Future in Educational Research最新文献

The concept of multiple intelligences has taken hold in education. The idea that there are different types of intelligence for different domains helps inform educational approaches to learning and development. Evidence in creativity research, particularly from neuroscience, is accumulating that there are also different types of creativity. This, however, has not been the predominant way neuroscience has approached creativity. Consequently, the idea of different types of creativity has also not yet taken hold in education. Despite psychology regarding creativity as being made up of many complex, multifaceted, and varied cognitive and emotional processes deployed across many different domains, we still think of, and test, creativity as if it were a single, separate, cohesive, and discrete thing. Having perseverated on experimental paradigms that are theoretically and conceptually incoherent, this paper explains why empirical neuroscience research has failed to identify and distinguish different types of creativity. This is particularly important because neuroscience can take a lead in establishing the idea of multiple creativity types. The paper then outlines the negative implications for education if creativity is continuously being treated as a single faculty or monolithic entity. Finally, the paper introduces a division of creativity into three types that could result in a more individual approach to teaching and promoting creativity in classrooms.

This article outlines the nine curriculum reforms at different stages since the founding of the People's Republic of China. Compared with the previous ones, the ninth curriculum reform emphasizes the operability of Compulsory Education Curriculum Program and Standards (2022 edition), pays attention to the interpretation of Curriculum Standards 2022 and teacher training, focuses on providing rich curriculum resources, and encourages curriculum innovation in regional and school-based levels. In terms of practical results, the ninth curriculum reform is significant in enhancing five-dimension integrative education and constructing the high-quality curriculum system; implementing the “Double Reduction” policy to foster all-rounded and harmonious development of individuals; and improving educational evaluation to promote educational ecosystem reform. Looking ahead, the Chinese government aims to enrich the content of curriculum to foster the students' moral character by establishing their global vision and comprehensive thinking. The future efforts will focus on optimizing the curriculum implementation, advancing localized implementation, and transformative approaches to nurturing students. Innovative models of curriculum reform will be further explored. Attention will be given to teacher practices, fostering increased enthusiasm and competence among teachers to actively participate in and contribute to the ongoing reform process.

Echoing the call for improving the definition and measurement of online student engagement, this study examined the association between students' engagement and their online course experiences in emergency online learning during COVID-19. A sample of 5672 undergraduate students from eight higher education institutions in China participated in the study. The results of structural equation modeling analysis showed that students' online course experiences were significantly related to their motivation and/or engagement in emergency online learning. Three types of pedagogical factors influencing student engagement were identified, namely, three “extensively adaptive factors,” two “partially adaptive factors,” and one “dual-effect factor.” These findings indicate the importance of teacher training for instructors to make better use of online learning, and reveal the pedagogical opportunities to improve student engagement in technology-mediated learning in the postpandemic era.

This is a discussion, from a largely global but partly British perspective, about whether private schools should be freely permitted, discouraged or abolished. This, it is claimed, depends on the kind of private school one has in mind. The paper moves on to three arguments against British private schools, especially prestigious so-called ‘public schools’: that they promote social exclusiveness, have created a ruling élite, and are unjust. This latter claim, which also has global relevance, is explored in some detail. The meritocratic conception of society which it presupposes is then also discussed and criticised. The final section of the paper is about future perspectives on private schooling across the world. It looks at proposed and actual measures to abolish or curtail them; educational proposals to limit the power of meritocracy, including reforms to the school examination system. It also discusses how likely it is that suggested reforms of any of these kinds will actually take place.