European Journal of Education最新文献_第8页

The Impact of Psychological Capital on EFL Students' Engagement in Artificial Intelligence-Supported Learning Environments: The Mediator Role of Emotion Regulation 心理资本对人工智能支持学习环境下外语学生投入的影响：情绪调节的中介作用

IF 3.6 3区教育学

European Journal of Education Pub Date : 2026-02-07 DOI: 10.1111/ejed.70496

Xiaojuan Huang, Hongyan Liang

{"title":"The Impact of Psychological Capital on EFL Students' Engagement in Artificial Intelligence-Supported Learning Environments: The Mediator Role of Emotion Regulation","authors":"Xiaojuan Huang, Hongyan Liang","doi":"10.1111/ejed.70496","DOIUrl":"https://doi.org/10.1111/ejed.70496","url":null,"abstract":"<div>\u0000 \u0000 <p>Learners' engagement is crucial in educational achievement, especially in English as a Foreign Language (EFL) learning, in which psychological sources and motivation are vital. Within the changing perspective of online teaching, maintaining students' engagement in AI-supported settings offers mental difficulties and opportunities. Based on the Conservation of Resources (COR) theory and Positive Psychology (PP), the present research examines the effect of Psychological Capital (PsyCap) for predicting EFL students' engagement indirectly and directly by the mediating effect of ER. To this end, 328 college learners in China who had registered in AI-supported EFL classes participated in the research. Data collection was done through valid self-report tools and analysed utilising structural equation modelling to unravel the particular and general contributions of PsyCap and ER to students' engagement. The results revealed that both PsyCap and ER emerged as significant predictors of engagement, with ER being the strongest general predictor, uniquely accounting for 10.9% of the variance in engagement scores. Collectively, the general and specific factors explained 52.9% of the variance in engagement, underscoring the substantial role of psychological resources and ER in fostering students' engagement in AI-supported EFL contexts. Moreover, a significant part of the relationship between PsyCap and engagement is shared by ER. The study offers theoretical contributions to the understanding of PsyCap within AI-enhanced education and provides practical implications for designing interventions that support learner well-being and motivation in digitally mediated EFL classrooms.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146224002","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 Ethical Paradox of Research Valorisation: Knowledge Commodification Versus Public Good 研究价值增值的伦理悖论：知识商品化与公共利益

IF 3.6 3区教育学

European Journal of Education Pub Date : 2026-02-07 DOI: 10.1111/ejed.70512

Yanyi Wu, Xinyu Lu, Chenghua Lin

{"title":"The Ethical Paradox of Research Valorisation: Knowledge Commodification Versus Public Good","authors":"Yanyi Wu, Xinyu Lu, Chenghua Lin","doi":"10.1111/ejed.70512","DOIUrl":"https://doi.org/10.1111/ejed.70512","url":null,"abstract":"<div>\u0000 \u0000 <p>Driven by the escalating global emphasis on research impact, contemporary science policy has solidified around a valorisation imperative that increasingly treats knowledge as a strategic asset rather than a common heritage. This paper interrogates the ethical paradox that emerges as research outcomes are progressively viewed through the prism of economic utility, clashing with the foundational mission of science as a public good. By conceptualising publicly funded knowledge as a Polanyian fictitious commodity, the analysis deconstructs the institutional mechanisms that facilitate its disembedding from the social commons. Through a critical examination of two emblematic cases—the commercialisation of CRISPR gene-editing and the technical enclosure of foundational AI—the inquiry reveals how pathways of legal and technical gatekeeping transform social resources into proprietary assets. Critically, it demonstrates that these valorisation regimes co-produce systemic injustices, ranging from prohibitive price tags for essential therapies to the concentration of unaccountable digital power. In response to these structural failures, the paper proposes a normative framework wedding the principle of value pluralism with the procedural engine of Responsible Research and Innovation. By advancing these principles, it contributes to a critical reimagining of research valorisation, charting a principled course to better align scientific practice with its noble calling to serve the common weal.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146216843","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 the Facilitative Factors and Activities Behind Primary School EFL Students' Curiosity and Creativity 小学英语学生好奇心与创造力的促进因素与活动探讨

IF 3.6 3区教育学

European Journal of Education Pub Date : 2026-02-07 DOI: 10.1111/ejed.70516

Yan Wu, Ali Derakhshan

{"title":"Exploring the Facilitative Factors and Activities Behind Primary School EFL Students' Curiosity and Creativity","authors":"Yan Wu, Ali Derakhshan","doi":"10.1111/ejed.70516","DOIUrl":"https://doi.org/10.1111/ejed.70516","url":null,"abstract":"<div>\u0000 \u0000 <p>Research has widely underscored the role and importance of students' inner variables in their learning process and academic outcomes. Two significant but less attended to constructs pertaining to primary school students are their senses of curiosity and creativity. There may be several driving forces triggering these factors among young English as a foreign language (EFL) learners. However, there is insufficient research on facilitative factors and specific activities that may foster the creation and maintenance of students' curiosity and creativity in primary school contexts. To fill the gap, drawing on a positive psychology (PP) perspective, this qualitative research invited 20 primary school EFL students, at K4–K6 levels, to an interview focusing on their perceptions. The findings of the thematic analysis demonstrated that different factors related to learners, teachers, materials, and context influenced the students' curiosity and creativity. The themes are discussed, and implications for EFL teachers, students, teacher educators, and policymakers are provided to encourage them to seek a pedagogy that cultivates creativity and curiosity. Insights for expanding theories related to learner psychology are also presented.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146216844","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

Beyond the ‘Positive Halo’: How Perceived Transformational Principals Influence Teachers’ Unethical Professional Behaviour? 超越“正面光环”：感知变革型校长如何影响教师的不道德职业行为？

IF 3.6 3区教育学

European Journal of Education Pub Date : 2026-02-07 DOI: 10.1111/ejed.70508

Chao Pan

引用次数: 0

Nurturing Minds: Workplace-Based Mental Health Promotion Programmes for Teachers—A Systematic Review 培育心灵：以工作场所为本的教师心理健康促进计划-系统检讨

IF 3.6 3区教育学

European Journal of Education Pub Date : 2026-02-07 DOI: 10.1111/ejed.70498

Andrés Carrillo-González, Luis Carlos Betancourt Sanchez, Angélica María Florez-Mendoza, Libia Amparo Bedoya-Ruiz

{"title":"Nurturing Minds: Workplace-Based Mental Health Promotion Programmes for Teachers—A Systematic Review","authors":"Andrés Carrillo-González, Luis Carlos Betancourt Sanchez, Angélica María Florez-Mendoza, Libia Amparo Bedoya-Ruiz","doi":"10.1111/ejed.70498","DOIUrl":"https://doi.org/10.1111/ejed.70498","url":null,"abstract":"<div>\u0000 \u0000 <p>Teachers face significant occupational health challenges, particularly related to mental health. While interventions implemented in the workplace have demonstrated potential across different professions, their effectiveness for teachers remains understudied. This systematic review aims to evaluate the effectiveness of workplace-based mental health promotion programmes for teachers at all educational levels. Following PRISMA guidelines, 10 databases were systematically searched to identify relevant studies. Nineteen studies meeting inclusion criteria were analysed for intervention characteristics, outcomes and methodological quality. The review encompassed 2084 participants across diverse intervention types. Short-duration interventions (≤ 30 days), particularly app-based mindfulness and cognitive-behavioural programmes, showed rapid improvements in mental health and well-being. Yoga-based interventions, despite short durations, demonstrated significant stress reduction when delivered intensively. Moderate-duration interventions (31–90 days) generally provided more sustained benefits. Unexpectedly, low-frequency classroom interventions and long-duration programmes (> 90 days) showed limited effectiveness in improving teachers' mental health. Findings suggest that short-duration, high-intensity programmes may be particularly effective and feasible in educational settings. However, significant heterogeneity in study designs and methodological quality limits definitive recommendations. Future research should prioritise standardised, high-quality studies with longer follow-up periods to build a robust evidence base for tailored effective mental health promotion programmes for teachers across various educational contexts.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146216848","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 the Psychometric Properties of the Learning Organisation Profile Among School Administrators 学校管理者学习型组织特征的心理测量特征探讨

IF 3.6 3区教育学

European Journal of Education Pub Date : 2026-02-06 DOI: 10.1111/ejed.70472

Stefanie A. Wind, Behzad Mansouri, Parvaneh Yaghoubi Jami, Karl Hamner

{"title":"Exploring the Psychometric Properties of the Learning Organisation Profile Among School Administrators","authors":"Stefanie A. Wind, Behzad Mansouri, Parvaneh Yaghoubi Jami, Karl Hamner","doi":"10.1111/ejed.70472","DOIUrl":"https://doi.org/10.1111/ejed.70472","url":null,"abstract":"<div>\u0000 \u0000 <p>The purpose of this study is to explore the psychometric properties of the Learning Organisation Profile (LOP) instrument among a school personnel population using a modern measurement theory approach. Compared to previous studies in which researchers focused primarily on the dimensional structure of the LOP, our analysis included an item response theory approach that allowed us to evaluate individual items for evidence of useful psychometric properties and explore the difficulty ordering of items on the LOP constructs. After collecting data from school personnel (<i>N</i> = 308) of under-achieving schools in a southern state in the United States, we investigated the psychometric properties of the LOP using item response theory. As expected, the LOP appeared to exhibit a two-factor structure of <i>Actions</i> and <i>Sentiments</i>, which showed acceptable item properties per subscale. In addition, participants with low locations based on Actions tended to also have low locations based on Sentiments. Results support using the LOP to measure schools' performance as effective learning organisations and communities.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146216781","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

“Don't Give up the Power to Think!”: A Case Study of English Language Teachers' AI Ethics and AI-Induced Emotions “不要放弃思考的能力！”——以英语教师人工智能伦理与人工智能诱发情绪为例

IF 3.6 3区教育学

European Journal of Education Pub Date : 2026-02-05 DOI: 10.1111/ejed.70456

Xiao Xie, Lawrence Jun Zhang, Xing Xu

{"title":"“Don't Give up the Power to Think!”: A Case Study of English Language Teachers' AI Ethics and AI-Induced Emotions","authors":"Xiao Xie, Lawrence Jun Zhang, Xing Xu","doi":"10.1111/ejed.70456","DOIUrl":"https://doi.org/10.1111/ejed.70456","url":null,"abstract":"<div>\u0000 \u0000 <p>As artificial intelligence (AI) tools become increasingly embedded in education, concerns about their ethical consequences have intensified. Risks such as plagiarism and the potential erosion of students' critical thinking skills underscore the complexity of integrating AI responsibly. Ensuring the ethical use of these technologies is therefore a central challenge for AI in Education (AIED). Yet, how in-service teachers' emotional responses intersect with ethical concerns remains insufficiently understood, despite emotions being pivotal in shaping classroom practice and AI-enabled productivity. Drawing on Appraisal Theory, this case study examines how university English teachers emotionally respond to the ethical principles of AI integration. Thematic analysis of semi-structured interview data revealed distinct emotional patterns associated with different principles of AI ethics. Beneficence was primarily linked to Challenge Emotions and Achievement Emotions, whereas Non-Maleficence, Autonomy, Justice, and Explicability were more often tied to Deterrence Emotions and Loss Emotions. Among these, concerns about Autonomy, particularly student dependence on AI and the erosion of critical thinking, emerged as especially salient. These findings highlight the need for context-sensitive policies, targeted AI training programs, and a stronger emphasis on ethical reflexivity. By showing how teachers' appraisals of ethical principles are closely intertwined with their emotions, the study extends existing research on AI ethics in education and underscores that emotionally informed approaches are indispensable for achieving responsible, sustainable, and human-centered AI integration.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146135974","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

Why Is It Difficult to Stay in the Profession? The Life Course of Early-Career Teachers in Rural China 为什么很难留在这个行业？中国农村早期职业教师的生命历程

IF 3.6 3区教育学

European Journal of Education Pub Date : 2026-02-04 DOI: 10.1111/ejed.70509

Guo Jincheng, Sun Haoquan, Yang Jin, Bai Xiuli

引用次数: 0

Relationships Among Self-Efficacy, Instant Judgement, and Habitual Truth-Digging in Undergraduates' Critical Thinking Disposition 大学生批判性思维倾向中自我效能感、即时判断与习惯性真相挖掘的关系

IF 3.6 3区教育学

European Journal of Education Pub Date : 2026-02-04 DOI: 10.1111/ejed.70497

Yong Liu, Attila Pásztor, Gyöngyvér Molnár

{"title":"Relationships Among Self-Efficacy, Instant Judgement, and Habitual Truth-Digging in Undergraduates' Critical Thinking Disposition","authors":"Yong Liu, Attila Pásztor, Gyöngyvér Molnár","doi":"10.1111/ejed.70497","DOIUrl":"https://doi.org/10.1111/ejed.70497","url":null,"abstract":"<p>The Employer-Employee-Supported Critical Thinking Disposition Inventory (2ES-CTDI) bridges theory and practice in higher education by assessing critical thinking disposition (CTD) components: self-efficacy, instant judgement, and habitual truth-digging. However, its broader applicability requires further validation. This study adapted and validated the Hungarian 2ES-CTDI to examine the interactions among these CTD components. A sample of 1090 Hungarian university freshmen completed the 19-item survey (7-point Likert Scale). Reliability and validity were assessed via Cronbach's Alpha, McDonald's Omega, CFA, and Rasch analysis. Results revealed: (a) acceptable reliability (Cronbach's Alpha = 0.784, McDonald Omega = 0.783); (b) overall CFA model fit (CFI and TLI > 0.90, RMSEA and SRMR < 0.08); (c) good item and test endorsements; and (d) relatively low CTD self-efficacy but a strong inclination toward instant judgement. The study provides empirical support for the theoretical CTD framework and offers a validated instrument for cross-cultural comparisons. Practically, it underscores the importance of self-efficacy in fostering higher-order CTD, suggesting its integration into educational standards and curricula. Future research could investigate contextual CTD variations and the broader impacts of self-efficacy interventions. Overall, this work enhances understanding of CTD dynamics and provides insights for educators and policymakers aiming to cultivate critical thinking.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146154552","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

University as a Knowscape for Epistemic Emancipation: Possibilities and Constraints 大学作为知识解放的知识景观：可能性与约束

IF 3.6 3区教育学

European Journal of Education Pub Date : 2026-02-04 DOI: 10.1111/ejed.70470

Hamza R'boul

{"title":"University as a Knowscape for Epistemic Emancipation: Possibilities and Constraints","authors":"Hamza R'boul","doi":"10.1111/ejed.70470","DOIUrl":"https://doi.org/10.1111/ejed.70470","url":null,"abstract":"<div>\u0000 \u0000 <p>Epistemic emancipation refers to the erosion of any interference that obstructs subjects' ability to produce, gain and negotiate knowledge. This article argues that epistemic emancipation does not fundamentally and solely proceed from the spatial and temporal presence of alternative epistemologies as an end in itself, nor does it presuppose a complete delinking from the dominant epistemes to reaffirm the originality and non-derivativeness of Southern ways of knowing. This article draws on email interviews with 16 Moroccan university professors, as key agents in unsettling or reproducing epistemic hierarchies, to explore the mobilisations of decoloniality within Moroccan higher education. The findings revealed that (a) Moroccan professors framed epistemic emancipation to be fundamentally about reclaiming intellectual sovereignty from colonial knowledge hierarchies, including paradigms of knowledge production and validation; (b) they mobilised curricular interventions which recenter local epistemes to enact epistemic emancipation, but they were required to navigate institutional constraints; and (c) linguistic hierarchies, colonial institutional policies and epistemological gatekeeping were the main constraints complicating professors' epistemic emancipation struggles.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146135789","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