European Journal of Education最新文献

Digital technology adoption may not directly boost teachers' ICT-enabled productivity; fostering a supportive school digital culture is crucial. Grounded in the stressor-strain-outcome model and job demands-resources theory, this study addresses this pressing issue by examining the techno-stressors and emotional exhaustion experienced by 2000 K-12 teachers in China. The results revealed that: (1) school digital culture helped mitigate various techno-stressors; (2) techno-complexity and techno-insecurity were related to increased emotional exhaustion; (3) intriguingly, techno-uncertainty showed a negative association with emotional exhaustion; (4) emotional exhaustion was negatively linked to ICT-enabled productivity. Additionally, group differences by gender and location were unveiled. This study provides a psychological perspective on how technostress influences the relationship between school digital culture and teacher productivity, and offers evidence-based strategies to alleviate teachers' technostress.

The integration of multimodal artificial intelligence (AI) into art education has become a significant and transformative trend. Although previous research has demonstrated that AI can enhance students' academic engagement, limited attention has been given to the underlying mechanisms that promote engagement in multimodal AI-assisted learning environments. To address this gap, the present study aimed to identify distinct subgroups of art students based on their perceived teacher support and AI literacy by employing latent profile analysis. It further examined how these profiles were associated with students' academic engagement. Results revealed three distinct profiles: the Low Teacher Support–High AI Literacy group, the Medium Teacher Support–Medium AI Literacy group, and the High Teacher Support–Low AI Literacy group. Significant differences in academic engagement were observed among these profiles. The findings offer valuable insights for art educators and researchers, highlighting the importance of integrating both interpersonal and technological factors to foster students' academic engagement in multimodal AI-assisted learning contexts.

Data-driven decision-making has become increasingly important for improving school processes and strengthening instructional and managerial practices. Despite the growing emphasis on data use in education, little is known about how schools and teachers operationalise data in their daily decision-making processes. This study examined the implementation of data-driven decision-making at both the school and classroom levels, as well as the associated challenges. The study involved 12 teachers and 13 school principals in Turkey, selected through snowball sampling, and collected data through semi-structured interviews, analysed using content analysis. The study reveals that school participants struggle with data analysis due to time constraints, lack of data literacy skills, and lack of stakeholder support. The research recommends coordination with senior management units and stakeholder cooperation to acquire necessary knowledge and skills for data use, emphasising the importance of effective data management.

This study examines the digital transformation of 20 German higher education institutions (HEIs) through a fuzzy set qualitative comparative analysis (fsQCA) approach, with a focus on digital readiness, practice, and performance. The findings show that the key factors influencing digital transformation include the rate of internet access, the quantity of open educational resources, the level of digital technology-assisted teaching, the number of massive open online courses, the number of studies on digital themes, and student satisfaction. Two pathways that promote transformation “three-dimensional balance” and “practice-performance collaboration” are identified. The main obstacles include infrastructure shortages, a lack of digital practice, and insufficient performance guarantees. By elucidating the multidimensional factors and their complex pathways of action in the digital transformation of German HEIs, this study provides an empirical basis and practical insights for digital transformation in colleges and universities worldwide as well as lessons and strategies for the digital transformation of higher education in other countries.

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.