European Journal of Education最新文献

{"title":"Predicting EFL Students' Academic Performance, Resilience or Psychological Well-Being From Their Character Strengths in AI-Integrated Educational Environments","authors":"Qi Chai","doi":"10.1111/ejed.70845","DOIUrl":"https://doi.org/10.1111/ejed.70845","url":null,"abstract":"<p>Although artificial intelligence (AI) has become an integral component of language education, research has primarily emphasized technological factors influencing learning outcomes, with limited attention to the psychological attributes that enable students to benefit from AI-supported instruction. Addressing this gap, the present study investigated whether EFL students' character strengths predict academic performance, resilience and psychological well-being in AI-integrated educational environments. A quantitative cross-sectional design was employed with 773 undergraduate EFL students from Chinese universities. Participants completed validated measures of character strengths, resilience, psychological well-being and academic performance. The data were analyzed using descriptive statistics, Pearson correlation and structural equation modelling (SEM). The findings demonstrated that character strengths were positively associated with all three outcomes. SEM further revealed that character strengths significantly predicted academic performance, resilience and psychological well-being, accounting for substantial variance in each construct. These findings highlight character strengths as key psychological resources that support both academic achievement and psychological adaptation in AI-supported language learning. The study extends current research by integrating positive psychology with AI-enhanced education and underscores the importance of fostering students' psychological strengths alongside technological innovation.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 4","pages":""},"PeriodicalIF":5.3,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70845","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148942169","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":"Accuracy and Consistency of Artificial Intelligence Chatbots in Dental Anatomy Education: A Comparative Study","authors":"Mubashir Baig Mirza,&nbsp;Ali Robaian,&nbsp;Abdullah Saad Alqahtani,&nbsp;Abdullah A. Alqahtani,&nbsp;Khalid K. Alanazi,&nbsp;Mohammed A. S. Abuelqomsan,&nbsp;Shahad AlBader,&nbsp;Hamod Alqahtani,&nbsp;Abdullah AlShehri","doi":"10.1111/ejed.70851","DOIUrl":"https://doi.org/10.1111/ejed.70851","url":null,"abstract":"<p>The potential of Artificial Intelligence (AI), large language models (LLMs) in enhancing dental education emphasises the need for careful selection of AI tools to improve learning outcomes. Therefore, this study evaluates the accuracy and consistency of responses from eight AI chatbots to multiple-choice questions (MCQs) related to dental anatomy, both in bulk and individually. A total of 85 questions were adapted from Wheeler's Science of Dental Anatomy. A blinded researcher gathered responses to questions posed in bulk as well as individually from eight chatbots: o3 Mini, GPT-4o, Deepseek, Grok-2, ChatGPT-4, Gemini Flash 2, Claude 3.5 Sonnet, and Meta Llama 3.2, with a week's interval between the two rounds of data collection. Chi-square tests were conducted to compare the responses from the same chatbots across the two weeks and between the two question formats (bulk vs. individual). Cohen's Kappa was utilised to assess agreement among chatbots, while McNemar's test was employed to evaluate response dissimilarities among chatbots for questions posed through both approaches. ChatGPT-4 demonstrated the highest accuracy (85.53% in round one and two in bulk; 89.41% and 85.9% in round one and two in individual assessment), while Llama 3.2 performed the poorest (55.29% and 44.7% in bulk; 56.47% and 54.71% individually, in rounds one and two respectively). GPT-4o and Grok-2 exhibited the highest consistency (<i>K</i> = 0.887, <i>K</i> = 0.804), whereas o3-mini and Meta Llama 3.2 were least consistent. Individual question inputs generally yielded higher accuracy. LLMs, especially ChatGPT-4 and GPT-4o, show potential as additional tools for MCQ-based dental anatomy education. However, variability in performance underscores the necessity for thorough evaluation of these tools. Future research should examine various question formats to improve AI integration in dental curricula.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 4","pages":""},"PeriodicalIF":5.3,"publicationDate":"2026-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70851","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148943723","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":"Self-Regulated Read-To-Write Strategies (SR-R2W): Examining Its Structure, Antecedents, and Associations With Writing Performance","authors":"Barry Bai,&nbsp;Jing Wang,&nbsp;Gurpinder Lailli,&nbsp;Youyan Nie,&nbsp;Qingyao Dan","doi":"10.1111/ejed.70839","DOIUrl":"https://doi.org/10.1111/ejed.70839","url":null,"abstract":"<p>Self-regulated reading-to-write (SR-R2W) refers to a process whereby proactive and strategic learners gain information effectively through reading to improve their writing. The present study focused on four types of strategies, including mining reading, cognitive strategies, recalling while writing, and peer revision reading. The impacts of strategy use on writing performance and the antecedents of strategy use were examined. The participants were 759 fourth- and fifth-grade English learners in Hong Kong. Structural equation modelling (SEM) suggested that for both fourth- and fifth-grade students, SR-R2W strategy use had a significant positive relationship with writing performance. Self-efficacy in reading and writing and interest in writing, two key motivational variables, were positively associated with students' SR-R2W strategy use. This study sheds light on the contribution of SR-R2W to English learners' writing, which has important implications for English writing instruction.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 4","pages":""},"PeriodicalIF":5.3,"publicationDate":"2026-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70839","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148943746","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":"Mindset Matters, but How? Unravelling Growth Language Mindset Through Set-ESEM and Latent Profile Analysis","authors":"Xiaoxue Li,&nbsp;Apisak Sukying","doi":"10.1111/ejed.70832","DOIUrl":"https://doi.org/10.1111/ejed.70832","url":null,"abstract":"<p>While the positive influence of growth language mindset (GLM) on academic outcomes is well-documented, its multidimensional mechanisms and learner heterogeneity remain under-explored. To bridge this gap, this study examined how a multifaceted GLM, comprising general language intelligence beliefs, second language aptitude beliefs, and age sensitivity beliefs, relates to academic buoyancy and behavioural engagement. Variable-centred Set-Exploratory Structural Equation Modelling revealed dimension-specific pathways: second language aptitude beliefs enhanced behavioural engagement via academic buoyancy, whereas general language intelligence beliefs exerted a direct positive effect. Complementing this, person-centred Latent Profile Analysis based on GLM indicators identified four distinct learner profiles: ‘Fixed-oriented Mindset’ (16.4%), ‘Low Growth Mindset’ (22.2%), ‘Moderate Growth Mindset’ (22.7%), and ‘High Growth Mindset’ (38.6%). Subsequent comparisons demonstrated a clear gradient, with ‘High Growth Mindset’ exhibiting the highest buoyancy and engagement. These findings elucidate the nuanced structural pathways and unobserved heterogeneity of GLM, underscoring the need for dimension-specific and tailored pedagogical interventions to optimize language learning engagement.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 4","pages":""},"PeriodicalIF":5.3,"publicationDate":"2026-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70832","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148849075","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":"Learners' Attitudes Towards Generative Artificial Intelligence, Technology Comfort and Intentions to Adopt AI Tools in Education","authors":"Peng Cui","doi":"10.1111/ejed.70848","DOIUrl":"https://doi.org/10.1111/ejed.70848","url":null,"abstract":"<p>The increasing use of artificial intelligence (AI) in music education and creative production has introduced new opportunities for music learners to compose, arrange and refine musical works through AI-assisted technologies. However, music learners differ considerably in their acceptance and intended use of these tools. This study examined the relationships among music learners' attitudes towards AI-generated music, technology comfort level, technical expertise in music, frequency of AI tool usage and intention to adopt AI tools for future music creation. A quantitative survey was conducted with 543 Chinese music learners enrolled in universities, music conservatories and private training institutions. The data were analyzed using descriptive statistics, Pearson correlation analysis and multiple regression analyses. The findings revealed that positive attitudes towards AI-generated music significantly predicted both the frequency of AI tool usage and learners' intention to adopt AI technologies in future music production. Technology comfort level also showed a significant positive association with adoption intention, indicating that greater confidence in using digital technologies facilitates acceptance of AI-assisted music tools. In contrast, technical expertise in music demonstrated only a modest relationship with AI tool usage and had little influence on attitudes or future adoption intentions. Furthermore, age and formal music education did not significantly predict intention to adopt AI tools. Overall, the findings suggest that psychological factors and digital readiness play a more influential role than demographic or educational characteristics in shaping music learners' engagement with AI-assisted music creation. The study contributes to the growing literature on AI in music education by identifying key factors associated with the acceptance and adoption of AI technologies among music learners and offers practical implications for music educators, curriculum developers and designers of AI-supported music production systems.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 4","pages":""},"PeriodicalIF":5.3,"publicationDate":"2026-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70848","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148848912","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":"Unpacking English Language Teachers' Professional Learning Needs in the Age of AI: A Descriptive Qualitative Analysis of Perceptions, Expectations and Suggested Supports","authors":"YuanYuan Zhang,&nbsp;Ali Derakhshan,&nbsp;Yujong Park","doi":"10.1111/ejed.70856","DOIUrl":"https://doi.org/10.1111/ejed.70856","url":null,"abstract":"<p>Professional learning, a significant factor in teacher education, has received increasing attention across contexts and fields. However, there is a wide gap in the literature of how Artificial Intelligence (AI) technologies have affected English language teachers' professional needs and their associated expectations and practices to fulfil such needs. In order to provide a fresh insight into the ecology of AI-mediated professional needs, this study takes a descriptive qualitative approach to examine English as a foreign language (EFL) teachers' perceptions, expectations, and supporting practices. It used the METUX model as a post hoc interpretive lens to depict how AI satisfies teachers' professional learning needs/expectations. The data were gathered from an online focus group with 20 experienced EFL teachers. The results of inductive thematic analysis showed that EFL teachers held various perceptions and expectations for their professional learning in light of AI tools. Their perceived professional learning needs pertained to AI understanding, curriculum integration, ethical implications, pedagogical alignment, and assessment clarity. The teachers expected training courses going beyond basic ideas, technical AI resources, and continuous institutional support. Moreover, the participants suggested workshops, collaborative discussions, and local meetups to support and fulfil professional needs in the age of AI. The study highlights actionable and belief-oriented professional learning practices for teachers and teacher educators.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 4","pages":""},"PeriodicalIF":5.3,"publicationDate":"2026-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70856","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148848913","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":"What Promotes and Enables EFL Classroom Engagement? Evidence From PLS-SEM and Necessary Condition Analysis","authors":"Cheng Wang,&nbsp;Ziwei Zhao","doi":"10.1111/ejed.70843","DOIUrl":"https://doi.org/10.1111/ejed.70843","url":null,"abstract":"<p>Classroom engagement is central to English as a foreign language (EFL) learning because many learners rely heavily on classroom instruction for language input, interaction, feedback and communicative practice. This study examined how teacher autonomy support, teacher clarity and foreign language classroom anxiety (FLCA) are associated with EFL students' classroom engagement. A total of 487 undergraduate EFL learners in China completed a questionnaire measuring perceived autonomy support, teacher clarity, FLCA and classroom engagement. Partial least squares structural equation modelling (PLS-SEM) was used to test the direct and indirect relationships among the variables, and necessary condition analysis (NCA) was conducted to identify whether autonomy support, teacher clarity and low FLCA were necessary conditions for achieving high classroom engagement. The PLS-SEM results showed that autonomy support and teacher clarity were positively associated with classroom engagement and negatively associated with FLCA. FLCA was negatively associated with classroom engagement and mediated the relationships between both teaching-related factors and engagement. Teacher clarity showed a relatively stronger direct and indirect role than autonomy support. The NCA results further indicated that autonomy support, teacher clarity and low FLCA were all necessary conditions for high classroom engagement. The bottleneck analysis showed that the required levels of these conditions generally increased as the target level of engagement became higher, with low FLCA becoming especially important at the highest engagement level. These findings highlight that EFL classroom engagement can be promoted through English teaching practices that combine autonomy-supportive task design, explicit instructional guidance and anxiety-sensitive support for classroom communication.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 4","pages":""},"PeriodicalIF":5.3,"publicationDate":"2026-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70843","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148849144","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":"Pre-Service English Teachers’ Reported Roles and Practices in Promoting Self-Regulated Learning During the K-12 Practicum","authors":"Ramazan Yetkin","doi":"10.1111/ejed.70850","DOIUrl":"https://doi.org/10.1111/ejed.70850","url":null,"abstract":"<p>This study examines pre-service English teachers' reported roles and practices in promoting self-regulated learning (SRL) in K–12 classroom contexts during their practicum, as well as the challenges they encounter. Adopting a multidimensional view of SRL encompassing cognitive, metacognitive, motivational, and behavioural strategies, the study involved three pre-service English teachers undertaking their practicum in K–12 settings with prior teaching experience in either state or private schools. Data were collected through reflective journals, semi-structured interviews, and focus group discussions and analysed thematically. The findings indicate that the participants demonstrated strong awareness of SRL and reported enacting a range of practices, including goal setting, motivational support, and time management, in their teaching. Participants perceived students as using some SRL strategies, although students' engagement was described as uneven and inconsistent. Participants also reported attempts to scaffold students' strategy use through practices such as goal setting and elaboration, while identifying challenges related to limited professional preparation and difficulties in pedagogically integrating emerging technologies. The study contributes to research on SRL in teacher education by highlighting pre-service teachers' reported roles and practices in fostering SRL and underscoring the need for targeted professional development in pre-service and early-career teacher education programmes to support teachers in fostering SRL in K–12 classrooms.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 4","pages":""},"PeriodicalIF":5.3,"publicationDate":"2026-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70850","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148849145","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":"EFL Learners' Well-Being Affected by Their Self-Efficacy and Resilience in AI-Integrated Learning Environment","authors":"Yi Wei,&nbsp;Xiang Long","doi":"10.1111/ejed.70823","DOIUrl":"https://doi.org/10.1111/ejed.70823","url":null,"abstract":"<p>With the advent of Artificial Intelligence (AI) in the academic context, the traditional learning settings have been changed to advanced instruments that boost the learners' achievement. A critical factor of learners' achievement in AI-based settings is Psychological Well-being (PWB). Nevertheless, detecting the effect of mental factors such as resilience and self-efficacy on PWB in these settings is a recent issue in teaching because enhancing these constructs is critical for both educational success and PWB in digital EFL settings. Through Self-determination theory (SDT), this study seeks to examine the interplay among PWB, self-efficacy and resilience. Through purposive sampling, 317 EFL learners from Chinese universities who actively used AI tools in their language courses were selected, and after data screening, 292 valid responses were retained for analysis. Data were collected through three validated instruments: Ryff and Singer's Psychological Well-Being Scale, Pintrich and De Groot's Self-efficacy Scale and Cassidy's Academic Resilience Scale. The scales were distributed, and following data collection, structural equation modelling (SEM) was employed for model determination. Both self-efficacy and resilience were identified as significant predictors of PWB. Self-efficacy emerged as the stronger predictor, uniquely accounting for 21.81% of the variance in PWB scores, while resilience explained 14.52% of the variance independently. Based on the results, the two mental concepts have a crucial and statistically significant effect on how meaningfully and actively learners take part in AI-based settings. The findings contribute to the broader view of SDT's utilization in AI-based settings, paving the way for subsequent studies on motivational aspects in such settings.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 4","pages":""},"PeriodicalIF":5.3,"publicationDate":"2026-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70823","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148849109","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":"Agency in Academic Career Development Within Neoliberalism: Chinese as an Additional Language Teachers' Trajectories","authors":"Luyao (Elva) Zhang,&nbsp;Yang (Frank) Gong,&nbsp;Huichao (Claire) Zhang","doi":"10.1111/ejed.70844","DOIUrl":"https://doi.org/10.1111/ejed.70844","url":null,"abstract":"<p>The pursuit of academic careers within neoliberal higher education is increasingly characterised as uncertain, insecure and fragmented. Previous studies have predominantly depicted the challenges and tensions experienced by language teachers in sustaining their career development. However, there remains a lack of research on how career agency (i.e., agentic actions and choices) is negotiated and exercised by individuals at the micro level. This multiple case study traces the career trajectories of a group of Chinese as an additional language (CAL) teachers, focusing on how they make decisions and enact actions to navigate their academic careers. The findings reveal diverse manifestations of career agency among the participants. Their career accounts indicate how different elements, such as neoliberal norms, personal values, professional status and career goals, intersect in their choices and actions as they navigate individual academic careers. Practical implications are discussed to support language teachers in developing their career paths within neoliberalism.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 4","pages":""},"PeriodicalIF":5.3,"publicationDate":"2026-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70844","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148811259","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}