European Journal of Education最新文献

The European Union Military Schools and Academies (EUMSAs) have long grappled with persistent gender imbalances among their student body, indicative of an entrenched male-centric culture within these institutions. In recognition of this issue, the collaborative Military Gender Studies initiative was launched under the auspices of the Erasmus+ program. This project involved partners from Bulgaria, Italy, Portugal and Romania, each offering unique insights shaped by their diverse socio-political contexts. This research aims to go beyond mere acknowledgment of disparities and instead seeks to identify actionable strategies that can foster genuine equity, diversity and inclusivity within the EUMSAs. To this end, a comprehensive data-gathering approach was employed, incorporating various qualitative methods including face-to-face interviews, face-to-face focus groups, direct observations and analysis of official documentation sourced from the referred EUMSAs. The resulting insights highlight the need for substantial improvements in institutional gender policies. Particularly, while efforts have been made to instill gender sensitivity within fitness assessments, their impact has been disappointingly limited. Furthermore, the practice of assigning military roles based solely on gender has been found to undermine both effectiveness and fairness within the schools/academies. Conversely, an encouraging sentiment pervades among the student body, advocating for a curriculum that incorporates gender-related subjects into the EUMSA educational framework (curriculum). This suggests a growing recognition of the importance of addressing gender issues not only in policy but also in practice, signalling a promising shift towards a more inclusive and equitable environment within the EUMSAs.

There is empirical evidence on the factors influencing students' understanding of various subjects in higher educational institutions. However, there is a deficit in studies about the link between teacher knowledge and teaching methods on students' understanding of corporate governance course. Thus, this study investigates whether students' understanding of corporate governance in Ghanaian universities is related to teacher knowledge and teaching methods. This study adopts quantitative approach and cross-sectional design to collect from 1,050 sampled students from three public universities in Ghana. We use descriptive statistics and Pearson correlation techniques to analyse the data. The results show that there is a significant positive correlation between teacher knowledge and students' understanding of corporate governance. Furthermore, teaching methods have significant positive correlation with students' understanding of corporate governance. This study has provided a conceptual framework that indicates how teacher knowledge and teaching methods may relate to students' understanding of corporate governance in higher education from the perspective of a developing country. Additionally, this study shows that to promote students' comprehension of corporate governance, there must an understanding of how teacher knowledge and teaching methods can overlap to address the challenges confronting governance education in developing countries.

This study delves into gender dynamics in 12 Technical Vocational and Education Training (TVET) organizations in Ethiopia, using qualitative methods. We conducted 96 face-to-face interviews and triangulated the data through observations, employee records and document reviews. Thematic analysis revealed that gender inequality in organizations persists due to the interplay of social, structural and individual factors. Emphasizing individual or societal aspects hinders transformative efforts. A holistic approach considering these dimensions is crucial for understanding and addressing gender inequality. Identifying and dismantling structural barriers is essential for gender transformation. Focusing solely on individual-level issues, like female-only mentoring, is insufficient for achieving gender equality. A combination of strategies is needed to tackle structural problems and societal assumptions, fostering organizational transformation.

The expanding research on team emergent states explains many facets of team dynamics in an entrepreneurial context. However, the interactions between team emergent states are still unknown. Detached from team emergent states, studies on student entrepreneurship have disclosed findings clustered around students' entrepreneurial intentions while neglecting the issue of persistence with a developed business idea. This study contributes to the literature by proposing an intersection between team emergent states and student entrepreneurial education research via a model where transactive memory systems mediate the effect of team efficacy on team persistence. The model is tested on a sample of student teams using a partial least-square structural equation modelling approach. The findings support the proposed indirect effect. The study offers theoretical implications for team emergent states and policy implications for entrepreneurial education.

Leadership from a distributed pedagogical perspective involves engaging multiple professionals in implementing shared responsibilities. In educational organizations, leadership responsibility structures have changed, with researchers advancing a more decentralized leadership system for sustainable pedagogical improvement. These global changes in education systems have informed the demand for sustainable quality teaching, the desire for 21st-century learning skills, and rapid progress in education. As a result, traditional individual ‘heroic leadership’ is no longer tenable in any learning environment that intends to achieve quality pedagogical outcomes. Therefore, this narrative review paper aims to examine the essence of distributing pedagogical leadership responsibilities among multiple professionals to understand how the concept is perceived in diverse educational contexts and settings. This study reviewed relevant empirical research studies conducted to investigate the concept of distributed pedagogical leadership in Finland, Norway and Singapore. The findings revealed some gaps that informed our understanding of the concept and recommended further research studies.

For about 30 years, the European Union has been politically active in the field of Education and Training with a broad set of aims, measures and tools. All member states were involved in these politics, creating a kind of European profile. Adult education was an important pillar. A number of adult educators involved in various organisations at both the European and national levels carried out the activities. Many of them were recognised for their contributions and were inducted into the International Adult and Continuing Education Hall of Fame. In this qualitative review, the reflections of 16 of these experts on a number of key issues, including achievements, challenges and obstacles in this period are presented. They evaluate European policy-making in adult education and training, including the systems, the funding, the participation and the professional developments, in a structured way. A common understanding of adult education and its prerequisites can be noticed, as well as critical reflections on achievements, and further needs.

Self-determination theory (SDT) has been the subject of pioneering studies in recent years. SDT is centered on the basic psychological needs of autonomy, competence, and relatedness and their necessary role in self-determined motivation, well-being, and growth. The objective of the present research was to investigate the relationships between learning style preference, motivational regulation, and psychological well-being of 417 EFL students at the intermediate level in private schools in three provinces in Iran. The researchers collected the data via electronic surveys using the Perceptual Learning Style Preference Questionnaire, Academic Motivation (AM) Scale, Basic Psychological Needs Satisfaction Measure, and Psychological Well-Being (PWB) Scale. The quantitative analyses using structural equation modelling showed positive correlations between the learning style preferences and AM and the PWB. Moreover, the satisfaction level with needs was a significant factor in predicting AM and PWB scores. The study highlights the importance of recognizing and accommodating diverse learning styles in educational settings and the significance of needs satisfaction in fostering intrinsic motivation and overall well-being among EFL learners. These findings emphasize the need for practitioners to target and tailor their pedagogical strategies to meet the needs of their learners and create a learning environment that fosters the three psychological needs as determined by SDT.

This paper focuses on individual responses to education in crisis, with the strategies of students contextualised and examined within a wider multi-crisis reality. Offering a conceptual framework of social solvation, the proposed model explains how failures in the education system at the macro (state) and meso (institutional) levels translate into young people's behaviours at the individual (micro) level. Based on the analysis of 26 in-depth interviews with young students, we identify and discuss three main micro-rational strategies that the interviewees relied upon to navigate their learning during the pandemic: (1) casualisation (2) customisation and (3) contempt towards the broader system. We argue that the already weak Polish education system was further impaired by the COVID-19 crisis. In response to growing social and educational risks, young people forge and employ highly individualised strategies. As micro-rational social actions essentially bypass the unwieldy education system in a variety of ways, they have vital implications for educational futures.

The need for quality teaching and improved student learning outcomes has been an area of interest in educational leadership studies in various contexts. The emergent distributed pedagogical leadership is based on a hybrid of distributed leadership and pedagogical leadership concepts. This study aimed to explore the participants' perceptions and understanding of the enactment of the concept, its influence on pedagogical improvement and its significance in the nurturing of stakeholders as teacher leaders. The study was conducted at a preservice public teacher training college in Kenya. It employed a mixed-methods research approach with a convergent parallel design to collect, analyse and triangulate data from 294 participants consisting of a principal, teacher–trainers and teacher–trainees. Random purposive sampling was used in identifying the participants. The findings revealed that although the distribution of pedagogical leadership responsibilities was enacted among stakeholders, it was unevenly shared. Furthermore, understaffing, low teacher–trainee enrolment and teacher–trainer workload challenges inhibited effective implementation. The study recommended that further studies be conducted at multiple teacher–trainee institutions to confirm the findings.

In this study, the aim was to investigate the effect of an evidence-based practice course on the lifelong learning skills and problem-solving skills of health science students. A prospective one-group pre-test–post-test design. The universe of the study consisted of 189 students from Cankiri Karatekin University. Student information form, Jefferson lifelong learning skill scale, Problem-solving inventory (PSI) were used as data collection instruments. The sample of the study consisted of 156 students who completed the 14-week course and fully completed the pre-test and post-test. For data analysis, IBM Corp. Released 2013. IBM SPSS Statistics for Windows, Version 22.0. Armonk, NY: IBM Corp. package program was used. While 84% of the students said that they had never heard of the term EBP before, 91.7% of those who knew the term said they had heard it in their field courses. The lifelong learning skill scale total score change of the students, the PSI total score change of the students after the 26-h EBP course were statistically significant. EBP is very important for health science students to increase their problem-solving success and lifelong learning skills, and it should be integrated into the curriculum.