European Journal of Education最新文献

{"title":"Self-Efficacy and Perceived Teacher Support of EFL Students in Predicting Their Engagement and Well-Being in Artificial Intelligence-Enhanced Settings","authors":"Xiaoyan Zhao,&nbsp;Hongyan Liang,&nbsp;Wenfei Zhao,&nbsp;Yaman Chen","doi":"10.1111/ejed.70501","DOIUrl":"https://doi.org/10.1111/ejed.70501","url":null,"abstract":"<div>\u0000 \u0000 <p>Artificial Intelligence (AI) significantly affects professional and individual domains, underscoring the importance of learners having a basic understanding of AI. Making learners ready to work alongside AI remains a complex objective. Building on existing Positive Psychology (PP) research, this research emphasizes the importance of external elements like teacher support and internal elements such as self-efficacy in influencing learners' well-being and engagement. As a result, this research examines the correlation between English as a Foreign Language (EFL) learners' perceived teacher support and self-efficacy to predict their well-being and engagement in AI-enhanced learning settings. This investigation offers valuable perspectives on how teacher support can be utilized to enhance learning results in AI-enhanced settings. The research tackles these shortcomings by analysing how these factors interact and impact learners' results, highlighting their roles in fostering well-being and engagement. To reach this aim, 385 learners attended and answered the four scales but among them, 353 questionnaires were valid. These findings revealed that both efficacy and teacher support were significant predictors of engagement, jointly predicting 53.6% of its variance in AI-enhanced settings. They were also significant predictors of well-being, jointly explaining 24.6% of the variance. In both cases, efficacy showed a higher beta value, indicating that it is the best predictor of both engagement and well-being. The findings suggest that an effective approach that integrates teacher support, self-efficacy enhancement tasks, and AI tools creates a favourable learning setting that deals with both cognitive and emotional aspects. The research concludes with implications and suggestions for subsequent studies.</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":"146147911","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 Relationships Among Teacher Autonomy Support, Intrinsic Motivation, Academic Resilience, Learning Engagement, and Well-Being: A Mixed Methods Study","authors":"Yafei Shi,&nbsp;Mengjin Chen,&nbsp;Yantao Wei,&nbsp;Xingang Zhang,&nbsp;Ke Zhu","doi":"10.1111/ejed.70507","DOIUrl":"https://doi.org/10.1111/ejed.70507","url":null,"abstract":"<div>\u0000 \u0000 <p>This sequential explanatory mixed-methods study explored how teachers' autonomy support influences students' learning engagement and well-being in online learning environments, with intrinsic motivation and academic resilience as mediators. Quantitative data were gathered through surveys of 990 university students, followed by in-depth qualitative interviews with 12 selected participants. The quantitative findings revealed that teacher autonomy support positively predicted both learning engagement and well-being. Furthermore, intrinsic motivation and academic resilience mediated the relationship between teacher autonomy support and these outcomes. Interestingly, sequential mediating effects of intrinsic motivation and academic resilience were observed in the association between teacher autonomy support and both learning engagement and well-being. Qualitative analysis identified five key themes: advantages and challenges of online learning, the ideal teacher role, learning motivation, problem-solving strategies, and the overall learning experiences. These findings offer practical insights for enhancing teachers' professional development and designing effective online learning environments.</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":"146135788","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":"Affordable Excellence? The Baltic States as a Destination for International Student Mobility in the Global Education Competition","authors":"Elina Apsite-Berina,&nbsp;Irma Mačkinė,&nbsp;Eero Loonurm","doi":"10.1111/ejed.70461","DOIUrl":"https://doi.org/10.1111/ejed.70461","url":null,"abstract":"<div>\u0000 \u0000 <p>Research on International Student Mobility (ISM) increasingly examines emerging destinations, reflecting broader dynamics of higher education (HE) internationalisation. The Baltic states—Estonia, Latvia, and Lithuania—offer a compelling example of how small, non-traditional destinations seek to position themselves within global HE markets. This study examines their strategies to enhance attractiveness for international students (IS) and to compete with established Western destinations, using a comparative approach to identify both shared orientations and country-specific practices. All three countries emphasise affordable, high-quality education, labour market relevance, and strategic branding while highlighting unique strengths: Estonia presents itself as a digital innovation hub, Latvia highlights multiculturalism and affordability, and Lithuania foregrounds a blend of educational tradition and modernity. National recruitment strategies operate alongside regional collaboration, collectively enhancing the visibility of the Baltic region internationally. By demonstrating how smaller HE systems leverage affordability, branding, and institutional adaptability, this study contributes to ISM scholarship and offers insights into the ways in which semi-peripheral education systems navigate competition and cooperation within global HE hierarchies.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146135754","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 Paradox of English-Medium-Instruction: How Disciplinary Culture and Medium-Of-Instruction Shape Beliefs About Language Learning","authors":"Guliz Turgut Dost","doi":"10.1111/ejed.70505","DOIUrl":"https://doi.org/10.1111/ejed.70505","url":null,"abstract":"<div>\u0000 \u0000 <p>This study explored how disciplinary culture and instructional medium, specifically English-medium instruction (EMI), influence university students' beliefs about language learning. Using a mixed-methods design, 374 undergraduates from English language teaching (ELT), engineering and medical fields completed the Beliefs About Language Learning Inventory, and 22 students participated in semi-structured interviews. Quantitative analyses revealed significant disciplinary differences across 21 of 34 items and EMI-based differences in 11 items. Qualitative data triangulated these findings. ELT students reported high self-efficacy and intercultural orientation, but stricter views on accuracy. Engineering students reported pragmatic, technology-mediated strategies and instrumental motivation. Medical students showed lower confidence and functional orientations shaped by workload demands. EMI group displayed higher self-efficacy and intercultural engagement. They also exhibited perfectionist views on accuracy and pronunciation. The results show how disciplinary culture and instructional medium shape beliefs in complex and sometimes paradoxical ways. Pedagogical implications are discussed in relation to EMI programs and disciplinary curricula.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146139202","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":"Pursuing a Doctoral Degree in Southeast Asian Developing Countries: Contextualising Chinese Students' Decision-Making Processes","authors":"Yueyang Zheng,&nbsp;Kun Dai,&nbsp;Ian Hardy","doi":"10.1111/ejed.70504","DOIUrl":"https://doi.org/10.1111/ejed.70504","url":null,"abstract":"<p>International student mobility (ISM) flows have historically involved students moving from developing regions to developed countries. However, recently, there has been a shift, with more Chinese students pursuing doctoral studies in several Southeast Asian developing countries, including Malaysia, the Philippines and Thailand. Their decision-making processes remain under-researched. This study addresses this gap by contextualising the decision-making processes of Chinese students choosing to pursue doctoral degrees in these countries. Informed by Bourdieu's thinking tools of field, capital and habitus, this exploratory qualitative study draws upon semi-structured interviews with 33 Chinese doctoral students. The findings revealed how the broader conditions in which students worked and studied influenced students' decision-making processes. These conditions related to: the importance of gaining a PhD as a form of cultural capital in the Chinese higher education sub-field; students' lack of cultural capital in the Chinese higher education sub-field; the way in which these Southeast Asian countries were construed as homologous destinations within the Chinese social, cultural and academic context, and; increased affinity between Southeast Asian institutions and individual habitus. This research contributes new insights into international student mobility within developing countries.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70504","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146154629","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":"From Training to Transformation: Exploring the Role of Continuous Professional Development in Early Childhood Teacher Effectiveness","authors":"Renyue Shi,&nbsp;Xiaoying Chen","doi":"10.1111/ejed.70466","DOIUrl":"https://doi.org/10.1111/ejed.70466","url":null,"abstract":"<div>\u0000 \u0000 <p>Early childhood education plays an important role in developing a child's cognitive, social, and emotional abilities; hence, the ECE should be provided by capable and flexible educators. Continuous professional development is, therefore, indispensable for augmenting the teaching standards. Despite various professional development initiatives undertaken, barriers remain before such professional growth can bring about actual change in teaching practices. Existing studies indicate the need for CPD to be considered in tandem with other factors affecting emotional competence, reflective practice, and contemporary methodologies in ECE. Past studies have developed frameworks for improving teacher self-efficacy, emotional intelligence, and curriculum integration attributed to pedagogic areas such as STEM, arts, and social–emotional learning. To date, though, the frameworks have left a void of a more holistic and China-specific one that takes into consideration the cultural context and educational reforms in China. This research proposes a CPD Transformation Model for the Chinese early childhood education system. The attempt is to investigate how CPD promotes teacher growth along with reflection and other factors of technology literacy and culturally responsive pedagogy. Emphasis is on continuous collaborative teacher learning, with the intent to eliminate the existing gap between policy and its actual classroom application. In the process of developing this model through a six-stage cycle, the study would examine the impact of CPD on teacher effectiveness and children's outcomes, thus revealing the ways in which systematic and culturally relevant professional development can have favourable effects on both teaching and early childhood learning in China.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146154631","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":"(In)Tensions Around Autoethnography as Knowledge Generation: Pushing Towards New Ways of Being, Knowing and Doing in Educational Research","authors":"Bedrettin Yazan,&nbsp;Ufuk Keleş","doi":"10.1111/ejed.70460","DOIUrl":"https://doi.org/10.1111/ejed.70460","url":null,"abstract":"<p>In this paper, we engage in a dialogue to discuss (a) what (in)tensions are involved in autoethnographic knowledge construction, that is, whether autoethnography is considered legitimate knowledging as opposed to more ‘traditional’ qualitative research methods, (b) why and how autoethnography, as an appealing way of expression, allows researchers from marginalised communities to contribute their voices to the scholarly conversations, and (c) how autoethnography can serve as a ‘part of a corrective movement against colonizing ethnographic practices’ that praise concealing researchers' beliefs/thoughts/emotions while positioning them as the ultimate autonomous, authoritative knowledge generators. Hinting at our own dialogical autoethnographic reflections, our discussion features critical self-reflexivity which leads us to constantly probe and critique our own curiosity, creativity and criticality.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70460","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146154630","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":"Revising Pre-Service Teacher Education for Diversity, Equity, and Inclusion: Multicultural Curriculum Challenges and Prospects in South Africa","authors":"Oluwatoyin Ayodele Ajani,&nbsp;Samantha Govender","doi":"10.1111/ejed.70493","DOIUrl":"https://doi.org/10.1111/ejed.70493","url":null,"abstract":"<p>This study undertakes a systematic literature review to examine the challenges and opportunities of revising pre-service teacher education in South Africa to foreground diversity, equity, and inclusion. Guided by social justice pedagogies, the review critically interrogates the multicultural curriculum within initial teacher education programmes. While post-apartheid reforms created the conditions for change, persistent systemic inequalities continue to shape educational experiences and outcomes, which calls for a thorough reconceptualisation of how teachers are prepared for increasingly diverse classrooms. Drawing on empirical and conceptual literature published between 2004 and 2024, the review follows a transparent search and screening process, guided by recognised systematic review procedures. It interrogates dominant curricula and their underlying frameworks and identifies pedagogical, ideological, and institutional barriers that hinder the meaningful integration of multicultural and decolonial perspectives. Key challenges include the superficial treatment of diversity, tokenistic curricular additions, and inadequate provision for the sustained professional development of teacher educators in social justice praxis. At the same time, the review highlights concrete possibilities for transformation, including the development of critical consciousness and reflexivity among pre-service teachers, the implementation of culturally sustaining pedagogies that affirm learner identities, and the creation of school-university partnerships that take fair and inclusive practice as a central focus. By synthesising a diverse body of scholarship, the study offers a coherent account of pathways for reconceptualising pre-service teacher education so that curricula move beyond symbolic claims of multiculturalism towards social justice as a lived commitment. The findings signal the need for immediate policy and programme reconfiguration to equip newly qualified teachers with the knowledge, skills, and dispositions required to create genuinely inclusive and equitable learning spaces for all learners in South Africa.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70493","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146135810","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":"Measuring EFL Teachers' Transformational Classroom Leadership: Scale Development and Validation","authors":"Renzhong Peng,&nbsp;Shiying Wang","doi":"10.1111/ejed.70500","DOIUrl":"https://doi.org/10.1111/ejed.70500","url":null,"abstract":"<div>\u0000 \u0000 <p>Transformational classroom leadership (TCL) has recently attracted growing attention in language education research. However, in the context of English as a foreign language (EFL) education, the underlying dimensions and measurement remain underexplored. To address this gap, the study aims to develop a scale to assess Chinese EFL teachers' TCL. Data were collected from three cohorts of Chinese EFL teachers through semi-structured interviews (<i>n</i>₁ = 11) and two rounds of questionnaire surveys (<i>n</i>₂ = 315, <i>n</i>₃ = 582). Exploratory and confirmatory factor analyses supported the psychometric soundness of the 26-item scale and revealed a four-factor structure of EFL teachers' transformational teaching behaviours, including idealised influence, inspirational motivation, individualised consideration, and intellectual stimulation. Among these, idealised influence was identified as the most prominent indicator of TCL. This study offers a useful tool for measuring EFL teachers' TCL and provides implications for teachers and language educators, highlighting the importance of practicing idealised influence in classroom interactions to enhance the quality of foreign language education.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146162410","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 Substitution: How Teacher Interpersonal Behaviours Empower Students to Communicate With AI—A Dual-Mediation Model of Enjoyment and Trust","authors":"Qinqing Zhang,&nbsp;Jiqun Fan","doi":"10.1111/ejed.70499","DOIUrl":"https://doi.org/10.1111/ejed.70499","url":null,"abstract":"<div>\u0000 \u0000 <p>This study examines how teacher interpersonal behaviours and AI attributes (responsiveness and anthropomorphism) influence students' willingness to communicate (WTC) with AI through the parallel mediators of classroom enjoyment and AI trust. Using survey data from 557 Chinese undergraduates in AI-enhanced language classrooms, structural equation modelling revealed that teacher–student interaction predicts communication willingness both directly and indirectly through dual mediators. While responsiveness operates fully through indirect pathways, anthropomorphism exerts both direct and indirect effects. Crucially, classroom enjoyment enhances AI trust, confirming a synergistic affective-cognitive sequence. Findings demonstrate teachers' irreplaceable role in AI-enabled classrooms, highlighting human–AI synergy rather than substitution. This dual-mediation perspective offers valuable insights for integrating AI while preserving essential human elements in education. This study examines how teacher interpersonal behaviours and two key AI attributes—responsiveness (speed/fluency of AI feedback) and anthropomorphism (human-like cues of AI)—shape students' willingness to communicate with AI (WTCA) through the parallel mediators of classroom enjoyment and AI trust. Survey data from 557 Chinese undergraduates in AI-enhanced language classrooms were analysed with structural equation modelling. Teacher–student interaction predicted WTCA both directly and indirectly via enjoyment and trust. AI responsiveness operated only through these indirect paths, whereas anthropomorphism exerted additional direct effects. Enjoyment, in turn, enhanced AI trust, confirming an affective-cognitive synergy. Findings underscore teachers' irreplaceable role in human–AI collaborative learning and offer practical guidance for integrating AI without sacrificing essential human elements.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146140224","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}