ABSTRACT Higher education institutions are increasingly promoting cross‐disciplinary learning between the natural sciences and humanities. Several institutions have enacted policies that allow students to choose courses across disciplines to meet diversity objectives and graduation requirements. This study explores how these policies are implemented in classrooms, focusing on teachers' incorporation of inclusive curricula and pedagogy and on students' perceptions of these classes. Using qualitative methods and data from 53 participants, the study uncovers a policy paradox: a disconnect between policy goals and their real‐world classroom application. We found that university teachers often struggle to implement inclusive curricula and pedagogy in their cross‐disciplinary classrooms. Additionally, universities have not adequately prepared or trained these educators to address learners' diverse needs. As a result, few instructors respond promptly to students' backgrounds or needs during classes. Consequently, some students find the classes unengaging because the class content is challenging or they take courses merely to earn credits for graduation. We recommend that universities promote deliberate learning innovation in these diverse classrooms by providing faculty training to develop inclusive curricula and pedagogies aligned with policy objectives.

ABSTRACT Scaffolding, a core form of teacher interpersonal behaviour, is widely linked to improved classroom interaction and teacher‐student relationships in education research. However, its application in Chinese university music classes remains underexplored. To address this gap, this qualitative study examined 22 Chinese university music teachers' perceptions of scaffolding, focusing on its favourable outcomes and practical challenges. Data were collected through semi‐structured interviews and narrative frames and were analysed using thematic analysis. The findings indicate that scaffolding was perceived to enhance learners' autonomy, collaboration, motivation, disciplinary knowledge acquisition, creativity and classroom supportiveness; teachers also noted challenges related to meeting diverse learner needs, building scaffolding‐specific professional knowledge and adjusting support timing. By highlighting the discipline‐specific features of music learning, this study extends scaffolding research beyond general subject areas and offers targeted implications for university music teacher development.

ABSTRACT Climate extremes such as rising temperatures, erratic rainfall and frequent droughts pose significant threats to agriculture‐dependent communities in Kenya. Education plays a crucial role in equipping learners, ‘our future climate stewards,’ with the necessary knowledge and skills to respond to these environmental changes. The 4‐K Club, a school‐based initiative focusing on practical agricultural and environmental learning, serves as a platform for promoting climate‐resilient education. This study examines how teachers' perceptions and socioeconomic factors influence the implementation of climate‐responsive 4‐K Club activities in Junior schools in Makueni County. Data from 108 teachers were analysed using an ordered probit model. The implementation of 4‐K Club activities ranged from 13.0% to 29.6%, reflecting a low level of activity. The study found that gender, education level and teachers' perceptions of digital literacy competency negatively influenced implementation intensity ( β = −0.906, p = 0.015 for gender, β = −0.926, p = 0.016 for education level). In contrast, the presence of an active 4‐K Club and teachers' perceptions of critical thinking and problem‐solving competencies were associated with higher implementation intensity ( β = 5.051, p < 0.001 for active 4‐K Club). These findings underscore the importance of targeted teacher training, enhanced digital infrastructure, and institutional support in strengthening 4‐K Club–based climate education within Kenya's Competency‐Based Education (CBE). This study contributes valuable insights for enhancing teacher preparedness and informing policy frameworks aimed at integrating climate literacy and sustainable practices into school programs, offering lessons for climate education reform in similar developing contexts.

RETRACTION : Z. Jing , "," European Journal of Education 60 ( 2025 ): e12880 . https://doi.org/10.1111/ejed.12880 . The above article, published online on 31 December 2024 on Wiley Online Library ( wileyonlinelibrary.com ), has been retracted by agreement between the Editor in Chief Gurpinder Singh Lalli, and John Wiley and Sons Ltd. A third party reported that a significant number of references in this article were either incorrect or nonexistent. All parties have determined that the large number of incorrect references constitutes a major error and leaves significant portions of the article unsubstantiated. This retraction has been agreed to because these errors fundamentally compromise the content and conclusions of the article. The author does not agree with the retraction.

ABSTRACT This conceptual paper critically examines the evolving interplay between global citizenship and nationalism in Hong Kong's global citizenship education. Drawing on critical analysis of existing literature and recent socio‐political and educational changes in Hong Kong, it traces the shift from a Western‐oriented global citizenship—characterised by neoliberalism, global competitiveness and limited national affiliation—to a form of global citizenship aligned with Chinese characteristics, foregrounding national identity, Chinese cultural heritage and the interests of the Chinese government. This transformation, accelerated since 2020 under the National Security Law, raises critical questions about the marginalisation of local voices and the potential instrumentalization of global citizenship to justify nationalism. The analysis indicates that while Hong Kong's education system increasingly prioritises national over global perspectives, genuine global citizenship with Hong Kong's unique characteristics remains elusive. The paper recommends greater balance in curriculum design, teacher development, assessment and stakeholder engagement to support a more inclusive and context‐sensitive vision of global citizenship education in Hong Kong.

ABSTRACT Science education, from an early age, plays a key role in promoting sustainability. Within this framework, water emerges as a valuable resource for studying fundamental scientific principles and fostering critical reflection on its sustainable use. This quasi‐experimental study involved 168 primary students (ages 9–11) from public schools in Extremadura, Spain, who participated in a hands‐on activity building a sand filter. To assess the impact of the intervention, a customised questionnaire on scientific knowledge, attitudes and emotions towards science and water sustainability was completed before and after the activity. Findings indicate that the intervention improved scientific knowledge, promoted sustainable attitudes and behaviours towards water, increased interest in science and strengthened emotional connections with both scientific topics and water‐related issues. This study underscores the need for student‐centred approaches that promote meaningful learning and support the Sustainable Development Goals from early educational stages, serving as an enriching complement to existing science programmes in schools.

ABSTRACT While flipped learning promotes active learning in higher education, students often struggle with self‐regulation and motivation when facing complex content. Traditional search engines provide divergent feedback that can increase cognitive load and impede learning effectiveness. This study examined the impact of GPTutor, an AI‐powered tool integrating ChatGPT and Apple's Shortcuts to provide convergent feedback, on knowledge construction, motivation and engagement. Using a quasi‐experimental design, 72 Taiwanese educational technology students were divided into control (Google search) and experimental (GPTutor) groups. ANCOVA and t ‐tests revealed that GPTutor significantly improved post‐test scores ( F = 7.99, p < 0.01), intrinsic motivation ( t = 2.993, p < 0.01) and reduced amotivation ( t = −2.307, p < 0.05). The experimental group also demonstrated higher cognitive, behavioural and emotional engagement (all p < 0.01). The findings suggest that AI‐powered convergent feedback can enhance flipped learning effectiveness in higher education, particularly for complex interdisciplinary content.

ABSTRACT Out‐of‐school learning (OSL) practices within the scope of lifelong learning (LLL) are essential elements of contemporary educational systems, with both Türkiye and Poland implementing initiatives to promote it. Strengthening OSL practices can increase education accessibility and improve societal competencies. A comparison between Türkiye and Poland allows for understanding the differences and similarities in approaches to education beyond the classroom walls. However, their approaches may differ due to their unique cultural, economic and social contexts. The results show that OSL practices within the scope of LLL can be adapted in different ways, such as informal, non‐formal, experiential, technology‐enhanced, or community engagement, etc. Both countries have commonalities in OSL practices, such as cultural heritage, non‐formal education programmes and community‐based initiatives. However, their unique contexts and digital integration also shape their approaches. Both countries continue to invest in OSL initiatives to promote skills development and social inclusion.

ABSTRACT The rapid expansion of AI‐supported instructional tools has reshaped how emotions, motivation and engagement operate in language learning environments. Guided by Control–Value Theory (CVT), this study examines how learners' emotional appraisals, technology‐related affective attitudes and engagement behaviours collectively shape their judgements about the balance between AI‐driven support and human instruction. A sample of 738 Chinese English as a Foreign Language (EFL) learners from eight universities completed validated measures of Foreign Language Enjoyment (FLE), Foreign Language Classroom Anxiety (FLCA), academic engagement/disengagement, technology‐related affective attitudes and perceptions of AI–human interaction balance. Using Structural Equation Modelling (SEM) (AMOS 24) and complementary analyses in SPSS 27, the results showed that enjoyment and positive affect toward technology significantly promoted engagement, whereas anxiety exerted a negative influence. Engagement, in turn, strongly predicted learners' evaluations of AI–human instructional balance and functioned as a mediating mechanism linking emotional and attitudinal appraisals to AI‐related perceptions. Significant direct effects from FLE, FLCA and technology attitudes to AI–human balance also emerged, indicating a partially mediated structural pattern. These findings highlight the centrality of control and value appraisals in shaping both engagement and affective judgements within AI‐mediated learning settings. The study extends CVT to technology‐enhanced language learning and provides practical guidance for designing emotionally supportive and pedagogically balanced AI‐integrated EFL environments. Implications for teaching, instructional design and policy, along with recommendations for future research, are presented.