European Journal of Education最新文献

As China has stepped up pressure in regard to globalisation, English–Mandarin bilingual education has been gaining a strategic import in primary schools. The paper examines the efficacy of the bilingual pedagogies in five primary schools in China in the view of student participation as well as teacher interventions. The research design is a mixed-methods approach, which combines both quantitative survey data and qualitative information to give a comprehensive review of the classroom dynamics in bilingual classrooms. Pre-tested questionnaires, which comprised Likert-scale, multiple-choice, and checkbox-type questions, were used on the quantitative data collection as a questionnaire that focused on issues such as language use, teaching methodologies, and student involvement. The analysis of the answers of 150 students (Grades 1–5) and 25 bilingual teachers with the help of SPSS and Excel was made in terms of descriptive statistics: mean, percent, and standard deviation. Thematic analysis was applied in the analysis of qualitative data obtained through open-ended questions, and it demonstrated more information about the challenges and advantages of instruction. The results show that dual-language teaching has a positive effect on the level of comfort, understanding, and motivation among students, especially when the teaching method is supplemented by visual effects and interactive learning. The follow-up study clarifies how AI-based, personalization, and VR/AR technologies contributed to setting up such e-learning environments for disabled students. In addition, the paper investigates the influence of LMS, virtual classrooms, and SEL on the professional development and training process. This paper examines how well bilingual education works in Chinese primary schools with a particular focus on English–Mandarin use. The study employed a mixed method to compare the perceptions of teachers and students to address the effects of bilingual pedagogy on the engagement and understanding of students. The results indicate that interactive pedagogy and visual aids have a great role in improving student engagement. The empirical evidence of this study is novel because it compares teacher and student perception of bilingual education in Chinese primary schools and narrows down to the difference in teacher and student engagement. In contrast to the earlier works, the present study also places a significant focus on the impact of interactive pedagogy and visual aids to enhance the engagement of bilingual students. It further examines the subtle issues of balancing language use and teaching techniques by the teachers that have not been examined deeply in the available research.

The construct validity of global-scale language proficiency tests, such as the Pearson Test of English Academic (PTEA), is crucial for ensuring accurate measurement of underlying theoretical concepts. Despite a plethora of studies that address different aspects of construct validity of the PTEA, the results have been mixed. Using a systematic review approach, this study evaluated the features of 40 PTEA construct validity studies, focusing on their research aims, construct characteristics, and methodologies. Results reveal that a variety of aspects of construct validity have been examined, with a predominant focus on a combination of linguistic and background trait-oriented constructs (e.g., gender factor or cognitive demand), and quantitative analyses have been primarily employed. The findings additionally highlight discrepancies in the conceptualisations of constructs, which consequently lead to variations in the adopted theoretical frameworks and the methods for construct validation. Recommendations for enhancing construct validity and future research directions for the PTEA are discussed.

Gamification is seen as a paradigm shift, providing students different ways to engage, particularly in university music education, which usually does not engage all learners using traditional modalities. This study addressed the new movement of using gamified learning approaches to develop motivation, creativity and student academic success at the university level of music education programmes. The main aim of this investigation is to explore how gamification is affecting music education in institutions of higher education using a bibliometric and content analysis approach. The study will identify the dimensions of gamification in music education, how gamification has improved learning and what this could mean for the future of gamification in music education. The proposed system combines bibliometric analysis and content analysis while analysing publication trends, but also the pedagogical implications of gamification in music education. The simultaneous use of quantitative information about the prevalence of the use of gamified approaches in academic research and qualitative information about the variables contributing to student engagement with or performance depicted in these studies will be evident. Across the years represented, the study demonstrates fluctuating yet overall growth in publications about gamified learning strategies in university music education, with advanced elements consisting of points, badges and leaderboards being current and most frequently cited. While 52% of gamified strategies included advanced elements, 54.7% of respondents revealed they were not using gamification even in a trial process in their teaching practice. The future of gamification in music education is ambiguous, while 25.7% of respondents see broader adoption taking place, and 25% were unsure.

While extensive studies have explored the influence of teacher-student interpersonal behaviours in conventional higher education settings, their effects on students' experiences in generative artificial intelligence (GenAI)-mediated learning environments remain insufficiently investigated. To address this gap, the present study conducted a ten-week instructional intervention with two groups of Chinese EFL students (experimental group: N = 36; control group: N = 35), comparing the effects of traditional teacher-student interpersonal behaviours and GenAI feedback on students' achievement emotions in EFL writing. Findings from both quantitative and qualitative data reveal that, compared with the GenAI feedback group, students in the teacher-mediated feedback group experienced higher levels of pride and lower levels of anxiety. In contrast, other achievement emotions such as enjoyment, hope, anger, shame, hopelessness, and boredom showed no clear differences between the two groups. The findings provide valuable pedagogical implications for integrating emerging technologies to foster positive achievement emotions and enhance writing performance in EFL contexts.

While educational games in programming learning are believed to enhance students' computational thinking, there is a lack of empirical studies to substantiate this claim. To examine the relationship between perceived interactivity and vocational students' computational thinking, as well as the mediating roles of digital competence and thinking styles, we designed a quantitative study utilizing confirmatory factor analysis (CFA), mediation analysis, and hierarchical linear regression. Students from vocational colleges in China (N = 376) attended an online module during which they were engaged in a programming learning course through the CodeCombat platform. At the end of the module, we measured students' perceived interactivity, computational thinking, digital competence and thinking styles. The findings indicate that perceived interactivity had a positive impact on vocational students' computational thinking. Moreover, the relationship of perceived interactivity with vocational students' computational thinking was mediated by both digital competence and thinking styles. This study contributes to the literature by linking perceived interactivity in gamified learning platforms to computational thinking, revealing digital competence and thinking styles as key mediators. The findings advance theoretical understanding of how interactivity fosters cognitive skills and provide practical guidance for educators, designers, and policymakers to create more engaging and effective programming instruction in vocational education.

Willingness to Communicate (WTC) plays a pivotal role in second language acquisition, as learners with a higher WTC tend to achieve greater proficiency. However, Foreign Language Classroom Anxiety (FLCA) can substantially inhibit WTC and limit communicative engagement. Recent advances in educational technology—particularly Robot-Assisted Language Learning (RALL)—have opened new possibilities for mitigating anxiety and fostering communication in supportive, interactive environments. This study employed Latent Growth Curve Modelling (LGCM) to examine the longitudinal development of WTC and FLCA among Chinese EFL learners within a RALL instructional context. Data were collected from 51, 50 and 48 students across three time points. The results revealed a significant negative covariance between WTC and FLCA, suggesting that as learners' FLCA decreased, their WTC increased over time. These findings underscore the potential of RALL to enhance learners' communicative readiness by alleviating emotional barriers in the language classroom. Pedagogically, the study underscores the importance of emotionally responsive and technologically adaptive instruction in promoting sustained communicative engagement and learner confidence.

This paper reviews how digital and eco-friendly educational practices contribute to the sustainability of European University Alliances (EUAs), addressing a research gap between strategic ambitions and operational realities. The European Union has initiated the creation of European Universities Alliances (EUA) aimed at addressing current global challenges by pooling resources from Higher Education Institutions (HEIs) across Europe. These Alliances are not only tackling environmental issues but also confronting their own sustainability due to their project-oriented structure. The European Commission aspires for at least 50% mobility within the EUA; however, limited financial resources hinder the physical implementation of this goal, making eco-friendly digital mobility an alternative. Digital mobility is environmentally sustainable because it virtually eliminates carbon emissions. Additionally, it enhances the EUA's adaptability and resilience, which are essential for its long-term sustainability. The review synthesises recent data (2019–2020 EUA survey) and policy insights (2019–2025) to propose a sustainable digital model for European higher education cooperation.

Education has long been a cornerstone of societal development, a structured system designed to transmit knowledge, foster growth, and prepare individuals for societal roles (Vega Chica & Valle Lituma, 2024). However, the traditional knowledge-transmission-based model faces big challenges in an era with rapid technological advancements (Li et al., 2024), particularly in artificial intelligence (AI). This perspective article discusses the foundational premises of contemporary education, its evolving challenges, and a visionary path forward, emphasizing a blend of personal opinion and reflection.

This article presents a heuristic model for improving physical education in the higher education system. Recently, physical education is included as one of the school subjects that includes various physical activities. The main aim of physical education is to improve the stability of the children both physically and emotionally. This paper accords a new model called Heuristic Dynamic Adaptation (HDA) Model for improving physical education. We present the attributes of physical education in the higher education system. A novel algorithm for the generation of Heuristic Dynamic updating Index ($��\text{HDUI}�$) is being proposed. The challenges and benefits of the proposed HDA model are being discussed in this paper. In addition, statistical features of physical activity indicators are analysed before and after HDA modelling. The variation of well-being score, activity score, mood score, fitness score, and fatigue score are compared for different performance metrics like Ruffier rate index, Shtange rate index, Flexion rate index, and HDUI. It was observed that the proposed HDUI produces robust results with an average well-being score of 84.08%, activity score of 83.33%, and mood score of 89.25%.

The purpose of this qualitative study was to explore the cultural challenges that international graduate students experience in classrooms in an American higher education institution and to explore the practice of culturally responsive teaching to accommodate their academic needs. This study specifically focused on implicit cultural components in curriculum and instruction, and the strategies that may assist international graduate students to accomplish their academic goals. The conceptual framework was used as a framework of this study, which has four components: (1) Societal Factors, (2) Student Factors, (3) University Experiences, and (4) Student Outcomes. Findings for the societal factors revealed that linguicism in some form was experienced by all students, but racism and Islamophobia impacted mainly students of colour. The findings for the student factors indicated that international graduate students' prior academic experience necessitates extra support with the required cultural, historical and current event knowledge, and also with academic English language usage in American classrooms. The university experience inputs suggested that embracing culturally responsive methods and creating a bridge between students' culture and prior knowledge and classroom content can enhance the academic success of both international and domestic students.