Future in Educational Research最新文献

This study explores the potential of reverse mentoring as a way to renew the student–supervisor relationship in the Chinese higher education setting. We interviewed 17 Chinese undergraduates who engaged in informal reverse mentoring with their supervisors while working on undergraduate research projects. The findings reveal the existence of informal reverse mentoring dynamics between Chinese undergraduate students and their supervisors in three specific areas: (1) students provide fresh perspectives and expand their supervisors' ideas; (2) students actively introduce new research tools and techniques to their supervisors; and (3) students challenge their supervisors' viewpoints, including identifying their mistakes. Our study also shows that informal reverse mentoring benefits supervisors primarily through enhanced professional development and benefits students through increased sense of fulfillment, self-confidence, and engagement. The analysis further identifies several personal and contextual factors that influence the practice of informal reverse mentoring. We also discuss the potential of (informal) reverse mentoring as a tool for intergenerational learning and the key role of the supervisor as a change agent to innovate their interaction style with Generation Z students.

Driven by the affordances and benefits of mobile technology, collaborative writing (CW) supported by mobile technologies has been increasingly implemented in the second language (L2) acquisition context. To shed light on the research foci and provide guidance for future research in this promising area, the present study conducted an in-depth and systematic review of 25 empirical articles on CW supported by mobile technologies in the L2 context published from 2014 to 2022, including quantitative, qualitative, and mix-methods research. A holistic analysis of these articles was conducted, covering various aspects such as research themes, research contexts and technology, theoretical/pedagogical frameworks, writing tasks, and instruments. Based on the analysis of the previous research, this study provided pedagogical suggestions concerning writing tasks, group division, participant training, and writing assessment and also explores future research directions.

This paper presents a personal view (a view coloured by my cultural environment and upbringing) of young people's education. I look in particular at assessment practices and detail my understanding of the nature of learning, focusing on creativity and the tensions associated with schooling and creative behaviour. Drawing upon and developing my earlier work in the light of further research and experience, I give an overview of assessment practices and approaches to teaching and learning and argue for a learner-centred approach with a focus on practical work and an environment that promotes creative problem-solving across the whole curriculum. A pedagogical strategy is presented that is based on four areas of activity: reacting, researching, responding, and reflecting.

The gender digital divide (GDD) is a phenomenon that refers to the inequalities and differences between men and women in accessing the digital ecosystem in various environments, such as the scenarios of Education 4.0. Bridging the GDD in access, use, and appropriation of technologies would promote the digital inclusion in spaces traditionally dominated by men. A systematic literature review was conducted using seven databases, considering Scopus and Web of Science. Through this, the factors with the most significant impact on the widening of this type of gap were identified. The findings suggest that the elements that limit the GDD are (a) access and use of technologies, (b) social barriers, and (c) gender stereotypes and roles. On the other hand, factors that need to be considered for the digital inclusion of women were identified as follows: (a) the mode of interaction with technologies, (b) digital competencies in Education 4.0, (c) the mode of technology-mediated teaching and learning, (d) digital competencies in the workplace, and (e) digital participation. It is concluded that more digital inclusion strategies are needed to reduce the GDD, thus requiring greater participation from society and universities to achieve digital equity.

Creativity is a core driver of social development and technological progress. Epistemic curiosity (EC), as an important intrinsic motivation, is a prerequisite for creativity. Understanding the cognitive and neural mechanisms through which EC affects creativity is the “golden key” to cultivate top-notch innovative talents based on cognitive and neural principles and stimulate the innovative vitality of talents. In this paper, we have combined research evidence from behavioral and neuroimaging studies, introduced the basic concepts of EC and creativity, reviewed and evaluated prior empirical research and several theoretical perspectives linking EC and creativity. Additionally, we have discussed the shared characteristics of EC and creativity as well as the cognitive and neural mechanisms associated with them. Then, we have proposed several practical suggestions to fostering and promoting EC as a means to enhancing creativity. These suggestions serve as a foundation and inspiration for future research and educational practices and provide a theoretical framework for cultivating innovative talents. Finally, we indicated possible directions for future research on the relationship between EC and creativity.

Professional learning community (PLC) has been widely recognized as an effective approach for promoting both student learning and teacher development. Existing research on PLC mainly focuses on the school-level, and less attention has been given to the departmental-level PLC. Given the complex nature of school structures, departmental PLC may be influenced by multiple leadership factors, including principal and teacher leadership (TL). This study investigates how the distributed leadership (DL) of principals and TL influence departmental PLC and individual teacher self-efficacy. Drawing on a sample of 602 teachers in China, the results showed that TL had a direct impact on teacher self-efficacy and had an indirect effect through PLC. Additionally, the DL of principals indirectly affects individual teachers through TL and PLC. The results indicate the complex leadership structure in schools with various levels of leadership exerting distinct influences on teachers and departments. It highlights the roles of principal leadership and TL in facilitating PLC and teacher development. Implications for school leadership and PLC development are discussed.

At the beginning of UNESCO's (2021) enlightening report, it is clearly stated that “[o]ur world is at a turning point” (p. 1). This assertion could not be more accurate when people worldwide have suffered and are gradually recovering from the COVID-19 pandemic; when people across the planet are experiencing various natural or man-made challenges or disasters such as climate transformation, the Russo-Ukrainian War, and the discharge of radioactive water in Japan; when the entire human population faces the excitement and uncertainty brought about by the new technologies including generative artificial intelligence, genetic modification, and human augmentation, etc. As of September 2023, it appears that we find ourselves navigating a sea of chaos and complexity. No one can predict with certainty where our journey will lead in the future.

However, education is undoubtedly a pathway to the future. As UNESCO (2021) pointed out, “[w]e already know that knowledge and learning are the basis for renewal and transformation” (p. 1). Education signifies our commitment to nurturing the growth of young generations who are the future heroes. Education is not value-free; it embodies hope. As educators, we aspire to form education as a common good worthy of our trust and dedication. Through education, we collectively shape the future.

This is why educational research today is indispensable and of utmost importance. At this turning point, “[n]o trend is destiny” (UNESCO, 2021, p. 3). The future is plural. We need to identify the possible futures of education in particular and the world in general. We need to justify which futures are worthwhile, supported by adequate evidence. We need to imagine alternative futures for education and the world when people strive for a better one. Educational research allows us “to think differently about learning and the relationships between students, teachers, knowledge, and the world” (UNESCO, 2021, p. 3).

Against this background, Future in Educational Research (FER) has been developed by Southwest University, a leading institution in education in China, with the assistance of Wiley, a cutting-edge academic publisher in the world. As a future-oriented, multi-disciplinary, international journal, FER encompasses a wide range of education-related issues and trends. Original articles that advance empirical, theoretical, and methodological understandings of education, teaching, and learning are welcome. FER invites innovative perspectives on the new policies, technologies, and theories across different levels of education. Interdisciplinary dialogs and multidisciplinary works aiming at shaping the sustainable development of education are cordially welcome. We hold great respect for all serious discussions about the future of education and educational research, because we believe that “[m]ultiple alternative futures are possible” (UNESCO, 2021,

This qualitative study examines how teacher educators in Northwest China conceive of teacherhood and teacher preparation for working with diverse “Minzu” (“ethnic”) students. Based on multiple dataset collected among teacher educators, findings reveal that Minzu teacherhood was polysemic and complex. In their descriptions of how they prepare preservice teachers, the teacher educators presented, for example, aspects of learning to respect students, learning to remove prejudice, and focusing on individuality. These elements show some similarities between Minzu teacher education and, for example, (“Western”) multicultural/intercultural (teacher) education. However, because of the socioeconomic–political specificities of the Chinese context, many elements differed. There are clear signs that effective and consistent measures have been invested in and developed by the teacher educators. The authors argue that global scholarship on diversity in teacher education could be inspired by Chinese Minzu teacher education.

ChatGPT is an artificial intelligence chatbot that utilizes advanced natural language processing technologies, including large language models, to produce human-like responses to user queries spanning a wide range of topics from programming to mathematics. As an emerging generative artificial intelligence (GAI) tool, it presents novel opportunities and challenges to the ongoing digital transformation of education. This article employs a systematic review approach to summarize the viewpoints of Chinese scholars and experts regarding the implementation of GAI in education. The research findings indicate that a majority of Chinese scholars support the cautious integration of GAI into education as it serves as a learning tool that offers personalized educational experiences for students. However, it also raises concerns related to academic integrity and the potential hindrance to students' critical thinking skills. Consequently, a framework called DATS, which outlines an optimization path for future GAI applications in schools, is proposed. The framework takes into account the perspectives of four key stakeholders: developers, administrators, teachers, and students.

In the aftermath of the global pandemic, online learning is now ubiquitous around the world. Yet, although online learning has become a common learning approach across the globe, it is still viewed as a weaker option than on-campus face-to-face learning. Specifically, the lack of student engagement in online learning poses a persistent problem to many educators. In this article, we describe three key challenges of fully online learning: students being more easily distracted, students lacking self-regulation skills and students feeling isolated. Next, we present three possible strategies to address these challenges: promoting active learning through the online flipped classroom model, promoting self-regulation skills and reducing the sense of isolation through the use of chatbots. For each of the three strategies, we provide a description with relevant empirical studies based on our own work as well as previous work in the literature and discuss possible directions for further research.