European Journal of Education最新文献

{"title":"Reflections of Preschool Teachers Regarding the Major Earthquake Disaster Experienced in Turkey","authors":"Hüseyin Kotaman,&nbsp;Seval Ördek İnceoğlu","doi":"10.1111/ejed.70089","DOIUrl":"https://doi.org/10.1111/ejed.70089","url":null,"abstract":"<p>The purpose of this study is to gather in-depth information about the direct effects of the major disaster resulting from the earthquakes of 7.4 and 7.8 magnitudes that occurred in Turkey on February 6, 2023, and still affect the most affected provinces, from the perspective of preschool teachers working in those regions. This includes examining the ongoing effects of the earthquake on themselves and the children, the conditions they are facing, problems encountered and potential solutions. Participants responded to 12 open-ended questions prepared for this purpose using Google Forms, ensuring complete anonymity of their identities. The qualitative data obtained were analysed using a phenomenological approach, and themes were identified. Through phenomenological analysis, three main themes and their subcategories emerged. Under the main theme of educational problems, subcategories such as emotional issues, difficulty in separation from mothers, recurring fears related to earthquakes, and games were identified. The second main theme emerged as solutions in education. The third main theme, under the title of recovery, included subcategories such as social activities and socialisation, psychological support and games and toys.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70089","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143793307","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":"A Longitudinal Narrative Inquiry on Disadvantaged Adolescents' Well-Being Development in Fee-Free Supplementary Tutoring","authors":"Kevin Wai Ho Yung,&nbsp;Scarlet Poon","doi":"10.1111/ejed.70097","DOIUrl":"https://doi.org/10.1111/ejed.70097","url":null,"abstract":"<p>Well-being development in young people's formative years is crucial for their transition to adulthood. While research on well-being in formal education contexts is expanding, little attention has been paid to out-of-school educational settings, particularly supplementary tutoring for disadvantaged students. Adopting Sirgy's concept of positive balance, this paper examines the well-being of financially disadvantaged adolescents receiving fee-free one-on-one supplementary tutoring. A year-long longitudinal narrative inquiry was conducted with 18 adolescents on their English learning motivation in Hong Kong. Three rounds of individual interviews with each adolescent, their English writing and reflective drawing were analysed. Interviews with their parents and tutors were conducted, and tutorials were observed where possible. This paper focuses on three adolescents with different personal attributes and life circumstances, examining their strategies inspired by their tutoring experience to uphold well-being amidst educational and other challenges. This study demonstrates the potentials of informal educational environments in promoting students' well-being.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70097","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143793296","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":"Exploring the Relationship Between Fourth and Eighth Graders' Self-Efficacy and Mathematical Problem Posing From the Threshold Perspective: The Moderating Roles of Grit","authors":"Qimeng Liu,&nbsp;Jian Liu,&nbsp;Jinfa Cai,&nbsp;Tianxue Cui","doi":"10.1111/ejed.70091","DOIUrl":"https://doi.org/10.1111/ejed.70091","url":null,"abstract":"<div>\u0000 \u0000 <p>This study explores the task-specific self-efficacy of 1815 Chinese fourth graders and 1767 eighth graders as well as its relationship to their problem-posing performance and the moderating effect of grit on this relationship. the linear regression model, generalised additive model (GAM) and continuous threshold regression model (CTRM) were used. The findings indicate that the relationship between self-efficacy and mathematical problem posing is nonlinear on most occasions for both fourth and eighth graders. In addition, the study identified a best-fit interval (BFI) and a self-efficacy trap interval (STI) to aid in evaluating the predictive power of self-efficacy on problem posing. Furthermore, the positive moderating effect of grit only works after the threshold, when the initial relationship between self-efficacy and problem posing is negative. The findings of this study contribute to an advanced understanding of the characteristics of problem posing from a noncognitive perspective.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143793738","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":"Teacher Leadership and Student Satisfaction: A Full Latent Growth Approach to Moderated Mediation Using Soft Skills and Motivation","authors":"Oussama Moussaoui,&nbsp;Najib Bouhout,&nbsp;Sanae Mamnoun","doi":"10.1111/ejed.70093","DOIUrl":"https://doi.org/10.1111/ejed.70093","url":null,"abstract":"<div>\u0000 \u0000 <p>While teaching practices are generally known to influence students' motivation, soft skills, and satisfaction, the impact of transformational Teacher Leadership remains underexplored. This study employs a latent growth approach to moderated mediation to examine soft skills and autonomous motivation (Intrinsic and Extrinsic Identified) effects as mediators along with the controlled forms of motivation (Introjected and External) and amotivation as moderators of the influence of Transformative Teacher Leadership on academic satisfaction. Surveys from 204 students across Moroccan higher education institutions reveal that TTL enhances communication, problem-solving, teamwork, self-management, and leadership skills, increasing academic satisfaction. TTL's influence on intrinsic motivation is mediated by problem-solving, self-management, and leadership skills, while its impact on extrinsic motivation is mediated by leadership skills alone. Controlled motivation weakens TTL's positive effects on self-determination and satisfaction. These findings underscore the critical role of teacher leadership in fostering students' academic satisfaction and self-determination through soft skills development.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143770105","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":"Trust, Professionalism and Empowerment: How School Leaders Shape Instructional Practices","authors":"Mehmet Tufan Yalçın,&nbsp;Ramazan Atasoy,&nbsp;Ahmet Göçen","doi":"10.1111/ejed.70087","DOIUrl":"https://doi.org/10.1111/ejed.70087","url":null,"abstract":"<div>\u0000 \u0000 <p>This study investigates the impact of school leadership on changed instructional practices through the mediating roles of trust in administrators, teacher professionalism and psychological empowerment. Data were collected from 925 teachers in Türkiye and analysed using structural equation modelling. Results indicate that school leadership significantly enhances changed instructional practices, with effects mediated through trust in administrators, teacher professionalism and psychological empowerment. Additionally, school leadership positively influences teacher professionalism, mediated by trust in administrators and psychological empowerment. These findings underscore the influence of school leadership within a non-Western, centralised education context on instructional practices and professional development among educators. The study highlights the critical role of school leaders in promoting changes in teaching methodologies and cultivating a supportive professional environment. Implications for policy, practice and future research directions are discussed.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143770104","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":"Between Shortcut and Ethics: Navigating the Use of Artificial Intelligence in Academic Writing Among Indonesian Doctoral Students","authors":"Hardiyanti Pratiwi,&nbsp; Suherman,&nbsp; Hasruddin,&nbsp;Muhammad Ridha","doi":"10.1111/ejed.70083","DOIUrl":"https://doi.org/10.1111/ejed.70083","url":null,"abstract":"<div>\u0000 \u0000 <p>Artificial intelligence (AI) has emerged as a transformative tool in academic writing, leveraging advanced algorithms and natural language processing to significantly improve efficiency, quality and productivity. This study investigates the use of AI tools among Indonesian doctoral students, with a particular focus on ethical standards and their impact on critical thinking. Adopting a phenomenological approach, the research involved 81 participants who provided data through open-ended questionnaires, which were analysed thematically. The findings reveal that AI tools—such as ChatGPT, Deepl, Zotero, Scite AI, Connected Papers and Humata—are extensively used for generating ideas, brainstorming, data analysis, drafting, grammar correction, translation and literature management. While students acknowledge the advantages of AI in enhancing speed and efficiency, they express concerns regarding its ethical implications and potential impact on critical thinking. Key ethical issues include maintaining academic integrity, ensuring manual verification of AI-generated content and avoiding overreliance. The study underscores that, although AI facilitates idea generation and technical tasks, it may undermine critical thinking and analytical skills. To uphold ethical standards and preserve intellectual rigour, the study advocates for a balanced use of AI, positioning it as a complement to, rather than a replacement for, critical scholarly practices.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143741606","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":"Principals' Influence on Research-Based Education: The Case of Swedish Local Municipal Adult Education Institutions","authors":"Ingela Portfelt","doi":"10.1111/ejed.70081","DOIUrl":"https://doi.org/10.1111/ejed.70081","url":null,"abstract":"<p>There is increasing interest in research-based education in the Western World as it is assumed to strengthen school improvement capacity. Previous research shows that school principals play a pivotal role in realising such vision. The aim of this article is to explore the influence of principals on research-based education in their local municipal adult education (MAE) institutions. The study is informed by the theory of practice architecture. Data rely on 10 interviews with the principals of eight local MAE institutions. The study draws attention to how inherent contradictions in the national education system may hinder the policy ambitions related to research-based adult education. These contradictions not only affect principals' leadership practices in various ways, but also their ability to ensure research-based adult education. It is suggested that understanding the practice architecture is fundamental to enhancing leadership practice, which is also exemplified.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70081","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143741604","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":"An Innovative Interactive Platform Assisted Hybrid Problem-Based Learning Approach for Concept-Heavy Engineering Modules","authors":"M. R. Islam,&nbsp;K. J. Chua","doi":"10.1111/ejed.70066","DOIUrl":"https://doi.org/10.1111/ejed.70066","url":null,"abstract":"<div>\u0000 \u0000 <p>A concept-heavy engineering module was offered to introduce the experience of solving full-scale real-world energy-related engineering problems within a classroom environment and prepare students to be professionally ready for the industry. The widely practiced hybrid problem-based learning (h-PBL) pedagogical approach was adopted for the first 2 years. Students' performance and feedback revealed that a limited number of practice problems and the verbal explanation in the reactive face-to-face sessions were insufficient for the students to understand and develop the energy performance enhancement solutions to the quality expected in the industry. This leads to creating an interactive learning platform as a scaffold to facilitate student learning. The platform allows the students to practice well-thought-out problems broken into smaller multiple parts, cause-and-effect questions, and simulate the effects of different design and operating variables using readily usable computer codes at their own pace. The platform offers instant feedback on mistakes and generates detailed reports on conceptual weaknesses and challenges, helping to pinpoint the areas that need focus during subsequent review sessions with students. The effectiveness of this innovative platform-supported h-PBL pedagogical approach was evaluated by comparing the performance of students who used the platform with the other students who did not use the platform. Chi-squared test and Cohen's <i>d</i> were used to compare the skills of heat and mass transfer analysis, cause and effect, identification of energy performance enhancement opportunities, and the development of the energy smart concept designs and control strategies. Statistical analysis affirmed a marked improvement in the quality of solutions produced by the students who used the platform. The solutions developed are closer to the standards expected in the industry. The platform-supported h-PBL pedagogical approach has transformed the dynamics of both learning and teaching for students and educators alike.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143741601","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":"Structured Vocalisation as a Module of Affective Regulation: The Impact of Choral Participation on Anxiety, Frustration and Stress Resilience in Non-Musician Students","authors":"Zhenyu Zhou,&nbsp;Oksana Mkrtichian","doi":"10.1111/ejed.70084","DOIUrl":"https://doi.org/10.1111/ejed.70084","url":null,"abstract":"<div>\u0000 \u0000 <p>Academic stress, an endemic phenomenon in higher education, presents a multifaceted challenge, manifesting as cognitive overload, affective dysregulation and physiological destabilisation. It leads to recurrent feedback loops that reinforce anxiety and frustration, intensifying maladaptive stress responses. This study examines the extent to which ‘structured vocalisation’ (which integrates rhythmic motor, respiratory and affective synchronisation) functions as an external modulator of ‘emotional stability,’ specifically in alleviating academic frustration and anxiety among non-musician students (a poorly studied population in music psychology). A two-stage longitudinal design was implemented: 100 participants (mean age = 18.1 ± 0.5 years) were assigned to experimental and control groups. Affective measures (Spielberger Anxiety Scale, Taylor Anxiety Scale, Wasserman Frustration Index) and physiological markers (salivary cortisol) were assessed before and after the intervention (choral training over the course of one academic year). Psychometric shifts were analysed using parametric and non-parametric statistical models (Student's <i>t</i>-tests, Mann–Whitney <i>U</i>-tests, Pearson <i>r</i>-matrices), ensuring reliable inferential validity. The ‘Frustration Index’ significantly decreased from <i>M</i> = 31.8 (SD = 4.2) to <i>M</i> = 26.5 (SD = 3.3), <i>p</i> &lt; 0.05, demonstrating recalibration of affective-cognitive processing (choral accompaniment modulates emotional rigidity). ‘Anxiety levels’ decreased on several parameters (Spielberger anxiety index: <i>M</i> = 42.5, SD = 4.8 → <i>M</i> = 34.1, SD = 3.9, <i>p</i> &lt; 0.01); ‘salivary cortisol’—a biomarker of physiological stress reactivity—decreased (6.5 nmol/L → 5.0 nmol/L, <i>p</i> &lt; 0.05). This study substantiates the role of ‘choral participation’ as an affective intervention, distinguishing it from passive music-making (which lacks sensorimotor engagement). Structured vocalisation should be integrated into pedagogical frameworks aimed at ‘academic stress regulation.’ Its capacity to recalibrate affective reactivity, stabilise neurophysiological markers and enhance social cohesion underscores its practical value in educational and clinical domains, highlighting the need for interdisciplinary expansion in psychophysiological research and cognitive-affective modelling.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143741603","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":"Online Education Ecosystem—Exploring the Challenges and Opportunities","authors":"Pallavi Vijay Xalxo,&nbsp;James Kindo,&nbsp;Praveen Kachhap","doi":"10.1111/ejed.70085","DOIUrl":"https://doi.org/10.1111/ejed.70085","url":null,"abstract":"<div>\u0000 \u0000 <p>A conducive online education ecosystem provides available, accessible, and affordable resources, promoting socialisation and democratising education through innovative platforms, flexible scheduling, and collaborative tools, enabling diverse populations to access knowledge conveniently. However, India canvasses a significant issue of the digital divide, with more than 75% of the population lacking internet accessibility. This paper investigates whether the online education ecosystem is conducive to facilitating the teaching-learning process and identifies any gaps that require attention. The study utilised an instrumental case study design to comprehensively investigate the Online Education Ecosystem from the perspective of teachers in eight schools serving lower socio-economic students. The study found that the online education ecosystem is surrounded by challenges: challenges of student engagement, technical issues, lack of parental involvement due to illiteracy, parents struggle to balance their roles, and the concept of the physical study room. It also presents the challenges related to the increased workload that the teachers must adapt to, the challenges they feel about learning new technologies and balancing teaching methods, and assessments that require fairness and connection. India's National Education Policy 2020 emphasises technology-enabled learning for strengthening education in schools, Higher Education Institutions, but challenges remain in implementing this approach in the current reality. Overcoming these obstacles is the way forward to strengthen the education ecosystem.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143741602","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}