Educational Research Review最新文献

{"title":"The impact of artificial intelligence on students’ 4C skills: A meta-analysis","authors":"Qian Tian,&nbsp;Xudong Zheng","doi":"10.1016/j.edurev.2025.100728","DOIUrl":"10.1016/j.edurev.2025.100728","url":null,"abstract":"<div><div>The widespread integration of artificial intelligence (AI) in education has highlighted its potential to enhance students' higher-order competencies, particularly the 4C skills (critical thinking, communication, collaboration, and creativity). However, the effectiveness of AI in fostering these skills remains debated, primarily due to inconsistent findings across studies. To address this research gap, this study employs the meta-analysis method, analyzing 39 experimental and quasi-experimental studies published in international journals between January 2010 and July 2024. The results reveal that: (1) AI has a moderately positive impact on students' 4C skills (the combined effect size = 0.624), while there is no significant difference in creativity, critical thinking, communication, and collaboration; (2) AI-based learning tools are most effective in enhancing the 4C skills of primary school students compared to other educational levels; (3) a mix of different technology types is more conducive to developing students' 4C skills than any single technology; (4) AI is most effective in fostering 4C skills when applied in adaptive systems and personalization; (5) smartphones, as AI learning devices, show significant potential in promoting 4C skills. These findings provide valuable insights for future research and practice aimed at leveraging AI tools to enhance students’ 4C skills, particularly by identifying key factors that maximize the effectiveness of AI in education.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100728"},"PeriodicalIF":10.6,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144997043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Keep the hands in mind: A meta-analysis of correlations between fine motor skills and reading, writing, mathematics, and cognitive development in children and adolescents","authors":"Sebastian P. Suggate,&nbsp;Viktoria L. Karle,&nbsp;Tanja Kipfelsberger,&nbsp;Heidrun Stoeger","doi":"10.1016/j.edurev.2025.100748","DOIUrl":"10.1016/j.edurev.2025.100748","url":null,"abstract":"<div><div>Evidence suggests that fine motor skills (FMS) relate to academic and cognitive development; however, findings are unclear, strewn across multiple disciplines, and lack adequate synthesis. We conducted the first comprehensive meta-analysis examining the links between different FMS facets (i.e., dexterity, speed, graphomotor, bimanual, general) and a broad range of academic-cognitive skills (i.e., sub-categories of reading, writing, mathematics, and cognition). A literature search identified 21,225 articles resulting in 118 eligible correlational studies (<em>j</em> = 143, <em>k</em> = 1110, <em>N</em> = 79,856). FMS exhibited significant and moderate relations with academic-cognitive skills (<em>r</em> = .329, <em>d</em> = .697). Graphomotor skills and writing showed the largest effect sizes. Mediation analysis suggested that cognitive skills mediated the link between FMS and academic skills. Overall, findings suggest that FMS share cognitive processes with academic skills, but that FMS are still related functionally to academic skills, especially writing. The discussion focuses on educational implications, moving beyond establishing <em>if</em> links exist to investigating <em>why</em>.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100748"},"PeriodicalIF":10.6,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145575630","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effect of generative artificial intelligence on university students learning outcomes: A systematic review and meta-analysis","authors":"Shuzhen Chen,&nbsp;Alan C.K. Cheung","doi":"10.1016/j.edurev.2025.100737","DOIUrl":"10.1016/j.edurev.2025.100737","url":null,"abstract":"<div><div>Generative artificial intelligence (Gen-AI) is transforming higher education by enhancing students' learning outcomes. Noteworthy, the magnitude of effect sizes has not reached consensus, reflecting substantial variability arising from contextual conditions and methodological approaches. To bridge this gap, grounded in activity theory-mobile computer-supported collaborative learning (AT-MCSCL) framework, this meta-analysis comprehensively synthesized 57 studies and 97 estimations and confirmed that Gen-AI had large effect size on university students’ learning outcomes (<em>g</em>⁺ = 0.804), particularly in language skills (<em>g</em>⁺ = 2.331), academic achievement (<em>g</em>⁺ = 0.633), affective-motivational status (<em>g</em>⁺ = 0.617), and higher-order thinking (<em>g</em>⁺ = 0.580), except for a lack of statistically significant effect on metacognition (<em>g</em>⁺ = 0.078). Meanwhile, this study revealed moderators related to learner, tool, roles, rules and contextual features: (a) freshmen and language learners benefited the most; (b) outcomes measured by tests, studies with medium-sized samples (40–100), medium (4–12 weeks) intervention, and published in journals yielded the higher effect sizes; (c) studies conducted in classroom settings, Middle East, low ICT levels, low socioeconomic status, and higher power distance produced higher effect sizes. This study provides more robust evidence to effectiveness of Gen-AI in higher education and elucidates contextual heterogeneity comprehensively, offering reliable insights for Gen-AI integration in diverse learning environments.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100737"},"PeriodicalIF":10.6,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145465209","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The experiences of students with physical disabilities in inclusive education: A qualitative systematic review","authors":"Dagmar Sedláčková ,&nbsp;Jiří Kantor ,&nbsp;Liliana Belkin ,&nbsp;Jana Marečková ,&nbsp;Alžběta Smrčková ,&nbsp;Jian Du ,&nbsp;Jiaoli Li ,&nbsp;Zuzana Svobodová ,&nbsp;Zachary Munn","doi":"10.1016/j.edurev.2025.100715","DOIUrl":"10.1016/j.edurev.2025.100715","url":null,"abstract":"<div><div>Physical disabilities can impact a person's education. The first-hand narratives of students with physical disabilities may be useful for policy makers, teachers and other stakeholders to inform improvements in inclusive education provision. The objective of this systematic review is to understand different aspects of the experiences of students with physical disabilities who participate in inclusive education. This review was conducted according to the JBI methodology for qualitative systematic reviews. Data were extracted from qualitative studies concerning the experiences of students with physical disabilities, aged 6–20, educated in primary or secondary schools, worldwide. From 5326 initial records, 19 relevant studies were included and critically assessed by two independent reviewers. Eighty-seven themes were classified into 9 categories and further pooled into three synthesized statements. Despite being educated in mainstream settings, students with physical disabilities convey challenges in their day-to-day living and with accessibility and participation in school. These challenges may affect their self-perception, their educational progression and their goals and choices for the future. However, barriers in mainstream settings may be overcome through accommodations of curriculum design, providing appropriate supports and including students with PD's voice(s) in decision-making. Practices and policies that encourage a sense of belonging and enable meaningful participation for students with PD may enhance their experiences of inclusiveness.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100715"},"PeriodicalIF":10.6,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144898801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The extent and change of attitudes towards students with disabilities: A meta-analysis of results measured with the Chedoke-McMaster attitudes towards children with handicaps scale","authors":"Nikoletta Mária Gulya ,&nbsp;Anikó Fehérvári","doi":"10.1016/j.edurev.2025.100738","DOIUrl":"10.1016/j.edurev.2025.100738","url":null,"abstract":"<div><div>The potential for relationships between students with disabilities and their typically developing peers is largely shaped by the attitudes of the typically developed students. This research aims to enhance understanding of these attitudes through a meta-analysis of results measured with the Chedoke-McMaster Attitudes towards Children with Handicaps Scale (CATCH). We examined changes in these attitudes from 1986 to the present, considering both temporal and geographic distribution, as well as the correlation of student gender, relationships with peers with disabilities, and the presence of a family member with a disability with these attitudes. A total of 40 studies were included in the research, analysing their quantitative data through weighted regression, t-tests, and meta-analysis. Our findings reveal a negative trend in students' average attitudes over the past 38 years. Gender shows a small positive effect on attitudes, while having a peer with a disability and having a family member with a disability exert a medium positive effect. Our results indicate that educational interventions should focus on knowledge sharing about learners with disabilities to provide mainstream students with relevant information, and additionally, create more opportunities for interaction between typical and disabled peers to foster understanding and friendships.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100738"},"PeriodicalIF":10.6,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145416087","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The influencing factors of growth mindset: A systematic literature review","authors":"Xinglin Jin ,&nbsp;Jun Guan ,&nbsp;Tongji Li","doi":"10.1016/j.edurev.2025.100735","DOIUrl":"10.1016/j.edurev.2025.100735","url":null,"abstract":"<div><div>Since the concept of growth mindset was introduced by Dweck in 2006, it has been extensively explored within various educational contexts. However, previous literature reviews have primarily focused on the effects of growth mindset rather than examining its influencing factors. The current literature review seeks to clarify the factors that contribute to the formation of a growth mindset among students. Adhering to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, a sample of 54 empirical articles from the past decade was selected for analysis. These articles were analysed using a four-step bottom-up coding process within the framework of Bronfenbrenner's ecological systems theory. Many influencing factors within the individual system and microsystems were revealed. The most frequently examined factor categories in previous studies include students' psychological features, teachers' teaching strategies and methods, parenting styles, specific interventions, and school environment. Two synergistic paths were identified to illustrate the interplay of these influencing factors. Finally, the current study discusses the significance of factors within different ecological systems and proposes suggestions for future studies.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100735"},"PeriodicalIF":10.6,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145315062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Integrating generative Artificial Intelligence into student learning: A systematic review from a TPACK perspective","authors":"Xiaofan Liu,&nbsp;Baichang Zhong","doi":"10.1016/j.edurev.2025.100741","DOIUrl":"10.1016/j.edurev.2025.100741","url":null,"abstract":"<div><div>Advances in Generative Artificial Intelligence (GenAI) have sparked widespread debate in education. According to a survey by the Digital Education Council (DEC), 86 percent of students use AI in their learning, with ChatGPT being the most widely used tool. Given that students constitute a considerable proportion of GenAI users, concerns arise regarding the potential misuse of this technology by students themselves. Consequently, researchers and educators should rethink how GenAI tools interacts with curriculum needs and pedagogical strategies, particularly through frameworks such as TPACK, to enhance student learning while mitigating potential risks. However, the state-of-the-art of integrating GenAI into student learning remains unclear. To address this gap, this study systematically reviewed high-quality empirical studies published after 30 November 2022 (release date of ChatGPT) on integrating GenAI into student learning from a TPACK perspective. The findings aim to provide an evidence-based foundation for future research and instructional design. For the former, we analyzed the 71 studies from the perspectives of publishing year, country/region of corresponding author, authorship type, sample size, learning stage, educational setting, duration, research method and focus, as well as the moderating effect of key research design variables on learning outcomes. For the latter, we analyzed the 71 studies from the perspectives of learning content, learning tool, pedagogical strategy, assessment method, and learning outcome, as well as the moderating effect of key instructional design variables on learning outcomes. Moreover, we also summarized the recommendations of these studies for future research and instruction. The empirical evidence suggested that GenAI has the potential to enhance student learning in cognitive, affective and behavioral domains. However, deficiencies in research and instructional design still remain, including short duration, small sample sizes, and incomplete pedagogical scaffolding, etc. Based on the review's findings, this study also identifies two critical priorities for future research and instruction.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100741"},"PeriodicalIF":10.6,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145434381","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A meta-analysis of teacher well-being: A job demands and resources perspective","authors":"Yingxiu Li ,&nbsp;Junjun Chen ,&nbsp;Junying Lu ,&nbsp;Xiang Wang","doi":"10.1016/j.edurev.2025.100719","DOIUrl":"10.1016/j.edurev.2025.100719","url":null,"abstract":"<div><div>Teacher well-being is crucially important given the inherently demanding and multifaceted nature of the teaching profession. This review aims to explore the relationship between teacher well-being and its antecedents using the Job Demands and Resources model. A total of 58 articles with 494 effect sizes were included in this study. As expected, the results indicate job resources are positively correlated with teacher well-being, while job demands are negatively associated with it. When examining further, personal resources and demands and teacher well-being demonstrated a more nuanced picture. Specifically, personal resources are positively related to teacher well-being, whilst no pooled correlation between personal demands and teacher well-being was observed due to limited data. Moreover, different types of job demands and well-being are identified as significant moderators. The findings support the discussion on how to employ the JD-R model to enhance teacher well-being while emphasizing exploring the influence of various kinds of job resources and demands, and personal resources and demands on teacher well-being.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100719"},"PeriodicalIF":10.6,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144920980","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The role of human agency in dealing with challenges in transdisciplinary learning for sustainability in higher education: A scoping literature review","authors":"Weiwei Liu,&nbsp;Valentina C. Tassone,&nbsp;Pascal Frank,&nbsp;Renate Wesselink,&nbsp;Harm J.A. Biemans","doi":"10.1016/j.edurev.2025.100747","DOIUrl":"10.1016/j.edurev.2025.100747","url":null,"abstract":"<div><div>Transdisciplinary learning is increasingly recognized as a critical educational approach for preparing future change agents in sustainability higher education. However, existing research remains fragmented, particularly regarding the subjectively experienced learning challenges and the mediating role of agency in addressing them. This scoping literature review addressed this gap by mapping the learning challenges encountered and managed by three key participant groups - students, educational staff, and societal partners - in transdisciplinary sustainability education. Analyzing 36 studies published between 2006 and 2024, the review highlights a notable underrepresentation of the learning experiences of educational staff and societal partners. It identified challenges based on the four aspects of transdisciplinary learning for sustainability - responding to sustainability issues, engaging non-academic partners, integrating disciplinary knowledge and capacity, and incorporating multiple perspectives - as well as three general challenges: navigating uneven relationships, managing high time demands, and adapting to unfamiliarity with transdisciplinarity. These challenges encompass both emotional and cognitive dimensions, with uncertainty emerging as a central feature stemming from the complexity of sustainability issues and the unfamiliarity of the transdisciplinary learning process. In response to these challenges, participants demonstrate agency through actions aimed at personal development (toward the self), empowering other (through others) and building intersubjectivity (toward groups). These actions demonstrate participants’ capacity to foster intrapersonal changes and interpersonal relationships. The findings offer valuable insights for instructors and course designers seeking to cultivate agency among all categories of participants in transdisciplinary sustainability education.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100747"},"PeriodicalIF":10.6,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145575661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effects of social cues of artificial intelligence-powered pedagogical agents: A multilevel meta-analysis","authors":"Shunan Zhang ,&nbsp;Yincen Li ,&nbsp;Guangji Gan ,&nbsp;Stevany ,&nbsp;Sirui Pang ,&nbsp;Jang Hyun Kim","doi":"10.1016/j.edurev.2025.100746","DOIUrl":"10.1016/j.edurev.2025.100746","url":null,"abstract":"<div><div>According to the social agency theory (Moreno et al., 2001), the social cues of artificial intelligence-powered pedagogical agents (AIPAs) hold detectable potential for enhancing learning. However, previous studies have reported inconsistent results regarding the effectiveness of these social cues. This study utilized a multilevel meta-analysis to integrate the results of 33 experimental studies on the social cues of AIPAs and explore their effectiveness. The results indicated that the social cues of AIPAs were associated with statistically detectable positive effects on cognitive learning outcomes (k = 66, g = 0.359, 95 % confidence interval (CI) = [0.191–0.526]), affective learning outcomes (k = 85, g = 0.519, 95 % CI = [0.226–0.812]), and behavioral learning outcomes (k = 23, g = 0.458, 95 % CI = [0.169–0.746]). No statistically detectable change in cognitive load was observed (k = 11, g = 0.039, 95 % CI = [-0.153–0.230]). Additionally, 16 potential moderating variables related to AIPAs and non-AIPAs were identified and discussed. For cognitive learning outcomes, the type of the pedagogical agent (F = 5.420, p = .007, pattern: virtual agents with visual representation &gt; physically embodied robots &gt; virtual agents without visual representation), the image of the pedagogical agent (F = 7.782, p &lt; .001, pattern: anthropomorphized &gt; semi-anthropomorphized &gt; non-anthropomorphized), gender of the pedagogical agent (F = 9.309, p &lt; .001, pattern: N/A &gt; male &gt; female), instructional setting (F = 9.869, p &lt; .001, classroom-based &gt; laboratory &gt; online), interaction type (F = 19.195, p &lt; .001, pattern: one-to-many &gt; one-to-one), and educational level (F = 7.134, p &lt; .001, pattern: K–12 &gt; university &lt;N/A &lt; preschool) showed statistically detectable differences in effect sizes. For affective learning outcomes, only the publication type yielded a statistically detectable difference (F = 4.803, p = .031, pattern: conference papers &gt; journal papers). The findings of this study provide insights into the utilization and design of social cues in AIPAs for educational purposes.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100746"},"PeriodicalIF":10.6,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145519755","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}