European Journal of Education最新文献

The effectiveness of generative artificial intelligence (GenAI) in supporting music learning has been widely recognised. However, this effectiveness can be realised provided that music students are willing to adopt the technology. As such, this study aims to explore the factors influencing music students' acceptance of GenAI. Using cognitive emotion theory (CET) as a framework, this study investigates how smart service interaction experience (SSIE) affects behavioural intention through enjoyment. Data were collected from 458 music students across various Chinese colleges using three validated scales. Analysis using Smart PLS 4.0 revealed several noteworthy findings: only the SSIE dimensions of ‘efficiency’ and ‘flow’ positively influenced enjoyment, whereas the remaining six dimensions showed no significant effects. Additionally, enjoyment was found to positively influence behavioural intention. Notably, the dimension of ‘seamlessness’ strongly promoted behavioural intention, whereas ‘safety’ unexpectedly had a negative impact. The other six dimensions showed no significant effect. Furthermore, only ‘efficiency’ was found to indirectly and positively influence behavioural intention through enjoyment. The study discusses the potential reasons behind these findings and provides implications for future research.

Enhancing the intelligence of the higher education teaching system and making multimedia teaching equipment based on the Internet of Things (IoT) has become a significant concern for universities and colleges. In addition, predicting students' academic performance has drawn substantial attention in higher education institutions. However, despite widespread agreement that the learning objectives should lead to better education, minimal study has been done on predicting whether students will achieve these objectives. Hence, in this article, the Internet of Things-assisted Intelligent Higher Education Teaching Model (IoT-IHETM) has been suggested to evaluate the educators' and learners' performance. The data are taken from the University of California, Irvine (UCI) Educational Process Mining dataset for analysing the performance analysis of students and teachers. The intelligence classroom is the crucial structure of knowledge education platforms. Therefore, an intelligent classroom model based on the Internet is intended, which links with conventional network services via IoT gateways. Furthermore, the suggested IoT-assisted online learning system evaluates students' levels of engagement and focuses throughout online lessons. The numerical analysis demonstrates that the proposed IoT-IHETM model increases the student performance ratio by 97.4%, the teaching evaluation ratio by 98.2%, the teacher-student interaction ratio by 96.5%, and the student satisfaction ratio by 95.5% compared to popular models.

The Scale for Attitudes towards Generative Artificial Intelligence (SAGAI) was developed to understand learners' attitudes and perceptions towards the use of generative AI technologies in educational settings. Grounded in theoretical frameworks such as technology acceptance, planned behaviour, diffusion of innovations and social identity, the scale focuses on capturing attitudinal dimensions—including perceived usefulness, expectancy, competency and anxiety—rather than directly measuring behavioural engagement. The instrument was created through a systematic process beginning with an extensive item pool informed by literature and theory, followed by expert review and pilot testing. Its validity and reliability were examined through exploratory factor analysis with 244 undergraduate students and subsequently cross-validated via confirmatory factor analysis with another sample of 243 students. The analyses resulted in a 23-item scale comprising four distinct factors, each reflecting a different aspect of learners' attitudes towards interacting with generative AI. Findings indicated that students generally held positive perceptions about GenAI's benefits and future potential, although some degree of apprehension persisted, particularly reflected in higher anxiety scores. Overall, SAGAI offers a reliable and valid tool for gaining insights into learners' attitudes, competencies and concerns regarding GenAI's role and integration in education, and its application across diverse contexts may support stakeholders in understanding the broader impact and transformative potential of these emerging technologies.

This study examines the multifaceted impact of digital transformation on academic staff in higher education, focusing on their lived experiences at a public university in Turkey. As universities increasingly integrate digital technologies into their core operations, this transformation is reshaping teaching, research and administrative practices. Drawing on a qualitative phenomenological approach, the study involved 25 faculty members and examined how digitalization affects academic roles, professional development, workload, motivation and perceptions of institutional policies. The findings reveal that while digital transformation offers opportunities for innovation, flexibility and global collaboration, it also presents significant challenges, including increased workload, administrative burden, digital fatigue and inequities in access and competence. Participants emphasised the importance of acquiring digital competencies, receiving institutional support and being included in decision-making processes regarding technology use. The study highlights the need for inclusive, sustainable and ethically grounded digital strategies in higher education and calls for stronger alignment between institutional policies and the realities experienced by academic staff. These insights contribute to a deeper understanding of how universities can empower faculty to navigate the digital age effectively while fulfilling their social and educational missions.

Protected natural areas such as parks, reserves and eco-tourism zones are increasingly recognised not only as ecological assets but also as educational spaces. Yet, existing studies often fail to capture the complex interplay between the material environment, the forms of knowledge transmitted, and the shaping of learner subjectivities. This paper proposes a conceptual and methodological framework—the Resource–Knowledge–Subjectivity (RKS) model—to analyse how educational practices in protected areas are constructed, negotiated and experienced. Drawing on educational space theory, curriculum and knowledge governance, and theories of environmental subject formation, the RKS model conceptualises protected areas as pedagogical arenas where nature is curated as a resource, environmental knowledge is selectively framed, and participants are positioned as ecological subjects. The paper details each dimension of the framework and visualises their interrelations through an integrated conceptual model and tension map. It further outlines methodological strategies for applying the framework in diverse settings, including national parks, school field trips, community-managed reserves and eco-tourism environments. By illuminating both synergies and tensions across dimensions, the RKS model provides researchers and educators with a tool for more critically engaged and context-sensitive inquiry into environmental learning. This theoretical contribution invites future empirical research that attends to space, knowledge and subjectivity as co-constitutive elements of environmental education in natural settings.

This study examines the integration of artificial intelligence (AI) into history education, highlighting its potential to transform pedagogical practices and enhance student engagement. Through a comprehensive bibliometric analysis of 110 publications from 1985 to 2025, the research identifies key trends, thematic clusters, and influential works that have shaped this interdisciplinary field. Findings reveal a steady growth in scholarly interest, particularly post-2011, with emerging themes such as immersive virtual environments, AI-driven personalised learning, and digital heritage preservation. The analysis highlights regional variations, with countries such as China and India leading in technological applications, while Western nations tend to focus more on pedagogical strategies. Cluster and trend analyses reveal a shift from foundational topics, such as historical text comprehension, to innovative approaches involving chatbots, augmented reality, and advanced AI algorithms, including federated and adversarial learning. Influential articles highlight the importance of immersive technologies and AI-powered assessment tools in promoting critical thinking and cultural understanding. Despite promising developments, the study acknowledges several limitations, including its reliance on the Scopus database and the selection of keywords, which may restrict the scope of the findings. This research highlights AI's transformative potential in history education, advocating for continued exploration of the ethical, pedagogical, and technological challenges that foster inclusive, engaging, and innovative learning environments.

Ensuring equitable access to resources in special needs education is a persistent global challenge, and one with acute significance in the Chinese context where urban–rural divides shape the provision of schooling. This study investigates how resources for life adaptation curricula—designed to cultivate everyday competencies for students with intellectual disabilities—are allocated and managed across schools in different regional settings. Drawing on the capability approach, the research conceptualises resource disparities not as unequal inputs alone but as constraints on students' substantive freedoms to achieve valued functionings' such as independent living and social participation. The study employs a qualitative case study design based on semi-structured interviews with 11 participants (eight teachers and three school leaders) in two urban and one county-level special school, supplemented by classroom photographs and documentary data. The findings reveal stark contrasts between well-resourced urban schools, where simulated supermarkets and token economies enable students to practise transferable skills, and under-resourced county schools, where teachers rely on improvised materials and parental contributions. Management practices were found to emphasise formal compliance with policy directives but provide limited substantive support, leaving teachers to shoulder the burden of improvisation. As a result, inequalities in resource allocation directly translate into unequal opportunities for capability development, constraining students' prospects for sustainable livelihoods. By situating these findings within the Sustainable Development Goals, particularly SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities), the study contributes to international debates on equity in inclusive education. It demonstrates the need for targeted funding mechanisms, structured professional development, and national curriculum standards to ensure that life adaptation curricula serve as pathways to substantive inclusion rather than symbolic compliance. In doing so, the paper highlights how micro-level curricular practices reveal the structural barriers that must be addressed if special needs education is to advance more equitable and sustainable futures.

The influence of continuing professional development (CPD) on English as a foreign language (EFL) teachers' agency and pedagogical effectiveness has been limitedly explored to date. To address the gap, this study employed three questionnaires in China looking at 516 teachers' perceptions of CPD, agency and effectiveness. The results of structural equation modelling (SEM) and multiple regression analysis demonstrated a significant positive correlation among the three constructs of CPD, teacher agency and effectiveness. It also found that approximately 59% and 46% of the variability noticed in teachers' effectiveness and agency could be predicted by the cumulative effect of CPD. The study presents a discussion of the results and details the implications for EFL teachers and teacher trainers concerning the benefits of CPD for teachers and teaching.