European Journal of Education最新文献

{"title":"On the Relationship Between Students' Perceived Support, Students' Self-Efficacy, and Affect-Emotions in AI-Enhanced Learning Environments","authors":"Guanghua Qiu","doi":"10.1111/ejed.70180","DOIUrl":"https://doi.org/10.1111/ejed.70180","url":null,"abstract":"<div>\u0000 \u0000 <p>In response to the growing integration of artificial intelligence (AI) in educational settings, particularly in language learning, there is a pressing need to understand the psychological and pedagogical factors that influence learners' emotional and academic experiences. EFL learners were selected for this study because language learning involves high levels of emotional engagement, communicative interaction, and cognitive challenge—factors that are especially sensitive to perceived support and self-efficacy in AI-enhanced environments. Building on this foundation, the present study aimed to investigate the complex interactions between teacher support, student self-efficacy, and emotional responses, acknowledging the crucial role these variables play in shaping effective, motivational learning experiences for EFL students. It involved 1115 English as a foreign language (EFL) students from diverse Chinese universities, using convenience sampling for a representative mix of academic levels. Instruments included the teacher support scale (TSS), the college academic self-efficacy scale (CASES), and the emotion scale. Advanced statistical tools like SPSS v27 and AMOS v24 enabled structural equation modelling (SEM) to explore these relationships. Results showed that teacher support and student self-efficacy together explain 57% of emotional variance. Specifically, teacher support alone accounted for 55%, emphasising its role in positive emotional experiences. Student self-efficacy contributed uniquely with 44%, enhancing confidence and motivation in AI-enhanced learning. Overall, the study underscores the significant impact of both teacher support and student self-efficacy on the emotional well-being of EFL students in such learning environments.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 3","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144832903","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}

{"title":"EFL Teachers' Acceptance of Generative Artificial Intelligence in Teaching and Academic Research: Use Experience as Moderator","authors":"Lei Feng,&nbsp;Mengqi Liu,&nbsp;Weixia Hou","doi":"10.1111/ejed.70205","DOIUrl":"https://doi.org/10.1111/ejed.70205","url":null,"abstract":"<div>\u0000 \u0000 <p>Generative Artificial Intelligence (GAI) technology, represented by large language models, has driven an in-depth transformation of foreign language education and research. In the era of digital intelligence, how digital technology empowers English as a Foreign Language (EFL) teaching and academic research is a new topic for foreign language educators. This research adopts the integration of UTAUT theory to predict the influence of GAI on EFL teachers' teaching and academic research by conceptualising the EFL teachers' teaching and academic research model (ETTAR Model). The inner relationship within the ETTAR Model was examined using analytical software—Smart PLS 4.0. A five-point Likert online questionnaire on ETTAR was distributed among 132 teachers who teach English at foreign language colleges across seven northern Chinese higher educational institutions. The research results indicated that social influence, performance expectancy, effort expectancy and facilitating conditions positively influence teachers' behavioural intentions to use GAI in EFL teaching and research. Moreover, experience had a positive moderating effect on social influence and the behavioural intentions of EFL teachers utilising GAI. This research further confirmed that EFL teachers' teaching with GAI significantly positively impacts their academic research powered by GAI.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 3","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144832778","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}

{"title":"School Stakeholders' Perspectives on the Implementation of School-Based Management in Vietnam's Education Reform","authors":"Kien The Pham,&nbsp;Xuan Van Ha,&nbsp;Thang Dinh Truong,&nbsp;Hong-Van Thi Dinh,&nbsp;Hoang-Yen Thi Duong,&nbsp;Tuan-Vinh Nguyen","doi":"10.1111/ejed.70193","DOIUrl":"https://doi.org/10.1111/ejed.70193","url":null,"abstract":"<div>\u0000 \u0000 <p>School-based management (SBM) enhances decentralisation and autonomy to improve school leadership and management, but in countries like Vietnam, research on its implementation remains limited. This study investigates SBM practices in Vietnamese primary schools, where current education reforms focus on administrative decentralisation and grant schools more decision-making authority in areas such as personnel, finance, administration and curriculum. The participants included principals, academic group leaders, and teachers from nine primary schools (45 individuals in total). Analysis of in-depth interviews revealed that SBM implementation in Vietnamese primary schools is partial and inconsistent. Although each participating school had a complete school council, decision-making was not fully decentralised, especially in areas such as budgeting, principal selection, and teacher recruitment. The principal and the school council did not appear to play a significant role in these decision-making processes. Teachers mainly participated in minor decisions, like recognition programmes and discipline, but hesitated on broader issues due to lack of confidence, fear of repercussions, and cultural deference. Additionally, the involvement of students' parents appeared to be formal and superficial. The study discusses implications for effective SBM in Vietnamese and similar contexts.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 3","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144815015","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}

{"title":"The Effect of Epidemic Stress Perception of COVID-19 on Problematic Internet Use Among Chinese College Students: The Mediating Role of Basic Psychological Needs Satisfaction and Core Self-Evaluation","authors":"Hongqin Chai,&nbsp;Rui Xue,&nbsp;Hongliang Guo,&nbsp;Wangqian Fu","doi":"10.1111/ejed.70207","DOIUrl":"https://doi.org/10.1111/ejed.70207","url":null,"abstract":"<div>\u0000 \u0000 <p>To explore the mediating effect of basic psychological needs satisfaction and core self-evaluation on the relationship between epidemic stress perception and problematic internet use among Chinese college students. A total of 597 college students were investigated by epidemic stress perception of COVID-19 questionnaire, basic psychological needs satisfaction scale, core self-evaluation scale and core self-evaluation scale. (1) The four variables of epidemic stress perception, basic psychological needs satisfaction, core self-evaluation and problematic internet use were significantly correlated with each other. (2) Basic psychological needs play a mediating role between epidemic stress perception and problematic internet use among college students. (3) Core self-evaluation plays a mediating role between epidemic stress perception and problematic internet use among college students. (4) There is a chain of multiple mediating effects between basic psychological needs satisfaction and core self-evaluation on the relationship between epidemic stress perception and problematic internet use among college students. The epidemic stress perception of college students can not only be a result of the epidemic but also of the problematic internet use among college students.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 3","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144814537","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}

{"title":"Exploring the Interplay of Academic Resilience, Cognitive Appraisals of GenAI, and Academic Engagement Among Pre-Service Chinese as a Foreign Language Teachers","authors":"Yaping Yan,&nbsp;Jie Zhang","doi":"10.1111/ejed.70202","DOIUrl":"https://doi.org/10.1111/ejed.70202","url":null,"abstract":"<div>\u0000 \u0000 <p>This study examines the impact of academic resilience on the engagement of Chinese as a foreign language (CFL) pre-service teachers amid the disruption caused by generative AI (GenAI). Using the Conservation of Resources theory as a foundation, we suggest that resilience helps reduce vulnerabilities by influencing how GenAI is perceived—either as a challenge or an obstacle. Data from 365 CFL pre-service teachers were analysed using structural equation modelling. The findings show a strong direct effect of resilience on engagement (<i>β</i> = 0.542) and reveal two pathways: resilience increased challenge appraisals (<i>β</i> = 0.179) and decreased hindrance appraisals (<i>β</i> = −0.228). Although challenge appraisals had a weak positive effect on engagement (<i>β</i> = 0.100), hindrance appraisals had a significantly stronger negative impact (<i>β</i> = −0.257). Notably, resilience fostered engagement primarily by reducing hindrance appraisals (mediated <i>β</i> = 0.058), while the challenge pathway was not significant. The model accounted for 45.6% of the variance in engagement, highlighting both the disruptive potential of GenAI and the systemic vulnerabilities of pre-service teachers. The results suggest that resilience interventions should focus on alleviating AI-related threats, such as career anxieties, rather than emphasising perceived opportunities. This study redefines resilience as a crucial protective factor for educators facing AI-driven transitions, calling for pedagogical approaches that address technological disruptions as both psychological and professional challenges.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 3","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144814641","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}

{"title":"Identifying Functional Profiles of School Refusal and Perfectionism in Adolescents","authors":"María Pérez-Marco,&nbsp;Carolina Gonzálvez,&nbsp;Andrea Fuster,&nbsp;María Vicent","doi":"10.1111/ejed.70201","DOIUrl":"https://doi.org/10.1111/ejed.70201","url":null,"abstract":"<p>Due to the complex construct of school refusal and the need for awareness of its impact on youth, Kearney and Silverman (1990) proposed four functional reasons for the persistence of school refusal behaviour. Various studies have explored different profiles of school refusal based on Kearney and Silverman's (1990) framework, yet no prior research has examined the relationship between these profiles and perfectionism. Perfectionism, a multifaceted personality trait, is described by the pursuit of flawlessness and setting excessively high standards (Self-Oriented Perfectionism–Striving, SOP–S), along with harsh self-criticism (Self-Oriented Perfectionism–Critical, SOP–C), and perceived external pressures and criticism (Socially Prescribed Perfectionism, SPP). While perfectionism can sometimes be beneficial, it often poses risks when expectations exceed a student's capabilities, severely affecting both academic success and psychological well-being. The aims of this study are: (a) to detect school refusal profiles following Kearney and Silverman's (1990) functional model, and (b) to analyse differences in perfectionism across these profiles. The study involved 1276 Spanish students (55.3% boys), aged 13–16 (<i>M</i> = 14.49, SD = 1.24). Participants fulfilled the School Refusal Assessment Scale-Revised (SRAS-R) and the Child/Adolescent Perfectionism Scale (CAPS). Through Latent Profile Analysis, four school refusal profiles were identified: High Mixed School Refusal, Mixed School Refusal, School Refusal by Negative Reinforcement, and Non School Refusal. The study found that mixed profiles, which had high or very high scores in both negative (F1, F2) and positive reinforcement (F3), also had the highest mean scores in perfectionistic dimensions. The results emphasise the need to address maladaptive perfectionism to mitigate school attendance problems in adolescents. Practically, the study provides educators with evidence-based insights to inform early interventions targeting maladaptive perfectionism as a mechanism for preventing school refusal.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 3","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70201","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144815019","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}

{"title":"How Can the Diffusion of Digital Education Policies Be Advanced in Regions With Diverse Educational Conditions?—Qualitative Comparative Analysis of Chinese Policy","authors":"Lei Xie,&nbsp;Xinyi He,&nbsp;Huayang Zhang","doi":"10.1111/ejed.70188","DOIUrl":"https://doi.org/10.1111/ejed.70188","url":null,"abstract":"<div>\u0000 \u0000 <p>Advancing digital education innovation has become a global necessity. Policy innovation serves as both its basic and guiding principle for practical breakthroughs. Examining the synergistic impact of multiple factors on the diffusion of digital education policies aids in delineating diverse developmental trajectories and offers strategic insights for different regions. This study constructed an index system for K-12 digital education, analysed the policies across China's 31 provinces, and applied fsQCA to uncover the synergistic effect of influencing factors. Collaboration among multiple factors drives the diffusion. Four types of configurations positively influenced the diffusion breadth of policies. Two types of configurations positively influenced the diffusion intensity of policies. In regions with limited educational resources, four factors warrant increased attention: school administrators, government administrators, educational competitive pressures, and the rate of Internet access among households. In advanced regions, the symbiotic relationship between governments and industries can address challenges more effectively.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 3","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144782607","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}

{"title":"Unleashing Digital Transformation: How a Professional Development Program Can Lead to Change","authors":"Piret Luik,&nbsp;Kerli Požogina","doi":"10.1111/ejed.70191","DOIUrl":"https://doi.org/10.1111/ejed.70191","url":null,"abstract":"<div>\u0000 \u0000 <p>Teachers' continuous professional development in the digital technology field is crucial, and different professional development programs are composed to meet this need. This paper gives an overview of one such program, named “Digital Accelerator”, created in Estonia, and assesses whether it is effective in promoting teachers' use of digital technology and their beliefs towards it. A total of 59 participating teachers filled in pre- and post-questionnaires, and for data analysis, non-parametric tests were used. The results revealed that the use of digital technology in teaching and learning activities increased, and participating in educational technology mentoring was the most influential program activity. Also, it was evident that perceived ease of use and general attitudes towards digital technology had increased significantly. However, based on the results, we could conclude that giving the participating teachers in training too much power to choose the content is not the most useful approach.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 3","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144767817","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}

{"title":"Primary School Teachers' Perception of STEM Integration in Turkey: A Q-Methodological Study","authors":"Hasan Zuhtu Okulu,&nbsp;Alper Yorulmaz,&nbsp;Halil Cokcaliskan","doi":"10.1111/ejed.70190","DOIUrl":"https://doi.org/10.1111/ejed.70190","url":null,"abstract":"<div>\u0000 \u0000 <p>Integration is a key element in science, technology, engineering and mathematics (STEM) education. Connecting domain-specific or shared knowledge and skills within a course, unit or curriculum based on real-life contexts is crucial for STEM integration. The success of STEM education depends on teachers' perceptions of the integration. This study used Q methodology to determine perceptions of primary school teachers about STEM integration. The study group comprised primary school teachers (<i>n</i> = 28) who had completed in-service training programmes for STEM education in Turkey. The Q-set—a data collection tool comprising 23 items—was applied to the study group. Teachers' perceptions were categorised as interrelated STEM integration for real-life contexts, merging content knowledge focused STEM integration, science and mathematics focused interrelated STEM integration and interdisciplinary STEM integration. The participants showed a tendency to integrate real-life contexts and interrelated STEM knowledge in classrooms and did not adopt a single discipline-oriented teaching approach. They were limited in their efforts toward engineering-oriented/supported integration.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 3","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144758590","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}

{"title":"Exploring the Interplay of Motivation, Engagement and Critical Thinking Among EFL Learners: Evidence From Structural Equation Modelling","authors":"Jijia Yang,&nbsp;Yan Chen,&nbsp;Yunsong Wang","doi":"10.1111/ejed.70187","DOIUrl":"https://doi.org/10.1111/ejed.70187","url":null,"abstract":"<div>\u0000 \u0000 <p>Critical thinking (CT) is widely recognised as a core competency in 21st-century higher education, particularly within English as a Foreign Language (EFL) learning contexts. This study examines the extent to which motivation and engagement contribute to the development of CT skills among Chinese EFL university students. A sample of 626 undergraduates from multiple provinces completed validated instruments measuring motivation, academic engagement and CT dispositions. Structural Equation Modelling (SEM) was employed to explore the interrelations among these constructs. The findings show that motivation predicts both engagement and CT, and that CT is positively associated with engagement, indicating a reciprocal relationship. These findings highlight the interdependent roles of affective and cognitive factors in promoting higher-order thinking. The study offers pedagogical implications for language educators, curriculum designers and policymakers aiming to foster autonomous, critically-minded learners in EFL environments.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 3","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144751497","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}