European Journal of Education最新文献_第10页

Control and Value Appraisals in AI-Mediated Language Learning: A Multi-Dimensional Analysis of EFL Learners' Emotions, Engagement and Affective Judgements 人工智能介导的语言学习中的控制和价值评价：对英语学习者情绪、投入和情感判断的多维分析

IF 3.6 3区教育学

European Journal of Education Pub Date : 2026-02-20 DOI: 10.1111/ejed.70549

Jing Zhao, Lei Yang

{"title":"Control and Value Appraisals in AI-Mediated Language Learning: A Multi-Dimensional Analysis of EFL Learners' Emotions, Engagement and Affective Judgements","authors":"Jing Zhao, Lei Yang","doi":"10.1111/ejed.70549","DOIUrl":"https://doi.org/10.1111/ejed.70549","url":null,"abstract":"<div>\u0000 \u0000 <p>The rapid expansion of AI-supported instructional tools has reshaped how emotions, motivation and engagement operate in language learning environments. Guided by Control–Value Theory (CVT), this study examines how learners' emotional appraisals, technology-related affective attitudes and engagement behaviours collectively shape their judgements about the balance between AI-driven support and human instruction. A sample of 738 Chinese English as a Foreign Language (EFL) learners from eight universities completed validated measures of Foreign Language Enjoyment (FLE), Foreign Language Classroom Anxiety (FLCA), academic engagement/disengagement, technology-related affective attitudes and perceptions of AI–human interaction balance. Using Structural Equation Modelling (SEM) (AMOS 24) and complementary analyses in SPSS 27, the results showed that enjoyment and positive affect toward technology significantly promoted engagement, whereas anxiety exerted a negative influence. Engagement, in turn, strongly predicted learners' evaluations of AI–human instructional balance and functioned as a mediating mechanism linking emotional and attitudinal appraisals to AI-related perceptions. Significant direct effects from FLE, FLCA and technology attitudes to AI–human balance also emerged, indicating a partially mediated structural pattern. These findings highlight the centrality of control and value appraisals in shaping both engagement and affective judgements within AI-mediated learning settings. The study extends CVT to technology-enhanced language learning and provides practical guidance for designing emotionally supportive and pedagogically balanced AI-integrated EFL environments. Implications for teaching, instructional design and policy, along with recommendations for future research, are presented.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147299925","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

Out-of-School Learning Practices Within the Scope of Lifelong Learning: Comparison Between Türkiye and Poland 终身学习范围内的校外学习实践：波兰与波兰的比较

IF 3.6 3区教育学

European Journal of Education Pub Date : 2026-02-20 DOI: 10.1111/ejed.70535

Ülkü Ülker, Anita Karyń, Elzbieta Perzyca-Borowska

{"title":"Out-of-School Learning Practices Within the Scope of Lifelong Learning: Comparison Between Türkiye and Poland","authors":"Ülkü Ülker, Anita Karyń, Elzbieta Perzyca-Borowska","doi":"10.1111/ejed.70535","DOIUrl":"https://doi.org/10.1111/ejed.70535","url":null,"abstract":"<p>Out-of-school learning (OSL) practices within the scope of lifelong learning (LLL) are essential elements of contemporary educational systems, with both Türkiye and Poland implementing initiatives to promote it. Strengthening OSL practices can increase education accessibility and improve societal competencies. A comparison between Türkiye and Poland allows for understanding the differences and similarities in approaches to education beyond the classroom walls. However, their approaches may differ due to their unique cultural, economic and social contexts. The results show that OSL practices within the scope of LLL can be adapted in different ways, such as informal, non-formal, experiential, technology-enhanced, or community engagement, etc. Both countries have commonalities in OSL practices, such as cultural heritage, non-formal education programmes and community-based initiatives. However, their unique contexts and digital integration also shape their approaches. Both countries continue to invest in OSL initiatives to promote skills development and social inclusion.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70535","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147315522","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

Enhancing EFL Students' Resilience in Artificial Intelligence-Based Settings: The Power of Teacher Immediacy and Teacher-Student Rapport 在基于人工智能的环境中增强英语学生的弹性：教师即时性和师生关系的力量

IF 3.6 3区教育学

European Journal of Education Pub Date : 2026-02-20 DOI: 10.1111/ejed.70533

Ling Han, Changlin Li

{"title":"Enhancing EFL Students' Resilience in Artificial Intelligence-Based Settings: The Power of Teacher Immediacy and Teacher-Student Rapport","authors":"Ling Han, Changlin Li","doi":"10.1111/ejed.70533","DOIUrl":"https://doi.org/10.1111/ejed.70533","url":null,"abstract":"<div>\u0000 \u0000 <p>As artificial intelligence (AI) continues to transform educational environments, understanding the affective dimensions of teaching becomes increasingly vital, particularly in fostering English as a Foreign Language (EFL) students' success. Resilience is gradually considered a key factor in student success, especially within AI-based settings. Among the affective factors influencing resilience, the interpersonal role of educators, specifically teacher immediacy and Teacher-Student Rapport (TSR), plays a critical role in enhancing learners' outcomes. This study investigates the impact of teacher immediacy and TSR on the resilience of EFL students in AI-enhanced learning environments. To this end, the research surveyed 443 EFL university learners from China engaging in AI-based English instruction. Participants completed validated scales assessing perceived teacher immediacy, TSR, and learners' resilience. Based on structural equation modelling (SEM), TSR and teacher immediacy can considerably predict learners' resilience levels. However, TSR emerged as the stronger predictor. The results highlight the significant impact of emotional and relational dynamics in AI-based language learning environments. Despite the technological interface, based on the results, it can be stated that human relationships remain vital, even in this setting, indicating that teacher immediacy and TSR help learners manage difficulties, adjust to new teaching situations, and achieve greater success.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147299924","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

Between Pedagogical Quality and Educational Needs—A Bernsteinian Analysis of K–12 Remote Teaching Policy Regulation 在教学质量与教育需求之间——K-12远程教学政策调控的伯恩斯坦分析

IF 3.6 3区教育学

European Journal of Education Pub Date : 2026-02-19 DOI: 10.1111/ejed.70538

Simon Skog

引用次数: 0

The Rise of Digital Tutors: A Bibliometric Exploration of Intelligent Agent-Supported Language Learning From 2005 to 2025 数字导师的兴起：2005 - 2025年智能代理支持语言学习的文献计量学探索

IF 3.6 3区教育学

European Journal of Education Pub Date : 2026-02-19 DOI: 10.1111/ejed.70529

Lujie Huang, Ming Liu

{"title":"The Rise of Digital Tutors: A Bibliometric Exploration of Intelligent Agent-Supported Language Learning From 2005 to 2025","authors":"Lujie Huang, Ming Liu","doi":"10.1111/ejed.70529","DOIUrl":"https://doi.org/10.1111/ejed.70529","url":null,"abstract":"<div>\u0000 \u0000 <p>The integration of intelligent agents into language education has fundamentally reshaped the landscape of English language learning, enabling personalised, adaptive and emotionally responsive instruction across diverse learning contexts. While the proliferation of agent-based technologies, such as chatbots, virtual tutors and embodied pedagogical agents, has generated substantial academic interest, a systematic mapping of this evolving research domain remains lacking. This study conducts a longitudinal bibliometric analysis of 774 peer-reviewed publications from 2005 to 2025, with a specific focus on intelligent agent-supported English language learning. Drawing on data from the Web of Science Core Collection and employing CiteSpace, VOSviewer and Bibliometrix, the study identifies major contributors, collaboration patterns, influential journals, thematic clusters and citation bursts. The analysis reveals three distinct developmental phases—techno-adaptive (2005–2010), algorithmic (2011–2019) and learner-centric (2020–2025)—and uncovers persistent geopolitical asymmetries, with China and the United States dominating scholarly output. Notably, research has increasingly shifted from technical feasibility studies to investigations centred on learner affect, intercultural competence and automated assessment in English as a foreign language settings. Despite these advances, ethical concerns, linguistic inclusivity and applications for low-resource learners remain underexplored. This study provides a comprehensive, data-driven synthesis of intelligent agent-supported language learning and offers critical insights to inform future research, pedagogical design and policy development in AI-enhanced English language education.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147315628","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

From Ecology to Emotion: How Students Translate Real-World Knowledge Into Game Mechanics and Narratives 从生态学到情感：学生如何将现实世界的知识转化为游戏机制和叙述

IF 3.6 3区教育学

European Journal of Education Pub Date : 2026-02-18 DOI: 10.1111/ejed.70534

Jingyi Wang, Yingji Li

{"title":"From Ecology to Emotion: How Students Translate Real-World Knowledge Into Game Mechanics and Narratives","authors":"Jingyi Wang, Yingji Li","doi":"10.1111/ejed.70534","DOIUrl":"https://doi.org/10.1111/ejed.70534","url":null,"abstract":"<div>\u0000 \u0000 <p>Game design has increasingly become a fertile site for interdisciplinary learning, offering students an authentic context in which to transform complex real-world knowledge into playable systems and stories. Yet little is known about <i>how</i> novice designers actually translate ecological, psychological, and cultural concepts into game mechanics and narratives. This study investigates 34 student-produced ‘Game Concept Cards’ from a project-based SDG-focused game design course, analysing how learners interpret disciplinary knowledge and re-represent it through gameplay structures. Using qualitative content analysis, the study identifies three dominant modes of translation: system simulation, in which ecological knowledge is expressed through causal loops, environmental constraints, and resource dynamics; emotional metaphor, where psychological states are rendered as symbolic puzzles, experiential distortions, or affective narrative arcs; narrative contextualization, through which cultural and historical content is transformed into quests, value conflicts, or moralised mechanics. Students' self-reported challenges reveal persistent tensions between accuracy and playability, abstraction and clarity, and narrative–mechanic alignment. The findings contribute a theoretical model of interdisciplinary translation in novice game design and offer pedagogical implications for project-based learning and SDG education, highlighting how games can serve as powerful vehicles for re-encoding real-world knowledge into meaningful interactive experiences.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147320885","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

Empowering Teachers: How Digital Tools Are Transforming Online Learning and Personalised Learning 授权教师：数字工具如何改变在线学习和个性化学习

IF 3.6 3区教育学

European Journal of Education Pub Date : 2026-02-18 DOI: 10.1111/ejed.70543

Savaş Varlık, Fadimana Varlık, Memet Karakuş

{"title":"Empowering Teachers: How Digital Tools Are Transforming Online Learning and Personalised Learning","authors":"Savaş Varlık, Fadimana Varlık, Memet Karakuş","doi":"10.1111/ejed.70543","DOIUrl":"https://doi.org/10.1111/ejed.70543","url":null,"abstract":"<div>\u0000 \u0000 <p>Today, digital tools are transforming educational processes, and teachers play a critical role in this transformation. Within this transformation, online education strategies and personalised learning models have the potential to provide flexible and individualised learning experiences. In this study, online education does not refer to fully online or distance education; rather, it refers to face-to-face instruction enriched with digital tools and online instructional strategies. However, there is a significant gap in the literature regarding the mediating role of teachers and how they pedagogically construct digital tools in instructional processes. In particular, more research is needed on the pedagogical use of digital technologies and their integration into personalised learning. Accordingly, this study aims to analyse how teachers supported by digital tools construct personalised learning in line with online education strategies and the mediating role they assume. The findings indicate that supporting teachers with digital tools strengthens the effect of online education strategies on personalised learning. However, limitations such as insufficient technical infrastructure and the risk of distraction in digital environments were also identified. In this study, personalised learning refers to the adaptation of learning content, learning pace, instructional processes, and assessment practices according to individual student needs. Online education strategies were found to support student-centered approaches and flexible learning environments. Rather than framing online learning as inherently modern or traditional learning as outdated, the findings emphasise student-centered and process-oriented pedagogical approaches. The study highlights the importance of pedagogically balanced strategies and teacher training for effective digital integration.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147323874","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

Correction to ‘ChatGPT-Generated Versus Teacher-Prepared Read-Aloud Plans: A Comparative Effectiveness Study’ 对“chatgpt生成与教师准备的朗读计划：比较效果研究”的更正

IF 3.6 3区教育学

European Journal of Education Pub Date : 2026-02-17 DOI: 10.1111/ejed.70541

引用次数: 0

Conceptions of Artificial Intelligence Learning Among Elementary School Students in Xizang: A Drawing and Epistemic Network Analysis 西藏省小学生人工智能学习观念：绘图与认知网络分析

IF 3.6 3区教育学

European Journal of Education Pub Date : 2026-02-17 DOI: 10.1111/ejed.70524

Na Wang, Hongyu Chen, Lei Du

{"title":"Conceptions of Artificial Intelligence Learning Among Elementary School Students in Xizang: A Drawing and Epistemic Network Analysis","authors":"Na Wang, Hongyu Chen, Lei Du","doi":"10.1111/ejed.70524","DOIUrl":"https://doi.org/10.1111/ejed.70524","url":null,"abstract":"<div>\u0000 \u0000 <p>Students' conceptions of AI learning play a crucial role in shaping instructional effectiveness and curriculum development. This study examines the conceptions of AI learning among elementary school students in the Xizang Autonomous Region, a culturally distinctive aera in China where AI education remains underdeveloped. By integrating drawings and Epistemic Network Analysis, data were collected from 347 fourth- and fifth-grade students. The findings reveal that students generally hold positive attitudes toward AI learning, with conceptions centered on hands-on technological experiences. Differences were observed across grade levels, with younger students viewing AI primarily as a teaching tool and older students regarding it as a learning partner. Gender-based variations also emerged, showing that boys lean toward practical creation, whereas girls emphasize experiential interaction and decision support. Students with positive learning attitudes engaged more actively in collaborative and creative AI activities. This study highlights the importance of developing context-aware and inclusive AI curricula for elementary education in regions where AI education is still emerging, such as Xizang.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146217396","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

Parental Education and Family Role in Addressing Gender-Based Violence in Early Childhood 父母教育和家庭在解决幼儿期性别暴力中的作用

IF 3.6 3区教育学

European Journal of Education Pub Date : 2026-02-17 DOI: 10.1111/ejed.70418

Majdi Adheisat

{"title":"Parental Education and Family Role in Addressing Gender-Based Violence in Early Childhood","authors":"Majdi Adheisat","doi":"10.1111/ejed.70418","DOIUrl":"https://doi.org/10.1111/ejed.70418","url":null,"abstract":"<div>\u0000 \u0000 <p>The study examined the role of families in addressing gender-based violence (GBV) in early childhood within the context of Jordan, employing a descriptive analytical method. Grounded in a theoretical-conceptual framework that emphasises the family's educational role in GBV prevention, the research aimed to assess parental knowledge and practical responses to GBV. A questionnaire was administered to 340 fathers and 340 mothers in Amman, with participants ranging in age from 30 to 50 years. The sample included families from diverse socioeconomic backgrounds. Results indicated that the overall family role in addressing GBV was moderate, with ‘Knowledge of GBV’ ranked highest, followed by ‘Practical Response to GBV’. Significant differences emerged based on fathers' educational qualifications and employment sectors, favouring those with higher education and varied professional experiences. Additionally, families with 3–4 children demonstrated more proactive GBV prevention strategies compared to those with fewer or more children. The discussion highlighted the importance of enhancing the family's educational role in combating GBV by developing targeted interventions and support systems. The study concluded that to effectively address GBV, family involvement must be strengthened, particularly through tailored educational programmes that equip parents with the necessary knowledge and strategies for early childhood GBV prevention.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146224424","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