——The 11th Session of the Fenghua Scholars Young Scholars Forum Successfully Held

At 15:30 on June 3, 2026, the 11th session of the Fenghua Scholars Young Scholars Forum was held as scheduled in Room 413 of the College of Teacher Education, Ningbo University. This lecture was the second instalment of the series titled “Development of Mathematics Learning Motivation and Learning Outcomes: Research and Practice,” with the theme “Research Findings and Comparison of Education Systems: From Papers to Practical Applications.” The session was moderated by Associate Professor Liu Xin, Director of the College’s International Office, and featured Senior Researcher Jelena Radišić from the University of Oslo, Norway, as the keynote speaker. Many faculty members and students attended the lecture.

Dr. Jelena Radišić is a Senior Researcher at the Department of Teacher Education and School Research, University of Oslo, Norway. She has extensive expertise in the interdisciplinary field of educational psychology and mathematics education, conducting empirical studies using largescale international assessment data such as TIMSS, PISA, and TALIS. Her research focuses on mathematics learning motivation, academic emotions, identity development in mathematics, and the evaluation of education system effectiveness. She has published over 150 SSCI journal articles and has led or participated in research projects with total funding exceeding 20 million yuan. She serves as the Principal Investigator of the MATHMot longitudinal project involving six European countries and is also an Associate Editor of the SSCI journal European Journal of Psychology of Education. Her academic achievements are highly prolific.

In her lecture, Dr. Radišić shared insights from the crossnational longitudinal project MATHMot. Based on both published papers and ongoing research outcomes, she systematically summarised the core findings of the project, clarifying the interrelationships among primary school students’ mathematics learning motivation, academic emotions, subject identity, and learning outcomes. She conducted a horizontal comparison of the distinctive characteristics of education systems across six European countries—including Norway, Finland, Sweden, and Serbia—and analysed the impact of various variables on mathematics education research from three dimensions: national policies, local culture, and schoollevel implementation. Drawing on a wealth of empirical data, she further translated the research conclusions into actionable recommendations at three levels: classroom instruction, individualised student support, and school improvement, thereby providing practical insights adaptable to local educational contexts and bridging the gap between cuttingedge academic research and frontline basic education.

The lecture combined international relevance with practical applicability. Participants actively engaged with the speaker on topics such as crossnational educational research methods, motivation cultivation in primary mathematics, and differences between Chinese and foreign teaching approaches. Attendees noted that the lecture, grounded in a largescale European empirical project, opened up an international perspective on mathematics education research and offered valuable reference points for future local mathematics teaching and research, curriculum reform, and studies on student learning psychology.

Moving forward, the College of Teacher Education will continue to leverage the Fenghua Scholars Young Scholars Forum platform to invite leading scholars from home and abroad for a series of academic sharing sessions, helping faculty and students stay abreast of cuttingedge international educational research developments and further strengthening the College’s academic foundation.