International Journal of Changes in Education

New Publication丨What happens when smartphones disappear from the classroom? With our pleasure to share with you all that a new article has been published Online First in IJCE. ‘My Disconnected World: A Study on Students’ Perceptions of Mobile Phone Ban and Digital Well-Being in Urban and Rural Schools’ coauthored by Dr. Franciely Pereira Moreira and Dr. Danielli Araújo Lima from Science and Technology of Triângulo Mineiro (Uberaba Campus), Brazil Keywords: conscious use of technology, basic education, mobile devices, digital well-being, pedagogical intentionality Key Highlights： 1. Comparative perspective between urban and rural students: The study compares students’ perceptions of the mobile phone ban and digital well-being in urban and rural schools, revealing statistically significant differences in attitudes toward the prohibition and its impact on concentration and screen time habits.   2. Mixed-method approach combining quantitative data and pedagogical reflection: The research combines quantitative data (questionnaires, Likert scales, t-tests, and chi-square tests) with qualitative reflections, offering an exploratory classroom-based report that captures both statistical patterns and students’ lived experiences.   3. Innovative classroom activity promoting “conscious technology use”: The study introduces the participatory activity “My Disconnected World,” encouraging students to document meaningful offline experiences without digital screens, illustrating how pedagogical intentionality can promote digital well-being and balanced technology use.   More information, please visit the relevant page: https://lnkd.in/ec85YeM6 #DigitalWellBeing #EducationTechnology #ScreenTimeBalance

New Publication丨What happens when teachers don’t just adopt Generative AI, but engage in collective negotiations of trust around it? With our pleasure to share with you all that a new article has been published Online First in IJCE. ‘Teachers' Negotiations of Trust When Integrating Generative AI into a Teaching Practice’ coauthored by Dr. Sara Ekström & Dr. Anna Roumbanis Viberg from University West, Sweden. Keywords: generative AI (GenAI), trust, collective negotiations, teaching practice, K-12 education Key Highlights： 1. Trust as a theoretical lens for GenAI integration: The study uses trust as a theoretical lens to understand how teachers reason about implementing generative AI, focusing on collective negotiations of trust rather than individual attitudes.   2. Three interconnected levels of trust negotiations: It identifies that teachers negotiate trust at instrumental, pedagogical, and systemic levels — linking quality, efficiency, and tool reliability with human–AI interaction, teacher proficiency, and the future role of education.   3. Collective dialogue as a condition for calibrated trust: The study emphasizes that continuous professional dialogue and critical reflection are necessary to build calibrated trust in GenAI, ensuring a responsible integration into the teaching practice.   More information, please visit the relevant page: https://lnkd.in/e3knMxY3 #GenerativeAIinEducation #TeacherProfessionalDevelopment #TrustInAI

Article Reviewing丨What really determines the effective implementation of the Common Core Curriculum (CCP) in Ghanaian junior high schools? 'Determinants of the Effective Implementation of Common Core Curriculum in Ghanaian Junior High Schoolsl' coauthored by Dr. Ibrahim Abubakari, Dr. Amadu Musah Abudu & Dr. Joseph Yaw Dwamena Quansah from University for Development Studies, Ghana. We hope you can enjoy reading it. Key Highlights： 1. Focus on determinants of CCP implementation in Ghana: The study addresses the paucity of literature in the Ghanaian context by examining the determinants of the implementation of the Common Core Curriculum (CCP) in junior high schools. It combines school-based factors, teacher-related factors, and pupil-related factors to explain effective curriculum implementation. 2. Clear identification of key predictors through multiple regression analysis: Using multiple regression analysis, the study shows that instructional materials and monitoring and supervision are important school-based factors. It also finds that teacher preparedness (33.7%) and learners’ time management are the strongest predictors of effective implementation. 3. Strong theoretical foundation: The study is based on Lewin’s force-field theory of change, Edwards’ model of policy implementation, and Gross et al.’s model of curriculum implementation. These theories help explain how driving and restraining forces, resource availability, and management support affect curriculum implementation. How to Cite: Abubakari, I., Abudu, A. M., & Quansah, J. Y. D. (2025). Determinants of the Effective Implementation of Common Core Curriculum in Ghanaian Junior High Schools. International Journal of Changes in Education, 2(4), 290-299. https://lnkd.in/eFUvr7Sw #CurriculumImplementation #EducationPolicy #TeacherPreparedness

Article Reviewing丨Why do Chinese university students value feedback — yet hesitate to engage with it? 'Influence of Culture on Chinese University Students' Interaction with Feedback' coauthored by Dr. Vladislav Ilin, Dr. Jiaming Ke, & Dr. Sunantana Nuanla-Or from Birmingham City University and Wuhan Textile University explores how cultural values shape students' engagement with academic feedback in Chinese higher education. We hope you enjoy reading it. Key Highlights： 1. Cultural concepts explain limited engagement with feedback The study reveals that Confucian cultural values such as Mianzi (face) and Guanxi (social relationships) strongly influence student behavior. Many Chinese students avoid discussing feedback with teachers or criticizing peers in order to preserve social harmony and respect hierarchical relationships. 2. Students value feedback but prioritize grades over learning Although most participants recognize feedback as useful for understanding mistakes and improving assignments, many primarily focus on grades rather than deeper learning. Feedback is often treated as a tool for correcting errors rather than developing long-term skills and understanding. 3. Language barriers and hierarchy reduce dialogue-based feedback Semi-structured interviews with 25 Chinese undergraduates show that students rarely seek clarification from instructors due to language difficulties and concerns about appearing disrespectful. Peer feedback is also viewed as less credible, limiting the development of interactive feedback practices. Article doi: 10.47852/bonviewIJCE42022828 #EducationalFeedback #CrossCulturalEducation #HigherEducationResearch

Article Reviewing丨What really shapes their engagement and motivation in higher education? We are sharing highlights from the articles featured in our previous Issue (V2I4). 'The Discourse on Student Engagement and Motivation Among Foreign Students in Finland' authored by Dr. Kevin Fuchs from Prince of Songkla University, Thailand. We hope you can enjoy reading it. Key Highlights： 1. This study fills a practical research gap by focusing on foreign undergraduate students in Finland, a marginalized group often overlooked in student engagement research, and gives voice to their perceptions and lived experiences. 2. By adopting an inductive research approach with semi-structured interviews, the study allows new insights and patterns to emerge directly from the data, identifying four primary themes that advance theory on student engagement and motivation. 3. The study innovatively reframes integration challenges and language barriers as challenges viewed as opportunities, highlighting students’ long-term thinking and cognitive investment in the learning process, and demonstrating the complex interplay of engagement factors. How to Cite: Fuchs, K. (2025). The Discourse on Student Engagement and Motivation Among Foreign Students in Finland. International Journal of Changes in Education, 2(4), 271-278. https://lnkd.in/eaVEYXvT #StudentEngagement #InternationalStudents #HigherEducationResearch

EBM Introducation丨Dr. Abílio Lourenço Abílio Lourenço holds a doctorate in Educational Psychology from the University of Minho, Braga, and a postdoctoral degree in Psychology from the University Fernando Pessoa, Porto, Portugal. He develops research in applied psychology, particularly in self-regulated learning, self-efficacy, motivation, procrastination, approaches to teaching and learning, quantitative methodology SEM (Structural Equation Models), emotional intelligence, disruptive behavior, and conflict management. He published about 60 articles in national and international scientific journals, co-authored with more than 50 researchers, 13 book chapters, and 1 book. His study focus is in the area of Social Sciences, with an emphasis on Psychology and Education, having participated in more than 70 national and international conferences. He is a reviewer and associate scientific editor in several national and international scientific journals in the field of Education and Psychology. #SelfRegulatedLearning #EducationLearning #PsychologyEducation

Conference Partnership丨The Learning Ideas Conference 2026 & IJCE Don't miss out: The Learning Ideas Conference's Early Bird rates are available through Feb. 28th, 2026! Save on #TLIC2026 registration and enjoy FULL access to every session, including the IGIP Special Session. Discounts apply to speakers, students, and all participants. Register and save now: https://lnkd.in/e38vHnKz #learningideasconf

IJCE Volume 3, Issue 1 is LIVE! 🚀 This issue explores multiple key dimensions of contemporary educational transformation, covering aspects ranging from classrooms and teachers to students and institutional frameworks. Specific content is as follows: How does digital technology truly reshape classrooms? From Mentimeter's real-time interactions to assessments of Chinese secondary teachers' digital competencies, featured articles address a pressing question: Does technology genuinely enhance learning/teaching, or merely replace one “tool” with another? What shifts are occurring in the contemporary teacher's role? From the work-hour structures of Spanish educators to teachers “silently advocating” for English learners in ordinary classrooms, the profession is shifting from “instructional implementers” toward becoming “supporters, advocates, and coordinators.” What truly motivates student engagement? Empirical research grounded in self-determination theory reveals that students' perceptions of respect, support, and fairness matter more than any teaching technique. In the age of openness, who safeguards academic data? Behind open science, a cohort of “open data stewards” is building new academic infrastructure—they determine how knowledge is preserved, shared, and reused. Recognizing the role of open data stewards promises to further advance data access and sharing practices, enhance transparency, collaboration, and innovation in academic research, and propel universities toward more open data ecosystems. This will enable the free flow and synergistic development of data across global education and research. How does education address diversity, equity, and inclusion? From psychological barriers to inclusive education to educators' understanding of “social justice,” this issue confronts education's most unavoidable questions: Who is seen, who is excluded, and who has a voice? Are students/schools truly prepared for employment? Research on Indian IT graduates indicates that the “skills mismatch” between students and industry remains a shared challenge for global higher education. 👉 Explore Vol. 3 No. 1 (2026): https://lnkd.in/ehZ4gqFf #IJCE #Education #HigherEducation #EdTech

Article Reviewing丨What happens when teachers return to the classroom without psychological support, yet share the heavy emotional burden with their students? As IJCE prepares to launch Volume 3, Issue 1 at the end of February, we are taking a moment to revisit and share highlights from the articles featured in our previous Issue (V2I4). 'Socioemotional Development, Pedagogical Actions, and Educational Practices: Perspectives of Teachers Working in Deep Brazil' coauthored by Dr. Maria Helena Almeida Carvalho, Dr. David Santos Silvino, Dr. Rosalia Tayna Conceição da Silva, & Dr. Matheus Batalha Moreira Nery from Federal University of Sergipe, Brazil. We hope you can enjoy reading it. Key Highlights： 1. Focus on teachers’ perceptions in deep Brazil after the pandemic: The study analyzes pedagogical actions in the post-pandemic and perceived students’ socioemotional development from the perspective of teachers working in deep northeast Brazil, a context rarely explored in international research. 2. Innovative use of art-education workshops grounded in Vygotsky’s mediation: The research combines art-education workshops and Pre-Texts methodology with Vygotsky’s sociocultural theory, treating the classroom as a potential zone of proximal development for socioemotional growth. 3. Clear evidence of the gap between psychology and everyday school practice: Findings reveal a paradox: teachers show a strong need for psychological knowledge, yet reading and psychology training are not part of their daily lives, and psychology is still a distant reality in schools, limiting responses to anxiety and depression. How to Cite: Helena Almeida Carvalho, M., Santos Silvino, D., Tayna Conceição da Silva, R., & Batalha Moreira Nery, M. (2025). Socioemotional Development, Pedagogical Actions, and Educational Practices: Perspectives of Teachers Working in Deep Brazil. International Journal of Changes in Education, 2(4), 259-270. https://lnkd.in/gDVmcHu3 #SocioemotionalDevelopment #EducationalPsychology #PostPandemicEducation

Article Reviewing丨What if low language achievement is not just about grades—but about hidden learning and language aptitudes? As IJCE prepares to launch Volume 3, Issue 1 at the end of February, we are taking a moment to revisit and share highlights from the articles featured in our previous Issue (V2I4). 'Children from Low Socioeconomic Status Families in Greece: Can Learning and Language Aptitude Predict Language Achievement?' coauthored by Dr. Constantinos Vouyoukas, Dr. Maria Tzouriadou, & Dr. Eleni Anagnostopoulou from University of Thessaloniki, Greece. We hope you can enjoy reading it. Key Highlights： 1. Learning and language aptitude predict language achievement in low-SES students: The study shows that both learning aptitude (GMAQ) and language aptitude (GLAQ) significantly predict oral and written language achievement in children from low socioeconomic status families, not just their school grades. 2. Specific language aptitude domains predict specific achievement areas: Distinct language systems and modalities predict corresponding outcomes: receptive language predicts reading comprehension, organization language system predicts argumentative achievement, expressive and semantic language predict written expression, and morphological modality predicts syntax and spelling. 3. Shift from “wait to fail” to early, aptitude-based identification: The findings support a different approach to evaluating school difficulties, emphasizing early identification of strengths and weaknesses in underlying cognitive and language aptitudes, and highlighting the critical role of school-based interdisciplinary evaluation teams.   How to Cite: Vouyoukas, C., Tzouriadou, M., & Anagnostopoulou, E. (2025). Children from Low Socioeconomic Status Families in Greece: Can Learning and Language Aptitude Predict Language Achievement?. International Journal of Changes in Education, 2(4), 251-258. https://lnkd.in/eUJ6bF39 #LanguageAchievement #LearningAptitude #EquityInEducation