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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
Headquarters
Christiaan Huygensstraat 44, Zipcode:7533XB, Enschede, THE NETHERLANDS

'comprehensive review' Search Results

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Artificial intelligence (AI) has revolutionized higher education. The rapid adoption of artificial intelligence in education (AIED) tools has significantly transformed educational management, specifically in self-directed learning (SDL). This study examines the factors influencing Indonesian higher education students' intention to adopt AIED tools for self-directed learning using a combination of the Theory of Planned Behavior (TPB) with additional theories. A total of 322 university students from diverse academic backgrounds participated in the structured survey. This study utilized machine learning it was Artificial Neural Networks (ANN) to analyze nine factors, including attitude (AT), subjective norms (SN), perceived behavioral control (PBC), optimism (OP), user innovativeness (UI), perceived usefulness (PUF), facilitating conditions (FC), perception towards ai (PTA), and intention (IT) with a total of 41 items in the questionnaire. The model demonstrated high predictive accuracy, with SN emerging as the most significant factor to IT, followed by AT, PBC, PUF, FC, OP, and PTA. User innovativeness was the least influential factor due to the lowest accuracy. This study provides actionable insights for educators, policymakers, and technology developers by highlighting the critical roles of social influence, supportive infrastructure, and student beliefs in shaping AIED adoption for self-directed learning (SDL). This research not only fills an important gap in the literature but also offers a roadmap for designing inclusive, student-centered AI learning environments that empower learners and support the future of SDL in digital education.

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10.12973/eu-jer.14.3.805
Pages: 805-828
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This study presents a comprehensive bibliometric and content analysis of research on autism and mathematics learning from 2010 to 2024. A total of 131 peer-reviewed articles were retrieved from the Web of Science (WoS) database using keywords such as autism, mathematics, learning, and intervention. Bibliometric analysis was conducted to quantitatively examine publication trends, leading authors, contributing countries, and co-authorship networks, offering a macroscopic overview of the field’s evolution. Visualisations generated using VOSviewer further illustrated keyword co-occurrence and thematic clustering. Complementing this, content analysis provided a qualitative synthesis of research themes and conceptual progressions across the literature. The findings revealed a clear thematic evolution. Early research (2010–2015) predominantly focused on behavioural interventions, structured instructional approaches, and basic numeracy development. Mid-phase studies (2016–2020) introduced inclusive pedagogies, social-emotional considerations, and differentiated instruction. Recent research (2021–2024) has shifted towards personalised, technology-enhanced instruction, Universal Design for Learning (UDL), and the integration of digital tools in mathematics education. Despite this growth, several gaps remain. Research remains limited in addressing cross-cultural diversity, long-term evaluations of digital interventions, and the adaptation of pedagogies in underrepresented regions. This study emphasises the need for future research to explore culturally responsive frameworks, the sustainability of technology uses, and equity in mathematics education for autistic learners.

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10.12973/eu-jer.14.3.961
Pages: 961-979
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Children today encounter English in various contexts, with cartoons serving as a particularly influential medium. Beyond their entertainment value, cartoons also promote incidental foreign language acquisition. This article presents the findings of a study involving 240 sixth-grade pupils from Slovenian primary schools. Employing a quantitative approach, the study utilised both a questionnaire and a knowledge test to explore the relationship between English cartoon viewing and incidental vocabulary acquisition. It examined the frequency of cartoon viewing, pupils’ attitudes towards English-language cartoons, and the impact of subtitles on vocabulary test performance. The results indicate that a higher frequency of cartoon viewing, positive attitudes towards English cartoons, and the use of English subtitles are significantly associated with enhanced English vocabulary knowledge. The findings underscore the educational value of English cartoons in supporting vocabulary development and highlight the potential of engaging multimedia content in fostering incidental vocabulary acquisition in both classroom settings and out-of-school contexts. Consequently, educators should incorporate cartoon-based materials to enhance vocabulary learning, introduce authentic language exposure, and provide multi-sensory experiences tailored to varying learner preferences and proficiency levels.

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10.12973/eu-jer.14.3.1015
Pages: 1015-1030
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Autism Spectrum Disorder (ASD) is a neurodevelopmental condition marked by persistent challenges in language acquisition, particularly in the lexical and semantic domains. This study examined the effectiveness of an adapted Applied Behavior Analysis (ABA) intervention in improving lexical and semantic language skills among preschool-aged children with ASD. A total of 3- to 6-year-old children participated, divided into experimental and control groups across two specialized centers. The experimental group received an adapted ABA-based program emphasizing discrete trial teaching, functional communication strategies, visual supports, and targeted reinforcement techniques. Pre- and post-intervention assessments were conducted using a structured methodology that evaluated active and passive vocabulary, semantic categorization, and contextual language use. Results from paired t-tests showed statistically significant improvements in the experimental group compared to the control group (p < .05). Despite these gains, generalization of language skills across social contexts remained limited. These findings highlight the value of individualized behavioral interventions and support their inclusion in early childhood programs for children with ASD.

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10.12973/eu-jer.14.4.1047
Pages: 1047-1062
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796
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Open Schooling in Science Education: A Systematic Literature Review

open schooling science education systematic literature review

Isabel María Cruz Lorite , Maria Nikolaou , Efi Nisiforou , Maria Evagorou


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Open schooling is a recent educational approach that has been recently introduced in European policies, so the literature on its transfer to the education system is still limited. The aim of this study is to configure an overview of how open schooling has been implemented in science education in terms of its definition, the topics addressed, the pedagogical aspects considered, and the benefits obtained for the teaching-learning processes. A systematic literature review was carried out using the PRISMA 2020 methodology, in which 27 documents published between 2015 and 2024 were analysed. Open schooling is defined mainly as an approach in which students, teachers, and other stakeholders, especially students’ families, collaborate to provide solutions to real-life issues in search of the community’s well-being. The open schooling experiences usually addressed environmental and health issues through scientific practices and contextualization mainly, developing activities of data collection, synthesis and analysis, dissemination, and information and communication technologies with the students. Companies and local businesses are the preferred stakeholders involved, followed by experts and researchers. Questionnaires are the preferred instruments for data collection, and the documents analysed report benefits for students’ learning and motivation and also for teachers and schools. 

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10.12973/eu-jer.14.4.1063
Pages: 1063-1085
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Developing students' competency in constructing scientific explanations is a critical aspect of science learning. However, limited research has been conducted to explore the role of Generative Artificial Intelligence (Gen AI) in fostering this competency. Moreover, the factors influencing this competency development in the Gen AI-assisted learning environment remain underexamined. This study aimed to compare students' competency in constructing scientific explanations before and after participating in phenomenon-based learning with Microsoft Copilot and to investigate the factors influencing the development of this competency. A pretest-posttest quasi-experimental design was employed with 23 eighth-grade students from an all-girls school in Thailand. The research instruments included lesson plans for phenomenon-based learning with Microsoft Copilot, a competency test for constructing scientific explanations, and a mixed-format questionnaire. The results from the Wilcoxon Signed-Ranks Test revealed a statistically significant improvement in students' competency in constructing scientific explanations after the learning intervention (Z = 4.213, p < .001). Thematic analysis identified four key factors contributing to this development: (a) the role of Microsoft Copilot in enhancing deep understanding, (b) connecting theories to real-world phenomena through learning media, (c) collaborative learning activities, and (d) enjoyable learning experiences and student engagement. These findings suggest that the integration of Gen AI technology with phenomenon-based learning can effectively enhance students’ competency in constructing scientific explanations and provide valuable insights for the development of technology-enhanced science education. 

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10.12973/eu-jer.14.4.1087
Pages: 1087-1103
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Sexuality remains a sensitive topic in many Asian societies. Despite the growing recognition of the importance of sexuality education, it remains a controversial issue in certain Asian contexts. Parents play an important role in addressing their children's sexual curiosity and fostering healthy attitudes and values regarding sexuality. This scoping review analysed 17 articles published in 2014-2024 in the Web of Science (WoS) and Scopus databases, aiming to explore parental knowledge of childhood sexuality education and the associated factors that might influence their understanding. Findings reveal that parents' knowledge is only moderate on average, with significant gaps in understanding and communication skills. Key results indicate that cultural, demographic, and socio-economic factors affect parents’ knowledge, with variations across different topics. Research also highlights the significant role of intervention programs in advancing their understanding. This review of the literature over the past decade builds powerful support for sexuality education of children in the Asian context and also emphasizes the value of cultural sensitivities in promoting the development of sexuality education worldwide. Ultimately, this study contributes to the global discourse on improving sexuality education by offering valuable information for policymakers, educators, and practitioners working to design effective sexuality education programs.

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10.12973/eu-jer.14.4.1151
Pages: 1151-1166
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This preliminary study examines how three generative AI tools, ChatGPT-4, Google Gemini, and Microsoft Copilot, support B+ level English as a Foreign Language (EFL) students in opinion essay writing. Conducted at a preparatory school in Türkiye, the study explored student use of the tools for brainstorming, outlining, and feedback across three essay tasks. A mixed methods design combined rubric-based evaluations, surveys, and reflections. Quantitative results showed no significant differences between tools for most criteria, indicating comparable performance in idea generation, essay structuring, and feedback. The only significant effect was in the feedback stage, where ChatGPT-4 scored higher than both Gemini and Copilot for actionability. In the brainstorming stage, a difference in argument relevance was observed across tools, but this was not statistically significant after post-hoc analysis. Qualitative findings revealed task-specific preferences: Gemini was favored for clarity and variety in brainstorming and outlining, ChatGPT-4 for detailed, clear, and actionable feedback, and Copilot for certain organizational strengths. While the tools performed similarly overall, perceptions varied by task and tool, highlighting the value of allowing flexible tool choice in EFL writing instruction.

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10.12973/eu-jer.14.4.1291
Pages: 1291-1308
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Quality in Higher Education Institutions as a Transversal Tool in Institutional Accreditation: A Bibliometric Review

accreditation bibliometric analysis education higher education quality

Fabio Andrés Puerta-Guardo , Ana Susana Cantillo-Orozco , Jorge Leonardo Castillo-Loaiza , Julián Andrés Narváez-Grisales , Camilo José Molina-Guerrero


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Globalization, digitalization, and evolving national regulations have intensified the need for rigorous quality-assurance systems to secure accreditation in Higher Education Institutions (HEIs). This study asks: What theoretical contributions underpin HEI accreditation, and how have research themes evolved? Employing the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) and Bibliometric Analysis via Biblioshiny and Vantage Point, we examined 1,252 documents indexed in Scopus® (781) and Web of Science™ (471) from 2012 to May 2025. Findings delineate three production phases—Foundation Consolidation (2012–2017), Expansion and Diversification (2017–2020), and Sustained Transformation and Innovation (2020–2025)—and three thematic perspectives: (a) Teaching and Learning Quality, (b) Technology and Sustainability as Quality Catalysts, and (c) Governance, Management, and Accountability. Multiple Correspondence Analysis (MCA) identified three Motor Theme clusters—[1] Sustainable Development and Institutional Change, [2] Technological Pedagogy and Student Experience, and [3] Governance and Regulation—led by Spain, the United States, Chile, Colombia, the UK, Australia, and India. Conclusions underscore accreditation’s dual role as a strategic lever for institutional improvement and a competitive mechanism, with emerging focus on competency, e-learning, employability, machine learning, and sustainability. Future research should explore cross-border accreditation dynamics; the impact of AACSB and NAAC standards on business-school curriculum design and program quality; accreditation’s pedagogical effects; and leadership practices for effective implementation.

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10.12973/eu-jer.15.1.19
Pages: 19-38
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Text readability assessment stands as a fundamental component of foreign language education because it directly determines students' ability to understand their course materials. The ability of current tools, including ChatGPT, to precisely measure text readability remains uncertain. Readability describes the ease with which readers can understand written material, while vocabulary complexity and sentence structure, along with syllable numbers and sentence length, determine its level. The traditional readability formulas rely on data from native speakers yet fail to address the specific requirements of language learners. The absence of appropriate readability assessment methods for foreign language instruction demonstrates the need for specialized approaches in this field. This research investigates the potential use of ChatGPT to evaluate text readability for foreign language students. The examination included selected textbooks through text analysis with ChatGPT to determine their readability level. The obtained results were evaluated against traditional readability assessment approaches and established formulas. The research aims to establish whether ChatGPT provides an effective method to evaluate educational texts for foreign language instruction. The research evaluates ChatGPT's capabilities beyond technical aspects. The study examines how this technology may influence students' learning experiences and outcomes. The text clarity evaluation capabilities of ChatGPT might lead to innovative approaches for developing educational tools. The implementation of this approach would generate lasting benefits for educational practices in schools. For example, ChatGPT’s readability classifications correlated strongly with Flesch-Kincaid scores (r = .75, p < .01), and its mean readability rating (M = 2.17, SD = 1.00) confirmed its sensitivity to text complexity.

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10.12973/eu-jer.15.1.101
Pages: 101-119
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