European Journal of Education最新文献_第2页

Mobility Decisions of Non-European Degree Mobile Students in Germany, Italy and the United Kingdom 德国、意大利和英国非欧洲学位流动学生的流动决策

IF 3.6 3区教育学

European Journal of Education Pub Date : 2025-09-23 DOI: 10.1111/ejed.70258

Erik Zeltner, Christof Van Mol

{"title":"Mobility Decisions of Non-European Degree Mobile Students in Germany, Italy and the United Kingdom","authors":"Erik Zeltner, Christof Van Mol","doi":"10.1111/ejed.70258","DOIUrl":"https://doi.org/10.1111/ejed.70258","url":null,"abstract":"<p>This paper examines the decision-making processes of non-European students enrolling in master's degrees at research universities in Germany, Italy and the United Kingdom. Starting from the Rubicon model of action, our analysis of 28 in-depth interviews with students from India, China and Iran illustrates how motivational processes unfold differently in relation to the contextual surroundings in each country of origin. We identified two main contextual areas in which motivations for international student mobility emerge: the home labour market (an area that has attracted little scholarly attention to date) and the higher education system. These different starting points are associated with three types of goal intentions: life-changing migration, career-related, and study or learning-oriented goal intentions. Furthermore, our analysis indicates more homogeneity once prospective students reach the planning and action stage, where five main factors are influential: financial costs; visa regulations and work opportunities during and after graduation; choice of subject; international cooperation between universities; and the role of significant others.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70258","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145181550","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

The Science and Technology Paradox in Chinese Universities: An Efficiency Decomposition Perspective Under Different Stages and Motivations 中国高校科技悖论：不同阶段和动因下的效率分解视角

IF 3.6 3区教育学

European Journal of Education Pub Date : 2025-09-23 DOI: 10.1111/ejed.70271

Lei Tong, Qinwei Cao

{"title":"The Science and Technology Paradox in Chinese Universities: An Efficiency Decomposition Perspective Under Different Stages and Motivations","authors":"Lei Tong, Qinwei Cao","doi":"10.1111/ejed.70271","DOIUrl":"https://doi.org/10.1111/ejed.70271","url":null,"abstract":"<div>\u0000 \u0000 <p>Chinese universities face a persistent paradox: Despite substantial investments in R&D and strong knowledge production performance, their socioeconomic impact remains limited. To address this disconnect, we develop a dual-stage efficiency framework distinguishing knowledge production (KPE) from knowledge transformation (KTE) and implement a three-stage DEA-Malmquist approach to isolate managerial efficiency. Analysing panel data from 56 leading Chinese universities, we identify technological regression in knowledge transformation—rather than input or scale inefficiency—as the core constraint. Notably, Project 211 universities outperform their Project 985 counterparts in knowledge production efficiency, while 985 institutions demonstrate superior transformation efficiency. Both groups, however, exhibit nearly identical technological stagnation in transformation, underscoring systemic—rather than tier-specific—barriers. These findings challenge conventional resource-centric policy paradigms and emphasise the critical need to realign incentive structures and build translational capabilities to resolve China's science–technology paradox.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145181555","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

Is Informal Writing Only for Fun? Revisiting the Learning Potential of Informal Writing in Second Language (L2) Contexts 非正式写作只是为了好玩吗？重新审视第二语言语境下非正式写作的学习潜力

IF 3.6 3区教育学

European Journal of Education Pub Date : 2025-09-22 DOI: 10.1111/ejed.70260

Shulin Yu

{"title":"Is Informal Writing Only for Fun? Revisiting the Learning Potential of Informal Writing in Second Language (L2) Contexts","authors":"Shulin Yu","doi":"10.1111/ejed.70260","DOIUrl":"https://doi.org/10.1111/ejed.70260","url":null,"abstract":"<div>\u0000 \u0000 <p>While researchers in recent years have exhibited a burgeoning interest in studying writing practices beyond formal contexts, the purpose of informal writing appears to be constrained primarily to recreational activities or interpersonal communication, thus overlooking its potential impact on enhancing formal writing competence. The present qualitative study aims to reveal L2 student writers' perspectives concerning the influences of informal writing on formal writing and writer development in L2 writing contexts. Informed by a dual perspective of cognitivism and social constructivism, this qualitative study collected interview data with 26 university students and their writing samples. This study reveals that informal writing (1) has the potential to improve learners' L2 writing proficiency in many aspects; (2) has both beneficial and detrimental effects on formal writing; (3) can be an emotional regulator and emotional trigger; (4) can influence writers' learning processes and learning outcomes; and (5) can affect L2 writers' personal growth. This study contributes to our understanding of the learning potential of informal writing in second language education.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145111341","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

A 29-Year (1994–2023) Bibliometrics Analysis of Usage of the Gamification in History Education 历史教育中游戏化使用的29年文献计量学分析

IF 3.6 3区教育学

European Journal of Education Pub Date : 2025-09-19 DOI: 10.1111/ejed.70256

Xiaolong Shen, Jiangbo Li, Mingming Li, Amir Karimi

{"title":"A 29-Year (1994–2023) Bibliometrics Analysis of Usage of the Gamification in History Education","authors":"Xiaolong Shen, Jiangbo Li, Mingming Li, Amir Karimi","doi":"10.1111/ejed.70256","DOIUrl":"https://doi.org/10.1111/ejed.70256","url":null,"abstract":"<div>\u0000 \u0000 <p>Over the past two decades, gamification has emerged as a significant pedagogical approach in history education, attracting the attention of historians. This bibliometric study analyses 249 papers from 1994 to 2023, employing scientometric methods to identify trends, key authors, nations, institutions and highly cited documents. Data were processed using Microsoft Excel, Bibliometrix, Publish or Perish (PoP), and VOSviewer. Findings reveal a steady increase in publications, peaking at 26 articles in 2018. VOSviewer identified six research clusters focused on gamification, history education, and history teaching. Elementary school applications emphasise technology, enjoyment, and curiosity, while high school games prioritise analytical skills and critical thinking, utilising online databases, digital archives, and multimedia technologies. The COVID-19 pandemic further accelerated the growth of the gaming industry, with video games gaining popularity for their roles in social interaction, education, and entertainment. The University of Murcia led in publications, followed by institutions in Greece, Brazil and Taiwan. The United States, Spain and Canada were the most productive countries, with scholars like Seng Yue Wong, Sara de Freitas, Christopher Peters and Panagiotis Petridis emphasising national and academic collaborations over international partnerships. Gamification enhances engagement in history education, but its implementation requires age-appropriate integration of virtual and augmented reality technologies tailored to learners' developmental characteristics.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145101779","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

Private Tutoring as a Space for Professional Fulfilment and Personal Renewal: How Dutch Teachers Navigate Dual Roles in a Changing Educational Landscape 私人辅导作为职业实现和个人更新的空间：荷兰教师如何在不断变化的教育环境中定位双重角色

IF 3.6 3区教育学

European Journal of Education Pub Date : 2025-09-19 DOI: 10.1111/ejed.70266

Marjolein K. Camphuijsen

{"title":"Private Tutoring as a Space for Professional Fulfilment and Personal Renewal: How Dutch Teachers Navigate Dual Roles in a Changing Educational Landscape","authors":"Marjolein K. Camphuijsen","doi":"10.1111/ejed.70266","DOIUrl":"https://doi.org/10.1111/ejed.70266","url":null,"abstract":"<p>Private supplementary tutoring has become a widespread global phenomenon, with many schoolteachers providing fee-based tutoring after school hours. This study focuses on the Netherlands, where demand for private tutoring has grown substantially over time. It examines the entry routes, motivations, and experiences of Dutch schoolteachers involved in providing private tutoring, and how they balance their roles as both teachers and tutors. Based on 14 in-depth interviews, the study identifies several recurring entry routes into private tutoring, driven by professional, personal, economic, and moral motives. While teachers face moral dilemmas, many find professional fulfilment in tutoring, which allows them to reconnect with intrinsic motivations as educators and restore energy and engagement. The findings suggest that systemic constraints can push teachers to seek professional satisfaction or personal renewal outside formal education. The study reveals why tutoring appeals even in relatively well-resourced systems and provides implications to better support teacher well-being and retention.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70266","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145102287","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

A Latent Growth Curve Modelling Study on the Impact of AI-Powered Robots on Classroom Enjoyment and Willingness to Attend Classes 人工智能机器人对课堂享受和上课意愿影响的潜在增长曲线建模研究

IF 3.6 3区教育学

European Journal of Education Pub Date : 2025-09-18 DOI: 10.1111/ejed.70257

Xian Shang

{"title":"A Latent Growth Curve Modelling Study on the Impact of AI-Powered Robots on Classroom Enjoyment and Willingness to Attend Classes","authors":"Xian Shang","doi":"10.1111/ejed.70257","DOIUrl":"https://doi.org/10.1111/ejed.70257","url":null,"abstract":"<div>\u0000 \u0000 <p>Artificial intelligence (AI) technologies have been increasingly recognised for their transformative potential in education. However, limited research has examined the emotional and behavioural impacts of AI-powered robots on students. To bridge this gap, the present study explored whether instruction supported by AI-powered robots enhances students' classroom enjoyment and their willingness to attend classes (WTAC). Adopting a longitudinal quasi-experimental design, the study involved 83 Chinese university students who participated in a semester-long course facilitated by three AI robots. Surveys were administered at both the beginning and end of the course to capture changes in the target constructs. Latent Growth Curve Modelling (LGCM) was employed to examine developmental trends and the dynamic relationships between enjoyment and WTAC over time. Findings revealed that AI-powered instruction significantly improved both classroom enjoyment and WTAC throughout the course. Additionally, a strong positive correlation was observed between the two constructs, suggesting a mutually reinforcing relationship between students' emotional engagement and their behavioural willingness to participate. These results are discussed in relation to relevant theoretical frameworks (i.e., control-value theory, theory of planned behaviour and the broaden-and-build theory), offering practical implications for educators and policymakers aiming to effectively integrate AI technologies into classroom instruction.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145101806","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

ChatGPT in Education: A Systematic Review of Current Landscape, Limitations and Future Directions Through General System Theory Lens ChatGPT在教育中的应用：从一般系统理论的视角对其现状、局限性和未来方向的系统回顾

IF 3.6 3区教育学

European Journal of Education Pub Date : 2025-09-18 DOI: 10.1111/ejed.70262

Hsin-Yu Lee, Yueh-Min Huang, Ting-Ting Wu

{"title":"ChatGPT in Education: A Systematic Review of Current Landscape, Limitations and Future Directions Through General System Theory Lens","authors":"Hsin-Yu Lee, Yueh-Min Huang, Ting-Ting Wu","doi":"10.1111/ejed.70262","DOIUrl":"https://doi.org/10.1111/ejed.70262","url":null,"abstract":"<div>\u0000 \u0000 <p>The rapid proliferation of ChatGPT has fuelled expectations of transformative change in education; yet most systematic reviews remain confined to single disciplines or educational levels. Adopting general system theory (GST) and the knowledge-skills-attitudes (KSA) framework, this review offers a more comprehensive perspective on ChatGPT's educational impact. Following PRISMA guidelines, we searched major academic databases for studies published between November 2022 and March 2024, screened them against predefined criteria, and ultimately analysed 92 eligible papers through qualitative content analysis. Findings were mapped onto the five GST elements—subject, information, medium, environment and technology. Research to date is markedly concentrated in higher education (69.7%), with far less work in primary (3.4%) and secondary (13.5%) settings. Nearly half of the studies target STEM subjects (45.6%). The most frequently reported applications are timely feedback (55 occurrences), content generation (20) and personalised learning (15). Positive effects are most evident for knowledge construction (63 occurrences) and skills development (59), whereas attitudinal outcomes receive comparatively little attention (20). Overall, the evidence points to promising—but uneven—educational benefits. Prevailing limitations include small- or medium-scale research designs and the under-representation of primary and secondary contexts. Future work should adopt larger samples, give greater weight to attitudinal dimensions, and strive for a more balanced coverage across all educational levels to realise ChatGPT's full potential in teaching and learning.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145101807","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

Boosting Classroom Practices Through Principal Feedback: The Mediating Roles of Teacher Professional Learning and Teacher Self-Efficacy 校长反馈促进课堂实践：教师专业学习与教师自我效能感的中介作用

IF 3.6 3区教育学

European Journal of Education Pub Date : 2025-09-17 DOI: 10.1111/ejed.70265

Ramazan Cansoy, Muhammet Emin Türkoğlu, Mahmut Polatcan

{"title":"Boosting Classroom Practices Through Principal Feedback: The Mediating Roles of Teacher Professional Learning and Teacher Self-Efficacy","authors":"Ramazan Cansoy, Muhammet Emin Türkoğlu, Mahmut Polatcan","doi":"10.1111/ejed.70265","DOIUrl":"https://doi.org/10.1111/ejed.70265","url":null,"abstract":"<div>\u0000 \u0000 <p>This study conceptualised principal feedback as a motivational and informational cue that shapes teachers' beliefs about their capabilities and their engagement in ongoing learning. The aim was to develop a more integrated understanding of how principal feedback influences teachers' instructional practices by examining the mediating roles of teacher self-efficacy and teacher professional learning. Data were collected from 408 K-12 teachers in Türkiye, and the proposed model was tested using structural equation modelling (SEM). The findings indicate that principal feedback is positively associated with teacher self-efficacy and teacher professional learning, both of which are in turn directly linked to teachers' instructional practices. Furthermore, the analyses revealed partial mediation effects, suggesting that teacher self-efficacy and teacher professional learning act as key psychological and behavioural mechanisms through which principal feedback influences instructional practices. These results suggest that by fostering feedback-rich school environments, policymakers and school leaders can promote both teacher development and instructional improvement.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145101414","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

Examining Knowledge Management Factors in College Students' Acceptance of Engineering Language MOOCs: An Extended TAM Approach 考察大学生对工程语言mooc接受程度的知识管理因素：一种扩展TAM方法

IF 3.6 3区教育学

European Journal of Education Pub Date : 2025-09-16 DOI: 10.1111/ejed.70253

Amir Mashhadi, Hoora Dehghani

{"title":"Examining Knowledge Management Factors in College Students' Acceptance of Engineering Language MOOCs: An Extended TAM Approach","authors":"Amir Mashhadi, Hoora Dehghani","doi":"10.1111/ejed.70253","DOIUrl":"https://doi.org/10.1111/ejed.70253","url":null,"abstract":"<div>\u0000 \u0000 <p>This study explores the impact of Knowledge Management (KM) factors—knowledge acquisition (KAC), knowledge storage (KST), knowledge sharing (KSH), and knowledge application (KAP)—on the acceptance of Engineering Language Massive Open Online Courses (E-LMOOCs) by English as a foreign language (EFL) learners majoring in engineering sciences at Shahid Chamran University of Ahvaz, Iran. Using the extended Technology Acceptance Model (TAM), the research assesses how these KM factors influence perceived usefulness (PU) and perceived ease of use (PEOU) of E-LMOOCs, as well as learners' behavioural intention (BI) to use them. A total of 853 responses were collected from engineering students between September 2020 and September 2024 and analysed using structural equation modelling (SEM). The results show that PEOU significantly affects PU and BI, and PU significantly influences BI, which in turn significantly impacts actual behaviour (AB). KAC significantly affects PU and PEOU, KSH significantly affects PEOU and BI (but not PU), KST affects only PEOU, and KAP significantly impacts PU. However, the hypotheses regarding KSH's effects on PU and KST's effects on PU and BI were not supported. The findings highlight the importance of PEOU and PU in driving learner acceptance of E-LMOOCs and suggest that improving KM practices, especially KAC and KAP, can enhance the effectiveness and adoption of E-LMOOCs among Iranian engineering EFL learners. This study discusses the implications of the findings and provides recommendations for further research.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145101532","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

Investigation of the Effect of a Gamified, STEM-Supported Flipped Learning Model on Students' Motivation and 21st-Century Skills 游戏化、stem支持的翻转学习模式对学生动机和21世纪技能影响的调查

IF 3.6 3区教育学

European Journal of Education Pub Date : 2025-09-16 DOI: 10.1111/ejed.70231

Hatice Cansu Özpir, Mehtap Yildirim

{"title":"Investigation of the Effect of a Gamified, STEM-Supported Flipped Learning Model on Students' Motivation and 21st-Century Skills","authors":"Hatice Cansu Özpir, Mehtap Yildirim","doi":"10.1111/ejed.70231","DOIUrl":"https://doi.org/10.1111/ejed.70231","url":null,"abstract":"<div>\u0000 \u0000 <p>This research investigates how the flipped learning model and gamified STEM activities influence fifth-grade students' motivation to learn science and develop 21st-century skills. During the spring semester of 2021–2022, STEM activities on ‘Diffusion of Light’ and ‘Human and Environment’ were implemented for 50 fifth graders. A mixed-methods approach was used; quantitative data were gathered using the Science Learning Motivation Scale and the 21st Century Skills Scale, alongside qualitative data from semi-structured student interviews. The 10-week data analysis indicated that gamified STEM activities significantly enhanced motivation to learn science, particularly in communication and research. However, quantitative findings showed no significant improvement in 21st-century skills. Conversely, qualitative analysis demonstrated that the gamified, STEM-supported flipped learning model effectively boosted students' motivation towards science and 21st-century skills, with students generally expressing positive opinions. These findings highlight the potential benefits of incorporating STEM-based flipped learning models and gamification in education, particularly as motivational tools.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145101530","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