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“Don't Give up the Power to Think!”: A Case Study of English Language Teachers' AI Ethics and AI-Induced Emotions “不要放弃思考的能力!”——以英语教师人工智能伦理与人工智能诱发情绪为例
IF 3.6 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2026-02-05 DOI: 10.1111/ejed.70456
Xiao Xie, Lawrence Jun Zhang, Xing Xu

As artificial intelligence (AI) tools become increasingly embedded in education, concerns about their ethical consequences have intensified. Risks such as plagiarism and the potential erosion of students' critical thinking skills underscore the complexity of integrating AI responsibly. Ensuring the ethical use of these technologies is therefore a central challenge for AI in Education (AIED). Yet, how in-service teachers' emotional responses intersect with ethical concerns remains insufficiently understood, despite emotions being pivotal in shaping classroom practice and AI-enabled productivity. Drawing on Appraisal Theory, this case study examines how university English teachers emotionally respond to the ethical principles of AI integration. Thematic analysis of semi-structured interview data revealed distinct emotional patterns associated with different principles of AI ethics. Beneficence was primarily linked to Challenge Emotions and Achievement Emotions, whereas Non-Maleficence, Autonomy, Justice, and Explicability were more often tied to Deterrence Emotions and Loss Emotions. Among these, concerns about Autonomy, particularly student dependence on AI and the erosion of critical thinking, emerged as especially salient. These findings highlight the need for context-sensitive policies, targeted AI training programs, and a stronger emphasis on ethical reflexivity. By showing how teachers' appraisals of ethical principles are closely intertwined with their emotions, the study extends existing research on AI ethics in education and underscores that emotionally informed approaches are indispensable for achieving responsible, sustainable, and human-centered AI integration.

随着人工智能(AI)工具越来越多地嵌入到教育中,人们对其伦理后果的担忧也日益加剧。剽窃等风险以及学生批判性思维能力的潜在侵蚀,凸显了负责任地整合人工智能的复杂性。因此,确保这些技术的道德使用是人工智能教育(AIED)的核心挑战。然而,尽管情感在塑造课堂实践和人工智能生产力方面发挥着关键作用,但在职教师的情绪反应如何与伦理问题交叉,仍未得到充分理解。借鉴评价理论,本案例研究考察了大学英语教师如何从情感上回应人工智能整合的伦理原则。对半结构化访谈数据的专题分析揭示了与不同人工智能伦理原则相关的不同情感模式。善行主要与挑战情绪和成就情绪有关,而非恶意、自主、正义和可解释性则更多地与威慑情绪和损失情绪有关。其中,对Autonomy的担忧,尤其是学生对人工智能的依赖和批判性思维的侵蚀,显得尤为突出。这些发现强调了制定情境敏感政策、有针对性的人工智能培训计划以及更加强调道德反身性的必要性。通过展示教师对伦理原则的评价如何与他们的情感密切相关,该研究扩展了现有的人工智能教育伦理研究,并强调了情感知情方法对于实现负责任、可持续和以人为本的人工智能整合是不可或缺的。
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引用次数: 0
Why Is It Difficult to Stay in the Profession? The Life Course of Early-Career Teachers in Rural China 为什么很难留在这个行业?中国农村早期职业教师的生命历程
IF 3.6 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2026-02-04 DOI: 10.1111/ejed.70509
Guo Jincheng, Sun Haoquan, Yang Jin, Bai Xiuli

The retention of young teachers in rural schools has been a topic of global concern, and the educational inequality between urban and rural areas has heightened the need for a group of high-quality young teachers to enter rural education. Drawing on Life Course Theory, this paper examines the lived experiences of young teachers in rural China to explore potential strategies for improving their retention in the teaching profession. A total of 10 highly educated young rural teachers were identified through snowball sampling. The results showed that their self-orientation in rural schools was closer to that of a supervisor, accompanied by feelings of isolation at work, low career achievement, deprivation of private time due to work outside teaching, and confusion about future career development. Overall, this paper provides a perspective on rural education from the perspective of young rural teachers and reveals future research trends in rural teacher education.

青年教师在农村学校的保留问题一直是全球关注的话题,城乡教育不平等加剧了对一批高素质青年教师进入农村教育的需求。本文以生命历程理论为基础,考察了中国农村青年教师的生活经历,探讨了提高青年教师留任率的潜在策略。通过滚雪球抽样,共筛选出10名高学历青年农村教师。结果表明,农村学校教师的自我取向更接近于辅导员的自我取向,并伴有工作孤立感、职业成就低、课外工作剥夺私人时间和对未来职业发展的困惑。总体而言,本文从农村青年教师的角度对农村教育进行了研究,并揭示了未来农村教师教育的研究趋势。
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引用次数: 0
University as a Knowscape for Epistemic Emancipation: Possibilities and Constraints 大学作为知识解放的知识景观:可能性与约束
IF 3.6 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2026-02-04 DOI: 10.1111/ejed.70470
Hamza R'boul

Epistemic emancipation refers to the erosion of any interference that obstructs subjects' ability to produce, gain and negotiate knowledge. This article argues that epistemic emancipation does not fundamentally and solely proceed from the spatial and temporal presence of alternative epistemologies as an end in itself, nor does it presuppose a complete delinking from the dominant epistemes to reaffirm the originality and non-derivativeness of Southern ways of knowing. This article draws on email interviews with 16 Moroccan university professors, as key agents in unsettling or reproducing epistemic hierarchies, to explore the mobilisations of decoloniality within Moroccan higher education. The findings revealed that (a) Moroccan professors framed epistemic emancipation to be fundamentally about reclaiming intellectual sovereignty from colonial knowledge hierarchies, including paradigms of knowledge production and validation; (b) they mobilised curricular interventions which recenter local epistemes to enact epistemic emancipation, but they were required to navigate institutional constraints; and (c) linguistic hierarchies, colonial institutional policies and epistemological gatekeeping were the main constraints complicating professors' epistemic emancipation struggles.

知识解放指的是对任何阻碍主体产生、获取和协商知识能力的干扰的侵蚀。本文认为,认识论的解放并不是从根本上和唯一地从空间和时间上的替代认识论的存在出发,作为其本身的目的,它也没有预设与主导认识论的完全分离,以重申南方认识方式的原创性和非衍生性。本文通过电子邮件采访了16位摩洛哥大学教授,他们是扰乱或再现认知等级制度的关键人物,探讨了摩洛哥高等教育中去殖民主义的动员。调查结果显示(a)摩洛哥教授认为,知识解放从根本上就是从殖民知识等级制度中收回知识主权,包括知识生产和验证的范例;(b)他们动员课程干预,重新集中地方知识,以实现知识解放,但他们需要克服制度上的限制;(c)语言等级制度、殖民制度政策和认识论守门是使教授的认识论解放斗争复杂化的主要制约因素。
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引用次数: 0
Exploring the Relationships Among Teacher Autonomy Support, Intrinsic Motivation, Academic Resilience, Learning Engagement, and Well-Being: A Mixed Methods Study 教师自主支持、内在动机、学业弹性、学习投入与幸福感之关系探讨:一项混合方法研究
IF 3.6 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2026-02-04 DOI: 10.1111/ejed.70507
Yafei Shi, Mengjin Chen, Yantao Wei, Xingang Zhang, Ke Zhu

This sequential explanatory mixed-methods study explored how teachers' autonomy support influences students' learning engagement and well-being in online learning environments, with intrinsic motivation and academic resilience as mediators. Quantitative data were gathered through surveys of 990 university students, followed by in-depth qualitative interviews with 12 selected participants. The quantitative findings revealed that teacher autonomy support positively predicted both learning engagement and well-being. Furthermore, intrinsic motivation and academic resilience mediated the relationship between teacher autonomy support and these outcomes. Interestingly, sequential mediating effects of intrinsic motivation and academic resilience were observed in the association between teacher autonomy support and both learning engagement and well-being. Qualitative analysis identified five key themes: advantages and challenges of online learning, the ideal teacher role, learning motivation, problem-solving strategies, and the overall learning experiences. These findings offer practical insights for enhancing teachers' professional development and designing effective online learning environments.

本研究以内在动机和学业弹性为中介,探讨了教师自主支持如何影响在线学习环境中学生的学习投入和幸福感。通过对990名大学生的调查收集定量数据,然后对选定的12名参与者进行深入的定性访谈。定量研究结果显示,教师自主支持正向预测学习投入和幸福感。此外,内在动机和学业弹性在教师自主支持与这些结果的关系中起中介作用。有趣的是,在教师自主支持与学习投入和幸福感的关系中,内在动机和学业弹性的顺序中介效应被观察到。定性分析确定了五个关键主题:在线学习的优势和挑战、理想的教师角色、学习动机、解决问题的策略和整体学习体验。这些发现为促进教师专业发展和设计有效的在线学习环境提供了实践见解。
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引用次数: 0
Affordable Excellence? The Baltic States as a Destination for International Student Mobility in the Global Education Competition 负担得起的卓越?波罗的海国家在全球教育竞争中作为国际学生流动的目的地
IF 3.6 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2026-02-02 DOI: 10.1111/ejed.70461
Elina Apsite-Berina, Irma Mačkinė, Eero Loonurm

Research on International Student Mobility (ISM) increasingly examines emerging destinations, reflecting broader dynamics of higher education (HE) internationalisation. The Baltic states—Estonia, Latvia, and Lithuania—offer a compelling example of how small, non-traditional destinations seek to position themselves within global HE markets. This study examines their strategies to enhance attractiveness for international students (IS) and to compete with established Western destinations, using a comparative approach to identify both shared orientations and country-specific practices. All three countries emphasise affordable, high-quality education, labour market relevance, and strategic branding while highlighting unique strengths: Estonia presents itself as a digital innovation hub, Latvia highlights multiculturalism and affordability, and Lithuania foregrounds a blend of educational tradition and modernity. National recruitment strategies operate alongside regional collaboration, collectively enhancing the visibility of the Baltic region internationally. By demonstrating how smaller HE systems leverage affordability, branding, and institutional adaptability, this study contributes to ISM scholarship and offers insights into the ways in which semi-peripheral education systems navigate competition and cooperation within global HE hierarchies.

国际学生流动研究(ISM)越来越多地考察新兴目的地,反映了高等教育(HE)国际化的更广泛动态。波罗的海国家——爱沙尼亚、拉脱维亚和立陶宛——提供了一个引人注目的例子,说明了小型的非传统目的地如何在全球高等教育市场中寻求定位。本研究考察了他们提高对国际学生吸引力的策略,并利用比较的方法来确定共同的方向和国家具体的做法,以与老牌西方目的地竞争。这三个国家都强调负担得起的高质量教育、劳动力市场相关性和战略品牌,同时突出独特的优势:爱沙尼亚将自己展示为数字创新中心,拉脱维亚强调多元文化主义和可负担性,立陶宛则强调传统与现代教育的融合。国家征聘战略与区域合作一起运作,共同提高了波罗的海区域在国际上的知名度。通过展示小型高等教育系统如何利用可负担性、品牌和制度适应性,本研究为ISM奖学金做出了贡献,并提供了半外围教育系统在全球高等教育层次结构中引导竞争与合作的方式的见解。
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引用次数: 0
The Paradox of English-Medium-Instruction: How Disciplinary Culture and Medium-Of-Instruction Shape Beliefs About Language Learning 英语媒介教学的悖论:学科文化和教学媒介如何塑造语言学习信念
IF 3.6 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2026-02-02 DOI: 10.1111/ejed.70505
Guliz Turgut Dost

This study explored how disciplinary culture and instructional medium, specifically English-medium instruction (EMI), influence university students' beliefs about language learning. Using a mixed-methods design, 374 undergraduates from English language teaching (ELT), engineering and medical fields completed the Beliefs About Language Learning Inventory, and 22 students participated in semi-structured interviews. Quantitative analyses revealed significant disciplinary differences across 21 of 34 items and EMI-based differences in 11 items. Qualitative data triangulated these findings. ELT students reported high self-efficacy and intercultural orientation, but stricter views on accuracy. Engineering students reported pragmatic, technology-mediated strategies and instrumental motivation. Medical students showed lower confidence and functional orientations shaped by workload demands. EMI group displayed higher self-efficacy and intercultural engagement. They also exhibited perfectionist views on accuracy and pronunciation. The results show how disciplinary culture and instructional medium shape beliefs in complex and sometimes paradoxical ways. Pedagogical implications are discussed in relation to EMI programs and disciplinary curricula.

本研究探讨学科文化和教学媒介,特别是英语媒介教学(EMI)如何影响大学生的语言学习信念。采用混合方法设计,374名来自英语教学、工程和医学领域的本科生完成了语言学习信念量表,22名学生参加了半结构化访谈。定量分析显示,34个项目中有21个项目存在显著的学科差异,11个项目存在基于emi的差异。定性数据对这些发现进行了三角分析。英语学习者的自我效能感和跨文化倾向较高,但对准确性的要求更严格。工科学生报告了实用主义、技术中介策略和工具动机。医学生表现出较低的自信心和受工作量需求影响的功能取向。EMI组表现出更高的自我效能感和跨文化参与。他们在准确性和发音方面也表现出完美主义的观点。研究结果表明,学科文化和教学媒介如何以复杂的、有时是矛盾的方式塑造信念。讨论了与EMI计划和学科课程相关的教学含义。
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引用次数: 0
Revising Pre-Service Teacher Education for Diversity, Equity, and Inclusion: Multicultural Curriculum Challenges and Prospects in South Africa 修订职前教师教育的多样性、公平性和包容性:南非多元文化课程的挑战和前景
IF 3.6 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2026-02-02 DOI: 10.1111/ejed.70493
Oluwatoyin Ayodele Ajani, Samantha Govender

This study undertakes a systematic literature review to examine the challenges and opportunities of revising pre-service teacher education in South Africa to foreground diversity, equity, and inclusion. Guided by social justice pedagogies, the review critically interrogates the multicultural curriculum within initial teacher education programmes. While post-apartheid reforms created the conditions for change, persistent systemic inequalities continue to shape educational experiences and outcomes, which calls for a thorough reconceptualisation of how teachers are prepared for increasingly diverse classrooms. Drawing on empirical and conceptual literature published between 2004 and 2024, the review follows a transparent search and screening process, guided by recognised systematic review procedures. It interrogates dominant curricula and their underlying frameworks and identifies pedagogical, ideological, and institutional barriers that hinder the meaningful integration of multicultural and decolonial perspectives. Key challenges include the superficial treatment of diversity, tokenistic curricular additions, and inadequate provision for the sustained professional development of teacher educators in social justice praxis. At the same time, the review highlights concrete possibilities for transformation, including the development of critical consciousness and reflexivity among pre-service teachers, the implementation of culturally sustaining pedagogies that affirm learner identities, and the creation of school-university partnerships that take fair and inclusive practice as a central focus. By synthesising a diverse body of scholarship, the study offers a coherent account of pathways for reconceptualising pre-service teacher education so that curricula move beyond symbolic claims of multiculturalism towards social justice as a lived commitment. The findings signal the need for immediate policy and programme reconfiguration to equip newly qualified teachers with the knowledge, skills, and dispositions required to create genuinely inclusive and equitable learning spaces for all learners in South Africa.

本研究进行了系统的文献综述,以考察南非职前教师教育改革的挑战和机遇,以促进多样性、公平和包容性。在社会公正教学法的指导下,本文批判性地审视了初期教师教育计划中的多元文化课程。虽然后种族隔离时代的改革为变革创造了条件,但持续存在的系统性不平等继续影响着教育经验和成果,这就要求对教师如何为日益多样化的课堂做好准备进行彻底的重新构想。根据2004年至2024年间发表的实证和概念性文献,该审查遵循透明的搜索和筛选过程,并以公认的系统审查程序为指导。它质疑主流课程及其基本框架,并确定阻碍多元文化和非殖民化观点有意义整合的教学、意识形态和制度障碍。主要的挑战包括对多样性的肤浅对待,象征性的课程增加,以及在社会正义实践中为教师教育工作者提供持续专业发展的不足。与此同时,该综述强调了转型的具体可能性,包括职前教师批判意识和反身性的发展,肯定学习者身份的文化维持教学法的实施,以及以公平和包容性实践为中心焦点的学校-大学合作伙伴关系的建立。通过综合不同的学术研究,该研究为重新定义职前教师教育提供了一个连贯的途径,以便课程超越多元文化主义的象征性要求,将社会正义作为一种生活承诺。调查结果表明,有必要立即调整政策和方案,使新合格教师具备为南非所有学习者创造真正包容和公平的学习空间所需的知识、技能和素质。
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引用次数: 0
Beyond Substitution: How Teacher Interpersonal Behaviours Empower Students to Communicate With AI—A Dual-Mediation Model of Enjoyment and Trust 超越替代:教师人际行为如何使学生与人工智能交流——一个享受与信任的双重中介模型
IF 3.6 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2026-01-31 DOI: 10.1111/ejed.70499
Qinqing Zhang, Jiqun Fan

This study examines how teacher interpersonal behaviours and AI attributes (responsiveness and anthropomorphism) influence students' willingness to communicate (WTC) with AI through the parallel mediators of classroom enjoyment and AI trust. Using survey data from 557 Chinese undergraduates in AI-enhanced language classrooms, structural equation modelling revealed that teacher–student interaction predicts communication willingness both directly and indirectly through dual mediators. While responsiveness operates fully through indirect pathways, anthropomorphism exerts both direct and indirect effects. Crucially, classroom enjoyment enhances AI trust, confirming a synergistic affective-cognitive sequence. Findings demonstrate teachers' irreplaceable role in AI-enabled classrooms, highlighting human–AI synergy rather than substitution. This dual-mediation perspective offers valuable insights for integrating AI while preserving essential human elements in education. This study examines how teacher interpersonal behaviours and two key AI attributes—responsiveness (speed/fluency of AI feedback) and anthropomorphism (human-like cues of AI)—shape students' willingness to communicate with AI (WTCA) through the parallel mediators of classroom enjoyment and AI trust. Survey data from 557 Chinese undergraduates in AI-enhanced language classrooms were analysed with structural equation modelling. Teacher–student interaction predicted WTCA both directly and indirectly via enjoyment and trust. AI responsiveness operated only through these indirect paths, whereas anthropomorphism exerted additional direct effects. Enjoyment, in turn, enhanced AI trust, confirming an affective-cognitive synergy. Findings underscore teachers' irreplaceable role in human–AI collaborative learning and offer practical guidance for integrating AI without sacrificing essential human elements.

本研究考察了教师的人际行为和人工智能属性(响应性和拟人化)如何通过课堂享受和人工智能信任这两个平行中介影响学生与人工智能的沟通意愿。利用对557名中国大学生在人工智能增强语言课堂中的调查数据,结构方程模型显示,师生互动通过双中介直接和间接地预测沟通意愿。虽然反应完全通过间接途径发挥作用,但拟人化同时发挥直接和间接作用。至关重要的是,课堂乐趣增强了人工智能的信任,确认了一种协同的情感-认知序列。研究结果表明,教师在人工智能课堂中发挥着不可替代的作用,突出了人类与人工智能的协同作用,而不是替代作用。这种双重中介视角为整合人工智能提供了宝贵的见解,同时保留了教育中必不可少的人类元素。本研究考察了教师的人际行为和两个关键的人工智能属性——响应性(人工智能反馈的速度/流畅性)和拟人化(人工智能的类人提示)——如何通过课堂享受和人工智能信任这两个平行中介来塑造学生与人工智能交流的意愿(WTCA)。采用结构方程模型分析了557名中国大学生在人工智能增强语言教室的调查数据。师生互动通过享受和信任直接或间接地预测WTCA。人工智能的响应只通过这些间接途径运作,而拟人化则产生额外的直接影响。乐趣反过来又增强了人工智能的信任,确认了情感和认知的协同作用。研究结果强调了教师在人类与人工智能协作学习中不可替代的作用,并为在不牺牲人类基本要素的情况下整合人工智能提供了实用指导。
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引用次数: 0
Artificial Intelligence in Physiotherapy Education: A Multi-Country Middle East Survey of AI Acceptance and Barriers Among University Students 物理治疗教育中的人工智能:一项中东多国大学生对人工智能接受程度和障碍的调查
IF 3.6 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2026-01-30 DOI: 10.1111/ejed.70476
Ahmed S. Ali, Saleh M. Alhirsan, Mahmoud Elshazly, Zeinab Abdelfattah Ali, Mahmoud Y. Elzanaty, Waleed T. Mansour, Shreen Ibrahim Taha, Inasse N. Alarousi, Ibrahim Mohamed Hamoda, Shiymaa Farghaly Mahmoud Diab, Ahmed M. El Melhat, Sameer A. Alkubati, Ayman Mohamed El-Ashry

Artificial Intelligence (AI) is reshaping healthcare education, yet structured AI training within physiotherapy programmes remains uneven across the Middle East. We conducted a cross-sectional, multi-country online survey of 3195 undergraduate and internship-level physiotherapy students from nine Middle Eastern countries (Egypt, Jordan, Lebanon, Libya, Palestine, Saudi Arabia, Sudan, Tunisia, and the United Arab Emirates). Using Technology Acceptance Model (TAM) constructs—perceived usefulness (PU) and perceived ease of use (PEOU)—we examined factors associated with AI acceptance and students' perceived barriers to AI integration in physiotherapy education. AI acceptance differed significantly by country (highest in the UAE and lowest in Tunisia), gender (male > female), academic level, GPA, and income (p < 0.05). Prior AI workshop participation, use of specific AI tools (e.g., DeepSeek), perceived time-management benefits, and trust in AI were associated with higher acceptance. In multivariable regression, these sociodemographic and AI-exposure variables explained 24.4% of the variance in AI acceptance. These findings indicate substantial regional disparities in AI preparedness and access, supporting the need for equitable, competency-based AI education and governance policies tailored to physiotherapy training across the Middle East.

人工智能(AI)正在重塑医疗保健教育,但在整个中东地区,物理治疗项目中的结构化人工智能培训仍然不均衡。我们对来自9个中东国家(埃及、约旦、黎巴嫩、利比亚、巴勒斯坦、沙特阿拉伯、苏丹、突尼斯和阿拉伯联合酋长国)的3195名本科和实习级别的物理治疗学生进行了横断面、多国在线调查。使用技术接受模型(TAM)结构-感知有用性(PU)和感知易用性(PEOU) -我们研究了与人工智能接受度相关的因素以及学生在物理治疗教育中对人工智能整合的感知障碍。人工智能的接受程度因国家(阿联酋最高,突尼斯最低)、性别(男性和女性)、学术水平、GPA和收入而有显著差异(p < 0.05)。先前的人工智能研讨会参与,使用特定的人工智能工具(例如,DeepSeek),感知到的时间管理好处,以及对人工智能的信任与更高的接受度相关。在多变量回归中,这些社会人口学和人工智能暴露变量解释了人工智能接受度方差的24.4%。这些研究结果表明,在人工智能准备和获取方面存在巨大的地区差异,因此需要针对整个中东地区的物理治疗培训制定公平、基于能力的人工智能教育和治理政策。
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引用次数: 0
AI-Enhanced E-Learning for Intellectual Property Education: Cultivating International Talents Through Accessible and Personalised Digital Training 基于人工智能的知识产权教育电子学习:通过无障碍和个性化的数字化培训培养国际人才
IF 3.6 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2026-01-30 DOI: 10.1111/ejed.70480
Peizhao Li, Jieming Liu, Jun Yao, Lin Luo

The rapid advancement of online learning and artificial intelligence (AI) offers new opportunities to strengthen intellectual property (IP) education, an area still underdeveloped in most educational contexts. This study introduces an AI-driven e-learning system designed to deliver adaptive, differentiated, and globally accessible IP education. By incorporating machine learning, intelligent tutoring, adaptive testing, and gamification, the system creates personalised learning pathways that address diverse learner needs. To evaluate feasibility, synthetic student datasets representing international learners were employed, alongside surveys and interaction logs capturing engagement, satisfaction, usability, and accessibility. Findings reveal that personalization significantly improved engagement, with ratings of 4.3/5 for tailored pathways and 4.5/5 for overall engagement. Multilingual support (4.0) and cultural sensitivity (4.3) were positively perceived, though regional adaptability scored lower (3.2), suggesting a need for localised content. Usability results indicated intuitive navigation and interface design, while technical support emerged as the main area for improvement. Predictive analytics was the most valued AI function (4.2), emphasising its contribution to learner achievement. Overall, the study highlights both theoretical and practical relevance, demonstrating scalable approaches for embedding AI in specialised education to promote inclusivity, global talent development, and cross-cultural collaboration.

在线学习和人工智能(AI)的快速发展为加强知识产权(IP)教育提供了新的机遇,这一领域在大多数教育环境中仍不发达。本研究介绍了一个人工智能驱动的电子学习系统,旨在提供适应性、差异化和全球可访问的知识产权教育。通过结合机器学习、智能辅导、自适应测试和游戏化,该系统创建了个性化的学习途径,以满足不同学习者的需求。为了评估可行性,采用了代表国际学习者的合成学生数据集,以及调查和互动日志,以捕获参与度、满意度、可用性和可访问性。调查结果显示,个性化显著提高了参与度,定制路径的评分为4.3/5,整体参与度为4.5/5。多语言支持(4.0分)和文化敏感性(4.3分)得到了积极的评价,尽管区域适应性得分较低(3.2分),这表明需要本地化的内容。可用性结果表明,直观的导航和界面设计,而技术支持是主要的改进领域。预测分析是最有价值的人工智能功能(4.2分),强调其对学习者成就的贡献。总体而言,该研究强调了理论和实践的相关性,展示了将人工智能嵌入专业教育以促进包容性、全球人才发展和跨文化合作的可扩展方法。
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引用次数: 0
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