International Journal of Educational Development最新文献

{"title":"Geography teachers’ implementation of problem-based learning for deforestation and climate change education in Metekel Zone Secondary Schools, Northwest, Ethiopia","authors":"Tamiru Toga Wahelo ,&nbsp;Daniel Ayalew Mengistu ,&nbsp;Tadesse Melesse Merawi","doi":"10.1016/j.ijedudev.2025.103314","DOIUrl":"10.1016/j.ijedudev.2025.103314","url":null,"abstract":"<div><div>Environmental problems related to deforestation and climate change pose serious socio-economic and ecological threats. In Ethiopia, rapid forest loss and climate impacts demand sustainable solutions through education. Problem-based learning (PBL), which fosters critical thinking, collaboration, and real-world problem-solving, is well-suited to address both environmental and pedagogical challenges. This study examines geography teachers’ implementation of PBL for deforestation and climate change education in secondary schools in Metekel Zone, Northwest Ethiopia. A convergent mixed-methods design and multi-stage sampling were used to collect data from 134 geography teachers, 7 department heads, 7 principals, and 3 education experts through surveys, interviews, focus group discussions, and classroom observations. Quantitative data were analyzed using descriptive statistics, one-sample t-tests, Pearson correlation, and binary logistic regression; qualitative data were thematically analyzed. Policy-relevant findings reveal low teacher belief in PBL, limited heuristic strategies, and weak contextualization of environmental content. A strong correlation between belief and practice shows that stronger teacher beliefs foster greater PBL use. Regression analysis identified structural and systemic factors shaping PBL adoption. Positive factors include teacher adaptation, emotional intelligence, student environmental identity, motivation, and content knowledge. Barriers include large class sizes, traditional methods, and the time-intensive nature of PBL. Thematic analysis also highlighted curriculum rigidity, student resistance, and limited resources. The study recommends policy actions including targeted teacher training, flexible curricula, and systemic support to promote PBL in environmental education. Addressing class size, infrastructure, and student engagement is essential for sustaining PBL practices. These findings offer actionable insights for policymakers and educational planners aiming to integrate PBL in response to environmental challenges.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"117 ","pages":"Article 103314"},"PeriodicalIF":2.8,"publicationDate":"2025-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144169468","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The impact of the Russia-Ukraine war on english medium instruction teachers’ professional identity in a Ukrainian medical university","authors":"Daniel Jones,&nbsp;Neil Murray","doi":"10.1016/j.ijedudev.2025.103315","DOIUrl":"10.1016/j.ijedudev.2025.103315","url":null,"abstract":"<div><div>Until February 2022, Ukrainian universities had seen considerable growth in the provision of its English Medium Instruction (EMI) programmes. Since the Russian invasion, however, this situation has changed dramatically, with students and staff having been significantly impacted. This study reports on how EMI teachers in a Ukrainian medical university have experienced and adapted to this disruption. Findings reveal that teachers are facing a confluence of challenges that impact their professional identity in respect of three areas in particular: the direct work environment, the students, and staff development activities. In attempting to sustain their activities in the face of these challenges, Ukrainian EMI teachers report that they benefit from international collaborations that offer respite, solidarity, and professional development, as well as a sense of purpose and achievement. Such collaborations offer an avenue for post-war initiatives focused on rebuilding.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"116 ","pages":"Article 103315"},"PeriodicalIF":2.8,"publicationDate":"2025-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144137953","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Disaggregating Pakistan’s low-fee private schooling system","authors":"Wajeeha Hazoor","doi":"10.1016/j.ijedudev.2025.103313","DOIUrl":"10.1016/j.ijedudev.2025.103313","url":null,"abstract":"<div><div>The LFPS sector is highly contested in the academic and policy spheres. Yet, debates are constrained by a rather simplistic grouping of LFPS in one category distinct only from elite private schools and public schools. Through a multiple, holistic case study approach that employed a multi-tiered sampling strategy, the LFPS sector in urban low-income and mixed-income neighborhoods in Rawalpindi, Pakistan was examined. This effort elicited six distinct types of LFPS: Cheap, Medium-range, and Costly Independent LFPS and Cheap, Medium-range, and Costly Chain LFPS. These LFPS vary in terms of structure—whether part of nationwide chains or independent entities that have a legacy rooted in the country’s colonial history—and fee range. This typology bears important implications for existing debates as it exemplifies the limitations of generalizing findings from one type of LFPS to other types. It further confirms the rise of LFPS Chains in Pakistan. Finally, it documents the presence of LFPS with philanthropic orientations by locating family and formal philanthropies in the sector.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"116 ","pages":"Article 103313"},"PeriodicalIF":2.8,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144115186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluating the impacts of the Brazilian model for military public schools","authors":"Jevuks Matheus de Araújo ,&nbsp;Pedro Jorge Holanda Alves ,&nbsp;Ana Karolina Acris Melo ,&nbsp;Margaria Noélia de Aguiar ,&nbsp;Rômulo Eufrosino","doi":"10.1016/j.ijedudev.2025.103300","DOIUrl":"10.1016/j.ijedudev.2025.103300","url":null,"abstract":"<div><div>This article evaluates the impact of the militarization of public schools in the state of Goiás, Brazil, on student performance in standardized tests and age-grade distortion. Using data from the School Census and Prova Brasil between 2007 and 2020 and adopting a difference-in-differences approach with multiple periods (event study), the results indicate that militarization led to a reduction in age-grade distortion and an increase in math, Portuguese, and the Basic Education Development Index (IDEB) scores. The research also examines the impact of militarization on variables related to school violence, revealing a significant decrease in threats to professionals, robberies, and the presence of alcohol, drugs, and weapons among students. This analysis of transmission channels offers insights into how militarization contributes to improving the school environment and academic performance. Robustness analyses, including propensity score matching and the \"Honest DiD\" method, confirm the significance of the results, even in scenarios where the parallel trends assumption is violated. The results contribute to the debate on educational policies and the expansion of the civic-military school model in the country, providing a valuable benchmark for similar programs across Brazil. However, further research is needed to assess long-term impacts and other relevant dimensions, such as the development of socio-emotional skills and civic education.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"116 ","pages":"Article 103300"},"PeriodicalIF":2.8,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144084091","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Ending the musical chairs game in higher education: How a data-driven tool improved educational outcomes in Colombia","authors":"Luis Omar Herrera-Prada","doi":"10.1016/j.ijedudev.2025.103299","DOIUrl":"10.1016/j.ijedudev.2025.103299","url":null,"abstract":"<div><div>In 2004, the Colombian Ministry of Education (MEN) launched the System for the Prevention and Analysis of School Dropouts in Higher Education Institutions (SPADIES) to assist higher education institutions (HEIs) in reducing dropout rates. Initially an app, SPADIES evolved into a pivotal system in a nationwide program that contributed to higher education enrollment rates rising from 20 % in 2002 to 40 % in 2010 and 53.9 % in 2022. The system enabled comprehensive student data collection, analysis, and visualization, helping HEIs to prevent dropouts and re-engage students who had dropped out. Using a differences-in-differences approach based on Callaway and Sant’Anna (2021), this study finds that SPADIES lowered dropout probabilities by 0.7 percentage points while increasing the likelihood of on-time graduation by 0.6 percentage points and overall graduation by 0.4 percentage points. Although these figures may appear modest, a 0.7 percentage point reduction equates to approximately 14,000 students, almost doubling the average HEIs in Colombia. From 2005–2017, SPADIES cost USD 4.9 million (valued at 2025 prices), translating to a cost per student who avoided dropout of USD 350 or about USD 410 per graduated student. These results demonstrate the cost-effectiveness and transformative potential of data-driven approaches like SPADIES for human capital development. SPADIES also contributed to increased future incomes by enabling degree completion, alleviating pressures on HEIs, and improving enrollment efficiency, offering important lessons for emerging economies facing similar retention challenges.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"116 ","pages":"Article 103299"},"PeriodicalIF":2.8,"publicationDate":"2025-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144072422","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Unlocking potentials: The impact of human capital investment in youth informal employment in emerging markets and developing economies","authors":"Papri Das","doi":"10.1016/j.ijedudev.2025.103302","DOIUrl":"10.1016/j.ijedudev.2025.103302","url":null,"abstract":"<div><div>Human capital development has emerged as a crucial factor for economic prosperity, significantly improving the skills of human resources and ensuring more formal employment opportunities in the economy. Using data from the World Bank and the International Labour Organization (ILO) for nineteen years (2006‐2023), the paper investigates the impact of human capital investment on informal employment, specifically the youth informal employment rate for 55 emerging markets and developing countries. The study aims to explore the relationship between these factors and their influence on the labor market dynamics, employing the dynamic panel data estimation method (Generalized Method of Moments) to control the dynamic effect of the youth informal employment rate. The findings reveal that the increase in enrolment ratio in tertiary education five years ago negatively impacts the current youth's informal employment, suggesting that higher education contributes to a decline in informal employment among the young. The result also indicates that increased educational expenditure invested eight years ago has effectively reduced the current youth informal employment rate. These insights emphasize the importance of sustained investment in education to cultivate a skilled and knowledgeable workforce. By fostering educational advancements, emerging and developing countries can improve their economic prospects and reduce the prevalence of informal employment among the youth, leading to more stable employment opportunities and a prosperous economic environment.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"116 ","pages":"Article 103302"},"PeriodicalIF":2.8,"publicationDate":"2025-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144072427","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The power of education: The intergenerational impact of children’s education on the poverty of Chinese older adults","authors":"Shuang Yu ,&nbsp;Qiuyan Guo ,&nbsp;Yinhe Liang","doi":"10.1016/j.ijedudev.2025.103297","DOIUrl":"10.1016/j.ijedudev.2025.103297","url":null,"abstract":"<div><div>This paper estimates the causal impact of adult children’s education on parental multidimensional poverty to evaluate the intergenerational poverty reduction effect. We exploit exogenous variation in the temporal and geographical impacts of the 1986 Compulsory Schooling Laws in China to construct an instrumental variable. We find that increases in children’s education significantly reduce the incidence of parental multidimensional poverty. The effects are stronger for fathers and parents who live in rural areas and have children with high income. Further evidence discusses the potential channels, such as intergenerational support, financial behaviors, and social networks.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"116 ","pages":"Article 103297"},"PeriodicalIF":2.8,"publicationDate":"2025-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143942227","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Do part-time administrative positions of teachers affect student achievements? Evidence from a randomly assigned classes quasi-experiment","authors":"Chen Feng ,&nbsp;Yue-Guang Gao ,&nbsp;An-Zhuo Liu ,&nbsp;Yao Zhang","doi":"10.1016/j.ijedudev.2025.103298","DOIUrl":"10.1016/j.ijedudev.2025.103298","url":null,"abstract":"<div><div>Teachers are often responsible for both teaching and administration in primary and secondary schools, but the effects on student achievements have not received enough attention. This paper examines how teachers’ responsibilities for administrative tasks affect student achievements based on a randomly assigned classes quasi-experiment. The results find that part-time administrative positions lower student achievements by about 0.83 standard deviations, and these effects are more pronounced for higher level administrative positions. Moreover, we find that these effects may be seen mainly in the mathematical subjects, and male and local students are more sensitive to them. The main reason is that part-time administrative positions reduce teachers’ regular teaching activities and time to communicate with students. This paper not only contributes to the literature on teacher characteristics and student performance, but also provides insights into relevant teacher administration policies.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"116 ","pages":"Article 103298"},"PeriodicalIF":2.8,"publicationDate":"2025-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143936749","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Investing in education: The impact of scholarships on school attendance in India","authors":"Tanmay Devi ,&nbsp;Reshmi Sengupta ,&nbsp;Debasis Rooj ,&nbsp;Manvika Gopathi","doi":"10.1016/j.ijedudev.2025.103309","DOIUrl":"10.1016/j.ijedudev.2025.103309","url":null,"abstract":"<div><div>In this study, we examine the impact of school-level scholarship provision on student absenteeism in India, focusing on children aged 6–16 currently enrolled in public schools. Using nationally representative data from the Indian Human Development Surveys (IHDS) rounds I (2004–05) and II (2011–12), we employ a quasi-experimental approach to assess the effect of scholarships on school absenteeism. Our findings reveal that full scholarship provisions in public schools lead to a nearly 35 % reduction in absenteeism. Heterogeneity analysis further shows that scholarships are particularly effective in reducing absenteeism among girls, students from minority communities, and those from low-income families. We also find that scholarships decrease the time spent on private tuition, suggesting that financial support may improve overall educational outcomes by reducing dependence on external tutoring. These findings highlight the potential of scholarships to alleviate financial burdens and encourage regular school attendance. Policymakers should consider implementing similar financial incentives, particularly targeting students from disadvantaged backgrounds with high absenteeism rates, to improve school attendance and educational completion.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"116 ","pages":"Article 103309"},"PeriodicalIF":2.8,"publicationDate":"2025-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143936748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Nueva Escuela Mexicana reform in Mexico: Promises and tensions in revaluing the people’s Mexico","authors":"Nozomi Sakata ,&nbsp;Nicholas Bremner ,&nbsp;Lilia Sulema Bórquez-Morales","doi":"10.1016/j.ijedudev.2025.103295","DOIUrl":"10.1016/j.ijedudev.2025.103295","url":null,"abstract":"<div><div>The <em>Nueva Escuela Mexicana</em> (NEM)—an education reform implemented in Mexico since 2023—represents a departure from previous neoliberal education reforms, emphasizing inclusion and diversity cultivated through active and project-based learning. As one of the first large-scale qualitative studies on the NEM, this study aimed to situate the reform within the experiences and challenges faced by educational stakeholders in Mexico, and to consider whether and how the reform may or will have contributed to addressing them. We carried out a total of 79 semi-structured individual and group interviews with various educational stakeholders in the three states of Nuevo León, Hidalgo, and Chiapas. The NEM was seemingly accepted by many participants because it helped “rescue” Mexican traditions and cultures, by contextualizing teaching and learning in their localities, and through the increased autonomy granted to teachers. However, several participants expressed their confusion about the potentially excessive flexibility in the NEM’s curriculum and pedagogy. The NEM also seemed to accompany a risk of “reverse discrimination,” as some people may not always have related so closely to the emphasis on Indigenous Languages and cultures. The article concludes with policy recommendations for the NEM, as well as for reforms implemented in similar contexts.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"116 ","pages":"Article 103295"},"PeriodicalIF":2.8,"publicationDate":"2025-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143922352","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}