European Journal of Education最新文献

Are Younger Students More Likely to Drop Out? Spanish Evidence on the Moderator Role of Gender and Social Origin 年龄较小的学生更容易辍学吗？西班牙关于性别和社会出身的调节作用的证据

IF 2.4 3区教育学

European Journal of Education Pub Date : 2024-09-09 DOI: 10.1111/ejed.12753

Miguel Requena, Manuel T. Valdés

引用次数: 0

Can AI Empower L2 Education? Exploring Its Influence on the Behavioural, Cognitive and Emotional Engagement of EFL Teachers and Language Learners 人工智能能否增强 L2 教育？探索人工智能对 EFL 教师和语言学习者的行为、认知和情感参与的影响

IF 2.4 3区教育学

European Journal of Education Pub Date : 2024-09-09 DOI: 10.1111/ejed.12750

Changyin Zhou, Fanfan Hou

{"title":"Can AI Empower L2 Education? Exploring Its Influence on the Behavioural, Cognitive and Emotional Engagement of EFL Teachers and Language Learners","authors":"Changyin Zhou, Fanfan Hou","doi":"10.1111/ejed.12750","DOIUrl":"https://doi.org/10.1111/ejed.12750","url":null,"abstract":"Artificial intelligence (AI) is transforming L2 education, yet its specific impacts on English as a foreign language (EFL) teachers and language learners' engagement remain understudied. To address this deficiency, this study, grounded in Fredricks, Blumenfeld, and Paris's (Review of Educational Research, 74, 109) three‐dimensional engagement model, explored the impacts of AI on the behavioural, cognitive and emotional engagement of EFL teachers and language learners through semi‐structured interviews with 24 EFL teachers and 38 college language learners, followed by a thematic analysis with MAXQDA to uncover the effectiveness of AI. The study found that behavioural engagement showcased the integration of AI tools, highlighting increased frequency of use and their practical applications in enhancing language acquisition tasks. Cognitive engagement was marked by the recognition of AI capacity to augment teaching strategies and learning processes, although it also surfaced concerns about the potential overreliance on technology. Emotional engagement reflected a complex interplay of attitudes, with most informants viewing AI positively but acknowledging concerns about job displacement, and its impacts on emotions of students and teachers as well as the relations between them. The study concluded that while AI held promise for L2 education, the integration must consider its limitations and ethical implications. The research provided valuable insights for educators, learners, technology developers and policymakers, encouraging innovative practices and informed decision‐making in L2 education.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142209324","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

Digital Active Learning Strategies in Blended Environments to Develop Students' Social and Emotional Learning Skills and Engagement in Higher Education 在混合环境中采用数字化主动学习策略，培养学生的社会和情感学习技能以及高等教育的参与度

IF 2.4 3区教育学

European Journal of Education Pub Date : 2024-09-09 DOI: 10.1111/ejed.12748

Amjaad Tariq Mujallid

{"title":"Digital Active Learning Strategies in Blended Environments to Develop Students' Social and Emotional Learning Skills and Engagement in Higher Education","authors":"Amjaad Tariq Mujallid","doi":"10.1111/ejed.12748","DOIUrl":"https://doi.org/10.1111/ejed.12748","url":null,"abstract":"The COVID‐19 pandemic has led to a shift towards online and blended learning; however, most students and faculty members still report more challenges in online courses regarding social interaction and engagement. This paper aimed to design an interactive blended course following Merrills' first principles of instruction model to develop students' social and emotional learning skills and engagement in higher education. A mixed‐method design, including questionnaires and interviews, was used with a sample population which consisted of 90 graduate students and divided into two groups, an experimental and a control group. The results showed that there were statistically significant differences between the experimental and control groups in‐terms of social–emotional learning skills and students' engagement due to the high perception of the experimental group. The findings also revealed that the most dominant social–emotional learning skills that appeared to be supported by applying these strategies from the students' point of view were self‐awareness and social awareness. The study also found that instructor presence, effective course design and appropriate use of technology significantly influenced students' engagement.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142209317","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 European Semester as a Policy Instrument in Education—The Cases of Spain and Sweden 作为教育政策工具的欧洲学期--西班牙和瑞典的案例

IF 2.4 3区教育学

European Journal of Education Pub Date : 2024-09-09 DOI: 10.1111/ejed.12769

Xavier Rambla, Nafsika Alexiadou

引用次数: 0

What Digital Competency Tells Us About E‐Learning Satisfaction of Pre‐Service Teachers 从数字能力看职前教师对电子学习的满意度

IF 2.4 3区教育学

European Journal of Education Pub Date : 2024-09-09 DOI: 10.1111/ejed.12766

Serkan Boyraz, M. Emir Rüzgar

{"title":"What Digital Competency Tells Us About E‐Learning Satisfaction of Pre‐Service Teachers","authors":"Serkan Boyraz, M. Emir Rüzgar","doi":"10.1111/ejed.12766","DOIUrl":"https://doi.org/10.1111/ejed.12766","url":null,"abstract":"It is imperative that pre‐service teachers gain digital competency (DC) as a result of their education where e‐learning is a central component. In this study, we aimed to describe pre‐service teachers' perceived DC and e‐learning satisfaction (ELS) levels, to examine how their perceived DC and ELS change in terms of related variables and to investigate how perceived DC predicts ELS. To inform their policy decisions, teacher training institutions and more generally HEIs must have a clear understanding of this relationship as it will allow them to decide whether to invest in e‐learning platforms or in enhancing pre‐service teachers' perceptions of DC. Utilising a quantitative research understanding, we collected data from 402 students in various teaching programs at a Faculty of Education. Findings indicated that pre‐service teachers report a high level of perceived DC and moderate level of ELS while we ascertained a low level of predictive relationship between the two variables. We suggest that policymakers prioritise investing resources in improving DC of pre‐service teachers in order to have them higher levels of ELS to increase the quality of their education.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142209303","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

CATME‐B in Secondary Education: Exploring the Perceptions of Students and Teachers 中学教育中的 CATME-B：探索学生和教师的看法

IF 2.4 3区教育学

European Journal of Education Pub Date : 2024-09-09 DOI: 10.1111/ejed.12751

Amelie Vanhove, Evelien Opdecam, Sarah Mestdagh, Leen Haerens

{"title":"CATME‐B in Secondary Education: Exploring the Perceptions of Students and Teachers","authors":"Amelie Vanhove, Evelien Opdecam, Sarah Mestdagh, Leen Haerens","doi":"10.1111/ejed.12751","DOIUrl":"https://doi.org/10.1111/ejed.12751","url":null,"abstract":"To date, no widely used, scientifically validated instruments designed for assessing secondary education students' teamwork skills exist. As CATME‐B shows promising results and might suit secondary education's needs best, this study offers an initial investigation on (1) how students and teachers perceive the use of CATME‐B in secondary education to assess students' teamwork skills and (2) whether CATME‐B is effective in detecting changes in students' perceived teamwork skills when a group assignment is introduced. A mixed‐methods in‐depth approach with a smaller group of 79 students (surveys before and after a group assignment) and three teachers (semi‐structured interviews) was adopted, offering a multi‐actor perspective. Results revealed that students perceived CATME‐B as feasible to use for self‐ and peer‐assessment. Although teachers were more focused on practical impediments, they appreciated its content and offered valuable suggestions for using CATME‐B in secondary education. Additionally, CATME‐B was able to detect significant changes in students' perceived teamwork skills in the context of a group assignment.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142209304","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

Drivers of Perceived Value for an Alumni Association, and the Effect of Perceived Value and Satisfaction on Alumni Loyalty 校友会感知价值的驱动因素，以及感知价值和满意度对校友忠诚度的影响

IF 2.4 3区教育学

European Journal of Education Pub Date : 2024-09-04 DOI: 10.1111/ejed.12760

Jan K. Baumann, Nigel Halpern

引用次数: 0

Imagining personal and social futures: Representations of secondary school students and the influence of teacher training in education for the future 想象个人和社会的未来：中学生的表象和教师培训对未来教育的影响

IF 2.4 3区教育学

European Journal of Education Pub Date : 2024-09-04 DOI: 10.1111/ejed.12743

Delfín Ortega‐Sánchez, Antoni Santisteban Fernández, Gustavo A. González‐Valencia, Ana María Hernández Carretero

{"title":"Imagining personal and social futures: Representations of secondary school students and the influence of teacher training in education for the future","authors":"Delfín Ortega‐Sánchez, Antoni Santisteban Fernández, Gustavo A. González‐Valencia, Ana María Hernández Carretero","doi":"10.1111/ejed.12743","DOIUrl":"https://doi.org/10.1111/ejed.12743","url":null,"abstract":"This study analyses the images of the future of Spanish secondary school students (n = 252) from two perspectives. First, from the relationship between representations of the personal future and the social future. Second, the potential influence of the specific training of Geography and History teachers in education for the future on the construction of these representations. From a descriptive, predictive‐correlational and relational design, the results obtained report the existence of significant positive correlations, high effect sizes and optimal statistical power between the ways in which students conceive the social future and their own personal future. They also show the existence of statistically differential proportions between the two representations, less optimistic and progressive when thinking about the future of society. Similarly, the results report evidence of higher probabilities of obtaining positive perceptions about the social future when teachers have previous training in education for the future. The findings also show the need to rethink the concept of the future, in close connection with historical‐temporal awareness, as the core of the aims of social science teaching.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142209321","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

Developing a comprehensive profile of professional development and identity for English language teacher educators 为英语教师教育者的专业发展和身份认同建立综合档案

IF 2.4 3区教育学

European Journal of Education Pub Date : 2024-09-04 DOI: 10.1111/ejed.12729

Ufuk Ataş, Ayşegül Daloğlu

{"title":"Developing a comprehensive profile of professional development and identity for English language teacher educators","authors":"Ufuk Ataş, Ayşegül Daloğlu","doi":"10.1111/ejed.12729","DOIUrl":"https://doi.org/10.1111/ejed.12729","url":null,"abstract":"Despite the growing interest in researching English language teacher educators' (ELTEs) pedagogy, knowledge base, beliefs, and identity development, there is a lack of comprehensive frameworks that encompass these aspects holistically. This study attempts to develop a professional development profile for English language teacher educators by investigating how they define their profession, what professional characteristics and personality traits they possess, what roles and responsibilities they assume, and what constitutes the domains of a knowledge base. Additionally, it explores how they perceive their identities as educators and engage in professional development. The participants were 84 English language teacher educators from across Türkiye. Data were collected via face‐to‐face semi‐structured interviews and analysed thematically. At the end of this study, an integrated professional profile of English language teacher educators is provided, which includes insights into their professional identities. The profile has implications beyond Türkiye and might contribute to the broader understanding and enhancement of professional development for language teacher educators globally. As the study addresses a gap in the field, its outcomes are expected to contribute to the ongoing discussions and efforts to support teacher educators in their continuous learning and development.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142209320","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

Changing Spanish preservice teachers' environmental attitudes with a citizen science program integrated in Environmental Education subject 将公民科学计划纳入环境教育科目，改变西班牙职前教师的环境态度

IF 2.4 3区教育学

European Journal of Education Pub Date : 2024-08-27 DOI: 10.1111/ejed.12746

María Diez Ojeda, Marián Queiruga‐Dios, Miguel Ángel Queiruga‐Dios

{"title":"Changing Spanish preservice teachers' environmental attitudes with a citizen science program integrated in Environmental Education subject","authors":"María Diez Ojeda, Marián Queiruga‐Dios, Miguel Ángel Queiruga‐Dios","doi":"10.1111/ejed.12746","DOIUrl":"https://doi.org/10.1111/ejed.12746","url":null,"abstract":"This research analyzes the effect of the implementation of citizen science activities in the Environmental Education (EE) subject program of the Degree in Primary Education applying Experiential Learning Theory. Environmental Attitudes Inventory (EAI) was used to measure the change in environmental attitudes (EA) of 173 preservice teachers through a pre‐test–post‐test experimental design without a control group. Participation in the training program significantly improved EA in the 12 dimensions defined in the EAI. Of the dimensions included in the second order factor Preservation, Enjoyment of nature reached the largest effect size and Environmental movement activism is the one that obtains the smallest effect size. With regard to Utilization, all dimensions presented a large effect size. No significant differences were found in EA based on the gender variable. It can be concluded that the incorporation of citizen science activities in the EE program significantly improves EA.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142209322","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