{"title":"Compliance or Transformation? Competing Logics in ESG Education for Business Executives","authors":"Huayi Jia, Erwen Chen, Xiaozhi Xu, Danchao Xu","doi":"10.1111/ejed.70225","DOIUrl":"https://doi.org/10.1111/ejed.70225","url":null,"abstract":"<div>\u0000 \u0000 <p>As Environmental, Social and Governance (ESG) concerns become central to corporate strategy, business schools are increasingly tasked with equipping executives to navigate this evolving terrain. This study examines the competing educational logics shaping ESG executive education: a compliance logic emphasising regulatory adherence and technical proficiency, and a transformative logic oriented toward ethical reflection, systems thinking and societal change. Using an institutional logics framework, we conduct a qualitative curriculum analysis of 16 ESG-focused executive programs offered by leading business schools across North America, Europe and Asia-Pacific. Our findings reveal that most programs overwhelmingly prioritise compliance, with limited incorporation of critical content, interdisciplinary perspectives or transformative pedagogies. Pedagogical designs tend to favour traditional formats and close corporate alignment, reinforcing existing business paradigms rather than challenging them. We argue that this orientation may constrain the potential of ESG education to drive deeper organisational and societal change. To address this, we propose a co-existence model that integrates both compliance and transformative elements, offering a blueprint for reimagining executive ESG curricula. This paper contributes to scholarship on sustainability education and institutional theory, and offers actionable recommendations for curriculum developers seeking to foster competent and conscious sustainability leadership.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145062499","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":"Voluntary Restriction or Freedom to Flourish? Self-Regulation of Commercial Tutoring Providers for Managing Shadow Education","authors":"Mohan Dhall","doi":"10.1111/ejed.70244","DOIUrl":"https://doi.org/10.1111/ejed.70244","url":null,"abstract":"<p>Private tutoring, also called private supplementary education or shadow education, has experienced rapid growth in the past two decades. As the phenomenon has expanded globally, so too has the academic literature calling for understanding and effective governance of the sector. Concerns about the deleterious effects of private supplementary tutoring on mainstream education and on wider society have led to calls for regulatory responses by governments at different levels. Such responses could address, among other things, corruption, amplified social stratification, consumer protection, and employee protection. Most governments take a hands-off approach, leaving the industry largely unencumbered by particularised regulations. Between a laissez-faire approach and government regulation lies self-regulation, perhaps government-supported. The self-regulation of tutoring markets, featuring peak representative bodies, may bring accountability through the articulation of codes of practice and standards of conduct. In this international study, varying approaches to self-regulation are explored. Drawing on both the academic and grey literature, this paper assesses approaches by nine self-regulating tutoring bodies in seven countries. The study stresses the place of ‘self-regulation’ as a policy option for consideration in the literature on shadow education.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70244","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145062498","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":"Shadow Education in the Soviet and Post-Soviet Eras: A Political-Economic Analysis of Changing Tides","authors":"Mark Bray, Tatiana Mikhaylova","doi":"10.1111/ejed.70252","DOIUrl":"https://doi.org/10.1111/ejed.70252","url":null,"abstract":"<p>Focusing on the shadow education system of private supplementary tutoring, this paper contains comparisons over time and place in the distinctive circumstances of the Soviet Union and the 15 independent countries that emerged following its collapse in 1991. The paper uses the lenses of politics and economics to understand changing tides in the scale and nature of shadow education. The phenomenon did not fit the official ideologies of the Soviet era, but became evident particularly in the decades from the 1970s. In the post-Soviet era, shadow education expanded markedly, but with diversity across the 15 countries and with changing features as the decades progressed. The paper shows the broad contours in this diversity while also highlighting significant research gaps.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70252","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145062501","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 Effects of Professor-Student Rapport, Grit and Motivation on Engagement in AI-Assisted English Classrooms: A Mixed-Methods Study From a Self-Determination Theory","authors":"Guanghui He","doi":"10.1111/ejed.70261","DOIUrl":"https://doi.org/10.1111/ejed.70261","url":null,"abstract":"<div>\u0000 \u0000 <p>Guided by Self-Determination Theory, this mixed-methods study investigates how professor-student rapport, grit and motivation affect engagement among Chinese university students learning English. Quantitative data were collected from 721 students through self-report questionnaires, and qualitative data were obtained through semi-structured interviews with 20 learners. Quantitative data were analysed using SPSS 27.0 and AMOS 26.0, while qualitative interview data were examined through thematic analysis in NVivo. Structural Equation Modelling revealed that professor-student rapport significantly predicted grit, motivation and engagement. In addition, both grit and motivation positively predicted engagement, and mediation effects were observed. Interview findings further supported these relationships, highlighting the motivational and emotional processes underlying students' engagement in AI-supported learning. The study extends Self-Determination Theory into the context of AI-assisted language learning and offers practical implications for fostering student engagement through relational and motivational support in digitally enhanced classrooms.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145062500","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}
Anara Urkunova, Kerry J. Kennedy, Laura Karabassova, Dana Ryspayeva
{"title":"Developing Students' Global Skills: A Comparison of Primary School Teachers' Perceptions of Their Self-Preparedness and Competence","authors":"Anara Urkunova, Kerry J. Kennedy, Laura Karabassova, Dana Ryspayeva","doi":"10.1111/ejed.70222","DOIUrl":"https://doi.org/10.1111/ejed.70222","url":null,"abstract":"<div>\u0000 \u0000 <p>The aim of this case study was to reconcile Kazakhstani educators' self-assessed readiness with actual outcomes, as highlighted by the 2018 Programme for International Student Assessment results in Western Kazakhstan. An online questionnaire survey of 340 prospective primary school teachers and 1200 in-service teachers and a complementary document analysis of the Pedagogy course at a pedagogical university were conducted. Despite self-reported readiness and practical skills for teaching global skills development, deficiencies in secondary school teacher preparedness, teaching and assessment methods, and professional development, as well as unsatisfactory Programme for International Student Assessment 2018 outcomes, were identified. This combination of survey data and contextual document analysis provided insight into teacher perceptions and curriculum alignment. Further investigation into classroom activities, curriculum content, teaching strategies, and assessment methods is recommended. This study establishes a basis for continued research into how teachers' perceptions affect student outcomes, aiming to improve educational methods and future achievements.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145038389","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}
Georgios Kritikos, Andreas Moutsios-Rentzos, Paraskevi Panytsidou
{"title":"Student-Created Digital Stories in Primary School, Interpreting the Day/Night Cycle Through Conceptual Representations","authors":"Georgios Kritikos, Andreas Moutsios-Rentzos, Paraskevi Panytsidou","doi":"10.1111/ejed.70259","DOIUrl":"https://doi.org/10.1111/ejed.70259","url":null,"abstract":"<p>In this study, digital storytelling refers to narrating linear stories using multimedia. Specifically, the study focuses on educational digital stories created by combining multimedia elements to understand and interpret a phenomenon related to a specific subject area, such as natural sciences, mathematics, arts, etc. We claim that digital storytelling can be an effective learning tool, contributing to the meaningful integration of technology in education. This study aims to investigate the changes in the knowledge of 12 sixth-grade students regarding the day/night cycle phenomenon before and after the creation and experience of the digital stories they completed in the classroom, divided into four groups of three members each. The qualitative method of analysing the students' written explanations and the four digital stories they created was used to analyse the results and draw conclusions. According to the results, the students' models for the phenomenon and the specific aspects studied appear to have improved. Through the digital storytelling they created and the use of various modalities, students were allowed to shift their models from initial (mental) to scientific (conceptual) and express their knowledge more comprehensively and analytically. Additionally, using digital storytelling as an assessment tool revealed their deeper understanding.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70259","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145038353","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":"Effects of Implementing Interactive Videos in an Online Flipped Classroom on Preservice Special Education Teachers","authors":"Tuğba Kamalı-Arslantaş, Derya Baser","doi":"10.1111/ejed.70234","DOIUrl":"https://doi.org/10.1111/ejed.70234","url":null,"abstract":"<div>\u0000 \u0000 <p>This study investigates the impact of an online flipped classroom model, enriched with interactive videos, on preservice special education teachers' self-efficacy in using assistive technologies (AT) for visual impairment, their adoption of video-based learning, and their perceptions of interactive videos as effective learning tools. Addressing challenges such as limited access to AT tools and faculty expertise, the study explores how video-based instructional approaches can enhance teacher preparation for inclusive education. A mixed-methods intervention was conducted with 64 preservice teachers enrolled in an AT course at a university in Türkiye. Quantitative data were collected through pre- and post- intervention self-efficacy scales and a post-intervention adoption scale, while qualitative insights were gathered from weekly reflection reports and a final open-ended questionnaire. Results revealed a significant increase in preservice teachers' self-efficacies following the intervention. In addition, participants reported high levels of adoption of video-based learning, particularly in terms of perceived usefulness, enjoyment, ease of use, and intention to continue using interactive videos, suggesting a positive perception toward the integration of such tools in educational contexts. Qualitative findings reinforced the effectiveness of integrating interactive videos within an online flipped classroom to build AT-related competencies. The study offers practical implications for teacher education and suggests avenues for future research.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145037514","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}
Elen M. Yusupova, Elena D. Sidorkina, Bibigul S. Iskakova
{"title":"Consistency of Teachers' Expectations for Transition Students","authors":"Elen M. Yusupova, Elena D. Sidorkina, Bibigul S. Iskakova","doi":"10.1111/ejed.70250","DOIUrl":"https://doi.org/10.1111/ejed.70250","url":null,"abstract":"<div>\u0000 \u0000 <p>This study examined the consistency of primary and secondary school teachers' expectations of students transitioning from primary to secondary school. The study included a total sample of 2088 students and 194 teachers from 42 schools, with the sample of schools being representative of the region. The research showed that teacher expectations at the primary and secondary school levels were highly significantly correlated. They were more consistent when they worked together. The study also shows that fourth-grade teachers' high expectations for children of different abilities may influence the expectations of fifth-grade teachers. This study broadens the spectrum of predictors of teacher expectations and advances our understanding of the elements that influence the transition from primary to secondary school.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145037572","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":"Exploring AI-Assisted Self-Regulated Learning Profiles and the Predictive Role of Academic Appraisals: A Control-Value Perspective on Chinese EFL University Students","authors":"Xin Hu, Han Zhang","doi":"10.1111/ejed.70249","DOIUrl":"https://doi.org/10.1111/ejed.70249","url":null,"abstract":"<div>\u0000 \u0000 <p>As artificial intelligence technology becomes more integrated with foreign language education, understanding how learners regulate their engagement with these technologies is critical. Grounded in Control-Value Theory, this study investigates Chinese university students' AI-assisted self-regulated learning practice in the context of English as a foreign language (EFL) acquisition. Latent Profile Analysis was conducted on a dataset of 551 Chinese university EFL students to identify distinct self-regulated learning profiles based on six dimensions: goal setting, environment structuring, task strategies, time management, help seeking and self-evaluation. Three learner profiles emerged: <i>Disengaged Learners</i>, <i>Partially Engaged Learners</i> and <i>Proactive Self-Directed Learners</i>. Subsequent multinomial logistic regression revealed that academic appraisals (i.e., academic control and value) significantly predicted profile membership, with higher levels of both appraisals associated with a greater likelihood of being in the Proactive group. The findings highlight the heterogeneity of learners' AI use and the pivotal role of motivation in shaping effective self-regulation. The study extends the application of Control-Value Theory to AI-enhanced learning contexts and underscores the need to foster learners' sense of agency and task value.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145037573","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":"Investigation of the Relationships Between Beliefs About Developmentally Appropriate Practices, Competencies in Inclusive Practices and Self-Efficacy Perceptions in Early Childhood Education Teacher Candidates","authors":"Dila Yazıcı, Esra Akgül, Berrin Akman","doi":"10.1111/ejed.70247","DOIUrl":"https://doi.org/10.1111/ejed.70247","url":null,"abstract":"<div>\u0000 \u0000 <p>This study aims to examine early childhood education teacher candidates' beliefs about developmentally appropriate practices, their perceptions of self-efficacy and their levels of teacher self-efficacy in relation to inclusive education. Five hundred seventy-one university students participated in the study. According to the results, there were significant positive relationships between teachers' perceptions of self-efficacy and the belief scale for developmentally appropriate practices (<i>r</i> = 0.294). There were moderate positive relationships between teachers' perceptions of self-efficacy and teachers' self-efficacy towards inclusive education (<i>r</i> = 0.601), and low positive relationships between the belief scale for developmentally appropriate practices and teachers' self-efficacy towards inclusive education (<i>r</i> = 0.263). The mediation effect analysis showed that teachers' perception of self-efficacy can explain 42.86% of the effect of belief in developmentally appropriate practices on teacher self-efficacy towards inclusive education. These findings highlight that teachers' beliefs and self-efficacy perceptions play an important role in improving the quality of educational practices.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145037513","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}