European Journal of Education最新文献_第7页

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

Fostering School Attractiveness: The Transformative Influence of Inclusive Leadership and Work Engagement 培养学校吸引力：包容性领导和工作投入的变革影响

IF 3.6 3区教育学

European Journal of Education Pub Date : 2025-08-22 DOI: 10.1111/ejed.70210

Yener Akman

引用次数: 0

The Positive Power of Cultural Intelligence: The Role of Psychological Need Satisfaction in the Well-Being of University Students in Macau 文化智力的积极力量：澳门大学生心理需求满足在幸福感中的作用

IF 3.6 3区教育学

European Journal of Education Pub Date : 2025-08-22 DOI: 10.1111/ejed.70204

Yang (Frank) Gong, Yi Wang, Jingwei Zhang, Gaowei Chen

{"title":"The Positive Power of Cultural Intelligence: The Role of Psychological Need Satisfaction in the Well-Being of University Students in Macau","authors":"Yang (Frank) Gong, Yi Wang, Jingwei Zhang, Gaowei Chen","doi":"10.1111/ejed.70204","DOIUrl":"https://doi.org/10.1111/ejed.70204","url":null,"abstract":"<div>\u0000 \u0000 <p>The role that cultural intelligence plays in university students' psychological functioning within multicultural contexts is of great significance. Despite its importance, limited research has been conducted to investigate the relationship between cultural intelligence and university students' well-being. This study aims to fill this gap by examining the association between cultural intelligence and well-being through the lens of self-determination theory. A sample of 571 university students from Macau SAR participated in this study. Both variable- and person-centred approaches were utilised to analyse the data. The results indicate that the students can be classified into three distinct groups regarding their cultural intelligence: low-, average-, and high-level. Notably, these groups exhibited varying levels of well-being and need satisfaction, with the high-level group achieving the most favourable outcomes and the low-level group having the least desirable results. The study's theoretical and practical implications are discussed.</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":"144885346","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

Differential Effects of Research Funding Types on Academic Career Achievements 研究经费类型对学术生涯成就的差异效应

IF 3.6 3区教育学

European Journal of Education Pub Date : 2025-08-22 DOI: 10.1111/ejed.70194

Xiaojie Fan, Hanyu Qin

{"title":"Differential Effects of Research Funding Types on Academic Career Achievements","authors":"Xiaojie Fan, Hanyu Qin","doi":"10.1111/ejed.70194","DOIUrl":"https://doi.org/10.1111/ejed.70194","url":null,"abstract":"<p>Amid growing reliance on performance-based governance in global higher education, research funding plays a critical role in shaping academic trajectories. This study investigates the differential effects of project-based and talent-related funding on scholarly achievements in China, drawing on Bourdieu's theory of capital. Using a dataset of 17,134 SCI-indexed publications and funding records from E University, we employed stepwise regression models to assess the impact of funding types on research output, collaboration, promotion, talent titles, and technological awards. Findings reveal that project-based funding primarily boosts research productivity and publication quality, strengthening cultural capital. Conversely, talent-related funding is more strongly associated with academic mobility, broader collaboration networks, and institutional recognition, key indicators of social and symbolic capital. For instance, talent fund recipients were 34.2% more likely to be promoted to professorship and 56.9% more likely to secure national talent titles. These results demonstrate how funding schemes act as mechanisms for stratifying academic opportunity, rather than just financial instruments. This study offers critical insights into designing funding policies that foster more balanced and inclusive academic development across diverse higher education systems.</p>","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":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70194","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144891708","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

Internationalisation at Home and Teacher Education: Engaging International Students as Conversational Partners 家庭国际化与教师教育：吸引国际学生作为对话伙伴

IF 3.6 3区教育学

European Journal of Education Pub Date : 2025-08-22 DOI: 10.1111/ejed.70213

Emrullah Yasin Çiftçi, Enes Çinpolat

{"title":"Internationalisation at Home and Teacher Education: Engaging International Students as Conversational Partners","authors":"Emrullah Yasin Çiftçi, Enes Çinpolat","doi":"10.1111/ejed.70213","DOIUrl":"https://doi.org/10.1111/ejed.70213","url":null,"abstract":"<div>\u0000 \u0000 <p>Internationalisation at Home (IaH) provides a valuable yet under-utilised approach to fostering intercultural engagement in teacher education, particularly for non-mobile prospective teachers. In this study, we examined the impact of an IaH initiative in which prospective teachers were paired with international students as conversational partners within a course on language and intercultural communication. We analysed focus group interviews and written reports to explore how this experience shaped the prospective teachers' intercultural and professional development. Our analysis showed that integrating coursework with the partnership encouraged participants to critically reflect on their biases, challenge ethnocentric views and adopt a more inclusive perspective. They also gained confidence in working with diverse student populations and developed a deeper appreciation for language learning. Overall, our study outcomes suggest that thoughtfully integrated IaH initiatives can support inclusive, culturally responsive teaching and provide meaningful intercultural experiences for prospective teachers who do not participate in study abroad programmes.</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":"144885348","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

Development and Validation of the ICAP GenAI Scale to Measure How Graduate Students Integrate Generative AI Into Academic Research ICAP GenAI量表的开发和验证，以衡量研究生如何将生成式AI融入学术研究

IF 3.6 3区教育学

European Journal of Education Pub Date : 2025-08-21 DOI: 10.1111/ejed.70209

Jianzhen Zhang, Weihao Pan, Xiaoyu Liang, Jiahao Ge

{"title":"Development and Validation of the ICAP GenAI Scale to Measure How Graduate Students Integrate Generative AI Into Academic Research","authors":"Jianzhen Zhang, Weihao Pan, Xiaoyu Liang, Jiahao Ge","doi":"10.1111/ejed.70209","DOIUrl":"https://doi.org/10.1111/ejed.70209","url":null,"abstract":"<div>\u0000 \u0000 <p>Generative artificial intelligence (GenAI) has profoundly reshaped how graduate students conceptualise, design and conduct academic research in higher education. While current metrics predominantly focus on technology acceptance and usage patterns, they often neglect the diverse cognitive engagements in graduate students' integration of GenAI across academic research activities. This study developed and validated a novel scale, grounded in the Interactive-Constructive-Active-Passive (ICAP) framework, to measure the integration of GenAI in academic research by graduate students. The scale development followed rigorous procedures beginning with a systematic literature review to create initial items, which were refined through expert reviews and pilot testing. Subsequently, two samples were created using data from 1216 Chinese graduate students across five disciplines (Arts and humanities, Social sciences, Science, Engineering, Medicine). For Sample 1, item-total correlation analysis and exploratory factor analysis were conducted, revealing four distinct factors: Passive, Active, Constructive and Interactive. Sample 2 was used for confirmatory factor analysis and validity testing. The finalised 27-item ICAP GenAI Scale exhibited excellent model fit, high reliability, robust construct validity and demographic invariance. This empirically validated tool not only advances our understanding of human-AI collaboration in academic research but also has significant implications for enhancing the research capabilities and higher-order thinking of graduate students in the AI-driven era.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 3","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144881395","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

Higher Education AI Policies—A Document Analysis of University Guidelines 高等教育人工智能政策——大学指导方针的文献分析

IF 3.6 3区教育学

European Journal of Education Pub Date : 2025-08-21 DOI: 10.1111/ejed.70214

Niklas Humble

引用次数: 0

Cultural Values and Gender Differences in the Association Between Iranian University Professors' Authenticity and Generation Z Students' Intention to Migrate 伊朗大学教授真实性与Z世代学生移民意向关系中的文化价值与性别差异

IF 3.6 3区教育学

European Journal of Education Pub Date : 2025-08-19 DOI: 10.1111/ejed.70212

Asal Aghaz, Soroush Dehghan Salmasi, Mohammadreza Mirzaee

{"title":"Cultural Values and Gender Differences in the Association Between Iranian University Professors' Authenticity and Generation Z Students' Intention to Migrate","authors":"Asal Aghaz, Soroush Dehghan Salmasi, Mohammadreza Mirzaee","doi":"10.1111/ejed.70212","DOIUrl":"https://doi.org/10.1111/ejed.70212","url":null,"abstract":"<div>\u0000 \u0000 <p>Given the significance of authenticity in higher education institutions and the growing number of Iranian generation Z (Gen Z) students migrating to pursue Ph.D. degrees, this study aims to examine how university professors' authenticity influences Iran's Gen Z students' intention to migrate (ITM). Additionally, employing a horizontal and vertical individualism (VI)/collectivism (HVIC) classification, this study investigates how students' cultural values and their gender moderate the relationship between their university professors' authenticity and their educational migration intention. This research is a sample survey and data was gathered via an online survey. Gen Z MBA students studying at six high-ranked Iranian business schools were considered as the population. Overall, 337 responses were gathered. The results obtained through PLS-SEM indicated that students who perceive their professors to be more authentic are less inclined to decide on leaving the country for educational purposes. Moreover, whereas vertical collectivism (VC) and horizontal collectivism (HC) significantly moderate the impact of authentic leadership (AL) on the ITM, VI and horizontal individualism (HI) do not moderate the effect of AL on ITM. Furthermore, the results demonstrated that the negative relation between the professors' authenticity and the students' ITM was stronger for female students in comparison with male ones.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 3","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144869612","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