European Journal of Education最新文献_第6页

Validation of a Decision-Making Skill Test for Turkish Adolescents: Psychometric Properties and Implications 土耳其青少年决策技能测试的验证：心理测量特性和含义

IF 3.6 3区教育学

European Journal of Education Pub Date : 2025-09-01 DOI: 10.1111/ejed.70235

Filiz Arzu Yalın, Ahmet Özbay, Şafak Oğuz

引用次数: 0

A Comparative Study on the Influence of Artificial Intelligence (AI) on Student Creativity, Learning Outcomes and Attitudes in Product Design Education (PDE) 产品设计教育（PDE）中人工智能（AI）对学生创造力、学习成果和态度影响的比较研究

IF 3.6 3区教育学

European Journal of Education Pub Date : 2025-09-01 DOI: 10.1111/ejed.70233

Wei Lu, Gurpinder Singh Lalli, Guiyou Jiang

{"title":"A Comparative Study on the Influence of Artificial Intelligence (AI) on Student Creativity, Learning Outcomes and Attitudes in Product Design Education (PDE)","authors":"Wei Lu, Gurpinder Singh Lalli, Guiyou Jiang","doi":"10.1111/ejed.70233","DOIUrl":"https://doi.org/10.1111/ejed.70233","url":null,"abstract":"<div>\u0000 \u0000 <p>AI has been introduced into design courses to enhance student learning outcomes, foster creativity, provide personalised learning support and improve design productivity. This study integrated AI tools as a facilitative aid in a creative product design course, focusing on examining students' learning outcomes and the creativity of their final products by comparing two groups: the T1 experimental group (AI use) and the T2 control group (no AI use). Students' perspectives of using AI were explored. A total number of 77 undergraduate students majoring in product design at a university in China were recruited for the study. The results indicate that the integration of AI tools into the course significantly enhanced students' learning outcomes and the creativity of their final products. Furthermore, students expressed a positive attitude toward using AI in learning and designing, and a willingness to utilise AI in future design work. Challenges and concerns were also highlighted related to AI use for learning and design.</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":"144927567","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

The Structure of Seniors' Needs and Their Level of Fulfillment at Universities of the Third Age in Poland 波兰三年级大学老年人需求结构及其实现水平

IF 3.6 3区教育学

European Journal of Education Pub Date : 2025-08-25 DOI: 10.1111/ejed.70219

Sławomir Trusz, Artur Fabiś, Tomasz Berek, Sandra Kempa, Barbara Zaremba-Żółtek, Agnieszka Sitko, Dorota Augustyn, Katarzyna Dendek

{"title":"The Structure of Seniors' Needs and Their Level of Fulfillment at Universities of the Third Age in Poland","authors":"Sławomir Trusz, Artur Fabiś, Tomasz Berek, Sandra Kempa, Barbara Zaremba-Żółtek, Agnieszka Sitko, Dorota Augustyn, Katarzyna Dendek","doi":"10.1111/ejed.70219","DOIUrl":"https://doi.org/10.1111/ejed.70219","url":null,"abstract":"<div>\u0000 \u0000 <p>Universities of the Third Age (U3As) play an important role in the system of non-formal lifelong education. Through offered programmes, participants meet various personal and social needs, thereby enhancing their quality of life. This study examined the applicability of a multidimensional inventory developed by the authors to assess the needs of seniors addressed in U3A classes. The tool, created using an inductive–deductive approach, identifies six types of needs. Based on responses from 486 students attending 17 U3As in southwestern Poland, the results revealed that social and cognitive needs were the most satisfied, followed by self-development, adaptation, health, and autonomy. The extent to which these needs were met was significantly associated with age, place of residence, and professional activity, but not with gender, education level, or seniors' marital status. The findings are discussed in the context of social science literature, with practical implications emphasised.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 3","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144894461","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

Forcibly Displaced to an Offbeat Destination: Syrian International Students' Experiences in Portugal 被迫流离失所到一个另类的目的地：叙利亚国际学生在葡萄牙的经历

IF 3.6 3区教育学

European Journal of Education Pub Date : 2025-08-25 DOI: 10.1111/ejed.70218

Thais França, Cosmin Nada, Bianca Lyrio

{"title":"Forcibly Displaced to an Offbeat Destination: Syrian International Students' Experiences in Portugal","authors":"Thais França, Cosmin Nada, Bianca Lyrio","doi":"10.1111/ejed.70218","DOIUrl":"https://doi.org/10.1111/ejed.70218","url":null,"abstract":"<div>\u0000 \u0000 <p>The diversification of international student mobility includes individuals fleeing conflict, persecution, and climate-related disasters. Within these complex dynamics, traditionally offbeat destinations—such as Turkey and Portugal—have emerged as strategic options for forcibly displaced students. Drawing on semi-structured interviews conducted with Syrian international students enrolled in Portuguese higher education (HE), we first examine how these students perceive Portugal as a viable alternative for pursuing HE while escaping the conflict. Second, we analyse their everyday academic and social experiences, analysing how these are embedded in broader ‘survival strategies’ shaped by displacement. Our findings reveal a paradox within the Portuguese international education framework. Although the country presents itself as an <i>avant-garde</i> actor in facilitating forcibly displaced students' access to HE through targeted policies and partnerships, HE institutions lack adequate mechanisms to support their long-term academic and social integration. This disconnect undermines Portugal's potential as a truly inclusive host, leaving the country positioned as merely a survival-strategy destination. We argue that despite the official support and assistance from the government, the burden of integration falls disproportionately on the students themselves, whose educational and social success depends mainly on their agency.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 3","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144894463","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

Structured or Semi-Structured? The Use of Reflection Journals in Postgraduates' Generative Artificial Intelligence Literacy Development in an L2 Academic Writing Context 结构化还是半结构化？在二语学术写作语境下，反思期刊在研究生生成式人工智能素养培养中的应用

IF 3.6 3区教育学

European Journal of Education Pub Date : 2025-08-25 DOI: 10.1111/ejed.70189

Danyang Zhang, Lanyu Wen, Junjie Gavin Wu

{"title":"Structured or Semi-Structured? The Use of Reflection Journals in Postgraduates' Generative Artificial Intelligence Literacy Development in an L2 Academic Writing Context","authors":"Danyang Zhang, Lanyu Wen, Junjie Gavin Wu","doi":"10.1111/ejed.70189","DOIUrl":"https://doi.org/10.1111/ejed.70189","url":null,"abstract":"<div>\u0000 \u0000 <p>Generative artificial intelligence (GenAI) not only has the potential to aid L2 academic writing but also poses unique challenges concerning impacts and ethics. Reflection journals, which promote critical thinking and metacognitive awareness, have the capacity to guide GenAI-assisted writing, yet remain underexplored. This study examines and compares the effects of structured reflection journals (SRJs) and semi-structured reflection journals (SSRJs) on enhancing postgraduates' GenAI literacy within an L2 academic writing context. Based on the frameworks proposed by UNESCO and Digital Promise, the study developed a GenAI literacy framework that includes four dimensions: (a) <i>Operational Competence in GenAI Tools</i>, (b) <i>Ethics and Security in GenAI Usage</i>, (c) <i>Critical Evaluation of GenAI Outputs and Autonomy</i> and (d) <i>Reflection in GenAI Application</i>. The study assessed the GenAI literacy levels of 39 participants before and after four GenAI-assisted writing tasks. Reflection journals were completed after each task (20 in the SRJ group and 19 in the SSRJ group). Results revealed significant improvements in GenAI literacy across three dimensions (Dimensions 1 to 3), with no significant difference between the SRJ and SSRJ groups. However, thematic analysis of reflective content showed that SRJs, with their more comprehensive guiding questions, encouraged deeper engagement with GenAI-related rules and more thorough evaluations of GenAI-generated content compared to SSRJs. By comparing different types of reflection journals as effective scaffolds in L2 writing pedagogy, this study encourages the integration of reflective practices into GenAI-assisted L2 academic writing classrooms, aiming to enhance students' critical evaluation skills and ethical awareness.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 3","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144894460","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

Multilingualism and Self-Development: Insights Into Teachers' Practices and Predictors 多语与自我发展：对教师实践和预测因素的洞察

IF 3.6 3区教育学

European Journal of Education Pub Date : 2025-08-25 DOI: 10.1111/ejed.70230

Raees Calafato

{"title":"Multilingualism and Self-Development: Insights Into Teachers' Practices and Predictors","authors":"Raees Calafato","doi":"10.1111/ejed.70230","DOIUrl":"https://doi.org/10.1111/ejed.70230","url":null,"abstract":"<div>\u0000 \u0000 <p>Self-development is vital for enhancing language teaching ability (LTA), a key component of instructional effectiveness. While prior research on LTA self-development has emphasised the roles of teacher cognition and emotion, less attention has been paid to teachers' linguistic repertoires. Yet, language teachers may draw on diverse linguistic resources that shape not only their teaching but also their self-development. Using a complexity theory framework, this study investigated the relationship between university language teachers' LTA self-development practices and their multilingualism, mindsets, anxiety, cultural orientations and perceptions of the societal and institutional status of the languages they teach, as measured by a questionnaire. Participants were teachers of English, French, German and Spanish. The findings revealed significant variation in LTA self-development practices: English teachers reported lower engagement in research-focused activities compared to their counterparts teaching French, German and Spanish. The findings also indicated that multilingualism, specifically, the contextual use of multiple languages, emerged as the strongest and most consistent predictor of LTA self-development, surpassing anxiety, mindsets and cultural orientations. This finding, coupled with the significantly lower research engagement reported by English teachers, highlights the centrality of active multilingual practice in LTA self-development and underscores the need for more targeted initiatives that leverage language teachers' linguistic resources and address subject-specific disparities.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 3","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144897589","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

Investigating the Effect of Discipline-Based Art Education Training on Pre-Service Arts Teachers' Teaching Self-Efficacy 学科型艺术教育培训对职前艺术教师教学自我效能感的影响研究

IF 3.6 3区教育学

European Journal of Education Pub Date : 2025-08-25 DOI: 10.1111/ejed.70220

İrfan Nihan Demirel, Hakan İslamoğlu

{"title":"Investigating the Effect of Discipline-Based Art Education Training on Pre-Service Arts Teachers' Teaching Self-Efficacy","authors":"İrfan Nihan Demirel, Hakan İslamoğlu","doi":"10.1111/ejed.70220","DOIUrl":"https://doi.org/10.1111/ejed.70220","url":null,"abstract":"<div>\u0000 \u0000 <p>This study examined the effect of Discipline-Based Art Education (DBAE) training on the teaching self-efficacy of pre-service visual arts teachers. A mixed-methods approach was used, combining a single-group pre-test post-test quasi-experimental design with qualitative data analysis. Over two semesters, 24 pre-service teachers took part in a DBAE-enhanced training programme integrated into the “Visual Arts Teaching I and II” courses. Quantitative results showed significant increases in self-efficacy in the areas of preparation, teaching, and diversity. Qualitative data supported these findings, revealing improvements in professional skills, attitudes, and content knowledge. Participants demonstrated high proficiency in applying DBAE's core disciplines—art history, criticism, aesthetics, and production—into lesson planning and instructional materials. Despite difficulties in more abstract areas like aesthetics and criticism, notable progress was achieved. The results emphasise DBAE's potential to boost self-efficacy and pedagogical skills in art education, recommending its inclusion in teacher training programmes to promote holistic and reflective teaching practices.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 3","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144894462","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

SWOT Analysis of Work-Integrated Learning and Online Learning Framework in Higher Educational Institutions of Kazakhstan 哈萨克斯坦高校工学结合学习与在线学习框架的SWOT分析

IF 3.6 3区教育学

European Journal of Education Pub Date : 2025-08-25 DOI: 10.1111/ejed.70215

Yelena Chsherbakova, Sholpan Alimova, Nellie Pfeyfer, Bibigul Nygmetova

{"title":"SWOT Analysis of Work-Integrated Learning and Online Learning Framework in Higher Educational Institutions of Kazakhstan","authors":"Yelena Chsherbakova, Sholpan Alimova, Nellie Pfeyfer, Bibigul Nygmetova","doi":"10.1111/ejed.70215","DOIUrl":"https://doi.org/10.1111/ejed.70215","url":null,"abstract":"<div>\u0000 \u0000 <p>The aim of this study is to conduct a SWOT analysis of online and work-integrated learning in higher educational institutions in Kazakhstan. The participants of the study were 117 s-year students from Toraigyrov University. Students filled out electronic SWOT matrices after completing a three-month period of online and work-integrated learning. The results of the SWOT analysis revealed that the key strengths of online learning in Kazakhstan include its flexibility, accessibility of educational materials and individualisation of the learning process. Weaknesses included the lack of live interaction with instructors and peers, insufficient feedback and technical difficulties. Opportunities for online learning involve access to global education and the enhancement of digital literacy. Threats encompass social isolation, demotivation and potential declines in education quality. The study's practical significance lies in the potential application of its results for enhancing online and work-integrated learning in Kazakhstan, as well as the development of hybrid educational programmes.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 3","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144897590","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

Commitment to Gender Diversity Management: Satisfaction Levels in Ethiopian Public Higher Education Institutions 性别多样性管理的承诺：埃塞俄比亚公立高等教育机构的满意度

IF 3.6 3区教育学

European Journal of Education Pub Date : 2025-08-22 DOI: 10.1111/ejed.70208

Easaw Alemayehu Assefa

{"title":"Commitment to Gender Diversity Management: Satisfaction Levels in Ethiopian Public Higher Education Institutions","authors":"Easaw Alemayehu Assefa","doi":"10.1111/ejed.70208","DOIUrl":"https://doi.org/10.1111/ejed.70208","url":null,"abstract":"<div>\u0000 \u0000 <p>Diversity management, specifically gender diversity management (GDM), has increasingly emerged as a strategic priority. However, empirical research on the levels of commitment and satisfaction regarding GDM in Ethiopian public higher education institutions (HEIs) remains scarce or non-existent. This study aimed to empirically assess the commitment to and satisfaction with GDM in Ethiopian public HEIs, while also providing recommendations for improvements and insights to guide effective GDM practices. Employing a mixed-methods approach with a convergent parallel design, the study collected data from 34 respondents, including vice presidents, student deans, instructors, gender office heads and students, through semi-structured interviews. Additionally, 395 regular undergraduate students completed questionnaires. Observational methods and document analysis were also conducted. The results revealed a significant lack of commitment to and satisfaction with GDM among the selected Ethiopian HEIs, which could adversely impact the United Nations Sustainable Development Goals (SDG) 5, focused on gender equality. Furthermore, this research contributes valuable new insights into the dynamics of commitment and satisfaction related to GDM. It is the first study of its kind to explore these issues within the specific context of Ethiopian public HEIs, highlighting the necessity for these institutions to foster greater commitment and satisfaction in GDM practices to promote diversity and inclusion effectively.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 3","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144885345","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

Exploring Chinese Special Education Teachers' Emotion Labour Strategies and Characteristics 中国特殊教育教师情绪劳动策略及特点探讨

IF 3.6 3区教育学

European Journal of Education Pub Date : 2025-08-22 DOI: 10.1111/ejed.70177

Tiantian Wang, Guoxiu Tian

{"title":"Exploring Chinese Special Education Teachers' Emotion Labour Strategies and Characteristics","authors":"Tiantian Wang, Guoxiu Tian","doi":"10.1111/ejed.70177","DOIUrl":"https://doi.org/10.1111/ejed.70177","url":null,"abstract":"<div>\u0000 \u0000 <p>The teaching of students with disabilities and/or special educational needs (SEN) has always been an emotionally demanding profession, requiring intensive and toilsome emotional labour for special education teachers (SETs). Situated within SETs' emotional experiences in special schools in China, this study explored the strategies and characteristics of SETs' emotional labour. The findings revealed seven emotional labour strategies of three categories: habitual pretending and intentional restraining of surface acting, self-persuading and meaning-making of deep acting, natural releasing, deliberate outpouring and emotional isolation of genuine expression. These strategies have been influenced by two-pronged opposite and coexisting paradigms of cognition in Chinese special schooling, a charitable and caring paradigm shaped by Confucian benevolence values and a capability-defective cognitive paradigm shaped by traditional disability views and elitism values. Additionally, Chinese SETs' emotional labour displayed four obvious characteristics: long-time duration in emotional interactions, complexity in emotional performance, high uncontrollability in emotional feedback and contradictoriness in emotional states. The findings broadened a deeper understanding of SETs' emotional labour in Chinese sociocultural contexts.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 3","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144885347","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