新年特刊丨深化未来教育核心议题研究
HAPPY NEW YEAR
深化未来教育核心议题研究
2024年在阳光中悄然而至，西浦未来教育学院与全国的教育同仁们圆满走完了2023年的教育探索旅途。
在过去的2023年里，象征着希冀的“教育”用信念和实践为社会注入了更多动力与鼓舞。
2023年亦是萌芽于2013年的西浦未来教育学院迎来的第一个“十年里程碑”。在这特别的一年中，西浦未来教育学院继续聚焦愿景与使命，围绕“赋能教育者终身成长、构建全学段教育生态”“发掘、培养未来教育引领者”“深化未来教育核心议题研究”“推进‘兴趣导向’教育、引导支持学生转型”“支持西浦教师全生涯周期发展”等学院核心战略方向展开了深入的探索和丰富的实践，实现了学院可观的发展与成果，并为上千所院校、百万名教育从业者、千万名社会各界的教育关注者们带来了启发、收获和成长。
随着2024年的帷幕缓缓升起，西浦未来教育学院特精心推出“2024新年特刊”系列专辑，与教育同仁们共同回顾西浦未来教育学院2023年探索教育的足迹与精彩，共同见证西浦未来教育学院对推进中国教育变革与创新的热忱与行动，共同期待在新的一年中携手探索教育未来、收获更多的双向成长！
●2024年新年贺词：未来教育学院十年感悟
●赋能教育者终身成长、构建全学段教育生态
●发掘、培养未来教育引领者
●深化未来教育核心议题研究
●推进“兴趣导向”教育、引导支持学生转型
●支持西浦教师全生涯周期发展
●2024精彩活动早知道
●全学段教育者能力提升项目一览
本文将从六大研究领域、2023年科研成果、特色研究活动或政策信息、博士生科研小结等方向出发，带您回顾西浦未来教育学院2023年在引导和支持学生的研究导向型学习、促进学生全球公民素养提升、融合式教育助力学生融入产业和社会、营造学习社群搭建学生互动交流的平台等方面的活动和成果。
HAPPY NEW YEAR
西浦未来教育学院2023科研回顾
HAPPY NEW YEAR
六大研究领域
西浦未来教育学院致力于通过研究当下全球教育改革的关键挑战，提出促进教育改革的理念和路径，助力教育的转型和创新。基于这一目标和使命，在跨国教育和教育国际化的背景下，西浦未来教育学院重点聚焦六大重点研究领域，展开未来教育的广泛、深入的探索，实现研究与实践的协同。
西浦未来教育学院六大重点研究领域
•终身教育与教师发展
•儿童发展和家庭教育
•以学生为中心的教育理念与实践
•管理和领导未来教育的变革
•技术驱动的教育创新
•工作中和工作场景中的学习与教育
2023年中，学院立足六大重点研究方向，持续开拓未来教育研究广度，不断深化未来教育核心议题研究。在学院教研人员、博士生们的共同努力下，学院在年内收获了可观的研究成果，点亮了“面向未来的教育”中更多的视域和方向。
2023年科研成果
2023年，西浦未来教育学院在未来教育多个方向上展开了丰富探索，收获了可观的成果，为面向未来的教育发展和探索做出了积极的贡献。
本年度共计科研产出52项，其中科研文章25篇，学术书籍1本，书籍章节6篇，会议论文集8篇，委托报告3篇，内部会议论文2篇，其他类别7篇。
研究视角涵盖了未来教育多个焦点方向，并广泛结合实践将研究不断深化、细化，进而将“未来教育”不断具象。
科研成果中包含了诸多“研究关键词”：教育技术开发、数字化学习、人工智能学习辅助、高等教育改革、教育国际化、跨文化传播、教学策略、学术研究支持、教育民主、青少年身心健康、跨学科合作、学习分析系统、教学经验分析、虚拟学习设计、实践学习、学习行为分析、教育角色认知、就业能力构建、幼儿社交行为原理等等，体现了学院丰富广泛的探索角度。
在发表的科研文章中，14篇列入SSCI-指数的期刊，如Education and Information Technologies, Innovations in Education and Teaching International, Distance Education, The Social Science Journal, Education and Information Technologies, Journal of Oral Rehabilitation, Journal of Applied Developmental Psychology, Frontiers in Psychology, Asia-Pacific Education Researcher, Asia Pacific Journal of Education；
2篇列入ESCI-指数的期刊，如Journal of E-Learning and Knowledge Society, The Qualitative Report；
1篇列入ABDC-指数的期刊Action Learning: Research and Practice。
此外，学院在年内还举办、参与了222次与研究有关的活动，包括会议发言、特邀演讲、期刊评审等。
科研成果（部分）：
向上滑动阅览
Al-Adwan, A. S., Li, N., Al-Adwan, A., Abbasi, G. A., Albelbisi, N. A., & Habibi, A. (2023). Extending the technology acceptance model (TAM) to predict university students’ intentions to use metaverse-based learning platforms. Education and Information Technologies, 28(11), 15381-15413.
Bateman, S., & Li, Y. (2022). Making the Abstract Concrete. Journal Article. The CAMPUS.
Fu, J. (2022). Leading educational change: a study of the impact of transnational university on China’s higher education reform. International Journal of Learning and Teaching.
Gao, Y., & Lu, J. (2023). John Dewey’s democracy and education: A centennial handbook: edited by Leonard J. Waks and Andrea R. English, New York, NY, Cambridge University Press, 2022, 374 pp.,£ 20.14 (paperback), ISBN 9781316506004.
Hang, Y., & Zhang, X. (2023). In the uncharted water: Meaning-making capacity and identity negotiation of Chinese lesbian and bisexual women. Frontiers in Psychology, 14, 1147119.
Hang, Y., & Zhang, X. (2023). Intercultural competence developmental processes of university and college students as three types of transition–A systematic review. International Journal of Intercultural Relations, 92, 101748.
Huang, Y., Lu, J., & Širůček, J. (2023). The associations between social environment and adolescents’ psychosomatic health: An ecological perspective. Frontiers in Psychology, 14, 1141206.
Jinjin Lu. (2023). Virtual interdisciplinary collaboration during the COVID-19 pandemic: pain and joy in an international joint university. Frontiers in Psychology, 14.
Lange, C., Gorbunova, A., Shcheglova, I., & Costley, J. (2023). Direct instruction, worked examples and problem solving: The impact of instructional strategies on cognitive load. Innovations in Education and Teaching International, 60(4), 488-500.
Lee, S.-S., Li, N., & Kim, J. (2023). Conceptual model for Mexican teachers’ adoption of learning analytics systems: The integration of the information system success model and the technology acceptance model. Education and Information Technologies: The Official Journal of the IFIP Technical Committee on Education, 1–26.
Li, N., & Reis, C. (2023). Using H5P to Enrich Online Learning Engagement in a Postgraduate Certificate Program Teaching. Overcoming Challenges in Online Learning: Perspectives from Asia and Africa, 120-131.
Li, N., & Zhang, X. (2023). Using a Moodle-based digital escape room to train competent EMI lecturers and instructors in a multilingual environment. In Multilingual Education Yearbook 2023: Teaching with Technology in English-Medium Instruction Universities in Multilingual China (pp. 191-211). Cham: Springer International Publishing.
Lu, J. (2023). Virtual interdisciplinary collaboration during the COVID-19 pandemic: pain and joy in an international joint university. Frontiers in Psychology, 14.
Muthukrishnan, P., & Huah, G. L. (2023). A study on children's understandings of values through reflective practices using a Values-Based Reflection Framework (VBRF). In Reimagining Innovation in Education and Social Sciences (pp. 295-304). Routledge.
Muthukrishnan, P., Thah, S. S., & Huah, G. L. (2023). Shared Reflective Practices and Scenario-Based Learning for Values Development in Primary School Children. In Global Perspectives on Value Education in Primary School (pp. 173-190). IGI Global.
Paracha, S., & Shah, N. (2022). The Effect of Socio-Economic Indicators on Self-Esteem in the Elderly. Journal Article. Working with Older People.
Paracha, S., Hall, L., Watson, D., Khuram, A., & Shah, N. (2023). Shimpai Muyou: Confronting Child Suicides in Japan through a Serious Game & School-Based Intervention. International Journal of Child-Computer Interaction, 38, 100612.
Quadir, B., Mostafa, K., Yang, J. C., Shen, J., & Akter, R. (2023). ARCS approach to PTA-based programming language practice sessions: Factors influencing Programming Problem-Solving Skills. Education and Information Technologies: The Official Journal of the IFIP Technical Committee on Education, 28(10), 13713–13735.
Quadir, B., Mostafa, K., Yang, J. C., Shen, J., & Akter, R. (2023). ARCS approach to PTA-based programming language practice sessions: Factors influencing Programming Problem-Solving Skills. Education and Information Technologies, 1-23.
Ren, L., Wu, Y., Mang, L., Zhang, Z., & Chen, H. (2023). Chinese parents' perceived social change and their organisation of preschoolers' learning activities. International Journal of Psychology.
Sun, Y. (2022). Perspectives on the use of ChatGPT for PGCert courses. Editorial. Staff and Educational Development Association (SEDA)
Suyi Yan, Zhi Yang, & Na Li. (2023). A Literature Review of the Effects of Virtual Community of Practice on Medical Education in China (2013-2023). Interdisciplinary Journal of Virtual Learning in Medical Sciences, 14(3), 169–180.
Throssell, P., & Lu, J. (2023). Weaving the Threads Between: Collaborative Auto-Ethnographic Reflections on Experiences of Migrant Learning and Teaching in Australia. Qualitative Report, 28(9).
Vahed, A., Rodriguez, K. M., & de Souza, F. (2023). Enhancing cultural competence and enriching virtual learning experiences via a collaborative online international learning project. Co-teaching and co-research in contexts of inequality, 153.
Wang, Q., Gu, H., & Lin, X. (2023). The Effect of Negative Learning-related Emotions on Higher Education Faculty's Online Professional Development.
Wang, Q., Ma, H., Zhang, X., Xun, J., & Chen, J. (2023). The impact of the future time perspective on student learning motivation and autonomous learning behaviours in the context of a work-based program. Asia Pacific Journal of Education, 43(3), 790-804–804.
Wang, Q., Ma, H., Zhang, X., Xun, J., & Chen, J. (2023). The impact of the future time perspective on student learning motivation and autonomous learning behaviours in the context of a work-based program. Asia Pacific Journal of Education, 43(3), 790-804.
Wang, Q., Xun, J., Li, N., Huijser, H., Shen, J., & Chen, J. (2023). Examining gains and pains of a new virtual internship design. Distance Education, 44(2), 246-266.
Wang, Q.,* & Wen, B. (2023). Board 191: Are female faculty role models to female students in higher education? A study of teachers’ perceptions of their roles and responsibilities in computer science and engineering. 2023 ASEE Annual Conference & Exposition.
Wang, Y., & Wei, W. X. (2023). The Nexus between Federal Revenue and Spending in Canada: A Time-Frequency Perspective. Statistics, Politics and Policy, 14(1), 113–123.
Wang, Y., & Wei, W. X. (2023). The Nexus between Federal Revenue and Spending in Canada: A Time-Frequency Perspective. Statistics, Politics and Policy, 14(1), 113-123.
Wen, B., Wang, Q., Gooden, A., Grasso, F., Chen, Q., & Shen, J. (2023). The Dual-Challenge of Teaching Online in a Foreign Land: Understanding Western Foreign Teachers’ Professional Identity and Confidence Development via a Transformative Learning Lens. The Asia-Pacific Education Researcher, 1-13.
Wu, H. (2023). An Interpretive Framework to Understanding the Development of Internationalised Education in China. Journal of Education, Humanities and Social Sciences, 13, 275-282.
Yu, J. J. (2023). Marital satisfaction and parental warmth in predicting children's peer social competence. Journal of Applied Developmental Psychology, 85, 101499.
Zare, S. (2023). Self-conscious emotions in virtual communities of iranian migrants: a cross-cultural examination of persian lexicon of shame, guilt, and pride. The International Journal of Language and Cultural (TIJOLAC), 5(1), 1-17.
Zhang, H., Zhang, X., & Brewer, G. (2023). Employability Is a Journey: Conceptualising Processual Employability as a Career Identity Emergence Process. Education Sciences, 13(6), 607.
Zhang, Q., Solis, O., & Mukuni, K. (2023). An Exploratory Study of Learner Characteristics, Perception of Interaction, and Satisfaction in Online Consumer Finance Courses. Journal of E-Learning and Knowledge Society, 19(1), 36-42–42.
Zhang, Q., Solis, O., & Mukuni, K. (2023). An Exploratory Study of Learner Characteristics, Perception of Interaction, and Satisfaction in Online Consumer Finance Courses. Journal of e-Learning and Knowledge Society, 19(1), 36-42.
Zheng, Y., Xiong, X., Zhou, X., Cheng, Q., Fan, P., Huang, Y., & Lu, J. (2023). Low income is associated with impaired jaw function via anxiety and depression in patients with temporomandibular disorders. Journal of Oral Rehabilitation, 50(12), 1373-1381–1381.
特色研究活动或政策信息
四大研究中心成立
12月22日，西浦未来教育学院四大研究中心正式成立，旨在促进教育领域的前沿研究和合作，为未来教育的发展提供新的思路和解决方案。
四大研究中心分别为：助力个性化学习与全球教育创新的人工智能与教育研究中心，推动教育领域的创新和领导力发展的教育创新战略领导研究中心，探索儿童发展与跨学科教育创新的家庭教育研究中心，以及开拓数字时代下的在地国际化创新之路的国际化研究中心。
研究中心的成立将为学术界、教育从业者和社会各界人士提供一个共同交流的平台，推动未来教育的创新和发展。
详细回顾：加速推动教育前沿研究与合作！西浦未来教育学院四大研究中心正式成立！
特别兴趣研究小组
Special Interest Group (SIG)
基于“通过研究的主动性、合作性和生产性活动来创造影响力，提高高质量的学术研究绩效”的研究愿景，西浦未来教育学院鼓励科研人员展开更多高质量研究，并在期刊排名的要素外提升对研究过程和原创性、重要性、严谨性等特质的聚焦。因此，西浦未来教育学院组织建立了特别兴趣小组(SIG)。
特别兴趣小组旨在鼓励西浦未来教育学院在某个战略重点研究领域进行团队研究。研究人员将获得更多的自主性和开放性，根据自身研究兴趣来组织团队开展研究。特别兴趣小组的开展，将更好地支持由研究人员内在兴趣驱动的、并与西浦未来教育学院战略重点研究领域相一致的各类项目的开展。
目前，学院共组成了四个研究小组分别对“基于数字游戏的‘以学生为中心’的主动学习创新教学(Digital Game-Based Innovative Teaching for Student-Centred Active Learning)”“校内素质教育研究与素质教育框架构建(Investigation of Character Education in Schooling and Development of Character Education Frameworks)”“计算思维教育在K-12及高等教育阶段的实施(Implementing Computational Thinking Education in K-12 and Higher Education)”“再婚重组家庭的价值观塑造与对儿童的价值观影响(Values Development in Families with “Merged Homes Marriages” and its Impact on Children’s Values)”这四个主要方向进行自主的研究和项目开展。
博士生科研回顾
2023年中，西浦未来教育学院共计迎来20名博士生新生。目前学院共有在读博士生46人，研究方向涵盖了学院的六大研究领域，为学院的整体科研注入了更多新鲜血液，并持续推进学院各领域研究的下潜和外延。
学院博士生科研发表信息
2023年中，西浦未来教育学院博士生们带来了丰富的研究成果，并在多个国际顶刊发表，比如The Asia-Pacific Education Researcher，Frontiers in Psychology 等。西浦未来教育学院在为博士生提供多元的研究支持与培养的同时，博士生的科研也不断为西浦未来教育学院的研究领域和深度持续带来新的开拓和探索。
博士生科研成果（部分）:
向上滑动阅览
Wen, B., Wang, Q., Gooden, A., Grasso, F., Chen, Q., & Shen, J. (2023). The Dual-Challenge of Teaching Online in a Foreign Land: Understanding Western Foreign Teachers’ Professional Identity and Confidence Development via a Transformative Learning Lens. The Asia-Pacific Education Researcher, 1-13.
Shaw, S., Oswin, S., Xi, Y., Calandriello, F., & Fulmer, R. (2023). Artificial Intelligence, Virtual Reality, and Augmented Reality in Counseling: Distinctions, Evidence, and Research Considerations. Journal of Technology in Counselor Education and Supervision, 4(1), 4.
Han, Z., Li, G. & Zhang, X*. (2023). Comparison of social entrepreneurship courses in different disciplines: teaching approach and learning process. Entrepreneurship Education 6(3), 245–271.
Jiang, Y., & Zhang, X. (2023). Combining differentiating and integrating over time to sustain multiple institutional logics: a case study of a higher education institution. Frontiers in Psychology, 14.
夏静雯, 刘鹏, & 王茁. (2023). 美丽遇见esg——美妆企业践行esg理念的绩效与挑战. 香料香精化妆品(4), 155-160.
会议发表
2023年中，西浦未来教育学院教研人员在多场学术会议中进行了成果发表和现场分享，包括2023 ASEE Annual Conference & Exposition, 13th IEEE International Conference on Development and Learning 2023， 2023 American Educational Research Association Annual Meeting, The 10th Biennial International Association for Chinese Management Research (IACMR)Conference, 2023 British Academy of Management Annual Conference等国际高水平学术会议，与全球同领域内的顶尖专家、学者们共同聚焦和探讨教师角色认知、机器伦理、教育角色认知、教育组织制度逻辑等教育前沿命题。
会议发表（部分）：
向上滑动阅览
Wang, Q.,* & Wen, B. (2023). Board 191: Are female faculty role models to female students in higher education? A study of teachers’ perceptions of their roles and responsibilities in computer science and engineering. 2023 ASEE Annual Conference & Exposition. http://www.scopus.com/inward/record.url?scp=85172100299&partnerID=8YFLogxK
Xi, Y.*, Paracha, S., and Sun, R. (2023). Inculcating Morality in Machines...Applying Machine Ethics in the Creation of Ethically Intelligent Robots: The Case Study of Xiaoice. Proceedings of the 13th IEEE International Conference on Development and Learning 2023, Macau, China. < https://www.icdl-2023.org/>
Jiang, Y. and Zhang, X.* (2023). How Academic Scientists Shift Their Role Identities: The Institutional Logics Perspective. 2023 American Educational Research Association Annual Meeting (New Directions in Organizational Theory and Methodology).
Jiang, Y. and Zhang, X.* (2023). How Organizations Sustain and Hybridize Multiple Institutional Logics Over Time: A Case Study from A Higher Education Institution. The 10th Biennial International Association for Chinese Management Research (IACMR) Conference.
Jiang, Y. and Zhang, X.* (2023). Where do Hybrids Come From? A Practice Bricolage Perspective on the Introduction of a New Institutional Logic. 2023 British Academy of Management Annual Conference (Organisational Studies Track).
研究活动
2023年中，学院还为教研人员、在读学生等开展了一系列精彩的研究类、学术类活动。这些活动通过研讨会、线上分享、沙龙等丰富多样的形式，营造了学院浓厚的学术研究氛围。
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其中，每周定期的“研究研讨会（Research Seminar）”系列和“与期刊主编面对面（Meet Journal Editor）”系列受到了全员教职工与学生的广泛好评。前者每期邀请校内外知名学者，与参与者们进行学术话题分享和讨论，全年共举办超过20场、吸引了超过500位师生的线下参与；后者则邀请了多位核心期刊主编团队成员，与参与者们解读期刊发表、研究趋势、学术能力提升等“学术干货”，在5场活动中吸引了超过1000位线上线下的参与者的踊跃交流。
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学院还通过公开课的方式，加入学校的“在西浦听讲座”系列活动，为全校师生带来了关于家庭教育、幼儿教育的讲座分享，让更多西浦的教职工在未来教育的优秀理念与实践中受益。
HAPPY NEW YEAR
在圆满落幕的2023年里，西浦未来教育学院以精彩丰富的活动，为全国千万名教育同仁、家长朋友以及社会各行各业的教育关注者们带来了新的收获和成长。
在崭新的2024年里，我们将一如既往地聚焦“以学生为中心”的教育理念，围绕构建教育生态、培养和赋能优秀教育者、探索前沿教育研究与实践、支持和助力师生全周期成长与发展等核心方面，贡献属于西浦未来教育学院的理念智慧、实践探索和优秀经验，与您携手面向未来、点亮未来、迎接未来！
西浦未来教育学院衷心祝愿您在2024年阖家幸福、万事兴“龙”！
HAPPY NEW YEAR
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新媒体：张晓彤、邹佳一
监制：任毅涵