European Journals of Education Studies
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THE USER EXPERIENCE OF AI-BASED TEACHING AND LEARNING AND ITS IMPACT OF ENGLISH LEARNING OUTCOMES IN PRIMARY SCHOOLS IN CHINA / 中国小学英语教学中AI技术的用户体验与学习效果研究
No full textTo improve English competence, this study examines the complex requirements and benefits of implementing artificial intelligence (AI) tools in Chinese primary schools. Semi-structured interviews, focus groups, and classroom observations offer multifaceted perspectives from educators and learners who have personally navigated the implementation of intelligent technology. The findings demonstrate divergent views among teachers, with optimism regarding the success of tailored instruction balanced against pessimism regarding the lack of nuanced cultural contextualisation in algorithmic materials. While students concur with these ideas, they also emphasise that teacher supervision creates a balance between directive feedback and creative or emotional development. Direct observations in the classroom show growing digital divides, technology limitations, and a reluctance to abandon tried-and-true instructional strategies. The possibility of upending paradigms necessitates reevaluating assumptions, such as the inevitability of data-driven, automated Education. The findings raise questions about whether conversational bots and intelligent tutors can enhance skill efficiency to the extent that they do so without compromising equity, holistic development, and the risks associated with passive student dependency. The empirical study encourages methodical execution, maximising personalised and interactive learning experiences offered by AI systems, while maintaining strong teacher-student relationships and avoiding fragmented development. It informs policies that prioritise thoughtful, culturally appropriate design without using rhetoric associated with "techno-solutionism". The findings present a novel integration philosophy that reconciles quantifiable productivity with high-quality learning experiences and self-actualisation. As intelligent technology becomes more ubiquitous, academics must continue to be cautiously optimistic while providing a clear description of implementation realities as they move from theory to practice. This study prompts us to consider what Education needs to become and should become in an era of increased immersion. 本研究通过半结构化访谈、焦点小组和课堂观察，探讨人工智能在中国小学英语教学中的应用现状。教师群体对AI个性化教学持谨慎乐观态度，但普遍担忧算法材料缺乏文化适应性；学生则认为教师监督能平衡AI的反馈与创造力培养。课堂观察揭示了数字鸿沟、技术局限性和传统教学惯性等问题。研究提出量化效率与人文关怀并重的整合路径，为AI教育产品的文化适配性和伦理设计提供政策建议。 Article visualizations
PREPARING NEWSPAPER ARTICLES AS AN ACTIVE LEARNING ACTIVITY IN THE TEACHING PROCESS
Get PDFStudents’ active participation in a lesson—both mentally and physically—in alignment with the learning objectives positively influences their level of learning. Active participation is essential for helping students construct meaningful knowledge and establish a foundation for future learning. In this study, teacher candidates enrolled in the Faculty of Education were asked to prepare newspaper articles as an activity designed to support active learning. In this context, the teacher candidates were asked the question: “If what you learned in this course were to appear as a news story in a newspaper, what kind of story would it be?” Data were collected from the participants’ reflections on the contribution of this activity after they had prepared their newspaper articles. In this qualitative research design, the opinions of the prospective teachers were analyzed using content analysis. The views of participants were grouped under 30 different codes. This activity was observed to be effective mostly in reinforcing the subject matter, enhancing comprehension, and increasing retention. Additionally, the teacher candidates evaluated it as an enjoyable activity that supported their use of prior experiences and their research and communication skills. The opinions of the teacher candidates were organized under cognitive, affective, and skills-related themes, each reflecting dimensions that support active learning. Article visualizations
CULTURAL CONTENT AND INTERCULTURAL COMMUNICATIVE COMPETENCE IN INTERNATIONAL AND NATIONAL EFL COURSEBOOKS
Get PDFDue to the importance of cultural representations in textbooks, great efforts are directed to explore the extent to which EFL international and national coursebooks beneficially introduce the cultural elements of the target and source cultures. Thus, this study investigated the cultural content of international and national EFL coursebooks that are taught in Jordan in three areas: the cultural content, the predominant culture, and embedded intercultural aspects. For the content analysis, Headway was selected as the international EFL coursebook, and Action Pack was selected as the national EFL counterpart. For data coding and analysis, the models of Moran (2001), Cortazzi and Jin (1999), and Byram (1997) were adopted. The findings revealed that although both coursebooks employed similar cultural dimensions, they shed light on different cultures. The international coursebook focused merely on the culture of English-speaking countries and ignored the EFL learners’ culture. Dissimilarly, the national coursebook introduced all cultural categories more diversely and inclusively. As for the intercultural aspects, they were not embedded or represented adequately in both coursebooks. Article visualizations
LANGUAGE IN THE NATURAL SCIENCES / Η ΓΛΩΣΣΑ ΣΤΙΣ ΦΥΣΙΚΕΣ ΕΠΙΣΤΗΜΕΣ
No full textLanguage is an important tool for acquiring knowledge, and its development depends on the social environment, particularly on parents and teachers. The main purpose of this paper is to systematically analyze language in the context of natural sciences. Natural sciences emerged from human practical activity and, as they evolved, were systematically organized into a field of cognitive activity. Natural Sciences are a method and knowledge. They are the way in which we explore the natural world to reveal the what, how, why, when, and where of things. The following teaching models are mainly used for teaching Natural Sciences: the traditional model, the discovery model, and the constructive teaching model. The constructive approach to teaching has an advantage over other approaches because it combines understanding of physical concepts with the development of skills in scientific processes and, at the same.Η γλώσσα είναι ένα σπουδαίο εργαλείο για την απόκτηση της γνώσης και η ανάπτυξή της εξαρτάται από το κοινωνικό περιβάλλον και ειδικότερα από τους γονείς και από τους δασκάλους. Ο κύριος σκοπός της εργασίας είναι να γίνει συστηματική ανάλυση της γλώσσας στην έννοια των Φυσικών Επιστημών. Οι Φυσικές Επιστήμες αναδύθηκαν από την ανθρώπινη πρακτική δραστηριότητα και στην εξέλιξή τους οργανώθηκαν συστηματικά σε πεδίο γνωστικής δραστηριότητας. Οι Φυσικές Επιστήμες, είναι μέθοδος και γνώση. Είναι ο τρόπος με τον οποίο εξερευνούμε το φυσικό κόσμο για να αποκαλύψουμε το τι, πώς, γιατί, πότε, και πού των πραγμάτων. Για τη διδασκαλία των Φυσικών Επιστημών χρησιμοποιούνται κυρίως τα εξής μοντέλα διδασκαλίας: το παραδοσιακό μοντέλο, το μοντέλο της ανακαλυπτικής και της εποικοδομητικής διδασκαλίας. Η εποικοδομητική προσέγγιση της διδασκαλίας πλεονεκτεί έναντι των άλλων προσεγγίσεων, διότι συνδυάζει την κατανόηση των φυσικών εννοιών με την ανάπτυξη δεξιοτήτων στις επιστημονικές διαδικασίες και παράλληλα την απόκτηση επιστημονικής νοοτροπίας από τους μαθητές. Article visualizations
FINANCIAL AND NON-FINANCIAL REWARDS AS PREDICTORS OF TEACHERS’ JOB COMMITMENT IN PUBLIC SECONDARY SCHOOLS IN KIAMBU COUNTY, KENYA
Get PDFThe study expounds on the influence of financial and non-financial rewards on teachers’ job commitment in public secondary schools in Kenya. While financial incentives such as competitive salaries, allowances, and bonuses are often emphasized in educational management, literature review suggests that non-financial rewards in the form of recognition, professional development, and supportive leadership also play an equally critical role in shaping teacher motivation and institutional loyalty. The expectancy theory, proposed by Victor Vroom in 1964, explains how individuals make choices based on expected outcomes, emphasizing that motivation depends on the belief that effort will lead to desired performance and rewards. Guided by a descriptive survey design and rooted in the positivist paradigm, this study sampled 73 principals and 367 teachers across 73 secondary schools using stratified and simple random sampling techniques. Quantitative data were analyzed using chi-square tests and multiple linear regression to determine the relationship between reward types and job commitment. The findings reveal a statistically significant positive relationship between financial rewards and teachers’ job commitment (p<0.015). Moreover, non-financial incentives, including recognition for extra work, exposure through professional networking events, and communal celebrations, were also positively correlated with increased affective commitment among teachers. Despite government policy frameworks aimed at enhancing teacher motivation, a large proportion of educators reported dissatisfaction with current reward systems, particularly in high-pressure counties like Kiambu. These findings underscore the importance of a holistic approach to teacher motivation, integrating both financial and non-financial rewards. The study recommends that school leadership prioritize equitable reward systems that foster both extrinsic and intrinsic motivation among teachers to improve commitment and ultimately, learning outcomes. Article visualizations
ADULT EDUCATION PROGRAM DESIGNERS: ROLES, QUALIFICATIONS, AND TRAINING
Get PDFThis paper examines the roles, qualifications, and training of adult education program designers, emphasizing the complexity and social nature of their responsibilities. While literature often portrays designers as neutral experts applying technical standards, real-world practice is influenced by organizational dynamics, resource limitations, and power relations. Effective designers must possess expertise in adult learning principles, program design methodology, group dynamics, communication, negotiation, and intercultural competence. Ethical awareness and critical reflection are central to their practice, as design decisions enable or constrain opportunities and reflect personal values. Systematic and ongoing education is necessary to prepare designers for these multifaceted challenges, including knowledge of program steps, organizational structures, and technology use in face-to-face and online settings. By cultivating reflective practice, cultural intelligence, and ethical vigilance, designers can improve decision-making and foster collaborative environments that enhance program quality. Implications for professional development and organizational practice are discussed. Article visualizations
IMPACTS OF PRACTICAL TEACHING IN ENGINEERING EDUCATION
Get PDFEngineering has contributed enormously to the comfort and well-being of individuals, as well as to communities and societies. Engineering works need to be carefully designed and implemented, since any failure will lead to serious consequences and great suffering. As in medicine, law and the other professions, a rational teaching system is also necessary for an effective engineering education. It was understood that engineers are likely to obtain great benefits through effective practical training and observations for a fruitful engineering career. Better efficiency was thought to be obtained if more practice-oriented activities were included within the current teaching system related to engineering. Article visualizations
UNDERSTANDING SCHOOL BULLYING OF STUDENTS WITH MIGRANT AND REFUGEE BACKGROUNDS IN GREEK PRIMARY EDUCATION: TEACHERS’ PERSPECTIVES
Get PDFThis study explores the perceptions and practices of primary school teachers in Greece regarding the bullying of students with migrant and refugee backgrounds. Using a qualitative research design and semi-structured interviews with 23 teachers, the research investigates how educators define, understand, and respond to bullying within multicultural school environments. The findings reveal that school bullying is perceived as a multidimensional phenomenon influenced by linguistic barriers, cultural differences, and socioeconomic inequalities. Teachers acknowledge that migrant and refugee students are at greater risk of victimization, mainly through verbal harassment and social exclusion. They also emphasize the negative impact of bullying on students’ mental health, self-esteem, and academic performance. Effective preventive and intervention strategies identified include intercultural education, experiential learning activities, empathy-building practices, continuous professional development, and collaboration with families and community organizations. Despite their willingness to act, teachers highlight the need for institutional frameworks, systematic training, and support mechanisms to ensure consistency and sustainability in anti-bullying initiatives. Overall, the findings suggest that intercultural education can serve as a central strategy for preventing school bullying and fostering an inclusive and safe educational environment for all students. Article visualizations
ESTUDO DESCRITIVO DA APTIDÃO FÍSICA RELACIONADA AO DESEMPENHO DE ATLETAS DE GOALBALL / DESCRIPTIVE STUDY OF PHYSICAL FITNESS RELATED TO THE PERFORMANCE OF GOALBALL ATHLETES
No full textA aptidão física relacionada ao desempenho é fundamental para o rendimento da pessoa com deficiência em uma atividade esportiva, através da análise de seus componentes é possível identificar limitações e potencialidades de cada praticante, em busca de proporcionar melhores condições de treinamento e desempenho. O Goalball é uma modalidade criada para pessoas com deficiência visual e busca desenvolver habilidades motoras e cognitivas além de melhorar sua autoestima e confiança. Esse estudo tem como objetivo descrever a aptidão física de pessoas com deficiência visual, praticantes da modalidade Goalball. Foram realizadas avaliações em 11 atletas, com idade entre 22 à 47 anos. Analisamos aspectos como força de preensão manual (FPM) esquerda/direita, velocidade (V) e potência de membros superiores (PMS). A partir da média das idades dos atletas feminino (F) 34,8 (土8,52) e masculino (M) 37,5 (土3,69), tivemos os seguintes resultados do grupo F em PMS 2,68 (土1,38), FPM direita 20,26 (土8,30), FPM esquerda 18,12 (土6,7) e V 8,82 (土5,95). No grupo M obtivemos em PMS 4,38 (土1,26), FPM direita 51,45 (土7,13), FPM esquerda 48,37 (土8,31) e V 5,21 (土1,22 O estudo tem resultados abaixo do esperado quando comparado com a literatura, já que a V demonstrou resultados significativos em nossa amostra, realizada com pessoas com deficiência visual. Dessa forma, ao identificar os aspectos da aptidão física relacionados ao desempenho da amostra investigada durante a prática esportiva, é possível adaptar às necessidades e capacidades específicas de cada grupo, promovendo uma abordagem mais eficaz ao treinamento de goalball.disabilities in sports. By analyzing its components, it is possible to identify each participant's limitations and potential, seeking to provide better training and performance conditions. Goalball is a sport created for people with visual impairments and aims to develop motor and cognitive skills, as well as improve their self-esteem and confidence. This study aims to describe the physical fitness of people with visual impairment who practice Goalball. Assessments were conducted on 11 athletes, aged 22 to 47. We analyzed aspects such as left/right handgrip strength (HGS), velocity (V), and upper limb power (UPP). From the average age of the female (F) athletes 34,8 (土8,52) and male (M) 37,5 (土3,69), we had the following results for group F in PMS 2,68 (土1,38), right HGS 20,26 (土8,30), left HGS 18,12 (土6,7) and V 8,82 (土5,95). In group M we obtained in PMS 4,38 (土1,26), right HGS 51,45 (土7,13), left HGS 48,37 (土8,31) and V 5,21 (土1,22). The study's results are below expectations when compared with the literature, as V demonstrated significant results in our sample, which included visually impaired individuals. Therefore, by identifying the aspects of physical fitness related to the study sample's performance during sports practice, it is possible to adapt to the specific needs and capabilities of each group, promoting a more effective approach to goalball training. Article visualizations
DEVELOPING A MEASUREMENT SCALE FOR STUDENT SATISFACTION WITH SERVICE QUALITY AT DANANG SPORT UNIVERSITY
Get PDFThis study aims to develop and validate a measurement scale assessing student satisfaction with service quality at Danang Sport University. A mixed-methods approach was employed, combining qualitative and quantitative techniques, including expert interviews, student surveys, and statistical analyses using Cronbach’s Alpha, Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), and Structural Equation Modeling (SEM). The final scale comprises six dimensions with 29 observed variables: Academic–Administrative Services, Dormitory, Library, Facilities, Healthcare, and Youth Union or Student Association’s Activities. All scales demonstrated reliability and convergent validity, and the measurement model exhibited a high degree of fit. SEM analysis revealed that five factors—Academic–Administrative Services, Facilities, Library, Dormitory, and Healthcare— exerted a positive and statistically significant influence on students’ overall satisfaction, with Academic and Administrative Services being the most influential determinant. Conversely, the Youth Union and Student Association’s Activities showed no statistically significant effect. The findings provide empirical evidence to guide institutional improvements in support services, enhance service quality, and strengthen the university’s educational reputation. Article visualizations