Development and Validation of a Short-Form Inventory to Identify Philosophy of Education in Japan: Learning & Educator Nurturing Style (LENS)

Autor/inn/en	Fumiko Yoshida; Gary J. Conti; Toyoaki Yamauchi; Misa Kawanishi
Titel	Development and Validation of a Short-Form Inventory to Identify Philosophy of Education in Japan: Learning & Educator Nurturing Style (LENS)
Quelle	In: Journal of Education and Learning, 14 (2025) 5, S. 1-25 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Forschungsbericht; Test; Fragebogen; Foreign Countries; Educational Philosophy; Test Construction; Test Validity; Measures (Individuals); Artificial Intelligence; Translation; Adult Educators; Lifelong Learning; Test Reliability; Japan + Suchen Sie Ihr Suchwort? Ausland; Bildungsphilosophie; Erziehungsphilosophie; Testaufbau; Testvalidität; Messdaten; Künstliche Intelligenz; Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende; Life-long learning; Lebenslanges Lernen; Testreliabilität
Abstract	This paper presents the development and validation of the Learning & Educator Nurturing Style (LENS), a new inventory in Japanese designed to identify and assess educational philosophy. Based on the Philosophies Held by Instructors of Lifelong-learners (PHIL) framework, LENS was created through a rigorous back-translation process to ensure linguistic and cultural accuracy. The development process included item translation, expert review, and pilot testing to ensure conceptual clarity and cultural relevance within the Japanese context. This article details the theoretical foundations of LENS, the back-translation approach using PHIL, and the outcomes of a validation study conducted with a sample of educators. Additionally, this study explores the role of artificial intelligence (AI) in enhancing academic research, detailing how AI-assisted tools supported literature synthesis, coherence refinement, and statistical analysis while maintaining rigorous human oversight. The final instrument provides a reliable and comprehensive tool for categorizing various educational philosophies, offering valuable insights for researchers and practitioners interested in understanding and applying educational philosophy in Japan. Furthermore, this research contributes to the evolving discussion on AI-assisted methodologies, demonstrating how AI can enhance--not replace--academic inquiry. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/4/11