European Journal of Education最新文献

This survey-based study delves into the intricate interplay of research utilisation in the pedagogical approaches of a sample of 534 teachers across Catalonia (Spain), Poland, and England. Applying Baudrillard's Theory of Consumption lenses, we present novel insights into the multifaceted aspects of research use, including its benefits, costs, and significance within the teaching profession. Our findings underscore the interdependencies among the perceived benefits, costs, and significance of research utilisation, bolstered by factor analysis. Specifically, our results indicate that teachers regard research as a means to enhance their understanding of educational theories, providing valuable insights to inform their teaching practices. Moreover, research empowers teachers to challenge entrenched conceptions and adopt innovative pedagogical strategies. In addition, the significance of research use is associated with its alignment with school priorities and integration into the decision-making processes. Furthermore, teachers identified various obstacles to research use, including issues of research literacy, support mechanisms, and the accessibility of research resources. The study sheds additional insight into the dynamics of research utilisation among teachers operating within diverse national contexts. It underscores the intricate relationships between individual and organisational factors that shape and influence teaching practices.

With the rise of positive psychology (PP) in 1954 and its flowering in the last decade of the 20th century, the focus of psychological and educational studies has shifted from examining negative health-related outcomes to their positive counterparts. In line with this new research agenda, several L2 researchers have studied different positive health-related outcomes and their predictors among language teachers. Few language studies, however, have been dedicated to examining language teachers' psychological well-being and its potential predictors. To bridge the lacuna, the current research tried to evaluate the role of emotion regulation and resilience in predicting Chinese EFL teachers' psychological well-being. This research also strived to find out whether perceived self-efficacy could mediate the interaction between psychological well-being, emotion regulation and resilience. For this purpose, 430 English teachers recruited from Chinese EFL classes were asked to respond to four closed-ended questionnaires. The analysis outcomes exhibited strong and positive associations between resilience, emotion regulation and psychological well-being. The results also divulged that the psychological well-being of English language teachers could be meaningfully predicted by their emotion regulation ability and resilience. Additionally, the results indicated that the association between Chinese English teachers' resilience, emotion regulation ability and psychological well-being could be significantly mediated by their self-efficacy beliefs. These outcomes may have some useful and instructive implications for educational principals and teacher trainers.

This study aims to examine the relationship among motivation for joining an educational leadership training programme (MOT), perceived skills (PS), and perceived changes in transformational leadership (PCTFL) in educational leadership training. The study drew on survey data from 761 participants who were associated with a leadership development programme under an EU-China cooperation project. The conceptual model was tested by structural equation modelling (SEM) by the Mplus programme. MOT and PCTFL were measured, respectively, by second-order factor structure assessments due to their multi-dimensional nature. The findings of the study suggest that motivation positively influences perceived changes in transformational leadership, and this relationship is positively mediated by perceived skills as learning gains in educational leadership training. The study provides novel empirical evidence on motivation that leads to transformational leadership changes in leadership training programmes. Policymakers and other key stakeholders can use these findings to gain a deeper understanding of the success of projects and encourage academic members to participate in leadership training programmes to improve transformational leadership.

Despite various calls for a thorough re-conceptualization of current English language teaching (ELT) practices, incorporating courses for critical perspectives on linguistic and cultural diversity is still a major challenge in most teacher education programmes in many English as a foreign language (EFL) countries. Therefore, we explored the evolving perspectives of English as a global language among Turkish pre-service English teachers (PELTs) in response to a global Englishes-focused curriculum. Using self-report data, the study reveals participants' complex and diverse views on language varieties in English as a Lingua Franca (ELF) communication, driven by various reasons. After a GE-oriented course, most participants shifted to plurilithic orientations as they softened their beliefs in native-speaker English superiority and developed a more sophisticated understanding of English. Seven participants with monolithic orientation appeared to reduce the complex and dynamic nature of language to racialized stereotypes associated with native speaker norms. Based on the findings, how language orientations and ideologies may inform teacher preparation in language teaching was discussed. Several recommendations for further research and preparation of PELTs were made.

Biomedical engineering is critical in improving people's lives through innovative solutions to biological and medical challenges. In the face of today's rapidly evolving climate, the field of biomedical engineering encounters numerous pressures that demand up-to-date skills and competencies. The (re-)development of curricula aligning with industry and societal needs, students' expectations, and academics' expertise while outlining graduates' knowledge (that) and abilities (how) becomes indispensable despite the challenges and complexities presented by conflicting priorities, tight timelines, and scarce resources. This paper presents a qualitative study conducted by a biomedical engineering graduate school at an Australian university. The study engaged four key stakeholders—industry partners, recent graduates, current academics, and students—in a self-auditing process of an existing biomedical engineering curriculum. This exercise aimed to identify priorities for the future development of the curriculum. The findings reveal the perspectives from the four stakeholder groups, with industry partners and recent graduates focusing on technical and transferable skills and current students and academic staff advocating for breadth and a more practice-oriented curriculum, where transdisciplinarity should inform biomedical engineering education. We propose that this evidence-based and bottom-up approach with multiple stakeholders holds potential implications for fields beyond biomedical engineering education. It provides valuable guidance to educational institutions seeking to (re-)develop their curricula to align with evolving industry and society demands.

Computational Thinking (CT) is crucial for the advancement of the STEM field, where there continues to be a lack of female representation. Teaching and learning (T/L) of CT should incorporate didactic strategies that aim to eliminate gender biases and integrate girls/women into this context. In response to the question, “What didactic strategies have been implemented in the T/L of CT in primary and secondary education?”. A systematic review was conducted following a PRISMA protocol specifically designed for this review. The study analysed Didactic Strategies (DS) and examined whether they incorporated the so-called “minimum actions” (MA) proposed in this article as a strategy to integrate females into CT. The findings revealed a limited number of studies that implemented these actions. In conclusion, there is an urgent need to continue developing DS that incorporate these MA to effectively integrate girls and women into CT, allowing them to play a central role in its advancement and development.

Within OECD countries, 20% of university students continue no further than the first year. The objective of this research is to analyse the antecedents of student commitment, so as to design action plans for reducing dropout rates within higher education. Educational engagement, student–university identification and perception of performance were analysed at the campus of Social and Juridical Sciences of Seville University (Spain). A sample of 641 valid questionnaires was used to analyse the constructs and their complex inter-relations using Partial Least Squares-Simultaneous Equation Modelling. The results revealed a strong relation between identification with and commitment to the university, as well as between educational engagement and identification. Universities as institutions are called on to take action to reduce high early dropout rates by encouraging educational engagement and identification with the university. Such actions might include departments for educational orientation and the promotion of activities to foster enduring links between students and universities.

In many Western societies, earning a degree is considered an ultimate educational achievement. Second chance education (SCE) serves as a distinct pathway for those who have dropped out of school, allowing them to re-enter the educational system. Understanding the specific obstacles and needs of students in SCE is crucial for providing better-tailored support. However, limited knowledge exists about the challenges faced by students seeking to enrol in SCE. This qualitative study conducted in-depth interviews with 28 drop-in students (M_age = 30) to explore these barriers and needs. Identified barriers span institutional, situational, environmental, and life-course levels. Primary needs centre around warm and accessible teachers, as well as flexible, student-focused learning options. The results underscore the value and significance of second chance education as a unique pedagogical context for drop-in students. It also emphasizes that the insights gained from SCE can inform improvements in regular, first-chance education, serving diverse student populations. Lastly, SCE serves as a societal mirror, urging a re-evaluation of the broader discourse in education. Overall, this study calls for more appreciation of SCE, acknowledging and recognizing its unique pedagogical context, dedicated teachers, and determined students.

This study employs Bernstein's concept of recontextualization and Rata's theorization of the Curriculum Design Coherence [CDC] model as theoretical tools to analyse the Curriculum Standard for Chinese Language [Standard] (The Standard, the Guidance, the Plan and all the quotations from the three policies were translated by me because the official English versions of them are unavailable.) which is part of a new approach to curriculum policy development in China. The study aims to identify and explain the mechanisms through which the Chinese government has recontextualized its ascendant political ideals of the core socialist values into the country's education system via curriculum policymaking. The study reveals that the Standard contains features embedding the core socialist values. This is achieved through three distinct mechanisms of recontextualization: policy propositions, subject competencies and subject concepts and content which operate from a sociocultural knowledge orientation. This sociocultural knowledge orientation aligns with the government's strong will to cultivate the core socialist values within the young generation so they become qualified builders and successors of the country's great socialist cause.

Drawing upon contemporary research, this paper examines whether there is a relationship of STEM (science, technology, engineering and maths) bachelor and master graduates to the gender pay gap (GPG) in the 27 EU Member states in 2013–2020 using a novel cross-sectional data set based on the 2013 International Standard Classification of Education (ISCED). International panel data were analysed with the dynamic modelling fixed effects method and compared with the results received from the cross-sectional analysis executed with the help of Bayesian model averaging methods. Our findings suggest that STEM education plays a significant role in forming the GPG. We can see a negative, robust and statistically significant effect of bachelor- and master-level female STEM graduates on the GPG and a positive statistically significant effect of bachelor- and master-level male STEM graduates on the GPG. The permanently lower women-to-men ratio in STEM education and those employed in high-end sectors of science and technology can be one of the drivers of the persistent GPG in developed countries.