International Journal of Educational Development最新文献

{"title":"The teachers who leave: Teacher attrition in Burkina Faso","authors":"Biniam Bedasso ,&nbsp;Amina Mendez Acosta","doi":"10.1016/j.ijedudev.2025.103228","DOIUrl":"10.1016/j.ijedudev.2025.103228","url":null,"abstract":"<div><div>High teacher attrition affects education systems through direct costs in replacing teachers who left the service, and indirect costs in classroom disruption and loss in experience. Efforts to address teacher shortage must be informed by which teachers leave and why. Using administrative data from Burkina Faso, we aimed to analyze the demographic and geographic correlates of teacher turnover. We find that early career teachers, female teachers, and teachers with tertiary education, are more likely to attrite. Teachers who hold higher positions—such as school principals—have better retention rates. In terms of school-level attrition, rural and remote schools tend to lose teachers to other schools whereas schools in urban or more developed regions are more likely to lose teachers to options outside of the teacher workforce. Finally, we discuss policy options in improving teacher retention given these findings.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"113 ","pages":"Article 103228"},"PeriodicalIF":2.8,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143402739","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Purpose of education in former British African colonies: From contestation to bureaucratization","authors":"Deborah Spindelman ,&nbsp;Luis Crouch","doi":"10.1016/j.ijedudev.2025.103226","DOIUrl":"10.1016/j.ijedudev.2025.103226","url":null,"abstract":"<div><div>This paper examines how colonial policies, and the contestation of such policies, shaped African education provisions, specifically in British colonies. As a case in point, it examines policy borrowing via a process that might be called “policy imposition,” albeit with considerable contestation. The paper examines the complex evolution of African education policies during the late 19th century and the first half of the 20th century, highlighting indigenous Africans’ early demands for inclusive, context-specific education during the colonial era. Much of the contestation was around differences in understandings of the purpose of education: The vision of colonial officials and colonial policy, on the one hand, contrasts with the vision of indigenous Africans, on the other. The paper then traces how stated purposes of education underwent a transformation in the years following independence. This was a transformation from a vision of education as a driver of national unity (or part of a nation project) to a default vision where education is a narrowly instrumental tool for development. To a significant degree, this transformation occurred under the influence of international agencies. This involved a process that was less imposed than colonial policies but also not quite a creative contestation of metropolitan ideas. This occurred in a manner that often diverged from visionary statements by independence leaders. Indeed, these leaders’ visions were mostly centered around nation-building. This contrasts with the technocratic or instrumental purposes international agencies tended to assume and (to a significant degree) impose. The pursuit of international funds for education thus resulted in independent African countries suffering a significant loss of internal purpose as they came under the influence of international priorities and preferred methods for attaining them, which were largely focused on individualistic rather than collective goals, and on centralist, blue-print types of technocratic planning mechanisms. The paper critiques these approaches and instead advocates for an adaptive, iterative system design. This involves emphasizing the importance of a shared, deeply felt purpose when fostering genuine educational progress.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"113 ","pages":"Article 103226"},"PeriodicalIF":2.8,"publicationDate":"2025-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143386977","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":"Analyzing the impact of COVID-19 on gender gaps in mathematics: The role of socioeconomic status in Chile","authors":"Francisco Meneses,&nbsp;Lorena Ortega,&nbsp;Danilo Kuzmanic,&nbsp;Juan Pablo Valenzuela","doi":"10.1016/j.ijedudev.2025.103221","DOIUrl":"10.1016/j.ijedudev.2025.103221","url":null,"abstract":"<div><div>In many countries, the COVID-19 pandemic widened pre-existing gaps in educational outcomes. This study estimates the differential effect of the pandemic on girls' and boys' mathematics achievement progress from Grades 6–10 in Chile, where extended school closures took place. To this end, we analyzed data from a national standardized test (<em>N</em> = 415,046 students) using multilevel models. The gender gap in mathematics achievement gains increased significantly to the detriment of girls during the pandemic. The widening of the gap was larger in high-SES schools. These findings underscore the gendered nuances of socioeconomic advantage within the Chilean school system.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"113 ","pages":"Article 103221"},"PeriodicalIF":2.8,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143378323","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":"Exploring the influence of sports betting on academic performance among students in higher learning institutions in Tanzania","authors":"Felician Andrew Kitole ,&nbsp;Jimmy Ezekiel Kihwele ,&nbsp;Perpetua J. Kalimasi ,&nbsp;Temitope O. Ojo ,&nbsp;Khalid M. Elhindi ,&nbsp;Hazem S. Kassem","doi":"10.1016/j.ijedudev.2025.103227","DOIUrl":"10.1016/j.ijedudev.2025.103227","url":null,"abstract":"<div><div>Despite gambling contributing significantly to the economies of many countries, especially in developing nations, its impact on students' academic performance and productivity is profound. This study examines the determinants and effects of sports betting on academic performance among higher learning students in Tanzania, focusing on Mzumbe University, Saint Augustine University, and the University of Dodoma. Using logistic regression, instrumental variable models, structural equation modeling (SEM), and the Relative Importance Index (RII), the study identifies key factors influencing betting engagement, including year of study, parental occupation, university residency, attitudes, subjective norms, perceived behaviors, and proximity to gambling outlets. SEM results reveal that students’ behaviors significantly affect betting decisions, which in turn negatively impact academic performance. RII analysis highlights subjective norms as the strongest motivator for betting, followed by mimetic pressure and normative pressure, while financial motivations and attitudes play a comparatively smaller role. The study concludes that sports betting negatively affects students’ academic performance and recommends targeted interventions. These include implementing financial literacy programs to teach effective budgeting and saving strategies, creating campus-based part-time work opportunities and internships, expanding student loan schemes, and enhancing family-level support programs. Such efforts are essential to equip students with healthier financial management options and reduce the negative impact of gambling on academic success.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"113 ","pages":"Article 103227"},"PeriodicalIF":2.8,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143147224","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":"Elected versus appointed rectors in top Turkish research universities: Profiles and performance impacts","authors":"Nihan Demirkasımoğlu ,&nbsp;Pelin Taşkın","doi":"10.1016/j.ijedudev.2025.103223","DOIUrl":"10.1016/j.ijedudev.2025.103223","url":null,"abstract":"<div><div>This research examines the academic performance and university rankings under elected and appointed rectors in Turkish research universities, aiming to offer valuable insights into governance dynamics and their effects impact on institutional outcomes. We compare the publication and citation metrics, as well as university rankings, during the tenures of elected and appointed rectors across 19 public universities and their 38 rectors in Türkiye using document analysis and descriptive approach. The findings highlights that while appointed rectors show more diversity, including significant representation from the social sciences and humanities, elected rectors are notably from the medical area, with engineering coming in second. Despite differences in academic backgrounds and disciplinary specializations, the comparison reveals no significant divergence in publication and citation performances between elected and appointed rectors. However, the trajectory of university rankings shows a stark contrast, during times when rectors are appointed. A drop in rankings, which is especially noticeable during contentious appointments, emphasizes how crucial legitimacy and stakeholder trust are in determining institutional performance. This study advances our understanding of governance dynamics and how they affect research universities' institutional reputation.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"113 ","pages":"Article 103223"},"PeriodicalIF":2.8,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143147190","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":"Community and parental participation in Ugandan public primary education: A mixed-method analysis","authors":"Takumi Kobayashi ,&nbsp;Keiichi Ogawa","doi":"10.1016/j.ijedudev.2025.103225","DOIUrl":"10.1016/j.ijedudev.2025.103225","url":null,"abstract":"<div><div>Previous studies suggest that community and parental participation can positively contribute to the quality of primary education; however, controversial debates and a lack of comprehensive analysis persist. This study applies a mixed-method approach and reveals that active participation can improve educational quality. However, community and parental participation does not always positively correlate with quality education, especially when conflicts arise within communities with higher levels of participation. Furthermore, higher educational quality often results from effective school management by School Management Committees and Parent-Teacher Associations, which fosters trust among parents and, in turn, encourages them to actively participate in their children’s education.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"113 ","pages":"Article 103225"},"PeriodicalIF":2.8,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143147223","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“Teachers are not Imams”: The impact of social media on the status of teachers in Kazakhstan","authors":"Yerbol Sarmurzin ,&nbsp;Zhanat Baktybayev ,&nbsp;Kundyz Kenzhebayeva ,&nbsp;Aray Amanova ,&nbsp;Ardak Tulepbergenova","doi":"10.1016/j.ijedudev.2025.103220","DOIUrl":"10.1016/j.ijedudev.2025.103220","url":null,"abstract":"<div><div>This research explores the potential impact of social media on the professional status of teachers in Kazakhstan, examining its role in facilitating professional development and its potential to trigger reputational risks. Social media is experiencing growth in Kazakhstan, which presents challenges for teachers. This study investigates how social media influences the professional identity and perceived status of teachers in society. A combination of quantitative survey data and qualitative interviews with teachers and school leaders was conducted. It has been demonstrated that although social media may enhance a teacher's reputation by facilitating the sharing of educational material and professional achievements, it also brings potential concerns, such as cyberbullying, privacy violations, and challenges in preserving personal and professional boundaries. These results emphasize the need for explicit guidelines on the ethical use of social media in educational settings and instructional approaches.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"113 ","pages":"Article 103220"},"PeriodicalIF":2.8,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143147189","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":"Research and entrepreneurial efficiency of selected Turkish universities","authors":"Önder Belgin","doi":"10.1016/j.ijedudev.2025.103224","DOIUrl":"10.1016/j.ijedudev.2025.103224","url":null,"abstract":"<div><div>Evaluating the efficiency of the scientific research system which consists of two sub-systems as scientific research and the transformation of research activities is crucial. This study aims to examine the research and entrepreneurial efficiency of 50 Turkish universities for the year 2022 using data of Council of Higher Education (CHE) and Entrepreneurial and Innovative University Index. For this purpose, Network Data Envelopment Analysis (NDEA) was used to analyze the research efficiency and the entrepreneurial efficiency of the universities and then these universities are clustered by hierarchical cluster analysis. Findings reveal that Eskişehir Technical University is the best in overall efficiency and research efficiency and Hasan Kalyoncu University is the best in entrepreneurial efficiency. After that the universities were clustered according to their research efficiency and entrepreneurial efficiency values as <em>Good Performers, Researchers, Entrepreneurs</em> and <em>Strivers.</em> To the best of our knowledge this is the first study using considering the research efficiency and entrepreneurial efficiency of Turkish universities using network DEA and cluster analysis.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"113 ","pages":"Article 103224"},"PeriodicalIF":2.8,"publicationDate":"2025-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143147196","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":"Rural education imaginaries in digital education policy: an analysis of CONPES 3988 in Colombia","authors":"Nicolas Ruiz,&nbsp;Michael Gallagher","doi":"10.1016/j.ijedudev.2025.103222","DOIUrl":"10.1016/j.ijedudev.2025.103222","url":null,"abstract":"<div><div>This paper explores the digital imaginaries presented in the educational governance and policy landscape of Colombia through the lens of rurality. It interrogates one policy instrument, namely CONPES 3988, which establishes the importance of digital technologies in national-level educational policies and subsequent strategies. CONPES 3988 draws a strong focus on educational ‘innovation’, which is explicitly conceptualised through digital technology, understood as the transformation of traditional educational practices through educational technologies to improve educational quality. CONPES 3988 establishes the actions needed to realise a process of educational innovation through educational technologies and has four pillars: to increase access to digital technologies for the creation of innovative learning spaces, to improve Internet connectivity of official educational institutions, to promote the appropriation of digital technologies in the educational community, and to strengthen the monitoring and evaluation of the use, access and impact of digital technologies in education. CONPES 3988 draws a strong focus on educational ‘innovation’, which is explicitly conceptualised through digital technology, understood as the transformation of traditional educational practices through educational technologies to improve educational quality. CONPES 3988 captures and surfaces digital imaginaries that speak to rural education, particularly in how it is framed and performed and how digital technology use is explicitly tied to market discourses of quality, sustainability, transformation, and breaks from tradition. Rural education in Colombia, and indeed rurality itself and its attendant plurality, are potentially disadvantaged in this framing as they become transactional actors in a larger educational system framed increasingly in digital technologies emerging from the urban centres of the Colombian government. Such an analysis provides insights that extend well beyond Colombia, particularly in noting how rurality and rural education are reframed when there is policy and governance emphasis on digital technology use in education.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"113 ","pages":"Article 103222"},"PeriodicalIF":2.8,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143147199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Efficacious learning strategies and experiences for education recovery after disruption","authors":"Alison Willis ,&nbsp;Aruna Devi ,&nbsp;Haley Whitfield","doi":"10.1016/j.ijedudev.2024.103198","DOIUrl":"10.1016/j.ijedudev.2024.103198","url":null,"abstract":"<div><div>Although much is known about the effects of stress and trauma on learning, there is an urgent need to better understand the phenomenon of education recovery after disruption so that educators and community workers are equipped with efficacious learning strategies and educational experiences for recovery. This project investigated the experiences of people who have suffered learning opportunity loss. Using a phenomenological theoretical perspective, in-depth interviews and a pilot survey were used to identify efficacious strategies and experiences for recovery. The University of the Sunshine Coast partnered with the Salvation Army in South Africa to conduct research with their education officers and social welfare units to identify practical strategies for responding to stress- and trauma-affected people. The most effective strategies for education recovery were internet searches and knowing the learning goals. Experiences that aided recovery included: prayer, meditation, relaxation exercises; storytelling; peer learning; and mentoring. These findings are useful for identifying antecedent structures and essential practices in education recovery and provide governments and systems administrators with research evidence for policy and processes around education recovery efforts. These findings also give educators and not-for-profit community workers practical strategies for responding to education needs in disruption-affected contexts. Rather than merely becoming informed about the effects of disruption, stress and trauma on learning, these findings equip educators with responses.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"113 ","pages":"Article 103198"},"PeriodicalIF":2.8,"publicationDate":"2025-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143148118","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}