European Journal of Education最新文献

Epistemic emancipation refers to the erosion of any interference that obstructs subjects' ability to produce, gain and negotiate knowledge. This article argues that epistemic emancipation does not fundamentally and solely proceed from the spatial and temporal presence of alternative epistemologies as an end in itself, nor does it presuppose a complete delinking from the dominant epistemes to reaffirm the originality and non-derivativeness of Southern ways of knowing. This article draws on email interviews with 16 Moroccan university professors, as key agents in unsettling or reproducing epistemic hierarchies, to explore the mobilisations of decoloniality within Moroccan higher education. The findings revealed that (a) Moroccan professors framed epistemic emancipation to be fundamentally about reclaiming intellectual sovereignty from colonial knowledge hierarchies, including paradigms of knowledge production and validation; (b) they mobilised curricular interventions which recenter local epistemes to enact epistemic emancipation, but they were required to navigate institutional constraints; and (c) linguistic hierarchies, colonial institutional policies and epistemological gatekeeping were the main constraints complicating professors' epistemic emancipation struggles.

Artificial Intelligence (AI) significantly affects professional and individual domains, underscoring the importance of learners having a basic understanding of AI. Making learners ready to work alongside AI remains a complex objective. Building on existing Positive Psychology (PP) research, this research emphasizes the importance of external elements like teacher support and internal elements such as self-efficacy in influencing learners' well-being and engagement. As a result, this research examines the correlation between English as a Foreign Language (EFL) learners' perceived teacher support and self-efficacy to predict their well-being and engagement in AI-enhanced learning settings. This investigation offers valuable perspectives on how teacher support can be utilized to enhance learning results in AI-enhanced settings. The research tackles these shortcomings by analysing how these factors interact and impact learners' results, highlighting their roles in fostering well-being and engagement. To reach this aim, 385 learners attended and answered the four scales but among them, 353 questionnaires were valid. These findings revealed that both efficacy and teacher support were significant predictors of engagement, jointly predicting 53.6% of its variance in AI-enhanced settings. They were also significant predictors of well-being, jointly explaining 24.6% of the variance. In both cases, efficacy showed a higher beta value, indicating that it is the best predictor of both engagement and well-being. The findings suggest that an effective approach that integrates teacher support, self-efficacy enhancement tasks, and AI tools creates a favourable learning setting that deals with both cognitive and emotional aspects. The research concludes with implications and suggestions for subsequent studies.

This sequential explanatory mixed-methods study explored how teachers' autonomy support influences students' learning engagement and well-being in online learning environments, with intrinsic motivation and academic resilience as mediators. Quantitative data were gathered through surveys of 990 university students, followed by in-depth qualitative interviews with 12 selected participants. The quantitative findings revealed that teacher autonomy support positively predicted both learning engagement and well-being. Furthermore, intrinsic motivation and academic resilience mediated the relationship between teacher autonomy support and these outcomes. Interestingly, sequential mediating effects of intrinsic motivation and academic resilience were observed in the association between teacher autonomy support and both learning engagement and well-being. Qualitative analysis identified five key themes: advantages and challenges of online learning, the ideal teacher role, learning motivation, problem-solving strategies, and the overall learning experiences. These findings offer practical insights for enhancing teachers' professional development and designing effective online learning environments.

Research on International Student Mobility (ISM) increasingly examines emerging destinations, reflecting broader dynamics of higher education (HE) internationalisation. The Baltic states—Estonia, Latvia, and Lithuania—offer a compelling example of how small, non-traditional destinations seek to position themselves within global HE markets. This study examines their strategies to enhance attractiveness for international students (IS) and to compete with established Western destinations, using a comparative approach to identify both shared orientations and country-specific practices. All three countries emphasise affordable, high-quality education, labour market relevance, and strategic branding while highlighting unique strengths: Estonia presents itself as a digital innovation hub, Latvia highlights multiculturalism and affordability, and Lithuania foregrounds a blend of educational tradition and modernity. National recruitment strategies operate alongside regional collaboration, collectively enhancing the visibility of the Baltic region internationally. By demonstrating how smaller HE systems leverage affordability, branding, and institutional adaptability, this study contributes to ISM scholarship and offers insights into the ways in which semi-peripheral education systems navigate competition and cooperation within global HE hierarchies.

This study explored how disciplinary culture and instructional medium, specifically English-medium instruction (EMI), influence university students' beliefs about language learning. Using a mixed-methods design, 374 undergraduates from English language teaching (ELT), engineering and medical fields completed the Beliefs About Language Learning Inventory, and 22 students participated in semi-structured interviews. Quantitative analyses revealed significant disciplinary differences across 21 of 34 items and EMI-based differences in 11 items. Qualitative data triangulated these findings. ELT students reported high self-efficacy and intercultural orientation, but stricter views on accuracy. Engineering students reported pragmatic, technology-mediated strategies and instrumental motivation. Medical students showed lower confidence and functional orientations shaped by workload demands. EMI group displayed higher self-efficacy and intercultural engagement. They also exhibited perfectionist views on accuracy and pronunciation. The results show how disciplinary culture and instructional medium shape beliefs in complex and sometimes paradoxical ways. Pedagogical implications are discussed in relation to EMI programs and disciplinary curricula.

Early childhood education plays an important role in developing a child's cognitive, social, and emotional abilities; hence, the ECE should be provided by capable and flexible educators. Continuous professional development is, therefore, indispensable for augmenting the teaching standards. Despite various professional development initiatives undertaken, barriers remain before such professional growth can bring about actual change in teaching practices. Existing studies indicate the need for CPD to be considered in tandem with other factors affecting emotional competence, reflective practice, and contemporary methodologies in ECE. Past studies have developed frameworks for improving teacher self-efficacy, emotional intelligence, and curriculum integration attributed to pedagogic areas such as STEM, arts, and social–emotional learning. To date, though, the frameworks have left a void of a more holistic and China-specific one that takes into consideration the cultural context and educational reforms in China. This research proposes a CPD Transformation Model for the Chinese early childhood education system. The attempt is to investigate how CPD promotes teacher growth along with reflection and other factors of technology literacy and culturally responsive pedagogy. Emphasis is on continuous collaborative teacher learning, with the intent to eliminate the existing gap between policy and its actual classroom application. In the process of developing this model through a six-stage cycle, the study would examine the impact of CPD on teacher effectiveness and children's outcomes, thus revealing the ways in which systematic and culturally relevant professional development can have favourable effects on both teaching and early childhood learning in China.