Future in Educational Research最新文献

This paper is concerned with the credibility of the scholarship of teaching and learning (SoTL) research within the research framework of Australian universities. We report on our project in which we surveyed 63 research leaders in 26 of Australia's 37 public universities. Our survey consisted of six questions, and our aim was to provide advice for intending SoTL scholars seeking to establish a viable SoTL research agenda. Our investigation found that there are significant challenges facing the academic who wishes to build a career around SoTL research. It is clear from the survey responses that much work needs to be done at the university level to strategically value, develop and reward SoTL research.

Little is known about how classroom teachers' interpretation of curriculum materials influences students' personal, social, and cultural engagements at the classroom level. By connecting posthumanism to complex dynamic systems, this self-study explores an inclusive pedagogical practice aimed at promoting dynamic learning for diverse student populations within languages other than English (LOTE) education in Australia. Through a diffractive analysis of curriculum practices and theories, this study provides pedagogical insights that enrich languages, cultures, and social intra-actions within the use of curriculum materials. The material-discursive process revealed several key curricular assemblages that shape classroom dynamics and inclusivity. From this self-study, I propose an experimental model that recognizes classroom materials as assemblages. This article encourages practitioners to engage in self-study to enhance dynamic engagement within their classrooms.

As the global demand for innovative teaching models grows, interdisciplinary teaching and learning (ITL) has garnered widespread attention as a strategy for fostering complex skills and higher-order thinking worldwide. This trend is also evident in China. To further understand the current research hotspots and trends of ITL in China, this study conducts a bibliometric analysis with 806 studies published in the CNKI (China National Knowledge Infrastructure) database between 1992 and 2024, using techniques such as keyword co-occurrence analysis, burst detection, and cluster analysis. The research findings first identify the current research hotspots and some typical cases in China and then indicate that compared with international research, Chinese scholars focus more on macro-level topics such as ITL objectives and talent cultivation. Based on both international and Chinese ITL research, we propose four possible future research directions, including ITL teacher professional development, ITL assessment and evaluation design, ITL environment design, and ICT integration.

Input enhancement techniques, such as frequency of occurrence and typographic enhancement, have been reported beneficial to the learning of L2 collocations. This study compared the effects of three times of frequency and bolding on the learning of L2 collocations by EFL learners so as to find a more effective technique for instructors and students to acquire collocations through reading activities. Four classes of English majors (N = 90) participated in the study and were randomly assigned to a frequency group (FG), a typographic enhancement group (TEG), and a control group (CG). The learning of collocations was measured through form recall and form recognition tasks. Major findings indicated that: (1) the FG performed significantly better than the TEG and the CG on both form recall and form recognition in the immediate posttest. No significant differences were observed between the TEG and the CG, (2) significant differences were reported between the FG and the other two groups in the delayed posttest, and (3) the effect of frequency of occurrence could not be retained after 2 weeks given the significant difference discovered between the immediate and delayed posttests. More studies are needed to explore the effects and mechanisms of frequency of occurrence and typographic enhancement on the learning of L2 collocations.

Students and novice researchers in education struggle with conducting meaningful, thorough and efficient literature reviews. This challenge is particularly relevant today as the number of publications is increasing exponentially. Even with the assistance of artificial intelligence (AI), researchers must make crucial decisions that significantly impact the literature review process and subsequent investigation. This conceptual paper aims to compare different literature review types, outline the process of determining the most appropriate review type, discuss the development of a search strategy step-by-step and compare various frameworks for study selection. By describing these processes, this methodological paper provides a guideline for the literature review process for early-career researchers. Additionally, this paper will demonstrate this review process with an example focused on the current applications of AI in science, technology, engineering and mathematics (STEM) education.

This study explores how the perceived influence of academic and peer learning communities shapes university English majors' ideal selves as language learners, and how this influence may shift across educational generations. Drawing on the L2 Motivational Self System and adopting a qualitative design, the study compares two cohorts of Chinese university students separated by a 10-year interval. Data were collected through semi-structured interviews and follow-up written reflections with second- and fourth-year students in each cohort. Thematic analysis reveals a notable evolution in motivational dynamics: Although the earlier cohort internalised community norms and exhibited strong conformity in their ideal selves, the later cohort engaged with community values more selectively, constructing their ideal selves with greater individual agency. Rather than acting as a directive force, the learning community in the more recent cohort functioned primarily as a reference point for personal meaning-making. These findings suggest a shift towards increased individualisation in learner motivation and identity construction. The study highlights the importance of conceptualising community influence as context-dependent and negotiable, and it offers practical implications for designing learning environments that balance social support with opportunities for learner autonomy.

This conceptual essay, grounded in a close reading of Plato's Theaetetus, argues that before educators can effectively operationalise critical thinking as the rigorous evaluation ('stress-testing') of competing knowledge claims, university students must first understand foundational epistemological principles rooted in Plato's tripartite account of knowledge as ‘justified true belief with an account’ (201d-210a). Central to critical thinking is the imperative to think critically about a certain subject. The subject at stake here, I propose, is knowledge, framed here as the nature, scope and limitations of what one can justifiably claim to know. Because academic disciplines are characterised as ‘critical conversations’, to be part of a ‘critical conversation’, university students must be introduced to what it means to be ‘critical’, and, by extension, ‘think critically’. Before all this, however, students must understand knowledge—more precisely—the principles underpinning sufficiently acceptable and defective or inadequate justifications for knowledge claims. Because all knowledge claims are grounded in reasons, students need a basic grounding in epistemology to properly scrutinise those claims and, ipso facto, think critically. Although extensive empirical studies support the general claim that structured epistemic training significantly enhances critical thinking, this paper focuses specifically on developing a strong conceptual argument advocating epistemic education (accurately determining the nature, scope and limits of all claims to knowledge via reasons) as foundational to higher education pedagogy.

This study presents a comprehensive bibliometric analysis of research on teacher commitment, aiming to identify key trends, leading contributors, and thematic priorities in the field. This study offers a panoramic view of the evolution of teacher commitment scholarlship, which is essential for improving educational practices and informing future research. Drawing on 973 peer-reviewed publications retrieved from the Scopus database (1968 to January 2024), the analysis employs biblioMagika, VOSviewer, and OpenRefine to examine citation patterns, coauthorship networks, and keyword co-occurrences. The findings reveal a notable increase in research output since 2014, with the United States emerging as the most influential contributor (240 publications, 24.7%). The Education University of Hong Kong ranks as the most productive institution (19 publications, 1.95%); while Teaching and Teacher Education leads among journals (22 publications, 2.26%), highlighting its central role in the discourse. Key themes include the influence of teacher commitment on student achievement, the role of leadership in promoting teacher engagement, and the growing attention to psychological dimensions such as well-being and mental health. The study also underscores the prominence of specific countries and institutions, as well as the conceptual importance of keywords like “organizational commitment” and “teacher commitment.” This review advances prior scholarship by offering a visual, data-driven mapping of the literature. It provides a solid foundation for future inquiry, drawing attention to both long-standing concerns and emerging trajectories within the evolving landscape of teacher commitment research.

This study explored the relationship between preservice teachers' (PSTs') conceptualization of mathematical problem-solving and their performance. Fifty-six PSTs engaged in a two-part questionnaire that included prompts related to their views and understanding of problem-solving as well as an authentic mathematical task. Results revealed that 47% of participants perceived problem-solving as a means to find a solution, 41% conceptualized it as a skill with steps or strategies, and 7% viewed it as a process of discovery or reflection. For the mathematical task, we explored outcomes across five dimensions: understanding, representation, communication, accuracy, and reflection. Results showed that most PSTs were placed in the developing category for understanding, representation, and communication. Nearly half were placed in an emerging category for accuracy. For the reflection category, most PSTs were split between the developing and emerging levels. Furthermore, significant correlations existed between PSTs' problem-solving views and their performance; for example, those seeing it as an art performed better overall. This study ends with implications aimed at improving PSTs' educational experiences in mathematical problem-solving.

The prevalence of AI hallucination in general-purpose large language models (LLMs) poses significant pedagogical challenges, particularly in terms of content credibility and reliability. In response, China has launched the development of education-specific LLMs as a national strategic initiative. However, current reports on Chinese educational large language models (Ce-LLMs) are frequently fragmented across multiple localized academic publications, resulting in significant international gaps in awareness of their development trajectory. Given China's distinct sociocultural context, there is little international understanding of the current state and future trends in Ce-LLMs. This paper will look at the policy environment, data and techniques, products and applications, as well as the recipients and constraints associated with Ce-LLM development. This study aims to help international educators understand Ce-LLMs by highlighting the differences between them and general-purpose LLMs, as well as contribute to in-depth conversations about the use of AI technology in education.