European Journal of Education最新文献

{"title":"Parental Supervision for Child Development and the Value of Visual Art Activities: Rethinking Academic Trade-Offs in Chinese Children's Out-of-School Time","authors":"Zhang You","doi":"10.1111/ejed.70224","DOIUrl":"https://doi.org/10.1111/ejed.70224","url":null,"abstract":"<div>\u0000 \u0000 <p>In the Chinese educational landscape, extracurricular engagement in disciplines like visual arts has received relatively limited scholarly attention compared to Western settings, where such activities are well established for cultivating diverse cognitive and socioemotional competencies. Unlike Western models, where arts education is often integrated into school curricula, China's visual art programs predominantly operate through expensive private institutions, creating potential barriers to equal participation. This research explores how parental guidance and encouragement might maximise the developmental advantages of visual art activities while maintaining scholastic standards, applying the threshold framework of balanced time allocation. Analysing data from more than 2400 elementary students in a provincial sample, while controlling for economic disparities, the results contradict several conventional expectations. The findings reveal an evolving pattern of parental engagement that departs from stereotypical depictions of authoritarian Chinese parenting, instead demonstrating more child-centered and interest-responsive approaches. Notably, despite children's authentic enthusiasm and active parental involvement, participation in extracurricular visual arts failed to produce measurable academic improvements. This outcome raises important questions about the presumed academic value of such activities within China's distinctive educational ecosystem. The study provides fresh perspectives on how modern Chinese families navigate and reconcile competing priorities between holistic development and academic excellence.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145012438","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":"Autonomy and Solidarity in School Culture: A Relationality Perspective on Teacher Autonomy","authors":"Mehmet Akif İnce,&nbsp;Jenni Tikkanen","doi":"10.1111/ejed.70248","DOIUrl":"https://doi.org/10.1111/ejed.70248","url":null,"abstract":"<p>This study examines teacher autonomy through a relationality perspective that challenges traditional conceptualisations of autonomy as solely individual control. Through an in-depth reflexive thematic analysis of interviews with nine Finnish teachers, the research reveals five interconnected themes showing how autonomy emerges within organisational structures and collaborative practices: sense of autonomy and organisational socialisation; interdependence and shared responsibility in school culture; curriculum-infused sense of responsibility; planning mindset synchronised by coursebooks; and testing as more than assessing students. These themes demonstrate that professional decision-making develops through socialisation, supported by curriculum frameworks and coursebook-guided practices. Additionally, testing practices exemplify how autonomy operates through relational dynamics, serving both assessment and stakeholder engagement functions. The data illustrate how teacher autonomy operates through these relational dimensions, offering valuable insights for reconceptualising it beyond individualistic frameworks that position autonomy in opposition to social and institutional structures and attempt to measure it as freedom from external constraints.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70248","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144990805","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 Chinese EFL Teachers' Perceptions of the Potentials and Challenges of Robot-Assisted Language Learning","authors":"Hanhui Li,&nbsp;Mei Kang,&nbsp;Jinpeng Liu","doi":"10.1111/ejed.70226","DOIUrl":"https://doi.org/10.1111/ejed.70226","url":null,"abstract":"<div>\u0000 \u0000 <p>Robot-assisted language learning (RALL) has recently gained increasing attention among second and foreign language (L2) educators. However, its pedagogical potentials and implementation challenges remain underexplored, particularly in English as a Foreign Language (EFL) contexts. In this sense, this qualitative study investigates the perceptions and experiences of 25 Chinese EFL teachers using semi-structured interviews and narrative frames. Thematic analysis revealed seven perceived benefits of RALL including promoting learner autonomy, transcending time and space constraints, providing abundant learning resources, enhancing communicative competence, improving language skills, increasing classroom engagement and enabling personalised instruction. Conversely, six key challenges were identified: limitations in speech recognition and production, lack of human-like presence, insufficient attention to learner differences, neglect of emotional and contextual factors, need for technical support and high costs and infrastructure requirements. The findings provide valuable insights for educators, teacher trainers and policymakers aiming to integrate artificial intelligence (AI) driven technologies into L2 classrooms more effectively and ethically.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144929822","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":"Investigating Chinese Parents' Growth Mindset and Their Parenting Practices in Children's English Learning","authors":"Chenggang Liang,&nbsp;Nan Zhou,&nbsp;Shulin Yu","doi":"10.1111/ejed.70227","DOIUrl":"https://doi.org/10.1111/ejed.70227","url":null,"abstract":"<div>\u0000 \u0000 <p>While an emerging body of research has linked parenting practices to children's learning achievement, limited attention has been paid to parenting practices in children's English learning. Utilising data from 702 7th graders (50.14% girls), the study examined how children's perceptions of their parents' growth mindset predicted children's English motivation and engagement via children's perceptions of parental psychological control and autonomy support in the Chinese EFL context. Results indicated that children's perceived parents' growth mindset was positively associated with children's English adaptive motivation and engagement via perceived parental autonomy support, while negatively associated with children's English maladaptive motivation and engagement through perceived parental psychological control. Notably, child reciprocal filial piety was found to amplify the negative associations between perceived parental psychological control and children's maladaptive English motivation. By contrast, child authoritarian filial piety could buffer the negative associations between perceived parental psychological control and children's English engagement. The study provides a nuanced examination of the mediating and moderating mechanisms of parenting practices in children's English learning in Chinese EFL contexts. Relevant implications for parenting practices in children's English learning and potential directions for future research are discussed.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144927401","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":"Blended Learning Models in Cultural and Historical Education: A Cross-Cultural Comparison of Chinese and Western Pedagogical Practices","authors":"Lijie Zhang","doi":"10.1111/ejed.70221","DOIUrl":"https://doi.org/10.1111/ejed.70221","url":null,"abstract":"<div>\u0000 \u0000 <p>The global rise in the popularity of blended learning models has led to an increased interest in studying their impact on educational processes. The aim of this study is to assess the effectiveness of blended learning methods in cultural and historical education by comparing Chinese and Western approaches. The study involved 291 students from three Chinese universities. A cross-cultural comparison of Chinese and Western pedagogical practices was conducted using methods such as surveys, focus groups and expert assessments. <i>The results</i> also position blended and integrative educational approaches as a promising direction for educational reforms. The findings indicate the possibility of using these results to enhance the effectiveness of blended learning by adapting Western pedagogical methods within the Chinese educational system. Further research will be directed towards the broader examination of the effectiveness of blended learning with the integration of Western educational approaches in the training of students from various disciplines. In this case, it is proposed to take into account the influence of teachers, as well as to study in more depth the problem of ‘cosmopolitan nationalism’ and ‘de-Westernisation’.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144927404","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":"Academic Self-Efficacy and Popularity Among Adolescents: A Moderated Mediation Model of Assertiveness and Social Preference","authors":"Yasemin Yavuzer,&nbsp;İzzet Parmaksiz","doi":"10.1111/ejed.70217","DOIUrl":"https://doi.org/10.1111/ejed.70217","url":null,"abstract":"<div>\u0000 \u0000 <p>This study aimed to test whether assertiveness is a mediator between academic self-efficacy and popularity, and whether social preference would have a moderating effect on the mediation of assertiveness. The participants consisted of 789 students, including 512 girls and 277 boys, selected from four high schools located in a city centre in the Central Anatolian region of Turkey. The participants were 9th–12th-grade students in 34 different classes. The average age of students was 15.40. This research was a cross-sectional design. Model 4 was used to examine the mediating effect, and Model 5 was used to test the conditional indirect effects in Process Macro. Findings showed that the effect of academic self-efficacy social status on popularity is partially mediated by assertiveness. On the other hand, assertiveness fully mediated the association between academic self-efficacy technical skills and popularity. Moreover, the mediating effect of assertiveness on the association between academic self-efficacy and social status, academic self-efficacy technical skills and popularity is moderated by social preference levels.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144927402","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":"Towards a Holistic Understanding of Sustainable Development in Teacher Education: Insights From Pre-Service Teachers' Cross-Curricular Lesson Planning","authors":"Meryem Özdemir-Yılmazer","doi":"10.1111/ejed.70229","DOIUrl":"https://doi.org/10.1111/ejed.70229","url":null,"abstract":"<div>\u0000 \u0000 <p>This study explores how cross-curricular lesson planning influences pre-service teachers' understanding of sustainable development (SD) and their engagement with education for sustainable development (ESD). Based on pre-service teachers' experiences and insights, the study aims to contribute to a more holistic approach to integrating SD into ESD practices, ultimately preparing future educators to effectively address sustainability challenges across various subject areas. This study employed a mixed-methods case study design to investigate the influence of cross-curricular lesson planning on pre-service teachers' holistic understanding of SD and their capacity to implement ESD principles. The investigation was carried out at a state university in Türkiye, with the participation of 35 pre-service teachers from different subject areas. The findings revealed that cross-curricular lesson planning significantly enhances pre-service teachers' holistic understanding of SD while fostering the interdisciplinary teaching strategies essential for ESD. The collaborative nature of this approach broadens their perspectives on sustainability issues and strengthens their ability to integrate SD concepts across disciplines, supporting the complex, interconnected nature of ESD. This study highlights the potential of cross-curricular collaboration in teacher education to prepare future educators for effective ESD implementation, offering valuable insights into how such pedagogical strategies can enhance sustainability-oriented teaching and learning.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144927405","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":"Examining the Relationships Among Teacher Characteristics, Collaboration, AI-Integrated TPACK, and Teacher Enthusiasm: A Multi-Group Analysis by Gender","authors":"Deniz Kaya,&nbsp;Ömer Faruk Ursavaş,&nbsp;Hatice Yildiz Durak","doi":"10.1111/ejed.70216","DOIUrl":"https://doi.org/10.1111/ejed.70216","url":null,"abstract":"<div>\u0000 \u0000 <p>The aim of this study was to examine the relationships among teacher characteristics, collaboration, the level of artificial intelligence-integrated technological pedagogical content knowledge (AI-TPACK), and teacher enthusiasm, and to comparatively evaluate these relationships through multi-group analysis (MGA) based on gender. The research model was tested using Partial Least Squares–Structural Equation Modelling (PLS-SEM) to analyse the structural relationships among the variables. Data were collected from 323 teachers working at various school levels across the seven geographical regions of Türkiye, representing diversity in terms of educational background, professional experience, and subject area. In addition to the Demographic Information Form, the AI-TPACK Scale, Teacher Enthusiasm Scale, and Teacher Collaboration Scale were used during the data collection process. The findings of the study reveal that teacher collaboration has significant and positive effects on both TPACK and AI-TPACK components. However, age, educational level, professional experience, and school type did not significantly predict teacher collaboration. Pedagogical knowledge (PK), pedagogical content knowledge (PCK), and AI-based technological knowledge (AI-TK) had significant effects on teacher enthusiasm, whereas content knowledge (CK), AI-based technological content knowledge (AI-TCK), AI-based technological pedagogical knowledge (AI-TPK), and AI-TPACK did not show any significant effect. Contextual variables such as ICT usage competence, AI usage experience, and AI usage intensity did not have a significant effect on teacher enthusiasm. Gender-based analysis results revealed that the effects of teacher collaboration on PK, CK, PCK, and AI-TPACK components differed significantly between male and female teachers, whereas the effects on AI-TCK and AI-TPK components were significant only among female teachers. It was found that PK significantly predicted teacher enthusiasm only among female teachers, while AI-TK significantly predicted teacher enthusiasm only among male teachers.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144927403","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":"Examining the Role of Student–Instructor Interaction in Shaping Learning Outcomes in Higher Education","authors":"Cuc Thi Doan,&nbsp;Trang Thi Quynh Le,&nbsp;Tuan Van Vu","doi":"10.1111/ejed.70237","DOIUrl":"https://doi.org/10.1111/ejed.70237","url":null,"abstract":"<div>\u0000 \u0000 <p>This study investigated how student–instructor interaction can impact academic performance, motivation and satisfaction in tertiary education across various learning contexts (face-to-face, online and hybrid). As higher education adopts digital and blended learning approaches, understanding the relationship between these interactions and student outcomes has become essential. A mixed-methods approach was employed, involving a sample of 385 students at a higher education institution. Quantitative data were collected using a researcher-designed questionnaire, while qualitative data were gathered through semi-structured interviews. The data were analysed using IBM SPSS Statistics v.27 and NVivo v.12 for thematic analysis. The results suggest that meaningful student–instructor interactions, including timely feedback and personalised support, substantially affect student motivation, engagement and academic performance. This means that around the majority of participants claimed to enjoy a positive correlation between interaction quality and academic achievement. Furthermore, students who perceived high levels of instructor support showed greater satisfaction with their learning experiences. This study strengthens the greater importance of building a positive rapport with students in in-person or digital learning settings. Also, it indicates that institutions should focus on delivering those strategies that can improve the quality of student-to-student and student–instructor interactions, and thus need to enable accessibility, personalisation and supportiveness of these exchanges in a growing digitalised world of higher education to help them achieve the best outcomes and satisfaction.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144927499","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":"Emotion-Aware AI in Physical Education: Investigating Affective Computing's Role in Motivation, Regulation, and Self-Efficacy","authors":"Ke Chen,&nbsp;Chaojun Wang,&nbsp;Dai Zhang","doi":"10.1111/ejed.70232","DOIUrl":"https://doi.org/10.1111/ejed.70232","url":null,"abstract":"<div>\u0000 \u0000 <p>Understanding the role of emotion in student learning has become increasingly important in educational research, particularly in physically demanding disciplines such as Physical Education (PE), where motivation, confidence, and emotional resilience are critical for performance and engagement. Despite this, limited attention has been given to how artificial intelligence (AI), especially affective computing, can support these emotional and motivational processes within PE contexts. This study investigated the predictive power of AI-enabled affective computing on four key psychological constructs among undergraduate PE students: motivation, emotional regulation, academic self-efficacy, and control-value appraisals. A total of 409 PE students from Henan Province, China, participated. Structural equation modelling (SEM) was employed to examine the relationships between AI-driven emotional responsiveness and students' psychological outcomes in AI-supported PE learning environments. AI-enabled affective computing significantly and positively predicted all four variables. The strongest effect was observed for academic self-efficacy, followed by motivation, emotional regulation, and control-value appraisals. The SEM explained 67% of the variance in emotional regulation and 62% in self-efficacy, with robust model fit indices supporting the validity of the findings. These results highlight the potential of integrating emotionally responsive AI tools into PE programmes to create learner-centred, adaptive environments. Such integration can enhance emotional wellbeing, strengthen academic confidence, and promote sustained physical engagement among students.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144927571","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}