European Journal of Education最新文献

This study examines Critical Pedagogy (CP) and Participatory Approaches (PA) to address gender-based violence (GBV) in EFL speaking. Involving 30 pre-service EFL teachers at a Turkish public university, it co-designed a six-week mini-syllabus covering causes and consequences of GBV, educational disparities, media representations and advocacy. Activities included group discussion, critical media analysis and awareness materials. Pre- and post-comparisons showed gains in fluency, vocabulary and analytical reasoning. Embedding GBV content strengthened language proficiency while fostering empathy, social consciousness and agency. The study demonstrates a participatory, context-responsive curriculum integrating gender justice into EFL speaking. Given the small, single-site sample and six-week duration, findings are context-specific and analytically transferable rather than broadly generalisable. It highlights English as a vehicle for social engagement, challenging dominant ideologies and advocating for gender equity inside and beyond the classroom.

This study investigates the growing body of research on formative assessment (FA) in English as a foreign language (EFL) classrooms by examining questioning practices in blended synchronous learning environment (BSLE). The rationale for the study lies in addressing the critical need to understand how questioning practices in BSLE can serve as dynamic FA strategies, especially in linguistically and culturally diverse classrooms. Drawing on Heritage's GFIP framework (Gap, Feedback, Involvement, Progress) and the ESRU model (Eliciting, Student response, Recognition, Using information), this study integrates systemic functional linguistics (SFL), Pragmatics, and critical discourse analysis to investigate the pedagogical, linguistic, and discourse features of teacher questioning. Observations of three teachers' questioning practices and critical discourse analysis bring forth new ideas into an updated GFIP and an innovative EIDFR (Eliciting, Interpreting, Diagnosing, Feedback, Reflection) cycle, a more linguistically applicable and culturally responsive model in enabling questioning as a dynamic FA strategy. Results demonstrate a Dynamic Assessment Conversation Pattern that bridges static and dynamic FA practices through assessment conversations. The study specifically addresses critical gaps in understanding how linguistic and cultural considerations influence assessment conversations, providing actionable insights into effective teaching strategies for diverse classrooms.

The COVID-19 pandemic exposed profound governance challenges in laboratory-based education, particularly in medical schools where practical training is essential for developing competent health professionals. Although existing studies have documented a range of pedagogical and technological adaptations, relatively little attention has been paid to the governance processes that shape how laboratory teaching is coordinated, regulated and enacted across multiple levels. This article advances a Multi-Level Governance (MLG)—based methodological framework designed to guide future research on post-pandemic laboratory education. Rather than presenting a full empirical study, the paper develops a structured methodological agenda—integrating macro-level policy analysis, meso-level institutional inquiry and micro-level qualitative investigation—and includes a brief illustrative vignette from a Chinese medical university to demonstrate how the framework can be operationalised. The approach emphasises translation, interaction and feedback across governance levels and outlines methodological pathways for understanding how laboratory education can contribute to broader goals related to public health, educational equity and sustainable improvements in teaching quality. Ultimately, the framework aims to support comparative, longitudinal and multi-level research capable of capturing the complexity of governing laboratory teaching in the post-COVID era.

As China has stepped up pressure in regard to globalisation, English–Mandarin bilingual education has been gaining a strategic import in primary schools. The paper examines the efficacy of the bilingual pedagogies in five primary schools in China in the view of student participation as well as teacher interventions. The research design is a mixed-methods approach, which combines both quantitative survey data and qualitative information to give a comprehensive review of the classroom dynamics in bilingual classrooms. Pre-tested questionnaires, which comprised Likert-scale, multiple-choice, and checkbox-type questions, were used on the quantitative data collection as a questionnaire that focused on issues such as language use, teaching methodologies, and student involvement. The analysis of the answers of 150 students (Grades 1–5) and 25 bilingual teachers with the help of SPSS and Excel was made in terms of descriptive statistics: mean, percent, and standard deviation. Thematic analysis was applied in the analysis of qualitative data obtained through open-ended questions, and it demonstrated more information about the challenges and advantages of instruction. The results show that dual-language teaching has a positive effect on the level of comfort, understanding, and motivation among students, especially when the teaching method is supplemented by visual effects and interactive learning. The follow-up study clarifies how AI-based, personalization, and VR/AR technologies contributed to setting up such e-learning environments for disabled students. In addition, the paper investigates the influence of LMS, virtual classrooms, and SEL on the professional development and training process. This paper examines how well bilingual education works in Chinese primary schools with a particular focus on English–Mandarin use. The study employed a mixed method to compare the perceptions of teachers and students to address the effects of bilingual pedagogy on the engagement and understanding of students. The results indicate that interactive pedagogy and visual aids have a great role in improving student engagement. The empirical evidence of this study is novel because it compares teacher and student perception of bilingual education in Chinese primary schools and narrows down to the difference in teacher and student engagement. In contrast to the earlier works, the present study also places a significant focus on the impact of interactive pedagogy and visual aids to enhance the engagement of bilingual students. It further examines the subtle issues of balancing language use and teaching techniques by the teachers that have not been examined deeply in the available research.

The construct validity of global-scale language proficiency tests, such as the Pearson Test of English Academic (PTEA), is crucial for ensuring accurate measurement of underlying theoretical concepts. Despite a plethora of studies that address different aspects of construct validity of the PTEA, the results have been mixed. Using a systematic review approach, this study evaluated the features of 40 PTEA construct validity studies, focusing on their research aims, construct characteristics, and methodologies. Results reveal that a variety of aspects of construct validity have been examined, with a predominant focus on a combination of linguistic and background trait-oriented constructs (e.g., gender factor or cognitive demand), and quantitative analyses have been primarily employed. The findings additionally highlight discrepancies in the conceptualisations of constructs, which consequently lead to variations in the adopted theoretical frameworks and the methods for construct validation. Recommendations for enhancing construct validity and future research directions for the PTEA are discussed.