European Journal of Education最新文献

{"title":"Deepening Awareness of Circular Economy Concepts in the Textile Sector Among University Students","authors":"Pilar López Portillo,&nbsp;María Victoria Gutiérrez Duarte,&nbsp;Jesús A. Muñoz-Sepúlveda,&nbsp;Ivan Hilliard","doi":"10.1111/ejed.70034","DOIUrl":"https://doi.org/10.1111/ejed.70034","url":null,"abstract":"<div>\u0000 \u0000 <p>Any attempt to reverse the catastrophic consequences of climate change requires adaptation or mitigation measures. These measures can be implemented both at institutional and individual levels. For these measures to be effective, it is essential that economic agents are aware of the consequences of their decisions. This article presents the results of an activity carried out with university students to help strengthen their understanding of environmental protection. Specifically, it focuses on the implementation of a circular economy system in the textile sector. The aim is for students to gain a higher level of knowledge about the production, consumption and recycling of their clothes and discover how the circular economy can contribute to sustainability goals and the reduction of greenhouse gas emissions.</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":"143389269","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":"Beyond the Classroom: How Socioeconomic Status, Parental Involvement and Home Environment Impact on Students' Science Academic Performance at Secondary Schools","authors":"Hafiz Muhammad Ihsan Zafeer,&nbsp;Samra Maqbool,&nbsp;Yu Rong,&nbsp;Sufyan Maqbool","doi":"10.1111/ejed.70023","DOIUrl":"https://doi.org/10.1111/ejed.70023","url":null,"abstract":"<div>\u0000 \u0000 <p>Science education is crucial for students as it fosters critical thinking, problem-solving skills and a deeper understanding of the natural world. The present study explored factors beyond the classroom that impact students' science academic performance (SSAP) at secondary schools. Based on research questions and literature, three hypotheses were formulated using factors beyond the classroom such as socioeconomic status (SES), parents' involvement (PI) and home environment (HE) that impact SSAP at secondary schools. A quantitative survey approach was employed. Data were collected from 430 participants who were science teachers and currently teaching science courses at secondary schools in Lahore, Punjab, Pakistan. The data collection process included using a survey questionnaire to collect data on SES, PI, HE and SSAP. In order to analyse the given data, two statistical software were used, namely SPSS and AMOS 24. Several statistical methods were used to analyse the collected data, such as exploratory factor analysis (EFA) to uncover the underlying structure of a relatively large set of variables and confirmatory factor analysis (CFA) to test whether the data fit a hypothesised measurement model. Moreover, correlation analysis was conducted to discover the relationship among variables, while regression analysis was conducted to determine the impact of independent variables on the dependent variable. The findings revealed factors beyond the classroom (SES, PI and HE) statistically positive impact SSAP. Based on the results, the study recommends that schools organise workshops and training sessions for parents to support their children's science learning, offer flexible parental involvement opportunities and provide educational resources like books and kits to help the academic environment at home. Policymakers and other stakeholders should ensure equitable resource distribution across schools, mainly targeting low-SES areas and providing additional funding for science programmes and extracurricular activities.</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":"143389272","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":"Effectiveness of AI-Driven Vocal Art Tools in Enhancing Student Performance and Creativity","authors":"Hui Liu,&nbsp;Wei Guo","doi":"10.1111/ejed.70037","DOIUrl":"https://doi.org/10.1111/ejed.70037","url":null,"abstract":"<div>\u0000 \u0000 <p>In contemporary music education, innovative technologies, particularly artificial intelligence (AI)-based tools, play a crucial role. The objective of this study was to assess the effectiveness of AI-based tools in enhancing students' success and creativity. The study involved 158 students from a leading music institution, who were divided into control and experimental groups. Methods employed included surveys and testing, along with AI-based tools: Vocal AI Analyzer and Smart Vocal Coach. The results indicated a significant improvement in vocal skills (from 3.5 to 4.5 in the experimental group) and creativity (from 2.9 to 4.1 in the experimental group) compared with the control group. The AI-based tools demonstrated high effectiveness, providing individualised instruction and immediate feedback. The practical significance of the research lies in the potential implementation of such technologies in music educational institutions to enhance teaching effectiveness and the development of students' creative abilities.</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":"143389332","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":"Third Mission and Digital Transformation: An Opportunity to Take Advantage","authors":"Emanuela Proietti","doi":"10.1111/ejed.70035","DOIUrl":"https://doi.org/10.1111/ejed.70035","url":null,"abstract":"<div>\u0000 \u0000 <p>Digital technologies transformed people's life, business and society. Higher education systems are particularly affected by digital transformation, which can enable new learning and teaching processes, innovative organisational dimensions and services, providing new opportunities for the development of the Third Mission. Digital technologies at the service of HEIs can permit them to reinforce their role of drivers of growth and development for their own ecosystems; represent an opportunity to foster education participation; to develop lifelong and lifewide learning initiatives; to share new cooperation paths with different stakeholders; to promote digital culture as a means for innovation and entrepreneurship; to help actors in their ecosystems adopt and use digital technologies to become more innovative. This paper introduces concepts and definitions on how the digital transformation is affecting HEIs, with reference to the Third Mission and presents the main results of a field research conducted in an international research project.</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":"143389334","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 the Jigsaw Technique on Nursing Students' Learning of Employee Safety and Retention of Knowledge: A Randomized Controlled Research","authors":"Yadigar Ordu,&nbsp;Nurcan Çalışkan","doi":"10.1111/ejed.70038","DOIUrl":"https://doi.org/10.1111/ejed.70038","url":null,"abstract":"<p>The purpose of this study was to determine the effect of the Jigsaw technique on nursing students' learning and retention of knowledge about employee safety. The study was conducted between December 2022 and January 2023 with 84 first-year students enrolled in the Nursing Department of a state university in a province of Turkey. Data were collected using the Descriptive Characteristics Form and Employee Safety Research/Test Instrument. During the study, the experimental group (<i>n</i> = 42) learned about employee safety using the Jigsaw technique, while the control group (<i>n</i> = 42) used the traditional method. Then, the students filled out the data collection forms (Post-test). Four weeks after the post-test, students again filled out the data collection forms to evaluate the retest of knowledge (Retest). The data were analysed with SPSS 22.0 package program. It was determined that the mean research/test instrument score of the experimental group in the employee safety post-test and retest was statistically significantly higher than the control group (<i>p</i> = 0.000). It was determined that the Jigsaw technique was effective in nursing students' learning of employee safety and retest of knowledge.</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.70038","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143389271","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":"Comparison of the Distance Learning Modalities Regarding Teaching Capacities and Performances on the Learners","authors":"Yakup Çelikbilek","doi":"10.1111/ejed.70017","DOIUrl":"https://doi.org/10.1111/ejed.70017","url":null,"abstract":"<p>Especially after the COVID-19 pandemic, people have distances among each other, and this situation has affected everything. Education, which has been the most important thing for humanity since the beginning of history, has also been affected. To continue and survive the system, people started using and adapting different distance learning with the help of electronic devices, internet and technology. However, the impact of these new distance learning modalities does not have the same teaching capacity and performance on the learners. Besides, evaluation of the learners, fairness, interaction, feedback, etc. are the other important problems of the new distance learning modalities. Nevertheless, to discover the effect of the distance learning modalities regarding teaching capacities and performances on the learners, they are compared in this study with an integrated fuzzy multi criteria decision making model. The proposed model consists of two parts; fuzzy analytic hierarchy process and ELECTRE methods. In the first part, weights and the decision matrix are calculated by using a fuzzy analytic hierarchy process. Then, in the second part, distance learning modalities are evaluated with the application of the ELECTRE method through the decision matrix according to weights.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70017","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143121187","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":"Cultural and Psychological Dynamics in School Leadership: The Moderating Role of Trust in the Relationship Between Teachers' Cultural Values and Their Expectations for Paternalistic Leadership","authors":"Mahmut Polatcan,&nbsp;Mehmet Şükrü Bellibaş,&nbsp;Çiğdem Apaydın","doi":"10.1111/ejed.70002","DOIUrl":"https://doi.org/10.1111/ejed.70002","url":null,"abstract":"<p>Although a growing body of theoretical work indicated that the cultural orientation of societies shapes their understanding of leadership, there is a lack of empirical research to explore how individual cultural value orientations shape teachers' expectations for school leadership. This empirical research addresses this gap by examining the relationship between teachers' cultural value tendencies and their expectations for principals' paternalistic leadership behaviours, considering the moderating role of trust in the principal. This study analysed data collected from 738 teachers in Türkiye, employing a moderated structural equation modelling (SEM) approach. The results indicate that teachers' cultural value orientations are significantly related to their paternalistic leadership expectations, meaning that teachers who indicate that they are more collectivist, feminine, short-term orientated, avoidant of uncertainty, and open to power distance tend to expect their principals to exert stronger paternalistic leadership practices. Additionally, we found a significant moderating role of teachers' trust in the principal, suggesting that higher trust levels strengthen the relationship between cultural values and paternalistic leadership expectations. These results contribute to a deeper understanding of cultural and psychological dynamics in schools, especially concerning the role of individual cultural value dispositions and trust influencing the extent to which teachers desire their principals to demonstrate paternalist leadership behaviours.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143121186","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":"Factors Influencing Academic Staff Satisfaction and Retention in Higher Education: A Literature Review","authors":"Marcel Fladimar Mather,&nbsp;Nokwanda Edith Bam","doi":"10.1111/ejed.70025","DOIUrl":"https://doi.org/10.1111/ejed.70025","url":null,"abstract":"<p>This review of the literature aims to synthesise and analyse previous studies to provide important information on factors that affect academic staff retention and staff satisfaction in higher education institutions (HEI). The review included 21 studies published between 2014 and 2024, conducted in 13 different countries. Thematic analysis of the 21 included papers revealed four major themes, each with three sub-themes. These themes highlight the relevance of development programmes within HEIs to meet individual needs, stimulate professional progress, and improve overall academic performance. Furthermore, the review emphasises the importance of creating a supportive work environment, encouraging work-life balance, and providing equitable salary and recognition to academic personnel. Addressing these characteristics can help HEIs increase staff satisfaction, lower turnover rates, and ultimately contribute to the institution's performance and reputation.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70025","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143121188","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":"Artificial Intelligence-Supported Student Engagement Research: Text Mining and Systematic Analysis","authors":"Xieling Chen,&nbsp;Haoran Xie,&nbsp;S. Joe Qin,&nbsp;Fu Lee Wang,&nbsp;Yinan Hou","doi":"10.1111/ejed.70008","DOIUrl":"https://doi.org/10.1111/ejed.70008","url":null,"abstract":"<p>Artificial intelligence (AI) is increasingly exploited to promote student engagement. This study combined topic modelling, keyword analysis, trend test and systematic analysis methodologies to analyse AI-supported student engagement (AIsE) studies regarding research keywords and topics, AI roles, AI systems and algorithms, methods and domains, samples and outcomes. Findings included the following: (1) frequent-used and emerging keywords comprised ‘machine learning’, ‘artificial intelligence chatbot’ and ‘collaborative knowledge building’. (2) Frequently studied topics included ‘AI for MOOCs and self-regulated learning’ and ‘affective computing and emotional engagement’. (3) Most studies adopted intelligent tutoring systems, traditional machine learning methods and natural language processing. (4) Emotional engagement regarding affective or psychological states among college students received the most attention. (5) Most studies adopted quantitative approaches and concerned computer science and language education. Accordingly, we highlighted AI's roles as tutors, advisors, partners, tutees and regulators for behavioural, cognitive and emotional engagement to inspire AI's effective integration into education.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70008","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143121160","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":"Artificial Intelligence in Nursing: New Opportunities and Challenges","authors":"Estel·la Ramírez-Baraldes,&nbsp;Daniel García-Gutiérrez,&nbsp;Cristina García-Salido","doi":"10.1111/ejed.70033","DOIUrl":"https://doi.org/10.1111/ejed.70033","url":null,"abstract":"<p>To explore the opportunities and challenges of artificial intelligence (AI) in nursing and its impact. Bibliographic review using Arksey and O'Malley's framework, enhanced by Levac, Colquhoun and O'Brien and following PRISMA guidelines, including qualitative and mixed studies. MeSH terms and keywords such as nursing education and ethical considerations were used in databases such as PubMed, Scopus, Web of Science, CINAHL, IEEE Xplore and Google Scholar. Of all, 53 studies were included, highlighting various opportunities and challenges of AI integration and opportunities for personalised learning, training improvement and evaluation. Highlighting challenges related to academic integrity, accuracy, data privacy and security, for the development of critical thinking skills. The integration of AI in nursing education offers significant advantages for improving the quality and effectiveness of education, such as academic integrity, critical thinking and equitable access, for this reason, faculty training should be geared toward the integration of AI in nursing education.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70033","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143121515","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}