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2026 Vol.2 No.2 cover

Open Access · 2026

2026 Vol.2 No.2


Journal of Education and Learning Environments

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Table of Contents

7 articles
ArticleOpen AccessPublished: 3 July 2026

Digital Educational Space in the Opinion of Secondary School Students and Teachers

Jacek Piotr Kwaśniewski

Journal of Education and Learning Environments · 1-19 · 10.55121/jele.v2i2.102434

Contemporary education increasingly relies on digital technologies, which influence the organisation of teaching and learning. The study aimed to explore the opinions of secondary school students and teachers on the functioning of the digital learning space and to identify factors influencing its effectiveness. The study was con

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ArticleOpen AccessPublished: 31 July 2026

Exploring the Challenges for Adult Learners Seeking Professional Progression without a Level 2 Maths Qualification

Kevin Norley, M. Mahruf C. Shohel, Wendy Sall

Journal of Education and Learning Environments · 20–32 · 10.55121/jele.v2i2.102476

This study was conducted within the adult English and mathematics department of a further education (FE) college. Traditionally, the majority of adult learners enrolling on mathematics courses at the research site come from lower socio-economic backgrounds. In recent years, however, an emerging trend has been observed: increasin

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ArticleOpen AccessPublished: 11 August 2026

The Impact of Socio-Cultural Practices on Girls' Learning Experiences: A Case of Public Secondary Schools in Kisarawe District, Tanzania

Anastazia Kiliani, Prospery Mwansa Mwila

Journal of Education and Learning Environments · 33-44 · 10.55121/jele.v2i2.102182

Socio-cultural practices continue to significantly influence girls' learning experiences, often shaping their academic performance in both positive and negative ways. Traditional practices, language challenges, and social interaction dynamics play a key role in the educational outcomes of female students. This study investigates

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ArticleOpen AccessPublished: 12 August 2026

Using Classroom Surveys to Align Grading Practices and Self-Directed Learning in the Age of AI

Erik N. Powell

Journal of Education and Learning Environments · 45-55 · 10.55121/jele.v2i2.101339

The rapid saturation of research on Artificial Intelligence (AI) in the classroom reflects concerns with the even more rapidly developing AI in many aspects of society. Framing the parameters of AI literacy can serve as an important context within which educators can guide students toward critical engagement with AI tools in ord

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ArticleOpen AccessPublished: 17 August 2026

Professional Identity and Talent Development in Tourism Management under New Liberal Arts and GIUR Collaboration

Nan Chen, Ruijuan Tian, Yuancheng Liu, Yaosheng Gu, Qing Yuan

Journal of Education and Learning Environments · 56-73 · 10.55121/jele.v2i2.102486

Against the backdrop of the rise of the "New Liberal Arts" and the collaborative integration of government, industry, academia, and research institutions, this study examines pressing issues such as the weak professional identity among tourism management students and the disconnect between talent development models and actual in

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ArticleOpen AccessPublished: 19 August 2026

Mobile-Assisted English Learning among Medical Students with Varying English Proficiency

Menglin Liao, Wenhui Wang

Journal of Education and Learning Environments · 74-87 · 10.55121/jele.v2i2.101842

This study examined medical students' usage and acceptance of mobile-assisted English learning (MAEL) in a Chinese context. 184 medical students with varying levels of English proficiency, from beginner to advanced, at a university in China participated in the study. A quantitative method was used in the study. A questionnaire o

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ArticleOpen AccessPublished: 2 September 2026

Promoting Integral Human Flourishing through a Holistic Positive Psychology Intervention in Higher Education

Trixie James, Sara Hof, Katrina Johnston, Ruth O'Neill

Journal of Education and Learning Environments · 88-106 · 10.55121/jele.v2i2.102293

Positive psychology offers a valuable framework for supporting student wellbeing, confidence, and optimism, particularly among students entering higher education through non-traditional pathways. This study evaluated Be Positive, a 12-week, asynchronous positive psychology intervention piloted in an Australian Enabling program d

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