European Journal of Education最新文献

Information technology contributes to the transformation of the learning process because it changes the traditional system of teaching, based on outdated methodologies. The paper examined the current technologies used in music education in the context of learning process improvements in China. A sociological survey was conducted using the Stapel scale to determine the effectiveness of each application. The highest average ratings were achieved by the Musicfy app (4.5) and Stable Audio (4.2), indicating their high effectiveness. Group comparison of the applications demonstrated a high level of equivalence among most applications, allowing for their interchangeable use in the learning process. Average ratings for each quarter within the two groups revealed varying results across different periods of study. ANOVA analysis confirmed statistically significant differences between the groups, indicating a positive impact of ICT technologies on learning effectiveness. The research findings have practical implications for instructors who are looking for new ways to improve music education, both for instrumentalists and vocalists, through the use of a variety of cutting-edge technologies. Further research might focus on the selection of additional technologies that affect the improvement of music education.

This study examines three waves of data from a nationally representative survey, the China College Student Survey (2010, 2013 and 2015), to determine whether highly educated female graduates who choose to move outside their hukou-registered cities experience a double-negative effect in terms of initial earnings attainment and work organisation entry due to their gender and migrant status in China's urban labour market. The results from multinomial logistic regression and OLS models show that, on the one hand, female graduate migrants are less likely to enter government organisations that afford institutional protection from gender discrimination. On the other hand, female graduate migrants are paid significantly less than their male counterparts in the graduate labour market. Therefore, in China's urban labour market, female graduates suffer a double-negative effect on earnings attainment and work organisation entry. This study extends ‘the double-disadvantage thesis’ to the study of internal migration, contributing to existing knowledge by showing that the interaction between gender and migration produces different labour market outcomes among migrant groups.

The aim of this study is to estimate the role of gender differences in the teaching profession in a meta-analytic way, based on empirical findings analysing Turkish pre-service physical education teachers' attitudes towards the teaching profession. For this purpose, studies, that were published in Türkiye between 2015 and 2023 were searched by following the PRISMA Protocol. As a final search we reached 65 studies and 28 of them met the criteria for inclusion in the meta-analysis. The data analysis was made with JASP 0.16.4.0 software. As a result of the analysis, it was found that the effect of gender difference on the attitudes of Turkish pre-service physical education teachers towards the teaching profession was weak (g = −0.159, 95% CI [−0.262, −0.055]). Also, the effect size distribution of the examined studies was found to be heterogeneous (Q = 112.350; p < 0.001; I² = 81.178), and it was confirmed that there was no publication bias by Egger's (z = −0.853; p > 0.05) and Rosenthal's FSN (N = 438,000, p < 0.001) tests. In conclusion, the results of this meta-analysis indicate that the impact of gender on the attitudes of Turkish pre-service physical education teachers towards the teaching profession is relatively weak and appears to favour women. It is recommended that further research be conducted to ascertain whether this gender-based difference in attitudes will evolve over time. Additionally, it would be prudent for higher education institutions and education policymakers to implement measures to mitigate the influence of gender stereotypes in the teaching profession.

Prior research has highlighted the importance of smart learning in raising awareness and engagement about sustainable development. Nevertheless, few papers have focused on the impact of climate change simulation environments. In this paper, a systematic literature review has helped to shed the light on the research gaps and to propose a conceptual framework. Then, we have adopted a mixed method based on semi-structured interviews and a questionnaire carried out for second year business students through different academic years. This case study aims both to compare the simulation-based experience for two classes and to test our proposed framework's hypotheses through partial least-squares method. The results have allowed us to explore the impact of using EN-ROADS climate change simulator and to assess the relationship between climate change awareness, level of engagement and policy priorities. To the best of our knowledge, this is one of the first case studies exploring the potential impact of using climate change simulation tools. The study can help either practitioners like policy makers and university managers in adapting their curriculum, or researchers to test or extend our proposed framework.

The objective of this study was to investigate the influence of contemporary pedagogical principles of distance learning on the quality of acquiring artistic skills in the field of vocal arts. The research was conducted based on a sample of 750 first-year students from the School of Literature and Journalism (Zhengzhou Business University), utilising a random sampling method. The research entailed the implementation of a case study method to facilitate an in-depth examination of the impact of modern pedagogical principles of distance learning on the quality of acquiring artistic skills in the realm of vocal arts. Pedagogical observation materials were employed in two experimental groups of students for empirical investigation purposes. To obtain statistical data, the method of qualitative analysis was employed and experimental online sessions were conducted from February to April 2023. It has been ascertained that, based on preliminary surveys, the average performance scores for the three groups, as per the mental principle, did not exceed 3.8 points; as per the physical principle, 4.3 points; and as per the aesthetic principle, 4.4 points. This equates to a low and borderline average level of knowledge and signifies the low efficacy of the methodological principles.

This study examined the professional awareness among nursing and midwifery students in Türkiye, with a focus on interprofessional dynamics, conflicts and collaboration between these closely related professions. Employing a qualitative inductive and descriptive methodology, 14 in-depth interviews and two focus group discussions were conducted with undergraduate students from a state university. Thematic analysis of the transcribed data yielded four primary themes: factors influencing career choice; societal perceptions of the professions, duties and authority areas; and students' perspectives on vocational education. The findings suggest that, despite shared responsibilities, disparities in educational backgrounds and societal perceptions contribute to occasional conflicts. Nevertheless, there is significant potential for collaboration, particularly in clinical environments. This study underscores the necessity for more clearly defined professional boundaries and enhanced educational processes to foster cooperation. These insights may inform policy modifications aimed at improving the quality of healthcare services and addressing inter-professional challenges.

It is widely acknowledged that the mental condition of teachers has a direct impact on their professional performance. Put another way, teachers with mental or psychological disorders may fail to accomplish their professional responsibilities. Accordingly, factors contributing to teachers' psychological well-being need to be uncovered. To address this necessity, several scholars up to now have scrutinised the predictors of this construct in different educational settings, including language classrooms. Nevertheless, few researchers have addressed the role of personal and job resources in teachers' psychological well-being. Furthermore, to the best of our knowledge, no cross-cultural study to date has examined the role of these resources in English teachers' psychological well-being. To bridge these gaps, the present cross-cultural inquiry investigated the role of two personal and job resources, namely job satisfaction and exemplary leadership behaviour, in Chinese and Iranian English teachers' well-being. In doing so, three self-report scales were distributed among a large sample of Iranian (N = 256) and Chinese (N = 311) teachers. The collected data were statistically analysed through the Amos software (version 29). The results of the analysis showed that both Iranian and Chinese teachers' psychological well-being is closely tied to job satisfaction and exemplary leadership behaviour. Moreover, the outcomes identified that job satisfaction and exemplary leadership behaviour can ameliorate the psychological well-being of Iranian and Chinese teachers in English classrooms. In addition, no meaningful difference was discovered between Chinese and Iranian measurement models regarding the predictive role of job satisfaction and exemplary leadership behaviour. This may be illuminating for all teachers and educational administrators working in EFL and ESL environments.

Elevated stress levels among teachers are linked to both physical and mental health issues, which in turn affect their job performance. In addition, Teachers' ability to regulate emotions influences their instructional effectiveness and well-being. Moreover, psychological well-being is crucial for teachers' satisfaction and success, influenced by factors like burnout and personality traits and external circumstances impact teachers' stress levels and job performance, affecting their professional trajectory. Understanding these dynamics holistically is essential for fostering teacher well-being and enhancing their effectiveness in the classroom; therefore, this study explores the intricate connections between various factors influencing teachers' professional success. To collect the data, the researchers used four questionnaires: environmental factor, Big Five personality traits, teachers' emotion and psychological well-being questionnaires. Rigorous SEM analysis was employed to discern the direct and indirect influences of teachers' emotions, teachers' personal traits and environmental factors on teachers' psychological well-being and their professional success. The findings revel that teachers' emotions, teachers' personal traits and environmental factors significantly predict teachers' psychological well-being and their professional success. The study suggests that incorporating emotional regulation training into professional development can equip teachers with skills to navigate challenging situations, thereby enhancing their well-being and effectiveness and establishing work environments that recognise and support and address the emotional needs of teachers can foster a positive atmosphere conducive to both well-being and professional growth.

This study explores how well DAW software works for students' ‘Academic Singing’ training in raising their motivation and academic performance. The practical portion included a case study based on the BandLab DAW system, including its educational analysis. A five-month experiment was conducted with 150 s-year [Harbin Normal University] Conservatory students in the ‘Academic Singing’ discipline to assess the usage of BandLab. Twenty instructors of the Music Performance Basics course were further interviewed. The collected data were analysed and structured using the key trend measurement method. It was discovered that no DAW technology was previously used as part of the ‘Academic Singing’ discipline. Additionally, 52% of students began using BandLab for extra practice 2–3 times per week. Every day, 25% of students participated in the programme. Teachers reported an increase in interest from 84% of students. The findings can be used to examine the use of DAW technology in participatory disciplines.