European Journal of Education最新文献

{"title":"The Effect of Research-Based Learning on Self-Efficacy in Reviewing the State of Research, Methodological Skills, and Scientific Communication","authors":"Menşure Alkış Küçükaydın","doi":"10.1111/ejed.70557","DOIUrl":"https://doi.org/10.1111/ejed.70557","url":null,"abstract":"<div>\u0000 \u0000 <p>Using research-based learning (RBL) in pre-service teacher education is important for professional and academic development. Moreover, RBL offers profound opportunities for pre-service teachers to be involved in an actual research process. This can contribute to the development of pre-service teachers' research competencies and strengthen scientific communication. However, there is a lack of experimental interventions in the literature examining the effects of integrating RBL into undergraduate course content on pre-service teachers' research skills and self-efficacy in scientific communication. The current study aims to explore the effectiveness of RBL integration in a research course process. In this context, the impact of the experimental intervention on participants' review of the research situation, their self-efficacy in methodological skills and scientific communication, and the relationships between these factors was examined. There were 134 pre-service teachers in the experimental group and 136 in the control group. The implementation process lasted 12 weeks. Partial Least Squares-Structural Equation Modelling (PLS-SEM) and Multiple Group Analysis (MGA) were applied to the measurements made at T0 before and T1 after the experiment. The results showed that the RBL intervention contributed to developing methodological skills and self-efficacy in scientific communication. At this point, practical implications for the implementation of RBL were made.</p>\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":"147563060","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":"The Effect of Research-Based Learning on Self-Efficacy in Reviewing the State of Research, Methodological Skills, and Scientific Communication","authors":"Menşure Alkış Küçükaydın","doi":"10.1111/ejed.70557","DOIUrl":"https://doi.org/10.1111/ejed.70557","url":null,"abstract":"<div>\u0000 \u0000 <p>Using research-based learning (RBL) in pre-service teacher education is important for professional and academic development. Moreover, RBL offers profound opportunities for pre-service teachers to be involved in an actual research process. This can contribute to the development of pre-service teachers' research competencies and strengthen scientific communication. However, there is a lack of experimental interventions in the literature examining the effects of integrating RBL into undergraduate course content on pre-service teachers' research skills and self-efficacy in scientific communication. The current study aims to explore the effectiveness of RBL integration in a research course process. In this context, the impact of the experimental intervention on participants' review of the research situation, their self-efficacy in methodological skills and scientific communication, and the relationships between these factors was examined. There were 134 pre-service teachers in the experimental group and 136 in the control group. The implementation process lasted 12 weeks. Partial Least Squares-Structural Equation Modelling (PLS-SEM) and Multiple Group Analysis (MGA) were applied to the measurements made at T0 before and T1 after the experiment. The results showed that the RBL intervention contributed to developing methodological skills and self-efficacy in scientific communication. At this point, practical implications for the implementation of RBL were made.</p>\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":"147562899","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 Influence on Positive Language Education and Language Learner Engagement","authors":"Xiaomei Sun","doi":"10.1111/ejed.70544","DOIUrl":"https://doi.org/10.1111/ejed.70544","url":null,"abstract":"<div>\u0000 \u0000 <p>In order to contribute to the scholarship on language learner engagement and positive language education, this study examines a secondary English as a foreign language (EFL) teaching context. Three perspectives were considered in data collection: an EFL teacher's introspective and reflective perspective, EFL learners' participant perspective (<i>n</i> = 80), and fellow teachers' observant perspective (<i>n</i> = 4). Data were collected from semi-structured interviews with teacher and student participants, students' letters, teaching materials, and students' works. The first stage of data analysis drew on established theoretical models of well being and student engagement, followed by a second stage of thematic analysis. Key findings have been translated into a PPAC model—a positive language education framework, consisting of passion for teaching and emotional scaffolding, personality and methodology, affective initiation, and continuous self-improvement. Findings regarding language learner engagement shed light on how teacher engagement and specific teaching methodologies and strategies could influence learner engagement.</p>\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":"147562924","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 Influence on Positive Language Education and Language Learner Engagement","authors":"Xiaomei Sun","doi":"10.1111/ejed.70544","DOIUrl":"https://doi.org/10.1111/ejed.70544","url":null,"abstract":"<div>\u0000 \u0000 <p>In order to contribute to the scholarship on language learner engagement and positive language education, this study examines a secondary English as a foreign language (EFL) teaching context. Three perspectives were considered in data collection: an EFL teacher's introspective and reflective perspective, EFL learners' participant perspective (<i>n</i> = 80), and fellow teachers' observant perspective (<i>n</i> = 4). Data were collected from semi-structured interviews with teacher and student participants, students' letters, teaching materials, and students' works. The first stage of data analysis drew on established theoretical models of well being and student engagement, followed by a second stage of thematic analysis. Key findings have been translated into a PPAC model—a positive language education framework, consisting of passion for teaching and emotional scaffolding, personality and methodology, affective initiation, and continuous self-improvement. Findings regarding language learner engagement shed light on how teacher engagement and specific teaching methodologies and strategies could influence learner engagement.</p>\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":"147563021","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":"Curriculum Literacy and Job Satisfaction Among Teachers: A Mediated-Moderated Model of Psychological Well-Being, Self-Efficacy, and Gender","authors":"Serkan Aslan","doi":"10.1111/ejed.70552","DOIUrl":"https://doi.org/10.1111/ejed.70552","url":null,"abstract":"<div>\u0000 \u0000 <p>This study examines the relationships between teachers' curriculum literacy and their job satisfaction, focusing on the mediating roles of psychological well-being and self-efficacy, as well as the moderating role of gender. Grounded in the Job Demands–Resources (JD-R) framework, curriculum literacy is conceptualised as a cognitive resource that may enhance teachers' ability to manage professional demands. Data were collected in 2025 from a sample of 401 public school teachers in Isparta, Türkiye, using simple random sampling. Bayesian structural equation modelling indicated that curriculum literacy was not directly associated with job satisfaction, but it was indirectly related through psychological well-being and self-efficacy. These findings align with the motivational process of the JD-R model, highlighting the role of internal psychological resources as key mechanisms through which professional competencies translate into occupational satisfaction. Curriculum literacy also showed significant positive associations with both psychological well-being and self-efficacy, underscoring its importance in sustaining teachers' resilience and professional competence. Gender was tested as a moderator, but no significant interactions were found, suggesting that cognitive and emotional resources may be more influential than demographic attributes in shaping teacher motivation. Overall, the study provides novel evidence that strengthening curriculum literacy through professional development initiatives can enhance teacher well-being and job satisfaction, with practical implications for educational policymakers and teacher training institutions.</p>\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":"147562918","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":"Constructing the GenAI Literacy Model for Pre-Service Second Language Teachers: A Behavioural Event Interview Approach","authors":"Hanwei Wu,&nbsp;Jiacheng Zhang","doi":"10.1111/ejed.70555","DOIUrl":"https://doi.org/10.1111/ejed.70555","url":null,"abstract":"<div>\u0000 \u0000 <p>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 <i>t</i>-test conducted with SPSS 26 revealed that nine of these attributes were discriminative (i.e., <i>Agency</i>, <i>Developmental Motivation</i>, <i>Resilience</i>, <i>Prompt Design</i>, <i>Multiple-tool Integration</i>, <i>Classroom Interaction</i>, <i>Personalised Teaching</i>, <i>Reflective Practice</i>, and <i>Collaborative Innovation</i>), distinguishing high performers from average ones. The remaining attributes were categorised as benchmark competencies (i.e., <i>Value Cognition</i>, <i>Characteristic Cognition</i>, <i>Basic Operations</i>, <i>Resource Preparation</i>, <i>Interdisciplinary Goal Integration</i>, <i>Content Evaluation</i>, <i>Homework Grading</i>, <i>Ethics</i>, and <i>Emotional Care</i>), which are essential for all pre-service L2 teachers. Based on McClelland's Iceberg Model, these attributes were further organised into four dimensions: <i>Knowledge</i>, <i>Skills</i>, <i>Traits</i>, and <i>Motives</i>. Finally, we discuss the implications of our model and provides directions for future research in GenAI literacy for pre-service L2 teachers.</p>\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":"147562900","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":"Curriculum Literacy and Job Satisfaction Among Teachers: A Mediated-Moderated Model of Psychological Well-Being, Self-Efficacy, and Gender","authors":"Serkan Aslan","doi":"10.1111/ejed.70552","DOIUrl":"https://doi.org/10.1111/ejed.70552","url":null,"abstract":"<div>\u0000 \u0000 <p>This study examines the relationships between teachers' curriculum literacy and their job satisfaction, focusing on the mediating roles of psychological well-being and self-efficacy, as well as the moderating role of gender. Grounded in the Job Demands–Resources (JD-R) framework, curriculum literacy is conceptualised as a cognitive resource that may enhance teachers' ability to manage professional demands. Data were collected in 2025 from a sample of 401 public school teachers in Isparta, Türkiye, using simple random sampling. Bayesian structural equation modelling indicated that curriculum literacy was not directly associated with job satisfaction, but it was indirectly related through psychological well-being and self-efficacy. These findings align with the motivational process of the JD-R model, highlighting the role of internal psychological resources as key mechanisms through which professional competencies translate into occupational satisfaction. Curriculum literacy also showed significant positive associations with both psychological well-being and self-efficacy, underscoring its importance in sustaining teachers' resilience and professional competence. Gender was tested as a moderator, but no significant interactions were found, suggesting that cognitive and emotional resources may be more influential than demographic attributes in shaping teacher motivation. Overall, the study provides novel evidence that strengthening curriculum literacy through professional development initiatives can enhance teacher well-being and job satisfaction, with practical implications for educational policymakers and teacher training institutions.</p>\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":"147563022","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":"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":"<p>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.</p>","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":"147563061","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":"Digital Transformation and Green Agricultural Skills: A Cross-Case Policy Analysis of Cost-Effective Competence Development","authors":"Yang Liu,&nbsp;Yuanzhu Wang,&nbsp;Hanghang Cui,&nbsp;Liying Zhang","doi":"10.1111/ejed.70537","DOIUrl":"https://doi.org/10.1111/ejed.70537","url":null,"abstract":"<div>\u0000 \u0000 <p>Agriculture is undergoing a simultaneous green and digital transition that is reshaping the competences required of its workforce. Yet research and policy debates have paid limited attention to how agricultural education systems can realign their structures, curricula, and governance arrangements to support these emerging hybrid skill demands. This article contributes to this gap through a comparative policy analysis of the Netherlands, Denmark, and Finland—three systems that have advanced distinct yet complementary approaches to developing digital–green competences under resource and institutional constraints. The analysis identifies three enabling mechanisms that span these systems: the integration of agricultural education within broader innovation networks, the aggregation of pedagogical and technological resources into functional competence centres, and the use of system-level roadmaps and modular qualifications to coordinate ongoing reform. These mechanisms are then interpreted through the case of Hainan University, a leading institution positioned within China's tropical agricultural innovation ecosystem. Drawing on its research platforms, cross-disciplinary engineering strengths, and field-based Science and Technology Backyards, the paper demonstrates how international insights can be translated—not replicated—to build a context-sensitive digital–green agricultural skills ecosystem. Conceptually, the study reframes agricultural digital–green skills as a systemic challenge requiring institutional alignment rather than technological adoption alone. Practically, it offers a design-oriented framework for supporting agricultural skills reforms in regions undergoing ecological and technological transformation. The article concludes by outlining implications for Chinese policy and for future comparative research on agricultural skills governance.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 2","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147569854","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":"Is Interdisciplinary Research More Conducive to Knowledge Innovation? Evidence From Swiss National Science Foundation Projects","authors":"Qing Wu,&nbsp;Zhijing Wu,&nbsp;Wanhao Zhang,&nbsp;Wenke Wang","doi":"10.1111/ejed.70530","DOIUrl":"10.1111/ejed.70530","url":null,"abstract":"<div>\u0000 \u0000 <p>Interdisciplinarity is often cast as a normative route to both scientific and societal impact, yet its ‘returns’ remain persistently contested. A key reason is empirical identification: prior work frequently collapses thematic breadth (what problems and concepts a project spans) and cognitive distance (how far collaborators are separated in disciplinary training) into a single interdisciplinarity signal, while simultaneously absorbing differences in team organisation into the same measure. Estimated effects therefore conflate scope-driven opportunities for recombination with coordination, translation and alignment frictions—costs that are not intrinsic to interdisciplinarity per se but arise from how collaboration is organised and governed. This study disaggregates interdisciplinary knowledge production into three analytically distinct elements: thematic diversity, capturing the breadth of topics a project traverses; cognitive diversity, capturing heterogeneity in team members' disciplinary backgrounds; and team assembly, modelled as an independent moderator that shapes integrative capacity even within single-discipline projects. Using 31,370 Swiss National Science Foundation (SNSF)–funded projects (2009–2020), we measure Thematic and Cognitive Diversity with the Rao–Stirling index and link them to both theoretical and applied innovation while testing how team assembly conditions diversity returns. We find two distinct functional forms and a clear moderation pattern. Thematic diversity is associated with power-law growth in innovation and is comparatively insensitive to team assembly. Cognitive Diversity exhibits an inverted U-shaped relationship with innovation, and its payoff is strongly contingent on team assembly: benefits concentrate at moderate cognitive distance and weaken as integrative capacity increases. By disentangling scope, distance and assembly, the study reconciles competing claims about interdisciplinary returns and informs science policy and evaluation practice on aligning interdisciplinary ambitions with team design and governance mechanisms that can support both academic recognition and societal uptake.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 2","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147569853","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}