British Educational Research Journal最新文献

{"title":"Facilitating or disrupting: Understanding the impacts of social media usage on international students' cross-cultural psychology and cross-cultural adjustment","authors":"Shangui Hu,&nbsp;Fengle Ji,&nbsp;Jinxiu Song,&nbsp;Umair Akram","doi":"10.1002/berj.70005","DOIUrl":"https://doi.org/10.1002/berj.70005","url":null,"abstract":"<p>With advancements in information technology, social media has infiltrated into every domain of people's daily lives. However, as an important component of contemporary college students' information literacy skills, how social media usage influences the process of international students' acculturation deserves more scholarly attention. Based on a survey of 2058 samples from 135 countries, the current study ranks among the first trials to reveal the dark side of social media usage during students' acculturative process. The empirical research provides in-depth insight into the under-investigated mechanism whereby the two split dimensions of social media usage disrupt the process of international students' cultural identity development from perceived university support, and thereby influence their final cross-cultural adjustment. Results from regression analysis indicate that social media usage, whether for information or socialising purposes, negatively moderates the relationships between perceived university support and three dimensions of cultural identity. Further, three dimensions of cultural identity contribute to academic and social cross-cultural adjustment, and play mediating roles between perceived university support and cross-cultural adjustment. Theoretical and practical implications as well as future research avenues are also discussed.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 1","pages":"253-290"},"PeriodicalIF":2.1,"publicationDate":"2026-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147666204","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":"Story-driven learning and holistic development: Effects on concept mastery, creativity and empathy in EFL learners","authors":"Ehsan Namaziandost,&nbsp;Haoran Xie,&nbsp;Alaa Abdullah Alsaleem","doi":"10.1002/berj.70014","DOIUrl":"https://doi.org/10.1002/berj.70014","url":null,"abstract":"<p>Although narrative-based pedagogy is increasingly recognised in the field of language education, there remains a limited understanding of how story-driven learning (SDL) influences both cognitive and emotional development. Much of the existing literature emphasises storytelling's benefits for specific linguistic skills but falls short in examining its integrated impact on concept mastery, creative thinking and empathetic development within English as a foreign language (EFL) settings. This study aims to address this gap by investigating the effects of SDL on intermediate EFL learners' abilities in these three domains. To achieve this objective, a mixed-methods research design was employed, involving 113 female EFL learners in Iran who were divided into an experimental group (EG) (<i>N</i> = 59) and a control group (CG) (<i>N</i> = 54). The EG received instruction based on SDL principles, whereas the CG followed a conventional curriculum. Quantitative data were gathered through three validated questionnaires and analysed using non-parametric statistical methods, specifically the Mann–Whitney U test and the Wilcoxon signed-rank test. In addition, open-ended survey responses from the EG participants provided qualitative insights into their experiences with SDL. The findings revealed statistically significant improvements in the EG across all measured areas: concept mastery, creativity and empathy. Qualitative analysis further indicated that SDL enhanced EFL learners' emotional engagement with the content, contributing to a more profound comprehension of the material. These results suggest that incorporating narrative-based strategies into EFL instruction can lead to a more holistic educational experience, supporting not only cognitive growth but also vital socio-emotional competencies. By doing so, this study adds to the expanding body of scholarship on narrative pedagogy and provides actionable insights for educators aiming to nurture linguistically proficient, empathetic and creatively active learners.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 1","pages":"403-425"},"PeriodicalIF":2.1,"publicationDate":"2026-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147653186","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":"Understanding inclusion from the inside out: How inclusive education fulfilment, perceptions and agency shape teacher competence","authors":"Mahmoud Emam,&nbsp;Laila Z. Al-Salmi,&nbsp;Adel Hemdan,&nbsp;Mohamed Eid Hamid Ammar","doi":"10.1002/berj.70008","DOIUrl":"https://doi.org/10.1002/berj.70008","url":null,"abstract":"<p>This study examined the extent to which inclusive education fulfilment (IEF) at the school level influences teachers' professional skills for inclusive practices (PSIP) in Oman, and whether this relationship is mediated by teachers' perceptions of inclusive education (PIE) and teacher agency for inclusive practices (TAIP). A total of 298 elementary and middle school teachers participated in the study. Data were collected using Arabic versions of validated instruments and analysed using structural equation modelling. The final model showed that IEF had a significant direct effect on PSIP, and that this relationship was partially mediated by PIE and TAIP. Specifically, IEF significantly predicted PIE and TAIP; both PIE and TAIP, in turn, significantly predicted PSIP. A serial mediation path from IEF through PIE and TAIP to PSIP was also significant. The total indirect effect accounted for a substantial proportion of the total effect of IEF on PSIP. Multigroup analysis revealed no significant gender-based differences across most model paths, except for the pathway from PIE to TAIP. These findings underscore the dual role of institutional efforts and teacher-level psychological constructs in shaping inclusive professional practice and offer insights for policy and practice in inclusive education within the Omani context.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 1","pages":"360-378"},"PeriodicalIF":2.1,"publicationDate":"2026-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147653286","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":"Justice-centred climate change education and territory","authors":"Lennin Florez-Leiva,&nbsp;Meri Ruiz Cabezas,&nbsp;Cae Rodrigues,&nbsp;Ivan Sánchez Fontalvo","doi":"10.1002/berj.70099","DOIUrl":"https://doi.org/10.1002/berj.70099","url":null,"abstract":"<p>In a globalised world, education faces challenges that go far beyond professional training, where social responsibility and the inclusion of heterogeneous communities and territories in all levels of education have become a greater focus of the university and of scientific research, setting the stage for more inclusive public policies. Greater acknowledgement of how humans affect the global environment (Anthropocene), especially through the living structures of capitalism (Capitalocene), and of ongoing processes of colonialism, including continuous (mis/non) representations of traditional Indigenous cosmovisions and South epistemologies, have also spurred new settings for thinking about praxical pedagogies that critically discuss and act upon how our environment is changing. At the centre of this discussion is also a growing acknowledgement of territory and its influence on worldviews and cultural identities. Among these critical engagements, climate change has been consolidated globally as one of this generation's main challenges for thinking about the future of life on Earth. Bringing all of these aspects together, this paper presents an empirically based justification for justice-centred climate change education with a focus on territory. The account assembles references from the Global North and South along with a grounded example from the Caribbean Colombia. By formulating a thorough justification for justice-centred climate change education, this paper aims to explore the role of justice and territory in the research and practice of education about climate change.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 1","pages":"47-60"},"PeriodicalIF":2.1,"publicationDate":"2026-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1002/berj.70099","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147653361","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":"Indonesian inquiry: A narrative of biocultural teaching on Sulawesi Utara","authors":"David Zandvliet,&nbsp;Wiske Rotinsulu","doi":"10.1002/berj.70046","DOIUrl":"https://doi.org/10.1002/berj.70046","url":null,"abstract":"<p>Using phenomenology, narrative inquiry and autoethnographic approaches, this study analyses a program of faculty development conducted alongside the delivery of an international field school. Through this study, we explore the value and benefits of inter-cultural field programming and how these might serve to complement or to redress prevailing university practices in Indonesia. As we describe in the included narratives, Indonesia provides ideal opportunities to explore intercultural and international approaches to education as part of a set of unique and immersive field experiences. Using the complementary theoretical lenses of biocultural diversity and sustainability, our coursework and faculty development opportunities are delivered together in cooperation with local partners and involve short or extended visits to local communities, national parks, cultural events and volunteer work with community organizations. These experiences are centred in Sulawesi Utara, within easy transportation from Manado and our academic home: a small Indonesian university that serves as lead for the program. Our experiences demonstrate that the inclusion of local and community-based forms of knowledge can serve to broaden and enrich student learning while also increasing student engagement and cultural sensitivity.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 1","pages":"88-103"},"PeriodicalIF":2.1,"publicationDate":"2026-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1002/berj.70046","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147653233","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":"Supporting or stifling? Experiences of beginning teachers working within the Early Career Framework","authors":"Lorna Smith,&nbsp;Nicola Warren-Lee,&nbsp;Lucy Wenham","doi":"10.1002/berj.70007","DOIUrl":"https://doi.org/10.1002/berj.70007","url":null,"abstract":"<p>This study discusses the experiences of a group of new teachers in England since the introduction of the Early Career Framework (ECF), against the backdrop of the global teacher recruitment and retention crisis. The experiences of new teachers within the ECF are under-researched. We discuss the reasons that attracted new entrants to the profession and why many are leaving or considering leaving, and critically evaluate the ECF. The research involves former PGCE (Post-Graduate Certificate of Education) students at our university through surveys and interviews. We find that new teachers entered the profession inspired by a love of their subject and a desire to make a difference, but that they are all too often stifled by lack of intellectual stimulation, few opportunities for creativity, a lack of appropriate support, little voice or agency, isolation and excessive workload; and that the one-size-fits-all ECF is ineffective in supporting their development needs. We advocate for a more bespoke, interpersonal, non-hierarchical approach to supporting new entrants to the teaching profession, arguing for research into the formation of innovative forms of communities of practice which respond to the reported needs of new teachers. This approach would better support new teachers develop holistically, such that they become able and enthusiastic, well prepared to navigate and commit to a career within a neoliberal education system.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 1","pages":"291-309"},"PeriodicalIF":2.1,"publicationDate":"2026-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1002/berj.70007","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147653273","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":"Our World, Our Futures: A dialogic approach to environmental literacy and global citizenship education in primary schools in the Maldives and England","authors":"Claire Lee,&nbsp;Aminath Shiyama,&nbsp;Fathimath Shafeeqa","doi":"10.1002/berj.70050","DOIUrl":"https://doi.org/10.1002/berj.70050","url":null,"abstract":"<p>Environmental literacy and global citizenship education (GCE) are necessary to the development of a fairer, more peaceful and more sustainable world, but teachers frequently lack practical examples of their implementation in the classroom. This article presents =<i>Our World, Our Futures,</i> a collaboration between researchers, primary school teachers and children (7–12 years) from the Maldives and England. Its aims were (1) to develop a cross-cultural, dialogic approach to environmental literacy and GCE through cross-curricular and art projects in which students shared their local environmental knowledges and interests with overseas peers; (2) to explore the projects' impacts on students' environmental knowledge, intercultural understanding and solidarity and global citizenship and (3) to examine teachers' responses to the projects and the effects on their professional development. Employing a qualitative methodology informed by teacher-research and ethnography, data collection included classroom observations, interviews and collection of artworks. Findings suggest that students gained insights into their peers' and their own environments, a sense of global and more-than-human interconnectedness, and a desire to contribute to positive change in their local communities and the wider world. Teachers reported increased confidence in employing flexible, dialogic approaches to environmental literacy and GCE, describing the projects as empowering for pupils. Findings highlight how epistemic justice can be promoted within the primary classroom through valuing diverse knowledges and repositioning students and teachers as global citizens and co-creators of knowledge. <i>Our World, Our Futures</i> offers insight into the potential contribution of a cross-cultural, dialogic approach to the field of environmental literacy and global citizenship education as well as examples of how it might work in diverse ways in primary classrooms.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 1","pages":"180-204"},"PeriodicalIF":2.1,"publicationDate":"2026-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1002/berj.70050","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147653384","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":"A typology of schools across the four nations of the United Kingdom: Class, race and geography","authors":"Sol Gamsu,&nbsp;Håkan Forsberg","doi":"10.1002/berj.70006","DOIUrl":"https://doi.org/10.1002/berj.70006","url":null,"abstract":"<p>In this paper we analyse the hierarchical field of schools across the United Kingdom during the transition to university and suggest that there are five socially distinct clusters of schools. Our five-cluster typology of UK schools is composed of an established group of elite private and state schools, schools for the white rural and suburban middle class, schools serving the (post-)industrial and predominantly white working class in small towns, multi-racial middle and working-class schools and super-diverse state schools of the precarious working class. To produce this typology, we used Higher Education Statistics Authority data to create aggregate pseudo-school populations from university students who would have been in their final year of school or college between 2014/15 and 2017/18. Unlike previous analyses of UK school segregation that focus on Free School Meals, we use actual parental social class data to enable more granular analysis of class and occupation. We use principal components analysis, followed by clustering techniques, to examine how institutional inequalities between schools intersect with uneven geographies of class and race across the United Kingdom. We suggest that there are more complex hierarchies that move beyond historical binary perspectives on schooling as selective/comprehensive, private/state, working/middle class. Our findings suggest two major contributions to how we understand inequalities and hierarchies between schools. First, we find a more complex, geographically varied and socially and ethnically distinctive <i>multipartite</i> system of schooling across England, Scotland, Wales and Northern Ireland. Second, viewed from a geographical perspective, our findings suggest there is a <i>spatial division of schooling</i> across the United Kingdom. Our typology combines an institutional lens on the school system with a geographical understanding of how local geographies of race and class shape schools and colleges in ways that transcend as well as reinforce national or regional boundaries.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 1","pages":"310-339"},"PeriodicalIF":2.1,"publicationDate":"2026-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1002/berj.70006","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147643204","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":"Non-formal educators' roles in environmental education: Insights from Latin America","authors":"Natália Cândido Vendrasco,&nbsp;Gonzalo Guerrero","doi":"10.1002/berj.70001","DOIUrl":"https://doi.org/10.1002/berj.70001","url":null,"abstract":"<p>Environmental and non-formal education are fundamental in the context of interconnected global crises, particularly climate change and biodiversity loss. Non-formal spaces such as national parks, botanical gardens, zoos and aquariums offer unique environments that promote values, knowledge and attitudes to foster environmental consciousness. However, research on the perspectives and roles of non-formal educators in these spaces remains limited. This study, framed within the socio-critical paradigm, explores how non-formal educators in Brazil and Chile perceive and enact environmental education. Through interviews, it is revealed that educators' roles in aquariums and zoos aim to evoke emotional responses regarding species extinction and emphasise conservation efforts addressing biodiversity concerns. In botanical gardens, the focus is on promoting knowledge about plants and ecosystems. In national parks, park rangers encourage critical process for conscientisation, highlighting the interdependence between humans and nature. This study highlights the importance of collaboration with other environmental educators from diverse educational contexts to address the complex, overlapping challenges of climate and ecological crises.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 1","pages":"7-24"},"PeriodicalIF":2.1,"publicationDate":"2026-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147665942","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":"Enhancing online MBA programmes: Student perceptions and key factors in programme design and delivery","authors":"J. David M. Wood,&nbsp;Olivia de Paeztron,&nbsp;Nai Li,&nbsp;Josefine Raasch,&nbsp;Carin Peller-Semmens,&nbsp;Lyn Purdy,&nbsp;Niko de Silva,&nbsp;Gavin Symonds","doi":"10.1002/berj.4215","DOIUrl":"https://doi.org/10.1002/berj.4215","url":null,"abstract":"<p>The demand for online business education continues to grow, driven by the need for innovative and adaptable learning pathways to attain an MBA. This study investigates student perceptions across three predominantly online MBA programmes at Imperial College in England, ESMT in Germany and Ivey Business School in Canada, aiming to delineate the strengths and weaknesses of online learning, identify pivotal elements influencing student satisfaction and elucidate the role of self-efficacy in shaping overall programme effectiveness. Our findings underscore the critical significance of faculty engagement, programme flexibility and meaningful peer interactions in enhancing the online MBA experience. Moreover, this study provides actionable insights for programme design, curriculum development and the strategic utilisation of learning technology, offering valuable guidance for business schools seeking to address the escalating demand for online business education.</p>","PeriodicalId":51410,"journal":{"name":"British Educational Research Journal","volume":"52 1","pages":"235-252"},"PeriodicalIF":2.1,"publicationDate":"2026-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1002/berj.4215","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147643208","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}