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3 articles

Article

Open AccessPublished: 19 January 2026

Gendered Regret in Chinese University English Classrooms: Toward a Five-Dimensional Analytical Framework

Jing Hou, Xiaoming Tian, Siyi Sun

Journal of Education and Learning Environments · 15–32 · 10.55121/jele.v2i1.1015

This study uses semi-structured interviews to examine the emergence of gendered regrets in Chinese university English classrooms. Reflexive thematic analysis of interviews with 36 teachers and 53 students across 23 universities identifies how pedagogical practices, student psychology, social expectations, pragmatic language use,

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Article

Open AccessPublished: 8 May 2025

Exploring Gender and Academic Major Differences in Academic Self-Efficacy Among University Students in Xi’an, China

Yueqi Liu, Genevieve Dipolog-Ubanan

Journal of Education and Learning Environments · 17-29 · 10.55121/jele.v1i1.543

This study examines the relationship between academic self-efficacy and academic performance among university students in Xi’an, China, while also exploring disparities in self-efficacy based on gender and academic major. Grounded in Bandura’s social cognitive theory, the research employs a quantitative, cross-sectional correlat

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Article

Open 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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