European Journal of Education最新文献

Students with blindness need testing accommodations to ensure they can access tests like their peers. The aim of this study is to determine the inclusion problems experienced by students with blindness in physics exams and their suggestions for solving these problems. The research was carried out by taking into account the exams that students took in physics courses in the classroom and physics tests included in national exams in Turkey. Phenomenological research design was used in the research. Six senior and two junior high school students with blindness were interviewed. Interview data were analysed by using content analysis methodology. According to the results, the most common problems encountered by the students were related to the presentation style of the exams. Students with blindness find neither classroom education nor classroom and national examinations fair. The challenges related to the exam environment, answer style, and timing are mostly experienced in in-class exams. Students with blindness have made suggestions to make school physics exams and national exams accessible.

In modern global education systems, the incorporation of cultural philosophy into adaptive, technology-based learning continues to grow in relevance. Although there is much emphasis on Western pedagogical approaches, classical Chinese idioms (Chengyu) based on Confucian and ancient wisdom are underutilised despite their value to enhance moral and cognitive growth in education. Current approaches hardly touch on the pedagogical compatibility between Chengyu and contemporary teaching methods, nor do they offer a systematic methodology for using these idioms in online or blended learning contexts. In order to fill these gaps, this paper proposes a culturally sensitive Moral-Flexible Learning Model (MFLM) that synthesises ancient pedagogy philosophy and flexible learning approaches in the 21 st century. Unlike the conventional approaches of character education, MFLM uses Chengyu in curriculum development, a learner-centred learning process, and digital reflection. The study concludes that the high-frequency idioms, such as (Seek Truth from Facts −31,565), (Persevere with Consistency −19,818) and (Step-by-step Progress −12,875), which strongly correlate with inquiry learning, self-regulation and scaffolding values, are high-frequency idioms based on the semantic analysis of the THUOCL-chengyu.txt corpus. The suggested model converts any Chengyu-grounded moral knowledge into practice-applicate aspects of design to AI-supported and LMS integrated adaptive learning. It also focuses on methodological innovation by operationalising the reasoning on morality as quantifiable variables within the adaptable systems of learning. The MFLM is therefore an empirically testable framework that combines ethical savvy with technological flexibility, and presents a methodical model for creating culturally responsive and data-driven curricula.

This meta-analysis offers a comprehensive examination of the relationship between screen time and mathematics performance in children and adolescents. Synthesising data from 17 studies conducted between 2004 and 2024, the analysis includes over 52,000 participants from diverse international settings. Overall findings reveal a small but statistically significant negative correlation between screen time and mathematics performance (r = −0.034), though this effect is characterised by substantial heterogeneity across studies (I²≈95%). The nature of screen engagement strongly moderates the relationship; mentally inactive or passive activities, such as television viewing, are associated with more pronounced adverse effects, whereas the use of digital content for educational purposes may offset this association. Furthermore, the decline in performance becomes more pronounced with longer durations; screen time exceeding 3 h per day demonstrates the most substantial negative impact. Analyses by country confirm that the association varies by cultural and educational context, with adverse effects in Western nations contrasting with non-significant or even positive trends in countries like China, where technology is often framed within an educational production function. These findings emphasise that screen time management policies should prioritise not just duration, but also the purpose and content of use. Contrary to developmental assumptions, age was not found to be a determinant moderator, suggesting its effect may be neutralised by varying usage patterns across different life stages. Future research should continue to explore these complex dynamics across other academic disciplines to develop a more holistic understanding.

In recent years, educational contexts have gained attention in fostering inclusive and sustainable learning. This study analyses the relationships between parental involvement, classroom climate, attention to student diversity and sustainable education. The opinions of 1369 Spanish parents were collected. Applying structural equation modelling to analyse the data has shown that a positive classroom climate has a significant effect on the quality of attention to student diversity and parental involvement. Sustainable education is also influenced by classroom climate and attention to student diversity. Parental involvement was also found to have a significant mediating effect on the relationship between classroom climate and attention to student diversity. Finally, attention to student diversity also exerts a mediating effect on the relationship between classroom climate and achieving sustainable education. The results underscore the need for deeper analysis of these interrelated variables, emphasising that families, teachers and students form a unified whole.

This study examines the relationship between outdoor learning environments, pre-service mathematics teachers' problem posing skills and their problems' mathematical complexity level. While we evaluated the problem posing skills of pre-service mathematics teachers, we combined the theoretical frameworks in the literature. We first classified the responses according to whether they were sufficient problems or not. Then, we classified the sufficient problems according to their mathematical complexity level. In addition to all these, in order to reveal the problem posing skill scores of pre-service mathematics teachers, we made an evaluation based on criteria. The findings revealed a statistically significant improvement in both the sufficiency and mathematical complexity level of the problems posed by pre-service mathematics teachers across all tasks. The proportion of sufficient problems increased from 32.5% to 97.5%, and the share of high-complexity problems rose from 0% to 32.5%. In conclusion, the study demonstrates that outdoor learning tasks rooted in real-life contexts play a crucial role in enhancing pre-service mathematics teachers' problem posing abilities.

A plethora of assessment tools has been developed to measure democratic behaviour in the context of the classroom. A critical review of existing literature revealed prevailing limitations in most tools in the realm of democratic education. Considering the identified deficiencies, this study endeavours to develop and evaluate the psychometric properties of the Teachers' Democratic Behaviours Scale (TDBS) from the perspective of students. Guided by Perry´s (2009) democratic education model, this research constructed an initial questionnaire comprising 35 items categorised into five subscales of equality, diversity, participation, autonomy, and cohesion. Initially, face, content and context validity were examined through expert panel assessments. Subsequently, a pilot testing involving 33 students from Norway and Iran was conducted to evaluate the effectiveness of the developed questionnaire and refine administration procedures before its broader deployment. The main phase of the study enlisted 488 students from 20 countries (e.g., Norway, Iran, USA, Poland), representing diverse cultures, with data collected internationally via paper-and-pencil (n = 70) and online formats (n = 418). Cross-cultural comparisons between Norway and Iran further enriched the analysis. The main phase assessed construct validity, convergent validity, discriminant validity and differences between contrasted groups. Various Confirmatory Factor Analysis (CFA) models were tested using Amos, with results favoring the second-order factor CFA model due to its superior fit statistics and lower AIC value, indicating higher psychometric and statistical robustness. In sum, the adoption of the second-order factor model establishes the TDBS as a valid and valuable instrument for assessing and enhancing democratic practices within the classroom environment.

While the benefits of Continuing Professional Development (CPD) for enhancing pedagogical skills are well documented, its role in shaping teachers' agency and reflective teaching (RT) as cognitive-affective constructs remains underexplored. Existing studies primarily focus on CPD's impact on instructional effectiveness, leaving a significant gap in understanding how it influences teachers' self-regulation, professional autonomy, and reflective engagement. Moreover, the extent to which CPD is associated with variations in agency and RT, particularly in EFL contexts, has not been adequately investigated. To address these gaps, this study examined the relationships among CPD, agency, and RT using a survey-based approach. A total of 384 Chinese EFL teachers participated in the study, completing three validated instruments: the Continuing Professional Development Questionnaire (CPDQ), the Teacher Agency Scale (TAS), and the Reflective Teaching Inventory (RTI). Correlational analyses revealed significant positive associations among CPD, agency, and RT. Furthermore, multiple regression analysis indicated that CPD accounted for 51% of the variance in teacher agency and 44% in RT, suggesting that greater engagement in CPD is linked to higher levels of agency and reflective teaching. This study contributes to the field by reframing CPD as more than a means of pedagogical improvement, emphasising its role in fostering teacher cognition, autonomy, and reflective practice. The findings challenge conventional CPD frameworks that prioritise technical training over cognitive-affective development, advocating for professional development programs that actively cultivate teacher agency and reflection. For policymakers and teacher educators, the results underscore the need for CPD models that integrate structured opportunities for reflective inquiry, collaborative learning, and decision-making autonomy. Future research should employ longitudinal and mixed-methods designs to further explore the mechanisms through which CPD shapes teacher agency and reflection over time and across diverse educational settings.

The crucial role of perceived teacher support in learners' emotions and achievement has been recognised in general foreign language learning. However, limited research has explored its impact on shaping domain-specific emotions and achievement, especially in translation. Drawing on Positive Psychology, this mixed-method study examined the interplay between teacher support, translation learning emotions (i.e., enjoyment and anxiety), and translation learning achievement (i.e., self-perceived translation proficiency and actual performance measured by final grade) among Chinese university student translators. Data gathered from 212 Chinese student translators indicated that participants reported a high level of perceived teacher support (PTS), a moderate degree of translation learning enjoyment (TLE) and a low to moderate level of translation learning anxiety (TLA). Correlation analysis indicated that PTS, TLE, TLA and self-perceived translation proficiency (SPTP) were closely related. By contrast, actual translation achievement (ATA) was found not to correlate with other observed variables. Finally, mediation analysis suggested that TLE and TLA mediated the relationship between PTS and SPTP and TLE was a stronger mediator than TLA. The study emphasises the importance of integrating Positive Psychology principles into language education to promote learners' holistic development and enhance positive language learning practices.

Many studies have been reported on school climate, but information on perception data that provide a meaningful measure of school climate for primary school students is still limited. In this study, we attempted to define school climate from the perception data of 228 fourth-grade students in three public primary schools. We collected the data using an opinion form that we created using structured questions, and written-answer interviews considering the characteristics of the study group. In the data collection tool consisting of three questions, we asked students to attribute an animal name to themselves, their teachers, and their school principals and to provide a causal explanation for this. We used the content analysis technique in the analysis and interpretation of the data. Our results showed how primary school students positioned themselves, their teachers, and their school principals, and allowed the school climate to be made visible. Accordingly, while students' perceptions of themselves were related to their physical and characteristic features, their perceptions of their teachers and school principals emerged through their relationships and interactions with them. This study provided a meaningful measure of school climate by reporting students' perceptual data regarding self and others (their teachers and school principal).