Development and Validation of a Short-Form Inventory to Identify Philosophy of Education in Japan: Learning & Educator Nurturing Style (LENS)
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| Title: | Development and Validation of a Short-Form Inventory to Identify Philosophy of Education in Japan: Learning & Educator Nurturing Style (LENS) |
|---|---|
| Language: | English |
| Authors: | Fumiko Yoshida, Gary J. Conti, Toyoaki Yamauchi, Misa Kawanishi |
| Source: | Journal of Education and Learning. 2025 14(5):1-25. |
| Availability: | 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 |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Adult Education |
| Descriptors: | Foreign Countries, Educational Philosophy, Test Construction, Test Validity, Measures (Individuals), Artificial Intelligence, Translation, Adult Educators, Lifelong Learning, Test Reliability |
| Geographic Terms: | Japan |
| ISSN: | 1927-5250 1927-5269 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1485004 |
| Database: | ERIC |
| 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. |
|---|---|
| ISSN: | 1927-5250 1927-5269 |
