ABSTRACT Educators in higher education face persistent challenges in scaling AI literacy across disciplines and helping novice learners understand abstract AI concepts. Although research on game‐based learning (GBL) reports mixed outcomes, few studies have examined its large‐scale use in mandatory, asynchronous AI literacy courses for diverse undergraduate populations. Addressing this gap, this study investigates a scalable GBL‐based AI literacy course delivered to 4898 first‐year undergraduates across disciplines. Using a mixed‐methods design with 311 valid pre‐ and post‐survey responses and 20 interviews, the study evaluates students' cognitive, behavioural, affective, and ethical learning of AI. Quantitative results show significant improvements in overall AI literacy across cognitive, behavioural, and affective dimensions, while ethical learning gains were not statistically significant. Qualitative findings suggest that GBL stimulated students' epistemic curiosity and engagement with AI ethics while revealing pedagogical, technical, and learner‐centered challenges. The study provides large‐scale empirical evidence and proposes an instructional design framework for scalable AI literacy integration in higher education.

ABSTRACT Since the introduction of the maximally maintained inequality (MMI) hypothesis, the effect of educational expansion on inequality of educational opportunity (IEO) has been widely debated, with empirical studies producing conflicting results. Using data from the European Social Survey (ESS), this study examines whether the effect of educational expansion is context‐dependent by focusing on four macro‐level indicators derived from the choice dimension (educational returns and costs) and the capital dimension (economic capital inequality and cultural capital inequality). The results show that, at the upper secondary level, the effect of educational expansion varies significantly across social contexts, with educational returns, economic capital inequality and cultural capital inequality exerting significant moderating effects. For higher education, educational expansion is overall associated with lower IEO, but this association does not vary significantly across the four macro‐level indicators. This study provides empirical evidence explaining why the effects of educational expansion are context‐dependent rather than unidirectional.

ABSTRACT Self‐regulation of learning is a crucial factor in how students learn and manage their own emotional, cognitive and metacognitive resources. This study has three main goals: first, to identify self‐regulation of learning profiles among 697 Spanish university students using cluster analysis, second, to differentiate these profiles based on sex, academic year, and field of study (Education, Humanities and Social Sciences, Economics and Engineering); and finally, to uncover their preferred ways of learning, teaching methodologies, and assessment methods. Our study has revealed four types of learners: strategic (28.12%), non‐strategic (26.11%), external (22.81%) and anxious (22.96%). Findings revealed that strategic learners, characterised by the highest levels of self‐regulation and self‐efficacy, preferred active and applied methodologies, whereas anxious learners exhibited the highest levels of study‐related exhaustion ( p < 0.001). Our study highlights the importance of recognising the diversity of self‐regulated learning profiles among university students to tailor teaching, learning, and assessment strategies, that improve academic performance across a broader range of learners. To support less effective learner profiles, it is essential to provide additional scaffolding through personalised tutorials, enhance planning skills, and deliver structured feedback. Additionally, diversifying teaching and assessment methods—such as incorporating video‐based resources for anxious learners and offering practical, step‐by‐step guidance—can help these students gradually develop autonomy and improve self‐regulation.

ABSTRACT The transformation of higher education institutions into dynamic learning organizations is critical for fostering innovation, adaptability and long‐term sustainability. This study investigates the role of inter‐agency trust in shaping learning organizational culture within Chinese higher education, emphasizing the influence of relationship quality, organizational capability, stakeholder satisfaction, and coordination. Employing a robust quantitative methodology, data were collected from faculty, administrative staff, and management personnel across leading universities in Xi'an, China. Structural equation modelling (SEM) was utilized to analyze both direct and mediating effects. The findings reveal that while relationship quality and organizational capability do not directly influence learning organizational culture, their effects become significant when mediated by diversity experiences. In contrast, coordination and stakeholder satisfaction exert both direct and indirect effects, highlighting their central role in fostering a conducive learning environment. The study underscores the transformative power of diversity experiences in bridging institutional gaps and enhancing organizational learning. These insights provide a strategic framework for policymakers and university administrators to strengthen institutional collaboration, optimize governance structures, and cultivate inclusive learning environments. By integrating trust‐driven mechanisms with diversity‐centred strategies, this research advances the discourse on sustainable educational reforms and the global competitiveness of Chinese higher education institutions.

ABSTRACT Teacher burnout remains a critical issue in educational institutions; however, the influence of environmental and ecological factors on burnout has received limited attention. This study aims to examine the effects of environmental factors—Visual Access to Greenery (VAG), Sunlight Exposure Index (SEI), and Noise Level Index (NLI)—on Teacher Burnout (TB), with Psychological Restoration (PR) as a mediator and Perceived Environmental Quality (PEQ) as a moderator. A quantitative cross‐sectional design was employed, with data collected from 300 full‐time teachers across primary, secondary, and tertiary institutions and analysed using Structural Equation Modelling (SEM). The findings indicate that VAG and SEI significantly reduce burnout through psychological restoration, while NLI increases burnout; however, this effect is weakened under high perceived environmental quality. The results demonstrate that natural visibility, sunlight exposure, and effective noise management play a crucial role in reducing teacher burnout. The study contributes to the literature by demonstrating that Visual Access to Greenery (VAG) and Sunlight Exposure Index (SEI) reduce teacher burnout indirectly through enhanced Psychological Restoration (PR), while Noise Level Index (NLI) increases burnout by hindering psychological restoration. These findings emphasize environmental interventions as key factors in enhancing teacher well‐being and offer practical implications for improving educational environments.

ABSTRACT This study aims to design and evaluate an online academic writing course for PhD candidates who use English as a Foreign Language (EFL), with a specific focus on review genre writing. Although genre‐based approaches have been widely applied in academic writing instruction, relatively limited research has examined the systematic design of review genre writing courses for EFL doctoral students, particularly in Asian higher education contexts. This lack of pedagogically grounded course models has created a gap in supporting doctoral students' ability to develop review article writing competence. Drawing on the Analysis, Design, Development, Implementation and Evaluation (ADDIE) model and genre‐based approaches (GBAs), the course was developed to enhance participants' ability to produce review articles in academic contexts. Data were collected through timed writing tasks, questionnaires and focus group discussions involving 120 international PhD candidates in Malaysia. The course design addressed participants' identified writing needs, including general academic writing skills, language‐related challenges and review genre awareness. The findings indicate significant improvements in review genre writing performance, alongside consistently positive evaluations of the course structure and instructional content. This study demonstrates the value of integrating the ADDIE model with GBAs in supporting the academic writing development of EFL PhD candidates, particularly in relation to review article writing. The findings contribute to research on doctoral education and English for Academic Purposes (EAP), and offer practical implications for the design of academic writing courses in multicultural higher education settings.

ABSTRACT While family foreign language planning (FFLP) is increasingly common in contexts like China, its socioemotional consequences for children remain underexplored. Drawing on interviews and written protocols from six Chinese families, this study investigates how children's learning emotions mediate the relationship between FFLP and socioemotional development. Thematic analysis reveals three distinct pathways: (1) directive FFLP mediated by anticipatory anxiety, fostering regulated self‐management; (2) directive FFLP mediated by oppositional joy, enabling assertive autonomy; and (3) responsive FFLP mediated by sustained positive engagement, supporting holistic growth in social–emotional competencies and psychological well‐being. Critically, outcomes depend not on planning style alone, but on children's emotional interpretation of parental practices. The study reconceptualises FFLP as an affective ecology and highlights emotion as the central mechanism through which language planning shapes well‐being, calling for child‐centred approaches in both parenting and educational policy.

ABSTRACT This paper examines the decolonisation of curricula in Indigenous schooling as an act of resistance to epistemicide, focusing on curricular practices and pedagogical actions that affirm Indigenous knowledge. The study adopted a multiple‐case design grounded in an emic–etic approach and involved two Indigenous community schools in the state of Alagoas, Brazil. Its aim was to map and analyse the curricular practices and pedagogical initiatives developed in these schools. The findings show that both schools and their actors are engaged in an ongoing struggle to rebuild and re‐signify their curricula, reaffirming the premise that every Indigenous person has science . In doing so, they not only challenge dominant epistemic narratives but also advance social justice and emancipation by recognising and valuing traditional Indigenous knowledge.

ABSTRACT Treating teachers as mere tools or instruments, denying them of their humanity for the school's goals, causes them to teach in dehumanizing times. Recent research indicates that organizational dehumanization may have a significant impact on an individual's self‐efficacy and work behaviour. However, the causal relationship between organizational dehumanization and self‐esteem, self‐efficacy, and demotivating teaching style remains unclear in this literature. Utilizing job demand‐resources theory, we examine the mediating role of self‐esteem and the moderating role of perceived coworker support in organizational dehumanization and teacher self‐efficacy and demotivating teaching style relationships. Data were collected from early childhood ( N = 307) and primary ( N = 664) teachers for study 1 (an experimental study) and study 2 (a three‐wave study), respectively. Overall, the combined results of experimental and three‐wave studies provide strong evidence that experiencing dehumanizing treatment from the school leads teachers to internalize negative self‐evaluation, leading to low self‐esteem, which subsequently reduces teacher self‐efficacy but increases demotivating teaching style adoption. And this detrimental effect is less critical among teachers with high perceived coworker support. This study sheds light on dehumanization in the school setting by suggesting practical implications to reduce dehumanizing practices and highlighting the importance of perceived coworker support among teachers in classroom practices.