European Journal of Education最新文献

Health literacy is important for maintaining healthy diets and lifestyles. This study examined the relationship between nutrition literacy and healthy life skills of university students. This study was a descriptive and correlational design. The students' Food and Nutrition Literacy Scale knowledge sub-dimension mean score was found to be 10.30 ± 2.11, at the limited knowledge level, the attitude sub-dimension mean score was 49.32 ± 7.26, at the limited attitude level, and the behaviour sub-dimension mean score was 31.04 ± 5.71, at the limited level. The mean Scale of Healthy Life Skills in University Students score of the university students was 62.96 ± 9.99, at a moderate level. Multiple regression analysis showed that the mean scores obtained from the attitude and behaviour sub-dimensions, studying in the Faculty of Nursing, being 18 years old, and studying in the first or second year were the main variables influencing the healthy life skills of university students. The food and nutrition literacy of the students was limited and their healthy life skills were at a moderate level. As the food and nutrition literacy of the students increased, their healthy life skills became more positive.

Effective instruction is vital for quality education in Kenya, with learners' success mainly dependent on structured methods like the five-stage lesson plan (5-SLP). Nonetheless, the effectiveness of instruction may differ depending on the demographic and professional attributes of the teachers. Although the value of planning for content delivery is well acknowledged, there is limited information on how teachers' characteristics (age, gender, experience and academic qualification) influence their planning and content delivery. Thus, this study examined the relationship between teachers' planning and content delivery through the 5SLP, focusing on their characteristics. A sample of 226 CRE teachers was analysed using an observation checklist and a semi-structured questionnaire. The impact of gender, age, experience and academic qualification on teachers' planning and content delivery was investigated in the study using multivariate analysis of variance (MANOVA) and tests of between-subjects effects. Results indicated that age significantly affects both planning and content delivery (p = 0.003, p = 0.002, p = 0.000), while gender, experience and educational qualifications did not show a substantial impact. Nevertheless, significant combined effects were observed between age and gender (p = 0.010), gender and experience (p = 0.045), age and experience (p = 0.004) and age and academic qualification (p = 0.016). Furthermore, tests of between-subjects effects indicated significant interactions among age, academic qualifications and experience (p = 0.039, p = 0.016, p = 0.004) affecting content delivery. The study findings recommended a policy on the need for customised training programmes that consider these complex interactions to enhance instructional effectiveness. Generally, the study contributes to understanding how demographics influence educational practices, offering valuable insights for improving teacher preparation and professional development.

Rural regions in China grapple with discernible disparities in the development of professional education compared with urban areas. This research aims to integrate a digital program based on artificial intelligence to enhance the professional education of rural youth under the influence of globalisation and digitization. The study involved 44 students from Yangjiagou High School in Henan province, China. Simultaneously, the DigComp 2.0 assessment scale was employed to measure the dynamics of digital competencies, and a scale of general academic self-efficacy was used to examine respondents' self-efficacy. The analysis results indicate a positive impact of the program on students' digital skills and academic self-efficacy. Mean values significantly increased, and the results of the two-sample F-test for variance confirm significant differences between pre- and post-program outcomes. This study holds significant practical implications, suggesting that the implementation of an artificial intelligence-based digital program contributes to the improvement of students' digital skills and academic self-efficacy.

In recent years, the integration of digital technologies into language learning has gained significant attention, particularly in the context of English as a Foreign Language (EFL) education. However, there remains a gap in understanding the broader affective and cognitive benefits of serious game-based learning (SGBL) in this field. The present study addressed this gap by examining the impact of SGBL on EFL learners' happiness, motivation, self-compassion (SC), and vocabulary development. A quasi-experimental design was employed with two groups comprising a total of 425 intermediate-level participants (both male and female). The participants were selected through stratified random sampling technique and divided into an experimental group (EG) and a control group (CG). The EG engaged in SGBL, while the CG received traditional instruction. Over a period of 12 weeks, pretest and posttest measured the participants' levels of happiness, motivation, SC, and vocabulary acquisition. Results indicated that the EG significantly outperformed the CG in all measured domains, suggesting that SGBL is an effective approach for enhancing both affective and linguistic outcomes in EFL contexts. The findings contribute to the growing body of research on the integration of digital games in EFL education and highlight their potential for fostering holistic learner development.

This research aimed to study the peculiarities of learning to play the piano in China as a consequence of improving piano skills arising from the professional performance of modern pianists. By employing the coefficient of performance, it was determined by the authors that merely 11% of respondents possessed a high level of baseline piano skills, while 76% demonstrated intermediate proficiency. This finding indicates a deficiency in the ability to execute intricate musical compositions. According to students, concentration on professional piano work added to the development of piano skills. The study of the features of Lang Lang's piano work showed that the composer used extravagance techniques, focused on individual nuances, and popularised classical music. The practical significance of this paper lies in the possibility of applying the playing principles of famous pianists in the educational system to develop learning mechanisms.

The study sought to establish the contribution of infrastructural availability to school growth and sustainable improvement of academic performance in selected secondary schools in Tororo District. The study employed a qualitative approach, and data were collected from school administrators, the management team and teachers using open-ended questions based on interviews. Results were analysed thematically and presented verbatively. Findings showed that teaching aids, such as lesson plans, blackboard rulers, chalkboards, and textbooks are available and help improve academic performance, but overcrowded classrooms, poor ventilation and small space compared with the number of learners for a particular class are linked to lower levels of student engagement and learning. Noise levels have a significant impact on both teacher and student performance, and proper levels of natural illumination increase test results and teacher and student moods. Lack of commitment leads to skipping school and failing to complete assessment tasks. It was concluded that the Ugandan government supports the building of classrooms, libraries and laboratories in schools; teaching aids, such as textbooks lesson plans, blackboard rulers and chalkboards, raise teachers' morale to hold classes consistently, which helps schools expand and sustain improvements in academic performance. However, classrooms have poor ventilation and are overcrowded because of large enrolments. It is recommended that the government should improve the school infrastructure by renovating the classrooms, providing desks for children, making supplementary funding available to low-performing schools and providing teachers with accommodations at schools to check the late coming, early departure and regular absenteeism of teachers on duty.

Artificial Intelligence (AI) literacy has come to the spotlight, empowering individuals to adeptly navigate the modern digitalised world. However, studies on teacher AI literacy in the English as a Foreign Language (EFL) context remain limited. This study aims to identify intraindividual differences in AI literacy and examine its associations with age and years of teaching experience among 782 English teachers. Given the absence of a reliable instrument to measure teacher AI literacy, we first constructed and validated a scale encompassing five sub-scales: AI Knowledge, AI Use, AI Assessment, AI Design, and AI Ethics. Subsequently, latent profile analysis (LPA) was conducted using Mplus 7.4, with the results revealing four distinct profiles: Poor AI literacy (C1: 12.1%), Moderate AI literacy (C2: 45.5%), Good AI literacy (C3: 28.4%), and Excellent AI literacy (C4: 14.1%). Multinomial logistic regression analyses indicated significant associations between teacher AI literacy and both age and years of teaching experience. Additionally, 32 respondents participated in semi-structured interviews. The qualitative data analysed with MAXQDA 2022 triangulated the quantitative results and offered deeper insights into teachers’ perceptions of their AI literacy. This study provides both theoretical and practical implications for understanding teacher AI literacy in the Chinese EFL context.