European Journal of Education最新文献_第2页

Artificial Intelligence (AI) as a Pedagogical Tool for Second Language Development Among Bedouin Arab Female Students in Israel 人工智能（AI）作为以色列贝都因阿拉伯女学生第二语言发展的教学工具

IF 3.6 3区教育学

European Journal of Education Pub Date : 2026-03-09 DOI: 10.1111/ejed.70554

Aref Abu-Gweder

{"title":"Artificial Intelligence (AI) as a Pedagogical Tool for Second Language Development Among Bedouin Arab Female Students in Israel","authors":"Aref Abu-Gweder","doi":"10.1111/ejed.70554","DOIUrl":"https://doi.org/10.1111/ejed.70554","url":null,"abstract":"<div>\u0000 \u0000 The introduction of artificial intelligence (AI) in its contemporary form has prompted significant changes in teaching methodologies across educational institutions, spanning both primary and higher education. These changes include the integration of ICT applications into the academic culture. The purpose of this study is to evaluate the effectiveness of AI in supporting students who use a second language in higher education. This evaluation is conducted through a case study focusing on the course ‘Approaches to Teaching Hebrew as a Second Language’, designed for Arab-Bedouin female students in Israel. The study examines the impact of AI tools on the students' written and oral expression in Hebrew, their second language. Employing the method of self-reflection, a form of action research, the study centres on the experiences of teachers and teacher trainees. The analysis draws on three data sources: written assignments submitted by the students, oral presentations of academic articles delivered in Hebrew, and reflective insights provided by the students at the end of the course. The findings reveal that in both contexts–written and oral expression–the use of AI proved effective. AI tools enhanced the quality of the students' written projects, which focused on research topics, and improved their oral presentation skills.\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 2","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147564467","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

College Environment and Learning Gains of Chinese Undergraduate Students: Addressing Disparities Between Ethnic Minority and Non-Minority Students 大学环境与中国大学生的学习收获：解决少数民族与非少数民族学生之间的差异

IF 3.6 3区教育学

European Journal of Education Pub Date : 2026-03-09 DOI: 10.1111/ejed.70515

Hua Bai, Hongxia Liu, Hongping Liu

{"title":"College Environment and Learning Gains of Chinese Undergraduate Students: Addressing Disparities Between Ethnic Minority and Non-Minority Students","authors":"Hua Bai, Hongxia Liu, Hongping Liu","doi":"10.1111/ejed.70515","DOIUrl":"https://doi.org/10.1111/ejed.70515","url":null,"abstract":"<div>\u0000 \u0000 Recent reforms to China's college admission policies have increased access to higher education for ethnic minority students. However, these students frequently encounter distinct challenges stemming from their cultural backgrounds, language proficiency, and prior educational experiences. This study focuses on the achievement gap between ethnic minority and non-minority students within the Chinese higher education system. By analysing data from 19,637 undergraduates across 37 universities, this study used the Chinese version of the College Student Experiences Questionnaire to examine the influence of college environment on student learning gains and to determine whether the mediating effects of academic and social activities varied across ethnic groups. The structural equation modelling results suggested that: (1) a positive association existed between college environment and learning gains for both ethnic minority and non-minority students; (2) both academic and social activities partially mediated this relationship; and (3) the impact of social activities on learning gains was significantly less pronounced for ethnic minority students, thereby revealing a critical disparity. This study underscores the important role of college environment in fostering student learning and emphasises the necessity of tailored support mechanisms designed to address the unique challenges experienced by ethnic minority students.\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 2","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147564488","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

RETRACTION: The Evolution, Present Practices, and Future Directions of Early Childhood Education and Care in China 中国幼儿教育与保育的演变、现状与未来

IF 3.6 3区教育学

European Journal of Education Pub Date : 2026-03-05 DOI: 10.1111/ejed.70558

引用次数: 0

Unpacking Teacher and Parent Involvement Patterns: Associations With Students' Cognitive, Emotional and Behavioural Homework Engagement 拆解教师和家长参与模式：与学生认知、情感和行为作业参与的关系

IF 3.6 3区教育学

European Journal of Education Pub Date : 2026-03-05 DOI: 10.1111/ejed.70564

Shenghua Huang, Miaoting Cheng, Yabing Wang

引用次数: 0

RETRACTION: The Evolution, Present Practices, and Future Directions of Early Childhood Education and Care in China 中国幼儿教育与保育的演变、现状与未来

IF 3.6 3区教育学

European Journal of Education Pub Date : 2026-03-05 DOI: 10.1111/ejed.70558

引用次数: 0

Unpacking Teacher and Parent Involvement Patterns: Associations With Students' Cognitive, Emotional and Behavioural Homework Engagement 拆解教师和家长参与模式：与学生认知、情感和行为作业参与的关系

IF 3.6 3区教育学

European Journal of Education Pub Date : 2026-03-05 DOI: 10.1111/ejed.70564

Shenghua Huang, Miaoting Cheng, Yabing Wang

引用次数: 0

Constructing the GenAI Literacy Model for Pre-Service Second Language Teachers: A Behavioural Event Interview Approach 建构职前第二语言教师GenAI素养模型：行为事件访谈法

IF 3.6 3区教育学

European Journal of Education Pub Date : 2026-03-03 DOI: 10.1111/ejed.70555

Hanwei Wu, Jiacheng Zhang

{"title":"Constructing the GenAI Literacy Model for Pre-Service Second Language Teachers: A Behavioural Event Interview Approach","authors":"Hanwei Wu, Jiacheng Zhang","doi":"10.1111/ejed.70555","DOIUrl":"https://doi.org/10.1111/ejed.70555","url":null,"abstract":"<div>\u0000 \u0000 Although generative artificial intelligence (GenAI) literacy models have recently emerged in the field of second language (L2) teaching, most of them adopt a top-down approach by modifying existing frameworks, such as digital literacy models. As a result, these models may not fully capture the contextually grounded competencies needed for effective L2 teaching. Furthermore, many of these models are designed for in-service L2 teachers, leaving pre-service teachers largely unaddressed. To fill this gap, this study utilised the Behavioural Event Interview (BEI) to analyse the GenAI literacy of 20 pre-service L2 teachers from universities in China, who were divided into two groups: 10 high-performing and 10 average-performing participants. Using MAXQDA 2022 for data analysis, 18 key GenAI literacy attributes were identified. An independent t-test conducted with SPSS 26 revealed that nine of these attributes were discriminative (i.e., Agency, Developmental Motivation, Resilience, Prompt Design, Multiple-tool Integration, Classroom Interaction, Personalised Teaching, Reflective Practice, and Collaborative Innovation), distinguishing high performers from average ones. The remaining attributes were categorised as benchmark competencies (i.e., Value Cognition, Characteristic Cognition, Basic Operations, Resource Preparation, Interdisciplinary Goal Integration, Content Evaluation, Homework Grading, Ethics, and Emotional Care), which are essential for all pre-service L2 teachers. Based on McClelland's Iceberg Model, these attributes were further organised into four dimensions: Knowledge, Skills, Traits, and Motives. Finally, we discuss the implications of our model and provides directions for future research in GenAI literacy for pre-service L2 teachers.\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 2","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147562919","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

Negotiating Global Citizenship and Nationalism: Shifting Paradigms in Hong Kong's Global Citizenship Education 协商全球公民与民族主义：香港全球公民教育模式的转变

IF 3.6 3区教育学

European Journal of Education Pub Date : 2026-03-03 DOI: 10.1111/ejed.70553

Jason Cong Lin

{"title":"Negotiating Global Citizenship and Nationalism: Shifting Paradigms in Hong Kong's Global Citizenship Education","authors":"Jason Cong Lin","doi":"10.1111/ejed.70553","DOIUrl":"https://doi.org/10.1111/ejed.70553","url":null,"abstract":"This conceptual paper critically examines the evolving interplay between global citizenship and nationalism in Hong Kong's global citizenship education. Drawing on critical analysis of existing literature and recent socio-political and educational changes in Hong Kong, it traces the shift from a Western-oriented global citizenship—characterised by neoliberalism, global competitiveness and limited national affiliation—to a form of global citizenship aligned with Chinese characteristics, foregrounding national identity, Chinese cultural heritage and the interests of the Chinese government. This transformation, accelerated since 2020 under the National Security Law, raises critical questions about the marginalisation of local voices and the potential instrumentalization of global citizenship to justify nationalism. The analysis indicates that while Hong Kong's education system increasingly prioritises national over global perspectives, genuine global citizenship with Hong Kong's unique characteristics remains elusive. The paper recommends greater balance in curriculum design, teacher development, assessment and stakeholder engagement to support a more inclusive and context-sensitive vision of global citizenship education in Hong Kong.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 2","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70553","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147562901","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

Thong Dong/Tenang Pedagogy: A Dialogue From Global South Scholars in Nurturing Teacher Well-Being Beyond Classrooms 童东/Tenang教学法：全球南方学者在课堂之外培育教师福祉的对话

IF 3.6 3区教育学

European Journal of Education Pub Date : 2026-03-03 DOI: 10.1111/ejed.70550

Lien Thi Phuong Le, Giang Thi Phi Huong Dang, Euis Kurniati, Nam Minh Nguyen, Ethan Trinh

{"title":"Thong Dong/Tenang Pedagogy: A Dialogue From Global South Scholars in Nurturing Teacher Well-Being Beyond Classrooms","authors":"Lien Thi Phuong Le, Giang Thi Phi Huong Dang, Euis Kurniati, Nam Minh Nguyen, Ethan Trinh","doi":"10.1111/ejed.70550","DOIUrl":"https://doi.org/10.1111/ejed.70550","url":null,"abstract":"<div>\u0000 \u0000 Teacher well-being (TWB) is not just an individual responsibility, but a shared ecological responsibility where individuals live in unity. However, under the increasing pressures and workloads, well-being seems to be a luxury and self-care probably is the last option for Giáo đa đoan kiệt quệ (burnout-multifaceted teacher). The term thong dong/tenang emerge naturally from our conversations about education and is grounded in our teaching practices. Despite our teaching and research backgrounds (i.e., Vietnam, Indonesia and the U.S.), we share the same concern about the teacher's burnout across the globe. In this turbulent time, we are pondering how we can regenerate the thong dong/tenang pedagogy toward our daily journey as multifaceted teachers working in the Global South. Using memory-rewriting and dialogic autoethnography, our narratives braided together as we moved back and forth to explore what the thong dong/tenang pedagogy means and looks like so that we can work toward healing our own selves in the teaching and research journeys.\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 2","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147563023","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

Thong Dong/Tenang Pedagogy: A Dialogue From Global South Scholars in Nurturing Teacher Well-Being Beyond Classrooms 童东/Tenang教学法：全球南方学者在课堂之外培育教师福祉的对话

IF 3.6 3区教育学

European Journal of Education Pub Date : 2026-03-03 DOI: 10.1111/ejed.70550

Lien Thi Phuong Le, Giang Thi Phi Huong Dang, Euis Kurniati, Nam Minh Nguyen, Ethan Trinh

{"title":"Thong Dong/Tenang Pedagogy: A Dialogue From Global South Scholars in Nurturing Teacher Well-Being Beyond Classrooms","authors":"Lien Thi Phuong Le, Giang Thi Phi Huong Dang, Euis Kurniati, Nam Minh Nguyen, Ethan Trinh","doi":"10.1111/ejed.70550","DOIUrl":"https://doi.org/10.1111/ejed.70550","url":null,"abstract":"<div>\u0000 \u0000 Teacher well-being (TWB) is not just an individual responsibility, but a shared ecological responsibility where individuals live in unity. However, under the increasing pressures and workloads, well-being seems to be a luxury and self-care probably is the last option for Giáo đa đoan kiệt quệ (burnout-multifaceted teacher). The term thong dong/tenang emerge naturally from our conversations about education and is grounded in our teaching practices. Despite our teaching and research backgrounds (i.e., Vietnam, Indonesia and the U.S.), we share the same concern about the teacher's burnout across the globe. In this turbulent time, we are pondering how we can regenerate the thong dong/tenang pedagogy toward our daily journey as multifaceted teachers working in the Global South. Using memory-rewriting and dialogic autoethnography, our narratives braided together as we moved back and forth to explore what the thong dong/tenang pedagogy means and looks like so that we can work toward healing our own selves in the teaching and research journeys.\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 2","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147562917","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