Meijie Bi
Biographic Data
| ID | 6790849 |
|---|---|
| NAME | Meijie Bi |
| GIVEN NAMES | Meijie |
| FAMILY NAME | Bi |
| SIGNATURE | BI M |
| AFFILIATIONS | Zhejiang Normal University |
| ORCID | 0000-0003-2328-3712 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Readiness and responsible practices
Artificial Intelligence (AI) has emerged as a transformative force in higher education (HE). However, the integration of AI raises ethical concerns. Guided by a responsible innovation framework, this study aims to illuminate the barriers and responsible practices perceived by academics from HE. Data were collected through participants’ discussions in a webinar organised by an international research network based in Europe. The CAIR framework (cap…
A serial mediation model of the impact of teachers' collaboration on their attitudes
This study draws on Social Cognitive Theory (SCT) to examine a serial mediation model in which differentiated instruction (DI) and teacher self-efficacy sequentially independently and sequentially mediate the relationship between teachers' professional collaboration and their attitudes toward equitable, inclusive education. Data were collected through an online questionnaire administered to 1629 primary and secondary school teachers across centra…
From teachers’ self-efficacy belief to their differentiated practice
How Universal Design for Learning (UDL) is related to Differentiated Instruction (DI)
No prominent works on this page.
How Universal Design for Learning (UDL) is related to Differentiated Instruction (DI)
Readiness and responsible practices
Artificial Intelligence (AI) has emerged as a transformative force in higher education (HE). However, the integration of AI raises ethical concerns. Guided by a responsible innovation framework, this study aims to illuminate the barriers and responsible practices perceived by academics from HE. Data were collected through participants’ discussions in a webinar organised by an international research network based in Europe. The CAIR framework (cap…
A serial mediation model of the impact of teachers' collaboration on their attitudes
This study draws on Social Cognitive Theory (SCT) to examine a serial mediation model in which differentiated instruction (DI) and teacher self-efficacy sequentially independently and sequentially mediate the relationship between teachers' professional collaboration and their attitudes toward equitable, inclusive education. Data were collected through an online questionnaire administered to 1629 primary and secondary school teachers across centra…
From teachers’ self-efficacy belief to their differentiated practice
Mediation (3 works) · Innovative Teaching and Learning Methods (2 works) · Sociology of Education (2 works) · Teacher Education and Leadership Studies (2 works) · Accountability (1 works) · Big Data and Business Intelligence (1 works) · China (1 works) · Collaborative Teaching and Inclusion (1 works) · Computer Science (1 works) · Context effect (1 works)