European Journal of Education最新文献_第10页

Artificial Intelligence in Physiotherapy Education: A Multi-Country Middle East Survey of AI Acceptance and Barriers Among University Students 物理治疗教育中的人工智能：一项中东多国大学生对人工智能接受程度和障碍的调查

IF 3.6 3区教育学

European Journal of Education Pub Date : 2026-01-30 DOI: 10.1111/ejed.70476

Ahmed S. Ali, Saleh M. Alhirsan, Mahmoud Elshazly, Zeinab Abdelfattah Ali, Mahmoud Y. Elzanaty, Waleed T. Mansour, Shreen Ibrahim Taha, Inasse N. Alarousi, Ibrahim Mohamed Hamoda, Shiymaa Farghaly Mahmoud Diab, Ahmed M. El Melhat, Sameer A. Alkubati, Ayman Mohamed El-Ashry

{"title":"Artificial Intelligence in Physiotherapy Education: A Multi-Country Middle East Survey of AI Acceptance and Barriers Among University Students","authors":"Ahmed S. Ali, Saleh M. Alhirsan, Mahmoud Elshazly, Zeinab Abdelfattah Ali, Mahmoud Y. Elzanaty, Waleed T. Mansour, Shreen Ibrahim Taha, Inasse N. Alarousi, Ibrahim Mohamed Hamoda, Shiymaa Farghaly Mahmoud Diab, Ahmed M. El Melhat, Sameer A. Alkubati, Ayman Mohamed El-Ashry","doi":"10.1111/ejed.70476","DOIUrl":"https://doi.org/10.1111/ejed.70476","url":null,"abstract":"<div>\u0000 \u0000 <p>Artificial Intelligence (AI) is reshaping healthcare education, yet structured AI training within physiotherapy programmes remains uneven across the Middle East. We conducted a cross-sectional, multi-country online survey of 3195 undergraduate and internship-level physiotherapy students from nine Middle Eastern countries (Egypt, Jordan, Lebanon, Libya, Palestine, Saudi Arabia, Sudan, Tunisia, and the United Arab Emirates). Using Technology Acceptance Model (TAM) constructs—perceived usefulness (PU) and perceived ease of use (PEOU)—we examined factors associated with AI acceptance and students' perceived barriers to AI integration in physiotherapy education. AI acceptance differed significantly by country (highest in the UAE and lowest in Tunisia), gender (male > female), academic level, GPA, and income (<i>p</i> < 0.05). Prior AI workshop participation, use of specific AI tools (e.g., DeepSeek), perceived time-management benefits, and trust in AI were associated with higher acceptance. In multivariable regression, these sociodemographic and AI-exposure variables explained 24.4% of the variance in AI acceptance. These findings indicate substantial regional disparities in AI preparedness and access, supporting the need for equitable, competency-based AI education and governance policies tailored to physiotherapy training across the Middle East.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146140137","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

AI-Enhanced E-Learning for Intellectual Property Education: Cultivating International Talents Through Accessible and Personalised Digital Training 基于人工智能的知识产权教育电子学习：通过无障碍和个性化的数字化培训培养国际人才

IF 3.6 3区教育学

European Journal of Education Pub Date : 2026-01-30 DOI: 10.1111/ejed.70480

Peizhao Li, Jieming Liu, Jun Yao, Lin Luo

{"title":"AI-Enhanced E-Learning for Intellectual Property Education: Cultivating International Talents Through Accessible and Personalised Digital Training","authors":"Peizhao Li, Jieming Liu, Jun Yao, Lin Luo","doi":"10.1111/ejed.70480","DOIUrl":"https://doi.org/10.1111/ejed.70480","url":null,"abstract":"<div>\u0000 \u0000 <p>The rapid advancement of online learning and artificial intelligence (AI) offers new opportunities to strengthen intellectual property (IP) education, an area still underdeveloped in most educational contexts. This study introduces an AI-driven e-learning system designed to deliver adaptive, differentiated, and globally accessible IP education. By incorporating machine learning, intelligent tutoring, adaptive testing, and gamification, the system creates personalised learning pathways that address diverse learner needs. To evaluate feasibility, synthetic student datasets representing international learners were employed, alongside surveys and interaction logs capturing engagement, satisfaction, usability, and accessibility. Findings reveal that personalization significantly improved engagement, with ratings of 4.3/5 for tailored pathways and 4.5/5 for overall engagement. Multilingual support (4.0) and cultural sensitivity (4.3) were positively perceived, though regional adaptability scored lower (3.2), suggesting a need for localised content. Usability results indicated intuitive navigation and interface design, while technical support emerged as the main area for improvement. Predictive analytics was the most valued AI function (4.2), emphasising its contribution to learner achievement. Overall, the study highlights both theoretical and practical relevance, demonstrating scalable approaches for embedding AI in specialised education to promote inclusivity, global talent development, and cross-cultural collaboration.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146140138","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

Education Influencers in Instagram: A Catalyst for the Marketization of Teachers' Professional Tasks Instagram中的教育影响者：教师专业任务市场化的催化剂

IF 3.6 3区教育学

European Journal of Education Pub Date : 2026-01-30 DOI: 10.1111/ejed.70434

Sandra Gonzalez-Mingot, Victoria I. Marín

{"title":"Education Influencers in Instagram: A Catalyst for the Marketization of Teachers' Professional Tasks","authors":"Sandra Gonzalez-Mingot, Victoria I. Marín","doi":"10.1111/ejed.70434","DOIUrl":"https://doi.org/10.1111/ejed.70434","url":null,"abstract":"<p>Social networks are popular spaces of communication where influencers have a significant role, also in education. Focused on primary education teachers as a research gap in this topic, this study aims to explore the social network configuration of Catalan (Spain) teachers on Instagram, and how this usage impacts on their professional task. The research used mixed methods in a sequential design. First, a questionnaire was carried out with 491 teachers. Then, 29 teachers were interviewed, and a network analysis was generated. The main findings are that the majority of teachers see each other as equals in the social network, and no leaders were identified. Educational related and unrelated businesses are intertwined with teachers on Instagram through collaborations and partnerships. Many influences derived from the teachers' Instagram activity in education have been identified, being the benefits more frequent than the drawbacks. Health hazards, content overload or privacy are some identified risks. As a conclusion, it is highlighted that teachers need to consider ethical concerns when using social networks. Enhancing guidance and digital competencies, as well as further research are actions needed.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70434","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146136607","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

Between Society 5.0 and Educational Traditions: Exploring Cultural and Philosophical Misalignment in Japan's Integration of Generative AI 在社会5.0和教育传统之间：探索日本整合生成人工智能的文化和哲学偏差

IF 3.6 3区教育学

European Journal of Education Pub Date : 2026-01-30 DOI: 10.1111/ejed.70487

Phuong-Thao T. Luu, Manh-Tung Ho, Hong-Kong T. Nguyen, Duc-Hung Nguyen, Ngoc-Thang B. Le, Hung-Hiep Pham

{"title":"Between Society 5.0 and Educational Traditions: Exploring Cultural and Philosophical Misalignment in Japan's Integration of Generative AI","authors":"Phuong-Thao T. Luu, Manh-Tung Ho, Hong-Kong T. Nguyen, Duc-Hung Nguyen, Ngoc-Thang B. Le, Hung-Hiep Pham","doi":"10.1111/ejed.70487","DOIUrl":"https://doi.org/10.1111/ejed.70487","url":null,"abstract":"<div>\u0000 \u0000 <p>This article critically examines Japan's integration of Generative AI (GenAI) into education by analysing national and local policy frameworks alongside the cultural, ethical and philosophical traditions that shape Japanese views of technology and schooling. The analysis highlights the limitations of AI-driven digital acculturation in the Japanese educational context. It identifies major cultural misalignments between approaches to integrating AI in education (AIED) and the values underpinning the Japanese schooling system across three dimensions: the relational and interdependent self (‘<i>jiko</i>’) versus individualised AI learning pathways; the selfless teacher ideal (‘<i>kenshin-teki kyōshi-zō</i>’) challenged by new professional pressures; and community-based school practices (‘<i>tokubetsu katsudō</i>’) that cannot be authentically replicated through digital technologies. While Japan's Society 5.0 vision promotes human-centred innovation grounded in dignity, diversity and sustainability, AI policy often reflects neoliberal values emphasising efficiency and individualism. The findings suggest that integrating AI harmoniously into Japanese educational culture requires the promotion of interdependent learning, the balanced role of teachers and enhancement in community-forming aspects of education.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146136565","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

Constructing National Higher Education Brands: Korea, India and Israel Compared 构建国家高等教育品牌：韩国、印度、以色列之比较

IF 3.6 3区教育学

European Journal of Education Pub Date : 2026-01-30 DOI: 10.1111/ejed.70428

Annette Bamberger, Min Ji Kim, Sazana Jayadeva

引用次数: 0

Modelling the Nexus Between Artificial Intelligence Usage and Graduate Capital Dimensions: A PLS-SEM Approach 人工智能使用与毕业生资本维度之间的关系建模：PLS-SEM方法

IF 3.6 3区教育学

European Journal of Education Pub Date : 2026-01-28 DOI: 10.1111/ejed.70484

Francis Arthur

{"title":"Modelling the Nexus Between Artificial Intelligence Usage and Graduate Capital Dimensions: A PLS-SEM Approach","authors":"Francis Arthur","doi":"10.1111/ejed.70484","DOIUrl":"https://doi.org/10.1111/ejed.70484","url":null,"abstract":"<div>\u0000 \u0000 <p>In the era of digital transformation, Artificial Intelligence (AI) has emerged as a transformative force in higher education, reshaping how students learn, interact, and prepare for the world of work. This study examined the influence of AI usage on the multidimensional construct of graduate capital (GC) among higher education students in Ghana. Adopting a descriptive survey design, data were collected from 635 students who had prior experience with AI technologies in their academic activities. A purposive sampling technique was used to ensure that participants had meaningful engagement with AI tools. The study employed Partial Least Squares Structural Equation Modelling (PLS-SEM) using SmartPLS 4 software to analyse the data. Measurement model assessment confirmed strong reliability and validity across constructs, while the structural model revealed that AI usage had a significant and positive influence on all five dimensions of GC: human, social, cultural, identity, and psychological. These findings suggest that integrating AI into higher education learning environments can enhance students' employability attributes, human capital, and psychological readiness for professional life. The study contributes to the growing discourse on technology-enhanced learning by positioning AI as a catalyst for holistic graduate development and future workforce adaptability. Implications for educational policy and curriculum design are discussed to guide universities in fostering AI-driven graduate competencies.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146140206","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

Sustainability in Higher Teaching: Digital Transformation of the Fourth Industrial Revolution and Its Impact on Open Knowledge 高等教学中的可持续性：第四次工业革命的数字化转型及其对开放知识的影响

IF 3.6 3区教育学

European Journal of Education Pub Date : 2026-01-28 DOI: 10.1111/ejed.70468

Bian Dong

{"title":"Sustainability in Higher Teaching: Digital Transformation of the Fourth Industrial Revolution and Its Impact on Open Knowledge","authors":"Bian Dong","doi":"10.1111/ejed.70468","DOIUrl":"https://doi.org/10.1111/ejed.70468","url":null,"abstract":"<div>\u0000 \u0000 <p>Changes in higher education began to emerge with the new development of the fourth industrial revolution (4IR) that featured such buzzwords as robots, artificial intelligence, the Internet of Things and blockchain. These paradigm shifts provide new opportunities for sustainability and transparent sharing of knowledge and create new challenges. Therefore, the research investigates the topics of open educational resources, sustainability practices and digital change in higher education. To investigate surveys on research in Germany, Canada and Australia regarding transformations caused by 4IR technologies in sustaining sustainability and availability of knowledge, a comprehensive literature review and bibliometric analysis were established. The 4IR technologies have been found to promote comprehensive and inclusive, sustainable and cheap educational models. Nevertheless, unaddressed concerns regarding infrastructural impediments to implementation, absence of digital care and fragmented policy regimes still hamper the achievement of those benefits. The authors request the complete implementation of sustainability in digital education, and strategic application of OER to knowledge universal access. Institutions that have undertaken the 4IR technologies are recommended to maintain resilience in and of the higher education systems.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146140203","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

Resistance, Creativity, and Critique in Researching With Children Through Arts-Based Narrative Inquiry: Aporetics of Subalternity as Methodological Knowledge in Education 通过以艺术为基础的叙事探究研究儿童的阻力、创造力和批判：次等性作为教育方法论知识的辩论学

IF 3.6 3区教育学

European Journal of Education Pub Date : 2026-01-28 DOI: 10.1111/ejed.70486

André Freitas, Rita de Cássia Frangella

{"title":"Resistance, Creativity, and Critique in Researching With Children Through Arts-Based Narrative Inquiry: Aporetics of Subalternity as Methodological Knowledge in Education","authors":"André Freitas, Rita de Cássia Frangella","doi":"10.1111/ejed.70486","DOIUrl":"https://doi.org/10.1111/ejed.70486","url":null,"abstract":"<p>This article contributes to efforts to challenge adult-centred educational research through an arts-based narrative inquiry co-composed with Octávio, Raposa, Cármen and Flávio—children aged 6 to 10 from minority communities in Brazil and Portugal. Their narratives emerged through shared storytelling, conversations, interviews, hugs, and playful moments in their schools. Although focused on their school trajectories within art experiences, their participation re-signified the research process itself. The children's involvement unsettled research approaches, including those framed within poststructuralist methodologies, highlighting the need for more relational and responsive inquiry in education. Through stories attentive to time, place, and sociabilities, the article foregrounds children's methodological agency and their roles as co-authors of knowledge. The findings, presented through four methodological stories—<i>that's not funny</i>, <i>it's my turn</i>, <i>I don't want to talk anymore</i>, and <i>switch the record off</i>—reveal how children assert political presence and negotiate the boundaries of research.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70486","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146136846","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

Types of Tracking and Upward Mobility: Causal Effects on (Social Inequality in) Educational Attainment in The Netherlands 跟踪类型和向上流动：荷兰教育成就（社会不平等）的因果影响

IF 3.6 3区教育学

European Journal of Education Pub Date : 2026-01-28 DOI: 10.1111/ejed.70451

Per Bles, Melline Somers, Katarina Weßling

{"title":"Types of Tracking and Upward Mobility: Causal Effects on (Social Inequality in) Educational Attainment in The Netherlands","authors":"Per Bles, Melline Somers, Katarina Weßling","doi":"10.1111/ejed.70451","DOIUrl":"https://doi.org/10.1111/ejed.70451","url":null,"abstract":"<p>In contrast with other early-tracking education systems, schools in the Dutch system can provide several combinations of school tracks during the first years of secondary school. We study how the attended type of track(s) affects students' chances of obtaining a pre-academic school certificate. Our target group is students just below the margin of entering the pre-academic track. We differentiate between strict tracking and two forms of mixed tracking, including either one pre-academic track (partly mixed) or both pre-academic tracks (broadly mixed). We examine whether our target group obtains a pre-academic degree directly or indirectly via stacking certificates. We use an instrumental variable (IV) approach to estimate causal effects. Our results show that students' are more likely to obtain a pre-academic certificate when they attend mixed tracks that allow for upward mobility, i.e., comprise a pre-academic track. High-SES students are more likely to attain a pre-academic certificate indirectly via stacking certificates. We conclude that our nuanced analysis contributes towards a better understanding of the causal effects of tracking on individual student outcomes. The downward trend in mixed tracks in the Netherlands should, from an attainment perspective, be encouraged to be reversed.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70451","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146140177","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

How School Digital Culture Relates to K-12 Teachers' ICT-Enabled Productivity: Roles of Techno-Stressors and Emotional Exhaustion 学校数字文化如何影响K-12教师的信息通信技术生产力：技术压力源和情绪耗竭的作用

IF 3.6 3区教育学

European Journal of Education Pub Date : 2026-01-28 DOI: 10.1111/ejed.70485

Shuzhen Chen, Yangjie Li, Yunkai Chen

引用次数: 0