European Journal of Education最新文献

This article investigates regional disparities in Romanian adults' numeracy and literacy skills. We analyse a novel data set that combines the assessment of numeracy and literacy competencies of the adult population in Romania with information about regional economic conditions and educational administrative data. Using a background questionnaire and a cognitive test following e-PASS methodology and tools (everyday-life Practices and Skills Survey), the study is one of the first to assess the key skills of the Romanian adult population. The e-PASS survey is based on the Literacy Assessment and Monitoring Programme (LAMP), developed by the UNESCO Institute for Statistics (UIS), and corresponds to PIAAC levels 1 and below 1. The findings indicate that individuals performing better at literacy and numeracy assessments have higher levels of education, are part of younger generations, and live in urban areas and economically developed Romania's regions. The results of this study provide a detailed picture of the current situation and can serve as a benchmark against which to compare current results in the region or future longitudinal findings.

Especially after the COVID-19 pandemic, people have distances among each other, and this situation has affected everything. Education, which has been the most important thing for humanity since the beginning of history, has also been affected. To continue and survive the system, people started using and adapting different distance learning with the help of electronic devices, internet and technology. However, the impact of these new distance learning modalities does not have the same teaching capacity and performance on the learners. Besides, evaluation of the learners, fairness, interaction, feedback, etc. are the other important problems of the new distance learning modalities. Nevertheless, to discover the effect of the distance learning modalities regarding teaching capacities and performances on the learners, they are compared in this study with an integrated fuzzy multi criteria decision making model. The proposed model consists of two parts; fuzzy analytic hierarchy process and ELECTRE methods. In the first part, weights and the decision matrix are calculated by using a fuzzy analytic hierarchy process. Then, in the second part, distance learning modalities are evaluated with the application of the ELECTRE method through the decision matrix according to weights.

Although a growing body of theoretical work indicated that the cultural orientation of societies shapes their understanding of leadership, there is a lack of empirical research to explore how individual cultural value orientations shape teachers' expectations for school leadership. This empirical research addresses this gap by examining the relationship between teachers' cultural value tendencies and their expectations for principals' paternalistic leadership behaviours, considering the moderating role of trust in the principal. This study analysed data collected from 738 teachers in Türkiye, employing a moderated structural equation modelling (SEM) approach. The results indicate that teachers' cultural value orientations are significantly related to their paternalistic leadership expectations, meaning that teachers who indicate that they are more collectivist, feminine, short-term orientated, avoidant of uncertainty, and open to power distance tend to expect their principals to exert stronger paternalistic leadership practices. Additionally, we found a significant moderating role of teachers' trust in the principal, suggesting that higher trust levels strengthen the relationship between cultural values and paternalistic leadership expectations. These results contribute to a deeper understanding of cultural and psychological dynamics in schools, especially concerning the role of individual cultural value dispositions and trust influencing the extent to which teachers desire their principals to demonstrate paternalist leadership behaviours.

This review of the literature aims to synthesise and analyse previous studies to provide important information on factors that affect academic staff retention and staff satisfaction in higher education institutions (HEI). The review included 21 studies published between 2014 and 2024, conducted in 13 different countries. Thematic analysis of the 21 included papers revealed four major themes, each with three sub-themes. These themes highlight the relevance of development programmes within HEIs to meet individual needs, stimulate professional progress, and improve overall academic performance. Furthermore, the review emphasises the importance of creating a supportive work environment, encouraging work-life balance, and providing equitable salary and recognition to academic personnel. Addressing these characteristics can help HEIs increase staff satisfaction, lower turnover rates, and ultimately contribute to the institution's performance and reputation.

Artificial intelligence (AI) is increasingly exploited to promote student engagement. This study combined topic modelling, keyword analysis, trend test and systematic analysis methodologies to analyse AI-supported student engagement (AIsE) studies regarding research keywords and topics, AI roles, AI systems and algorithms, methods and domains, samples and outcomes. Findings included the following: (1) frequent-used and emerging keywords comprised ‘machine learning’, ‘artificial intelligence chatbot’ and ‘collaborative knowledge building’. (2) Frequently studied topics included ‘AI for MOOCs and self-regulated learning’ and ‘affective computing and emotional engagement’. (3) Most studies adopted intelligent tutoring systems, traditional machine learning methods and natural language processing. (4) Emotional engagement regarding affective or psychological states among college students received the most attention. (5) Most studies adopted quantitative approaches and concerned computer science and language education. Accordingly, we highlighted AI's roles as tutors, advisors, partners, tutees and regulators for behavioural, cognitive and emotional engagement to inspire AI's effective integration into education.

To explore the opportunities and challenges of artificial intelligence (AI) in nursing and its impact. Bibliographic review using Arksey and O'Malley's framework, enhanced by Levac, Colquhoun and O'Brien and following PRISMA guidelines, including qualitative and mixed studies. MeSH terms and keywords such as nursing education and ethical considerations were used in databases such as PubMed, Scopus, Web of Science, CINAHL, IEEE Xplore and Google Scholar. Of all, 53 studies were included, highlighting various opportunities and challenges of AI integration and opportunities for personalised learning, training improvement and evaluation. Highlighting challenges related to academic integrity, accuracy, data privacy and security, for the development of critical thinking skills. The integration of AI in nursing education offers significant advantages for improving the quality and effectiveness of education, such as academic integrity, critical thinking and equitable access, for this reason, faculty training should be geared toward the integration of AI in nursing education.

The quality of online and e-learning is crucial for ensuring that students in European higher education have access to high-quality education and are prepared for the future workforce. The Train-the-Trainer (TTT) model and implementation approach can play a crucial role in improving the quality of online and e-learning by providing educators with the skills and knowledge they need to design, deliver and evaluate practical online and e-learning courses. This paper is part of the EU innovation project Empower Competencies for Onlife Learning in Higher Education (ECOLHE) and utilised a mixed-methods case study. The project has designed, developed and implemented a TTT approach and executed a TTT programme for online learning as pedagogical development practices. The pilot study, conducted as part of the ECOLHE project, evaluated the impact of the TTT and presented the findings. The research demonstrates the effectiveness of TTT in improving educators' competencies and the overall quality of online education for students' development. The paper argues that these findings can be developed into best practices for the TTT programme. The TTT approach can potentially create a larger pool of highly skilled educators across the European Higher Education Area (EHEA) and increase the education offering capacity. This can lead to significant improvements in online and e-learning experiences, ultimately empowering students for success. The paper emphasises the importance of ongoing professional development for educators in online learning practices. The TTT approach empowers educators to create online learning environments that facilitate student development and progress by fostering these competencies within a real-world context. The ECOLHE project focused on online learning only, in future, similar studies exploring TTT programmes in other educational formats could yield valuable insights for educators and policy makers across the board. The wider implementation of ‘Train-the-Trainer’ approach can improve online education and digital transformation across the EHEA.