European Journal of Education最新文献_第4页

The Association of Music Teachers' Positive Psychological Capital and Grit in Their Job Burnout: A Structural Equation Modelling Analysis 音乐教师积极心理资本与毅力对职业倦怠的影响：结构方程模型分析

IF 3.6 3区教育学

European Journal of Education Pub Date : 2026-06-05 DOI: 10.1111/ejed.70705

Chunjie Wang, Dongsheng Zhang

{"title":"The Association of Music Teachers' Positive Psychological Capital and Grit in Their Job Burnout: A Structural Equation Modelling Analysis","authors":"Chunjie Wang, Dongsheng Zhang","doi":"10.1111/ejed.70705","DOIUrl":"https://doi.org/10.1111/ejed.70705","url":null,"abstract":"<div>\u0000 \u0000 <p>The role of positive emotions in mitigating teachers' negative workplace experiences has been extensively examined over the past decade. However, limited attention has been given to how Positive Psychological Capital (PPC) and grit jointly influence music teachers' job burnout. Addressing this gap, the present quantitative study surveyed 400 Chinese music teachers using three standardised questionnaires to investigate the association of these two constructs with burnout. Structural equation modelling (SEM) and regression analyses revealed that positive psychological capital and grit, respectively, accounted for 52% and 39% of the variance in burnout, indicating strong and inverse predictive relationships with this detrimental outcome. These findings underscore the critical importance of cultivating teachers' internal psychological strengths as a strategic approach to reducing burnout. Practically, the results suggest that professional development programs integrating resilience-building, emotional regulation, and grit-enhancing interventions may substantially improve teachers' well-being and retention. Future research should explore longitudinal and cross-cultural designs to further validate and expand these insights within broader educational contexts.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 3","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148174040","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Fostering Inclusive Excellence—School Leaders' Perceptions of Leadership and Developing an Inclusive School Culture in Finland 培养包容性卓越——芬兰学校领导者对领导力的看法和发展包容性学校文化

IF 3.6 3区教育学

European Journal of Education Pub Date : 2026-06-05 DOI: 10.1111/ejed.70719

Jukka Vetoniemi, Eija Kärnä

{"title":"Fostering Inclusive Excellence—School Leaders' Perceptions of Leadership and Developing an Inclusive School Culture in Finland","authors":"Jukka Vetoniemi, Eija Kärnä","doi":"10.1111/ejed.70719","DOIUrl":"https://doi.org/10.1111/ejed.70719","url":null,"abstract":"<p>Although education policies aim to foster an inclusive school culture, progress has been slow. In Finland, the role of school leadership is particularly significant in inclusive school development, as governance and decision-making are decentralised and largely managed at the local level. This qualitative research aimed to examine what elements of leadership promote the development of an inclusive school, according to experiences of Finnish comprehensive school leaders. The data were collected through purposive sampling by interviewing four school leaders who participated in inclusive leadership training. Thematic analysis was employed to analyse the data. The findings indicate that the leaders utilised relationship-based and change-oriented leadership methods. Furthermore, three key elements of inclusive leadership were identified in their practices: (1) core values, (2) dialogical and informative discourse, and (3) reforming traditions and procedural frameworks. The results suggest that identifying and utilising the elements of inclusive leadership can enhance the implementation of inclusive education policies and practices. Furthermore, inclusive leadership can be strengthened through targeted leadership development.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 3","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70719","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148173999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

University, Care and Twin Transitions: Digital Language Literacy for Migrant Inclusion and Civic Engagement 大学、关怀和双重转型：移民包容和公民参与的数字语言素养

IF 3.6 3区教育学

European Journal of Education Pub Date : 2026-06-05 DOI: 10.1111/ejed.70717

Sara Pellegrini, Riccardo Sebastiani

{"title":"University, Care and Twin Transitions: Digital Language Literacy for Migrant Inclusion and Civic Engagement","authors":"Sara Pellegrini, Riccardo Sebastiani","doi":"10.1111/ejed.70717","DOIUrl":"https://doi.org/10.1111/ejed.70717","url":null,"abstract":"<div>\u0000 \u0000 <p>Within the policy framework of the digital and ecological Twin Transition, higher education institutions are increasingly positioned as key actors in fostering inclusive and sustainable transformation. This exploratory, perception-based study examines how university students and academic staff frame the role of digitally supported second-language (L2) learning in the inclusion of migrants and refugees. Using an online questionnaire administered to 168 respondents, the study investigates perceptions of digital tools in relation to accessibility, personalization, participation and the public role of universities. The findings indicate a broadly positive orientation toward blended learning and e-learning platforms, alongside significant concerns regarding teacher training, platform accessibility and the alignment of digital strategies with the needs of vulnerable learners. The article argues that universities can contribute to more inclusive educational environments, while also stressing that the present evidence concerns perceived potential rather than measured educational outcomes.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 3","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148174039","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

SELFIEforTEACHERS: Validation of a Tool Supporting Teachers' Self-Reflection on Their Digital Competence self - fieforteachers：一种支持教师对其数字能力进行自我反思的工具的验证

IF 3.6 3区教育学

European Journal of Education Pub Date : 2026-06-05 DOI: 10.1111/ejed.70559

Anastasia Economou, Gabrielė Stupurienė, Mart Laanpere, Stefania Bocconi, Margarida Lucas

{"title":"SELFIEforTEACHERS: Validation of a Tool Supporting Teachers' Self-Reflection on Their Digital Competence","authors":"Anastasia Economou, Gabrielė Stupurienė, Mart Laanpere, Stefania Bocconi, Margarida Lucas","doi":"10.1111/ejed.70559","DOIUrl":"https://doi.org/10.1111/ejed.70559","url":null,"abstract":"<p>Supporting teachers to build their digital competence remains key to educational systems for responding to the continuous implications that new technologies entail. SELFIEforTEACHERS was designed to support teachers across Europe in reflecting on and improving their digital competence. Grounded in the DigCompEdu conceptual framework, the tool supports a guided and structured self-reflection process to scaffold and promote teachers' agency and self-directed professional learning. This study assesses the validity, reliability, and participants' perceived relevance of SELFIEforTEACHERS, using a mixed-methods approach with 3218 teachers in four European countries. Psychometric analysis confirmed the tool's validity and reliability, while qualitative data revealed that teachers found it highly relevant for identifying strengths, weaknesses, and areas for improvement. Overall, SELFIEforTEACHERS provides a tool for fostering evidence-based improvement of teachers' digital competence and enhancing their capacity to integrate digital technologies meaningfully in education.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 3","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70559","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148173994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Civic Engagement, Interculturality and Diversity: Exploring the Impact of Erasmus+ in European Schools 公民参与，跨文化和多样性：探索伊拉斯谟+在欧洲学校的影响

IF 3.6 3区教育学

European Journal of Education Pub Date : 2026-06-04 DOI: 10.1111/ejed.70707

Cristina Mallol Macau, Miquel Alsina Tarrés

{"title":"Civic Engagement, Interculturality and Diversity: Exploring the Impact of Erasmus+ in European Schools","authors":"Cristina Mallol Macau, Miquel Alsina Tarrés","doi":"10.1111/ejed.70707","DOIUrl":"https://doi.org/10.1111/ejed.70707","url":null,"abstract":"<p>This article examines how Erasmus+ (KA201) cooperation among European educational organisations contributes to reshaping teachers' professional learning and school culture by linking transnational collaboration to changes in everyday practice. Situated within current European research and policy debates, it moves beyond programme evaluation to conceptualise Erasmus+ as a meso-level mechanism for building intercultural understanding, equity, and civic participation. The analysis draws on a mixed-methods design, combining ad hoc questionnaires, semi-structured interviews, and focus groups with 20 teachers from several European contexts who participated in KA201 projects. The results show that cross-border cooperation strengthens educators' capacity to foster inclusion, diversity-responsive pedagogies, and democratic values within their classrooms and wider school communities. Overall, the study positions Erasmus+ as a catalyst for professional growth and pedagogical innovation, contributing to more open, equitable, and value-driven school cultures across Europe and reinforcing contemporary European priorities around inclusion, democratic resilience, and social cohesion.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 3","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70707","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148174021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring Chinese EFL Teachers' Perceptions About the Authenticity and Naturalness of Artificial Intelligence (AI)-Generated Language: A Qualitative Study 中国英语教师对人工智能生成语言真实性和自然性的认知：一项定性研究

IF 3.6 3区教育学

European Journal of Education Pub Date : 2026-06-02 DOI: 10.1111/ejed.70708

Minglie He, Yuhan Song

{"title":"Exploring Chinese EFL Teachers' Perceptions About the Authenticity and Naturalness of Artificial Intelligence (AI)-Generated Language: A Qualitative Study","authors":"Minglie He, Yuhan Song","doi":"10.1111/ejed.70708","DOIUrl":"https://doi.org/10.1111/ejed.70708","url":null,"abstract":"<div>\u0000 \u0000 <p>An increasing bulk of research has recently focused on the role of artificial intelligence (AI) in second/foreign language (L2) education. However, few studies have examined users' perceptions about AI-generated language and content in English as a foreign language (EFL) context. To fill this gap, the present study drew on the computers as social actors (CASA) framework and the technology acceptance model (TAM) to explore Chinese EFL teachers' perceptions about the authenticity and naturalness of AI-generated language/content. The findings of thematic analysis indicated that the participants had perceived AI-generated language as inauthentic and unnatural for eight reasons. Specifically, AI-generated language was considered inauthentic because it is database-oriented, ignores culture, emotions, semantics, and idiomatic expressions, does not produce genuine feelings in users, and lacks creativity and originality. Furthermore, the teachers saw AI-generated language as unnatural because it lacks deep understanding and awareness, follows repetitive and predictable patterns, is too formal, and overlooks technicalities and idiosyncrasies. Each theme is discussed comprehensively, and implications are provided for teachers, students, teacher educators and AI designers to think deeper about the quality of texts and content produced by AI bots and chatbots before being injected into L2 classes.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 3","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148173727","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Self-Abandonment or Seeking a Way Out: Understanding Educational Expectations Among Chinese Migrant Children 自我抛弃还是寻求出路：对中国流动儿童教育期望的理解

IF 3.6 3区教育学

European Journal of Education Pub Date : 2026-05-31 DOI: 10.1111/ejed.70713

Qifan Ding, Qiaobing Wu

{"title":"Self-Abandonment or Seeking a Way Out: Understanding Educational Expectations Among Chinese Migrant Children","authors":"Qifan Ding, Qiaobing Wu","doi":"10.1111/ejed.70713","DOIUrl":"https://doi.org/10.1111/ejed.70713","url":null,"abstract":"<p>Existing studies have primarily focused on migrant children's compulsory education, academic performance, and psychological wellbeing. Less attention has been paid to how migrant children themselves perceive, negotiate, and adjust their educational expectations towards the end of compulsory education under unequal institutional conditions. This study explores the complex process through which migrant children's educational expectations are formed and negotiated in urban China. Drawing on 51 interviews with migrant children, their parents, teachers and school principal in Shanghai, it examines how field, capitals and habitus shape this process at the end of the compulsory education. The findings show that some migrant children replicated their family members' perspectives and practices and adjusted their expectations under the restrictions of the policies. School classification practices as institutional habitus further differentiated migrant children's educational expectations, whereas others became incorporated into the muddling through culture within migrant children's classes. The study also shows that tensions between familial habitus and institutional habitus generated ambivalence in educational decision-making, leading migrant children to negotiate, compromise, or strategically adjust their future educational trajectories.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 3","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70713","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148166943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Inclusive Education: A Comparative Analysis of Models in European Countries 全纳教育：欧洲国家模式的比较分析

IF 3.6 3区教育学

European Journal of Education Pub Date : 2026-05-31 DOI: 10.1111/ejed.70710

Joanna Glodkowska, Iwona Konieczna

引用次数: 0

Understanding Social–Emotional Skills in Childhood and Adolescence: A Network Perspective From Suzhou, China 理解儿童和青少年的社交情感技能：来自苏州的网络视角

IF 3.6 3区教育学

European Journal of Education Pub Date : 2026-05-31 DOI: 10.1111/ejed.70704

Bo Ning, Lidan Wang, Yijin Du, Ming Huo

{"title":"Understanding Social–Emotional Skills in Childhood and Adolescence: A Network Perspective From Suzhou, China","authors":"Bo Ning, Lidan Wang, Yijin Du, Ming Huo","doi":"10.1111/ejed.70704","DOIUrl":"https://doi.org/10.1111/ejed.70704","url":null,"abstract":"<div>\u0000 \u0000 <p>Social–emotional skills are multifaceted and interconnected. Identifying core skills and how they interconnect are essential for designing effective educational interventions. Using data from the Organization for Economic Co-operation and Development (OECD) 2019 Survey on Social and Emotional Skills (SSES), comprising 3631 10-year-olds and 3611 15-year-olds in Suzhou, China, this study applied network analysis to examine the network structure and interconnections among social–emotional skills. The results indicated that cooperation, persistence and optimism were central skills across both age groups. From childhood to adolescence, persistence and energy exhibited higher centrality, while assertiveness and trust remained relatively peripheral. The social–emotional network of adolescents was denser, suggesting a shift in how these skills relate to one another across age groups. Age-related differences were also observed in specific skill associations, such as a stronger link between cooperation and trust among adolescents. These findings offer insights into the age-specific structure of social–emotional skills and provide a foundation for culturally and developmentally responsive social–emotional learning programs.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 3","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148166942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Artificial Intelligence in Music Education in Higher Education: Exploring Applications and Pedagogical Considerations 人工智能在高等音乐教育中的应用与教学思考

IF 3.6 3区教育学

European Journal of Education Pub Date : 2026-05-28 DOI: 10.1111/ejed.70691

Zhang You

{"title":"Artificial Intelligence in Music Education in Higher Education: Exploring Applications and Pedagogical Considerations","authors":"Zhang You","doi":"10.1111/ejed.70691","DOIUrl":"https://doi.org/10.1111/ejed.70691","url":null,"abstract":"<div>\u0000 \u0000 <p>The integration of Artificial Intelligence (AI) into instrumental music education has rapidly progressed. However, the scholarly landscape remains fragmented and underdeveloped. Current research mainly focuses on algorithm-driven performance and context-specific teaching methods. There has been little effort to connect these advancements to established educational frameworks or to examine their wider implications. This systematic review addresses this gap by providing a thorough synthesis of the field, analyzing 46 highly cited publications indexed in Scopus. This review goes beyond mere listing. It critically examines how leading AI methods, such as deep learning models, transformer-based systems, and generative frameworks, serve as meaningful tools for instrumental learning. Drawing on established frameworks such as the Technological Pedagogical Content Knowledge (TPACK) model, the Substitution-Augmentation-Modication-Redefinition (SAMR) taxonomy, and Bloom's revised taxonomy, the study offers a well-grounded interpretation of how AI changes teaching design, student engagement, and cognitive growth. The findings show that AI technologies improve practice efficiency, enable personalized learning paths, and create more consistent, data-driven assessment methods. However, the review also highlights major limitations that were overlooked in previous research. These include algorithmic bias, lack of cultural and stylistic sensitivity, difficulties in capturing expressive musical elements, and the lack of clear models for integrating pedagogy with technology. To guide future research and practice, the review urges the creation of culturally responsive AI systems, the establishment of strong ethical and governance structures, and the use of interdisciplinary design approaches that connect technology with educational values. This establishes a critical, forward-looking foundation for viewing AI not just as a tool but as a transformative influence in instrumental music education.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 3","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148166996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0