European Journal of Education最新文献

The application of artificial intelligence (AI) in early childhood education has been increasingly used to support preschool children's development. However, research indicates that preschool teachers often have limited awareness and literacy regarding AI, and studies focusing on improving their AI-related knowledge remain insufficient. Therefore, enhancing preschool teachers' understanding of AI and supporting its effective integration into educational practices is critically important. This study aimed to examine the impact of an artificial intelligence education programme on preschool teachers' AI awareness. The study was conducted using a quasi-experimental pre-test–post-test control group design and included a total of 48 preschool teachers, with 24 assigned to the experimental group and 24 to the control group. Teachers in the experimental group participated in artificial intelligence education applications, while no such interventions were implemented in the control group. Data were collected using measurement tools administered before and after the intervention. The findings revealed a statistically significant increase in artificial intelligence literacy among teachers in the experimental group compared to those in the control group. These results suggest that artificial intelligence–based educational interventions are effective in improving preschool teachers' awareness and understanding of AI, and they highlight the importance of incorporating AI education into professional development programmes for early childhood educators.

This study explores the influence of parenting style on the development of lifelong learning skills in the context of Indonesian and Japanese cultures, focusing on parenting practices in Indonesian and Jeparng culture. This paper aims to provide a comprehensive and systematic overview of the practice of nurturing lifelong learning skills through the four pillars of lifelong learning according to UNESCO and provide an overview of how the cultures of the two countries align through the Hofstede cultural dimension. This study is a systematic literature review (SLR) following the PRISMA guidelines with peer review of articles indexed by Scopus and Web of Science. Fourteen relevant articles were reviewed using UNESCO's four pillars of lifelong learning: learning to know, learning to be, learning to live together, learning to do and Hofstede's cultural dimensions, namely Power Distance, Individualism, Masculinity, Uncertainty Avoidance, Long-Term Orientation and Indulgence. The synthesis of this article finds that nurturing both supports all four pillars of UNESCO but has different styles of implementation. In Indonesia, lifelong learning competencies applied to parenting are influenced by religiosity and collectivist values, which encourage moral growth, social responsibility and cooperation. While in Japan, lifelong learning is taught through routine, discipline, independence, self-regulation and social harmony. This study analysed the practice according to six cultural dimensions.

The purpose of this study was to investigate the effects of science education provided through a block-based coding programme for preschool children learning scientific process skills. The study is innovative in combining early science education with technology-supported learning. A semi-experimental design with pre-test, post-test, and control group was used. Participants included 61 kindergarten children, randomly assigned to Experimental Group 1 (n = 20), Experimental Group 2 (n = 20), and a control group (n = 21). Experimental Group 1 received a science programme supported by block-based coding, while Experimental Group 2 received a traditional science programme. To determine the permanence of the training, a follow-up assessment was conducted four weeks after the post-test for both experimental groups. The findings showed that the block-based coding programme positively affected children's scientific process skills. Post-test scores of Experimental Group 1 were higher than those of Experimental Group 2 and the control group. The improvements in scientific process skills were maintained in the follow-up assessment, indicating lasting effects. Integrating block-based coding into preschool science education effectively enhances scientific process skills and ensures the persistence of learning outcomes. The study highlights the pedagogical value of technology-supported science education for young children.

This study presents a conceptual framework integrating design thinking and self-esteem development in teacher education through a constructivist approach. Using a mixed-methods design with literature synthesis, expert evaluation (n = 15), and pilot implementation (n = 30 pre-service teachers), the framework demonstrated significant improvements in design thinking skills and self-esteem (p < 0.001). The framework comprises six interconnected learning centres supporting problem-based learning, scaffolded practice, and collaborative development. Expert validation showed high ratings for appropriateness and potential impact. This holistic model addresses critical gaps in current teacher preparation and offers implications for programme design, curriculum development, and institutional strategies to cultivate adaptive and resilient educators for 21st-century classrooms.

While the research on female leadership has been ubiquitous in contemporary educational administration discourse, the preponderance of research has scrutinised personal, social, and cultural barriers to female teachers' leadership, lacking an understanding of school support mechanisms to strengthen their cognitive and emotional strength and support their leadership aspirations. To address this, we examined the relationship between principal–teacher relationships and female teachers' leadership aspirations, considering the mediating roles of teacher resilience and self-efficacy. We employed structural equation modelling, followed by a regression decision tree analysis, using a sample of 481 teachers in Türkiye. We found that (1) positive principal–teacher relationships are positively associated with teacher resilience, self-efficacy, and female teachers' leadership aspirations; (2) psychological resilience and self-efficacy positively relate to female teachers' leadership intentions; (3) teacher resilience and self-efficacy partially mediate the relationship between principal–teacher interactions and female teachers' aspirations for leadership. We concluded that principal–teacher relationships can support teachers' psychological resilience and self-efficacy, and motivate female teachers to seek leadership positions.

As artificial intelligence (AI) tools reshape second language (L2) writing, how technological and psychological factors jointly shape English-medium instruction (EMI) students' writing feedback literacy remains underexplored. Using an online questionnaire with 500 Chinese EMI university students, this study employed structural equation modelling (SEM) to examine how generative AI acceptance, writing anxiety and writing self-efficacy shape students' writing feedback literacy. The results showed that (1) generative AI acceptance positively and significantly predicts students' writing feedback literacy and writing self-efficacy, and negatively predicts writing anxiety; (2) writing self-efficacy positively mediated the relationship between generative AI acceptance and writing feedback literacy, while writing anxiety mediated the relationship by reducing negative emotions; and (3) generative AI acceptance improves writing feedback literacy by raising students' self-efficacy and lowering their writing anxiety. This study broadens understanding of writing feedback literacy in the AI era by clarifying the psychological mechanism linking generative AI acceptance to writing feedback literacy in EMI writing, and offers pedagogical implications for integrating AI-based support to improve EMI students' emotions and feedback engagement.

Teacher professional identity is essential to understanding teachers' professional growth, especially in the context of music education. This study adopts a person-centered approach to examine variations in professional identity among Chinese in-service music teachers, with a specific focus on how resilience serves as a differentiating factor. Drawing on survey data from 395 teachers across diverse educational institutions in China, the study employs latent profile analysis (LPA) and identifies three distinct identity profiles: Identity-Challenged, Developing Professionals, and Empowered Professionals. Subsequent multinomial logistic regression analysis reveals that teachers with higher levels of resilience are significantly more likely to belong to the Empowered group, suggesting that resilience is a critical psychological resource in shaping identity coherence. The findings highlight the heterogeneity of teacher identity development, particularly in emotionally demanding educational contexts like music education. This study contributes to teacher education research by highlighting the value of professional development that combines emotional support, resilience-building, and identity-focused reflection, which aims at fostering both the cognitive and emotional growth of teachers as they navigate complex role expectations and institutional pressures.

As technology continues to grow in significance and popularity, a noticeable gap persists in understanding its potential to support formative assessment in science, technology, engineering, and mathematics (STEM) classroom practices for K–12 students. This study systematically reviewed 39 empirical articles to identify the prerequisites that teachers should possess to use technology-supported formative assessment in STEM classrooms. This study conducted a systematic review, in which the educational settings, teaching subjects, research methodologies, technology types, and teacher prerequisites were coded and analysed. The review revealed that the number of articles focusing on junior high education exceeded those on primary and senior high education. Science and mathematics were the most frequently researched subjects, with very few studies exploring integrated STEM teaching. Qualitative and mixed-method approaches dominated the research methodologies. Both hardware, such as interactive whiteboards, and software tools, such as Math-Mapper, were identified as essential components facilitating formative assessments, with a trend toward their combined use to enhance classroom interaction and provide more effective student feedback. The findings also highlight 16 teacher prerequisites for effective technology-supported formative assessment in STEM education, which are organised into three overarching categories: knowledge and skill factors, social factors, and psychological factors, echoing classifications found in prior research. This review provides actionable insights and recommendations to inform STEM teacher professional development programs and contributes to the broader discourse on technology integration in STEM education.