European Journal of Education最新文献

This study examined the relationship between school service quality and student learning satisfaction in public and private high schools in China, considering the influence of students' socioeconomic background and household registration location. A comparative study was conducted using a questionnaire administered to 22,588 students in 20 districts in X City in China. Following the structural equation modelling (SEM), the study found that four factors of school service quality (e.g. reliability, responsiveness, assurance and empathy) positively influenced student learning satisfaction in both public and private high schools. Additionally, measurement invariance was maintained across different school types, socioeconomic background and household registration location, which validates the comparability of data across these diverse groups. Latent mean comparison revealed that students from private high schools and those from higher socioeconomic backgrounds experienced greater satisfaction with school services quality and learning experience than their peers in public schools and those from lower socioeconomic backgrounds. The study emphasised the need for educational policies that address these disparities to improve the quality of education in public schools and support students from less advantaged backgrounds. Such policies are crucial for promoting equitable educational opportunities and enhancing overall student satisfaction.

In this study, we analysed the presence of citizenship education in the new Spanish social sciences curriculum, focusing on both the primary and secondary education stages. The relevance of the study stems from the need to adapt to a new reality, in which it is crucial to develop in children and young people the skills to understand, interpret and make critical decisions. Considering the model outlined as ideal, and being aware of the difficulty involved in achieving it, we took as a reference a possible model to analyse the Spanish curriculum, the ICCS study framework. The research presented is based on a review of policy documents and analyses the curricula of compulsory education stages through a content analysis technique. The results show that in the Spanish curriculum, under the logic of the ICCS framework, cognitive skills and citizen content are more prevalent than those based on attitudes and engagement. This issue prompts us to reflect on the future changes that should be made to approach the model we consider relevant.

This study aims to examine the structures that affect the teaching motivation of in-service teachers. In this context, self-efficacy in teaching computational thinking and professional identity have been focused on. To that end, the relational screening model has been used. A demographic information form and three different scales were used to collect the data. The Teacher Professional Identity Scale has been adapted to Turkish culture for teachers in the context of this study. The Structural Equation Model was used in the analysis of the data. As a result of the research, teachers with a solid commitment to subject knowledge and academic standards are more likely to prioritise specific teaching orientations. However, no significant relationships were found between Instructor Identity Orientation (IIO) and T-STEM Computational Thinking Self-efficacy (SE), T-STEM Computational Thinking Outcome Expectation (OE), Intrinsic Motivation (IM) and Extrinsic Motivation (EM). SE, in teaching computational thinking, displayed positive associations with Teacher-centered Orientation (TCO), OE, and IM. This implies that teachers who feel confident in their ability to teach computational thinking tend to adopt a more teacher-centered approach, have positive outcome expectations, and experience intrinsic motivation. Teaching motivation was positively associated with teachers' self-efficacy and outcome expectancy beliefs for teaching computational thinking. The fact that teachers have the necessary equipment for their professional identities, examining the variables related to this competence, and developing suggestions is an essential reason for the importance of the current research and shedding light on future studies.

The acceptance of artificial intelligence (AI) in academic settings, particularly in the context of research creativity, is a growing area of interest. This study aimed to design and validate the AI Acceptance and Research Creativity Scale (AIA&RCS) among faculty members. This exploratory mixed-method was conducted among 720 faculty members. A literature review and participant interviews were conducted in the qualitative phase to generate and develop items. In the quantitative phase, face validity, content validity, construct validity, convergent validity and reliability (internal consistency and stability) were used. Exploratory factor analysis (EFA) indicated a 4-factor model of the scale with ‘perceived usefulness and effectiveness of AI in research creativity’, ‘ethical issues in research’, ‘trusted in AI capabilities’ and ‘willingness to use AI’ accounting for 51.6% of the variance. This arrangement was verified by confirmatory factor analysis (CFA), with fit indices that were at suitable levels. Then, the network analysis took into account the four-factor structure of AIA&RCS further. Similarly, the exploratory graph analysis (EGA) indicated the four-factor configuration of the AIA&RCS. The 25-item scale is well-suited for measuring AI acceptance and research innovation among faculty because of its psychometrics.

Teachers' motivation, which pertains to the reasons to sustain teaching, plays a pivotal role in shaping students' learning motivation, school engagement, and academic achievement. However, the relationship between teachers' motivation and students' emotional well-being remains unclear. This study, grounded in self-determination theory and the prosocial classroom model, investigated the associations between teachers' autonomous motivation and controlled motivation with students' emotional well-being and examined the potential mediating role of students' perceived teacher-student relationships and teacher support in these associations. The current study involved 49 homeroom teachers and 1853 students, assessing teachers' autonomous motivation, controlled motivation, students' perception of teacher support, teacher-student relationships, and emotional well-being. The results of the multilevel analysis indicated that (1) teachers' autonomous motivation positively predicted students' emotional well-being, mediated by teacher support; (2) teachers' controlled motivation negatively predicted students' emotional well-being, mediated by both students' perception of the student-teacher relationship and teacher support. The findings underscore the significance of intervening in teachers' work motivation, particularly controlled motivation, in educational and teaching practices to improve students' mental health.

Kindergarten principals' ethical leadership, preschool teachers' perceived organizational support, voice behavior, and work engagement are important components that promote high-quality development in kindergartens. In order to understand the relationship between the four variables, this study conducted an online survey of 819 preschool teachers. The results indicated that (1) ethical leadership was positively correlated with teachers' work engagement; (2) teachers' perceived organizational support and voice behavior play a simple mediating role between ethical leadership and work engagement; and (3) teachers' perceived organizational support and voice behavior also play a chain-mediating role between ethical leadership and work engagement.

In any educational setting, stigmatisation and implicit biases can stifle growth and reduce the quality of the learning experience of students from low socio-economic status by creating invisible barriers to opportunity and achievement. Furthermore, due to the lack of monitoring and mentoring, these invisible barriers become harder to detect and overcome. Considering that human learning potential has no limits, there is a need for quality teaching and learning processes that provide fitting unstigmatized learning experience to each individual learner. To achieve the fitting learning experience and desired outcomes, understanding teaching quality is essential for continuous improvement of educational objectives, curricular contents and instructional delivery. Considering that teaching and learning are two interconnected phases of any educational process, both teaching and learning have distinctive subphases leading to desired outcomes that are tied to the long reaching educational objectives. It is evident that, at the end of any successful education process, the learning outcomes demonstrated by the constructed learning of the learner are strongly linked to the quality of the instituted educational objective, curricular contents, and quality unstigmatized delivery of the teacher to each individual learner. In fact, studies of the quality of the learning experiences show that one of the main keys to maximising learners' success is the quality of course contents and instructional activities. To ensure quality of the learning experience to all the learners in the class, these instructional activities must provide the needed monitoring and mentoring to each individual learner. In this paper, a framework for individualised unstigmatized holistic education process teaching and learning phases is discussed from quality of education perspective. The framework addresses the full learner development, the corresponding holistic teaching, and the teacher learner interface. The essential elements, subphases and key characteristics are discussed through the development of the three educational framework domains. The development and deployment of the presented framework are illustrated in higher education context.