European Journal of Education最新文献

{"title":"Intercultural Competence—A Matter of Social Skills in the Educational Context?","authors":"Petia Genkova,&nbsp;Henrik Schreiber","doi":"10.1111/ejed.70150","DOIUrl":"https://doi.org/10.1111/ejed.70150","url":null,"abstract":"<p>Educational institutions in Europe strive to equip students with the skills necessary for successful participation in diverse social and professional environments, particularly those characterised by cultural heterogeneity. However, social and intercultural competence are often treated as distinct constructs, overlooking potential interdependencies and the ways in which one may inform the other. This study thus examines the relationship between social competence, intercultural competence, social identity and attitudes towards outgroups in an educational context. Using a cross-sectional design, we analysed survey data from German university students and school pupils (<i>N</i> = 544). The results indicate that older participants demonstrated higher average scores of social and intercultural competence, while participants of universities and universities of applied sciences differed only in reflexibility, but no other dimension of social competence. Moreover, social competence, European identity and attitudes towards foreigners are positively related to intercultural competence. Contrary to our expectations, national identity showed no significant association. The study contributes to the understanding of the dynamics between social and intercultural competence, as well as identity in an educational context.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 3","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70150","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144647208","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":"Teacher Perceptions of Gamification's Influence on Student Engagement and Learning in Nigerian Primary Schools","authors":"Ngeri Anita Ikpat","doi":"10.1111/ejed.70179","DOIUrl":"https://doi.org/10.1111/ejed.70179","url":null,"abstract":"<div>\u0000 \u0000 <p>This study investigated teachers' perceptions on the impact of gamification on student engagement and learning outcomes in Nigerian primary schools, aiming to bridge the gap between traditional teaching methods and contemporary learner needs. A mixed-methods approach was utilised, involving quantitative and qualitative data collection through an online survey distributed to 82 primary school teachers. The results revealed that most of the respondents incorporated gamification techniques weekly, with badges and points being the most frequently used elements. Gamification was most commonly applied in Maths, followed by English, Science and other subjects. Teachers perceived significant positive impacts on academic achievement, student participation and knowledge retention, though challenges such as lack of technological resources, curriculum alignment, scepticism from stakeholders, and insufficient teacher training were highlighted. Thematic analysis of qualitative data identified themes related to enhancing problem-solving abilities, catering to diverse learning styles and fostering healthy competition. Despite challenges, the study found unanimous support for gamification, with teachers willing to undergo further professional development. The findings suggest that gamification holds promise for transforming educational environments in Nigerian primary schools by promoting active engagement, motivation, and improved academic performance, although addressing technological and training barriers remains crucial.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 3","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144606627","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":"Domestic Students' Engagement in Internationalisation at Home: Devoloping Intercultural, Ethical, Personal, Social, Critical and Creative Thinking Capabilities in Australian Secondary Schools","authors":"Manaia Chou-Lee,&nbsp;Ly Thi Tran","doi":"10.1111/ejed.70171","DOIUrl":"https://doi.org/10.1111/ejed.70171","url":null,"abstract":"<p>This article explores domestic students' engagement in internationalisation, based on data collected from individual and focus group interviews as part of a longitudinal study across four secondary schools in Victoria, Australia. While the four capabilities, intercultural, ethical, personal and social, and critical and creative thinking, are integral to internationalising teaching and learning practices, little research has explored this connection in the context of domestic students' engagement with internationalisation in the school sector. This article addresses this critical gap in the literature. Using intersectionality as a theoretical framework to interpret domestic students' perspectives, this article focuses on the criterion of intercultural capability as delineated in the Victorian Foundation to Year 10 (F-10) curriculum and identifies areas of overlap with the other capabilities (ethical, personal and social, critical and creative) present in the Australian national curriculum. Recognising the interrelatedness of capabilities is essential, as key skills often emerge at their intersections. These skills include the ability to recognise, accept, and negotiate differences and form better connections while interacting interculturally. The study found that although students engage in extensive discussions about worldwide issues, their critical thinking and literacy skills remain under-developed. Additionally, barriers created by various structural and disciplinary power relationships in schools add to divisions between domestic and international students, preventing them from interacting in more meaningful ways. Based on the findings, the article discusses implications for fostering these interrelated capabilities and supporting innovative internationalisation in teaching and learning practices in secondary schools.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 3","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70171","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144598537","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":"Understanding Imitated Misbehaviours of Children as Hindrance to Positive Classroom Experiences: An Exploration of Primary School Teachers' Conceptions","authors":"Jogy George,&nbsp;N. R. Suresh Babu","doi":"10.1111/ejed.70175","DOIUrl":"https://doi.org/10.1111/ejed.70175","url":null,"abstract":"<div>\u0000 \u0000 <p>Imitated misbehaviours as a prevalent form of interaction between children often disrupt their classroom experiences. Teachers, being the authority figure in the classroom, are expected to manage imitated misbehaviours and create a classroom climate that can positively influence the children. In line with this, this study analyses the conceptions of teachers regarding the causes of imitated misbehaviours, the impact of imitated misbehaviours on classroom experience, and the strategies used to minimise it. The study used an exploratory qualitative design. The data were collected from in-depth interviews of 20 primary school teachers. From the thematic analysis of the data, three themes emerged: recreated realities, classroom disconnection and adaptable classroom structure. The findings of the study show that from teachers' experiences, children who show imitated misbehaviours are often unaware of their actual consequences. The study also found that teachers mostly equip reactive strategies rather than proactive strategies to deal with imitated misbehaviours. The results of the study are very significant as they stress the essentiality of appropriate representation among teachers to deal with inappropriate behaviours of children and provide a classroom climate that can enrich their experiences.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 3","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144598535","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":"Youth Hackathons: Empowering the Next Generation of Innovators","authors":"Maciej Rys","doi":"10.1111/ejed.70176","DOIUrl":"https://doi.org/10.1111/ejed.70176","url":null,"abstract":"<div>\u0000 \u0000 <p>This research delves into the effectiveness of youth hackathons, highlighting their ability to foster innovation, creativity and skill development among school-aged children and teenagers. Through an ethnographic approach and analysis of six such hackathons, the research identifies the desired outcomes of these events, such as enhanced problem-solving abilities and progress of technical and soft skills. Moreover, this study discusses the obstacles faced in organising these events, including the necessity for content suitable for various age groups, safety precautions and finding a balance between fostering healthy competition and maintaining a supportive atmosphere. Furthermore, it provides recommendations for educators, organisers and policymakers to optimise youth hackathons for educational enrichment, emphasising the importance of suitable mentorship, general well-being and long-term impact assessment. Further research is needed to explore the sustained effects of these events on participants' educational trajectories and professional career, thus ensuring that hackathons continue to empower the next generation of innovators effectively.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 3","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144598534","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":"Key Factors for More Effective Community Engagement for Climate Change Adaptation: A Case of High vs Low Lying Area of Bantul and Pariaman","authors":"Meuthia A. Naim,&nbsp;Ir. Amelia Naim Indrajaya","doi":"10.1111/ejed.12839","DOIUrl":"https://doi.org/10.1111/ejed.12839","url":null,"abstract":"<div>\u0000 \u0000 <p>This article explores climate change adaptation (CCA) in Indonesia after 20 years of ratifying the Kyoto Protocol and 8 years of the Paris Agreement. It highlights the importance of improving community engagement and participation in CCA efforts. Drawing from international and Indonesian contexts, the study identifies key factors for effective community engagement, including social capital, education, institutional change, local knowledge, government commitment and prosperity. The research, based on interviews with key Indonesian policy actors, underscores the significance of addressing these factors to promote meaningful local change. While acknowledging the challenges, the article emphasises the urgency of prioritising inclusive community engagement to address the looming threat of climate change effectively. This prioritisation is crucial for both educational and CCA policy development purposes.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 3","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144598536","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":"Insights Into the Effectiveness of Artificial Intelligence-Integrated Speaking Instruction in Enhancing Speaking Skills and Social–Emotional Competence as Well as Reducing Demotivation and Shyness","authors":"Wenwen Shi,&nbsp;Goodarz Shakibaei","doi":"10.1111/ejed.70174","DOIUrl":"https://doi.org/10.1111/ejed.70174","url":null,"abstract":"<div>\u0000 \u0000 <p>Despite the recognised importance of communicative competence in language acquisition, many English as a Foreign Language (EFL) learners persistently grapple with affective barriers such as speaking anxiety, shyness, and demotivation, alongside underdeveloped social–emotional competence (SEC), challenges that traditional speaking instruction methods have often struggled to comprehensively address. Consequently, this study aimed to investigate the influence of Artificial Intelligence (AI)-integrated speaking instruction on EFL learners' SEC, demotivation to speak, shyness, and speaking skill development, thereby addressing a crucial gap by evaluating a novel technological intervention. To achieve this, a quasi-experimental design was employed, allocating participants into an experimental group (EG) receiving AI-integrated speaking instruction and a control group (CG) engaging in traditional speaking instruction via the Big Blue Button platform; pre- and post-intervention data were collected using validated questionnaires for SEC, demotivation, shyness, and speaking development, supplemented by an attitude questionnaire for the EG. The results from a one-way MANOVA revealed statistically significant and positive outcomes for the AI-integrated approach, with learners in the EG demonstrating substantial improvements in their SEC and overall speaking skills, alongside a significant reduction in demotivation to speak and shyness when compared to the CG, a finding corroborated by the EG participants' predominantly positive attitudes towards the AI intervention. These findings carry important implications for EFL pedagogy, suggesting that AI-integrated speaking instruction presents a more efficacious strategy for concurrently enhancing learners' speaking proficiency and fostering crucial social–emotional skills, thus providing empirical support for integrating AI tools to create more supportive and effective pathways for EFL students to overcome affective hurdles and improve their communicative abilities.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 3","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144589499","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":"Language Attitude and GenAI Attitude of Struggling EFL Learners: A Moderated Mediation Model of Enjoyment and Anxiety","authors":"Siyi Wang,&nbsp;Yongxiang Wang","doi":"10.1111/ejed.70172","DOIUrl":"https://doi.org/10.1111/ejed.70172","url":null,"abstract":"<div>\u0000 \u0000 <p>Cognitive and affective factors play crucial roles in shaping learners' attitudes towards generative artificial intelligence (GenAI). However, the synergistic influence of language attitude and emotions, including foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) on struggling EFL learners' GenAI attitudes remains underexplored. To bridge this research gap, the present study develops a moderated mediation model using partial least-squares structural equation modelling (PLS-SEM), based on data collected from 294 struggling EFL learners in China and analysed through SmartPLS software. The findings indicate that FLE mediates the relationship between language attitude and GenAI attitude. Additionally, FLCA moderates both the effect of FLE on GenAI attitude and the direct relationship between language attitude and GenAI attitude. On the basis of these findings, pedagogical implications are discussed to help instructors support struggling EFL learners in developing a more positive attitude towards GenAI.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 3","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144582383","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":"Early Literacy Skills in Digital Games","authors":"Nergiz Teke,&nbsp;Tuğba Baş","doi":"10.1111/ejed.70173","DOIUrl":"https://doi.org/10.1111/ejed.70173","url":null,"abstract":"<p>Early literacy skills, the basis of literacy skills, can be introduced to children through various stimuli and are supported by digital games with the increasing use of technology. This study aims to investigate the games children can download from the Play Store, which has high accessibility and allows them to play offline many times, regarding early literacy skills. In this context, 183 digital games for children that can be played offline were identified in the Play Store. The download rates of these games were analysed, and the 30 digital games with the highest number of downloads (games with over 50 million downloads) were identified, and these games were downloaded and played. Then, the researchers created the ‘Early Literacy Skills in Digital Games Evaluation Form’ to examine the games' early literacy skills. These games were analysed using a content analysis method. As a result of the analysis, it was found that the least common early literacy skills in digital games were alphabet knowledge and phonological awareness. The most common early literacy skills were print awareness (limited to sentences and instructions in the games and object naming) and listening comprehension skills. Receptive vocabulary was the most common early literacy skill in the digital games analysed. In addition, no activity to support expressive vocabulary knowledge was found in any of the games analysed. This research assesses the role of digital games in early literacy and provides insights for improving educational technology and game design.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 3","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70173","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144573165","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":"Achieving Organisational Agility in K-12 Schools Through School Mindfulness: The Role of School Social Capital as a Mediator","authors":"Burçak Çağla Garipağaoğlu","doi":"10.1111/ejed.70170","DOIUrl":"https://doi.org/10.1111/ejed.70170","url":null,"abstract":"<p>Agility matters in today's highly disruptive, and technology driven business landscape. The purpose of this research is to highlight the mediating role of school social capital between school mindfulness and organisational agility in K-12 schools in Turkey. The study employs the design of cross-sectional correlational research. The data was collected from 726 teachers and analysed by Structural Equation Modelling (SEM) and Process Macro. The research has found out that ‘school social capital’ has a significant mediating effect on the relationship between ‘school mindfulness’ and ‘organisational agility’. Research findings indicate that high levels of organisational mindfulness lead to enhanced social capital, which, in turn, fosters greater organisational agility. Our research shows that building a culture of mindfulness and fostering strong social capital are key strategies for strategic agility. Therefore, we recommend school principals to mindfully and continually invest in their school social capital to improve their organisational agility for the accomplishment of their school goals. Moreover, the study recommends the prompt implementation of school mindfulness programmes to pave the way for school agility. Future research may adopt longitudinal or experimental research methods to further verify the results of this study or suggest other possible mediators or moderators to better explain the antecedents of organisational agility.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 3","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70170","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144573166","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}