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Eurasian Society of Educational Research
Eurasian Society of Educational Research
Christiaan Huygensstraat 44, Zipcode:7533XB, Enschede, THE NETHERLANDS
Eurasian Society of Educational Research
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Christiaan Huygensstraat 44, Zipcode:7533XB, Enschede, THE NETHERLANDS

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Several reforms have been introduced to help enhance Vietnamese people’s English competencies. However, research on what reforms Vietnamese teachers support or resist is limited. Also, the impact of teachers’ demographic information on their responses to reforms is underrepresented. This mixed-methods study used a questionnaire, responded by 102 English as a foreign language (EFL) teachers, and six semi-structured interviews to address the gap. The results revealed that the teachers supported the reforms in their teaching context. They preferred using their self-developed or self-adapted materials to using required materials. On the other hand, using the VSTEP framework for designing tests was not supported. Teachers’ demographic information, especially educational qualification, significantly differed one’s responses to reforms from those of another. Some practical implications were discussed at the end of this paper. Also, some recommendations were presented to be considered for further studies.

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10.12973/eu-jer.12.1.341
Pages: 341-357
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The Role of Hemispheric Preference in Student Misconceptions in Biology

biology concepts hemispheric preference intuitive reasoning right hemisphere students’ misconceptions

Nektarios Lagoudakis , Filippos Vlachos , Vasilia Christidou , Denis Vavougios , Marianthi Batsila


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The various intuitive reasoning types in many cases comprise the core of students’ misconceptions about concepts, procedures and phenomena that pertain to natural sciences. Some researchers support the existence of a relatively closer connection between the right hemisphere and intuitive thought, mainly due to a notably closer relation of individual intuitive cognitive processes with specific right hemisphere regions. It has been suggested that individuals show a different preference in making use of each hemisphere’s cognitive capacity, a tendency which has been termed Hemisphericity or Hemisphere Preference. The purpose of the present study was to examine the association between hemispheric preference and students’ misconceptions. A correlational explanatory research approach was implemented involving 100 seventh grade students from a public secondary school. Participants completed a hemispheric preference test and a misconceptions documentation tool. The results revealed that there wasn’t any differentiation in the mean score of misconceptions among the students with right hemispheric dominance and those with left hemispheric dominance. These findings imply a number of things: (a) the potential types of intuitive processes, that might be activated by the students, in interpreting the biology procedures and phenomena and their total resultant effect on students’ answers, probably do not have any deep connection with the right hemisphere; (b) it is also possible that students might use reflective and analytic thought more frequently than we would have expected.

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10.12973/eu-jer.12.2.739
Pages: 739-747
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6

The Effectiveness of The Educare Program in Improving Pro-Social Attitudes to Prevent Bullying in Inclusive Schools

bullying prevention educare program inclusive school pro-social attitude

Yohanes Subasno , Bernadeta Sri Jumilah , Maria Vianti Desa , Martinus Irwan Yulius , Yovita Kurnia Mariani , Lorentius Goa , Teresia Noiman Derung


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The fundamental challenge in implementing inclusive schools is related to accepting students with special needs by other students. Lack of acceptance and respect for differences often trigger acts of bullying. There are insufficient studies describing that the perpetrator of bullying in school is a student with special needs. This study aims to measure the effectiveness of the educare program in improving students' pro-social attitudes to prevent bullying in inclusive schools. The Educare Program consisted of four lesson plan themes and became a treatment instrument. Single subject research (SSR) was used for the research method, implementing the baseline-intervention-maintenance (AB+M) phase with multiple baselines across subjects. Three students, including a student with a disability and a low pro-social attitude, were the subjects of this study. The data were collected through observation and analyzed through graphical visual inspection focusing on trend, level, latency, and percentage of all non-overlapping data (PAND). The results of the study presented in polygon graphs and PAND showed that the Educare Program is very effective in increasing students' pro-social attitudes. Almost all scores of pro-social attitudes obtained through trend with PAND reached 96.11%.

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10.12973/eu-jer.12.3.1377
Pages: 1377-1391
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Secondary subject subcultures, differing in status, perceived sequentiality, and scope, have been shown to form within departmental content areas. This study aimed to determine if preservice secondary teachers also exhibited attributes of secondary subcultures. Through the Teacher Multicultural Attitude Survey and the Culturally Responsive Teacher Self-Efficacy Scale, this study revealed that subcultures also occur within preservice teachers, specifically preservice mathematics teachers and preservice English teachers, with regards to multicultural awareness and attitudes. The results from this study support the need for purposeful and consistent focus on multicultural education and Ethnomathematics education in mathematics education programs. In doing so, secondary mathematics students can obtain a robust background in multicultural education before entering the PK-12 classroom. When they do enter the PK-12 classroom, they will be able to empower all students that they teach.

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10.12973/eu-jer.12.3.1425
Pages: 1425-1435
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507
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There is a great need to provide transition planning and enhance the success of individuals with intellectual disabilities in employment and independent living through appropriate practices. This study aims to explore the essential components of effective transition services that teachers should include in their instruction of students with intellectual disabilities. A descriptive quantitative research design was utilized, and data were collected through an online survey from 102 teachers of students with intellectual disabilities. The findings indicated that participants sometimes included most of the five essential components of effective transition service components in their teaching. No statistically significant differences were found in participants’ responses based on school type, years of teaching experience, or qualifications. However, statistically significant differences were found between male and female participants in responses to two of the main components, namely, student-focused planning and interagency collaboration, with male participants reporting higher mean scores than female participants. The study’s implications for practice and future research are also discussed.

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10.12973/eu-jer.12.3.1437
Pages: 1437-1447
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513
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2

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Flipped learning (FL) is one of the recent pedagogical models that seeks to promote student agency and hone 21st century skills for lifelong learning through its emphasis on collaboration, creativity, critical thinking, and autonomy. However, only some physical education (PE) classes globally have adopted this method and researched its effectiveness. Thus, this qualitative study discovered how the SPRING online FL model helped enhance the 21st century skills of college PE students. From the students’ responses in the questionnaire and the teacher-researchers observation notes, it was revealed that FL aids in the students’ 21st century skills as it allows the students to collaborate and improve their social skills; analyze people, tasks, and situations to create an output that is not only ingenuous and entertaining but beneficial to all; and study and master the skills independently at their own pace. Future studies can explore testing the SPRING model's effectiveness in younger students and other learning contexts.

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10.12973/eu-jer.13.1.413
Pages: 413-425
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2

Principal Support and Teacher Self-Efficacy as Predictors of Collective Teacher Efficacy

collective teacher efficacy principal support teacher self-efficacy

Marina Đuranović , Irena Klasnić , Tomislava Vidić


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This study investigated the extent to which demographic variables, principal support and teacher self-efficacy contribute to the collective teacher efficacy. In the study, a non-probability purposive sample was used, which included 761 teachers working in compulsory primary schools in all parts of the Republic of Croatia. The first part of the administered online questionnaire provided data on sociodemographic characteristics of the respondents, while in the second part, the following scales were used: The Principal Support Scale, The Teacher Sense of Teacher Efficacy Scale and The Collective Teacher Efficacy Scale. The results of the performed regression analyses show that: 1) the demographic variables - workplace, promotion to a higher rank and principal support have a predictive value in explaining teachers’ self-efficacy; 2) an average number of students per class, promotion to a higher rank, principal support, teacher engagement and teaching strategies have a predictive value in explaining collective teacher efficacy. The findings of this study will be discussed in terms of their potential impact and future research.

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10.12973/eu-jer.13.2.693
Pages: 693-703
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There has been a clear shift in higher education to prepare and empower the current students for a future quite different and more complex than that faced by previous generations. In particular, it is expected that they will possess comprehensive abilities to deal with challenges arising from new employment demands and beyond. While liberal arts education has a long history in the West, it has been increasingly implemented more recently in East Asia as one response to the need for educational reform. The research reported here is an empirical study of how liberal arts education has affected individuals from two institutions with distinctive interpretations of “liberal arts education” - University N, the first Sino-foreign joint university in mainland China, and University L, the only public liberal arts university in Hong Kong. Drawing on Bourdieu’s Theory of Practice, this study illustrates the interplay and balance among students’ practical concerns, their sense of social obligation fostered through liberal arts education elements and the wider social structure. Semi-structured interviews with senior students, fresh graduates, and educators were conducted to gather in-depth primary data. These reveal that, by providing interdisciplinary knowledge and transferable skill sets, a liberal arts education experience does enhance individuals’ personal agency and intellectual competencies in a professional context - they are trained to become independent thinkers and learners. Moreover, the “humanistic” aspect of liberal arts is also relevant: having engaged in various activities and programs, students in both universities are encouraged to care, cooperate, and make positive differences in their increasingly interconnected communities.

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10.12973/eu-jer.13.2.735
Pages: 735-746
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This study investigated young children’s recognition of social rules and responses to social-conventional transgressions in Japanese preschool settings. One hundred twenty-six children aged three to six years old heard four hypothetical stories that describe typical social-conventional transgressions in Japanese preschools. They were asked about their feelings when they witnessed each transgression (emotional response), whether they thought it was better to follow social rules and act like everyone else (social convention judgment), their justification for the judgment, and their willingness to play with the transgressor (interaction judgment). Most participants in all age groups valued following social rules and judged that the transgressor should act like everyone else, but five-year-olds generated more group- and other-oriented justifications for the judgment. Although there were no significant age group differences in interaction judgment, further analysis showed that three-year-olds’ willingness to play with the transgressor was positively related to their positive emotion, whereas such relationships were not found in four- and five-year-olds. The results demonstrate that Japanese children’s responses to social-conventional transgressions become more social and complex throughout young childhood in the Japanese cultural context.

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10.12973/eu-jer.13.3.1019
Pages: 1019-1029
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The Practicability of Quality Assurance Mechanisms in Promoting Tanzanian Universities’ Compliance

practicability quality assurance mechanisms university compliance

Daudi Mrema , Irénée Ndayambaje , Philothère Ntawiha , Eugene Ndabaga


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Compliance with any policies, laws and regulations, including university compliance with quality assurance mechanisms globally, depends on the practicability of those mechanisms. Like other countries, Tanzania has quality assurance mechanisms that require universities to comply. However, the existing audit reports have shown non-compliance cases to such mechanisms. This study sought to explore the practicability of the existing quality assurance mechanisms in promoting universities’ compliance in Tanzania. The documentary reviews, interviews, and focus group discussions were used to collect data from the 4 universities and 46 students, academics, and quality assurance directors and officers as a sample size selected purposively. The data were analysed through content analysis. The findings revealed that the existing quality assurance mechanisms are generally practicable; however, there are quality assurance requirements with practicability challenges due to contextual factors. Such requirements include senior academics in administrative duties, academics’ promotion, academics’ recruitment, inclusive and participatory teaching approaches, requirements with extra financial costs, examination scripts’ marking, and invigilation restrictions. This study concludes that the practicability challenges of some quality assurance mechanisms are one reason for non-compliance cases at some Tanzanian universities. It recommends that key stakeholders be involved in establishing mechanisms, and all contextual factors must be addressed to enhance practicability.

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10.12973/eu-jer.13.3.1139
Pages: 1139-1154
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2

A Comprehensive Systematic Review on the Multifaceted Factors Influencing Teacher Flourishing

flourishing teacher mental health systematic literature review well-being

Florence Yulisinta , Bernadette Narulina Setiadi , Eunike Sri Tyas Suci


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Teacher flourishing encompasses a broad range of well-being, encompassing hedonic (pleasure-based) and eudaimonic (meaning-based) satisfactions. In the context of the literature review, a concise overview is provided, consisting of definitions, predictors, mediators, and outcomes. Conforming to the PRISMA protocol, the present review progresses through four stages: identification, screening, eligibility assessment, and including relevant studies. Furthermore, the search strategy focused on flourishing, well-being, and measuring tools, leveraging databases such as EBSCO Host, Proquest, Science Direct, and DOAJ. In line with the PRISMA statement, systematic review methodology guides the final analysis, incorporating twenty-seven studies published between 2017 and 2023. Despite being studied in numerous theoretical frameworks, teacher flourishing needs a more widely accepted definition and operational framework in studying the concept. The results show that multiple factors impact teacher flourishing, including individual, relational, and organizational elements. Additionally, the evaluation considers direct and indirect predictors, mediators, and outcomes. The new model is related to global well-being, including emotional, psychological, social, and spiritual aspects, stating the connections of these elements. The implications of the results can be effectively applied within educational settings by teachers, policymakers, and scholars specializing in education.

 

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10.12973/eu-jer.13.3.1335
Pages: 1335-1351
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The Effect of Work-Based Learning on Employability Skills: The Role of Self-Efficacy and Vocational Identity

employability self-efficacy vocational identity work-based learning

Suyitno Suyitno , Muhammad Nurtanto , Dwi Jatmoko , Yuli Widiyono , Riawan Yudi Purwoko , Fuad Abdillah , Setuju , Yudan Hermawan


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Work-based learning (WBL) is an important tool for enhancing students' employability skills in vocational education and training. Many studies have underlined the importance of a variable of WBL, self-efficacy, and vocational identity in developing vocational students' employability skills. Nonetheless, the research is limited and examined separately. Therefore, this study investigates how WBL, self-efficacy, and vocational identity influence employability skills and how self-efficacy moderates between WBL and employability skills. Four hundred and three state university students in Yogyakarta were involved in the data collection. This study used structural equation modeling (SEM) analysis to test its hypothesis. The results of the study revealed that the implementation of WBL did not have a direct effect on employability skills; however, self-efficacy was able to moderate the relationship between WBL and employability skills. However, WBL directly influences vocational identity, which in turn directly influences employability skills, while self-efficacy also directly influences employability skills. This research has important implications for improving learning that can improve students' self-efficacy skills in an effort to build students' employability skills in vocational education and training.

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10.12973/eu-jer.14.1.309
Pages: 309-321
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3

A Step-by-Step Approach to Systematic Reviews in Educational Research

educational research evidence-based design prisma systematic reviews

Norma Ghamrawi , Tarek Shal , Najah A.R. Ghamrawi , Abdullah Abu-Tineh , Yousef Alshaboul , Manar A. Alazaizeh


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This article provides a comprehensive guide to conducting and documenting systematic reviews (SRs) in educational research. While SRs are increasingly recognized for their value in synthesizing and evaluating literature on specific research questions or topics, there remains a notable scarcity of research-based papers that guide their development within the field of education. Systematic reviews, distinguished from traditional literature reviews by their standardized processes—including systematic searching, selection, and critical appraisal of relevant studies—offer a more accurate and comprehensive understanding of the research landscape by integrating findings from multiple sources. This paper underscores the importance of adhering to established methodologies and guidelines to ensure the quality and reliability of SRs. Essential elements discussed include defining research questions, developing search strategies, applying inclusion and exclusion criteria, and synthesizing results. The paper also highlights the role of frameworks such as the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) in enhancing transparency and methodological rigor. By following this structured approach, researchers can produce systematic reviews that provide valuable insights into educational practices and policies, thereby supporting evidence-based decision-making and advancing the field of education.

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10.12973/eu-jer.14.2.549
Pages: 549-566
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Integrating Artificial Intelligence Into English Language Teaching: A Systematic Review

artificial intelligence english language teaching systematic review

Afrianto Daud , Ando Fahda Aulia , Muryanti , Zaldi Harfal , Ovia Nabilla , Hafizah Salsabila Ali


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This research aims to systematically review the integration of artificial intelligence (AI) in English language teaching and learning. It specifically seeks to analyze the current literature to identify how AI could be utilized in English language classrooms, the specific tools and pedagogical approaches employed, and the challenges faced by educators. Using the PRISMA-guided Systematic Literature Review (SLR) methodology, articles were selected from Scopus, Science Direct, and ERIC, and then analyzed thematically with NVivo software. Findings reveal that AI enhances English teaching through tools like grammar checkers, chatbots, and language learning apps, with writing assistance being the most common application (54.55% of studies). Despite its benefits, challenges such as academic dishonesty, over-reliance on AI (27.27% of studies), linguistic issues, and technical problems remain significant. The study emphasizes the need for ethical considerations and teacher training to maximize AI’s potential. It also highlights societal concerns, including the digital divide, underscoring the importance of equitable access to AI-powered education for learners of all socioeconomic backgrounds.

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10.12973/eu-jer.14.2.677
Pages: 677-691
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Bibliometric Analysis of Sex Education's Role in Shaping Adolescent Character Development

adolescents adolescent identity sex education

Purwati Purwati , Muhammad Japar , Keizarah Faras Hadli , Fini Dwi Aryani , Filda Khoirun Nikmah , Rohmawan Adi Pratama , Indah Novita Sari


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Adolescent sexuality education plays a crucial role in supporting healthy physical, emotional, and social development. Through bibliometric analysis, this study aims to capture existing trends in research on adolescent sexuality education and highlight less explored areas in the field. Using VOSviewer, 780 documents (from 1939 to 2024) were searched for authors, countries, journals, and keywords. The results show a 4-year increase in the total number of studies led by the United States. Popular topics about which people have some general understanding include sexual behaviour, contraceptive use and HIV prevention. Other Since 2015, there has been a growing interest in topics such as diversity, digital-age engagement, and the role of parents, but the scope of existing research remains limited, with a focus on only a few specific areas. In addition, the keyword analysis highlights the role of family communication in young people's understanding of sexual health. The implications of these findings are also in line with previous advocacy for a broader focus on health information in sexuality education, including digital technologies, and more inclusivity with a wider range of curriculum topics. More open dialogue between adolescents and trusted adults can reduce stigma, promote understanding, and support better decision-making. Therefore, this study is a valuable contribution to building relevant and adaptive research and policy in response to current challenges.

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10.12973/eu-jer.14.3.761
Pages: 761-772
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This qualitative article explores a Swedish teachers’ rebellion group (TRG) on Facebook with the aim of exploring teachers’ stories about violence in school. Facebook groups for teachers, such as the TRG, are common sites where teachers discuss and share professional matters and both public stories and subjective experiences. In this article, we focus on narratives about children who are perceived by the teachers as dangerous in various ways. The concept of the formula story, together with child and teacher agency, helps us to explore the symbolic and emotional aspects at stake when the teachers discuss the dangerous child in the TRG. In the analysis, an ambivalent image of the dangerous child emerges where child and teacher agency intersect with each other and with other human and non-human actors. This image challenges contemporary ideas and ideals about children and childhood as well as the teaching profession. The conclusion broadens our notions of the child and reflects upon the outcomes of applying agency to the context of school violence.

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10.12973/eu-jer.14.4.1231
Pages: 1231-1243
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