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Evolution to revolution: Critical exploration of educators’ perceptions of the impact of Artificial Intelligence (AI) on the teaching and learning process in the GCC region 从进化到革命:教育工作者对人工智能(AI)对海湾合作委员会地区教学过程的影响的批判性探索
IF 3.2 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2024.102326
Shakhnoza Shamsuddinova , Poonam Heryani , Mark Anthony Naval

The transformational nature of the 21st century in all aspects of life has brought unprecedented changes to the teaching and learning process highlighting the paradigm shift and redefining the purpose and delivery of education. Ubiquitous and innovative Artificial Intelligence (AI) tools, being one of the defining (r) evolutions of our modern era accelerated by the recent introduction of free, accessible, and highly upgraded language models, have stirred a debate on the broader implications of AI on education, teaching, learning and assessment. On one hand, the integration of AI in education, particularly, in classroom practices has been seen as a potential solution to pressing challenges and barriers in dismantling industry model of education which is considered to be outdated and misaligned with the 21st century demands. Notwithstanding, the flip side of the coin presents a different picture as to whether AI is a potential threat, rather than a solution, to acquisition of knowledge, academic honesty and integrity, critical thinking skills and teacher-student relationships. Against the backdrop of such critical debate, it is crucially significant to establish a common understanding of the concept and implications of AI through the lens of stakeholder perceptions and expectations. Thus, this study explored the views and perceptions of 11 educators across the GCC on the impact of AI on teaching and learning process focusing on whether AI should be seen as evolution or a revolution in the field of education. The participants were selected based on the set of diverse criteria, like the curriculum setting they teach/manage in, their current position and the country they are based in. The findings revealed that in general, educators are quite optimistic about and open to the use of AI in education, its potential benefits and opportunities to improve teaching and learning, however, they cited lack of understanding and training in using AI tools in classroom instruction, assessment etc. as one of the most important barriers to its use. They also cited socio-cultural reservations, systematic resistance to change, lack of structured policies and available resources as factors inhibiting its use in education in the GCC region. The study concluded that there is a need for structured policy frameworks and guidelines on the use of AI in education in the context of GCC for better integration and migitation of its risks.

21 世纪生活各方面的转型给教学和学习过程带来了前所未有的变化,凸显了教育范式的转变,并重新定义了教育的目的和实施方式。无处不在的创新型人工智能(AI)工具是现代社会的决定性(r)演变之一,最近推出的免费、可访问和高度升级的语言模型加速了这一演变,引发了一场关于人工智能对教育、教学、学习和评估的广泛影响的辩论。一方面,将人工智能融入教育,特别是课堂实践,被视为一种潜在的解决方案,可以解决在拆除被认为过时且与 21 世纪需求不符的行业教育模式方面所面临的紧迫挑战和障碍。尽管如此,人工智能对知识的获取、学术诚信、批判性思维能力和师生关系是否是一种潜在的威胁,而不是一种解决方案,硬币的另一面却呈现出不同的景象。在这种激烈争论的背景下,通过利益相关者的看法和期望来建立对人工智能概念和影响的共同理解具有至关重要的意义。因此,本研究探讨了海湾合作委员会 11 名教育工作者对人工智能对教学过程的影响的观点和看法,重点是人工智能应被视为教育领域的进化还是革命。研究人员是根据一系列不同的标准(如他们所教授/管理的课程设置、他们目前的职位以及他们所在的国家)挑选出来的。调查结果显示,总体而言,教育工作者对人工智能在教育领域的应用、其潜在的好处以及改善教学的机会持相当乐观和开放的态度,但他们认为在课堂教学和评估等方面使用人工智能工具缺乏了解和培训是使用人工智能的最主要障碍之一。他们还指出,社会文化保留意见、系统性变革阻力、缺乏结构化政策和可用资源也是海湾合作委员会地区在教育中使用人工智能的阻碍因素。研究得出结论,在海湾合作委员会的教育中使用人工智能需要有结构化的政策框架和指导方针,以便更好地整合和转移其风险。
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引用次数: 0
How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis 归国留学生如何促进母国发展?系统规划和专题综述
IF 3.2 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2024.102330
Zhe Wang , Natalya Hanley , Joonghyun Kwak , Ilka Vari-Lavoisier , Mira Al Hussein , Lorena Sanchez Tyson , Ahmad Akkad , Maia Chankseliani

This study investigates the significant yet under-examined role of international student returnees in catalysing societal development in their home countries. Through systematic mapping and thematic synthesis of 53 articles selected from an initial pool of 1515, this review delineates the literature’s portrayal of returnees’ impacts across various domains, including firm growth, industrial innovation, higher education, research, social diversity, equity, inclusion, democracy, and civic engagement. While highlighting the skills, knowledge, and resilience students garner abroad—facilitating innovative problem-solving and engagement in their countries—the study concurrently points out the emerging nature and methodological limitations of the extant literature. This review identifies critical gaps in the literature on international student returnees. It notes a lack of global evidence and an overemphasis on certain geographical contexts which questions the generalisability of the findings. Furthermore, there is a narrow focus on economic and political impacts, overlooking crucial areas like poverty reduction and environmental sustainability. Equally important is the absence of comparative studies between returnees and local counterparts. This lack of comparative studies highlights the need to distinguish the unique effects of international versus domestic higher education. This review not only advances academic understanding by systematically mapping the underexplored nexus between international student mobility and societal development but also offers implications for policy. By delineating the transformative potential of returnees and highlighting the importance of conducive environments, it underscores the necessity of informed, strategic interventions to maximise returnees’ societal contributions. In doing so, the study acknowledges existing gaps and methodological limitations within the literature, advocating for a more nuanced and evidence-based approach to leveraging international education for sustainable development.

本研究探讨了归国留学生在促进本国社会发展方面发挥的重要作用,但这一作用尚未得到充分研究。本综述从最初的 1515 篇文章中筛选出 53 篇,通过对这些文章进行系统分析和专题综述,勾勒出文献对海归在各个领域的影响的描述,包括企业增长、产业创新、高等教育、研究、社会多样性、公平、包容、民主和公民参与。本研究强调了学生在国外获得的技能、知识和应变能力--这些技能、知识和应变能力促进了创新性问题的解决和在本国的参与--同时指出了现有文献的新兴性质和方法上的局限性。本综述指出了有关留学生回国的文献中存在的重要空白。它注意到缺乏全球性的证据,而且过分强调某些地理背景,这对研究结果的普遍性提出了质疑。此外,文献狭隘地关注经济和政治影响,忽视了减贫和环境可持续性等关键领域。同样重要的是,缺乏对回返者和当地同行的比较研究。缺乏比较研究凸显了区分国际高等教育与国内高等教育独特影响的必要性。本综述通过系统地描绘国际学生流动与社会发展之间尚未充分探索的关系,不仅推进了学术理解,而且为政策提供了启示。通过界定回国人员的变革潜力并强调有利环境的重要性,本研究强调有必要采取知情的战略性干预措施,以最大限度地提高回国人员对社会的贡献。在此过程中,本研究承认了文献中存在的差距和方法上的局限性,倡导采取更加细致入微、以证据为基础的方法,利用国际教育促进可持续发展。
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引用次数: 0
Bridging the gap? Evaluating the effectiveness of Punjab's public–private partnership programmes in education 缩小差距?评估旁遮普省公私合作教育计划的成效
IF 3.2 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2024.102325
Ali H. Ansari

The study examines the effectiveness of Punjab's Public Private Partnership (PPP) programmes in Education in improving value-added math, English and Urdu test scores for grade four pupils. The use of an instrumental variable (IV) approach was possible to assess the impact of PPP schooling on student achievement for two (out of four) PPP programmes. Using the IV approach, the study finds that of the various PPP models being implemented in Punjab, only the private school subsidy programme has a positive, statistically significant association with math student achievement, with students scoring 0.5 standard deviations higher than public school students. However, an Oster (2019) bias adjustment procedure suggests the magnitude of the effect may be overstated. This study finds no evidence that PPP schools are more effective than public schools at improving learning outcomes for socio-economically disadvantaged students.

本研究探讨了旁遮普省教育领域的公私合作伙伴关系(PPP)计划在提高四年级学生数学、英语和乌尔都语考试成绩增值方面的有效性。通过使用工具变量(IV)方法,可以评估公私合作办学对(四项公私合作计划中的)两项计划的学生成绩的影响。利用 IV 方法,研究发现,在旁遮普邦实施的各种公私伙伴关系模式中,只有私立学校补贴计划与数学学生的成绩有积极的、统计意义上的关联,学生的成绩比公立学校学生高出 0.5 个标准差。然而,Oster(2019 年)的偏差调整程序表明,该效应的幅度可能被夸大了。本研究没有发现任何证据表明,在提高社会经济弱势学生的学习成绩方面,公私合作学校比公立学校更有效。
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引用次数: 0
School climate and culture mind frames—Belonging, identities, and equity: A Delphi study 学校氛围和文化思维框架--归属、身份和公平:德尔菲研究
IF 3.2 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2024.102340
Nicole Law , Sonja Hollins Alexander , John Hattie , Amanda March , John Almarode , Doug Fisher , Nancy Frey , Lyn Coote , Vania Tiatto

The climate and culture of a school is a key predictor of student engagement, motivation, and achievement. This study investigates ways of detecting educators’ ways of thinking about three major dimensions of culture and climate: developing a sense of belonging, identities, and equity. A Delphi study was used to identify the highest priority mindframes. For the first round, 25 mindframes were identified, and 47 experts were invited to rate and comment. In the second round, 82 experts responded to a reduced set of 19 items. This study shows the core elements of how educators see the culture and climate of their schools and classrooms, and the resulting set of questions can be used to foster further dialogue and improvements to schools.

学校的氛围和文化是预测学生参与度、积极性和成绩的关键因素。本研究探讨了如何检测教育工作者对文化和氛围三个主要方面的思考方式:培养归属感、身份认同和公平。本研究采用德尔菲法来确定优先级最高的思维框架。在第一轮研究中,确定了 25 个思维框架,并邀请 47 位专家进行评分和评论。在第二轮中,82 位专家对减少后的 19 个项目做出了回应。这项研究显示了教育工作者如何看待学校和课堂文化与氛围的核心要素,由此产生的一系列问题可用于促进进一步的对话和改善学校。
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引用次数: 0
Institutionalising English as a foreign language teachers for global sustainability: Perceptions of education for sustainable development in Turkey 将英语作为外语教师制度化,促进全球可持续发展:土耳其对可持续发展教育的看法
IF 3.2 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2024.102353
Sezen Arslan , Samantha Curle

In recent years, Education for Sustainable Development (ESD) has been emphasised, specifically in English language teaching. Therefore, investigating English as a Foreign Language (EFL) teachers’ perceptions of ESD is a fundamental first step in developing effective EFL curricula and teaching policies. Consequently, this study delved into the English as a Foreign Language (EFL) teachers’ perceptions of Education for Sustainable Development (ESD), examining its role in EFL teaching methodologies and identifying the challenges faced in integrating ESD within the Turkish educational context. In-depth interview data (IDI) was collected from 28 in-service Turkish EFL teachers. Utilising qualitative content analysis (QCA) with open, axial, and selective coding, we found out that Turkish EFL teachers’ perceptions of ESD are multifaceted and shaped by the interdisciplinary nature of EFL teaching, which is fed by Content and Language Integrated Learning (CLIL). The findings showed that EFL teachers: (1) conceptualised ESD as being related to learning for sustainable practices addressing social, economic and environmental dimensions, and linked ESD to a lifelong learning process that should be implemented at all education levels and supported by critical thinking and problem-solving skills; (2) thought English classes provide ideal venues to teach multiple topics including sustainability, thus reported it as a key responsibility for them to instil in their students, and (3) felt that ESD has yet to be sufficiently reflected in EFL curriculum due to some obstacles such as narrow focus on ESD, limited contact hours of English and lack of parental awareness of ESD. The findings mainly emphasised the significance of an extensive and holistic coverage of ESD at all education levels through engaging and hands-on in-class activities. Further practical suggestions are also provided regarding how EFL teaching policies may be developed to better integrate ESD.

近年来,可持续发展教育(ESD)一直受到重视,特别是在英语教学中。因此,调查英语作为外语(EFL)教师对可持续发展教育的看法是制定有效的英语作为外语(EFL)课程和教学政策的第一步。因此,本研究深入探讨了英语作为外语(EFL)教师对可持续发展教育(ESD)的看法,研究了可持续发展教育在 EFL 教学方法中的作用,并确定了在土耳其教育背景下整合可持续发展教育所面临的挑战。从 28 名在职土耳其 EFL 教师那里收集了深度访谈数据(IDI)。利用开放式、轴向和选择性编码的定性内容分析(QCA),我们发现土耳其 EFL 教师对可持续发展教育的看法是多方面的,并受到 EFL 教学的跨学科性质的影响,而这种跨学科性质是由内容与语言整合学习(CLIL)提供的。研究结果表明,英语教师(1) 认为可持续发展教育与可持续实践学习有关,涉及社会、经济和环境层面,并将可 持续发展教育与终身学习过程联系起来,终身学习过程应在各级教育中实施,并得到 批判性思维和解决问题技能的支持;(2) 认为英语课堂是教授包括可持续发展在内的多个主题的理想场所,因此报告说这 是他们向学生灌输的重要责任,以及 (3) 认为可持续发展教育尚未在英语课程中得到充分体现,原因是存在一些障 碍,例如对可持续发展教育的关注范围狭窄、英语接触课时有限以及家长缺乏对可持续 发展教育的认识。研究结果主要强调了在各级教育中通过参与性和实践性课 堂活动广泛而全面地涵盖可持续发展教育的重要性。此外,还就如何制定 EFL 教学政策以更好地融入可持续发展教育提出了更多实用建议。
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引用次数: 0
A global typology of school principals’ time use: Exploring the effects of contextual and individual factors 校长时间利用的全球类型:探索环境和个人因素的影响
IF 3.2 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2024.102343
Sedat Gümüş , Yan Liu , Mehmet Ş. Bellibaş , Moosung Lee

This study aims to provide quantitative evidence regarding school principals’ time use by employing Latent Class Analysis (LCA) and multinominal logistic regression to the 2018 Teaching and Learning International Survey (TALIS) data from 47 societies. We examined (1) how principals spend their time across different societies by developing a global typology and (2) what macro (national) and micro (organizational) level contextual factors, as well as principals’ demographic characteristics, predict principals’ association with the identified typology. The results suggest four distinguishable categories of principal leadership in terms of their time use: Balanced Leadership, Administrative Leadership, Instructional Leadership, and Student-Centered Leadership. Several contextual (national and organizational) and individual variables influencing principals’ prioritization of their leadership responsibilities were also identified.

本研究旨在通过对来自 47 个社会的 2018 年国际教学调查(TALIS)数据采用潜类分析法(LCA)和多项式逻辑回归法,提供有关校长时间使用的定量证据。我们研究了:(1)不同社会的校长如何通过建立全球类型学来花费时间;(2)哪些宏观(国家)和微观(组织)层面的背景因素以及校长的人口统计特征可以预测校长与所确定的类型学之间的关联。研究结果表明,校长领导力在时间使用方面有四种不同的类型:均衡领导、行政领导、教学领导和以学生为中心的领导。此外,还确定了影响校长领导责任优先次序的若干环境(国家和组织)和个人变量。
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引用次数: 0
The practice of care of self through the agency-performance association in the regime of human capital discourse 通过人力资本话语体系中的代理-绩效关联来实践自我关怀
IF 3.2 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2024.102366
Tien-Hui Chiang , Wenjing Zeng , Allen Thurston , Alison MacKenzie , Jianmei Xu , Shuqiong Fu , Yiling Yao

From the perspective of neoliberal governmentality, this study sets out to investigate the linear relation from agency to performance through a survey of junior-high-school teachers’ (n = 2,319) attitudes toward performance management. While this linear relationship is documented, the best model of the SEM analysis shows that intermediates positively mediate this linkage. It also distinguishes a theoretical path for the six factors, commencing from self-consciousness, technologies of agency, human capital, international competitiveness, to responsible subjects and finally technologies of performance. Unlike the Western literature, self-discipline serves as the primary element calibrating respondents’ perceptions of performativity. As this unique feature, resulting from Chinese culture, objectifies teachers’ subjectivities, self-discipline is embedded within the agency-performance association carrying out the mission of human capital discourse.

本研究从新自由主义政府性的角度出发,通过对初中教师(n = 2 319)对绩效管理的态度进行调查,探讨了代理与绩效之间的线性关系。虽然这种线性关系有据可查,但 SEM 分析的最佳模型显示,中介对这种联系起着积极的中介作用。该模型还区分了六个因素的理论路径,即从自我意识、代理技术、人力资本、国际竞争力到责任主体,最后到绩效技术。与西方文献不同的是,自律是校准受访者对绩效性认知的首要因素。由于中国文化所特有的这一特征将教师的主体性客观化,自律被嵌入了执行人力资本话语使命的代理--绩效关联之中。
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引用次数: 0
The use of digital devices for schoolwork at home and reading achievement: Multilevel analyses of the PIRLS 2016 U.S. results 在家使用数字设备做功课与阅读成绩:对 2016 年美国 PIRLS 结果的多层次分析
IF 2.6 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2024.102418
Jeeyoung Min , Young S. Seo

This study explored the relationship between tablet/computer use for at-home schoolwork and reading achievement using 2016 U.S. data from the Progress in International Reading Literacy Study. Multilevel analysis revealed that weekly and daily users had lower reading achievement than non-users, with gender moderating these associations. Subgroup analyses demonstrated that monthly users in the advanced-performing group had higher reading achievement than non-users, while daily users in the high-performing group had lower reading achievement. We suggest personalized support for primary school students, tailored to their reading proficiency, to improve their device use for at-home schoolwork and enhance their reading abilities. This research advances our understanding of the intricate relationship between digital device use and reading achievement, providing insights for educational stakeholders.

本研究利用 "国际阅读素养研究进展 "的2016年美国数据,探讨了在家做功课时使用平板电脑/电脑与阅读成绩之间的关系。多层次分析表明,每周和每天使用平板电脑的学生的阅读成绩低于不使用平板电脑的学生,而性别则调节了这些关系。分组分析表明,成绩优异组中的月度用户的阅读成绩高于非用户,而成绩优异组中的每日用户的阅读成绩较低。我们建议根据小学生的阅读能力,为他们提供个性化的支持,以改善他们在家庭课业中对设备的使用,提高他们的阅读能力。这项研究加深了我们对数字设备使用与阅读成绩之间错综复杂关系的理解,为教育相关人士提供了启示。
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引用次数: 0
Drivers and outcomes of teachers pursuing extra employment outside of teaching 教师从事教学以外工作的动因和结果
IF 2.6 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2024.102427
Muharrem Demirdis , Pelin Taskin , Sakir Cinkir

This study explores the growing trend of teachers working outside their profession in Türkiye, examining the causes, effects, and implications for their educational duties. Semi-structured interviews were conducted with 17 public school teachers using a phenomenological method, and the data was evaluated through content analysis. Economic challenges were identified as the primary reason for extra employment, with participants expressing concerns over their financial stability and their children's future. It was found that extra jobs diverted teachers' attention away from their primary profession, negatively impacting their intellectual responsibilities. Based on the findings, it is essential to address teachers' financial challenges through targeted reforms to reduce their need for additional employment, thereby allowing them to focus fully on their educational responsibilities.

本研究探讨了土耳其教师从事非本职工作这一日益增长的趋势,研究了其原因、影响以及对其教育职责的影响。采用现象学方法对 17 名公立学校教师进行了半结构式访谈,并通过内容分析对数据进行了评估。经济挑战被认为是额外工作的主要原因,参与者对自己的经济稳定性和子女的未来表示担忧。研究发现,额外工作转移了教师对其主业的关注,对其知识责任产生了负面影响。根据研究结果,有必要通过有针对性的改革来解决教师的经济困难,减少他们对额外工作的需求,从而使他们能够全身心地投入到教育责任中。
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引用次数: 0
International student mobility and poverty reduction: A cross-national analysis of low- and middle-income countries 国际学生流动与减贫:对中低收入国家的跨国分析
IF 2.6 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2024-01-01 DOI: 10.1016/j.ijer.2024.102458
Joonghyun Kwak, Maia Chankseliani

While educational expansion is often acknowledged as a driving force in poverty reduction, there has been limited scholarly exploration of the influence of international higher education on poverty alleviation. With the dramatic surge of international student mobility, tripling from two million in 1997 to over six million by 2021, previous research has predominantly focused on individual benefits such as skill acquisition and labour market outcomes, overlooking the broader societal effects in students’ home countries. This study examines how international higher education influences poverty reduction in the home countries of students from low- and middle-income nations, drawing on a theoretical framework rooted in transnationalism. Employing dynamic panel data analysis with the System Generalised Method of Moments approach on data from 1999 to 2018, this study finds that while the immediate effect of international student mobility on reducing extreme poverty is not significant, its long-term association over a fifteen-year period is significant. These results suggest the transformative potential of international higher education for sustainable development, emphasising its systemic and long-term effects in poverty alleviation. Our research highlights that policy interventions expanding access to international higher education could be an important element of poverty reduction strategies in low- and middle-income countries.

虽然教育扩张通常被认为是减贫的推动力,但学术界对国际高等教育对减贫的影响的探讨却十分有限。随着国际学生流动性的急剧增加,从 1997 年的 200 万人增加到 2021 年的 600 多万人,增加了两倍,以往的研究主要侧重于个人利益,如技能学习和劳动力市场成果,而忽视了学生母国更广泛的社会影响。本研究以跨国主义为理论框架,探讨了国际高等教育如何影响中低收入国家学生母国的减贫工作。通过对 1999 年至 2018 年的数据进行动态面板数据分析,并采用系统广义矩法(System Generalised Method of Moments),本研究发现,虽然国际学生流动性对减少极端贫困的直接影响并不显著,但其在 15 年间的长期关联却是显著的。这些结果表明,国际高等教育具有促进可持续发展的变革潜力,强调了其在减贫方面的系统性和长期效应。我们的研究强调,扩大接受国际高等教育机会的政策干预措施可以成为中低收入国家减贫战略的重要内容。
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引用次数: 0
期刊
International Journal of Educational Research
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