European Journal of Education最新文献_第2页

Enhancing Foreign Language Learning Through Social Media Applications: A Fuzzy Analytic Hierarchy Process Approach

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-02-21 DOI: 10.1111/ejed.70057

Yanping Geng, Reem Alshahrani, Hana Mohammed Mujlid

引用次数: 0

Learning and Teaching in the Era of Generative Artificial Intelligence Technologies: An In-Depth Exploration Using Multi-Analytical SEM-ANN Approach

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-02-18 DOI: 10.1111/ejed.70050

Muhammad Farrukh Shahzad, Shuo Xu, Xin An, Hira Zahid, Muhammad Asif

{"title":"Learning and Teaching in the Era of Generative Artificial Intelligence Technologies: An In-Depth Exploration Using Multi-Analytical SEM-ANN Approach","authors":"Muhammad Farrukh Shahzad, Shuo Xu, Xin An, Hira Zahid, Muhammad Asif","doi":"10.1111/ejed.70050","DOIUrl":"https://doi.org/10.1111/ejed.70050","url":null,"abstract":"<div>\u0000 \u0000 <p>The arrival of generative artificial intelligence (GAI) technologies marks a significant transformation in the educational landscape, with implications for teaching and learning performance. These technologies can generate content, simulate interactions, and adapt to learners' needs, offering opportunities for interactive learning experiences. In China's education sector, incorporating GAI technologies can address educational challenges, enhance teaching practices, and improve performance. This study scrutinises the impact of GAI technologies on learning performance in the education sector, focusing on the mediating roles of e-learning competence (EC), desire for learning (DL), and beliefs about the future (BF), as well as the moderating role of facilitating conditions amongst Chinese educators. Data was collected from 411 teachers across various educational institutions in China using purposive sampling. PLS-SEM and ANN were employed to assess the suggested structural model. The study results indicate that GAI technologies significantly influence learning performance by mediating EC, DL, and BF roles. Furthermore, facilitating conditions positively moderate the association amongst GAI technologies and EC, DL, and BF. This study underscores the critical role of self-determination theory in shaping the effective incorporation of GAI technologies in education, offering valuable insights to improve teaching and learning outcomes in the Chinese education sector.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143439243","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

Perceptions of Educational Community Members: Deployment of a University Health Promotion Policy

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-02-17 DOI: 10.1111/ejed.70044

Mónica Castillo-Rosales, Angelo Araya-Piñones, Irma Brito, Marisa Afonso de Andrade Brunherotti, Verónica Alfaro-Navarro, Nicolas Van Niekerk Bakit

{"title":"Perceptions of Educational Community Members: Deployment of a University Health Promotion Policy","authors":"Mónica Castillo-Rosales, Angelo Araya-Piñones, Irma Brito, Marisa Afonso de Andrade Brunherotti, Verónica Alfaro-Navarro, Nicolas Van Niekerk Bakit","doi":"10.1111/ejed.70044","DOIUrl":"https://doi.org/10.1111/ejed.70044","url":null,"abstract":"<div>\u0000 \u0000 <p>Universities have been the focus of numerous studies on health promotion initiatives, mainly centred on results that determine outcomes and impacts. This study explores the perceptions of various community members regarding implementing the university health promotion policy. We employed qualitative methods (case study); semi-structured in-depth interviews were conducted at a Chilean university to gather data based on both inductive and deductive analyses. A comprehensive schema of students', professors' and administrative/technical staff's perceptions was established. We found a generally positive assessment of the policy and its promotion of healthy lifestyle environments. However, participation within the university community was uneven, with each group identifying different barriers to increased involvement: high academic workloads (students), research and administrative responsibilities (professors), and limited availability of health and wellness-promoting activities (administrative/technical staff). The findings suggest that future educational health initiatives should incorporate health indicators into management practices, enhance wellness literacy and empower community members to foster greater engagement. From a methodology perspective, study design enables the replication of health policy or program deployment in educational community health settings.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143424111","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

Profiling the Research Landscape of Student Leadership From 1930 to 2023: A Bibliometric Analysis

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-02-17 DOI: 10.1111/ejed.70043

Miaoling Zhang, Lei Mee Thien, Aidi Ahmi

引用次数: 0

Can Generative AI Revolutionise Academic Skills Development in Higher Education? A Systematic Literature Review

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-02-14 DOI: 10.1111/ejed.70036

Kangwa Daniel, Msafiri Mgambi Msambwa, Zhang Wen

{"title":"Can Generative AI Revolutionise Academic Skills Development in Higher Education? A Systematic Literature Review","authors":"Kangwa Daniel, Msafiri Mgambi Msambwa, Zhang Wen","doi":"10.1111/ejed.70036","DOIUrl":"https://doi.org/10.1111/ejed.70036","url":null,"abstract":"<div>\u0000 \u0000 <p>This systematic review investigates the impact of generative artificial intelligence (GenAI) tools on developing academic skills in higher education. Analysing 158 studies published between 2021 and 2024, it focuses on the impact of GenAI tools on the development of cognitive, technical and interpersonal skills. The results reveal that 94% of the sampled studies reported significant improvements in cognitive skills, like critical thinking, problem-solving, analytical and metacognitive abilities, facilitated by personalised learning and feedback. Indeed, the development of technical skills was reported in research (24%), writing (26%), data analysis (33%) and technical literacy (18%). Additionally, GenAI tools were found to promote interpersonal skills by fostering interactive and engaging learning environments, with notable skills development in communication (24%), organisation (26%), empathy (5%) and teamwork (45%). Hence, this review underscores the importance of ethical and responsible use of GenAI tools, ongoing monitoring and active stakeholder engagement to maximise their benefits in developing cognitive, technical and interpersonal skills in higher education. They offer a promising avenue for academic advancement by fostering critical thinking, enhancing technical proficiency and promoting effective communication and teamwork. Therefore, GenAI tools significantly enhance academic skills; however, their integration requires a robust ethical framework and sustained examination of their long-term impacts.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143423947","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 Teacher Efficacy and Receptivity Affect the Perceived Outcomes of Curriculum Reform in Myanmar Basic Education

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-02-14 DOI: 10.1111/ejed.70022

Kyaw Min Latt, Gao Wei

{"title":"How Teacher Efficacy and Receptivity Affect the Perceived Outcomes of Curriculum Reform in Myanmar Basic Education","authors":"Kyaw Min Latt, Gao Wei","doi":"10.1111/ejed.70022","DOIUrl":"https://doi.org/10.1111/ejed.70022","url":null,"abstract":"<div>\u0000 \u0000 <p>There are few published studies on teacher efficacy and receptivity in Myanmar basic education curriculum reform. The purpose of this study was to examine the perceptions of teacher efficacy and receptivity to the new curriculum implementation and their impact on perceived outcomes of the curriculum reform, using SEM. A mixed-method inquiry was applied, and the sample was 800 primary teachers to conduct surveys and eight teachers to interview. The test items were calculated to determine whether there was reliability and validity or not. Results showed that primary teachers feel assured that they have the ability and skills to influence their students' achievement in the new curriculum and they positively perceive the new curriculum reform and are receptive to its implementation. Primary teachers from urban and more experienced teachers are more acceptable the new curriculum rather than those from rural and less-experienced ones. In examining SEM, teachers with strong self-efficacy beliefs, the practicality of the new curriculum, feelings in comparison with the previous education system, and behavioural intentions are better able to implement the new curriculum successfully in Myanmar and the correlation of teacher efficacy and receptivity was a novel finding and the relationship between them was very high. With great expectations on Myanmar's educational system, primary teachers encounter the challenges in the implementation of curriculum reform though they can perceive the outcomes of curriculum reform.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143423944","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

Evaluation of a Wellness Programme for Preservice Teachers in Hong Kong: Promoting Educational Excellence Through Resilience to Stress (PEERS)

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-02-14 DOI: 10.1111/ejed.70018

A. W.-Y. Chan, T.-N. Leigh, B. N. Böke, H. Wang, C.-N. So, N. Heath

{"title":"Evaluation of a Wellness Programme for Preservice Teachers in Hong Kong: Promoting Educational Excellence Through Resilience to Stress (PEERS)","authors":"A. W.-Y. Chan, T.-N. Leigh, B. N. Böke, H. Wang, C.-N. So, N. Heath","doi":"10.1111/ejed.70018","DOIUrl":"https://doi.org/10.1111/ejed.70018","url":null,"abstract":"<p>This study aimed to evaluate the effectiveness of a wellness programme for preservice teachers, <i>Promoting Educational Excellence through Resilience to Stress (PEERS)</i>. The intervention group participants, who took part in the 4-week PEERS programme, and the comparison group participants were recruited online. A battery of self-report scales assessed various psychological constructs, including coping self-efficacy, resilience, mental health, well-being, mindfulness and self-compassion. Data were collected at three time points: before the intervention (T1), immediately after programme completion (T2) and 4 weeks after programme completion (T3). Results suggested that the intervention group participants reported significant improvements in coping self-efficacy, resilience and the nonjudging facet of mindfulness. High programme satisfaction was also reported, with 96% of the participants rating the overall programme as good or excellent. Therefore, the results demonstrate the effectiveness and positive impact of the PEERS programme on the resilience and coping efficacy of preservice teachers in Hong Kong.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70018","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143424051","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

Promoting Gender Equality in Preservice Teachers Through Creative Drama Activities Integrated With Children's Picture Books: A Mixed-Methods Research

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-02-14 DOI: 10.1111/ejed.70039

Nurbanu Şeren, Fatih Çetin Çetinkaya, Kasım Yıldırım

{"title":"Promoting Gender Equality in Preservice Teachers Through Creative Drama Activities Integrated With Children's Picture Books: A Mixed-Methods Research","authors":"Nurbanu Şeren, Fatih Çetin Çetinkaya, Kasım Yıldırım","doi":"10.1111/ejed.70039","DOIUrl":"https://doi.org/10.1111/ejed.70039","url":null,"abstract":"<p>The current research investigated the effect of creative drama activities combined with children's picture books on preservice teachers' attitudes towards gender equality. The study employed an explanatory sequential mixed methods research design. While the quantitative stage used a quasiexperimental pretest–posttest control group research design, the qualitative stage involved a focus group interview. The quantitative data were analysed using analysis of covariance (ANCOVA) and the participants' pretest scores were assigned as the covariate variable. The qualitative data were analysed using content analysis. The quantitative data showed that the treatment group had significantly higher estimated marginal mean posttest gender role attitudes (GRAS) scores compared to the control group. The qualitative data indicated that the intervention made the participants more active and helped them identify and resolve problems associated with traditional gender role stereotypes. The intervention allowed the participants to develop positive attitudes towards eliminating inequalities caused by gender role stereotypes.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70039","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143423948","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

Intercultural Relationships in an Internationalised Undergraduate Classroom: Do They Influence Transcultural Competence?

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-02-14 DOI: 10.1111/ejed.70049

Andreana Pastena

{"title":"Intercultural Relationships in an Internationalised Undergraduate Classroom: Do They Influence Transcultural Competence?","authors":"Andreana Pastena","doi":"10.1111/ejed.70049","DOIUrl":"https://doi.org/10.1111/ejed.70049","url":null,"abstract":"<div>\u0000 \u0000 <p>Higher education institutions aspire to integrate international and intercultural dimensions. Yet, internationalisation is too often confined to policies and rankings, overlooking the actual experiences of students. This study investigates how in-class intercultural relationships influence transcultural competence within a multi-dimensionally internationalised undergraduate degree in Barcelona. Focusing on 23 first-year students, the study adopts a mixed-method approach, with quantitative data setting the ground for qualitative exploration. Findings reveal five descriptive patterns of interaction between transcultural competence and in-class intercultural relationships, highlighting how agency, previous experiences, and institutional support shape positive, negative, or neutral outcomes. The study emphasises the significance of reciprocal transformative opportunities in non-English-speaking environments and challenges the binary categorisation of students as ‘local’ and ‘international’. It reveals the unique nature of individual experiences, calling for a more nuanced understanding of internationalised classrooms.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 1","pages":"1-13"},"PeriodicalIF":2.8,"publicationDate":"2025-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143423960","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

Triggering the Duty to Act: Teachers' Approach to the Norwegian Law on Students' Psychosocial Environment

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-02-14 DOI: 10.1111/ejed.70046

Annette-Pascale Denfeld, Esther Tamara Canrinus, Inger Marie Dalehefte

引用次数: 0