教育学最新文献

This study was based on the data of the funding scale, income and expenditure structure and academic output level of the Russell Group universities from 2013 to 2022. By using methods such as the Granger causality test and the two-way fixed effects model, it analyses the relationship between the funding scale, structure and the academic output. The research findings are as follows: The overall funding scale of the Russell Group universities shows an upward trend, with a relatively balanced income and expenditure structure and a significant siphon effect in research funding. The relationship between funding income and expenditure and academic output exhibits significant asymmetry and non-linearity. The increment of total income has a significant positive non-linear impact on PUB, while the increment of total expenditure has a significant negative linear impact on N&S. There are also significant differences in the impacts of different income structures and expenditure purposes on the academic output. Tuition fee has positive non-linear impacts on PUB and HiCi, while grant and donation have negative impacts on PCP. Staff costs have a negative linear impact on N&S but a non-linear positive impact on PCP. The results indicate that optimising the funding structure is crucial for improving the academic output level. This study also discusses how external economic conditions such as inflation or changes in government policies affect funding and expenditures, as well as the implications for the construction of elite universities in China. Additionally, suggestions for future research are put forward.

Digital tools can support higher education in being inclusive, so that anyone, regardless of their skills and preferences, may benefit from it, provided that learning modules and materials are designed to be accessible. Digital accessibility is a well-known topic, applied since the late 90s to the World Wide Web, and starting from 2010 to mobile applications, with some useful guidelines that can be used when designing content; yet it is not so widespread in learning and higher education. This paper aims at analysing how the most important among these guidelines, the Web Content Accessibility Guidelines, may be applied to the most common forms of materials used in learning (namely slides presentations and text documents) and to which extent. Results show that while a large number of requirements can and should be met when designing learning materials, some of them are not content-oriented but rather technology-oriented and may benefit from a reformulation.

This study adopted a three-wave random intercept cross-lagged panel model (RI-CLPM) to explore the longitudinal reciprocal relationships between social support and engagement in EFL learning among Chinese high school students. Two samples, including 3505 students (Sample 1 = 1794; Sample 2 = 1711), were tracked with their perceived social support and engagement levels in EFL learning over three academic semesters. Using a multiple-indicator RI-CLPM, the study demonstrated a reciprocal relationship between perceived social support and engagement in EFL learning maintained consistently across samples. Perceived social support in EFL learning positively predicted students' subsequent learning engagement. Meanwhile, students' engagement in EFL learning positively predicted their subsequent perceived social support. While prior cross-sectional research mostly showed how social support predicts student engagement, not the reverse prediction, the current study provides initial evidence for the possibly mutually reinforcing relationship over time.

This study investigates how blended learning (BL) methods can be best applied in higher education and especially in an engineering ethics course. The course was configured as a rotational model BL class. The module was given to the students as a project: could students identify the ethical and practical frameworks involved in an engineering ethics case study? The overall objective was to explore the role and applications of BL practices, such as simulations, in shaping students' understanding and to trace elements within an ethics course that could be adapted to support BL models. The underlining hypothesis is that this BL model can provide an effective teaching methodology. Regarding methodology, a virtual lab was created as a learning resource integrated with a case study that concerned Hurricane Katrina (2005). It referred to the wider context of engineering ethics and climate change. Through this approach students worked individually and in teams while confronted with real life situations. Conclusively, this interactivity from simulation combined with an Individual Rotation Model led to each student working at her/his own pace and provided a personalised learning framework that met the course's main objective.