Educational Research Research Articles

Examining predictors of generative-AI acceptance and usage in academic research: a sequential mixed-methods approach

PurposeThis research uses a mixed-methods approach to identify predictors of Generative artificial intelligence (Gen-AI) adoption and usage among academics and educational researchers. It examines drivers and barriers to adoption and usage based on the diffusion of innovation theory (DIT) and the theory of planned behaviour (TPB).Design/methodology/approachA qualitative investigation was carried out by conducting interviews of academic researchers who used the Gen-AI tools such as ChatGPT. Based on the DIT, TPB and the qualitative analysis results, an integrated model was proposed and tested using survey data collected from academic researchers and analysed using partial least squares-structural equation modelling (PLS-SEM).FindingsThe study demonstrated that relative advantages and observability influence attitude and subjective norms, and these in turn impact behavioural intentions. Researchers' perception of relative advantage and their intentions to use Gen-AI tools were found to lead to positive usage behaviours. However, technical limitations and ethical concerns acted as key moderators between attitude and intention and subjective norms and intention, respectively. Mediation effects were also observed.Research limitations/implicationsThis study utilised TPB and DIT as its base models, and future research could incorporate additional constructs from other technology adoption theories. The study concentrated on researchers who had utilised Gen-AI tools and subsequently reported significant factors affecting its adoption and usage. Future studies should also consider the perspective of non-users of Gen-AI tools. Further, geographical focus was on researchers in India, future research should broaden the geographical scope.Practical implicationsThe academic community must unite to develop ethical guidelines for using Gen-AI tools and plagiarism concerns in research. The focus should be on emphasising the importance of ethical usage of Gen-AI tools. This study highlights the need for establishing standards, tools and comprehensive guidelines for researchers to use such tools transparently within an ethical framework.Originality/valueThe study results can greatly enhance understanding of Gen-AI tools usage among researchers, particularly in light of concerns about its impact on research integrity and potential negative consequences for researchers.

Measuring the Longitudinal Impact of a Health Professions Education Academy on Scholarship: A Bibliometric Analysis.

Academies highlight the educational mission that is often second to clinical and basic science scholarship on health professions campuses. They help bridge the gap between faculty development and continuing professional development. Owing to their popularity, academies have proliferated across the United States and Canada during the past 3 decades. Yet the evidence of the extent to which academies have had impact on their organizations remains largely underdeveloped. In this article, the authors used logic modeling as a framework to align the research mission, programming, and longitudinal goals of the Duke Academy for Health Professions, Education and Academic Development across the span of a decade. Furthermore, we used bibliometric analysis as a program evaluation tool. Through three different case examples, we share how bibliometrics may be used to track faculty publications in health professions education journals and to assess the impact of an academy's investment on its members and the institution at large. Finally, we illustrate that longitudinal implementation of scholarship and grants programming can be an effective strategy for fostering the development of health professions education research and encouraging scholarly innovation.

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

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.

“Help Being Passed From One Person to the Next”: Factors Defining the Development, Challenges, and Successes of Faculty Peer Mentoring Relationships During Mentee Transitions to Engineering Education Research

Background: Formal and informal faculty peer mentoring relationships are important components of the development, growth, and trajectory of faculty. Yet this nuanced process of faculty peer mentorship remains an underexplored social phenomenon, especially regarding faculty transitions into engineering education research (EER) fields. Awards from the National Science Foundation like the NSF Research Initiation in Engineering Formations scaffold this process by providing an opportunity for engineering faculty to conduct funded EER projects with the guidance of an experienced mentor. Purpose/Hypothesis: Dynamics in faculty peer mentoring relationships influence their development. Here, we explore faculty peer mentorship in EER and define factors impacting the mentoring experience of faculty transitioning to conduct EER. We answer: How are engineering faculty participating in a specific NSF program trained and integrated into the EER community? Design/Method: We conducted semi-structured interviews with 18 grantees, including ten mentors and eight mentees. Data analysis followed an iterative thematic coding procedure to identify concepts that helped explain the mentorship experience of mentors and mentees. Results: We define aspects of faculty peer mentoring relationships: power dynamics, mentorship location, and team composition. These three elements of grantee teams emerged as themes which influenced, both positively and negatively, the experiences of grantees. Conclusions: By considering these factors when entering a formal peer mentoring relationship, prospective mentors and mentees preparing for small grant opportunities supporting the development of new faculty conducting EER can better anticipate challenges or needs in their mentoring relationships. These results can be extended to similarly structured mentoring contexts and inform research on other peer mentoring relationships in academic contexts.

Toward a Critical Race Theorization of Cultural Capital for Black Education Studies Research

Cultural oppression, as one manifestation of antiblackness in U.S. education, continues to impede Black Americans’ attainment of educational success and sociopolitical equality. Although Bourdieu’s cultural capital framework (CCT) and Critical Race Theory (CRT) have frequently been used to examine such oppression in Black education, research which has directly investigated the viability, theoretical validity, and potential utility of merging these two frameworks for educational research is scant. This article presents the results of a content analysis which was used to explore how CRT might restructure CCT to establish a more pertinent theoretical framework from which to examine the Black educational experience. I demonstrate that their merger is possible only if important alterations are made to many of CCT’s fundamental notions, and I offer three propositions that arise from this merger. These propositions begin to redress CCT’s colorblindness, offer a more precise explanation of the form and functioning of cultural oppression-based (educational) inequality as experienced by Black students and their communities, and can be used for future research in the emerging field of Black Education Studies. Also, they support key contentions about antiblackness in U.S. education and in Afropessimist thought. Implications are discussed, and suggestions for future research and practice are offered.

A systematic review of systems leadership in education: taking a social justice lens

ABSTRACT Early conceptual work on systems leadership in education emphasized social justice concerns, often through reference to the ‘moral purpose’ of those in positional authority. However, over time, we have seen a shift in focus from moral purpose to instrumentalism and a critique of hierarchical power dynamics. By revisiting the centrality of moral purpose in early conceptual work, clarifying its import and tracking its narrative through international education research, this systematic review of systems leadership in education research (2005–2023) identifies three waves of education literature which evolve from conceptual to critical, revealing key constraints and opportunities for applying a social justice lens. Despite obstacles including the co-option of systems leadership by ‘top-down’ managerialist structures, this review also highlights concrete recommendations in the literature on how systems leadership can be reclaimed for the purpose of addressing specific and entrenched social injustices such as systemic racism in schools.

Seeking consensus: An e-Delphi study exploring the concept of success in Australian outdoor education

Abstract Outdoor education can take many forms, with factors such as the teaching environment, local climate and environment, participants' age and ability, support from participant families and the broader community, and school leadership all requiring disparate approaches to achieve the success of program outcomes. As such, a universal description of what constitutes success in outdoor education is difficult to articulate, and so this study aimed to answer the question: “What constitutes success in Australian outdoor education?”. A mixed methods e-Delphi study approach was utilised by recruiting a sample of 11 experienced outdoor education teachers acting as expert panellists from Western Australia, who responded to questions and statements over two sequential survey rounds. Using a combination of deductive and inductive template thematic analysis and statistical inferences to draw the conclusions of this study, a consensus was reached on what constitutes success in an Australian outdoor education context. Support from school leadership, greater time spent with students, the development of “life skills” in students, and the continued prioritisation of safety all featured as important for success. Recommendations for future research include examining how these findings could be implemented in increasingly busy school landscapes. This paper is novel in its approach as it furthers the utility of the e-Delphi method in outdoor education research and its potential for future studies.

Adaptive Teaching Techniques for Varied Learning Styles in Inclusive English Language Settings

Inclusive classrooms in the English language promote a diverse range of learners with unique learning preferences, requiring adaptable teaching methodologies to provide fair educational experiences for every student. This paper delves into the realm of adaptive teaching strategies designed to cater to the various learning styles present in inclusive English language classrooms. By synthesizing contemporary research in education and language instruction, this study underscores the significance of acknowledging and catering to diverse learning modalities. It identifies and elaborates on specific instructional practices and approaches that teachers can utilize to foster an all-encompassing learning atmosphere that meets the requirements of each learner effectively. In the diverse landscape of inclusive English language classrooms, educators encounter a rich tapestry of students, each with unique learning preferences and needs. This dynamic variety underscores the essentiality of employing flexible teaching methodologies that not only acknowledge but also embrace the individual differences among learners, ensuring an equitable and enriching educational experience for all. This research delves into the nuanced domain of adaptive teaching strategies specifically tailored to accommodate the diverse learning styles that permeate inclusive English language environments. By amalgamating insights from cutting-edge research in both education and language instruction, this study shines a spotlight on the pivotal importance of not just recognizing but actively accommodating the diverse learning modalities that exist within the classroom. It emphasizes the critical role of educators in creating an inclusive learning environment where every student feels valued and supported in their educational journey. The paper elucidates a repertoire of concrete and practical instructional practices and approaches that teachers can adeptly leverage to cultivate a cohesive and inclusive learning atmosphere where the needs of each learner are met with precision and efficacy. Through the implementation of these tailored strategies, teachers can magnify the educational experience and empower students to flourish in a harmonious and supportive educational setting.

The article presents scientific and methodological approaches to the problem of implementing and implementing health-improving technologies for students of special medical groups

The solution of important issues regarding living conditions among student youth remains relevant: there is a general increase in the number of cardiovascular diseases, deterioration of the functional reserves of the body, systemic posture disorders, the presence of various defects of the musculoskeletal system, a decrease in the level of physical performance, etc. Scientists and teachers have concluded that in recent years there has been an increase in the contingent of students belonging to special medical groups at the beginning of their studies in higher education institutions and their number is significantly increasing in the last year of teaching physical education. This trend occurs against the background of a low level of physical fitness of students, weakening of the functions of the nervous system, a decrease in the level of physical performance during training and during the session, which negatively affects the formation of the health of future specialists. The purpose of the research is the theoretical justification, the experimental and empirical level of knowledge, which was used to obtain the actual material. Observations, surveys, testing and experiments were carried out taking into account the specifics of their use during research in physical education with students with impaired health. Conclusions. One of the promising directions of optimizing physical education with students of special medical groups is the rational use of special means and methods aimed at acquiring knowledge, skills and abilities, to perform motor actions and develop physical qualities in order to strengthen their health, increase the level of physical development and physical fitness. The popularity among young people and the significant effectiveness of the impact on the body of the game of badminton determined the inclusion of this type of motor activity in the system of physical education of students of higher education institutions, and the possibility of variable load allows it to be used as a tool not only in groups of general physical training, but also in special medical groups. Scientific studies allow us to believe that the historical, educational, rehabilitation and recreational potential of badminton is a significant factor in optimizing the system of physical culture and health work with students of higher education institutions.

Development of local theories in design-based research in mathematics education

Development of local theories in design-based research in mathematics education

Counselor Perceptions and Experience of the Shift to Telehealth

ABSTRACT The purpose of this article is to highlight mental health counselors’ perceptions of the shift to telehealth. Responses were gathered from two open-ended items included in a descriptive study on the ethics of telehealth during the COVID-19 pandemic. Results of content analysis of 795 comments from the 861 participants in this study indicated mixed opinions about telehealth in the themes access, effectiveness, and regulations. Participants indicated an awareness of the need as well as limitations and challenges in the provision of telehealth counseling. The results lead to implications and recommendations for counseling practice, education, advocacy, and future research. 1 1. Christina Kadelski is now at The College of New Jersey.

Preservice teachers’ knowledge of math modeling: Initial scale development and validation

Across the world, standards and practices for preparing teachers of mathematics emphasize the importance of math modeling (MM) in developing students’ mathematical thinking. The aim of this research study was to develop the Mathematical Modeling Knowledge Scale (MAMKS), capable of determining preservice teachers’ (PSTs’) knowledge of MM. The study participants consisted of 100 PSTs from a Midwestern state university in the United States. The participants were between the ages of 18–25 and had experience with some form of MM. Using a variety of sources, we developed the MAMKS that included several items with a 6-point Likert response category. Through expert interviews, item analysis, reliability analysis, and factor analysis, the MAMKS was refined to an 8-item version. The 8-item scale exhibited sound psychometric properties, with a moderately high and acceptable reliability (α = .83) for a one-factor structure. The one-dimensional structure from the factor analysis explained 42% of the variation. Additionally, item analysis showed the items were useful and could discriminate among the respondents. Furthermore, the confirmatory factor analysis validated the scale’s factor structure. Therefore, we present a reliable and psychometrically acceptable scale to measure PSTs’ knowledge of MM with broad applicability and implications for teacher education programs and researchers.

Emotions Experienced by Preservice Early Childhood Teachers During a Training Program in Inquiry‐Based Science Education

ABSTRACTThe influence of emotions on teaching –learning processes is a topic of increasing interest in science education research. This study explores the emotions experienced by 121 preservice early childhood teachers during a training program in inquiry‐based science education. Using a checklist of nine emotions (both positive and negative), participants indicated the emotions they experienced at three stages of the instruction: at the outset, after experiencing an inquiry cycle as science learners, and after designing an inquiry cycle as teacher trainees. Only five of the emotions (interest, concentration, confidence, enjoyment, and insecurity) were reported at all three stages, and closer analysis showed that their prevalence varied depending on the phase of the inquiry cycle and the role that students were in (i.e., science learners or teacher trainees). In both roles, insecurity was generally associated with the initial phases of inquiry (problem formulation, designing experiments, and choosing variables); enjoyment was more prevalent during the phases of realization of the experience in the science learner role and of data analysis in the teacher trainee role; and confidence was particularly associated with the drawing conclusions phase in both roles. These results suggest that in order to understand preservice early childhood teachers' emotions in relation to inquiry‐based science education, it is necessary to consider the different phases of inquiry, each of which may generate a different emotional response. When instructing preservice teachers in the use of inquiry tasks, their emotions are also likely to vary depending on whether they are engaging with the approach as science learners or teacher trainees.

Development of Educational Research on Integrated Combinatorial-Thinking learning model: Combinatorial thinking skills

Development of Educational Research on Integrated Combinatorial-Thinking learning model: Combinatorial thinking skills

Historical methods in educational research: sources, contextualisation, periodisation and analysis

ABSTRACT What are historical methods in educational research? Despite their frequent use, there is still a need to clarify their distinctive features. This article examines four key aspects of historical research in education: source materials, contextualisation, periodisation, and historical analysis. While this implies that historical research shares features with other research methods, this article demonstrates that historians of education face specific challenges that cannot be fully captured by a terminology of instruments, sampling, coding and representativeness. Instead, this article argues that terms such as source criticism, weight and disciplined reading provide a more accurate description of this research strand. It also highlights the importance of revising and adapting a research plan in historical research, as well as identifying relevant sources and analysing them within their appropriate context and time period. As a result, this article is an argument for further interdisciplinary collaboration, and for history of education to be presented and assessed on its own terms. Historical analysis differs from thematic analysis and content analysis. This article is consequently a reminder that we do not need to limit ourselves to the research practices and the terminology of other strands of the social and behavioural sciences.

Leveraging implementation science to enhance intensive longitudinal methods

ABSTRACT Despite extensive discussions in scientific literature regarding the design and analysis of intensive longitudinal method studies, the implementation of these methods remains underexplored. This work aims to bridge this gap by introducing implementation science in general and implementation mapping in particular as a systematic approach for implementing intensive longitudinal data collection in educational research. A practical example is provided to illustrate this approach. The advantages and disadvantages of implementation mapping for intensive longitudinal methods are also discussed. This study underscores the necessity for future research and the development of theoretical implementation frameworks tailored to the specific contexts of intensive longitudinal methods. We hope to facilitate the effective use of intensive longitudinal methods, such as diaries or experience sampling, in educational research.

Identifying critical factors in higher education studies: combining necessary condition and importance-performance map analyses

ABSTRACT This paper presents a combination of necessary condition analysis (NCA) and importance-performance map analysis (IPMA) as a suitable analytical approach for studies in higher education. NCA identifies necessary conditions for achieving specific outcomes, while IPMA identifies factors according to their importance and performance. The combined approach is illustrated using data from the 2023 Norwegian Studiebarometer survey, focusing on identifying key factors influencing overall student satisfaction. The results reveal that the organization of study programs is the most critical factor influencing overall student satisfaction, followed by teaching quality and the academic and social environment. Interestingly, feedback and guidance ranked as the least significant factor, raising questions about students’ perceptions of its importance. The study proposes several potential educational research topics that can be addressed using NCA combined with IPMA. Such issues include factors related to inclusive education and accessibility, student engagement and motivation, and technology integration in education.

The Intersection of Race, Data, and Learning: Applying QuantCrit to Mathematics Education Research

The Intersection of Race, Data, and Learning: Applying QuantCrit to Mathematics Education Research

Sustainable Development Goal 4 and Education Research: A Review of Polish Specifics Against the Background of Global Trends

Sustainable Development Goal 4 and Education Research: A Review of Polish Specifics Against the Background of Global Trends

Education “in the age of uncertainty”: The politics of a temporal metaphor

The responsiveness of educational theory and research to societal change and uncertain times across the world is globally valued. We are summoned to understand ourselves as inhabitants of a new age, the “age of uncertainty,” respond to its challenges and rethink prospects for a future of better promise and hope. This responsiveness rhetoric hardly gets a critical response, and the “age of uncertainty” becomes a cliché. In this paper, I take up the neglected educational-philosophical task of mapping diverse responses to uncertainty and of critiquing their ambiguous politics. I claim that more awareness of, or vigilance about, such politics is needed for: nuancing uncertainty; enriching educational discourses on issues of uncertainty; giving historical memory its due; noticing the deeper, and often causal, interconnectivity of current glaring adversities; and avoiding some risks in the uncritical and sloganeered overuse of “crisis” and “uncertainty” epochal metaphors.