A journal dedicated to the full breadth of educational scholarship — from foundational theory to pedagogical innovation to the transformative power of learning technologies.
Journal of Educational Theory and Technology is published by Airela Press as a peer-reviewed journal. We publish original research, critical essays, empirical studies, and review articles spanning all aspects of education and learning.
We welcome contributions from any educational level — from early childhood through higher education and professional learning — and from any disciplinary tradition, including education studies, psychology, sociology, linguistics, and computer science.
Our scope is deliberately broad: wherever serious scholarship illuminates the processes of teaching, learning, or the development of knowledge, it has a home here.
Philosophy of education, learning theory, curriculum theory, educational psychology, and the conceptual frameworks that underpin educational thought and practice.
Instructional methods, classroom practice, assessment, curriculum design, teacher education, and empirical studies of learning outcomes across all educational contexts.
Educational technology, AI in education, digital learning environments, e-learning, human-computer interaction in educational settings, and the ethics of edtech.
We invite submissions from scholars in any discipline whose work advances understanding of education, learning, pedagogy, or educational technology.
Manuscripts should be submitted by email with the subject line "Submission — [Paper Title]". Please attach your manuscript as a PDF or Word document.
All submissions undergo double-blind peer review. Authors can expect an initial decision within four to six weeks of submission. We accept original research articles, review articles, theoretical essays, and empirical studies.
Airela Press and the Journal of Educational Theory and Technology are committed to the highest standards of publication ethics. We follow the guidelines established by the Committee on Publication Ethics (COPE).
All submissions are screened for plagiarism prior to peer review. Fabrication, falsification, and misrepresentation of data or results will result in immediate rejection and may be reported to the authors' institutions.
Authors are required to disclose any conflicts of interest relevant to their submission. Funding sources should be acknowledged transparently in all published work.
Reviewers are expected to maintain strict confidentiality regarding manuscripts under review and to disclose any conflicts of interest to the editors before undertaking review.
Corrections and retractions will be issued promptly and transparently whenever errors are identified in published work. The journal maintains a permanent public record of all corrections.
Authors retain copyright to their published work under a Creative Commons Attribution (CC BY 4.0) licence, which permits free reuse with appropriate attribution.
With the widespread expansion of higher education and the rapid development of educational technology, enhancing teaching effectiveness in economics courses while ensuring educational equity has become a critical issue. This study is based on an empirical survey of over 300 students from three universities, systematically analyzing the impact of teaching methods, gender, family income, and parental education levels on the learning outcomes of economics courses. The results show that AI-assisted teaching significantly outperforms traditional teaching methods, with the average score of students in the AI-assisted group being 78.56, higher than the 72.84 score in the traditional group (p < 0.01). Additionally, a greater proportion of students in the AI group reported a "significant improvement" in learning outcomes (68.4% vs. 52.1%). Gender differences exhibited variability across teaching methods: male students performed better in traditional teaching, while female students showed more significant improvement in AI-assisted teaching. Socioeconomic factors also had a substantial impact, with students from high-income families achieving an average score of 78.72, notably higher than the 70.13 average of students from low-income families (p < 0.01). Multiple regression analysis revealed that teaching methods (β = 3.24, p < 0.01), family income (β = 2.13, p = 0.001), and parental education levels (β = 2.56, p = 0.004) all had significant positive effects on learning outcomes, with the model explaining 47% of the variance.
Entrepreneurship education has shifted from the periphery of higher education to the center of global debates on talent cultivation, innovation policy, and youth employment. This article provides a systematic comparative analysis of recent trends in university entrepreneurship education in China and the United States. Employing a five-dimensional analytical framework encompassing policy arrangements, curricular design, practice platforms, support ecologies, and evaluation mechanisms, this study utilizes literature analysis and comparative inquiry to synthesize recent English-language scholarship. The comparison yields three primary findings. First, both countries have evolved beyond stand-alone courses toward comprehensive ecosystems; however, China expansion is propelled by centralized policy guidance and rapid platform construction, whereas the US relies on institutional autonomy, alumni networks, and deep regional innovation embedding. Second, while China has achieved remarkable progress in organizational mobilization and platform availability, it faces critical constraints including curricular standardization, shortages of practice-oriented instructors, and a preoccupation with short-term performance metrics. Third, the US exhibits greater maturity in interdisciplinary, experiential, and user-centered pedagogy, though it struggles with severe resource concentration in elite institutions and fragmented assessment standards. The article argues that the next phase of Chinese university entrepreneurship education must transition from scale expansion to structural quality optimization. A durable reform agenda requires establishing tiered course sequences, embedding experiential learning within real-problem contexts, building sustainable mentor networks, and reforming evaluation models to focus on long-term cognitive and behavioral outcomes rather than event counts or business registrations.
This study aimed to explore the effects of three dimensions of parental rearing styles(emotional warmth, rejection, overprotection) on junior high school students' academic burnout, and to examine the parallel mediating roles of hope and negative emotions in this relationship. Four questionnaires, including the Short-form Egna Minnen Beträffande Uppfostran, Adolescent Hope Scale, Negative Emotion Scale and Adolescent Academic Burnout Scale, were distributed to 150 Grade 7 to Grade 9 junior high school students for questionnaire survey. The results showed that parental emotional warmth was significantly positively correlated with hope, and significantly negatively correlated with negative emotions and academic burnout. Parental rejection and overprotection were significantly positively correlated with negative emotions and academic burnout, while their correlations with hope were non-significant. Hope was significantly negatively correlated with negative emotions and academic burnout, and negative emotions positively predicted academic burnout. Parallel mediation analysis revealed that parental emotional warmth alleviated academic burnout through two independent pathways: boosting hope and reducing negative emotions. By contrast, parental rejection and overprotection only aggravated academic burnout via negative emotions, and the mediating effect of hope was not significant. This study identifies differentiated internal mechanisms of various parental rearing styles, enriches empirical evidence in the fields of family parenting and academic burnout, and provides practical implications for parents seeking to optimize parenting practices and for schools aiming to implement mental health interventions for adolescents.
Against the progress of Emerging Engineering Education and digital upgrading across the construction sector, Engineering Economics, a core compulsory course for engineering cost majors, faces an urgent shift from knowledge transmission to comprehensive competency training. Targeting prevalent drawbacks of disjointed teaching content, limited application of digital tools and oversimplified evaluation systems within application-oriented undergraduate institutions, this research constructs a systematic teaching reform framework guided by project-driven pedagogy and adopts local cultural tourism investment projects in Zhaoqing as consistent semester-long practical materials. The reform covers five interconnected dimensions including updated instructional philosophies, modular content planning, innovative three-stage classroom arrangements, deep digital tool incorporation and multi-layered evaluation mechanisms, and establishes a closed-loop teaching system built around authentic engineering projects, split practical tasks, tiered learning arrangements and outcome centered design. Practical teaching observations demonstrate notable improvements after reform implementation. The average final score of participating students climbs from 68.7 to 76.2 while the failure rate falls from 20% to 2.8%, and student satisfaction with course learning stands at 92%. This study delivers transferable operational approaches and practical insights for Engineering Economics classroom innovation at similar application-oriented universities.
Future issues will be listed here as they are published.