International Journal of Educational Development最新文献

Distributed leadership’s impact on instructional practices: Mediators of self-efficacy and school innovativeness, moderated by autonomy 分布式领导对教学实践的影响：自我效能感和学校创新的中介，由自主性调节

IF 2.3 3区教育学

International Journal of Educational Development Pub Date : 2026-05-01 Epub Date: 2026-05-09 DOI: 10.1016/j.ijedudev.2026.103590

Chuan‑Chung Hsieh , Anh Hoang Khau

{"title":"Distributed leadership’s impact on instructional practices: Mediators of self-efficacy and school innovativeness, moderated by autonomy","authors":"Chuan‑Chung Hsieh , Anh Hoang Khau","doi":"10.1016/j.ijedudev.2026.103590","DOIUrl":"10.1016/j.ijedudev.2026.103590","url":null,"abstract":"<div><div>This study examined the influence of distributed leadership on teachers’ instructional practices in Vietnam, with teacher self-efficacy and school innovativeness as mediators, and teacher autonomy as a moderator. Using secondary data from the Teaching and Learning International Survey (TALIS) 2018, responses from 3825 lower secondary teachers were analysed through partial least squares structural equation modelling (PLS-SEM). The findings indicate that distributed leadership positively impacts teachers’ instructional practices and indirectly impacts it through teacher self-efficacy. However, school innovativeness does not mediate the relationship between distributed leadership and teachers’ instructional practices. Notably, for distributed leadership to impact instructional practices through school innovativeness, the process follows a chain from distributed leadership to school innovativeness, then to teacher self-efficacy, and finally to instructional practices. Besides, teacher autonomy moderates the relationship between distributed leadership and teachers’ instructional practices. These results offer insights into the interactions between leadership, teacher beliefs, school climate, and autonomy within the Confucian–socialist school context.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"123 ","pages":"Article 103590"},"PeriodicalIF":2.3,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147850461","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}

引用次数: 0

Attendance trajectories as early predictors of school dropout: Evidence from a National Cohort in Chile 出勤轨迹作为辍学的早期预测因素：来自智利国家队列的证据

IF 2.3 3区教育学

International Journal of Educational Development Pub Date : 2026-05-01 Epub Date: 2026-05-04 DOI: 10.1016/j.ijedudev.2026.103585

Carolina Gazmuri Barker, Nadia Siddiqui

{"title":"Attendance trajectories as early predictors of school dropout: Evidence from a National Cohort in Chile","authors":"Carolina Gazmuri Barker, Nadia Siddiqui","doi":"10.1016/j.ijedudev.2026.103585","DOIUrl":"10.1016/j.ijedudev.2026.103585","url":null,"abstract":"<div><div>School dropout is associated with long-term economic, social, and health consequences. Evidence also suggests that preventive interventions and early identification strategies are more effective than post-dropout reintegration efforts. This study examines predictors of dropout at the transition to high school in Chile using longitudinal administrative records for a full national cohort (N = 248,169) followed from 2020 to 2024. We estimate a series of logistic regression models with school-clustered robust standard errors, sequentially adding attendance and academic achievement trajectories. Results show that attendance—especially in the years immediately preceding the transition—is the most powerful predictor of dropout, exceeding the explanatory contribution of achievement. Misalignment between age and grade and socioeconomic disadvantage are also strongly associated with dropout. Importantly, students in public schools who are not formally classified as socioeconomically vulnerable exhibit the highest predicted dropout probabilities, suggesting potential gaps in targeting and identification mechanisms. Findings support strengthening the early identification process, improving vulnerability identification, and intervening before disengagement becomes entrenched.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"123 ","pages":"Article 103585"},"PeriodicalIF":2.3,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147850462","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}

引用次数: 0

Is non-formal accelerated education a long-term solution? Evidence from a randomized trial with displaced adolescents in Northeast Nigeria 非正规速成教育是长久之计吗？来自尼日利亚东北部流离失所青少年随机试验的证据

IF 2.3 3区教育学

International Journal of Educational Development Pub Date : 2026-05-01 Epub Date: 2026-04-28 DOI: 10.1016/j.ijedudev.2026.103584

Wael Moussa , Rafael Contreras-Gomez , Pauline McMurry , Hawa Biu , Mohammed Waziri Bularafa , Meriam Sassi , Carina Omoeva

引用次数: 0

Mobile phone use, rural inequality, and children’s learning in China: Longitudinal evidence 手机使用、农村不平等与中国儿童学习：纵向证据

IF 2.3 3区教育学

International Journal of Educational Development Pub Date : 2026-05-01 Epub Date: 2026-05-07 DOI: 10.1016/j.ijedudev.2026.103583

Yanan Li , Wenrui Huang , Yaowu Wu , Yingquan Song

{"title":"Mobile phone use, rural inequality, and children’s learning in China: Longitudinal evidence","authors":"Yanan Li , Wenrui Huang , Yaowu Wu , Yingquan Song","doi":"10.1016/j.ijedudev.2026.103583","DOIUrl":"10.1016/j.ijedudev.2026.103583","url":null,"abstract":"<div><div>In migrant-sending rural China, mobile phones sit at the center of a development dilemma. They can sustain family ties and widen access to information, yet they may also erode the daily routines through which foundational skills are built. Using four waves of panel data from rural boarding schools in two provinces (2015–2017, 2020), this study examines whether children’s phone use is linked to learning outcomes and how that link operates in low-resource contexts where adult supervision and alternative learning inputs are limited. Two-way fixed-effects estimates show that within-student adoption of mobile phone use is followed by lower reading achievement in late primary school and a lower probability of scoring above the median, net of rich time-varying controls. Supplementary analyses of sleep, reading engagement, and attention-related outcomes, estimated within the same fixed-effects framework, suggest patterns consistent with routine-displacement pathways, particularly reduced sleep, weaker reading engagement, and lower sustained attention. Associations are stronger for boys and are concentrated among children living with parents, whereas estimates for left-behind children are smaller and less precise, consistent with phones also serving compensatory relational functions under parental migration. Early and sustained exposure in primary school further predicts lower standardized middle-school exam performance in 2020. The findings highlight feasible school and caregiver strategies that protect sleep and study routines while preserving supportive communication uses in migrant-affected rural communities.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"123 ","pages":"Article 103583"},"PeriodicalIF":2.3,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147850463","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}

引用次数: 0

Regional inequality in Cameroon official exams results: Does neighbourhood factors matter? 喀麦隆官方考试结果的地区不平等：邻里因素重要吗？

IF 2.3 3区教育学

International Journal of Educational Development Pub Date : 2026-05-01 Epub Date: 2026-05-05 DOI: 10.1016/j.ijedudev.2026.103586

Rais Herman Poutong

引用次数: 0

Corrigendum to “Governance matters: The moderating role of government effectiveness in the digitalization–human capital nexus in Sub-Saharan Africa” [Int. J. Educ. Dev. 121 (2026) 103506] “治理问题：政府效率在撒哈拉以南非洲数字化-人力资本关系中的调节作用”的勘误表[Int.]j .建造。开发121 (2026)103506]

IF 2.3 3区教育学

International Journal of Educational Development Pub Date : 2026-04-01 Epub Date: 2026-03-11 DOI: 10.1016/j.ijedudev.2026.103560

S. Hou , R.L. Ibrahim , A. Alomair

引用次数: 0

From foundation funding to academic capitalism: Organizational strategies for interdisciplinary sustainability 从基金会资助到学术资本主义：跨学科可持续性的组织策略

IF 2.3 3区教育学

International Journal of Educational Development Pub Date : 2026-03-01 Epub Date: 2026-02-13 DOI: 10.1016/j.ijedudev.2026.103518

Chan Aristella Lu , Jing Li

{"title":"From foundation funding to academic capitalism: Organizational strategies for interdisciplinary sustainability","authors":"Chan Aristella Lu , Jing Li","doi":"10.1016/j.ijedudev.2026.103518","DOIUrl":"10.1016/j.ijedudev.2026.103518","url":null,"abstract":"<div><div>Following the 2005 closure of the John M. Olin Foundation, law and economics centers at elite universities faced a critical sustainability challenge: how to maintain operations without philanthropic support. Existing academic capitalism literature predicts uniform market adaptation, yet provides limited institutional-level analysis of how organizations actually navigate post-philanthropic funding pressures. This study employs comparative case analysis of three surviving Olin institutions at Harvard, Yale, and Stanford to examine organizational strategies for balancing market engagement with research agendas. Through historical analysis, organizational examination, and text analysis of working papers (2020–2024), we identify three distinct organizational mechanisms: Harvard’s corporate advisory board model creates direct accountability to market actors, producing research on corporate responsibility and ESG challenges; Yale’s traditional academic infrastructure preserves faculty control over research agendas for principles-centered public law analysis; Stanford’s cross-institutional Law-Business School collaboration enables market engagement through legitimized professional education structures. These divergent pathways challenge deterministic interpretations of academic capitalism, demonstrating that elite institutions can strategically position themselves along a spectrum from market orientation to academic independence. The findings contribute institutional-level evidence to academic capitalism theory and reveal how philanthropic capital creates lasting organizational infrastructures that shape research priorities decades beyond direct funding. (194 words)</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"121 ","pages":"Article 103518"},"PeriodicalIF":2.3,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146173662","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}

引用次数: 0

Enhancing graduate employability through extended internships in vocational higher education: Evidence from Türkiye 通过延长高等职业教育实习时间提高毕业生就业能力：来自<s:1> rkiye的证据

IF 2.3 3区教育学

International Journal of Educational Development Pub Date : 2026-03-01 Epub Date: 2026-02-03 DOI: 10.1016/j.ijedudev.2026.103515

Atalay Çağlar , Elif Alp , Emel Çetinkaya , Oğuz Karadeniz

{"title":"Enhancing graduate employability through extended internships in vocational higher education: Evidence from Türkiye","authors":"Atalay Çağlar , Elif Alp , Emel Çetinkaya , Oğuz Karadeniz","doi":"10.1016/j.ijedudev.2026.103515","DOIUrl":"10.1016/j.ijedudev.2026.103515","url":null,"abstract":"<div><div>Developing countries face significant challenges in bridging the education-employment gap, with youth unemployment remaining a persistent development concern. Traditional short-term internships in higher education often prove insufficient for meaningful skill development and sustainable employment outcomes. Using a quasi-experimental longitudinal design, this study examined the long-term effects of internship duration on graduate employment outcomes in Türkiye, an upper-middle-income developing country. We compared 354 higher education graduates over five years post-graduation from two structurally similar universities: one implementing an extended internship model (3 +1 program with 16 weeks workplace experience) and another maintaining traditional short-term formats (30 working days). A psychometrically validated 11-item scale assessed vocational skill acquisition through internship experiences. Graduates with extended internship experience demonstrated significantly higher skill acquisition scores (Mean Rank = 266.60 vs. 103.18) and employment rates (75.2 % vs. 56.3 %) five years post-graduation. Logistic regression analysis revealed that participation in the extended program increased employment probability by 1.078 times, with each additional internship day contributing 0.196 points to skill development. The sustained employment advantages observed five years later indicate lasting human capital development effects. These findings provide empirical evidence for developing countries implementing educational reforms to enhance graduate employability and contribute to economic development goals. The threshold effect observed suggests that minimum duration requirements are essential for effective work-based learning programs. Results offer valuable insights for other upper-middle-income countries pursuing similar human capital development strategies through educational innovation.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"121 ","pages":"Article 103515"},"PeriodicalIF":2.3,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146173667","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}

引用次数: 0

Evaluating higher education service quality in an emerging education hub: Evidence from international students in Hainan 新兴教育中心高等教育服务质量评价：来自海南留学生的证据

IF 2.3 3区教育学

International Journal of Educational Development Pub Date : 2026-03-01 Epub Date: 2026-01-18 DOI: 10.1016/j.ijedudev.2026.103497

Junfeng Diao , Rong Huang , Xiaoqi Tang , Xinyan Ma , Shimin You , Meirong Chen , Weiyuan Gao , Xu Ding

{"title":"Evaluating higher education service quality in an emerging education hub: Evidence from international students in Hainan","authors":"Junfeng Diao , Rong Huang , Xiaoqi Tang , Xinyan Ma , Shimin You , Meirong Chen , Weiyuan Gao , Xu Ding","doi":"10.1016/j.ijedudev.2026.103497","DOIUrl":"10.1016/j.ijedudev.2026.103497","url":null,"abstract":"<div><div>Amidst the restructuring of global student mobility, China has emerged as a dual player—simultaneously the world’s largest source of outbound students and an increasingly prominent destination for inbound learners. Leveraging its strategic location within the Belt and Road Initiative and the preferential policies of the Free Trade Port, Hainan is accelerating its transformation into a regional education hub. However, scholarship regarding the service quality experienced by its growing international student cohort remains limited. Drawing on the five-dimensional SERVQUAL framework (tangibles, reliability, responsiveness, assurance, empathy) and operationalized via the SERVPERF scale, this study surveyed 115 international students in Hainan following expert validation and pilot testing. The results reveal a complex landscape: (1) while all five dimensions were rated as \"acceptable,\" reliability scored highest, whereas empathy and responsiveness emerged as critical weaknesses; (2) empathy proved to be the strongest predictor of overall satisfaction; and (3) funding source significantly influenced perceived quality, with institutional scholarships associated with higher satisfaction than national, provincial, or self-funded options. No significant effects were found for gender, level of study, length of stay, or region of origin. Notably, the sample is predominantly composed of Asian undergraduates (approximately 80 %) and government scholarship recipients, signaling structural imbalances and limited cultural diversity. Based on these findings, the paper proposes a multidimensional roadmap to elevate Hainan’s service ecosystem from \"acceptable\" to \"excellent,\" advocating for structured intercultural training, multilingual e-service platforms, and the integration of scholarship services with pilot part-time work visas.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"121 ","pages":"Article 103497"},"PeriodicalIF":2.3,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146023789","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}

引用次数: 0

Is industry-university-research cooperation really a panacea for enhancing innovation quality? Evidence from Chinese firms 产学研合作真的是提高创新质量的灵丹妙药吗？来自中国公司的证据

IF 2.3 3区教育学

International Journal of Educational Development Pub Date : 2026-03-01 Epub Date: 2026-01-30 DOI: 10.1016/j.ijedudev.2026.103514

Laiqun Jin , Ruonan Geng , Yan Tong , Shancheng Hu

{"title":"Is industry-university-research cooperation really a panacea for enhancing innovation quality? Evidence from Chinese firms","authors":"Laiqun Jin , Ruonan Geng , Yan Tong , Shancheng Hu","doi":"10.1016/j.ijedudev.2026.103514","DOIUrl":"10.1016/j.ijedudev.2026.103514","url":null,"abstract":"<div><div>Industry-university-research (IUR) cooperation is often regarded as key to enhancing innovation quality. However, the empirical analysis based on the granted invention patents of Chinese listed companies reveals that, general cooperation, whether IUR or among firms, also significantly boosts innovation quality. Notably, IUR cooperation does not exhibit a distinct additional effect on improving innovation quality compared to general cooperation in China. Further analysis of the potential “additional benefits” of IUR cooperation suggests that, although such collaboration does not confer extra reputational advantages for firms, it is associated with greater access to innovation subsidies compared to general cooperation. Further analysis shows that, the patents from IUR cooperation are more frequently cited by universities or research institutions. Also, while IUR cooperation does not significantly boost the firms’ productivity in the short term, it does have a substantial impact in the long run. Patents from IUR cooperation tend to be more foundational.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"121 ","pages":"Article 103514"},"PeriodicalIF":2.3,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146078882","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}

引用次数: 0