In this article we examine the European Semester as an innovative form of policy coordination, with distinct effects on education and skills policies for Member States. We analyse the Semester's framing of education policy, and examine its manifestations in Spain and Sweden, two countries considered to be different in their approach to education. Drawing on a policy instrumentation approach and interviews with policy actors and documentary analysis, our research suggests that while the Semester has given education policy a significant place within the EU's governance, economic rationales for education are clearly dominant in the process. Still, we identify underpinning logics that strengthen the social and educational perspectives represented in the Semester, although these are still treated as productive forces for labour market integration. In addition, there is a strengthening of collaboration between the European Commission and Member States, but also tensions between different parts of the Commission over the definition and direction of education policy.
{"title":"The European Semester as a Policy Instrument in Education—The Cases of Spain and Sweden","authors":"Xavier Rambla, Nafsika Alexiadou","doi":"10.1111/ejed.12769","DOIUrl":"https://doi.org/10.1111/ejed.12769","url":null,"abstract":"In this article we examine the European Semester as an innovative form of policy coordination, with distinct effects on education and skills policies for Member States. We analyse the Semester's framing of education policy, and examine its manifestations in Spain and Sweden, two countries considered to be different in their approach to education. Drawing on a policy instrumentation approach and interviews with policy actors and documentary analysis, our research suggests that while the Semester has given education policy a significant place within the EU's governance, economic rationales for education are clearly dominant in the process. Still, we identify underpinning logics that strengthen the social and educational perspectives represented in the Semester, although these are still treated as productive forces for labour market integration. In addition, there is a strengthening of collaboration between the European Commission and Member States, but also tensions between different parts of the Commission over the definition and direction of education policy.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142209328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
It is imperative that pre‐service teachers gain digital competency (DC) as a result of their education where e‐learning is a central component. In this study, we aimed to describe pre‐service teachers' perceived DC and e‐learning satisfaction (ELS) levels, to examine how their perceived DC and ELS change in terms of related variables and to investigate how perceived DC predicts ELS. To inform their policy decisions, teacher training institutions and more generally HEIs must have a clear understanding of this relationship as it will allow them to decide whether to invest in e‐learning platforms or in enhancing pre‐service teachers' perceptions of DC. Utilising a quantitative research understanding, we collected data from 402 students in various teaching programs at a Faculty of Education. Findings indicated that pre‐service teachers report a high level of perceived DC and moderate level of ELS while we ascertained a low level of predictive relationship between the two variables. We suggest that policymakers prioritise investing resources in improving DC of pre‐service teachers in order to have them higher levels of ELS to increase the quality of their education.
在以电子学习为核心内容的教育中，职前教师必须获得数字能力（Digital competency，DC）。在这项研究中，我们旨在描述职前教师感知到的数字能力和电子学习满意度（ELS）水平，研究他们感知到的数字能力和电子学习满意度如何随着相关变量的变化而变化，并调查感知到的数字能力如何预测电子学习满意度。教师培训机构和更广泛意义上的高等院校必须清楚地了解这种关系，以便决定是否投资于网络学习平台或提高职前教师对网络学习的感知，从而为其决策提供依据。通过定量研究，我们收集了教育学院不同教学计划的 402 名学生的数据。研究结果表明，职前教师对 DC 的感知水平较高，对 ELS 的感知水平适中，而这两个变量之间的预测关系水平较低。我们建议政策制定者优先投入资源改善职前教师的DC，以提高他们的ELS水平，从而提高他们的教育质量。
{"title":"What Digital Competency Tells Us About E‐Learning Satisfaction of Pre‐Service Teachers","authors":"Serkan Boyraz, M. Emir Rüzgar","doi":"10.1111/ejed.12766","DOIUrl":"https://doi.org/10.1111/ejed.12766","url":null,"abstract":"It is imperative that pre‐service teachers gain digital competency (DC) as a result of their education where e‐learning is a central component. In this study, we aimed to describe pre‐service teachers' perceived DC and e‐learning satisfaction (ELS) levels, to examine how their perceived DC and ELS change in terms of related variables and to investigate how perceived DC predicts ELS. To inform their policy decisions, teacher training institutions and more generally HEIs must have a clear understanding of this relationship as it will allow them to decide whether to invest in e‐learning platforms or in enhancing pre‐service teachers' perceptions of DC. Utilising a quantitative research understanding, we collected data from 402 students in various teaching programs at a Faculty of Education. Findings indicated that pre‐service teachers report a high level of perceived DC and moderate level of ELS while we ascertained a low level of predictive relationship between the two variables. We suggest that policymakers prioritise investing resources in improving DC of pre‐service teachers in order to have them higher levels of ELS to increase the quality of their education.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142209303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Amelie Vanhove, Evelien Opdecam, Sarah Mestdagh, Leen Haerens
To date, no widely used, scientifically validated instruments designed for assessing secondary education students' teamwork skills exist. As CATME‐B shows promising results and might suit secondary education's needs best, this study offers an initial investigation on (1) how students and teachers perceive the use of CATME‐B in secondary education to assess students' teamwork skills and (2) whether CATME‐B is effective in detecting changes in students' perceived teamwork skills when a group assignment is introduced. A mixed‐methods in‐depth approach with a smaller group of 79 students (surveys before and after a group assignment) and three teachers (semi‐structured interviews) was adopted, offering a multi‐actor perspective. Results revealed that students perceived CATME‐B as feasible to use for self‐ and peer‐assessment. Although teachers were more focused on practical impediments, they appreciated its content and offered valuable suggestions for using CATME‐B in secondary education. Additionally, CATME‐B was able to detect significant changes in students' perceived teamwork skills in the context of a group assignment.
{"title":"CATME‐B in Secondary Education: Exploring the Perceptions of Students and Teachers","authors":"Amelie Vanhove, Evelien Opdecam, Sarah Mestdagh, Leen Haerens","doi":"10.1111/ejed.12751","DOIUrl":"https://doi.org/10.1111/ejed.12751","url":null,"abstract":"To date, no widely used, scientifically validated instruments designed for assessing secondary education students' teamwork skills exist. As CATME‐B shows promising results and might suit secondary education's needs best, this study offers an initial investigation on (1) how students and teachers perceive the use of CATME‐B in secondary education to assess students' teamwork skills and (2) whether CATME‐B is effective in detecting changes in students' perceived teamwork skills when a group assignment is introduced. A mixed‐methods in‐depth approach with a smaller group of 79 students (surveys before and after a group assignment) and three teachers (semi‐structured interviews) was adopted, offering a multi‐actor perspective. Results revealed that students perceived CATME‐B as feasible to use for self‐ and peer‐assessment. Although teachers were more focused on practical impediments, they appreciated its content and offered valuable suggestions for using CATME‐B in secondary education. Additionally, CATME‐B was able to detect significant changes in students' perceived teamwork skills in the context of a group assignment.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142209304","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Alumni associations are established by higher education institutions to formalise relationships with alumni, and to nurture alumni loyalty over time. This study investigates drivers of perceived value for an alumni association, and the effects that perceived value and satisfaction have on alumni loyalty. Data were collected from 1711 respondents to an online survey of alumni at a university college in Norway. Responses were analysed using partial least squares structural equation modelling. Findings reveal that service quality of alumni activities and attractive quality of the association drive perceived value. Satisfaction among those that have participated in alumni activities has a significant moderating effect on the relationship between perceived value and alumni loyalty. However, the direct effect of perceived value on alumni loyalty is not significant, meaning that perceived value alone is not enough to drive alumni loyalty. It is necessary to also achieve satisfaction among participants.
{"title":"Drivers of Perceived Value for an Alumni Association, and the Effect of Perceived Value and Satisfaction on Alumni Loyalty","authors":"Jan K. Baumann, Nigel Halpern","doi":"10.1111/ejed.12760","DOIUrl":"https://doi.org/10.1111/ejed.12760","url":null,"abstract":"Alumni associations are established by higher education institutions to formalise relationships with alumni, and to nurture alumni loyalty over time. This study investigates drivers of perceived value for an alumni association, and the effects that perceived value and satisfaction have on alumni loyalty. Data were collected from 1711 respondents to an online survey of alumni at a university college in Norway. Responses were analysed using partial least squares structural equation modelling. Findings reveal that service quality of alumni activities and attractive quality of the association drive perceived value. Satisfaction among those that have participated in alumni activities has a significant moderating effect on the relationship between perceived value and alumni loyalty. However, the direct effect of perceived value on alumni loyalty is not significant, meaning that perceived value alone is not enough to drive alumni loyalty. It is necessary to also achieve satisfaction among participants.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142209305","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Delfín Ortega‐Sánchez, Antoni Santisteban Fernández, Gustavo A. González‐Valencia, Ana María Hernández Carretero
This study analyses the images of the future of Spanish secondary school students (n = 252) from two perspectives. First, from the relationship between representations of the personal future and the social future. Second, the potential influence of the specific training of Geography and History teachers in education for the future on the construction of these representations. From a descriptive, predictive‐correlational and relational design, the results obtained report the existence of significant positive correlations, high effect sizes and optimal statistical power between the ways in which students conceive the social future and their own personal future. They also show the existence of statistically differential proportions between the two representations, less optimistic and progressive when thinking about the future of society. Similarly, the results report evidence of higher probabilities of obtaining positive perceptions about the social future when teachers have previous training in education for the future. The findings also show the need to rethink the concept of the future, in close connection with historical‐temporal awareness, as the core of the aims of social science teaching.
{"title":"Imagining personal and social futures: Representations of secondary school students and the influence of teacher training in education for the future","authors":"Delfín Ortega‐Sánchez, Antoni Santisteban Fernández, Gustavo A. González‐Valencia, Ana María Hernández Carretero","doi":"10.1111/ejed.12743","DOIUrl":"https://doi.org/10.1111/ejed.12743","url":null,"abstract":"This study analyses the images of the future of Spanish secondary school students (<jats:italic>n</jats:italic> = 252) from two perspectives. First, from the relationship between representations of the personal future and the social future. Second, the potential influence of the specific training of Geography and History teachers in education for the future on the construction of these representations. From a descriptive, predictive‐correlational and relational design, the results obtained report the existence of significant positive correlations, high effect sizes and optimal statistical power between the ways in which students conceive the social future and their own personal future. They also show the existence of statistically differential proportions between the two representations, less optimistic and progressive when thinking about the future of society. Similarly, the results report evidence of higher probabilities of obtaining positive perceptions about the social future when teachers have previous training in education for the future. The findings also show the need to rethink the concept of the future, in close connection with historical‐temporal awareness, as the core of the aims of social science teaching.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142209321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Despite the growing interest in researching English language teacher educators' (ELTEs) pedagogy, knowledge base, beliefs, and identity development, there is a lack of comprehensive frameworks that encompass these aspects holistically. This study attempts to develop a professional development profile for English language teacher educators by investigating how they define their profession, what professional characteristics and personality traits they possess, what roles and responsibilities they assume, and what constitutes the domains of a knowledge base. Additionally, it explores how they perceive their identities as educators and engage in professional development. The participants were 84 English language teacher educators from across Türkiye. Data were collected via face‐to‐face semi‐structured interviews and analysed thematically. At the end of this study, an integrated professional profile of English language teacher educators is provided, which includes insights into their professional identities. The profile has implications beyond Türkiye and might contribute to the broader understanding and enhancement of professional development for language teacher educators globally. As the study addresses a gap in the field, its outcomes are expected to contribute to the ongoing discussions and efforts to support teacher educators in their continuous learning and development.
{"title":"Developing a comprehensive profile of professional development and identity for English language teacher educators","authors":"Ufuk Ataş, Ayşegül Daloğlu","doi":"10.1111/ejed.12729","DOIUrl":"https://doi.org/10.1111/ejed.12729","url":null,"abstract":"Despite the growing interest in researching English language teacher educators' (ELTEs) pedagogy, knowledge base, beliefs, and identity development, there is a lack of comprehensive frameworks that encompass these aspects holistically. This study attempts to develop a professional development profile for English language teacher educators by investigating how they define their profession, what professional characteristics and personality traits they possess, what roles and responsibilities they assume, and what constitutes the domains of a knowledge base. Additionally, it explores how they perceive their identities as educators and engage in professional development. The participants were 84 English language teacher educators from across Türkiye. Data were collected via face‐to‐face semi‐structured interviews and analysed thematically. At the end of this study, an integrated professional profile of English language teacher educators is provided, which includes insights into their professional identities. The profile has implications beyond Türkiye and might contribute to the broader understanding and enhancement of professional development for language teacher educators globally. As the study addresses a gap in the field, its outcomes are expected to contribute to the ongoing discussions and efforts to support teacher educators in their continuous learning and development.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142209320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
María Diez Ojeda, Marián Queiruga‐Dios, Miguel Ángel Queiruga‐Dios
This research analyzes the effect of the implementation of citizen science activities in the Environmental Education (EE) subject program of the Degree in Primary Education applying Experiential Learning Theory. Environmental Attitudes Inventory (EAI) was used to measure the change in environmental attitudes (EA) of 173 preservice teachers through a pre‐test–post‐test experimental design without a control group. Participation in the training program significantly improved EA in the 12 dimensions defined in the EAI. Of the dimensions included in the second order factor Preservation, Enjoyment of nature reached the largest effect size and Environmental movement activism is the one that obtains the smallest effect size. With regard to Utilization, all dimensions presented a large effect size. No significant differences were found in EA based on the gender variable. It can be concluded that the incorporation of citizen science activities in the EE program significantly improves EA.
{"title":"Changing Spanish preservice teachers' environmental attitudes with a citizen science program integrated in Environmental Education subject","authors":"María Diez Ojeda, Marián Queiruga‐Dios, Miguel Ángel Queiruga‐Dios","doi":"10.1111/ejed.12746","DOIUrl":"https://doi.org/10.1111/ejed.12746","url":null,"abstract":"This research analyzes the effect of the implementation of citizen science activities in the Environmental Education (EE) subject program of the Degree in Primary Education applying Experiential Learning Theory. Environmental Attitudes Inventory (EAI) was used to measure the change in environmental attitudes (EA) of 173 preservice teachers through a pre‐test–post‐test experimental design without a control group. Participation in the training program significantly improved EA in the 12 dimensions defined in the EAI. Of the dimensions included in the second order factor <jats:italic>Preservation</jats:italic>, <jats:italic>Enjoyment of nature</jats:italic> reached the largest effect size and <jats:italic>Environmental movement activism</jats:italic> is the one that obtains the smallest effect size. With regard to <jats:italic>Utilization</jats:italic>, all dimensions presented a large effect size. No significant differences were found in EA based on the gender variable. It can be concluded that the incorporation of citizen science activities in the EE program significantly improves EA.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142209322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Luis Alejandro Lopez‐Agudo, María Ladrón de Guevara Rodríguez, Oscar David Marcenaro‐Gutierrez
Grade retention is at the core of the education debate in Spain, to the extent that its impact on students' competences has not been assessed beyond correlation. Because of that, in the present study, we analyse the influence of grade retention on students' competences, using more than 146,000 students from 6 PISA cycles (2003–2018) and an instrumental variable approach, in order to approach a causal influence. Our results show that repeating a grade in Spain seems to reduce students' competences between 1.5 and 1.7 standard deviations. Based on these results, we conclude that the Spanish educational authorities should find an alternative to grade retention, in order to prevent students from attaining a lower competence level due to repetition.
{"title":"The influence of grade retention on students' competences in Spain","authors":"Luis Alejandro Lopez‐Agudo, María Ladrón de Guevara Rodríguez, Oscar David Marcenaro‐Gutierrez","doi":"10.1111/ejed.12736","DOIUrl":"https://doi.org/10.1111/ejed.12736","url":null,"abstract":"Grade retention is at the core of the education debate in Spain, to the extent that its impact on students' competences has not been assessed beyond correlation. Because of that, in the present study, we analyse the influence of grade retention on students' competences, using more than 146,000 students from 6 PISA cycles (2003–2018) and an instrumental variable approach, in order to approach a causal influence. Our results show that repeating a grade in Spain seems to reduce students' competences between 1.5 and 1.7 standard deviations. Based on these results, we conclude that the Spanish educational authorities should find an alternative to grade retention, in order to prevent students from attaining a lower competence level due to repetition.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142209325","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In today's schools, students can be given high grades in examinations and class performance. High grades can lead to the problem of inflated grades. Inflated grades can lead to grade inflation. The subject of this study is to investigate the existence of high grades in primary school, secondary school and high school. The main purpose of the research is to reveal the existence, causes and consequences of high grades. The study group consists of teachers (n = 203) working in primary, secondary and high school educational institutions in Van. Case study design, one of the qualitative research methods, was used. According to the research results, the majority of teachers point out that inflated grades are given to cover up failures. According to the participants in this research, there is a problem of inflated grades at all levels of education. Likewise, inflated grades are common in both public and private schools.
{"title":"An important problem we need to face in schools: Inflated grades and grade inflation","authors":"Yusuf Kızıltaş","doi":"10.1111/ejed.12744","DOIUrl":"https://doi.org/10.1111/ejed.12744","url":null,"abstract":"In today's schools, students can be given high grades in examinations and class performance. High grades can lead to the problem of inflated grades. Inflated grades can lead to grade inflation. The subject of this study is to investigate the existence of high grades in primary school, secondary school and high school. The main purpose of the research is to reveal the existence, causes and consequences of high grades. The study group consists of teachers (<jats:italic>n</jats:italic> = 203) working in primary, secondary and high school educational institutions in Van. Case study design, one of the qualitative research methods, was used. According to the research results, the majority of teachers point out that inflated grades are given to cover up failures. According to the participants in this research, there is a problem of inflated grades at all levels of education. Likewise, inflated grades are common in both public and private schools.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142209323","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Education for Sustainable Development focuses on improving environmental knowledge to combat misinformation and promote sustainable behaviours. In two experiments, we investigated whether retrieval practice, known to foster lasting knowledge acquisition, is a useful tool for (1) increasing environmental knowledge and (2) for improving environmental attitudes and behaviour (i.e., spillover effect). Participants studied a text on the effects of online streaming behaviour by means of retrieval practice or by copying the text. Knowledge gain was assessed after one (Experiment 1) and two weeks (Experiment 2). Attitudes and behaviour were assessed pre‐ and post‐intervention. In both experiments, participants recalled more environmental knowledge after retrieval practice compared to copying. Attitudes and behaviour did not differ between both groups, but attitudes increased after the intervention in both groups. Only Experiment 1 showed declining streaming times. Our findings suggest that retrieval practice enhances lasting knowledge acquisition but barely affects environmental attitudes and behaviour.
{"title":"Retrieval practice in education for sustainable development: Effects on retention, attitudes, and self‐reported streaming behaviour","authors":"Daria Mundt, Nele Albrecht, Anita Körner, Mirjam Ebersbach","doi":"10.1111/ejed.12735","DOIUrl":"https://doi.org/10.1111/ejed.12735","url":null,"abstract":"Education for Sustainable Development focuses on improving environmental knowledge to combat misinformation and promote sustainable behaviours. In two experiments, we investigated whether retrieval practice, known to foster lasting knowledge acquisition, is a useful tool for (1) increasing environmental knowledge and (2) for improving environmental attitudes and behaviour (i.e., spillover effect). Participants studied a text on the effects of online streaming behaviour by means of retrieval practice or by copying the text. Knowledge gain was assessed after one (Experiment 1) and two weeks (Experiment 2). Attitudes and behaviour were assessed pre‐ and post‐intervention. In both experiments, participants recalled more environmental knowledge after retrieval practice compared to copying. Attitudes and behaviour did not differ between both groups, but attitudes increased after the intervention in both groups. Only Experiment 1 showed declining streaming times. Our findings suggest that retrieval practice enhances lasting knowledge acquisition but barely affects environmental attitudes and behaviour.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142209327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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