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Health sciences students' perspectives on online teaching and learning: Extending the implications beyond the COVID‐19 pandemic European Journal of Education (IF 2.609) Pub Date : 2024-04-09 Milena Kovačević, Nevena Ivanović, Ana Protić, Danijela Milenković, Zoran Mandinić, Dragana Puzović, Miloš Bajčetić, Dušan Popadić, Jelena Parojčić, Anđelija Malenović
Digital transformation in education and relevant calls for action are recognised global priorities aimed to support education and training in the digital age. The experiences from the emergency remote teaching during the COVID‐19 pandemic and recent research findings reveal relevant advantages, challenges, as well as different students and teaching staff perspectives which should be carefully considered
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Dyslexia awareness among English language teachers in Türkiye European Journal of Education (IF 2.609) Pub Date : 2024-04-05 Arzu Ekoç Özçelik, Sibel Ergün Elverici
It is estimated that 10% of the world's population are dyslexic, and the ratio of dyslexia may be up to 20% in some countries. Considering this rate and the challenges that many dyslexic learners face when learning a foreign language in the classroom, it is crucial for language teachers to be aware of such challenges. Through an online questionnaire, this study seeks to understand whether English language
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Learning strategies and procrastination as a function of need satisfaction and autonomous motivation: A diary study European Journal of Education (IF 2.609) Pub Date : 2024-04-02 M. Jamal Bakali Tahiri, And Athanasios Mouratidis
Within the framework of Self‐Determination Theory (SDT), basic psychological need satisfaction predicts quality of motivation which in turn predicts study efforts. Although studies focusing on interpersonal differences have repeatedly shown this sequence of relations, only a few have examined its stability at the intra‐personal level. In this diary study, we recruited 141 university students (Mage
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The road less travelled: Exploring the reluctance of vocational students towards higher education in Portugal European Journal of Education (IF 2.609) Pub Date : 2024-03-28 Orlanda Tavares, Maria João Antunes, Carla Sá, Ana Rita Luz
Despite rising participation rates in Portugal, a gap persists between general and vocational upper secondary students' transition to higher education (HE). This study employs a qualitative methodology, specifically through content analysis of focus group discussions, to explore the factors influencing vocational students' reluctance towards higher education, amidst specific policies designed to aid
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A bibliometric analysis of the evolving mechanisms of shadow education research European Journal of Education (IF 2.609) Pub Date : 2024-03-28 Li Jun, Wang Weilin
Shadow education has burgeoned into a global phenomenon, and over the last 30 years, a substantial body of literature has emerged to explore this trend. Drawing on bibliometric data from 377 articles retrieved from the Web of Science (WOS), this study investigates the evolving landscape of shadow education research. It examines historical publication trends through performance analysis, intellectual
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Perceived changes in transformational leadership: The role of motivation and perceived skills in educational leadership training under an EU‐China cooperation project European Journal of Education (IF 2.609) Pub Date : 2024-03-19 Zhao Cheng, Chang Zhu, Ngoc Bich Khuyen Dinh
This study aims to examine the relationship among motivation for joining an educational leadership training programme (MOT), perceived skills (PS), and perceived changes in transformational leadership (PCTFL) in educational leadership training. The study drew on survey data from 761 participants who were associated with a leadership development programme under an EU‐China cooperation project. The conceptual
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Unlocking the potential of research‐informed practice: Insights into benefits, challenges, and significance among teachers in Catalonia, Poland, and England European Journal of Education (IF 2.609) Pub Date : 2024-03-19 Georgeta Ion, Marta Kowalczuk‐Walędziak, Chris Brown
This survey‐based study delves into the intricate interplay of research utilisation in the pedagogical approaches of a sample of 534 teachers across Catalonia (Spain), Poland, and England. Applying Baudrillard's Theory of Consumption lenses, we present novel insights into the multifaceted aspects of research use, including its benefits, costs, and significance within the teaching profession. Our findings
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A biomedical engineering curriculum development: A qualitative study engaging four stakeholders European Journal of Education (IF 2.609) Pub Date : 2024-03-19 Rita Prestigiacomo, Chun Chuen Chan, Lauren Kark
Biomedical engineering is critical in improving people's lives through innovative solutions to biological and medical challenges. In the face of today's rapidly evolving climate, the field of biomedical engineering encounters numerous pressures that demand up‐to‐date skills and competencies. The (re‐)development of curricula aligning with industry and societal needs, students' expectations, and academics'
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Prospective English language teachers' understandings of global English language teaching European Journal of Education (IF 2.609) Pub Date : 2024-03-19 Reyhan Aslan, Zekiye Özer Altınkaya
Despite various calls for a thorough re‐conceptualization of current English language teaching (ELT) practices, incorporating courses for critical perspectives on linguistic and cultural diversity is still a major challenge in most teacher education programmes in many English as a foreign language (EFL) countries. Therefore, we explored the evolving perspectives of English as a global language among
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I arrived at the sun! Developing an educational board game with the collaboration of pre‐service art and pre‐service science teachers European Journal of Education (IF 2.609) Pub Date : 2024-03-19 Ferhunde Küçükşen Öner, Ayla Cetin‐Dindar, Hazal Sarı
The aim of this study was to describe the design process of an educational board game, the Planet‐Dart. This board game design is based on the science curriculum and aims to enhance middle school students' basic concepts about solar system. The purpose of developing this educational game was to provide an entertaining way for learning science. A pre‐service art teacher designed the game with the support
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Didactic strategies for the education of computational thinking from a gender perspective: A systematic review European Journal of Education (IF 2.609) Pub Date : 2024-03-13 Yucnary‐Daitiana Torres‐Torres, Marcos Román‐González, Juan‐Carlos Perez‐Gonzalez
Computational Thinking (CT) is crucial for the advancement of the STEM field, where there continues to be a lack of female representation. Teaching and learning (T/L) of CT should incorporate didactic strategies that aim to eliminate gender biases and integrate girls/women into this context. In response to the question, “What didactic strategies have been implemented in the T/L of CT in primary and
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Engagement and commitment in higher education: Looking at the role of identification and perception of performance European Journal of Education (IF 2.609) Pub Date : 2024-03-13 Javier Borja‐Gil, Mario Castellanos Verdugo, M. Ángeles Oviedo‐García
Within OECD countries, 20% of university students continue no further than the first year. The objective of this research is to analyse the antecedents of student commitment, so as to design action plans for reducing dropout rates within higher education. Educational engagement, student–university identification and perception of performance were analysed at the campus of Social and Juridical Sciences
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Supporting second chance education: Drop‐in students' views on educational barriers and needs to study European Journal of Education (IF 2.609) Pub Date : 2024-03-13 Lana Van Den Berghe, Jan Naert, Stijn Vandevelde, Sarah S. W. De Pauw
In many Western societies, earning a degree is considered an ultimate educational achievement. Second chance education (SCE) serves as a distinct pathway for those who have dropped out of school, allowing them to re‐enter the educational system. Understanding the specific obstacles and needs of students in SCE is crucial for providing better‐tailored support. However, limited knowledge exists about
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Student voice in higher education: A negotiated curriculum in the foreign language classroom European Journal of Education (IF 2.609) Pub Date : 2024-03-07 Eylem Oruç
The article examines an action research of negotiated curriculum in a university‐level EFL (English as a Foreign Language) classroom. Drawing on critical pedagogy, this study is best suited to action research as negotiated curriculum can be explored with a deeper understanding through action‐oriented research. The research details how negotiated curriculum affects learning and teaching in an EFL classroom
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Social representations of teachers' dropout in the French context: An exploratory study European Journal of Education (IF 2.609) Pub Date : 2024-03-07 Abdelkader Benmbarek, Christine Poplimont, Grégory Lo Monaco
This work aims to investigate the causes behind teachers leaving their profession in France, as well as the aspects that influence some teachers to stay in. The phenomenon of teacher dropout and abandonment is increasingly prevalent in OECD countries, particularly affecting new teachers. Taking a social psychological perspective, the research delves into the representational content of teachers' attitudes
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Can successful female STEM graduates contribute to narrowing the gender pay gap in the EU? European Journal of Education (IF 2.609) Pub Date : 2024-03-07 Olesya Petrenko, Jan Cadil
Drawing upon contemporary research, this paper examines whether there is a relationship of STEM (science, technology, engineering and maths) bachelor and master graduates to the gender pay gap (GPG) in the 27 EU Member states in 2013–2020 using a novel cross‐sectional data set based on the 2013 International Standard Classification of Education (ISCED). International panel data were analysed with the
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School and family ecosystem: Incentives and barriers to school–family communication European Journal of Education (IF 2.609) Pub Date : 2024-03-04 Fábio Botelho Guedes, Ana Cerqueira, Alexandra Marques‐Pinto, Amélia Branco, Cecília Galvão, Joana Sousa, Luis F. Goulao, Rosário Bronze, Wanda Viegas, Tania Gaspar, Carmen Moreno, Margarida Gaspar de Matos
The aim of the study was to explore the factors and barriers related to the incentive and opportunity of school–family communication. This work is part of the HOUSE‐Colégio F3 Project, ULisbon, which included 1,143 first‐year university students from the University of Lisbon, with average age of 19.61 ± 3.96 years. The young people who had better communication with their parents, greater family support
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Student flow visualization European Journal of Education (IF 2.609) Pub Date : 2024-03-04 Alexander Karl Ferdinand Loder
Universities aim at increasing student retention, with evidence‐based and data‐based governance of universities becoming best practice. In this context, managing large amounts of data in university management is a challenge. Sankey diagram visualizations of student flows per time unit (e.g. semesters) have been used as method for structuring but lacked the ability to go beyond program level. This study
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Gender disparities in universal primary education: An analysis of women's education and policy implications in Pakistan (1947–2017) European Journal of Education (IF 2.609) Pub Date : 2024-03-04 Nasir Ahmad, Nasir Shaheen, Sajjad Hussain
This article analysed gender disparities in Pakistan focusing on access to primary education and women's education in light of National Education policies from 1947 to 2017 to achieve universal primary education. This study aimed to trace the evolution of National Education policies (1947–2017) in the attainment of universal primary education and gender disparities in Primary education in Pakistan
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Justifications for the study of computers on the curriculum: Neo‐vocational ideology veiled in progressive educational discourse European Journal of Education (IF 2.609) Pub Date : 2024-03-04 Oliver McGarr, Bård Ketil Engen
Interest in the study of computer technology in schools (often in the form of Computer Science subjects or coding initiatives) is seen to have undergone two waves of interest, one in the late 1970s/early 1980s and the other more recently since about 2010. Through a historical exploration of the rationales for the study of computer technology in schools in both the first wave and the second wave, this
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From traditional to clinical approach toward continuing professional development: Academia‐field partnership in teacher education European Journal of Education (IF 2.609) Pub Date : 2024-03-04 Yael Grinshtain, Orit Avidov‐Ungar, Idit Livneh, Haim Shaked, Daniel Nikritin
The current study sought to characterize three partnership models in Israeli academic institutions—the traditional, the academia‐classroom, and the clinical field‐focused models. 42 interviews were conducted with educators (teacher educators; mentor teachers; program heads) at 14 Israeli colleges and universities where the programs take place. Differences between the models were found in relation to
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Tech‐infused classrooms: A comprehensive study on the interplay of mobile learning, ChatGPT and social media in academic attainment European Journal of Education (IF 2.609) Pub Date : 2024-02-26 Amjad Islam Amjad, Sarfraz Aslam, Umaira Tabassum
Mobile learning (M‐learning), ChatGPT and social media are integral to university education, improving accessibility, personalization and interactive engagement in the learning process. This paper aimed to investigate the role of M‐learning, ChatGPT and social media in university students' academic performance. It was a cross‐sectional quantitative investigation, and data were collected from 600 university
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Impact of different practice testing methods on learning outcomes European Journal of Education (IF 2.609) Pub Date : 2024-02-26 Yavuz Akbulut
The testing effect refers to the gains in learning and retention that result from taking practice tests before the final test. Understanding the conditions under which practice tests improve learning is crucial, so four experiments were conducted with a total of 438 undergraduate students in Turkey. In the first study, students who took graded practice tests outperformed those who took them as ungraded
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Why should you believe in yourself? Students' performance‐approach goals shape their approach to learning through self‐efficacy: A longitudinal analysis European Journal of Education (IF 2.609) Pub Date : 2024-02-23 Ramona Paloș, Delia Vîrgă, Norberth Okros
Based on the Achievement Goals Theory and Students' Approaches to Learning, we proposed a model in which students' self‐efficacy acts as a mediator between students' performance‐approach goals orientation and their approach to learning in dealing with academic tasks throughout an academic year. We used structural equation modelling (SEM) to test the model on a sample of 565 first‐year university students
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European Journal of Education Editorial 2024 European Journal of Education (IF 2.609) Pub Date : 2024-02-20 Gurpinder Singh Lalli
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A systems thinking approach to capture the complexity of effective routes to teaching European Journal of Education (IF 2.609) Pub Date : 2024-02-20 Alma J. Kuijpers, Michiel Dam, Fred J. J. M. Janssen
STEM teacher shortage remains a serious problem in secondary education in many European countries, despite many interventions and many research studies over the last decades. The observation that past interventions and research outcomes have not significantly contributed to reduce teacher shortage implies that places to effectively intervene in the teacher education system have not been found yet.
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Assessing training on digital gender based violence in higher education taking into account gender and sexual orientation European Journal of Education (IF 2.609) Pub Date : 2024-02-09 Leon Freude, Jordi Bonet, Clara Camps Calvet
Digital Gender-Based violence (DGBV) is a social problem affecting overproportionally younger people, especially women and LGTB. Training programmes to combat DGBV are recommended but we lack evidence-based evaluation of them. We evaluate a series of trainings at university for all participants (N = 190), taking into account gender and sexual orientation. A multimethod approach is used. Training is
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Development and validation of a self-regulated learning teaching scale for preschool teachers European Journal of Education (IF 2.609) Pub Date : 2024-02-06 Barry Bai, Jing Li
The present study developed and validated a self-regulated learning (SRL) teaching scale with a total sample of 966 preschool teachers. A pool of items was generated from literature reviews, teacher interviews, and expert reviews using Zimmerman's cyclical model of SRL. An exploratory factor analysis (N = 333) in study 1, and a confirmatory factor analysis (N = 334), discriminant, and convergent validity
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Integration, negotiation, interrogation: Gendered-racialised barriers to the socialisation of doctoral students in Belgian higher education European Journal of Education (IF 2.609) Pub Date : 2024-02-06 Dounia Bourabain
In this paper, I discuss the gendered-racialised interactional and contextual dynamics hindering the socialisation of ethnic minoritised women (EMW) within Belgian higher education. Based on in-depth interviews, I develop the concept of ‘socialisation climates’ to explain the key aspects that determine EMW's socialisation process. Three socialisation climates are identified: integration, negotiation
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Support system for village teachers’ professional development European Journal of Education (IF 2.609) Pub Date : 2024-01-29 Cong Zhou
In the proposed work, studies of supporting rural teachers were analysed and the main directions of professional self-development of a village teacher were identified. The program aims to assist village teachers in professional self-development. A program to support the self-development of rural teachers was proposed, which was experimentally tested on 246 teachers in primary and secondary schools
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Gender in children's literature and kindergartener's responses to gender in interactive read-alouds European Journal of Education (IF 2.609) Pub Date : 2024-01-21 Vahide Yigit-Gencten, Mehmet Gultekin, Rabia Ozen Uyar, Filiz Aydemir
The underrepresentation of women and the perpetuation of gender stereotypes in children's literature has long been a concern. This study examined the portrayal of women in children's picture books and the potential of interactive read-alouds to promote gender equity in early childhood education, with the aim of shedding light on gender inequality. This study used critical discourse analysis, theoretically
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Gender microaggression praxis: A study of implicit prejudice faced by Afghan male students in universities in Delhi European Journal of Education (IF 2.609) Pub Date : 2024-01-04 Akanksha Dochania
Implicit prejudice can be simply understood as any negative feelings or beliefs people hold towards a particular outgroup without being aware of it. One such form is microaggression, which can be defined as everyday verbal or nonverbal subtle, unconscious putdowns, slights, or negative remarks towards members of an outgroup. One of the most common and harmful forms is gender-based microaggression.
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Reducing teachers' resistance to reciprocal peer observation European Journal of Education (IF 2.609) Pub Date : 2023-12-25 Jesús Ribosa, Mariona Corcelles-Seuba, Andy Morodo, David Duran
Despite the evidence supporting reciprocal peer observation (RPO) for teacher professional development, extant literature has reported that teacher resistance is a barrier to its implementation. Few studies have analysed the variables that moderate resistance to RPO. Based on data from 394 in-service teachers who participated in an RPO intervention, three aims are addressed: (1) to examine pretest-posttest
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System quality in early childhood care and education in Jamaica: Implications for policy European Journal of Education (IF 2.609) Pub Date : 2023-12-25 Zoyah Kinkead-Clark
Despite steady investment to improve early childhood progammes in recent years, many Jamaican early childhood institutions are ill-prepared or unable to adequately meet the developmental needs of children for a number of reasons. Such schools are often labelled as failing or low quality. While teachers and schools are often blamed for this, an overlooked consideration in all this however is the preparedness
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Gendered professions, prestigious professions: When stereotypes condition career choices European Journal of Education (IF 2.609) Pub Date : 2023-12-17 Magali Jaoul-Grammare
Despite social changes and the opening up of all professions to men and women, society continues to adhere to many stereotypes, and many professions are still considered to be feminine or masculine. In addition to gendered representations of occupations, there are also social representations linked to the social prestige associated with a profession. These two elements shape the study and professional
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Culinary capital and conceptualisations of school mealtime European Journal of Education (IF 2.609) Pub Date : 2023-12-11 Gurpinder Singh Lalli
This paper presents ethnographic work conducted to investigate how notions of culinary capital have the potential to shape the everyday experiences of children during mealtime in school. Children's early experiences with mealtimes and food are critical determinants for eating behaviour over the life course. The paper presents an account of conceptual debates based on longstanding ethnographic work
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A systematic review of ChatGPT use in K-12 education European Journal of Education (IF 2.609) Pub Date : 2023-12-07 Peng Zhang, Gemma Tur
This systematic review, adhering to the PRISMA framework, investigated the utilisation of ChatGPT, a language model developed by OpenAI, throughout Kindergarten to 12th grade (K-12) educational settings. The review synthesises findings from 13 selected papers, encompassing the strengths, weaknesses, opportunities, and threats (SWOT) analysis of ChatGPT's implementation in K-12 education, implications
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Mobile learning frameworks and pedagogy: A systematic review European Journal of Education (IF 2.609) Pub Date : 2023-12-03 David Parsons, Aga Palalas, Stavros Nikou, Selwyn Rodulfo
This article provides a systematic review of mobile learning frameworks that address issues of pedagogy published between 2011 and 2022. The objective of the review was to gain a clear picture of recent developments in mobile learning frameworks to provide an understanding of current directions in mobile learning pedagogy. Eighteen peer-reviewed journal articles that presented new mobile learning pedagogical
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Revalue, reintegrate and reempower seniors: Educational level and continuing training make a difference European Journal of Education (IF 2.609) Pub Date : 2023-11-17 Irene Campos-García
In recent years, the proportion of the active population over 55 years of age has increased and, with it, early retirement, unemployment of older workers and senior “push” entrepreneurs. Given the repercussions at a social and economic level, the debate about the need to recover and keep seniors in the labour market is becoming increasingly rife. The aim of this study is to evaluate the evolution and
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Understanding school enrollment in the free education era: Roadblocks to meeting the sustainability development goal European Journal of Education (IF 2.609) Pub Date : 2023-11-10 Chunhai Gao, Sabika Khalid, Endale Tadesse
For decades, Pakistan's government has continuously provided its citizens with accessible, universal, basic education; however, these efforts have not yielded any gains for the citizens. Consequently, Pakistan has a lower literacy rate, one of the lowest in South Asia and the rest of the world. Although such a substantial issue is daunting and weakens the country's educational system, there needs to
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The new Ukrainian school reform: Achievements, developments and challenges European Journal of Education (IF 2.609) Pub Date : 2023-11-10 Liliia Hrynevych, Olena Linnik, Jan Herczyński
This article describes the New Ukrainian School reform and its conceptual framework. The reform builds on advanced pedagogical experience, best education practices, European competency frameworks and the promotion of national values. The system-wide reform focuses on competency-based content for teacher professional development, safe learning environments, inclusion and the digitalisation of education
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Impact of school lockdown on access to online instruction during the war in Ukraine European Journal of Education (IF 2.609) Pub Date : 2023-11-10 Oksana Ovcharuk, Iryna Ivaniuk, Mariya Leshchenko
Quarantine measures in connection to the COVID-19 pandemic challenged the education system in Ukraine, like the education systems of other countries. This manifested over the course of three years in an increased need to develop distance learning online. Also, teacher ability to use digital tools, such as information communication technology (ICT), for instruction online is crucial in wartime circumstances
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Education in exile: Ukrainian refugee students in the schooling system in Poland following the Russian–Ukrainian war European Journal of Education (IF 2.609) Pub Date : 2023-11-10 Mikołaj Herbst, Michał Sitek
Following the Russian war of aggression in Ukraine since February 2022, Poland adopted institutional solutions and policies to facilitate the inclusion of Ukrainian refugees in the schooling system. We analyse geographical patterns and local determinants of the participation of children and young people from Ukraine in education in Poland. Applying a computer-based geographic information system and
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Civil society organisations transforming teacher professional development: Social, Emotional, and Ethical Learning in wartime Ukraine European Journal of Education (IF 2.609) Pub Date : 2023-11-05 Oleksandr Elkin, Oleg Marushchenko, Olena Masalitina, Olha Rasskazova, Tetiana Drozhzhyna, Kateryna Zhurba
A unique model of government and civil society cooperation has emerged in Ukraine since the Revolution of Dignity in 2014 and grew even more important amid the full-scale invasion of Russia. Recent reforms and teacher professional development in Ukraine build on this model that promotes addressing national-level challenges in equitable partnerships between government and civil society organisations
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Transformation of higher education in Ukraine: Impact of the war and objectives for post-war recovery European Journal of Education (IF 2.609) Pub Date : 2023-11-10 Volodymyr Lugovyi, Svitlana Kalashnikova, Zhanneta Talanova, Inna Vlasova
Processes of globalisation, sustainable development, the Covid-19 pandemic, and other current circumstances influence the development of higher education. Higher education institutions in Ukraine also face challenges related to the military aggression by the Russian Federation since 2014, martial law since February 2022 and efforts to prepare for a post-war recovery. The article outlines key areas
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Development of advanced digital ecosystems at universities: A study comparing experiences from Ukraine, Poland and Slovakia European Journal of Education (IF 2.609) Pub Date : 2023-11-10 Nataliia Morze, Eugenia Smyrnova-Trybulska, Martin Drlík, Oksana Buinytska
During the war, a significant number of Ukrainian universities were tragically destroyed, while others were relocated. The challenging wartime circumstances in which universities operate in Ukraine have increased the use of distance education. University management and academic staff agree that the quality of services offered hinges on the establishment of comprehensive open electronic student campuses
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The role of international cooperation in the development of vocational education in Ukraine European Journal of Education (IF 2.609) Pub Date : 2023-11-10 Oleksandra Borodiyenko, Oksana Melnyk, Nellia Nychkalo
Since gaining independence, Ukraine has recognised the need to reform its vocational education and training (VET) system to better align with new economic realities. This necessity was largely driven by the country's increasing openness to the world and its desire to integrate with the European Union, which became especially pronounced after the Euromaidan protests in 2014. As a result, the government
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Impact of COVID-19 on participation and barriers in nonformal adult education in the Czech Republic European Journal of Education (IF 2.609) Pub Date : 2023-11-10 Jan Kalenda, Ilona Kočvarováa, Ellen Boeren
The impact that the COVID-19 pandemic has had on nonformal adult education has become a frequently discussed issue in lifelong learning. Nonformal adult education is understood here as all organised adult learning outside formal education that usually does not result in official certification. Many scholars have considered the pandemic as the leading cause of both decreased participation in nonformal
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Vocational education and numeracy acquisition of young adults: A comparison of education systems in German and English speaking countries European Journal of Education (IF 2.609) Pub Date : 2023-11-10 Suehye Kim
This study explores a pathway from social origin at adolescence to numeracy acquisition in young adulthood. A variation associated with vocational track attendance and numeracy acquisition between two different traditions of education systems is identified; namely, between education systems of German (Austria and Germany) and English (UK and US) speaking countries. Key results demonstrate that tracking
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Parental involvement in secondary education in Belgium, France and Luxembourg: Associations with family and school characteristics European Journal of Education (IF 2.609) Pub Date : 2023-11-10 Débora Poncelet, Monica Macia Bordalba, Christophe Dierendonck
Although evidence generally suggests that parental involvement is beneficial for the academic success of students, much less is known about the determinants of this involvement. The study examined the associations between parental characteristics, beliefs and two types of parental involvement (school-based and home-based) in secondary education in three countries in Europe. Data from 1757 parents from
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Classroom learning environments and dropout prevention in Hungary European Journal of Education (IF 2.609) Pub Date : 2023-11-10 Katalin Tókos, Judit Takácsné Kárász, Nóra Rapos, Sándor Lénárd, Judit Szivák
Early school leaving is an outcome of complex and long-term processes comprising personal, institutional, and systemic factors. Studies on individuals in Hungary have identified a connection between early school leaving and teaching practices at schools. The creation of supportive learning environments in turn can contribute to preventing early school leaving. This article reports on findings from
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Actualization of interdisciplinary integration at mathematics lessons European Journal of Education (IF 2.609) Pub Date : 2023-11-05 Aizhan Zhexembinova, Amangul Kokazhayeva, Doolotbai Babaev, Kadrzhan Shiyapov, Aizhan Sekenova
The relevance of the published research on the actualization of interdisciplinary integration at mathematics lessons is due to the need for conceptual clarification of what is included in the concept of an academic discipline, and, consequently, interdisciplinary integration. Currently, there is no uniformly consistent interdisciplinary terminology, moreover, interdisciplinary boundaries are often
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Diversity in the United Kingdom: Quantification for higher education in comparison to the general population European Journal of Education (IF 2.609) Pub Date : 2023-10-30 Mathieu Di Miceli
Diversity in the United Kingdom is regularly quantified through Census data. The latest figures (2021) for England and Wales indicate that 82% of the population identifies as white, 51% are females, 17.7%–22.3% are disabled, 18.2% hold no qualifications and 51.7% of households are deprived in at least one dimension. Furthermore, the median age in England and Wales is 40. All of these figures vary significantly
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Governing European educational research through ideas? Incremental ideational change in the European Union's Framework Programme (1994–2020) European Journal of Education (IF 2.609) Pub Date : 2023-10-29 Marcelo Marques
The European Union Framework Programme (EUFP) is the most institutionalised form of supranational thematic programming in the world and the centrepiece of European Union research policy. Since 1994, the EUFP has also funded collaborative research projects in the social sciences. Surprisingly, little attention has been paid to its genesis, development, and effects in shaping the development of European
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Exploring the relationship between digital competence proficiency and student learning performance European Journal of Education (IF 2.609) Pub Date : 2023-10-26 Lee Yen Chaw, Chun Meng Tang
The increased use of digital technology in higher education requires university students to be digitally proficient. The main objective of this study is to examine the extent to which university students' proficiency in various digital competences could be helpful towards their learning performance. This study adopted DigComp 2.2 to design a data collection instrument for an online questionnaire survey
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Do gender stereotypes play a role in the process of identifying gifted students in Western Balkan countries? – Case study Bosnia and Herzegovina European Journal of Education (IF 2.609) Pub Date : 2023-10-24 Sanja Milic, Vlado Simeunovic
Gender stereotypes, as a cause and consequence of deeply rooted attitudes, values and norms, directly affect the discovery and development of gifted potentials. Given the fact that high abilities are most successfully identified and properly developed in early school age, the aim of the study is to investigate the existence of gender differences in the perception of different abilities in boys and
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How do tuition fee increases affect international mobility? The case of European Union students in England European Journal of Education (IF 2.609) Pub Date : 2023-10-20 Alice Dias Lopes, Jose Luis Mateos-Gonzalez, Paul Wakeling
This paper presents a descriptive analysis of the impact of tuition fee increases in England on the full-degree mobility of undergraduate students from the European Union. First, we investigated whether the increase in tuition fees reduced the number of EU students in English higher education institutions. Our analysis shows that, on average, English universities suffered a sudden drop in EU enrolments
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Displaced universities in Ukraine: Challenges and optimal development models European Journal of Education (IF 2.609) Pub Date : 2023-10-09 Olena Orzhel, Mykola Trofymenko, Olha Porkuian, Iryna Drach, Ruslan Halhash, Andriy Stoyka
The article investigates two cases of displaced universities facing challenges after a new phase of Russia's aggression against Ukraine in February 2022. We analyse prospects for displaced universities. Also, we identify models suitable for developing and reinventing universities, aligning their activities with wartime needs and allowing them to play a transformative role during post-war recovery.
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Immunitas and (un)desirable teacher knowledge in teacher education European Journal of Education (IF 2.609) Pub Date : 2023-10-04 Ruth Unsworth, Matthew Clarke, Dion Rüsselbæk Hansen
Since the latter half of the 20th century many political efforts and initiatives have been launched to ensure that teacher education provides teachers with a positive (orderly) knowledge base. This includes things like professional teacher standards and notions like ‘best practices’ and ‘evidence-based practice’. Building on the work of Esposito and with inspiration from psychoanalytic theory, we argue
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Doing qualitative research: Methodological reflections on researching teachers work European Journal of Education (IF 2.609) Pub Date : 2023-09-18 Kumar Jayantilal, Gurpinder Singh Lalli
Reflexive commitments tend to be lacking, particularly from the perspective of early career scholars. This is particularly true in relation to published research, but evident in doctoral studies exploring teachers work. Using principles of phenomenological reflexivity, this methodological paper explores the critical incidents that have come to shape a qualitative, ethnographical case study before entering