jun Li, Magda Nutsa Kobakhidze, Renxiang Tian

引用次数: 0

Parental Involvement in Digital Learning During Elementary School Education: A Systematic Literature Review 父母参与小学数位学习：系统文献回顾

IF 3.6 3区教育学

European Journal of Education Pub Date : 2025-07-30 DOI: 10.1111/ejed.70186

Yuwei Li, Mohd Nazri Bin Abdul Rahman

{"title":"Parental Involvement in Digital Learning During Elementary School Education: A Systematic Literature Review","authors":"Yuwei Li, Mohd Nazri Bin Abdul Rahman","doi":"10.1111/ejed.70186","DOIUrl":"https://doi.org/10.1111/ejed.70186","url":null,"abstract":"<div>\u0000 \u0000 <p>Parental involvement has been recognised as a key factor in influencing children's educational outcomes, especially in the context of digital learning in primary education. The objective of this research was to systematically review the research on parental involvement in digital learning scenarios in primary education to understand the definition of parental involvement, theoretical frameworks and research findings in this field of study. Following the PRISMA guidelines, 30 research articles published in peer-reviewed journals from January 2014 to April 2025 were identified and reviewed from multiple databases. Findings reveal definitional inconsistency, limited use of theoretical frameworks and four key research domains: expanded parental roles (organising, monitoring, instructing), influencing factors (parent-related, child-related, external), growing focus on parents' emotional states and generally positive impacts on student outcomes. This review enhances comprehension of parental involvement in the digital learning context and offers insights for constructing a theoretical framework for parental involvement in this new context.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 3","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144725653","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

Expert Advice on Limiting Digital Devices and Preserving Traditional Learning in Schools 专家建议限制数码设备及保留学校传统教学

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-07-29 DOI: 10.1111/ejed.70181

Minna Peltopuro

引用次数: 0

The Impact of Pre-Service Language Teachers' Basic Psychological Needs on Behavioural Intentions to Utilise Artificial Intelligence (AI) in Teaching: AI Literacy and Self-Efficacy as Mediators 职前语言教师基本心理需求对在教学中使用人工智能的行为意向的影响：人工智能素养和自我效能感作为中介

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-07-27 DOI: 10.1111/ejed.70160

Zhu Yi, Xia Siquan

{"title":"The Impact of Pre-Service Language Teachers' Basic Psychological Needs on Behavioural Intentions to Utilise Artificial Intelligence (AI) in Teaching: AI Literacy and Self-Efficacy as Mediators","authors":"Zhu Yi, Xia Siquan","doi":"10.1111/ejed.70160","DOIUrl":"https://doi.org/10.1111/ejed.70160","url":null,"abstract":"<div>\u0000 \u0000 <p>Grounded in Self-Determination Theory (SDT), this study investigates how pre-service language teachers' psychological needs (autonomy, competence, relevance) influence their behavioural intentions to adopt AI, with AI literacy and self-efficacy as mediators. Structural equation modelling analysis of 562 Chinese pre-service language teachers revealed that satisfaction of psychological needs exerts a substantial and positive effect on behavioural intentions to utilise AI, which is mediated by AI literacy and self-efficacy. In particular, the perceived autonomy, relevance and competence of pre-service teachers are deemed to exert profound influence on AI literacy and AI self-efficacy. The direct effect of autonomy and relevance on behavioural intentions is significant, whereas competence fails to exert a direct influence on behavioural intentions. This suggests that, through AI literacy, the satisfaction of competence can indirectly influence behavioural intentions to employ new technologies such as AI. These findings underscore the necessity of integrating psychological empowerment and technical competence cultivation in AI training programmes, offering actionable insights for fostering AI-integrated language education.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 3","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144714864","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

How Is Interdisciplinary Study in Arts Education Conducted? Epistemological Reflections Towards Postgraduate Students' Research 艺术教育的跨学科研究是如何进行的？研究生研究的认识论思考

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-07-25 DOI: 10.1111/ejed.70183

Eko Sugiarto, Abdul Halim Husain, Tjetjep Rohendi Rohidi

{"title":"How Is Interdisciplinary Study in Arts Education Conducted? Epistemological Reflections Towards Postgraduate Students' Research","authors":"Eko Sugiarto, Abdul Halim Husain, Tjetjep Rohendi Rohidi","doi":"10.1111/ejed.70183","DOIUrl":"https://doi.org/10.1111/ejed.70183","url":null,"abstract":"<div>\u0000 \u0000 <p>This article investigates the profound impact of epistemological reflections on arts education research within postgraduate programmes at Universitas Negeri Semarang, Indonesia's leading institution in arts education. Recognising the unique ontological nature of arts education, the study emphasises the need for flexible research methods. Through qualitative analysis of doctoral and master's theses, the research uncovers key epistemological discourses, including subjectivity, interpretation and values in knowledge creation. Findings highlight the importance of a paradigmatic shift towards cross-disciplinary dialogue in arts education research. The study identifies the challenge of merging traditional scientific frameworks with the inclusive and multidimensional nature of art. Consequently, it proposes implications for postgraduate arts education programmes, advocating for methodological expansion, interdisciplinary inclusion and the development of responsive evaluation models. This research underscores the epistemological diversity within arts education research, ultimately benefiting student research development at the master's and doctoral levels.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 3","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144705356","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

High School EFL Students' Pre-Exam Academic Emotions and Their Associations With Academic Achievement: A Latent Profile Analysis 高中英语学生考前学业情绪及其与学业成绩的关系：一个潜在的分析

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-07-23 DOI: 10.1111/ejed.70185

Han Shi, Yongliang Wang

{"title":"High School EFL Students' Pre-Exam Academic Emotions and Their Associations With Academic Achievement: A Latent Profile Analysis","authors":"Han Shi, Yongliang Wang","doi":"10.1111/ejed.70185","DOIUrl":"https://doi.org/10.1111/ejed.70185","url":null,"abstract":"<div>\u0000 \u0000 <p>Among the previous studies examining academic emotions and academic achievement in EFL contexts, few studies have been conducted on heterogeneous patterns of pre-exam academic emotions among English-as-a-foreign-language (EFL) students in high schools. To address this gap, this study aimed to investigate the pre-exam academic emotion profiles and examine their effects on academic achievement. A sample of 391 Chinese high school students completed a questionnaire survey. The latent profile analysis identified three pre-exam academic emotion profiles with unique characteristics: positive-emotion-driven learners (PED Type) (prevalence rate: 31%), bimodal-emotion learners (BE Type) (prevalence rate: 56%) and negative-emotion-driven learners (NED Type) (prevalence rate: 13%). Subsequent analysis revealed significant correlations between the identified emotion profiles and academic achievement. Specifically, the PED Type and BE Type students performed with relative consistency in academic achievement. Meanwhile, both groups reported significantly superior academic achievement compared to the NED Type group. These findings contribute to a deeper understanding of latent patterns of academic emotions in the Chinese EFL settings and offer insightful pedagogical implications for L2 emotion-sensitive interventions.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 3","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144687916","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

What Happens After Parental Neglect? Its Enduring Adverse Effect Through a Vicious Cycle Between Psychological Distress and Student Recognition 父母忽视后会发生什么？心理困扰与学生认知的恶性循环造成的持续不良影响

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-07-22 DOI: 10.1111/ejed.70182

Ying Zhang, Shuangqin Yang

{"title":"What Happens After Parental Neglect? Its Enduring Adverse Effect Through a Vicious Cycle Between Psychological Distress and Student Recognition","authors":"Ying Zhang, Shuangqin Yang","doi":"10.1111/ejed.70182","DOIUrl":"https://doi.org/10.1111/ejed.70182","url":null,"abstract":"<div>\u0000 \u0000 <p>Abundant literature has documented the far-reaching adverse impacts of parental neglect on later intrapersonal and interpersonal outcomes. However, the existing research has been limited, neglecting to investigate its enduring effects on various development domains simultaneously. Based on the developmental cascade model, this study investigates the longitudinal associations among parental neglect, psychological distress, and student recognition using a three-wave longitudinal design with 310 secondary school students in Chengdu, China. The results revealed that parental neglect was consistently and significantly associated with subsequent changes in psychological distress and student recognition. Additionally, the findings suggested a vicious cycle between student recognition and psychological distress, initiated by parental neglect, with psychological distress playing a more pivotal role in the risk process. These findings highlight the enduring negative effects of parental neglect on adolescents' subsequent development through dynamic interactions across different development domains. In addition to primary and secondary prevention strategies to reduce adolescents' experiences of parental neglect, a renewed focus on later-stage interventions—especially those addressing psychological distress—is essential to breaking the vicious cycle.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 3","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144681510","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