European Journal of Education最新文献

{"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":"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":"147569418","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":"https://doi.org/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":"147569463","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":"A Testbed for Education: UFMs, Inclusion, and Perceptions in the Quintuple Helix Model","authors":"Salerno Vincenzo","doi":"10.1111/ejed.70546","DOIUrl":"https://doi.org/10.1111/ejed.70546","url":null,"abstract":"<div>\u0000 \u0000 <p>This study analyses the perceptions of stakeholders involved in the educational inclusion of unaccompanied foreign minors (UFMs) in Northeast Italy, adopting the Quintuple Helix model (university, industry, government, civil society, and the environment). In a context undergoing digital, ecological, civic, and demographic transitions, the qualitative research (48 narrative interviews and nine focus groups) reconstructs perceived roles, forms of collaboration, and points of friction between sectors. The results reveal a fragmented structure: the helices often operate in silos, resulting in a weak systemic vision and poor valorisation of the resources and skills of UFMs, especially during critical transitions toward adulthood. The Quintuple Helix framework allows for the visibility of misalignments and convergences and the guidance of more integrated educational governance practices. Starting from the data, improvement actions are proposed: strengthening the dialogue between regulatory levels and local contexts; stabilising local networks through shared mapping, essential protocols, and intersectoral discussions; redesigning pathways with laboratory methodologies; strengthening interprofessional training for operators; building coordinated digital support between helixes; and promoting situated ecological learning (vegetable gardens, land management) as inclusive spaces.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 2","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147568995","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":"University–Industry Partnerships in the Age of Digital Marketing: Constructing Sustainable Higher Education Brands","authors":"Sheng Yuan,&nbsp;Yan-Kai Fu,&nbsp;Haoran Wei,&nbsp;Huijie Zhou","doi":"10.1111/ejed.70521","DOIUrl":"10.1111/ejed.70521","url":null,"abstract":"<div>\u0000 \u0000 <p>This study explores how universities and industry partners co-create sustainable brand meanings in the digital environment. Grounded in Brand Co-creation Theory, it conceptualises branding as a relational and participatory process in which multiple actors jointly construct legitimacy and responsibility. Using a digital case study design, the research maps six authentic university–industry collaborations—three in Asia and three in Europe—drawing on publicly available online data including campaign websites, social media posts, press releases, and corporate sustainability reports. Three collaborations are examined as focal cases based on data completeness and representativeness of distinct co-creation logics, while the remaining three provide comparative reference points. The findings reveal three interrelated mechanisms that sustain credibility in digital co-creation: ethical alignment, ensuring coherence between educational and corporate values; relational continuity, maintaining partnerships through iterative engagement over time; and symbolic authenticity, generating ‘proof-of-practice’—publicly verifiable traces of concrete actions and outputs that allow audiences to evaluate sustainability claims beyond rhetoric. Across the three focal cases—HKUST × HK Express, University of Leeds × Marks &amp; Spencer, and University of Glasgow × SP Energy Networks—these dimensions manifest respectively as participatory, practical, and institutional forms of collaboration. The study extends Brand Co-creation Theory to the higher-education context and demonstrates that sustainable branding in this sector operates less as market promotion than as mutual legitimacy exchange. Ultimately, it argues that effective university–industry partnerships build visibility through shared responsibility, transforming branding into a communicative practice of sustainability and trust.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 2","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147568997","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":"University–Industry Partnerships in the Age of Digital Marketing: Constructing Sustainable Higher Education Brands","authors":"Sheng Yuan,&nbsp;Yan-Kai Fu,&nbsp;Haoran Wei,&nbsp;Huijie Zhou","doi":"10.1111/ejed.70521","DOIUrl":"https://doi.org/10.1111/ejed.70521","url":null,"abstract":"<div>\u0000 \u0000 <p>This study explores how universities and industry partners co-create sustainable brand meanings in the digital environment. Grounded in Brand Co-creation Theory, it conceptualises branding as a relational and participatory process in which multiple actors jointly construct legitimacy and responsibility. Using a digital case study design, the research maps six authentic university–industry collaborations—three in Asia and three in Europe—drawing on publicly available online data including campaign websites, social media posts, press releases, and corporate sustainability reports. Three collaborations are examined as focal cases based on data completeness and representativeness of distinct co-creation logics, while the remaining three provide comparative reference points. The findings reveal three interrelated mechanisms that sustain credibility in digital co-creation: ethical alignment, ensuring coherence between educational and corporate values; relational continuity, maintaining partnerships through iterative engagement over time; and symbolic authenticity, generating ‘proof-of-practice’—publicly verifiable traces of concrete actions and outputs that allow audiences to evaluate sustainability claims beyond rhetoric. Across the three focal cases—HKUST × HK Express, University of Leeds × Marks &amp; Spencer, and University of Glasgow × SP Energy Networks—these dimensions manifest respectively as participatory, practical, and institutional forms of collaboration. The study extends Brand Co-creation Theory to the higher-education context and demonstrates that sustainable branding in this sector operates less as market promotion than as mutual legitimacy exchange. Ultimately, it argues that effective university–industry partnerships build visibility through shared responsibility, transforming branding into a communicative practice of sustainability and trust.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 2","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147568945","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":"A Testbed for Education: UFMs, Inclusion, and Perceptions in the Quintuple Helix Model","authors":"Salerno Vincenzo","doi":"10.1111/ejed.70546","DOIUrl":"10.1111/ejed.70546","url":null,"abstract":"<div>\u0000 \u0000 <p>This study analyses the perceptions of stakeholders involved in the educational inclusion of unaccompanied foreign minors (UFMs) in Northeast Italy, adopting the Quintuple Helix model (university, industry, government, civil society, and the environment). In a context undergoing digital, ecological, civic, and demographic transitions, the qualitative research (48 narrative interviews and nine focus groups) reconstructs perceived roles, forms of collaboration, and points of friction between sectors. The results reveal a fragmented structure: the helices often operate in silos, resulting in a weak systemic vision and poor valorisation of the resources and skills of UFMs, especially during critical transitions toward adulthood. The Quintuple Helix framework allows for the visibility of misalignments and convergences and the guidance of more integrated educational governance practices. Starting from the data, improvement actions are proposed: strengthening the dialogue between regulatory levels and local contexts; stabilising local networks through shared mapping, essential protocols, and intersectoral discussions; redesigning pathways with laboratory methodologies; strengthening interprofessional training for operators; building coordinated digital support between helixes; and promoting situated ecological learning (vegetable gardens, land management) as inclusive spaces.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 2","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147568946","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":"For the Love of Water. Designing and Assessing a Sand Filter for Integral Sustainability Education","authors":"Laura Salahange,&nbsp;Jesús Sánchez-Martín,&nbsp;María A. Dávila-Acedo,&nbsp;Florentina Cañada-Cañada","doi":"10.1111/ejed.70551","DOIUrl":"10.1111/ejed.70551","url":null,"abstract":"<p>Science education, from an early age, plays a key role in promoting sustainability. Within this framework, water emerges as a valuable resource for studying fundamental scientific principles and fostering critical reflection on its sustainable use. This quasi-experimental study involved 168 primary students (ages 9–11) from public schools in Extremadura, Spain, who participated in a hands-on activity building a sand filter. To assess the impact of the intervention, a customised questionnaire on scientific knowledge, attitudes and emotions towards science and water sustainability was completed before and after the activity. Findings indicate that the intervention improved scientific knowledge, promoted sustainable attitudes and behaviours towards water, increased interest in science and strengthened emotional connections with both scientific topics and water-related issues. This study underscores the need for student-centred approaches that promote meaningful learning and support the Sustainable Development Goals from early educational stages, serving as an enriching complement to existing science programmes in schools.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 2","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70551","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147568308","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":"For the Love of Water. Designing and Assessing a Sand Filter for Integral Sustainability Education","authors":"Laura Salahange,&nbsp;Jesús Sánchez-Martín,&nbsp;María A. Dávila-Acedo,&nbsp;Florentina Cañada-Cañada","doi":"10.1111/ejed.70551","DOIUrl":"https://doi.org/10.1111/ejed.70551","url":null,"abstract":"<p>Science education, from an early age, plays a key role in promoting sustainability. Within this framework, water emerges as a valuable resource for studying fundamental scientific principles and fostering critical reflection on its sustainable use. This quasi-experimental study involved 168 primary students (ages 9–11) from public schools in Extremadura, Spain, who participated in a hands-on activity building a sand filter. To assess the impact of the intervention, a customised questionnaire on scientific knowledge, attitudes and emotions towards science and water sustainability was completed before and after the activity. Findings indicate that the intervention improved scientific knowledge, promoted sustainable attitudes and behaviours towards water, increased interest in science and strengthened emotional connections with both scientific topics and water-related issues. This study underscores the need for student-centred approaches that promote meaningful learning and support the Sustainable Development Goals from early educational stages, serving as an enriching complement to existing science programmes in schools.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 2","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70551","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147568994","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":"Enhancing Flipped Learning With Convergent Feedback: The Impact of GPTutor on Knowledge Construction, Motivation and Engagement in Higher Education","authors":"Hsin-Yu Lee,&nbsp;Pin-Hui Li,&nbsp;Pei-Hua Chen,&nbsp;Yueh-Min Huang,&nbsp;Ting-Ting Wu","doi":"10.1111/ejed.70527","DOIUrl":"https://doi.org/10.1111/ejed.70527","url":null,"abstract":"<div>\u0000 \u0000 <p>While flipped learning promotes active learning in higher education, students often struggle with self-regulation and motivation when facing complex content. Traditional search engines provide divergent feedback that can increase cognitive load and impede learning effectiveness. This study examined the impact of GPTutor, an AI-powered tool integrating ChatGPT and Apple's Shortcuts to provide convergent feedback, on knowledge construction, motivation and engagement. Using a quasi-experimental design, 72 Taiwanese educational technology students were divided into control (Google search) and experimental (GPTutor) groups. ANCOVA and <i>t</i>-tests revealed that GPTutor significantly improved post-test scores (<i>F</i> = 7.99, <i>p</i> &lt; 0.01), intrinsic motivation (<i>t</i> = 2.993, <i>p</i> &lt; 0.01) and reduced amotivation (<i>t</i> = −2.307, <i>p</i> &lt; 0.05). The experimental group also demonstrated higher cognitive, behavioural and emotional engagement (all <i>p</i> &lt; 0.01). The findings suggest that AI-powered convergent feedback can enhance flipped learning effectiveness in higher education, particularly for complex interdisciplinary content.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147288447","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":"Application of the Theory of Change Through Living Labs to Foster University Twin Transition","authors":"Candela González-Calvar,&nbsp;María del Pilar Muñoz-Dueñas,&nbsp;Aitor Couce-Vieira,&nbsp;Martín Sánchez-Rubio","doi":"10.1111/ejed.70542","DOIUrl":"https://doi.org/10.1111/ejed.70542","url":null,"abstract":"<p>Universities are currently facing significant challenges in adapting their educational provision to new social and labour market demands. This article explores how to address the existing mismatch between university curricula and the productive environment. To this end, a methodology based on the Theory of Change is employed, using living labs as a participatory setting for data collection. The study, conducted with actors from the quadruple helix, was structured in two phases: a collaborative diagnosis of the causes of this mismatch and the joint design of training pathways aimed at mitigating it. To guide the analysis, a conceptual framework structured around four types of change was used: relational, curricular, institutional, and student development. The results suggest that this approach facilitates the co-creation of solutions tailored to the local context and strengthens the intersectoral collaboration required to address the twin transition. The study concludes that integrating ToC into participatory processes enhances institutional responsiveness to current transitions, promoting more open governance models that are better connected to their environment.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70542","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147320819","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}