European Journal of Education最新文献

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.

The use of artificial intelligence (AI) technologies in second/foreign language education has recently gained a bulk of attention. However, the emotional experiences of English as a foreign language (EFL) learners in AI-mediated classes have been ignored. To fill this gap, the present qualitative study examined 34 Chinese EFL students' perceptions of AI-induced emotions and regulation strategies. A semi-structured interview and a narrative frame were used to collect the data. The gathered data were thematically analysed through the latest version of MAXQDA software (v. 2023). The findings revealed that Chinese EFL students had mostly experienced positive emotions of ‘motivation’, ‘excitement’, ‘engagement’ and ‘confidence’. On the negative side, they reported experiencing ‘frustration’, ‘anxiety’ and ‘stress’ more frequently in their classes. Furthermore, the study indicated that the participants had used six strategies, namely ‘seeking help from others’, ‘shifting attention’, ‘cognitive change’, ‘persistent practice’, ‘staying positive’ and ‘suppression’ to regulate their AI-induced emotions. The findings are discussed and implications are provided for EFL students and educators to understand the emotional aspect of AI injection into L2 education.

Early childhood education and care (ECEC) is one of the key challenges facing China. This paper reviews the development of ECEC in China and its challenges. Substantial developments and policy reforms related to ECEC since the 1980s have been examined, and the practices in China have been highlighted. The review reveals that the ECEC system has evolved significantly in China over a while, both in policy and practice. However, most of the significant changes in the ECEC system have been adopted from Western practices. This adaptation has created several problems in the ECEC structure, as these policies were based on a Western cultural context. Moreover, despite continuous efforts from the government, disparities in ECEC services are evident in urban and rural parts of the country. The quality of the ECEC system is another concern for China. Childcare services (0–3) in China are also inadequate, and fewer policies in the past have tried to focus on this aspect of ECEC. The study concludes with suggestions based on the review analysis.