British Journal of Educational Technology最新文献

{"title":"Agency in learning and self-directed learning with generative AI","authors":"Natasha Anne Rappa, Shanti Divaharan, Hai Min Dai","doi":"10.1111/bjet.70073","DOIUrl":"https://doi.org/10.1111/bjet.70073","url":null,"abstract":"","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"57 4","pages":"891-895"},"PeriodicalIF":8.1,"publicationDate":"2026-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.70073","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148238221","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Can Generative AI support the learning agency of students with disability? A case study of an Australian secondary school","authors":"Natasha Anne Rappa, Karen P. Nonis, Kok-Sing Tang, Grant Cooper, Martin Cooper, Craig Sims","doi":"10.1111/bjet.70048","DOIUrl":"https://doi.org/10.1111/bjet.70048","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <p>Despite increasing interest in using Generative Artificial Intelligence (GenAI) in education, little is known about how students with disability engage with GenAI to support their own learning. This study investigates the potential of ChatGPT to support the learning agency of adolescents with disability in a secondary science classroom in Australia. Guided by sociocultural and socio-material conceptualisations of agency, the study explored the mediated choices and capabilities of three students with disability to use ChatGPT to facilitate their learning. The study was conducted in a class comprising students of varying ages clinically diagnosed with diverse learning needs. Data sources included student interviews, the students' conversations with ChatGPT, teachers' lesson worksheets and video recordings of the lesson. Thematic analyses reveal that while students expressed clear and meaningful choices to use ChatGPT to support their learning, they faced metacognitive challenges and cognitive constraints, resulting in a misalignment between their choices and actual capability. The findings identify key theoretical perspectives and practical considerations for supporting students with disability in using GenAI to develop their learning agency. The study recommends customising GenAI for specific learning needs in line with its function as a cognitive prosthesis for students with disability and for better alignment with Universal Design for Learning, thereby supporting students' learning agency.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <div>\u0000 \u0000 <div>\u0000 \u0000 <h3>Practitioner notes</h3>\u0000 <p>What is already known about this topic\u0000\u0000 </p><ul>\u0000 \u0000 <li>The development of students' learning agency has been widely explored in the secondary context, but not for students with disability.</li>\u0000 \u0000 <li>There is increasing interest in using Generative AI (GenAI) to support inclusive education.</li>\u0000 \u0000 <li>Current theoretical frameworks can inform the exploration of the learning agency of students with disability using GenAI.</li>\u0000 </ul>\u0000 <p>What this paper adds\u0000\u0000 </p><ul>\u0000 \u0000 <li>Foregrounds the learning choices of students with disability as indicators of their emergent learning agency.</li>\u0000 \u0000 <li>Identifies learning challenges facing students with disability that misalign their learning choices and capabilities.</li>\u0000 \u0000 <li>Examines GenAI's potential as a socio-material mediator facil","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"57 4","pages":"924-942"},"PeriodicalIF":8.1,"publicationDate":"2026-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.70048","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148238304","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Prior knowledge interacts with the effects of pre-questions and feedback types on learning from videos: Eye-tracking and cognitive load evidence","authors":"Qian Huangfu,&nbsp;Tingting Deng,&nbsp;Yujia Guo,&nbsp;Yuman Li,&nbsp;Ruonan Feng,&nbsp;Zixuan Wang","doi":"10.1111/bjet.70046","DOIUrl":"https://doi.org/10.1111/bjet.70046","url":null,"abstract":"<p>Instructional videos increasingly supplement formal education, yet the efficacy of design elements (e.g. pre-questions and feedback) remains underexplored, particularly regarding interactions with learners' prior knowledge. This study involving 352 Chinese university students employed a 2 (prior knowledge: low/high) × 4 (instructional intervention conditions: no pre-questions; pre-questions without feedback; pre-questions with simple feedback; pre-questions with elaborated feedback) experimental design, using eye-tracking to measure attention allocation (time to first fixation, dwell time, total fixation duration) and analysing cognitive load, learning efficiency, retention and transfer via two-way ANOVA. Research has indicated that intrinsic cognitive load was mostly influenced by existing knowledge and was not significantly impacted by the instructional intervention. Extraneous cognitive load and germane cognitive load showed a prior knowledge × intervention interaction: under low prior knowledge, pre-questions with elaborated feedback yielded lower extraneous load and higher germane load, whereas no pre-questions yielded higher extraneous load and lower germane load; under extensive previous knowledge, no pre-questions or simple feedback produced lower extraneous load without suppressing germane load, while elaborated feedback increased extraneous load due to redundancy. Pre-questions universally reduced time to first fixation, indicating quicker attention capture, while simple feedback increased dwell time on critical content, fostering deeper engagement. Retention was highest for low-knowledge learners using pre-questions without feedback, whereas transfer performance depended more on prior knowledge than instructional design. Findings suggest tailoring videos to learners: Novices benefit from pre-questions with simple or no feedback, while experienced learners gain equally from simpler designs without needing elaborated feedback. Pre-questions effectively guide attention, making them ideal for scalable online education.</p><p>\u0000 \u0000 </p>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"57 4","pages":"1115-1139"},"PeriodicalIF":8.1,"publicationDate":"2026-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148237689","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":"How do gestural interactions support visuospatial cognition in STEM learning?","authors":"Zhen Xu,&nbsp;Pasha Antonenko,&nbsp;Kara M. Dawson,&nbsp;Do Hyong Koh,&nbsp;Christine Wusylko","doi":"10.1111/bjet.70053","DOIUrl":"https://doi.org/10.1111/bjet.70053","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;Existing literature shows that touchscreen devices can support learning of visuospatially rich STEM content. However, the mechanisms by which touchscreen devices support cognition in learning remains unclear. This study examined how gestural interactions afforded by touchscreen devices support visuospatial cognition in STEM learning by comparing touch-based gestural input with mouse input. This quasi-experimental study was conducted during the implementation of an elementary cryptology and cybersecurity curriculum in afterschool settings. Data included measures of student performance including accuracy, response time and interaction efficiency across two visuospatial learning activities. Students' cognitive individual differences including verbal and visuospatial working memory, visual processing speed and cognitive inhibitory control were measured. A learning test was administered as a pretest and a posttest. Results show that in the simpler learning task, students using touch-based gestural input demonstrated higher interaction efficiency, longer response times and more errors. In the more challenging task, differences between the experimental and comparison groups were not significant. Working memory capacity moderated the accuracy of students' learning performance, with the influence of visuospatial and verbal working memory capacity varying based on the type of representation used in each activity. Fitts' throughput mediated the association between input type and learning outcomes of the curriculum. This study advances our understanding of the cognitive mechanisms underlying the use of touchscreen devices in STEM learning by demonstrating that efficient gestural interaction supports visuospatial cognition and learning.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;h3&gt;Practitioner notes&lt;/h3&gt;\u0000 &lt;p&gt;What is already known about this topic\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;Visuospatial cognition plays a critical role in learning STEM content.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Visuospatial ability predicts a wide range of learning performance in STEM learning.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Visuospatial ability can be improved through training.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Touchscreen devices can support student performance in conducting visuospatial tasks.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Touchscreen devices can improve learning and motivation.&lt;/li&gt;\u0000 &lt;/ul&gt;\u0000 &lt;p&gt;What this paper adds\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;This study explores cognitive mechanisms unde","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"57 4","pages":"1140-1162"},"PeriodicalIF":8.1,"publicationDate":"2026-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.70053","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148238026","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Agency as a system property in human—AI interaction in education","authors":"Mutlu Cukurova","doi":"10.1111/bjet.70060","DOIUrl":"https://doi.org/10.1111/bjet.70060","url":null,"abstract":"","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"57 4","pages":"1065-1070"},"PeriodicalIF":8.1,"publicationDate":"2026-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.70060","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148237397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Generative AI in work-integrated learning: Supporting pre-service teachers' emotional labour and self-management in Australian initial teacher education","authors":"Ngoc Nhu Nguyen (Ruby),&nbsp;Walter Barbieri","doi":"10.1111/bjet.70043","DOIUrl":"https://doi.org/10.1111/bjet.70043","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;This study investigates how generative artificial intelligence (gen-AI) interacts with pre-service teachers' (PSTs) experiences of emotional labour, relational complexity and institutional navigation during work-integrated learning (WIL) placements. Using the Emotional Capital in Education (ECE) framework, the study explores how emotional capital is preserved, converted and depleted across diverse affective economies, and how gen-AI activities were taken up as culturally responsive scaffolds in this process. Drawing on survey and focus group data from 126 PSTs in an interventional initial teacher education (ITE) case study, the findings show that gen-AI activities were associated with rehearsal of emotional self-regulation, pedagogical preparation and professional confidence, particularly in emotionally ambiguous or culturally misaligned placements. These benefits, however, were uneven and shaped by institutional recognition, mentor attitudes and cultural legibility. The study contributes by showing how tailored, scaffolded use of gen-AI can help PSTs build emotional capital for placement in ways that align with disciplinary expectations and diverse cultural-emotional needs, pointing to future designs that foreground emotional as well as cognitive scaffolding in ITE.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;h3&gt;Practitioner notes&lt;/h3&gt;\u0000 &lt;p&gt;What is already known about this topic\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;Gen-AI has demonstrated potential to enhance efficiency and productivity in education settings.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;PSTs experience high levels of emotional labour, identity stress and institutional pressure during WIL.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Emotional misrecognition and affective mismatch are common among culturally diverse PSTs.&lt;/li&gt;\u0000 &lt;/ul&gt;\u0000 &lt;p&gt;What this paper adds\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;Shows how gen-AI can scaffold emotional regulation, relational confidence and cultural navigation for PSTs during WIL.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Demonstrates how emotional capital is differentially recognised or blocked depending on the affective economy of the placement.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Introduces gen-AI as a culturally responsive scaffold that helps PSTs simulate feedback, rehearse responses and reduce affective isolation.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Emphasises the role of AI literacy not just as a technical skill, but as an affective and ethical practice that shapes professional identity.&lt;/li&gt;\u0000 &lt;/ul&gt;\u0000 &lt;p&gt;Implications for practice and/or p","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"57 4","pages":"1094-1114"},"PeriodicalIF":8.1,"publicationDate":"2026-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148238038","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":"Students' use patterns of generative artificial intelligence during problem-solving in an intelligent learning system: Achievement goal orientation matters","authors":"Tingting Wang,&nbsp;Shan Li,&nbsp;Shasha Li,&nbsp;Jianhua Zhang,&nbsp;Jie Gao","doi":"10.1111/bjet.70059","DOIUrl":"https://doi.org/10.1111/bjet.70059","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;While generative artificial intelligence (GenAI) tools demonstrate potential for enhancing students' learning outcomes, little is known about how students use GenAI at the micro-level, particularly regarding when and how they seek assistance during self-regulated learning (SRL). This study examined how learners' achievement goal orientations influence GenAI use patterns during problem-solving within an AI-powered learning environment. A total of 114 university students completed a nutrition recommendation task on the Healthy Choice platform. Prior to the task, students' goal orientations were measured using a self-report scale. During the task, system log files captured learners' SRL activities and GenAI interactions. Hierarchical clustering analysis identified three distinct learner profiles: mastery-oriented, performance-oriented and low-goal learners. Mastery-oriented and performance-oriented learners outperformed low-goal learners. While ANOVA results revealed no significant differences in GenAI usage frequency across clusters, epistemic network analysis demonstrated significant differences in how GenAI was integrated into SRL processes. Mastery-oriented learners exhibited stronger connections between GenAI use and cognitive activities (execution and evaluation), leveraging AI to deepen conceptual understanding. Performance-oriented learners primarily used GenAI to support initial decision-making. In contrast, low-goal learners showed stronger temporal associations between GenAI use and metacognitive tasks like monitoring, reflection and final decision-making. These findings inform differentiated scaffolding approaches based on student motivation profiles and the design of adaptive learning technologies that support personalized, effective engagement with GenAI tools.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;h3&gt;Practitioner notes&lt;/h3&gt;\u0000 &lt;p&gt;What is already known about this topic\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;Generative artificial intelligence (GenAI) tools can generate adaptive educational content and feedback.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Previous studies have explored the positive impacts of GenAI integration on student learning experiences and outcomes.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Learners' achievement goal orientation (AGO) has the potential to influence their GenAI use patterns.&lt;/li&gt;\u0000 &lt;/ul&gt;\u0000 &lt;p&gt;What this paper adds\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;This study revealed how students with varying goal orientation profiles differed in the temporal patterns of GenAI use during their self-regulated learning (SRL) processes.&lt;/li&gt;\u0000 \u0000 ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"57 4","pages":"1163-1188"},"PeriodicalIF":8.1,"publicationDate":"2026-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148238266","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":"Unveiling interaction patterns between students and generative AI teachable agent: Focusing on students' agency and AI agents' authority","authors":"Wanli Xing,&nbsp;Taehyun Kim,&nbsp;Yukyeong Song,&nbsp;Hai Li,&nbsp;Chenglu Li,&nbsp;Jinhee Kim","doi":"10.1111/bjet.70038","DOIUrl":"https://doi.org/10.1111/bjet.70038","url":null,"abstract":"<p>With the growing integration of artificial intelligence (AI) in education, conversational AI agents are increasingly used to support student learning. This study examines how interactions with AI teachable agents are temporally associated with students' agency and how these associations relate to students' learning outcomes. Analysing 7188 discussion threads containing over 117,000 text utterances, we explore the relationship between AI authority and student agency using classification and regression models. Findings reveal that AI authority is significantly associated with subsequent student agency levels; however, increased student agency does not lead to changes in AI authority. Sequential interaction analysis shows that students initially demonstrate higher agency in response to authoritative AI prompts, though this effect stabilizes over time. In addition, higher student agency is associated with more elaboration and clarification talk but also with increased off-task discussions, which slightly hinder learning gains. These findings underscore the need for balancing structured AI guidance with opportunities for student autonomy. This research contributes critical insights into designing AI-assisted learning environments that foster both engagement and effective learning outcomes.</p>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"57 4","pages":"896-923"},"PeriodicalIF":8.1,"publicationDate":"2026-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148237687","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":"‘Cloud for Youth’: An implementation research of cloud-based solutions for bridging the digital divide in rural China","authors":"Yuan Shen,&nbsp;Guijing Huang,&nbsp;Huixiao Le,&nbsp;Shufan Yu,&nbsp;Mingxue Xu,&nbsp;Jiayu Ouyang,&nbsp;Yizhou Fan,&nbsp;Qiong Wang","doi":"10.1111/bjet.70037","DOIUrl":"https://doi.org/10.1111/bjet.70037","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;The digital divide poses a significant challenge to educational equity as technology becomes central to learning. This study examines Cloud for Youth, an educational charity project that utilises cloud technology to bridge the digital divide in rural China. Guided by the Consolidated Framework for Implementation Research (CFIR), we examined how the project addressed the digital divide in rural schools and identified the factors that influenced its implementation across various contexts. We collected data through questionnaire surveys (1063 students, 60 teachers, 62 school administrators and 37 regional education officials), interviews (14 teachers and 17 administrators), on-site observations in 11 schools and system data. Our findings demonstrate that cloud-based solutions address three levels of the digital divide in rural China by promoting access, enabling effective use and enhancing digital literacy among teachers and students. Successful adoption was facilitated by the adaptability of cloud-based solutions to local needs, the perceived benefits over traditional teaching methods, active partnerships between schools and external organisations and a high degree of tension for change in schools. However, implementation was hindered by persistent tensions between users' needs, capabilities, motivations and the broader environment. These tensions were reflected in students' limited access to reliable internet and digital devices in rural areas, teachers' insufficient competence in guiding students using digital tools, an institutional culture that resists digital transformation and a lack of targeted professional development and capacity-building support. This study highlights the importance of institutional and home readiness for digital tools, teacher-led development of digital resources and strategic guidance for students exploring digital technologies to foster equitable and adaptable digital learning.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;h3&gt;Practitioner notes&lt;/h3&gt;\u0000 &lt;p&gt;What is already known about this topic\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;Bridging the digital divide is essential for achieving educational equity, particularly in low- and middle-income countries (LMICs), where disparities in digital infrastructure and capacity are most pronounced.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;The digital divide is commonly understood to include not only access to technology, but also the ability to use it effectively and to develop digital literacy.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Cloud technology offers a cost-effective, scalable solution for education in LMICs. Its remote accessibility and compatibil","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"57 3","pages":"844-868"},"PeriodicalIF":8.1,"publicationDate":"2026-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.70037","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147715166","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Anticipating data sharing for student-centred education: Governmental policy initiatives in Switzerland and Japan","authors":"Judith Hangartner,&nbsp;Yuko Toyokawa,&nbsp;María Guadalupe Ramírez","doi":"10.1111/bjet.70030","DOIUrl":"https://doi.org/10.1111/bjet.70030","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;In the context of digital transformation and platformisation of education, policy concerns are shifting from infrastructure to data use. New governmental initiatives attempt to facilitate data sharing between schools, research and governing authorities to improve student learning. These attempts to create public data spaces anticipate new topologies of data-based governance that strengthen the data-based exchange between classrooms and system governance. However, educational research has paid little attention to these initiatives towards public data spaces. This article addresses this gap by examining such initiatives in Switzerland and Japan, exploring how policy documents envision data-driven educational futures. While both promote student-centred education through personalised and individualised learning, they reveal culturally specific ambivalences around this focus on individual learning. These cases point not only to the unresolved technical and regulatory challenges of the data sharing plans but also to controversies regarding what kind of education such data are meant to support.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;h3&gt;Practitioner notes&lt;/h3&gt;\u0000 &lt;p&gt;What is already known about this topic?\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;Educational practices, including those in primary and secondary schools, are increasingly situated within commercial platform infrastructures that extract and capitalise data from teaching and learning activities.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Platforms are promoted to improve education by providing personalised learning tailored to individual learners' needs.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Proprietary data infrastructures in public education raise significant ethical concerns, including concerns about data protection, infringements of student privacy and the commodification of educational data.&lt;/li&gt;\u0000 &lt;/ul&gt;\u0000 &lt;p&gt;What this paper adds?\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;National governments develop policy initiatives to enable data sharing among schools, researchers, administrators and policymakers within trustworthy public data spaces.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;These initiatives are not only concerned with technical standards and questions of regulation that allow data sharing across institutional boundaries but also encompass guiding visions of future education.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;This paper analyses the emerging data-sharing governmental initiatives in Switzerland and Japan and examines the visions of future education ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"57 3","pages":"655-673"},"PeriodicalIF":8.1,"publicationDate":"2026-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.70030","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148012017","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}