Pub Date : 2024-07-25DOI: 10.1177/10283153241262460
Daian Huang, Jenna Mittelmeier, Josef Ploner
This study explores and compares the experiences of international students studying through internationalisation abroad (IA) and at a distance (IaD) at a UK university through the lens of Ecological Systems Model. In doing so, we propose a revised Ecological Systems Model, integrating the co-existing but fluid and liminal virtual/physical and home/host dimensions. Thirty-two interviews were conducted with international students who studied either: 1) in-person, 2) online in their own country, or 3) first online and then in-person. Our findings identified that the perceived learning environments of IA and IaD students were not distinct from one another, yet the differences in their learning ecologies impacted their experiences significantly. Compared with geographically mobile students, international distance learners experienced a discrete process of internationalisation with limited intercultural learning. Our findings suggest our revised Ecological Systems Model provides a stronger conceptual framework for the digital era of international higher education.
本研究通过生态系统模型的视角，探索和比较了英国大学留学生通过海外国际化（IA）和远程教育（IaD）学习的经历。在此过程中，我们提出了一个经过修订的生态系统模型，该模型整合了虚拟/物理和家庭/寄宿这两个并存但流动且边缘化的维度。我们对 32 名留学生进行了访谈，他们分别在以下两种情况下学习：1：他们的学习方式分别是：1）面对面学习；2）在本国在线学习；或 3）先在线学习后面对面学习。我们的研究结果表明，IA 和 IaD 学生感知到的学习环境并不截然不同，但学习生态的差异却对他们的学习体验产生了重大影响。与地理位置流动的学生相比，国际远程学习者经历的是一个不连续的国际化过程，跨文化学习有限。我们的研究结果表明，我们修订的生态系统模型为国际高等教育的数字化时代提供了一个更强大的概念框架。
{"title":"Comparing the Learning Ecologies of International Students in Internationalisation Abroad and at a Distance","authors":"Daian Huang, Jenna Mittelmeier, Josef Ploner","doi":"10.1177/10283153241262460","DOIUrl":"https://doi.org/10.1177/10283153241262460","url":null,"abstract":"This study explores and compares the experiences of international students studying through internationalisation abroad (IA) and at a distance (IaD) at a UK university through the lens of Ecological Systems Model. In doing so, we propose a revised Ecological Systems Model, integrating the co-existing but fluid and liminal virtual/physical and home/host dimensions. Thirty-two interviews were conducted with international students who studied either: 1) in-person, 2) online in their own country, or 3) first online and then in-person. Our findings identified that the perceived learning environments of IA and IaD students were not distinct from one another, yet the differences in their learning ecologies impacted their experiences significantly. Compared with geographically mobile students, international distance learners experienced a discrete process of internationalisation with limited intercultural learning. Our findings suggest our revised Ecological Systems Model provides a stronger conceptual framework for the digital era of international higher education.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141804752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-02DOI: 10.1177/10283153241251924
Yuan Gao, Xuechun Wang, Xu Liu
The productivity of a specific research field hinges on the periodic examination of both the knowledge produced and the knowledge production activities. By harnessing the strength of traditional bibliometric analyses and a variety of Natural language processing (NLP) techniques, this study portrayed a holistic landscape of higher education internationalisation (HEI) research that incorporated time and region through a spatial lens. The findings reveal the field's evolution into establishment, significant regional variations in research focus, and the expansion of networks for disseminating knowledge. These factors collectively contribute to a diverse ‘lived’ space of HEI research. However, the dominance of Western-centric key concepts, theories, and discourses highlights a homogenous ‘conceived’ space, pointing to an underlying tension between these spaces. Despite these challenges, opportunities for breakthroughs exist. Additionally, the study underscores the immense potential of NLP techniques in facilitating the exploration of how research fields evolve, further enriching our understanding of HEI.
{"title":"Mapping Higher Education Internationalisation as a Research Space via Natural Language Processing (NLP) Techniques","authors":"Yuan Gao, Xuechun Wang, Xu Liu","doi":"10.1177/10283153241251924","DOIUrl":"https://doi.org/10.1177/10283153241251924","url":null,"abstract":"The productivity of a specific research field hinges on the periodic examination of both the knowledge produced and the knowledge production activities. By harnessing the strength of traditional bibliometric analyses and a variety of Natural language processing (NLP) techniques, this study portrayed a holistic landscape of higher education internationalisation (HEI) research that incorporated time and region through a spatial lens. The findings reveal the field's evolution into establishment, significant regional variations in research focus, and the expansion of networks for disseminating knowledge. These factors collectively contribute to a diverse ‘lived’ space of HEI research. However, the dominance of Western-centric key concepts, theories, and discourses highlights a homogenous ‘conceived’ space, pointing to an underlying tension between these spaces. Despite these challenges, opportunities for breakthroughs exist. Additionally, the study underscores the immense potential of NLP techniques in facilitating the exploration of how research fields evolve, further enriching our understanding of HEI.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140838866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-15DOI: 10.1177/10283153241235698
Giorgio Di Pietro
This paper applies propensity score matching to data from a recent Flash Eurobarometer survey (covering 27 European Union countries) in order to estimate the effect of participation in international education mobility programmes on young people's environmental attitudes. The empirical results consistently show that an education experience abroad has a modest but statistically significant positive effect on environmental concerns. This finding sheds light on the important role that studying abroad can play in promoting environmental awareness among the youth.
{"title":"Does International Education Mobility Increase Environmental Concerns?","authors":"Giorgio Di Pietro","doi":"10.1177/10283153241235698","DOIUrl":"https://doi.org/10.1177/10283153241235698","url":null,"abstract":"This paper applies propensity score matching to data from a recent Flash Eurobarometer survey (covering 27 European Union countries) in order to estimate the effect of participation in international education mobility programmes on young people's environmental attitudes. The empirical results consistently show that an education experience abroad has a modest but statistically significant positive effect on environmental concerns. This finding sheds light on the important role that studying abroad can play in promoting environmental awareness among the youth.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140584676","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-01DOI: 10.1177/10283153241238833
Melissa Whatley, Casey Aldrich, Adeline De Angelis
This study explored student learning outcomes related to virtual international exchange, namely global perspective-taking and self-efficacy, among a sample of 76 community college students in the United States. Viewing virtual exchange as a possible high-impact educational practice, we anticipated that participation would have a positive relationship with these two outcomes. To test this hypothesis, we used survey data collected from students attending two community colleges in the US Southeast. Using a pre-test/post-test design, we estimated linear regression models to explore the relationship between virtual exchange participation and these two outcomes, measured using the Global Perspectives Inventory and the New General Self-efficacy Scale. Counter to expectation, we found that virtual exchange was not generally significantly related to changes in students’ global perspective-taking or sense of self-efficacy. We hypothesize these null findings relate to characteristics of virtual exchange programs and differences between virtual exchange and other international experiences like study abroad.
{"title":"Indications of Community College Virtual International Exchange Outcomes: Global Perspective-Taking and Self-Efficacy","authors":"Melissa Whatley, Casey Aldrich, Adeline De Angelis","doi":"10.1177/10283153241238833","DOIUrl":"https://doi.org/10.1177/10283153241238833","url":null,"abstract":"This study explored student learning outcomes related to virtual international exchange, namely global perspective-taking and self-efficacy, among a sample of 76 community college students in the United States. Viewing virtual exchange as a possible high-impact educational practice, we anticipated that participation would have a positive relationship with these two outcomes. To test this hypothesis, we used survey data collected from students attending two community colleges in the US Southeast. Using a pre-test/post-test design, we estimated linear regression models to explore the relationship between virtual exchange participation and these two outcomes, measured using the Global Perspectives Inventory and the New General Self-efficacy Scale. Counter to expectation, we found that virtual exchange was not generally significantly related to changes in students’ global perspective-taking or sense of self-efficacy. We hypothesize these null findings relate to characteristics of virtual exchange programs and differences between virtual exchange and other international experiences like study abroad.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140584459","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-08DOI: 10.1177/10283153241235696
Dejen K. Gonfa, Pat Gibbons, Ciaran Sugrue, Berhanu Kuma
The internationalisation of higher education (IHE) has become a central agenda of Ethiopia's higher education institutions (HEIs). However, there is a dearth of information on whether IHE is an intentional and integrated endeavour. A framework is developed to investigate how strategic the internationalisation process is in public universities in Ethiopia, focusing on intentionality and integration. Data were collected using a survey from eleven public universities, semi-structured interviews with twenty-one key informants, as well as document analysis. The findings reveal striking similarities across universities in how IHE has been undertaken. Though there are promising indicators that IHE is becoming an intentional process, little attention is given to integrating IHE into institutions’ purpose, functions, and delivery. To maximise the benefits of IHE, universities need to establish educational systems aligned with their designations (research, applied science, comprehensive, and science and technology), integrate IHE into these systems, and continuously manage it across all HEIs.
{"title":"Internationalisation of Higher Education in Ethiopia: A Strategic Process?","authors":"Dejen K. Gonfa, Pat Gibbons, Ciaran Sugrue, Berhanu Kuma","doi":"10.1177/10283153241235696","DOIUrl":"https://doi.org/10.1177/10283153241235696","url":null,"abstract":"The internationalisation of higher education (IHE) has become a central agenda of Ethiopia's higher education institutions (HEIs). However, there is a dearth of information on whether IHE is an intentional and integrated endeavour. A framework is developed to investigate how strategic the internationalisation process is in public universities in Ethiopia, focusing on intentionality and integration. Data were collected using a survey from eleven public universities, semi-structured interviews with twenty-one key informants, as well as document analysis. The findings reveal striking similarities across universities in how IHE has been undertaken. Though there are promising indicators that IHE is becoming an intentional process, little attention is given to integrating IHE into institutions’ purpose, functions, and delivery. To maximise the benefits of IHE, universities need to establish educational systems aligned with their designations (research, applied science, comprehensive, and science and technology), integrate IHE into these systems, and continuously manage it across all HEIs.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140075574","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-07DOI: 10.1177/10283153241235703
Dominique G. J. Waterval, Wagdy Talaat, Janneke M. Frambach
Many educational partnerships between institutes never reach the stage of maturity, with students often bearing the costs of such discontinued partnerships. Reasons can be multifold, including a loss of ambitions, finances, or changing personal aspirations of stakeholders. In 2022 a joint curriculum in health professions education between two geographically and culturally distanced institutes reached its 18th anniversary. What can be learned from this particular partnership in terms of deliberate strategic choices, if any, to overcome the challenges identified in the literature? This article applies an instrumental, in-depth case analysis using a theoretical framework of factors that impact the sustainability of educational curriculum partnerships. By doing so, this paper intends to reveal successful strategies and managerial decisions that might be beneficial to those aiming for a sustainable partnership in higher education.
{"title":"Eighteen Years of Joint Master of Health Professions Education Between Geographically Distanced Partners Lessons from a Matured Partnership","authors":"Dominique G. J. Waterval, Wagdy Talaat, Janneke M. Frambach","doi":"10.1177/10283153241235703","DOIUrl":"https://doi.org/10.1177/10283153241235703","url":null,"abstract":"Many educational partnerships between institutes never reach the stage of maturity, with students often bearing the costs of such discontinued partnerships. Reasons can be multifold, including a loss of ambitions, finances, or changing personal aspirations of stakeholders. In 2022 a joint curriculum in health professions education between two geographically and culturally distanced institutes reached its 18<jats:sup>th</jats:sup> anniversary. What can be learned from this particular partnership in terms of deliberate strategic choices, if any, to overcome the challenges identified in the literature? This article applies an instrumental, in-depth case analysis using a theoretical framework of factors that impact the sustainability of educational curriculum partnerships. By doing so, this paper intends to reveal successful strategies and managerial decisions that might be beneficial to those aiming for a sustainable partnership in higher education.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140076204","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-06DOI: 10.1177/10283153241235706
Lea Simek, William H. Stewart
The Republic of Indonesia has been a significant source country of international students worldwide yet data is scarce about local international students. Increasing international student numbers is in line with the country's strategic development goals yet growth has been limited over the last two decades despite government funding of both long/short-term mobility programs and changing global/regional student mobility trends. This review systematically analyzes 28 papers from 2012–2022 investigating international students in Indonesian higher education regarding recruitment and support via an inductive thematic analysis. Six themes emerged showing that research has focused on the overall scope, rationale, and high-level organizational challenges of internationalization with scholarship only occasionally investigating Indonesia's destination attractiveness or student-centric issues. Research on international students, in Indonesian or English, is nascent and policy/practice suggestions and avenues of future research are discussed.
{"title":"International Student Recruitment and Support in Indonesia: A Systematic Review of Literature from 2012–2022","authors":"Lea Simek, William H. Stewart","doi":"10.1177/10283153241235706","DOIUrl":"https://doi.org/10.1177/10283153241235706","url":null,"abstract":"The Republic of Indonesia has been a significant source country of international students worldwide yet data is scarce about local international students. Increasing international student numbers is in line with the country's strategic development goals yet growth has been limited over the last two decades despite government funding of both long/short-term mobility programs and changing global/regional student mobility trends. This review systematically analyzes 28 papers from 2012–2022 investigating international students in Indonesian higher education regarding recruitment and support via an inductive thematic analysis. Six themes emerged showing that research has focused on the overall scope, rationale, and high-level organizational challenges of internationalization with scholarship only occasionally investigating Indonesia's destination attractiveness or student-centric issues. Research on international students, in Indonesian or English, is nascent and policy/practice suggestions and avenues of future research are discussed.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140262536","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-04DOI: 10.1177/10283153241235704
Robert O'Dowd, Sina Werner
Blended Mobility refers to the strategic combination of phases of online learning with periods of short physical mobility. This approach to international learning has gained considerable interest in European university education in recent years due to the introduction of Blended Intensive Programmes (BIPs) in the new Erasmus + programme. BIPs are defined as a form of Blended Mobility which involve short, intensive programmes that use innovative ways of learning and teaching, including online cooperation. This article reports on the results of a survey of BIP academic coordinators which was carried out to establish an overview of current practices in the area. The study provides an overview of the perceived benefits of Blended Mobility and also identifies the main challenges which practitioners encounter when running such programmes. A series of good practices which are recommended by organisers are presented and this is followed by a discussion of the survey's major conclusions.
{"title":"The First Steps of Blended Mobility in European Higher Education: A Survey of Blended Intensive Programmes","authors":"Robert O'Dowd, Sina Werner","doi":"10.1177/10283153241235704","DOIUrl":"https://doi.org/10.1177/10283153241235704","url":null,"abstract":"Blended Mobility refers to the strategic combination of phases of online learning with periods of short physical mobility. This approach to international learning has gained considerable interest in European university education in recent years due to the introduction of Blended Intensive Programmes (BIPs) in the new Erasmus + programme. BIPs are defined as a form of Blended Mobility which involve short, intensive programmes that use innovative ways of learning and teaching, including online cooperation. This article reports on the results of a survey of BIP academic coordinators which was carried out to establish an overview of current practices in the area. The study provides an overview of the perceived benefits of Blended Mobility and also identifies the main challenges which practitioners encounter when running such programmes. A series of good practices which are recommended by organisers are presented and this is followed by a discussion of the survey's major conclusions.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140033509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-20DOI: 10.1177/10283153231222278
Jenna Mittelmeier, Sylvie Lomer, Said Al-Furqani, Daian Huang
Research about the internationalisation of higher education has expanded rapidly in recent decades with few attempts to map available evidence. This scoping review provides a synthesis of articles about how internationalisation practices specifically impact students’ outcomes and experiences. We identified 967 articles in 21 thematic categories, spread across 493 journals and 27 disciplines. Of these, only 233 (22.8%) were categorized as ‘designed to highlight impacts on students’. We characterise research as scattered and primarily descriptive, with limited efforts to build on previous research. However, we have synthesised five key principles that underpin practice with the most demonstrable impact on students: (1) embedding internationalisation holistically across the institution; (2) centering inclusion and connection; (3) developing active and creative learning approaches; (4) providing opportunities for reflection and personal connection; and (5) explicitly scaffolding intercultural skills. We call for researchers to design more research that builds on this maturing subfield, centring evidence to inform critical practice.
{"title":"Developing Meaningful Internationalisation that Impacts Students’ Outcomes in Higher Education: A Scoping Review of the Literature 2011–2022","authors":"Jenna Mittelmeier, Sylvie Lomer, Said Al-Furqani, Daian Huang","doi":"10.1177/10283153231222278","DOIUrl":"https://doi.org/10.1177/10283153231222278","url":null,"abstract":"Research about the internationalisation of higher education has expanded rapidly in recent decades with few attempts to map available evidence. This scoping review provides a synthesis of articles about how internationalisation practices specifically impact students’ outcomes and experiences. We identified 967 articles in 21 thematic categories, spread across 493 journals and 27 disciplines. Of these, only 233 (22.8%) were categorized as ‘designed to highlight impacts on students’. We characterise research as scattered and primarily descriptive, with limited efforts to build on previous research. However, we have synthesised five key principles that underpin practice with the most demonstrable impact on students: (1) embedding internationalisation holistically across the institution; (2) centering inclusion and connection; (3) developing active and creative learning approaches; (4) providing opportunities for reflection and personal connection; and (5) explicitly scaffolding intercultural skills. We call for researchers to design more research that builds on this maturing subfield, centring evidence to inform critical practice.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139945534","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-16DOI: 10.1177/10283153231221655
de Wit Hans
Since Jane Knight published her first version of her definition on internationalization of higher education in 1993, the debate on what is meant by internationalization has been ongoing and continues today. This essay provides an overview of our evolving understanding of the internationalization of higher education in theory and practice, reflects on factors influencing its development, the importance of emerging views and voices, and the implications of current debates for future directions.
{"title":"‘Everything That Quacks is Internationalization’ - Critical Reflections on the Evolution of Higher Education Internationalization","authors":"de Wit Hans","doi":"10.1177/10283153231221655","DOIUrl":"https://doi.org/10.1177/10283153231221655","url":null,"abstract":"Since Jane Knight published her first version of her definition on internationalization of higher education in 1993, the debate on what is meant by internationalization has been ongoing and continues today. This essay provides an overview of our evolving understanding of the internationalization of higher education in theory and practice, reflects on factors influencing its development, the importance of emerging views and voices, and the implications of current debates for future directions.","PeriodicalId":47802,"journal":{"name":"Journal of Studies in International Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139618586","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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