British Educational Research Journal最新文献

Contrasting roles of school and public libraries in lower primary pupils' reading 学校图书馆与公共图书馆在小学低年级学生阅读中的作用对比

IF 3.3 3区教育学

British Educational Research Journal Pub Date : 2026-10-22 Epub Date: 2026-03-06 DOI: 10.1002/berj.70139

Kateřina Balcarová, Jiří Balcar

{"title":"Contrasting roles of school and public libraries in lower primary pupils' reading","authors":"Kateřina Balcarová, Jiří Balcar","doi":"10.1002/berj.70139","DOIUrl":"https://doi.org/10.1002/berj.70139","url":null,"abstract":"Libraries represent an important institutional component of children's reading socialisation, yet their role is often treated as uniform despite substantial differences between school and public libraries. This study examines how visits to school and public libraries relate to pupils' reading attitudes, practices and self-assessed reading skills, drawing on data from the Czech Republic, an environment characterised by the simultaneous and widespread presence of both types of libraries. The analysis employs ordinal logistic regression with school fixed effects using a regionally representative dataset covering 927 pupils in Grades 4 and 5 across 23 primary schools in the Opava administrative district, representing 48.6% of all pupils and 54.8% of schools in the district. The results show that visits to public libraries are systematically associated with more positive reading attitudes and higher levels of reading frequency and time spent reading, whereas no comparable associations are observed for visits to school libraries. Self-assessed reading skills are not consistently related to visits to either type of library. Additional analyses indicate that public library use is closely linked to individual and family characteristics, while school library visits are largely independent of pupils' personal and family background. Interpreted through a reading socialisation framework, these findings point to two analytically distinct patterns through which libraries relate to children's reading: a curriculum-linked, equalising pattern reinforced by (semi-)compulsory use, and a voluntary pattern shaped by family cultural resources. The study highlights the importance of recognising and supporting these complementary functions in the design of library provision.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 5","pages":"3296-3321"},"PeriodicalIF":3.3,"publicationDate":"2026-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.70139","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149235158","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}

引用次数: 0

Operational and demographic influences on monitoring student academic progress at an Australian university: A strategic, social and economic perspective 操作和人口对监测澳大利亚大学学生学业进展的影响：战略、社会和经济视角

IF 3.3 3区教育学

British Educational Research Journal Pub Date : 2026-10-22 Epub Date: 2026-04-01 DOI: 10.1002/berj.70105

Kumaraguru Mahadevan

引用次数: 0

Beyond salaries: Teachers' experiences of navigating early years education amid economic instability in Türkiye 薪水之外：在经济不稳定的背景下，教师引导早期教育的经验

IF 3.3 3区教育学

British Educational Research Journal Pub Date : 2026-10-22 Epub Date: 2026-03-25 DOI: 10.1002/berj.70150

Ebru Aydın, Şerif Yüksel

{"title":"Beyond salaries: Teachers' experiences of navigating early years education amid economic instability in Türkiye","authors":"Ebru Aydın, Şerif Yüksel","doi":"10.1002/berj.70150","DOIUrl":"https://doi.org/10.1002/berj.70150","url":null,"abstract":"The intersection of economic conditions and early years education has long been debated, particularly where financial constraints shape educational practice and professional realities. Türkiye, characterised by high inflation and structural vulnerabilities in purchasing power parity, provides a critical context for examining how economic shifts shape teachers' experiences. This phenomenological study explores early childhood teachers' experiences of economic instability and its influence on teaching practices and broader professional lives. Drawing on in-depth interviews with 12 teachers in Istanbul, the study reveals how they navigate ongoing economic pressures, highlighting the challenges encountered and the strategies employed to sustain their work. The findings indicate a profound sense of teacher burnout (1), often exacerbated by challenges to personal stability (2). A recurring theme of nostalgia (3) emerged, as teachers contrasted current conditions with more favourable past working environments. Many educators also described a moral dilemma (4), struggling to reconcile their own financial hardship with their professional responsibility to provide high-quality education and emotional support for children. In response, teachers adopt various adaptation strategies, including out-of-pocket teaching (5), compensatory teaching strategies (6) and self-funded professional development (7). Despite persistent economic strain, participants also draw strength from subjective well-being (8) and their passion for children (9), demonstrating resilience and sustained professional commitment. By foregrounding teachers' lived experiences, this study shows that the challenges facing early years education under economic instability cannot be reduced to salary-related concerns alone and offers insights for more sustainable and equitable policy responses.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 5","pages":"3510-3533"},"PeriodicalIF":3.3,"publicationDate":"2026-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.70150","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149235518","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}

引用次数: 0

Prosocial behaviour in primary and secondary school students. Effects of the CYBUPRE intervention 中小学生的亲社会行为。CYBUPRE干预的效果

IF 3.3 3区教育学

British Educational Research Journal Pub Date : 2026-10-22 Epub Date: 2026-03-19 DOI: 10.1002/berj.70154

Mercedes Chicote-Beato, Ana Rosa Bodoque-Osma, Fernando Martins, Sixto González-Víllora

{"title":"Prosocial behaviour in primary and secondary school students. Effects of the CYBUPRE intervention","authors":"Mercedes Chicote-Beato, Ana Rosa Bodoque-Osma, Fernando Martins, Sixto González-Víllora","doi":"10.1002/berj.70154","DOIUrl":"https://doi.org/10.1002/berj.70154","url":null,"abstract":"Prosocial behaviour is regarded as a critical factor in reducing aggressive behaviours among peers, both in physical settings and virtual spaces. This variable facilitates the enhancement of social relationships, promoting empathy, deep listening, physical and verbal service, and even solidarity, among other benefits. The objective of this research is to evaluate the efficacy of the CYBUPRE intervention in fostering prosocial behaviour, analysing the results on a general basis, and dividing them by educational stage to ascertain whether any differences were found depending on grade level. The study was conducted in the context of Physical Education, with a sample of 695 students of Primary Education (402 students) and Secondary Education (293). The age ranged from 10 to 15 years (M = 11.85, SD = 1.19), with the majority (90%) residing in rural areas. The study had a one-group quasi-experimental design, with pre-test and post-test measures. Significant differences were found in all the dimensions, with medium effect sizes observed in Empathy and Verbal Comfort, as well as Solidarity, and small effect sizes observed in Deep Listening, Physical and Verbal Service, and Physical Help. Furthermore, taking into consideration an analysis distinguishing between Primary and Secondary Education, the results revealed significant differences in all dimensions, with the exception of Physical and Verbal Service, and underscoring the Physical Help dimension which had a higher effect size at Primary level. Finally, due to the classification of the intervention as a short-term implementation, it can be adapted to the curriculum and needs of educational centres, allowing for the fulfilment of the competencies and objectives established in the educational programmes.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 5","pages":"3586-3609"},"PeriodicalIF":3.3,"publicationDate":"2026-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.70154","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149235225","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}

引用次数: 0

Unveiling student sentiment dynamics toward AI-based education through statistical analysis and Monte Carlo simulation 通过统计分析和蒙特卡罗模拟揭示学生对人工智能教育的情绪动态

IF 3.3 3区教育学

British Educational Research Journal Pub Date : 2026-10-22 Epub Date: 2025-05-31 DOI: 10.1002/berj.4188

Volkan Duran, Ercümend Ersanlı, Hurinur Çelik

{"title":"Unveiling student sentiment dynamics toward AI-based education through statistical analysis and Monte Carlo simulation","authors":"Volkan Duran, Ercümend Ersanlı, Hurinur Çelik","doi":"10.1002/berj.4188","DOIUrl":"https://doi.org/10.1002/berj.4188","url":null,"abstract":"This study explores the multifaceted dynamics of student sentiment towards artificial intelligence (AI)-based education by integrating sentiment analysis techniques with statistical methods, including Monte Carlo simulations and decision tree modelling, alongside qualitative grounded theory analysis. Data were collected from 540 university students, whose responses to open-ended and scale-based questions were systematically analysed to capture the nuances of their perceptions regarding the transformative potential and inherent challenges of AI in educational settings. Quantitatively, sentiment scores were derived using GPT-4, categorised into positive, neutral and negative bins, and further examined through descriptive statistics, one-way ANOVA and Scheffé post hoc tests. Monte Carlo simulations provided a resilient estimation of sentiment distributions, while decision tree analysis elucidated key demographic and attitudinal predictors of AI adoption, particularly highlighting the roles of age and ethical perceptions. Qualitatively, grounded theory was employed to extract emergent themes that reflect both the enthusiasm for personalised, efficient learning and the concerns over ethical dilemmas, social isolation and diminished teacher–student interactions. The findings reveal a dual-edged view of AI-based education, while a majority of students acknowledge its advantages for enhancing learning efficiency and access to information.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 5","pages":"3191-3218"},"PeriodicalIF":3.3,"publicationDate":"2026-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4188","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149235161","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}

引用次数: 0

Form flows function: Learner-centered game Re-design in a STEM classroom 形式流功能：以学习者为中心的游戏在STEM课堂中的再设计

IF 3.3 3区教育学

British Educational Research Journal Pub Date : 2026-10-22 Epub Date: 2026-03-09 DOI: 10.1002/berj.70140

Farzan Baradaran Rahimi, Beaumie Kim, Shima Dadkhahfard

{"title":"Form flows function: Learner-centered game Re-design in a STEM classroom","authors":"Farzan Baradaran Rahimi, Beaumie Kim, Shima Dadkhahfard","doi":"10.1002/berj.70140","DOIUrl":"https://doi.org/10.1002/berj.70140","url":null,"abstract":"Re-designing games facilitates interest-driven learning and immerses learners in systems thinking. However, there are limited studies exploring how the form and function of tabletop games influence learners' design decisions and learning experiences. To address this gap, we conducted a mixed-methods study in a STEM classroom in western Canada. Third and fourth graders re-designed a tabletop game called Triominos while we collected data, including classroom videos, photos of students' work-in-progress, observation notes, semi-structured interviews and final game designs. Our analysis was focused on their decisions about form and function during the re-design process. Our findings revealed how learners translate their ideas about form and function into mechanics, dynamics and aesthetics. Our analyses show that re-designing tabletop games can surface mathematical reasoning as learners iteratively align representations (tile forms and symbol systems) with rule logic (goals, scoring and constraints) to stabilize playable systems across cycles of prototyping and playtesting. This research underscores the importance of exploring various forms of systems for learning and encourages further research in this area.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 5","pages":"3322-3340"},"PeriodicalIF":3.3,"publicationDate":"2026-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.70140","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149235434","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}

引用次数: 0

Veteran language teachers' coping in AI-assisted learning environments 资深语言教师在人工智能辅助学习环境中的应对

IF 3.3 3区教育学

British Educational Research Journal Pub Date : 2026-10-22 Epub Date: 2025-10-24 DOI: 10.1002/berj.70057

Ceylan Yangın Ersanlı, Gonca Ekşi

{"title":"Veteran language teachers' coping in AI-assisted learning environments","authors":"Ceylan Yangın Ersanlı, Gonca Ekşi","doi":"10.1002/berj.70057","DOIUrl":"https://doi.org/10.1002/berj.70057","url":null,"abstract":"The integration of AI-assisted environments and AI-based systems in education has introduced both opportunities and challenges for experienced teachers. This article explores the difficulties encountered by veteran educators who would normally feel satisfactorily efficient due to their experience in the profession as they navigate these new technologies, comparing their teacher self-efficacy and management strategies in professional settings. Thirty-two veteran language teachers with professional experience ranging from 25 to 40 years participated in the study. Utilizing a mixed-methods approach, this study employs the Teachers' Sense of Efficacy Scale and Teacher AI Competence Self-Efficacy Scale to quantitatively assess efficacy levels among teachers. Additionally, in-depth interviews with 12 veteran teachers provide qualitative insights into their coping mechanisms and adaptations. The findings indicate high levels of general self-efficacy, consistent with their extensive professional experience; however, this confidence does not necessarily extend to technology-enhanced education, particularly in relation to AI tools and applications. The findings also highlight the complexities faced by experienced educators and offer recommendations for effectively integrating AI technologies in teaching practices, ensuring that the transition supports both educators' professional growth and students' learning outcomes.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 5","pages":"3241-3255"},"PeriodicalIF":3.3,"publicationDate":"2026-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149235300","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}

引用次数: 0

Framing National Education in Hong Kong: A frame analysis of power dynamics in stakeholders' competing narratives 构建香港国民教育：利益相关者竞争叙事中的权力动态框架分析

IF 3.3 3区教育学

British Educational Research Journal Pub Date : 2026-10-22 Epub Date: 2026-03-17 DOI: 10.1002/berj.70149

Jason Cong Lin

{"title":"Framing National Education in Hong Kong: A frame analysis of power dynamics in stakeholders' competing narratives","authors":"Jason Cong Lin","doi":"10.1002/berj.70149","DOIUrl":"https://doi.org/10.1002/berj.70149","url":null,"abstract":"This article examines how national education in Hong Kong functions as a contested arena in which state and non-state actors struggle over the meaning of citizenship, identity and schooling. Using inductive frame analysis of 319 news articles (2020–2025) from five Chinese- and English-language outlets, it identifies diagnostic, prognostic and motivational frames across nine stakeholder groups. Findings show that official frames from the Chinese and Hong Kong governments dominate coverage and set the boundaries of acceptable debate. Non-governmental stakeholders adapt their framing strategies in several patterned ways: (1) strategic compliance and pedagogical reframing, as educators recast national education as skill- and knowledge-based (law, culture, history) and emphasise classroom quality while quietly embedding critical inquiry; (2) reactive alignment to government agendas, with actors' frames positioned as responses that focus on process (clarity of rules, fairness) rather than contesting substance; (3) coded dissent and depoliticisation, where journalists, students and parents adopt euphemisms and child-centred language to voice concern (e.g., relevance, workload, safety) and avoid legal risk and (4) temporal moderation, with overt critique most visible in 2020–2022 and subsequently replaced by pragmatic implementation frames. These adaptations reflect unequal framing power: non-state actors rarely set agendas and are selectively represented or marginalised, while official narratives are normalised as common sense. The study bridges framing theory with the politics of curriculum and teacher professionalism, clarifying how framing power shapes educators' room for manoeuvre and students' opportunities for critical civic learning.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 5","pages":"3484-3509"},"PeriodicalIF":3.3,"publicationDate":"2026-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.70149","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149235419","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}

引用次数: 0

Drivers and pathways of AI academic mentor acceptance: An SEM-fsQCA study integrating cognitive appraisal theory and the AIDUA model 人工智能学术导师接受的驱动因素和途径：一项整合认知评价理论和AIDUA模型的SEM-fsQCA研究

IF 3.3 3区教育学

British Educational Research Journal Pub Date : 2026-10-22 Epub Date: 2026-03-17 DOI: 10.1002/berj.70147

Liu Qi, Lixing Zhao, Cui Qi, Shi Bing, Myduyen Dang, Jihe Chen

{"title":"Drivers and pathways of AI academic mentor acceptance: An SEM-fsQCA study integrating cognitive appraisal theory and the AIDUA model","authors":"Liu Qi, Lixing Zhao, Cui Qi, Shi Bing, Myduyen Dang, Jihe Chen","doi":"10.1002/berj.70147","DOIUrl":"https://doi.org/10.1002/berj.70147","url":null,"abstract":"Artificial intelligence (AI) is reshaping learning in higher education, particularly within the global shift towards sustainable education and human-centric visions. However, as traditional human mentoring faces challenges such as limited availability and inconsistent support, the potential of AI to function as an academic mentor remains underexplored. This study aims to investigate the alternative motivations for university students to accept AI as an academic mentor. Based on cognitive appraisal theory (CAT) and the artificially intelligent device use acceptance (AIDUA) model, we employed a mixed-method approach combining structural equation modelling (SEM) and fuzzy-set qualitative comparative analysis (fsQCA) to analyse the influencing paths and antecedent configurations. SEM results reveal that students' AI acceptance decisions exhibit a distinct three-stage process: in the cognitive appraisal stage, perceived humanness and novelty value are the primary drivers; in the affective appraisal stage, performance expectancy is a stronger trigger for emotion than effort expectancy; and in the decision-making stage, AI literacy emerges as the key determinant of final acceptance. fsQCA further identifies three typical configurations: an efficiency-prioritized type driven by instrumental rationality, a social interaction type centred on emotional experience, and an exploration-driven type characterized by the pursuit of innovation. These findings confirm that students' acceptance of AI academic mentors is not solely dependent on technical performance but is shaped by the complex interplay of cognitive, affective, and competency factors. The study provides important implications for higher education institutions seeking to integrate AI tools effectively and ethically.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 5","pages":"3439-3468"},"PeriodicalIF":3.3,"publicationDate":"2026-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149235420","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}

引用次数: 0

‘It is not a topic that should be assessed by a test’: Understanding teachers' assessment literacy in the teaching of ‘difficult histories’ such as the Holocaust “这不是一个应该通过考试来评估的话题”：了解教师在大屠杀等“复杂历史”教学中的评估素养

IF 3.3 3区教育学

British Educational Research Journal Pub Date : 2026-10-22 Epub Date: 2026-03-08 DOI: 10.1002/berj.70146

Mary Richardson, Rebecca Hale, Tom Haward, Kwaku Adjepong

{"title":"‘It is not a topic that should be assessed by a test’: Understanding teachers' assessment literacy in the teaching of ‘difficult histories’ such as the Holocaust","authors":"Mary Richardson, Rebecca Hale, Tom Haward, Kwaku Adjepong","doi":"10.1002/berj.70146","DOIUrl":"https://doi.org/10.1002/berj.70146","url":null,"abstract":"This paper explores how history teachers in secondary education in England (a) see their role as assessors and (b) how they make decisions about assessing a difficult history: learning about the Holocaust. Assessment literacy (AL) is recognised as a potentially valuable aspect of good teaching and central to supporting students' learning, enabling them to be reflective learners. This paper argues that not only is the task of choosing appropriate assessments demanding for ‘difficult histories’ such as in this instance the Holocaust, but there are inherent tensions relating to the idea of assessing such learning at all. Using data from a national survey with secondary history teachers, we were able to explore practice and beliefs about the nature of assessing learning about the Holocaust, and these responses suggested some characteristics of teachers' AL. We found that ‘traditional’ forms of assessment still predominate, but that the subject matter in Holocaust education opens a space for more ‘non-traditional’ approaches that are not normally so apparent, in particular discursive and creative forms. Teachers demonstrate a significant amount of uncertainty, ambiguity and anxiety over what appropriate assessment might look like, and for some, whether topics such as the Holocaust should be assessed at all. Assessment plays a vital role in supporting effective students’ learning, and our findings suggest there is a need for further research into teachers' AL and how their practice might be better supported in the teaching and assessing of ‘difficult histories’.","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 5","pages":"3420-3438"},"PeriodicalIF":3.3,"publicationDate":"2026-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/berj.70146","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149235204","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}

引用次数: 0