European Journal of Education最新文献_第7页

Revisiting Integrated Model of Technology Acceptance Among the Generative AI-Powered Foreign Language Speaking Practice: Through the Lens of Positive Psychology and Intrinsic Motivation 基于积极心理学和内在动机的生成性人工智能外语口语练习中技术接受综合模型的再审视

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-02-21 DOI: 10.1111/ejed.70054

Chenghao Wang, Xueyun Li, Bin Zou

{"title":"Revisiting Integrated Model of Technology Acceptance Among the Generative AI-Powered Foreign Language Speaking Practice: Through the Lens of Positive Psychology and Intrinsic Motivation","authors":"Chenghao Wang, Xueyun Li, Bin Zou","doi":"10.1111/ejed.70054","DOIUrl":"https://doi.org/10.1111/ejed.70054","url":null,"abstract":"<div>\u0000 \u0000 <p>Research on the factors influencing the acceptance of GenAI in language learning has expanded widely; however, few studies have focused on the role of language learning emotions. To enhance the effectiveness of GenAI-powered English-speaking instruction and the learning experience, this study expands on the Integrated Model of Technology Acceptance (IMTA) by investigating the role of various emotions and willingness to communicate in different contexts as intrinsic motivators for the acceptance of GenAI-powered conversational chatbots. Using a questionnaire (<i>n</i> = 368) and pre- and post-tests, the study found that EFL learners with higher communicative confidence and greater foreign language learning boredom tend to perceive GenAI chatbots as less useful for developing speaking skills. While GenAI successfully aided them in improving their speaking skills through both theme-based and free dialogues, learners who are more willing to engage in face-to-face interactions with peers and teachers may not find chatbots as productive or engaging as human counterparts. The results suggest that EFL teachers should be aware of the limitations of GenAI and students' individual differences, integrating GenAI into their classrooms in a way that aligns with student's proficiency and preferences to create a harmonious and efficient GenAI-supported language learning environment. This also underscores the importance of developing teachers' AI competence in the GenAI era.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143455759","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

Enhancing Foreign Language Learning Through Social Media Applications: A Fuzzy Analytic Hierarchy Process Approach 运用社交媒体促进外语学习：模糊层次分析法

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-02-21 DOI: 10.1111/ejed.70057

Yanping Geng, Reem Alshahrani, Hana Mohammed Mujlid

引用次数: 0

From Awareness to Action: A Study of Capacity-Building Engagement Techniques for Fostering Climate-Adaptive Behaviours in Citizens 从意识到行动：培养公民气候适应行为的能力建设参与技术研究

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-02-21 DOI: 10.1111/ejed.70056

Madeline Baldelli, Marina Mattera, Florence Renou-Wilson

{"title":"From Awareness to Action: A Study of Capacity-Building Engagement Techniques for Fostering Climate-Adaptive Behaviours in Citizens","authors":"Madeline Baldelli, Marina Mattera, Florence Renou-Wilson","doi":"10.1111/ejed.70056","DOIUrl":"https://doi.org/10.1111/ejed.70056","url":null,"abstract":"<p>Rising threats from climate change have demanded the creation of effective adaptation strategies and frameworks to help prepare communities against adverse environmental impacts. While successful climate adaptation requires support and cooperation between governments and the public, many governments lack the capacity or support necessary to gain public trust and effectively enforce adaptation strategies. Capacity-building strategies can aid governments and the public in this regard. Through a thematic literature review and Delphi study, this research reports on the most effective capacity-building methods for citizen engagement to create behavioural change towards climate adaptation. Results show that effective citizen engagement can lead to increased climate adaptation support as well as behavioural change in citizens and that multiple capacity-building methods (i.e., education/training, youth empowerment, etc.) are needed for effective citizen engagement in climate adaptation. Hence, governments should focus on bottom-up communication and facilitation techniques when engaging with citizens and communities on climate adaptation.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70056","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143455887","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

Learning and Teaching in the Era of Generative Artificial Intelligence Technologies: An In-Depth Exploration Using Multi-Analytical SEM-ANN Approach 生成式人工智能技术时代的学与教：基于多分析SEM-ANN方法的深入探索

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-02-18 DOI: 10.1111/ejed.70050

Muhammad Farrukh Shahzad, Shuo Xu, Xin An, Hira Zahid, Muhammad Asif

{"title":"Learning and Teaching in the Era of Generative Artificial Intelligence Technologies: An In-Depth Exploration Using Multi-Analytical SEM-ANN Approach","authors":"Muhammad Farrukh Shahzad, Shuo Xu, Xin An, Hira Zahid, Muhammad Asif","doi":"10.1111/ejed.70050","DOIUrl":"https://doi.org/10.1111/ejed.70050","url":null,"abstract":"<div>\u0000 \u0000 <p>The arrival of generative artificial intelligence (GAI) technologies marks a significant transformation in the educational landscape, with implications for teaching and learning performance. These technologies can generate content, simulate interactions, and adapt to learners' needs, offering opportunities for interactive learning experiences. In China's education sector, incorporating GAI technologies can address educational challenges, enhance teaching practices, and improve performance. This study scrutinises the impact of GAI technologies on learning performance in the education sector, focusing on the mediating roles of e-learning competence (EC), desire for learning (DL), and beliefs about the future (BF), as well as the moderating role of facilitating conditions amongst Chinese educators. Data was collected from 411 teachers across various educational institutions in China using purposive sampling. PLS-SEM and ANN were employed to assess the suggested structural model. The study results indicate that GAI technologies significantly influence learning performance by mediating EC, DL, and BF roles. Furthermore, facilitating conditions positively moderate the association amongst GAI technologies and EC, DL, and BF. This study underscores the critical role of self-determination theory in shaping the effective incorporation of GAI technologies in education, offering valuable insights to improve teaching and learning outcomes in the Chinese education sector.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143439243","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

Perceptions of Educational Community Members: Deployment of a University Health Promotion Policy 教育界成员的看法：大学健康促进政策的部署

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-02-17 DOI: 10.1111/ejed.70044

Mónica Castillo-Rosales, Angelo Araya-Piñones, Irma Brito, Marisa Afonso de Andrade Brunherotti, Verónica Alfaro-Navarro, Nicolas Van Niekerk Bakit

{"title":"Perceptions of Educational Community Members: Deployment of a University Health Promotion Policy","authors":"Mónica Castillo-Rosales, Angelo Araya-Piñones, Irma Brito, Marisa Afonso de Andrade Brunherotti, Verónica Alfaro-Navarro, Nicolas Van Niekerk Bakit","doi":"10.1111/ejed.70044","DOIUrl":"https://doi.org/10.1111/ejed.70044","url":null,"abstract":"<div>\u0000 \u0000 <p>Universities have been the focus of numerous studies on health promotion initiatives, mainly centred on results that determine outcomes and impacts. This study explores the perceptions of various community members regarding implementing the university health promotion policy. We employed qualitative methods (case study); semi-structured in-depth interviews were conducted at a Chilean university to gather data based on both inductive and deductive analyses. A comprehensive schema of students', professors' and administrative/technical staff's perceptions was established. We found a generally positive assessment of the policy and its promotion of healthy lifestyle environments. However, participation within the university community was uneven, with each group identifying different barriers to increased involvement: high academic workloads (students), research and administrative responsibilities (professors), and limited availability of health and wellness-promoting activities (administrative/technical staff). The findings suggest that future educational health initiatives should incorporate health indicators into management practices, enhance wellness literacy and empower community members to foster greater engagement. From a methodology perspective, study design enables the replication of health policy or program deployment in educational community health settings.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143424111","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

Profiling the Research Landscape of Student Leadership From 1930 to 2023: A Bibliometric Analysis 1930 - 2023年学生领导研究概况：文献计量学分析

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-02-17 DOI: 10.1111/ejed.70043

Miaoling Zhang, Lei Mee Thien, Aidi Ahmi

引用次数: 0

Can Generative AI Revolutionise Academic Skills Development in Higher Education? A Systematic Literature Review 生成人工智能能彻底改变高等教育的学术技能发展吗？系统文献综述

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-02-14 DOI: 10.1111/ejed.70036

Kangwa Daniel, Msafiri Mgambi Msambwa, Zhang Wen

{"title":"Can Generative AI Revolutionise Academic Skills Development in Higher Education? A Systematic Literature Review","authors":"Kangwa Daniel, Msafiri Mgambi Msambwa, Zhang Wen","doi":"10.1111/ejed.70036","DOIUrl":"https://doi.org/10.1111/ejed.70036","url":null,"abstract":"<div>\u0000 \u0000 <p>This systematic review investigates the impact of generative artificial intelligence (GenAI) tools on developing academic skills in higher education. Analysing 158 studies published between 2021 and 2024, it focuses on the impact of GenAI tools on the development of cognitive, technical and interpersonal skills. The results reveal that 94% of the sampled studies reported significant improvements in cognitive skills, like critical thinking, problem-solving, analytical and metacognitive abilities, facilitated by personalised learning and feedback. Indeed, the development of technical skills was reported in research (24%), writing (26%), data analysis (33%) and technical literacy (18%). Additionally, GenAI tools were found to promote interpersonal skills by fostering interactive and engaging learning environments, with notable skills development in communication (24%), organisation (26%), empathy (5%) and teamwork (45%). Hence, this review underscores the importance of ethical and responsible use of GenAI tools, ongoing monitoring and active stakeholder engagement to maximise their benefits in developing cognitive, technical and interpersonal skills in higher education. They offer a promising avenue for academic advancement by fostering critical thinking, enhancing technical proficiency and promoting effective communication and teamwork. Therefore, GenAI tools significantly enhance academic skills; however, their integration requires a robust ethical framework and sustained examination of their long-term impacts.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143423947","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

How Teacher Efficacy and Receptivity Affect the Perceived Outcomes of Curriculum Reform in Myanmar Basic Education 缅甸基础教育课程改革中教师效能感和接受度如何影响感知结果

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-02-14 DOI: 10.1111/ejed.70022

Kyaw Min Latt, Gao Wei

{"title":"How Teacher Efficacy and Receptivity Affect the Perceived Outcomes of Curriculum Reform in Myanmar Basic Education","authors":"Kyaw Min Latt, Gao Wei","doi":"10.1111/ejed.70022","DOIUrl":"https://doi.org/10.1111/ejed.70022","url":null,"abstract":"<div>\u0000 \u0000 <p>There are few published studies on teacher efficacy and receptivity in Myanmar basic education curriculum reform. The purpose of this study was to examine the perceptions of teacher efficacy and receptivity to the new curriculum implementation and their impact on perceived outcomes of the curriculum reform, using SEM. A mixed-method inquiry was applied, and the sample was 800 primary teachers to conduct surveys and eight teachers to interview. The test items were calculated to determine whether there was reliability and validity or not. Results showed that primary teachers feel assured that they have the ability and skills to influence their students' achievement in the new curriculum and they positively perceive the new curriculum reform and are receptive to its implementation. Primary teachers from urban and more experienced teachers are more acceptable the new curriculum rather than those from rural and less-experienced ones. In examining SEM, teachers with strong self-efficacy beliefs, the practicality of the new curriculum, feelings in comparison with the previous education system, and behavioural intentions are better able to implement the new curriculum successfully in Myanmar and the correlation of teacher efficacy and receptivity was a novel finding and the relationship between them was very high. With great expectations on Myanmar's educational system, primary teachers encounter the challenges in the implementation of curriculum reform though they can perceive the outcomes of curriculum reform.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143423944","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

Evaluation of a Wellness Programme for Preservice Teachers in Hong Kong: Promoting Educational Excellence Through Resilience to Stress (PEERS) 香港职前教师健康计划评估：透过抗压能力促进卓越教育

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-02-14 DOI: 10.1111/ejed.70018

A. W.-Y. Chan, T.-N. Leigh, B. N. Böke, H. Wang, C.-N. So, N. Heath

{"title":"Evaluation of a Wellness Programme for Preservice Teachers in Hong Kong: Promoting Educational Excellence Through Resilience to Stress (PEERS)","authors":"A. W.-Y. Chan, T.-N. Leigh, B. N. Böke, H. Wang, C.-N. So, N. Heath","doi":"10.1111/ejed.70018","DOIUrl":"https://doi.org/10.1111/ejed.70018","url":null,"abstract":"<p>This study aimed to evaluate the effectiveness of a wellness programme for preservice teachers, <i>Promoting Educational Excellence through Resilience to Stress (PEERS)</i>. The intervention group participants, who took part in the 4-week PEERS programme, and the comparison group participants were recruited online. A battery of self-report scales assessed various psychological constructs, including coping self-efficacy, resilience, mental health, well-being, mindfulness and self-compassion. Data were collected at three time points: before the intervention (T1), immediately after programme completion (T2) and 4 weeks after programme completion (T3). Results suggested that the intervention group participants reported significant improvements in coping self-efficacy, resilience and the nonjudging facet of mindfulness. High programme satisfaction was also reported, with 96% of the participants rating the overall programme as good or excellent. Therefore, the results demonstrate the effectiveness and positive impact of the PEERS programme on the resilience and coping efficacy of preservice teachers in Hong Kong.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70018","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143424051","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

Promoting Gender Equality in Preservice Teachers Through Creative Drama Activities Integrated With Children's Picture Books: A Mixed-Methods Research 结合儿童绘本的创意戏剧活动促进职前教师性别平等：一项混合方法研究

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-02-14 DOI: 10.1111/ejed.70039

Nurbanu Şeren, Fatih Çetin Çetinkaya, Kasım Yıldırım

{"title":"Promoting Gender Equality in Preservice Teachers Through Creative Drama Activities Integrated With Children's Picture Books: A Mixed-Methods Research","authors":"Nurbanu Şeren, Fatih Çetin Çetinkaya, Kasım Yıldırım","doi":"10.1111/ejed.70039","DOIUrl":"https://doi.org/10.1111/ejed.70039","url":null,"abstract":"<p>The current research investigated the effect of creative drama activities combined with children's picture books on preservice teachers' attitudes towards gender equality. The study employed an explanatory sequential mixed methods research design. While the quantitative stage used a quasiexperimental pretest–posttest control group research design, the qualitative stage involved a focus group interview. The quantitative data were analysed using analysis of covariance (ANCOVA) and the participants' pretest scores were assigned as the covariate variable. The qualitative data were analysed using content analysis. The quantitative data showed that the treatment group had significantly higher estimated marginal mean posttest gender role attitudes (GRAS) scores compared to the control group. The qualitative data indicated that the intervention made the participants more active and helped them identify and resolve problems associated with traditional gender role stereotypes. The intervention allowed the participants to develop positive attitudes towards eliminating inequalities caused by gender role stereotypes.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70039","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143423948","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