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.
{"title":"The Paradox of English-Medium-Instruction: How Disciplinary Culture and Medium-Of-Instruction Shape Beliefs About Language Learning","authors":"Guliz Turgut Dost","doi":"10.1111/ejed.70505","DOIUrl":"https://doi.org/10.1111/ejed.70505","url":null,"abstract":"<div>\u0000 \u0000 <p>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.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146139202","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}
International student mobility (ISM) flows have historically involved students moving from developing regions to developed countries. However, recently, there has been a shift, with more Chinese students pursuing doctoral studies in several Southeast Asian developing countries, including Malaysia, the Philippines and Thailand. Their decision-making processes remain under-researched. This study addresses this gap by contextualising the decision-making processes of Chinese students choosing to pursue doctoral degrees in these countries. Informed by Bourdieu's thinking tools of field, capital and habitus, this exploratory qualitative study draws upon semi-structured interviews with 33 Chinese doctoral students. The findings revealed how the broader conditions in which students worked and studied influenced students' decision-making processes. These conditions related to: the importance of gaining a PhD as a form of cultural capital in the Chinese higher education sub-field; students' lack of cultural capital in the Chinese higher education sub-field; the way in which these Southeast Asian countries were construed as homologous destinations within the Chinese social, cultural and academic context, and; increased affinity between Southeast Asian institutions and individual habitus. This research contributes new insights into international student mobility within developing countries.
{"title":"Pursuing a Doctoral Degree in Southeast Asian Developing Countries: Contextualising Chinese Students' Decision-Making Processes","authors":"Yueyang Zheng, Kun Dai, Ian Hardy","doi":"10.1111/ejed.70504","DOIUrl":"https://doi.org/10.1111/ejed.70504","url":null,"abstract":"<p>International student mobility (ISM) flows have historically involved students moving from developing regions to developed countries. However, recently, there has been a shift, with more Chinese students pursuing doctoral studies in several Southeast Asian developing countries, including Malaysia, the Philippines and Thailand. Their decision-making processes remain under-researched. This study addresses this gap by contextualising the decision-making processes of Chinese students choosing to pursue doctoral degrees in these countries. Informed by Bourdieu's thinking tools of field, capital and habitus, this exploratory qualitative study draws upon semi-structured interviews with 33 Chinese doctoral students. The findings revealed how the broader conditions in which students worked and studied influenced students' decision-making processes. These conditions related to: the importance of gaining a PhD as a form of cultural capital in the Chinese higher education sub-field; students' lack of cultural capital in the Chinese higher education sub-field; the way in which these Southeast Asian countries were construed as homologous destinations within the Chinese social, cultural and academic context, and; increased affinity between Southeast Asian institutions and individual habitus. This research contributes new insights into international student mobility within developing countries.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70504","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146154629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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.
{"title":"From Training to Transformation: Exploring the Role of Continuous Professional Development in Early Childhood Teacher Effectiveness","authors":"Renyue Shi, Xiaoying Chen","doi":"10.1111/ejed.70466","DOIUrl":"https://doi.org/10.1111/ejed.70466","url":null,"abstract":"<div>\u0000 \u0000 <p>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.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146154631","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 this paper, we engage in a dialogue to discuss (a) what (in)tensions are involved in autoethnographic knowledge construction, that is, whether autoethnography is considered legitimate knowledging as opposed to more ‘traditional’ qualitative research methods, (b) why and how autoethnography, as an appealing way of expression, allows researchers from marginalised communities to contribute their voices to the scholarly conversations, and (c) how autoethnography can serve as a ‘part of a corrective movement against colonizing ethnographic practices’ that praise concealing researchers' beliefs/thoughts/emotions while positioning them as the ultimate autonomous, authoritative knowledge generators. Hinting at our own dialogical autoethnographic reflections, our discussion features critical self-reflexivity which leads us to constantly probe and critique our own curiosity, creativity and criticality.
{"title":"(In)Tensions Around Autoethnography as Knowledge Generation: Pushing Towards New Ways of Being, Knowing and Doing in Educational Research","authors":"Bedrettin Yazan, Ufuk Keleş","doi":"10.1111/ejed.70460","DOIUrl":"https://doi.org/10.1111/ejed.70460","url":null,"abstract":"<p>In this paper, we engage in a dialogue to discuss (a) what (in)tensions are involved in autoethnographic knowledge construction, that is, whether autoethnography is considered legitimate knowledging as opposed to more ‘traditional’ qualitative research methods, (b) why and how autoethnography, as an appealing way of expression, allows researchers from marginalised communities to contribute their voices to the scholarly conversations, and (c) how autoethnography can serve as a ‘part of a corrective movement against colonizing ethnographic practices’ that praise concealing researchers' beliefs/thoughts/emotions while positioning them as the ultimate autonomous, authoritative knowledge generators. Hinting at our own dialogical autoethnographic reflections, our discussion features critical self-reflexivity which leads us to constantly probe and critique our own curiosity, creativity and criticality.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70460","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146154630","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study undertakes a systematic literature review to examine the challenges and opportunities of revising pre-service teacher education in South Africa to foreground diversity, equity, and inclusion. Guided by social justice pedagogies, the review critically interrogates the multicultural curriculum within initial teacher education programmes. While post-apartheid reforms created the conditions for change, persistent systemic inequalities continue to shape educational experiences and outcomes, which calls for a thorough reconceptualisation of how teachers are prepared for increasingly diverse classrooms. Drawing on empirical and conceptual literature published between 2004 and 2024, the review follows a transparent search and screening process, guided by recognised systematic review procedures. It interrogates dominant curricula and their underlying frameworks and identifies pedagogical, ideological, and institutional barriers that hinder the meaningful integration of multicultural and decolonial perspectives. Key challenges include the superficial treatment of diversity, tokenistic curricular additions, and inadequate provision for the sustained professional development of teacher educators in social justice praxis. At the same time, the review highlights concrete possibilities for transformation, including the development of critical consciousness and reflexivity among pre-service teachers, the implementation of culturally sustaining pedagogies that affirm learner identities, and the creation of school-university partnerships that take fair and inclusive practice as a central focus. By synthesising a diverse body of scholarship, the study offers a coherent account of pathways for reconceptualising pre-service teacher education so that curricula move beyond symbolic claims of multiculturalism towards social justice as a lived commitment. The findings signal the need for immediate policy and programme reconfiguration to equip newly qualified teachers with the knowledge, skills, and dispositions required to create genuinely inclusive and equitable learning spaces for all learners in South Africa.
{"title":"Revising Pre-Service Teacher Education for Diversity, Equity, and Inclusion: Multicultural Curriculum Challenges and Prospects in South Africa","authors":"Oluwatoyin Ayodele Ajani, Samantha Govender","doi":"10.1111/ejed.70493","DOIUrl":"https://doi.org/10.1111/ejed.70493","url":null,"abstract":"<p>This study undertakes a systematic literature review to examine the challenges and opportunities of revising pre-service teacher education in South Africa to foreground diversity, equity, and inclusion. Guided by social justice pedagogies, the review critically interrogates the multicultural curriculum within initial teacher education programmes. While post-apartheid reforms created the conditions for change, persistent systemic inequalities continue to shape educational experiences and outcomes, which calls for a thorough reconceptualisation of how teachers are prepared for increasingly diverse classrooms. Drawing on empirical and conceptual literature published between 2004 and 2024, the review follows a transparent search and screening process, guided by recognised systematic review procedures. It interrogates dominant curricula and their underlying frameworks and identifies pedagogical, ideological, and institutional barriers that hinder the meaningful integration of multicultural and decolonial perspectives. Key challenges include the superficial treatment of diversity, tokenistic curricular additions, and inadequate provision for the sustained professional development of teacher educators in social justice praxis. At the same time, the review highlights concrete possibilities for transformation, including the development of critical consciousness and reflexivity among pre-service teachers, the implementation of culturally sustaining pedagogies that affirm learner identities, and the creation of school-university partnerships that take fair and inclusive practice as a central focus. By synthesising a diverse body of scholarship, the study offers a coherent account of pathways for reconceptualising pre-service teacher education so that curricula move beyond symbolic claims of multiculturalism towards social justice as a lived commitment. The findings signal the need for immediate policy and programme reconfiguration to equip newly qualified teachers with the knowledge, skills, and dispositions required to create genuinely inclusive and equitable learning spaces for all learners in South Africa.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70493","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146135810","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Transformational classroom leadership (TCL) has recently attracted growing attention in language education research. However, in the context of English as a foreign language (EFL) education, the underlying dimensions and measurement remain underexplored. To address this gap, the study aims to develop a scale to assess Chinese EFL teachers' TCL. Data were collected from three cohorts of Chinese EFL teachers through semi-structured interviews (n1 = 11) and two rounds of questionnaire surveys (n2 = 315, n3 = 582). Exploratory and confirmatory factor analyses supported the psychometric soundness of the 26-item scale and revealed a four-factor structure of EFL teachers' transformational teaching behaviours, including idealised influence, inspirational motivation, individualised consideration, and intellectual stimulation. Among these, idealised influence was identified as the most prominent indicator of TCL. This study offers a useful tool for measuring EFL teachers' TCL and provides implications for teachers and language educators, highlighting the importance of practicing idealised influence in classroom interactions to enhance the quality of foreign language education.
{"title":"Measuring EFL Teachers' Transformational Classroom Leadership: Scale Development and Validation","authors":"Renzhong Peng, Shiying Wang","doi":"10.1111/ejed.70500","DOIUrl":"https://doi.org/10.1111/ejed.70500","url":null,"abstract":"<div>\u0000 \u0000 <p>Transformational classroom leadership (TCL) has recently attracted growing attention in language education research. However, in the context of English as a foreign language (EFL) education, the underlying dimensions and measurement remain underexplored. To address this gap, the study aims to develop a scale to assess Chinese EFL teachers' TCL. Data were collected from three cohorts of Chinese EFL teachers through semi-structured interviews (<i>n</i><sub>1</sub> = 11) and two rounds of questionnaire surveys (<i>n</i><sub>2</sub> = 315, <i>n</i><sub>3</sub> = 582). Exploratory and confirmatory factor analyses supported the psychometric soundness of the 26-item scale and revealed a four-factor structure of EFL teachers' transformational teaching behaviours, including idealised influence, inspirational motivation, individualised consideration, and intellectual stimulation. Among these, idealised influence was identified as the most prominent indicator of TCL. This study offers a useful tool for measuring EFL teachers' TCL and provides implications for teachers and language educators, highlighting the importance of practicing idealised influence in classroom interactions to enhance the quality of foreign language education.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146162410","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}
This study examines how teacher interpersonal behaviours and AI attributes (responsiveness and anthropomorphism) influence students' willingness to communicate (WTC) with AI through the parallel mediators of classroom enjoyment and AI trust. Using survey data from 557 Chinese undergraduates in AI-enhanced language classrooms, structural equation modelling revealed that teacher–student interaction predicts communication willingness both directly and indirectly through dual mediators. While responsiveness operates fully through indirect pathways, anthropomorphism exerts both direct and indirect effects. Crucially, classroom enjoyment enhances AI trust, confirming a synergistic affective-cognitive sequence. Findings demonstrate teachers' irreplaceable role in AI-enabled classrooms, highlighting human–AI synergy rather than substitution. This dual-mediation perspective offers valuable insights for integrating AI while preserving essential human elements in education. This study examines how teacher interpersonal behaviours and two key AI attributes—responsiveness (speed/fluency of AI feedback) and anthropomorphism (human-like cues of AI)—shape students' willingness to communicate with AI (WTCA) through the parallel mediators of classroom enjoyment and AI trust. Survey data from 557 Chinese undergraduates in AI-enhanced language classrooms were analysed with structural equation modelling. Teacher–student interaction predicted WTCA both directly and indirectly via enjoyment and trust. AI responsiveness operated only through these indirect paths, whereas anthropomorphism exerted additional direct effects. Enjoyment, in turn, enhanced AI trust, confirming an affective-cognitive synergy. Findings underscore teachers' irreplaceable role in human–AI collaborative learning and offer practical guidance for integrating AI without sacrificing essential human elements.
{"title":"Beyond Substitution: How Teacher Interpersonal Behaviours Empower Students to Communicate With AI—A Dual-Mediation Model of Enjoyment and Trust","authors":"Qinqing Zhang, Jiqun Fan","doi":"10.1111/ejed.70499","DOIUrl":"https://doi.org/10.1111/ejed.70499","url":null,"abstract":"<div>\u0000 \u0000 <p>This study examines how teacher interpersonal behaviours and AI attributes (responsiveness and anthropomorphism) influence students' willingness to communicate (WTC) with AI through the parallel mediators of classroom enjoyment and AI trust. Using survey data from 557 Chinese undergraduates in AI-enhanced language classrooms, structural equation modelling revealed that teacher–student interaction predicts communication willingness both directly and indirectly through dual mediators. While responsiveness operates fully through indirect pathways, anthropomorphism exerts both direct and indirect effects. Crucially, classroom enjoyment enhances AI trust, confirming a synergistic affective-cognitive sequence. Findings demonstrate teachers' irreplaceable role in AI-enabled classrooms, highlighting human–AI synergy rather than substitution. This dual-mediation perspective offers valuable insights for integrating AI while preserving essential human elements in education. This study examines how teacher interpersonal behaviours and two key AI attributes—responsiveness (speed/fluency of AI feedback) and anthropomorphism (human-like cues of AI)—shape students' willingness to communicate with AI (WTCA) through the parallel mediators of classroom enjoyment and AI trust. Survey data from 557 Chinese undergraduates in AI-enhanced language classrooms were analysed with structural equation modelling. Teacher–student interaction predicted WTCA both directly and indirectly via enjoyment and trust. AI responsiveness operated only through these indirect paths, whereas anthropomorphism exerted additional direct effects. Enjoyment, in turn, enhanced AI trust, confirming an affective-cognitive synergy. Findings underscore teachers' irreplaceable role in human–AI collaborative learning and offer practical guidance for integrating AI without sacrificing essential human elements.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146140224","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}
Ahmed S. Ali, Saleh M. Alhirsan, Mahmoud Elshazly, Zeinab Abdelfattah Ali, Mahmoud Y. Elzanaty, Waleed T. Mansour, Shreen Ibrahim Taha, Inasse N. Alarousi, Ibrahim Mohamed Hamoda, Shiymaa Farghaly Mahmoud Diab, Ahmed M. El Melhat, Sameer A. Alkubati, Ayman Mohamed El-Ashry
Artificial Intelligence (AI) is reshaping healthcare education, yet structured AI training within physiotherapy programmes remains uneven across the Middle East. We conducted a cross-sectional, multi-country online survey of 3195 undergraduate and internship-level physiotherapy students from nine Middle Eastern countries (Egypt, Jordan, Lebanon, Libya, Palestine, Saudi Arabia, Sudan, Tunisia, and the United Arab Emirates). Using Technology Acceptance Model (TAM) constructs—perceived usefulness (PU) and perceived ease of use (PEOU)—we examined factors associated with AI acceptance and students' perceived barriers to AI integration in physiotherapy education. AI acceptance differed significantly by country (highest in the UAE and lowest in Tunisia), gender (male > female), academic level, GPA, and income (p < 0.05). Prior AI workshop participation, use of specific AI tools (e.g., DeepSeek), perceived time-management benefits, and trust in AI were associated with higher acceptance. In multivariable regression, these sociodemographic and AI-exposure variables explained 24.4% of the variance in AI acceptance. These findings indicate substantial regional disparities in AI preparedness and access, supporting the need for equitable, competency-based AI education and governance policies tailored to physiotherapy training across the Middle East.
{"title":"Artificial Intelligence in Physiotherapy Education: A Multi-Country Middle East Survey of AI Acceptance and Barriers Among University Students","authors":"Ahmed S. Ali, Saleh M. Alhirsan, Mahmoud Elshazly, Zeinab Abdelfattah Ali, Mahmoud Y. Elzanaty, Waleed T. Mansour, Shreen Ibrahim Taha, Inasse N. Alarousi, Ibrahim Mohamed Hamoda, Shiymaa Farghaly Mahmoud Diab, Ahmed M. El Melhat, Sameer A. Alkubati, Ayman Mohamed El-Ashry","doi":"10.1111/ejed.70476","DOIUrl":"https://doi.org/10.1111/ejed.70476","url":null,"abstract":"<div>\u0000 \u0000 <p>Artificial Intelligence (AI) is reshaping healthcare education, yet structured AI training within physiotherapy programmes remains uneven across the Middle East. We conducted a cross-sectional, multi-country online survey of 3195 undergraduate and internship-level physiotherapy students from nine Middle Eastern countries (Egypt, Jordan, Lebanon, Libya, Palestine, Saudi Arabia, Sudan, Tunisia, and the United Arab Emirates). Using Technology Acceptance Model (TAM) constructs—perceived usefulness (PU) and perceived ease of use (PEOU)—we examined factors associated with AI acceptance and students' perceived barriers to AI integration in physiotherapy education. AI acceptance differed significantly by country (highest in the UAE and lowest in Tunisia), gender (male > female), academic level, GPA, and income (<i>p</i> < 0.05). Prior AI workshop participation, use of specific AI tools (e.g., DeepSeek), perceived time-management benefits, and trust in AI were associated with higher acceptance. In multivariable regression, these sociodemographic and AI-exposure variables explained 24.4% of the variance in AI acceptance. These findings indicate substantial regional disparities in AI preparedness and access, supporting the need for equitable, competency-based AI education and governance policies tailored to physiotherapy training across the Middle East.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146140137","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}
The rapid advancement of online learning and artificial intelligence (AI) offers new opportunities to strengthen intellectual property (IP) education, an area still underdeveloped in most educational contexts. This study introduces an AI-driven e-learning system designed to deliver adaptive, differentiated, and globally accessible IP education. By incorporating machine learning, intelligent tutoring, adaptive testing, and gamification, the system creates personalised learning pathways that address diverse learner needs. To evaluate feasibility, synthetic student datasets representing international learners were employed, alongside surveys and interaction logs capturing engagement, satisfaction, usability, and accessibility. Findings reveal that personalization significantly improved engagement, with ratings of 4.3/5 for tailored pathways and 4.5/5 for overall engagement. Multilingual support (4.0) and cultural sensitivity (4.3) were positively perceived, though regional adaptability scored lower (3.2), suggesting a need for localised content. Usability results indicated intuitive navigation and interface design, while technical support emerged as the main area for improvement. Predictive analytics was the most valued AI function (4.2), emphasising its contribution to learner achievement. Overall, the study highlights both theoretical and practical relevance, demonstrating scalable approaches for embedding AI in specialised education to promote inclusivity, global talent development, and cross-cultural collaboration.
{"title":"AI-Enhanced E-Learning for Intellectual Property Education: Cultivating International Talents Through Accessible and Personalised Digital Training","authors":"Peizhao Li, Jieming Liu, Jun Yao, Lin Luo","doi":"10.1111/ejed.70480","DOIUrl":"https://doi.org/10.1111/ejed.70480","url":null,"abstract":"<div>\u0000 \u0000 <p>The rapid advancement of online learning and artificial intelligence (AI) offers new opportunities to strengthen intellectual property (IP) education, an area still underdeveloped in most educational contexts. This study introduces an AI-driven e-learning system designed to deliver adaptive, differentiated, and globally accessible IP education. By incorporating machine learning, intelligent tutoring, adaptive testing, and gamification, the system creates personalised learning pathways that address diverse learner needs. To evaluate feasibility, synthetic student datasets representing international learners were employed, alongside surveys and interaction logs capturing engagement, satisfaction, usability, and accessibility. Findings reveal that personalization significantly improved engagement, with ratings of 4.3/5 for tailored pathways and 4.5/5 for overall engagement. Multilingual support (4.0) and cultural sensitivity (4.3) were positively perceived, though regional adaptability scored lower (3.2), suggesting a need for localised content. Usability results indicated intuitive navigation and interface design, while technical support emerged as the main area for improvement. Predictive analytics was the most valued AI function (4.2), emphasising its contribution to learner achievement. Overall, the study highlights both theoretical and practical relevance, demonstrating scalable approaches for embedding AI in specialised education to promote inclusivity, global talent development, and cross-cultural collaboration.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146140138","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}
Social networks are popular spaces of communication where influencers have a significant role, also in education. Focused on primary education teachers as a research gap in this topic, this study aims to explore the social network configuration of Catalan (Spain) teachers on Instagram, and how this usage impacts on their professional task. The research used mixed methods in a sequential design. First, a questionnaire was carried out with 491 teachers. Then, 29 teachers were interviewed, and a network analysis was generated. The main findings are that the majority of teachers see each other as equals in the social network, and no leaders were identified. Educational related and unrelated businesses are intertwined with teachers on Instagram through collaborations and partnerships. Many influences derived from the teachers' Instagram activity in education have been identified, being the benefits more frequent than the drawbacks. Health hazards, content overload or privacy are some identified risks. As a conclusion, it is highlighted that teachers need to consider ethical concerns when using social networks. Enhancing guidance and digital competencies, as well as further research are actions needed.
{"title":"Education Influencers in Instagram: A Catalyst for the Marketization of Teachers' Professional Tasks","authors":"Sandra Gonzalez-Mingot, Victoria I. Marín","doi":"10.1111/ejed.70434","DOIUrl":"https://doi.org/10.1111/ejed.70434","url":null,"abstract":"<p>Social networks are popular spaces of communication where influencers have a significant role, also in education. Focused on primary education teachers as a research gap in this topic, this study aims to explore the social network configuration of Catalan (Spain) teachers on Instagram, and how this usage impacts on their professional task. The research used mixed methods in a sequential design. First, a questionnaire was carried out with 491 teachers. Then, 29 teachers were interviewed, and a network analysis was generated. The main findings are that the majority of teachers see each other as equals in the social network, and no leaders were identified. Educational related and unrelated businesses are intertwined with teachers on Instagram through collaborations and partnerships. Many influences derived from the teachers' Instagram activity in education have been identified, being the benefits more frequent than the drawbacks. Health hazards, content overload or privacy are some identified risks. As a conclusion, it is highlighted that teachers need to consider ethical concerns when using social networks. Enhancing guidance and digital competencies, as well as further research are actions needed.</p>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"61 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/ejed.70434","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146136607","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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