European Journal of Education最新文献_第8页

Intercultural Relationships in an Internationalised Undergraduate Classroom: Do They Influence Transcultural Competence? 国际化本科课堂中的跨文化关系：是否影响跨文化能力？

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-02-14 DOI: 10.1111/ejed.70049

Andreana Pastena

{"title":"Intercultural Relationships in an Internationalised Undergraduate Classroom: Do They Influence Transcultural Competence?","authors":"Andreana Pastena","doi":"10.1111/ejed.70049","DOIUrl":"https://doi.org/10.1111/ejed.70049","url":null,"abstract":"<div>\u0000 \u0000 <p>Higher education institutions aspire to integrate international and intercultural dimensions. Yet, internationalisation is too often confined to policies and rankings, overlooking the actual experiences of students. This study investigates how in-class intercultural relationships influence transcultural competence within a multi-dimensionally internationalised undergraduate degree in Barcelona. Focusing on 23 first-year students, the study adopts a mixed-method approach, with quantitative data setting the ground for qualitative exploration. Findings reveal five descriptive patterns of interaction between transcultural competence and in-class intercultural relationships, highlighting how agency, previous experiences, and institutional support shape positive, negative, or neutral outcomes. The study emphasises the significance of reciprocal transformative opportunities in non-English-speaking environments and challenges the binary categorisation of students as ‘local’ and ‘international’. It reveals the unique nature of individual experiences, calling for a more nuanced understanding of internationalised classrooms.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 1","pages":"1-13"},"PeriodicalIF":2.8,"publicationDate":"2025-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143423960","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

Triggering the Duty to Act: Teachers' Approach to the Norwegian Law on Students' Psychosocial Environment 触发行动的义务：教师对挪威学生社会心理环境法的解读

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-02-14 DOI: 10.1111/ejed.70046

Annette-Pascale Denfeld, Esther Tamara Canrinus, Inger Marie Dalehefte

引用次数: 0

From Pandemic Legacy to Serious Games: A Systematic Review of Cooperative Board Games Under the Educational Perspective 从流行病遗产到严肃游戏：教育视角下的合作桌游系统回顾

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-02-14 DOI: 10.1111/ejed.70048

Menelaos N. Katsantonis

{"title":"From Pandemic Legacy to Serious Games: A Systematic Review of Cooperative Board Games Under the Educational Perspective","authors":"Menelaos N. Katsantonis","doi":"10.1111/ejed.70048","DOIUrl":"https://doi.org/10.1111/ejed.70048","url":null,"abstract":"<p>Cooperative board games promote engagement, teamwork, and strategic problem-solving, making them useful in educational contexts. This Systematic Literature Review employs the PRISMA methodology to identify cooperative board game mechanisms and design considerations along with their adaptation potential in serious contexts and the alignment with learning theories such as social constructivism and experiential learning. Key mechanisms, such as variable player powers and role-playing, are examined for their impact on player engagement and collaboration. The study also addresses the design challenges of complexity and duration of gameplay, proposing solutions such as the gradual rule introduction, tutorial scenarios, and the provision of scalable game modes. The review includes 65 screened articles and a detailed analysis of 24, along with insights from non-academic sources, such as BoardGameGeek database and professional reviewers. The findings highlight the potential of such games to enhance serious game design and educational outcomes, offering strategies for adapting these games to educational environments.</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.70048","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143423946","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

AI Affordances and EFL Learners' Speaking Engagement: The Moderating Roles of Gender and Learner Type 人工智能支持与英语学习者的口语投入：性别和学习者类型的调节作用

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-02-14 DOI: 10.1111/ejed.70041

Fang Huang, Dingyang Peng, Timothy Teo

{"title":"AI Affordances and EFL Learners' Speaking Engagement: The Moderating Roles of Gender and Learner Type","authors":"Fang Huang, Dingyang Peng, Timothy Teo","doi":"10.1111/ejed.70041","DOIUrl":"https://doi.org/10.1111/ejed.70041","url":null,"abstract":"<div>\u0000 \u0000 <p>Contextualised in the AI–supported English-speaking learning, this study examined the roles of AI affordances in influencing EFL learners' emotional, cognitive, and behavioural speaking engagement, and explored the moderating roles of gender and learner types (on-campus vs. on-job) in influencing AI-supported English-speaking engagement. Data collected from 332 Chinese EFL learners (159 on-campus and 173 on-job learners) were analysed by using structural equation modelling. Results indicated that Chinese EFL learners perceived AI affordances to be significant in influencing their emotional, cognitive and behavioural engagement in practicing their spoken English. The results from the PLS-SEM model revealed that AI affordances accounted for 54.7%, 52.4% and 56.0% of the variance in emotional engagement, cognitive engagement and behavioural engagement, respectively. Learner type was not found to significantly moderate the relationships between AI affordances and speaking engagement. Gender was found to be a significant moderator for the AI affordances–behavioural engagement and AI affordance–cognitive engagement relationships. These findings enrich existing literature about AI–empowered speaking engagement and provide practical implications for English teachers to design effective speaking-teaching models.</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":"143423943","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

Promoting Environmental Justice: A Case Study of E-Waste Management Practices in Selected Public Schools in the Philippines 促进环境正义：菲律宾选定公立学校电子废物管理实践案例研究

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-02-14 DOI: 10.1111/ejed.70042

Fredelyn D. Variacion, Nilo Jayoma Castulo, Arlyne C. Marasigan

{"title":"Promoting Environmental Justice: A Case Study of E-Waste Management Practices in Selected Public Schools in the Philippines","authors":"Fredelyn D. Variacion, Nilo Jayoma Castulo, Arlyne C. Marasigan","doi":"10.1111/ejed.70042","DOIUrl":"https://doi.org/10.1111/ejed.70042","url":null,"abstract":"<div>\u0000 \u0000 <p>Proper waste management, aimed at making cities inclusive, safe, resilient, and sustainable, has been one of the goals of the 2030 Agenda for Sustainable Development. This, in turn, contributes to quality education and environmental justice. Thus, this study examined e-waste management practices in selected public secondary schools in the Philippines. A qualitative descriptive case study was conducted to explore e-waste management practices. Purposive sampling was used to interview nine key informants from teaching and non-teaching personnel in three selected public secondary schools in Sorsogon Province, Philippines. The findings revealed that school-based waste was mainly collected without proper sorting, observing the 3Rs (reduce, reuse, recycle), or establishing composting areas. The challenges in e-waste management practices were revealed to be a limited understanding of government e-waste policies and laws, weak program implementation and insufficient e-waste and recovery facilities. Although opportunities include promoting proper sorting, monitoring practices and sustaining the 3Rs, based on the results of the study, to achieve environmental justice and translate it into praxis (i.e., action and reflection), the study recommends enhanced training and <i>EducAction,</i> policy to praxis, and improved infrastructure, facilities and resources.</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":"143423945","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

Industrial Strikes in Higher Education: Ascertaining Causes and the Levels of Effect From Developing Economy Perspectives 高等教育产业罢工：发展经济视角下的原因与影响程度

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-02-11 DOI: 10.1111/ejed.70026

Edna Addo, Moses Segbenya, Samuel Yaw Ampofo

引用次数: 0

‘If the School Does Not Provide What I Expect, I Have to Supply It From Other Sources’: Czech Parents' Dissatisfaction as a Driver of Shadow Education “如果学校不能提供我所期望的，我必须从其他渠道提供”：捷克家长对影子教育的不满

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-02-11 DOI: 10.1111/ejed.70029

Vít Šťastný

{"title":"‘If the School Does Not Provide What I Expect, I Have to Supply It From Other Sources’: Czech Parents' Dissatisfaction as a Driver of Shadow Education","authors":"Vít Šťastný","doi":"10.1111/ejed.70029","DOIUrl":"https://doi.org/10.1111/ejed.70029","url":null,"abstract":"<p>Shadow education (various forms or types of private supplementary tutoring) and its implications and determinants have been explored by the scholarly literature, yet gaps remain in the understanding of its complex relationships with mainstream schooling in various national settings. This study reduces one of these gaps by scrutinising the role of parental dissatisfaction, exploring which aspects of schooling make dissatisfied parents consider procuring private supplementary tutoring for their children. Data for the qualitative study were gathered through individual, semistructured, in-depth interviews with 65 Czech parents. A maximum-variation sampling strategy was employed to gain insights from parents with different backgrounds and life situations. Parents who sought private tutoring because of their dissatisfaction with schooling listed a large array of school-related causes that triggered their decision. These were related to classroom instruction (e.g., inappropriate curriculum, grade inflation in student assessment), classroom organisation (e.g., unfavourable disciplinary climate and classroom composition), school communication (e.g., late teacher feedback on students' performance) and general school culture (e.g., unfavourable student–teacher relationships). The study has implications for teachers, schools and relatedly also policymakers by showing how their (in)actions and ignorance towards the quality of the service they offer may nurture the demand for private tutoring, which in turn may undermine their efforts to mitigate educational inequalities.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70029","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143389333","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

Regional Disparities in Literacy and Numeracy Skills Among Romanian Adults: Evidence From e-PASS 2023 罗马尼亚成年人识字和算术技能的地区差异：来自e-PASS 2023的证据

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-02-11 DOI: 10.1111/ejed.70032

Andreea Stancea, Nicoleta Corbu, Corina Buzoianu

{"title":"Regional Disparities in Literacy and Numeracy Skills Among Romanian Adults: Evidence From e-PASS 2023","authors":"Andreea Stancea, Nicoleta Corbu, Corina Buzoianu","doi":"10.1111/ejed.70032","DOIUrl":"https://doi.org/10.1111/ejed.70032","url":null,"abstract":"<p>This article investigates regional disparities in Romanian adults' numeracy and literacy skills. We analyse a novel data set that combines the assessment of numeracy and literacy competencies of the adult population in Romania with information about regional economic conditions and educational administrative data. Using a background questionnaire and a cognitive test following e-PASS methodology and tools (everyday-life Practices and Skills Survey), the study is one of the first to assess the key skills of the Romanian adult population. The e-PASS survey is based on the Literacy Assessment and Monitoring Programme (LAMP), developed by the UNESCO Institute for Statistics (UIS), and corresponds to PIAAC levels 1 and below 1. The findings indicate that individuals performing better at literacy and numeracy assessments have higher levels of education, are part of younger generations, and live in urban areas and economically developed Romania's regions. The results of this study provide a detailed picture of the current situation and can serve as a benchmark against which to compare current results in the region or future longitudinal findings.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70032","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143380890","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

An Unintended Consequence? The Impact of Higher Education Expansion on the Retake Rate of the College Entrance Examination 意想不到的后果？高等教育扩招对高考复考率的影响

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-02-11 DOI: 10.1111/ejed.70024

Yanbin Guo

{"title":"An Unintended Consequence? The Impact of Higher Education Expansion on the Retake Rate of the College Entrance Examination","authors":"Yanbin Guo","doi":"10.1111/ejed.70024","DOIUrl":"https://doi.org/10.1111/ejed.70024","url":null,"abstract":"<div>\u0000 \u0000 <p>High participation systems (HPS) of higher education (HE) are common throughout the world. The consequences of HE expansion has attracted enough academic attention; however, much less discussed is the impact of the HE expansion on retaking the college entrance examination. Drawing upon China's provincial panel data, a battery of econometric methods, and the effectively maintained inequality theory, this paper explores whether and how HE expansion influences the retake rate of college entrance examinations. Estimation results suggest that HE expansion leads to an increase in retake rates. For every unit increase in HE expansion intensity, the retake rate increases by 0.014 percentage points. This is an unintended impact of HE expansion on retake rates in the context of increased access to HE worldwide and an overall decline in retake rates worldwide. Above findings still hold after an array of robustness checks. This positive relationship is more prominent in provinces with more key higher education institutions (HEIs) than in provinces without key HEIs. This implies the diploma devaluation of ordinary HEIs might be one of the reasons for the increase in retake rates due to HE expansion. The findings of this paper will be informative for economies that have experienced HE expansion.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143380893","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 Impact of Social Entrepreneurship Education on Students' Social Entrepreneurial Intention: The Mediating Role of Social Entrepreneurial Competence 社会创业教育对大学生社会创业意向的影响：社会创业能力的中介作用

IF 2.8 3区教育学

European Journal of Education Pub Date : 2025-02-11 DOI: 10.1111/ejed.12930

Di Mao, Wei Yao

{"title":"The Impact of Social Entrepreneurship Education on Students' Social Entrepreneurial Intention: The Mediating Role of Social Entrepreneurial Competence","authors":"Di Mao, Wei Yao","doi":"10.1111/ejed.12930","DOIUrl":"https://doi.org/10.1111/ejed.12930","url":null,"abstract":"<div>\u0000 \u0000 <p>While extensive research has been conducted on social entrepreneurship education and its potential to enhance university students' social entrepreneurial intentions, questions persist in relation to whether social entrepreneurial competence plays a relevant role in this context. This paper presents the findings from a Chinese study that aims to investigate the impact of social entrepreneurship education in universities on students' social entrepreneurial competence and their intentions toward social entrepreneurship. Our findings highlight the importance of competence-based education in fostering social entrepreneurial intentions. Social entrepreneurship education increases university students' emotional competence and functional competence, which are crucial for developing social entrepreneurial intentions. This paper contributes to social entrepreneurship education literature by emphasising the need to integrate a competence-based view into social entrepreneurship education programs. Some implications and suggestions for further practice and research are also put forward based on the result analysis.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143380894","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