International Journal of Educational Research最新文献_第4页

Fostering EFL pre-service teachers’ language activism in Türkiye 培养我国英语职前教师的语言积极性

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-12-13 DOI: 10.1016/j.ijer.2025.102904

Ayşe Kızıldağ , Amber N. Warren

This study examines how English as a Foreign Language (EFL) pre-service teachers in Türkiye develop Critical Multilingual Language Awareness (CMLA) as a foundation for future language activism through scenario-based role-play and critical reflection activities. We explore how engaging in these experiential pedagogical tasks fosters awareness of linguistic hierarchies, power relations, and advocacy orientations. Using reflexive thematic analysis, we analyzed role-play videos, reflective reports, and focus group interviews from fifteen pre-service teachers enrolled in a Language and Society course. Findings center around three key themes. First, pre-service teachers developed awareness of linguistic hierarchies and power structures embedded in Turkish society and schools, questioning standard language ideologies and dominant accents. Second, they navigated tensions and ambiguities surrounding multilingualism, working to reconcile their emerging awareness with societal and institutional pressures and expectations. Third, role-play functioned as a rehearsal space for critical engagement, supporting participants’ perspective-taking with marginalized linguistic identities and beginning to develop orientations toward advocacy. Findings suggest that incorporating such tasks into preservice teacher education can support teachers’ development as critically aware, socially engaged educators who can navigate complex sociolinguistic landscapes and develop readiness for advocating for linguistic diversity in their future teaching practice.

本研究考察了日本的英语作为外语（EFL）职前教师如何通过基于场景的角色扮演和批判性反思活动，培养批判性多语言意识（CMLA），作为未来语言行动主义的基础。我们探讨了参与这些体验式教学任务如何培养对语言等级、权力关系和倡导取向的认识。使用反身性主题分析，我们分析了15名参加语言与社会课程的职前教师的角色扮演视频、反思性报告和焦点小组访谈。调查结果围绕着三个关键主题。首先，职前教师培养了对土耳其社会和学校中嵌入的语言等级和权力结构的意识，质疑标准的语言意识形态和主流口音。其次，他们应对多语言使用带来的紧张和模糊，努力使自己的新意识与社会和制度的压力和期望相协调。第三，角色扮演作为批判性参与的预演空间，支持参与者以边缘化的语言身份进行换位思考，并开始发展倡导的方向。研究结果表明，将这些任务纳入职前教师教育可以支持教师发展为具有批判性意识的社会参与教育工作者，他们可以驾驭复杂的社会语言学景观，并为在未来的教学实践中倡导语言多样性做好准备。

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引用次数: 0

Does motivation towards science mediate the relationship between parental support and adolescent science achievement? A comparison of two countries 科学动机是否在父母支持与青少年科学成就之间起到中介作用？两个国家的比较

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-12-12 DOI: 10.1016/j.ijer.2025.102903

Pey-Yan Liou , Ssu-Ching Huang , Eunjung Myoung , Sufen Chen

This study explored the mediating role of motivation towards science and the moderating role of cultures in the relationship between parental support and adolescent science achievement. We conducted a moderated mediation analysis of the 2015 Programme of International Student Assessment data from Korea (n = 5581) and the United States (n = 5712). The results imply that culture moderated the effects of parental support on students’ science motivation and achievement: the predictive effect of parental support on intrinsic motivation was stronger in Korea than in the United States, and parental support significantly predicted higher science achievement in Korea but not in the United States. Furthermore, adolescents’ motivation towards science mediated the relationship between parental support and science achievement. The study sheds light on different mechanisms underlying parental support, adolescents’ motivation towards science, and science achievement. The findings also highlight the need to consider adolescents’ motivation towards science when explaining the effect of parental support on their science performance. Finally, the findings advance motivational theories, particularly in the science education field.

本研究探讨了科学动机在父母支持与青少年科学成就关系中的中介作用和文化的调节作用。我们对来自韩国（n = 5581）和美国（n = 5712）的2015年国际学生评估项目数据进行了适度的中介分析。研究结果表明，文化调节了父母支持对学生科学动机和成就的影响：父母支持对学生内在动机的预测效应在韩国强于美国，父母支持对学生科学成就的预测显著高于美国。此外，青少年的科学动机在父母支持与科学成就的关系中起中介作用。该研究揭示了父母支持、青少年科学动机和科学成就背后的不同机制。研究结果还强调，在解释父母支持对青少年科学表现的影响时，需要考虑青少年对科学的动机。最后，这些发现推动了动机理论，特别是在科学教育领域。

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引用次数: 0

Exploratory analysis of inter-connected factors related to secondary school absenteeism: Caregivers’ perspectives 中学缺勤相关因素的探索性分析：照顾者视角

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-12-12 DOI: 10.1016/j.ijer.2025.102901

Andrea Carrick , Ryan Chen , David Littlefair , Samantha Friedman , Kirstin Mulholland , Karen Hudson , Pamela Graham , Pamela L. Graham , Caleb Davies , Lucy Barker , Reinie Cordier

Secondary school absenteeism in the UK arises from complex, interconnected issues within and beyond school systems, making it difficult for some pupils to attend full-time. This study adopted an ecosystemic approach to examine factors related to pupils' absence from caregivers’ perspectives. Caregivers (N = 198) completed online surveys. Multivariate logistic regression analysis was used to determine how school participation, absenteeism, pupil and caregiver characteristics, and caregivers’ attitudes predict absenteeism severity among UK pupils aged 11–16. Results show that habitual absence increases with age, particularly for pupils with co-occurring conditions, those who faced exclusion, and caregivers who are doubtful about the benefits of education. The beliefs held by some caregivers that school do not constitute part of the solution may result in insufficient support for students' reintegration into the school, thereby perpetuating absenteeism. National policies should address overlapping issues outside education that contribute to the resource gap for pupils facing attendance barriers.

在英国，中学缺勤是由学校系统内外复杂、相互关联的问题引起的，这使得一些学生很难全日制上学。本研究采用生态系统的方法，从照顾者的角度考察与学生缺席相关的因素。护理人员（N = 198）完成了在线调查。多变量logistic回归分析用于确定英国11-16岁学生的学校参与、旷课、学生和照顾者特征以及照顾者态度如何预测旷课严重程度。结果表明，习惯性缺勤随着年龄的增长而增加，特别是对于那些同时患有疾病的学生，那些面临排斥的学生，以及对教育的好处持怀疑态度的看护者。一些照顾者认为学校不构成解决方案的一部分，这可能导致对学生重新融入学校的支持不足，从而使缺勤现象长期存在。国家政策应解决教育之外的重叠问题，这些问题对面临出勤障碍的学生造成资源缺口。

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引用次数: 0

Choreographing collaboration in European higher education through competition in the European Universities Initiative 通过欧洲大学倡议的竞争，在欧洲高等教育中编排合作

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-12-11 DOI: 10.1016/j.ijer.2025.102902

Antonin Charret, Maia Chankseliani, Alis Oancea

In 2018, the European Commission launched a competitive call, the European Universities Initiative, to prioritise and reconfigure higher education cooperation in the European Union through the formation of transnational university alliances. This paper explores the recent dynamics of the European Universities Initiative by analysing 26 policy documents and 70 semi-structured interviews with key stakeholders operating at local, national, and European levels. It aims to offer empirical insights to interdisciplinary research in comparative and international higher education and public policy. This research uses a dance analogy to explore the impact of this competitive process for the formation of the alliances and the way in which collaboration has been incentivised and organised in this initiative. In the formation of some alliances, the search for partnerships was smooth, with partners coming together and potentially moving from one to the next in an orderly fashion; in other cases, the partnerships were more unexpected and the relationships more serendipitous. During the analysis, these processes reminded us of a dancing metaphor. We refer to the former through the metaphor of a ballroom dance such as a waltz, and to the latter through that of a mosh pit: contrasting dance forms that illustrate different configurations and dynamics of partnership initiation or consolidation. The paper also reflects on the consequences of this competition beyond the temporality of these first calls and explores shifts in alliance membership as well as the decision of certain institutions to remain formed as alliances despite not being selected in the framework of the call and remaining outside the Erasmus+ funding and its prestige.

2018年，欧盟委员会发起了一项竞争性呼吁，即欧洲大学倡议，通过组建跨国大学联盟，优先考虑并重新配置欧盟的高等教育合作。本文通过分析26份政策文件和对地方、国家和欧洲各级主要利益相关者的70次半结构化访谈，探讨了欧洲大学倡议的最新动态。它旨在为比较和国际高等教育和公共政策的跨学科研究提供实证见解。本研究使用舞蹈类比来探索这种竞争过程对联盟形成的影响，以及在这种倡议中激励和组织合作的方式。在一些联盟的形成过程中，寻找合作伙伴的过程很顺利，合作伙伴走到一起，可能会以有序的方式从一个联盟转移到另一个联盟；在其他情况下，伙伴关系更出人意料，关系更偶然。在分析过程中，这些过程让我们想起了一个舞动的隐喻。我们将前者比喻为交际舞，如华尔兹，而将后者比喻为mosh pit：对比的舞蹈形式说明了伙伴关系开始或巩固的不同配置和动态。本文还反映了这种竞争的后果，超越了这些第一次呼吁的临时性，并探讨了联盟成员的变化，以及某些机构的决定，尽管没有在呼吁的框架内被选中，也没有在伊拉斯谟+资助及其声望之外，但仍保持联盟的形式。

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引用次数: 0

Roma teachers’ resilience: A sociological study of life course experiences and professional impact 罗姆教师的弹性：生命历程经验与专业影响的社会学研究

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-12-11 DOI: 10.1016/j.ijer.2025.102907

Tímea Ceglédi , Kitti Kozma , Ilona Dóra Dabney-Fekete

Ensuring equity for Roma students remains a critical concern across many countries. Roma teachers play an essential role in addressing this issue. Their life course experiences offer invaluable insights into the barriers faced by students from similar backgrounds. This study investigates the lives of Roma teachers who have demonstrated resilience, defined here as the capacity to succeed despite adverse circumstances. The study addresses two research questions: RQ1: What resources and obstacles characterized the life courses of Roma teachers on their way to obtaining a degree? RQ2: What markers does the legacy of the “resilient life course” leave in teachers’ current educational practice, and do these experiences manifest themselves as obstacles or resources?

Given the uniqueness of the target group, we employed snowball sampling. 16 semi-structured interviews were conducted in Hungary between 2019 and 2023. The interviews focused on both the participants’ biographical experiences of resilience and their pedagogical work. Data were analysed using thematic analysis following Brown and Clarke’s guidelines.

Findings suggest that resilient Roma teachers actively draw on their life course experiences in their teaching practice. A strong sense of mission – shaped by the experience of succeeding against the odds – appears to sustain long-term professional engagement. The present study argues that overcoming hardship can serve as a vital resource in the teaching profession. The insights generated have implications for teacher education programs, particularly in preparing educators from underrepresented backgrounds. Furthermore, the findings inform education policy by highlighting the value of lived experience in fostering inclusive and equitable school environments.

确保罗姆学生的公平仍然是许多国家关注的一个关键问题。罗姆教师在解决这一问题方面发挥着至关重要的作用。他们的人生经历为了解来自相似背景的学生所面临的障碍提供了宝贵的见解。本研究调查了表现出适应力的罗姆教师的生活，这里将其定义为在不利环境中取得成功的能力。该研究解决了两个研究问题：RQ1：罗姆教师在获得学位的过程中有哪些资源和障碍？RQ2：“弹性生命历程”的遗产在教师当前的教育实践中留下了哪些标志？这些经验是否表现为障碍或资源？考虑到目标群体的独特性，我们采用滚雪球抽样。2019年至2023年期间，在匈牙利进行了16次半结构化访谈。访谈的重点是参与者的韧性传记经历和他们的教学工作。根据Brown和Clarke的指导方针，使用主题分析来分析数据。研究结果表明，有弹性的罗姆教师在教学实践中积极借鉴他们的人生课程经验。一种强烈的使命感——由克服困难成功的经历塑造——似乎能维持长期的职业投入。本研究认为，克服困难可以成为教师职业的重要资源。所产生的见解对教师教育计划具有启示意义，特别是在培养来自代表性不足背景的教育工作者方面。此外，研究结果通过强调生活经验在促进包容和公平的学校环境中的价值，为教育政策提供了信息。

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引用次数: 0

Analyzing factors associated with student achievement in large-scale educational assessments: A two-stage machine learning approach 分析大规模教育评估中与学生成绩相关的因素：两阶段机器学习方法

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-12-10 DOI: 10.1016/j.ijer.2025.102886

Biao Zeng, Jinyan Sun, Hongbo Wen

This study proposes a novel two-stage modeling approach utilizing the RE-EM tree and LightGBM algorithms to analyze factors associated with student achievement based on large-scale educational assessment data. The proposed method addresses the limitations of previous analytical approaches by effectively capturing both hierarchical structures inherent in educational data and complex relationships such as nonlinearities and interactions among variables. By applying this two-stage machine learning framework to a large-scale dataset on Chinese language achievement, the models demonstrated strong predictive performance and effectively identified and visualized nonlinear relationships and complex interactions between predictors. Empirical findings indicate that: (1) Student-level factors showed stronger associations with student achievement than school-level factors. In particular, higher academic self-expectation and self-confidence were strongly associated with students’ Chinese learning outcomes, with parental academic expectations also showing notable associations, particularly for students with low self-confidence. (2) Urban-rural disparities were significantly associated with variations in educational quality across schools in China, with urban schools substantially outperforming their rural counterparts. (3) Several critical school-level predictors demonstrated nonlinear relationships with student achievement, and complex interactions were evident, particularly between basic school conditions and teacher allocation, as well as between teacher resources and instructional equipment. Collectively, these interactions are associated with students’ achievement in Chinese language learning.

本研究提出了一种新的两阶段建模方法，利用RE-EM树和LightGBM算法来分析基于大规模教育评估数据的学生成绩相关因素。提出的方法通过有效地捕获教育数据固有的层次结构和变量之间的非线性和相互作用等复杂关系，解决了以前分析方法的局限性。通过将这一两阶段机器学习框架应用于中文成绩的大规模数据集，模型显示了强大的预测性能，并有效地识别和可视化了预测因子之间的非线性关系和复杂的相互作用。实证结果表明：(1)学生水平因素对学生成绩的影响强于学校水平因素。特别是，较高的学业自我期望和自信与学生的汉语学习成果密切相关，父母的学业期望也表现出显著的相关性，特别是对低自信的学生。(2)城乡差异与中国学校教育质量差异显著相关，城市学校的教育质量明显优于农村学校。(3)几个关键的校级预测指标与学生成绩表现出非线性关系，复杂的相互作用是显而易见的，特别是在基本学校条件和教师配置之间，以及教师资源和教学设备之间。总的来说，这些互动与学生的汉语学习成绩有关。

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引用次数: 0

Protecting academic freedom in the USA: Assessing the effectiveness of the American Association of University Professors’ Statement 保护美国的学术自由：评估美国大学教授协会声明的有效性

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-12-08 DOI: 10.1016/j.ijer.2025.102889

Jennifer Johnston , Terence Karran

This paper examines the extent to which universities in the USA align with the American Association of University Professors’ 1940 Statement on the Principles on Academic Freedom and Tenure, acting as a professional “common” or customary law for the protection of academic freedom. Utilising a sample of circa 200 universities, comprising the largest and most research active private and public universities in each state (and representing >23 % of the USA university student population), the alignment with the different elements of the AAUP Statement is assessed, and the differences in the degree of alignment between private and publicly funded universities explored. The results show that alignment is below 50 % of the sample universities and is highest with respect to teaching and extramural utterance, and lowest with respect to governance. Moreover, full alignment with all the relevant elements of the Statement is relatively low (29 %), while publicly funded universities are more likely than privately funded universities to align their policies with the AAUP guidelines

本文考察了美国大学在多大程度上遵守美国大学教授协会1940年关于学术自由和终身教职原则的声明，作为保护学术自由的专业“共同”或习惯法。利用大约200所大学的样本，包括每个州最大和研究最活跃的私立和公立大学（占美国大学生人数的23%），评估与AAUP声明的不同要素的一致性，并探讨私立和公立资助大学之间一致性程度的差异。结果表明，样本大学的一致性低于50%，在教学和校外言论方面一致性最高，在治理方面一致性最低。此外，与声明的所有相关要素完全一致的比例相对较低（29%），而公立大学比私立大学更有可能将其政策与AAUP指导方针保持一致

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引用次数: 0

“I am rooted, but I flow”: A photovoice investigation into the (re)construction of professional identity among immigrant early childhood educators in Australia “我扎根，但我流动”：澳大利亚移民幼儿教育工作者职业认同（再）建构的光声调查

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-12-08 DOI: 10.1016/j.ijer.2025.102890

Yue Xu, Sun Yee Yip, Eisuke Saito, Megan Adams

Immigrant ECEC educators in Australia navigate unique personal, cultural, and institutional conditions as they (re)construct their professional identities in a new sociocultural context. This study employs Photovoice and two rounds of in-depth interviews with twelve immigrant ECEC educators to explore the factors that facilitate or impede this identity construction process. Using a “garden elements” metaphor developed through constructivist grounded theory analysis, the findings highlight three key facilitators of identity construction, namely reflective practices that anchor growth (“roots”), community and institutional supports that provide emotional and professional nourishment (“soil”), and everyday acts of creative agency that energise practice (“sunlight”). Conversely, three impediments that disrupt continuity and contribute to moments of fragmentation include emotional and resource scarcity (“drought”), tensions arising from negotiating multiple cultural and professional expectations (“weeds”), and periods of reflective immobility (“pests”). Methodologically, this study extends Photovoice by adapting it to individual interviews and by giving equal analytic weight to visual and narrative data. Implications for supporting immigrant ECEC educators include strengthening culturally responsive induction structures, embedding reflective learning opportunities, and recognising theseeducators’ creative and cultural expertise as central to high-quality ECEC practice.

澳大利亚的移民ECEC教育工作者在新的社会文化背景下（重新）构建自己的职业身份时，要驾驭独特的个人、文化和制度条件。本研究采用Photovoice和对12位移民ECEC教育工作者的两轮深度访谈来探讨促进或阻碍这种身份建构过程的因素。通过构建主义基础理论分析得出的“花园元素”隐喻，研究结果强调了身份建构的三个关键促进因素，即锚定成长的反思实践（“根”），提供情感和专业营养的社区和机构支持（“土壤”），以及激励实践的创造性代理的日常行为（“阳光”）。相反，破坏连续性并导致碎片化的三个障碍包括情感和资源短缺（“干旱”），在协商多种文化和专业期望时产生的紧张关系（“杂草”），以及反思不动的时期（“害虫”）。在方法上，本研究扩展了Photovoice，使其适应于个人访谈，并对视觉和叙事数据给予同等的分析权重。支持移民ECEC教育者的意义包括加强文化响应性诱导结构，嵌入反思性学习机会，并认识到这些教育者的创造性和文化专业知识是高质量ECEC实践的核心。

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引用次数: 0

Regional imaginary meets individual reflexivity: International student learning experiences under the belt and road initiative in China 地域想象与个体反身：“一带一路”倡议下的中国留学生学习体验

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-12-06 DOI: 10.1016/j.ijer.2025.102892

Jie Xu, Yuxiao Jiang, Kun Dai

Under the Belt and Road Initiative (BRI), China is positioning itself as a potential leading regional hub for international education. However, limited empirical research has examined how students from BRI countries experience and respond to international education shaped by BRI regional imaginaries in China. Drawing on interviews with 28 international students from BRI countries, this qualitative study employs theories of imaginaries and reflexivity to investigate how their learning experiences were shaped by BRI regional imaginaries and how they exercised reflexive agency in their responses. The analysis identified two intersecting imaginaries: a unidirectional regional imaginary, evident in the promotion of China’s greatness in cultural courses, co-curricular tours and an everyday emphasis on China’s economic productivity; and a connective regional imaginary, emerging through reciprocal exchanges in specialised programmes, business cooperation and experiential learning. Students’ reflexive responses ranged from reinforcement and instrumentalisation to contestation and transformation; however, all remained constrained by the dominance of the unidirectional imaginary, ultimately limiting epistemic diversity and prospects for shared regional development. The study calls for more reciprocal and equitable approaches to international education and contributes to the theorisation of host-country expectations and student agency in the BRI regional context.

在“一带一路”倡议下，中国将自己定位为潜在的国际教育领先区域中心。然而，有限的实证研究考察了来自“一带一路”国家的学生如何体验和应对中国的“一带一路”地区想象所塑造的国际教育。通过对28名来自“一带一路”沿线国家的国际学生的访谈，本定性研究运用想象和反身性理论来调查他们的学习经历是如何被“一带一路”沿线国家的想象所塑造的，以及他们如何在回应中发挥反身性作用。分析发现了两种相互交叉的想象：一种是单向的区域想象，在文化课程、课外旅游和日常强调中国经济生产力方面对中国伟大的宣传是显而易见的；通过专业项目、商业合作和体验式学习的互惠交流，形成一种相互联系的区域想象。学生的自反性反应从强化和工具化到争论和转化；然而，所有这些都受到单向想象主导地位的制约，最终限制了认知多样性和共同区域发展的前景。该研究呼吁采取更加互惠和公平的国际教育方法，并有助于将“一带一路”地区背景下的东道国期望和学生代理理论化。

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引用次数: 0

“It’s like being a band-aid until someone comes to dress the wound”: Gap-year volunteers as emergency educators in evacuation centers “这就像一个创可贴，直到有人来包扎伤口”：间隔年志愿者在疏散中心担任紧急教育工作者

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-12-06 DOI: 10.1016/j.ijer.2025.102888

Ofir Sheffer

Since the early 21st century, the international aid community has recognized education as a fundamental right and a stabilizing force during crises. Following the Hamas attack on October 2023, thousands of Israeli families were displaced to evacuation centers. Civil society organizations, including youth movements, mobilized to provide educational and emotional support. Among them were 18–19-year-old gap-year volunteers who assumed unexpected roles as educators.

This qualitative study draws on interviews and ethnographic observations of 22 such volunteers, exploring how they navigated uncertainty, emotional strain, and blurred personal-professional boundaries while sustaining daily routines for displaced children and youth. Their accounts reveal how non-formal education served as a civic response before formal state systems were in place. The analysis situates their work within debates on youth activism, showing how civic agency emerges through care, responsibility, and community rebuilding.

The discussion highlights both the transformative potential and the structural vulnerabilities of relying on very young, non-certified educators in emergencies. The study’s limitations include its small, context-specific sample and its focus on volunteers from Israeli youth movements. Despite these constraints, it contributes to international debates on education in emergencies and youth civic engagement, offering new insight into how young people act as agents of stability and meaning in times of collective crisis.

自21世纪初以来，国际援助界已经认识到教育是一项基本权利，是危机期间的稳定力量。在哈马斯于2023年10月发动袭击后，成千上万的以色列家庭被转移到疏散中心。民间社会组织，包括青年运动，动员起来提供教育和情感支持。其中有18 - 19岁的间隔年志愿者，他们扮演了意想不到的教育者角色。这项定性研究利用了对22名志愿者的访谈和民族志观察，探索他们如何在为流离失所的儿童和青少年维持日常生活的同时，应对不确定性、情绪紧张和模糊的个人-职业界限。他们的描述揭示了非正规教育是如何在正式的国家体系形成之前成为一种公民回应的。分析将他们的工作置于青年行动主义的辩论中，展示了公民机构如何通过关怀、责任和社区重建而产生。讨论强调了在紧急情况下依赖非常年轻的、未经认证的教育工作者的变革潜力和结构性脆弱性。这项研究的局限性包括样本量小，具体情况不同，而且主要集中在以色列青年运动的志愿者身上。尽管存在这些制约因素，但它有助于就紧急情况下的教育和青年公民参与问题进行国际辩论，为了解年轻人在集体危机时期如何发挥稳定和意义的作用提供了新的见解。

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引用次数: 0