Pub Date : 2025-11-01DOI: 10.1016/j.edurev.2025.100740
Sølvi Mausethagen, Hege Hermansen, Hilde Afdal, Marte Lorentzen, Hanna Holmeide
This article presents a systematic critical review of the research literature on ‘research use’ in education. The concept of research use has gradually developed with increased policy expectations that teachers should engage in externally produced research. With such expectations, it is important to ask how existing research positions the teaching profession in relation to ‘research’ and its ‘use’. The characteristics of these relations have implications for how the professional knowledge and practices of teachers are conceptualised. Based on a full-text analysis of 34 articles published in renowned databases and peer-reviewed English scholarly journals, we find that research on research use is characterised by similar problem framings and results over a 30-year period. Based on the analysis, we argue that there is a need for more profession-sensitive conceptualisations of research use in education and for more complex understandings of what it entails to employ a system perspective on research use. We argue that the next generation of studies on research use must be developed to include a conception of the teaching profession and of teachers' professional knowledge.
{"title":"A systematic critical review of research on ‘research use’ in education: Towards more profession-sensitive conceptualisations","authors":"Sølvi Mausethagen, Hege Hermansen, Hilde Afdal, Marte Lorentzen, Hanna Holmeide","doi":"10.1016/j.edurev.2025.100740","DOIUrl":"10.1016/j.edurev.2025.100740","url":null,"abstract":"<div><div>This article presents a systematic critical review of the research literature on ‘research use’ in education. The concept of research use has gradually developed with increased policy expectations that teachers should engage in externally produced research. With such expectations, it is important to ask how existing research positions the teaching profession in relation to ‘research’ and its ‘use’. The characteristics of these relations have implications for how the professional knowledge and practices of teachers are conceptualised. Based on a full-text analysis of 34 articles published in renowned databases and peer-reviewed English scholarly journals, we find that research on research use is characterised by similar problem framings and results over a 30-year period. Based on the analysis, we argue that there is a need for more profession-sensitive conceptualisations of research use in education and for more complex understandings of what it entails to employ a system perspective on research use. We argue that the next generation of studies on research use must be developed to include a conception of the teaching profession and of teachers' professional knowledge.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100740"},"PeriodicalIF":10.6,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145397731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-01DOI: 10.1016/j.edurev.2025.100732
François Molin , Ivonne Lipsch-Wijnen , Alana Vandebeek , Gjalt-Jorn Peters
Financial literacy programs in schools aim to equip students with the knowledge and skills needed for sound financial decision-making. This review provides an integrated overview of program content, outcome measures, and assessment methods. A systematic search of seven databases identified 56 relevant studies. The review highlights substantial heterogeneity in how financial literacy is conceptualized and operationalized, which limits comparability across studies. While most studies report positive effects, variation in methodological quality raises concerns about the robustness of these findings. By mapping these patterns, the review establishes a foundation for more coherent, evidence-based guidance for policymakers and educators seeking to design and evaluate effective financial literacy initiatives.
{"title":"Financial literacy programs in school settings: a scoping review","authors":"François Molin , Ivonne Lipsch-Wijnen , Alana Vandebeek , Gjalt-Jorn Peters","doi":"10.1016/j.edurev.2025.100732","DOIUrl":"10.1016/j.edurev.2025.100732","url":null,"abstract":"<div><div>Financial literacy programs in schools aim to equip students with the knowledge and skills needed for sound financial decision-making. This review provides an integrated overview of program content, outcome measures, and assessment methods. A systematic search of seven databases identified 56 relevant studies. The review highlights substantial heterogeneity in how financial literacy is conceptualized and operationalized, which limits comparability across studies. While most studies report positive effects, variation in methodological quality raises concerns about the robustness of these findings. By mapping these patterns, the review establishes a foundation for more coherent, evidence-based guidance for policymakers and educators seeking to design and evaluate effective financial literacy initiatives.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100732"},"PeriodicalIF":10.6,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145416088","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-01DOI: 10.1016/j.edurev.2025.100744
Meng Xiong , Timothy Teo
Despite growing interest in the use of generative artificial intelligence (GenAI) in second language education, its impact on learners' motivation in English as a second or foreign language (ESL/EFL) contexts remains unclear due to inconsistent findings and limited theory-based synthesis. This meta-analysis synthesized 47 effect sizes from 24 empirical studies (N = 7075) to examine the effects of GenAI-supported interventions on ESL/EFL learner motivation. A three-level model revealed a moderate and statistically significant overall effect (g = 0.611, p < .001). Stronger effects were observed for motivation types such as the Ideal L2 Self, L2 Learning Experience, and self-efficacy, while intrinsic, extrinsic, and Ought-to L2 Self motivation showed non-significant effects. Moderator analyses based on the usefulness framework identified three significant contextual factors: communication format , use context, and ESL/EFL learning setting. Specifically, multimodal formats combining text and voice yielded stronger effects than single-mode formats, in-class applications were more effective than after-class use, and GenAI produced larger motivational gains in EFL settings than in ESL ones. These findings offer theory-informed insights and practical guidance for developing GenAI-supported language learning interventions that align with learners’ motivational profiles and instructional contexts.
尽管人们对在第二语言教育中使用生成式人工智能（GenAI）越来越感兴趣，但由于研究结果不一致和基于理论的综合有限，它对英语作为第二语言或外语（ESL/EFL）语境下学习者动机的影响仍不清楚。本荟萃分析综合了来自24项实证研究（N = 7075）的47个效应值，以检验genai支持的干预措施对ESL/EFL学习者动机的影响。三水平模型显示总体效果中等且有统计学意义（g = 0.611, p < .001）。理想二语自我、二语学习经验和自我效能等动机类型的影响较强，而内在动机、外在动机和应向二语自我动机的影响不显著。基于有用性框架的主持人分析确定了三个重要的语境因素：沟通格式、使用语境和ESL/EFL学习环境。具体来说，结合文本和语音的多模态格式比单模态格式产生更强的效果，课堂应用比课后使用更有效，GenAI在EFL环境中比在ESL环境中产生更大的激励收益。这些发现为开发符合学习者动机概况和教学背景的基因人工智能支持的语言学习干预措施提供了理论依据和实践指导。
{"title":"Unveiling the effects of GenAI on motivation of learning English as a second/foreign language: Evidence from meta-analysis","authors":"Meng Xiong , Timothy Teo","doi":"10.1016/j.edurev.2025.100744","DOIUrl":"10.1016/j.edurev.2025.100744","url":null,"abstract":"<div><div>Despite growing interest in the use of generative artificial intelligence (GenAI) in second language education, its impact on learners' motivation in English as a second or foreign language (ESL/EFL) contexts remains unclear due to inconsistent findings and limited theory-based synthesis. This meta-analysis synthesized 47 effect sizes from 24 empirical studies (N = 7075) to examine the effects of GenAI-supported interventions on ESL/EFL learner motivation. A three-level model revealed a moderate and statistically significant overall effect (g = 0.611, p < .001). Stronger effects were observed for motivation types such as the Ideal L2 Self, L2 Learning Experience, and self-efficacy, while intrinsic, extrinsic, and Ought-to L2 Self motivation showed non-significant effects. Moderator analyses based on the usefulness framework identified three significant contextual factors: communication format , use context, and ESL/EFL learning setting. Specifically, multimodal formats combining text and voice yielded stronger effects than single-mode formats, in-class applications were more effective than after-class use, and GenAI produced larger motivational gains in EFL settings than in ESL ones. These findings offer theory-informed insights and practical guidance for developing GenAI-supported language learning interventions that align with learners’ motivational profiles and instructional contexts.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100744"},"PeriodicalIF":10.6,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145509518","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-01DOI: 10.1016/j.edurev.2025.100743
Sumin Hong , Taeyeon Eom , Jewoong Moon
Pre-service teacher education faces an ongoing challenge in bridging theory and practice. This systematic review synthesizes findings from 52 empirical studies (2016–2025) to address a critical gap: how the pedagogical design of virtual reality (VR) simulations aligns with authentic learning principles. Using Herrington and Oliver's authentic learning framework, we analyze the characteristics of these simulations and the extent to which they embody authenticity. Findings reveal a landscape of short, infrequent interventions that prioritize affective outcomes like self-efficacy over skill-based competencies. While VR simulations show promise, key authentic learning elements—such as in-situ collaboration, adaptive scaffolding, and authentic assessment—are consistently underdeveloped or externalized from the immersive environment. This review highlights a significant pedagogical-technological misalignment and proposes a research agenda focused on integrating robust assessment, longitudinal tracking of skill transfer, and the inclusion of psychomotor learning domains.
{"title":"Virtual reality simulation to foster authentic learning in pre-service teacher education: A systematic literature review","authors":"Sumin Hong , Taeyeon Eom , Jewoong Moon","doi":"10.1016/j.edurev.2025.100743","DOIUrl":"10.1016/j.edurev.2025.100743","url":null,"abstract":"<div><div>Pre-service teacher education faces an ongoing challenge in bridging theory and practice. This systematic review synthesizes findings from 52 empirical studies (2016–2025) to address a critical gap: how the pedagogical design of virtual reality (VR) simulations aligns with authentic learning principles. Using Herrington and Oliver's authentic learning framework, we analyze the characteristics of these simulations and the extent to which they embody authenticity. Findings reveal a landscape of short, infrequent interventions that prioritize affective outcomes like self-efficacy over skill-based competencies. While VR simulations show promise, key authentic learning elements—such as in-situ collaboration, adaptive scaffolding, and authentic assessment—are consistently underdeveloped or externalized from the immersive environment. This review highlights a significant pedagogical-technological misalignment and proposes a research agenda focused on integrating robust assessment, longitudinal tracking of skill transfer, and the inclusion of psychomotor learning domains.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100743"},"PeriodicalIF":10.6,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145472940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-01DOI: 10.1016/j.edurev.2025.100742
Adrie J. Visscher , Natasha Dmoshinskaia , Marta Pellegrini , Anny Rey-Naizaque
Enormous sums of money are spent worldwide on teacher professional development (TPD), seeking to optimize the quality of in-service teachers’ teaching. An important question is whether this pays off in terms of improved student achievement, which we investigated in this meta-analysis of 128 (quasi-)experimental, high-quality studies with 356 effect sizes. Results showed an average effect size of 0.09, 95 % CI [0.07, 0.11], considered a medium-size effect on student achievement (Kraft, 2023). Effects varied greatly, with the 95 % prediction interval ranging from −0.15 to 0.32. We used confirmatory and exploratory multiple meta-regression models to examine the effects of potential moderators. The confirmatory model revealed that grade level and publication status were predictors of the effect, while TPD goal did not explain differences in effects on student achievement. The exploratory model seemed to indicate that the number of learning-theory principles applied in designing the TPD (out of these four: teacher performance standards, teacher self-regulation, teacher coaching and teacher cooperation) positively influenced student outcomes. Interestingly, the number of TPD hours and the type of trainer were not statistically significant predictors of TPD effectiveness. We reflect upon the findings and the state-of-the-art of TPD research and formulate recommendations for its further development.
{"title":"(When) do teacher professional development interventions improve student Achievement? A meta-analysis of 128 high-quality studies","authors":"Adrie J. Visscher , Natasha Dmoshinskaia , Marta Pellegrini , Anny Rey-Naizaque","doi":"10.1016/j.edurev.2025.100742","DOIUrl":"10.1016/j.edurev.2025.100742","url":null,"abstract":"<div><div>Enormous sums of money are spent worldwide on teacher professional development (TPD), seeking to optimize the quality of in-service teachers’ teaching. An important question is whether this pays off in terms of improved student achievement, which we investigated in this meta-analysis of 128 (quasi-)experimental, high-quality studies with 356 effect sizes. Results showed an average effect size of 0.09, 95 % CI [0.07, 0.11], considered a medium-size effect on student achievement (Kraft, 2023). Effects varied greatly, with the 95 % prediction interval ranging from −0.15 to 0.32. We used confirmatory and exploratory multiple meta-regression models to examine the effects of potential moderators. The confirmatory model revealed that grade level and publication status were predictors of the effect, while TPD goal did not explain differences in effects on student achievement. The exploratory model seemed to indicate that the number of learning-theory principles applied in designing the TPD (out of these four: teacher performance standards, teacher self-regulation, teacher coaching and teacher cooperation) positively influenced student outcomes. Interestingly, the number of TPD hours and the type of trainer were not statistically significant predictors of TPD effectiveness. We reflect upon the findings and the state-of-the-art of TPD research and formulate recommendations for its further development.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100742"},"PeriodicalIF":10.6,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145441387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-01DOI: 10.1016/j.edurev.2025.100749
Cecilia Ka Yuk Chan
Collaborative Online International Learning (COIL) has gained prominence as a flexible and inclusive model for internationalisation in higher education. This scoping review synthesises empirical research on COIL implementation to map current practices, identify knowledge gaps, and provide a foundation for future research. Ninety-three studies published between 2010 and 2024 were analysed to examine patterns in implementation across countries, disciplines, pedagogical strategies, and technological tools. Findings reveal four main COIL models—Parallel, Consultation, Jigsaw, and Hybrid—each grounded in experiential learning theories and varying in levels of collaboration and intercultural engagement. While COIL fosters intercultural competencies, digital literacy, and global collaboration skills, challenges such as uneven institutional support, time zone coordination, and assessment practices remain. This review highlights the importance of context-sensitive implementation and the need for further comparative and experimental research to evaluate COIL's impact. The COIL Implementation Typology proposed in this study offers a guide for strategic design and scalability across institutions.
{"title":"A scoping review of empirical research on Collaborative Online International Learning (COIL) implementation","authors":"Cecilia Ka Yuk Chan","doi":"10.1016/j.edurev.2025.100749","DOIUrl":"10.1016/j.edurev.2025.100749","url":null,"abstract":"<div><div>Collaborative Online International Learning (COIL) has gained prominence as a flexible and inclusive model for internationalisation in higher education. This scoping review synthesises empirical research on COIL implementation to map current practices, identify knowledge gaps, and provide a foundation for future research. Ninety-three studies published between 2010 and 2024 were analysed to examine patterns in implementation across countries, disciplines, pedagogical strategies, and technological tools. Findings reveal four main COIL models—Parallel, Consultation, Jigsaw, and Hybrid—each grounded in experiential learning theories and varying in levels of collaboration and intercultural engagement. While COIL fosters intercultural competencies, digital literacy, and global collaboration skills, challenges such as uneven institutional support, time zone coordination, and assessment practices remain. This review highlights the importance of context-sensitive implementation and the need for further comparative and experimental research to evaluate COIL's impact. The COIL Implementation Typology proposed in this study offers a guide for strategic design and scalability across institutions.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100749"},"PeriodicalIF":10.6,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145575634","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-01DOI: 10.1016/j.edurev.2025.100733
Peiru Tong , Hongzhi Yang , Hui Ji
The metaverse introduces innovative approaches to language learning, enabling immersive and interactive experiences through advanced technologies such as virtual reality. Despite the enthusiasm surrounding the metaverse, concerns exist that it may become an overused buzzword, leading to ambiguity and a lack of clear conceptual understanding in educational contexts. This narrative review systematically examines the current state of metaverse applications in language education from 35 empirical studies, not only analysing the key features of the studies but also critically evaluating how these virtual environments align with key frameworks for metaverse attributes and educational design criteria. The findings offer three key insights. Firstly, the existing research largely originates from Korea and China, focusing on teaching English and university learners. There is a need for more diverse studies to expand the conceptual and practical advancements of the educational metaverse. Secondly, the varied application of metaverse attributes in current studies reflects the concept's evolving nature and the need for clearer definitions and criteria. Finally, the analysis of educational design criteria demonstrates their role in realising the core attributes of the metaverse. This study presents an integrative framework that brings together the metaverse's technical affordances with pedagogical design principles, paving the way for its innovative applications in language education.
{"title":"Metaverse applications in language education: A critical narrative review and integrative framework for pedagogical innovation","authors":"Peiru Tong , Hongzhi Yang , Hui Ji","doi":"10.1016/j.edurev.2025.100733","DOIUrl":"10.1016/j.edurev.2025.100733","url":null,"abstract":"<div><div>The metaverse introduces innovative approaches to language learning, enabling immersive and interactive experiences through advanced technologies such as virtual reality. Despite the enthusiasm surrounding the metaverse, concerns exist that it may become an overused buzzword, leading to ambiguity and a lack of clear conceptual understanding in educational contexts. This narrative review systematically examines the current state of metaverse applications in language education from 35 empirical studies, not only analysing the key features of the studies but also critically evaluating how these virtual environments align with key frameworks for metaverse attributes and educational design criteria. The findings offer three key insights. Firstly, the existing research largely originates from Korea and China, focusing on teaching English and university learners. There is a need for more diverse studies to expand the conceptual and practical advancements of the educational metaverse. Secondly, the varied application of metaverse attributes in current studies reflects the concept's evolving nature and the need for clearer definitions and criteria. Finally, the analysis of educational design criteria demonstrates their role in realising the core attributes of the metaverse. This study presents an integrative framework that brings together the metaverse's technical affordances with pedagogical design principles, paving the way for its innovative applications in language education.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100733"},"PeriodicalIF":10.6,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145465942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Teachers' motivation and well-being are critical for the quality and sustainability of educational systems, yet they are increasingly threatened by systemic challenges and professional demands. This systematic literature review examines how teachers' Basic Psychological Needs (BPNs) (autonomy, competence, and relatedness), derived from Self-Determination theory (SDT), tend to be supported or undermined, and explores the outcomes commonly associated with their satisfaction. Following a rigorous screening process guided by PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses), 102 studies were included. The review identifies a range of factors linked to BPN satisfaction, including leadership styles, collegial and social support, professional control, personal attributes, and job demands. Across the reviewed literature, BPN satisfaction is frequently associated with teachers' motivation, well-being, and professional resilience. While patterns vary, BPN satisfaction often aligns with lower burnout levels, higher intrinsic motivation, and particular teaching approaches that emphasize engagement and innovation. Moreover, autonomy, competence, and relatedness often appear to interact dynamically with relational factors such as collegial trust and student-teacher relationships, playing a vital role in need satisfaction. By consolidating fragmented research on teachers and Basic Psychological Need Satisfaction Theory, this review provides actionable insights for policymakers, school leaders, and educators. While systemic and targeted interventions, such as leadership training and workload management, are frequently discussed, the broader influence of public policies on creating the conditions for BPN satisfaction remains underexplored. Addressing this gap may help understand how regulatory frameworks shape teachers’ well-being and motivation, offering new directions for research and practice.
{"title":"Mapping the landscape of teachers’ basic psychological needs: A systematic review of supporting and thwarting factors and associated outcomes","authors":"Mauro Ramos , Patricia Guerrero , Katrien Vangrieken","doi":"10.1016/j.edurev.2025.100739","DOIUrl":"10.1016/j.edurev.2025.100739","url":null,"abstract":"<div><div>Teachers' motivation and well-being are critical for the quality and sustainability of educational systems, yet they are increasingly threatened by systemic challenges and professional demands. This systematic literature review examines how teachers' Basic Psychological Needs (BPNs) (autonomy, competence, and relatedness), derived from Self-Determination theory (SDT), tend to be supported or undermined, and explores the outcomes commonly associated with their satisfaction. Following a rigorous screening process guided by PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses), 102 studies were included. The review identifies a range of factors linked to BPN satisfaction, including leadership styles, collegial and social support, professional control, personal attributes, and job demands. Across the reviewed literature, BPN satisfaction is frequently associated with teachers' motivation, well-being, and professional resilience. While patterns vary, BPN satisfaction often aligns with lower burnout levels, higher intrinsic motivation, and particular teaching approaches that emphasize engagement and innovation. Moreover, autonomy, competence, and relatedness often appear to interact dynamically with relational factors such as collegial trust and student-teacher relationships, playing a vital role in need satisfaction. By consolidating fragmented research on teachers and Basic Psychological Need Satisfaction Theory, this review provides actionable insights for policymakers, school leaders, and educators. While systemic and targeted interventions, such as leadership training and workload management, are frequently discussed, the broader influence of public policies on creating the conditions for BPN satisfaction remains underexplored. Addressing this gap may help understand how regulatory frameworks shape teachers’ well-being and motivation, offering new directions for research and practice.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100739"},"PeriodicalIF":10.6,"publicationDate":"2025-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145362259","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-15DOI: 10.1016/j.edurev.2025.100736
Andreas Widmann, Regina H. Mulder
This systematic review aims at a better understanding of change in team learning behaviours in work teams by integrating findings regarding team learning over time. Based on technical (e.g., longitudinal studies) and content-related (e.g., focus on work teams) selection criteria 15 longitudinal studies that examine change in team learning behaviours in work teams were found. A narrative synthesis of relevant findings was conducted. This review provides definitions of the various types of change in team learning behaviours (dynamics, pattern, development and minor change) that are identified by analysing and integrating the results of the found studies, whereby different kinds of change in learning behaviours in work teams are identified. Based on the findings, implications are drawn for practice to sustainably foster work teams, for instance by ensuring stable team learning conditions for work teams to counteract decreases in the engagement in team learning behaviours. Furthermore, needs for future research are derived, such as the need for mixed methods studies with more than three measurement points in short intervals.
{"title":"Change in team learning behaviours in work teams – A systematic review","authors":"Andreas Widmann, Regina H. Mulder","doi":"10.1016/j.edurev.2025.100736","DOIUrl":"10.1016/j.edurev.2025.100736","url":null,"abstract":"<div><div>This systematic review aims at a better understanding of change in team learning behaviours in work teams by integrating findings regarding team learning over time. Based on technical (e.g., longitudinal studies) and content-related (e.g., focus on work teams) selection criteria 15 longitudinal studies that examine change in team learning behaviours in work teams were found. A narrative synthesis of relevant findings was conducted. This review provides definitions of the various types of change in team learning behaviours (dynamics, pattern, development and minor change) that are identified by analysing and integrating the results of the found studies, whereby different kinds of change in learning behaviours in work teams are identified. Based on the findings, implications are drawn for practice to sustainably foster work teams, for instance by ensuring stable team learning conditions for work teams to counteract decreases in the engagement in team learning behaviours. Furthermore, needs for future research are derived, such as the need for mixed methods studies with more than three measurement points in short intervals.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100736"},"PeriodicalIF":10.6,"publicationDate":"2025-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145362258","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-13DOI: 10.1016/j.edurev.2025.100735
Xinglin Jin , Jun Guan , Tongji Li
Since the concept of growth mindset was introduced by Dweck in 2006, it has been extensively explored within various educational contexts. However, previous literature reviews have primarily focused on the effects of growth mindset rather than examining its influencing factors. The current literature review seeks to clarify the factors that contribute to the formation of a growth mindset among students. Adhering to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, a sample of 54 empirical articles from the past decade was selected for analysis. These articles were analysed using a four-step bottom-up coding process within the framework of Bronfenbrenner's ecological systems theory. Many influencing factors within the individual system and microsystems were revealed. The most frequently examined factor categories in previous studies include students' psychological features, teachers' teaching strategies and methods, parenting styles, specific interventions, and school environment. Two synergistic paths were identified to illustrate the interplay of these influencing factors. Finally, the current study discusses the significance of factors within different ecological systems and proposes suggestions for future studies.
{"title":"The influencing factors of growth mindset: A systematic literature review","authors":"Xinglin Jin , Jun Guan , Tongji Li","doi":"10.1016/j.edurev.2025.100735","DOIUrl":"10.1016/j.edurev.2025.100735","url":null,"abstract":"<div><div>Since the concept of growth mindset was introduced by Dweck in 2006, it has been extensively explored within various educational contexts. However, previous literature reviews have primarily focused on the effects of growth mindset rather than examining its influencing factors. The current literature review seeks to clarify the factors that contribute to the formation of a growth mindset among students. Adhering to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, a sample of 54 empirical articles from the past decade was selected for analysis. These articles were analysed using a four-step bottom-up coding process within the framework of Bronfenbrenner's ecological systems theory. Many influencing factors within the individual system and microsystems were revealed. The most frequently examined factor categories in previous studies include students' psychological features, teachers' teaching strategies and methods, parenting styles, specific interventions, and school environment. Two synergistic paths were identified to illustrate the interplay of these influencing factors. Finally, the current study discusses the significance of factors within different ecological systems and proposes suggestions for future studies.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100735"},"PeriodicalIF":10.6,"publicationDate":"2025-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145315062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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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