International Journal of Educational Development最新文献

{"title":"The role of pre-primary school attendance in school readiness in Bangladesh: Exploring the interaction effects with socioeconomic status and home learning environment","authors":"Kohei Uno,&nbsp;Keiichi Ogawa","doi":"10.1016/j.ijedudev.2025.103412","DOIUrl":"10.1016/j.ijedudev.2025.103412","url":null,"abstract":"<div><div>This study investigates the moderating effect of family socioeconomic status and the home learning environment on the relationship between preschool attendance and school readiness in Bangladesh. Using nationally representative data from the Multiple Indicator Cluster Survey (2013 and 2019), we conducted logit regression and interaction analyses with using the newly developed Stata command (‘<em>ginteff</em>’). This command enables a rigorous examination of interaction effects in models with nonlinear dependent variables, which has traditionally been a challenging task. The findings indicate that preschool attendance is positively and significantly associated with two domains of school readiness, namely literacy-numeracy and approaches to learning, while no significant association is found with social-emotional and physical development. Although preschool attendance enhances overall school readiness and literacy-numeracy regardless of household wealth and the home learning environment, its effects are disproportionately larger for children from wealthier families. This supports the cumulative advantage theory, which suggests that certain groups derive greater benefits from educational interventions, potentially exacerbating existing inequalities. In contrast, the home learning environment did not significantly moderate the effects of preschool attendance. These findings underscore the need for policies that enhance access to and quality of pre-primary education for disadvantaged children in Bangladesh, ensuring that early education interventions help reduce rather than reinforce socioeconomic disparities.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"118 ","pages":"Article 103412"},"PeriodicalIF":2.3,"publicationDate":"2025-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145158225","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":"Green skills at Industrial Training Institutes in India: An exploratory study of VET teachers’ subjective theories","authors":"Annabell Albertz,&nbsp;Matthias Pilz","doi":"10.1016/j.ijedudev.2025.103406","DOIUrl":"10.1016/j.ijedudev.2025.103406","url":null,"abstract":"<div><div>This study addresses the subjective theories of vocational education and training (VET) teachers on green skills, as their understanding and attitude towards phenomena can influence teaching, students and institutions on a large scale. Specifically, the study focuses on Indian teachers at Industrial Training Institutes (ITIs), as these institutions are the main providers of formal vocational training in India. Despite the increasing demand in India for a workforce equipped with green skills, research on this subject, particularly from the perspective of VET teachers, remains limited. To address this gap, semi-structured interviews were conducted with 54 teachers across 19 ITIs in New Delhi and Bangalore. The findings reveal a diverse spectrum of teachers’ subjective theories on green skills, ranging from a lack of understanding, through a simple and pragmatic approach with environmentally friendly activities, to a technical approach, and finally to a broader view involving green moral values. Teachers’ attitudes towards green skills in vocational training are more favourable when they perceive a direct link between green skills and technical skills in their trade. The study is of both scientific and practical relevance, as investigating teachers’ subjective theories is crucial for further development in teacher training, continuing education and VET curricula in India and beyond.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"118 ","pages":"Article 103406"},"PeriodicalIF":2.3,"publicationDate":"2025-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145158227","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":"Examining the effects of a low-cost literacy intervention and psychosocial moderators on reading proficiency and academic performance among Zambian children","authors":"Sherinah Saasa ,&nbsp;Kaitlin P. Ward ,&nbsp;Cleopas G. Sambo ,&nbsp;Angela Madeux ,&nbsp;Maya Jackson","doi":"10.1016/j.ijedudev.2025.103414","DOIUrl":"10.1016/j.ijedudev.2025.103414","url":null,"abstract":"<div><div>Evidence suggests that fewer students in sub-Saharan Africa attain minimum math and reading proficiency. This study explores the effectiveness of an after-school teacher-assisted reading intervention on improving children’s reading proficiency (comprehension and reading fluency) and math and English scores in low-resource settings. We also examine whether hope, self-efficacy and gender moderate intervention effects. Participants were 78 fifth graders (55 % female) from poor neighborhoods in Lusaka, Zambia. Four schools were randomly assigned to a 12-session reading intervention (n = 43) or waitlist control group (n = 35). Assessments were conducted at pre-, post and 3-month follow-up. Data were analyzed using longitudinal multilevel modeling controlling for child and parent sociodemographics. We found no statistically significant improvement in the outcomes for the treatment group compared to the control group between pre- and post-treatment. However, the treatment group showed improvements in reading comprehension, fluency, and math and English scores between post and 3-month follow-up. The control group showed improvements in all scores between the second pre-test and post-intervention. Social self-efficacy and hope acted as moderators for pre- to post intervention changes in math and English scores, but not for reading proficiency. Results suggest that low-cost reading assistance interventions may facilitate statistically significant improvements by 3-months post-intervention, contributing to multi-disciplinary efforts to enhance educational outcomes for disadvantaged children in Zambia. Further research is needed to understand why hope and self-efficacy shaped academic gains but not reading improvements.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"118 ","pages":"Article 103414"},"PeriodicalIF":2.3,"publicationDate":"2025-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145158226","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":"Factors leading to “Permanent ABD Status”: An exploration in Turkish higher education","authors":"Betül Bulut-Sahin ,&nbsp;Hakan Ergin ,&nbsp;Emine Karaduman-Oskay ,&nbsp;Şahabettin Akşab ,&nbsp;Fatma Nevra Seggie","doi":"10.1016/j.ijedudev.2025.103413","DOIUrl":"10.1016/j.ijedudev.2025.103413","url":null,"abstract":"<div><div>Doctoral education serves as the pinnacle of formal education, equipping academia with scholars and industry with a highly specialized workforce. In light of its rapidly expanding higher education system and economy, Türkiye has prioritized increasing the number of PhD holders in its recent governmental development plans. However, the dropout rate during the dissertation phase of doctoral education has surged to alarming levels, resulting in many individuals attaining permanent ABD (All But Dissertation) status. Due to legal constraints, completing their doctorate at another institution is not an option, thereby imposing significant burdens on individuals, institutions, and the national economy. In this context, this qualitative phenomenological study explores the factors that contribute to permanent ABD status by examining the experiences of fourteen individuals with permanent ABD status, alongside eight advisors and three directors of graduate schools. The findings reveal that challenges within the academic environment, personal value conflicts, and difficulties in self-management have significantly influenced the participants' progression to permanent ABD status. Adopting a comprehensive approach to address these issues is essential, necessitating targeted interventions at the institutional and national levels to alleviate their impact effectively.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"118 ","pages":"Article 103413"},"PeriodicalIF":2.3,"publicationDate":"2025-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145158224","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":"Educational inequality and urban-rural disparities in subjective well-being in China","authors":"Haiyang Lu ,&nbsp;Weiliang Hu ,&nbsp;Rong Zhu ,&nbsp;Keya Zeng","doi":"10.1016/j.ijedudev.2025.103411","DOIUrl":"10.1016/j.ijedudev.2025.103411","url":null,"abstract":"<div><div>This study employs unconditional quantile regression (UQR) and decomposition techniques to explore how education affects urban-rural disparities in subjective well-being (SWB) across the welfare distribution. Using nationally representative data from the 2013–2021 Chinese Social Survey, we find that while education significantly improves SWB for both urban and rural residents, this positive effect shows an overall weakening trend with higher levels of well-being. The UQR decomposition reveals significant urban-rural SWB disparities across the entire distribution. These gaps are primarily driven by observable characteristic differences, among which education, particularly higher education disparities, makes the largest contribution, accounting for at least half of the total gap. Notably, we also find significant differences in the explanatory power of education across different quartiles, with considerably stronger effects for middle and lower quantile groups than for higher ones. Our findings suggest that educational equality provided a possible way to mitigate both urban-rural and within-group welfare disparities. Policy interventions should ensure improved access to education for vulnerable rural populations and also prioritize their access to quality educational resources.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"118 ","pages":"Article 103411"},"PeriodicalIF":2.3,"publicationDate":"2025-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145118685","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 a participatory intervention to improve learning outcomes and reduce school-based discrimination and community stigma in primary rural schools of Afghanistan: A cluster control randomized trial","authors":"Jean-Francois Trani ,&nbsp;Yiqi Zhu ,&nbsp;Saria Bechara ,&nbsp;Parul Bakhshi ,&nbsp;Ian Kaplan ,&nbsp;Ganesh Babulal ,&nbsp;Wenqing Zha ,&nbsp;Hashim Rawab ,&nbsp;Derek Brown ,&nbsp;Ramesh Raghavan","doi":"10.1016/j.ijedudev.2025.103409","DOIUrl":"10.1016/j.ijedudev.2025.103409","url":null,"abstract":"<div><div>Learning is a complex process that requires the acquisition of a range of academic, social, and emotional skills. Multiple barriers to learning exist in Low- and Middle-Income Countries, predominantly for girls. Little is known about how the sustainable development goal of ensuring free quality education for all girls and boys may translate into “relevant and effective learning outcomes”. This study investigates the impact of a multicomponent intervention on social-emotional and academic outcomes in primary school children. The intervention, which incorporated community-based system dynamics and child-centered activities, was implemented through a large-scale, cluster-randomized controlled trial in 83 schools across three provinces of Afghanistan. A total of 2519 children (grades 3 and 5, M_age=10.6, SD=1.7) participated and were interviewed across three rounds. After adjusting for covariates, children in intervention schools had significantly improved life skills (ES=0.17, p &lt; 0.01) and self-efficacy (ES=0.22, p &lt; 0.001) compared to control schools. The intervention also impacted reading literacy at midpoint (ES=0.14, p &lt; 0.01) and post-intervention (ES=0.14, p &lt; 0.01). Girls generally experienced more significant improvements in social-emotional and academic outcomes than boys did in intervention schools compared to controls. Intervention effects increased with dose, with schools delivering more action ideas and project based learning having a greater and lasting effect on life skills (midpoint: ES=0.33, p &lt; 0.001; post-intervention: ES=0.26, p &lt; 0.001), self-efficacy (midpoint: ES=0.42, p &lt; 0.001; post-intervention: ES=0.19, p &lt; 0.01), and reading literacy (midpoint: ES=0.19, p &lt; 0.05). Participants in these schools displayed significantly reduced perceived stigma (midpoint: ES=-0.23, p &lt; 0.01); intervention effects were notably stronger for girls in these schools. These results contribute to ongoing research elaborating ways of empowering local communities to participate in school management processes, as well as training and supporting educators to engage with students to increase their acquisition of social-emotional and academic skills. The international community and national government in Afghanistan and beyond in other developing and crisis contexts could considerably improve education outcomes by actively promoting the engagement of community-level stakeholders in the management of their schools, as well as the active participation of children in the learning process.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"118 ","pages":"Article 103409"},"PeriodicalIF":2.3,"publicationDate":"2025-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145095521","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":"Twelfth-grade academic performance in Puntland, Somalia: A comprehensive examination through stakeholder views","authors":"Abdiqani Y. Farah","doi":"10.1016/j.ijedudev.2025.103410","DOIUrl":"10.1016/j.ijedudev.2025.103410","url":null,"abstract":"<div><div>Every year, the Ministry of Education and Higher Education in Puntland, Somalia, conducts high-stakes testing for thousands of 8th- and 12th -grade students across its jurisdiction. However, over the past five years, a persistent decline in student performance on these assessments has been observed. Specifically, the scores achieved by 12th-grade students in key subjects during the academic year 2023–2024 were as follows: 48 in English, 35 in Math, 36 in Physics, 41 in Biology, and 45 in Chemistry. Employing a mixed-methods approach, this study investigates the factors contributing to the decline in academic performance among 12th-grade students during the 2023–2024 academic year. Several key themes emerged. Regulatory weaknesses in oversight, an underqualified teaching workforce, and the impact of social media on student engagement were identified as significant factors influencing academic outcomes. The findings suggest several implications for local and international education stakeholders, underscoring the need for comprehensive educational reforms focused on enhancing quality and equity.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"118 ","pages":"Article 103410"},"PeriodicalIF":2.3,"publicationDate":"2025-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145095518","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":"Manuscript: Heterogenous returns to education in labor markets: New evidence from Vietnam","authors":"Cuong Viet Nguyen ,&nbsp;Juan Chacaltana ,&nbsp;Xavier Estupinan ,&nbsp;Phu Huynh","doi":"10.1016/j.ijedudev.2025.103407","DOIUrl":"10.1016/j.ijedudev.2025.103407","url":null,"abstract":"<div><div>This study investigates the return to education in Vietnam using nationally representative Labor Force Surveys from 2016, 2019, and 2022. While our findings align with previous studies, showing a significant decrease in the returns to higher education, our analysis contributes new evidence in three respects. First, by using the most recent labor force data, we provide updated estimates of returns to education during a period of rapid educational expansion and labor market transformation. Second, we document sectoral heterogeneity: since 2019, returns to education have been higher in informal than in formal employment, marking a reversal of the traditional pattern and suggesting potential wage compression in the formal sector. Third, we find important gender differences, showing that women continue to experience higher returns to education than men, with the gender gap narrowing over time.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"118 ","pages":"Article 103407"},"PeriodicalIF":2.3,"publicationDate":"2025-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145095519","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":"Post-secondary access: Evidence from Pakistan","authors":"Minahil Asim ,&nbsp;Zarak Sohail ,&nbsp;Anisha Saleem ,&nbsp;Ijaz Bajwa","doi":"10.1016/j.ijedudev.2025.103380","DOIUrl":"10.1016/j.ijedudev.2025.103380","url":null,"abstract":"<div><div>Improving access to post-secondary education in low- and middle-income countries (LMICs) has received less attention in academic and policy circles, compared to primary and secondary education. We know little about the effectiveness of programs, policies, and interventions that aim to improve the transition of students from secondary to post-secondary education. In this paper, we study a 2-year college operated by a national NGO (NGOC) in Pakistan that offers a holistic preparatory and support program for students to apply to and enroll in 4-year universities. Using administrative and survey data from 1450 students in a propensity score weighting design, we compare students who attend the NGOC with similar students who attend a different 2-year college. We find that NGOC students are significantly more likely to apply to and enroll in 4-year universities. We discuss potential contextual factors through which the NGOC could have improved student access to universities. In particular, we have suggestive evidence that access to more information on the application process and financial aid opportunities through counseling and mentoring was one way the NGOC potentially improved the transition of students to post-secondary education. Our results have implications for programming at similar 2-year colleges, and for policy to improve post-secondary educational trajectories of students in LMICs.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"118 ","pages":"Article 103380"},"PeriodicalIF":2.3,"publicationDate":"2025-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145095520","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":"“If I do not bear such a burden today, I will bear it in the future”: The reasons for private tutoring and its perceived academic impact on children in Nigeria","authors":"Bodunrin Ifeoluwa Akinrinmade ,&nbsp;Stephanie Simmons Zuilkowski","doi":"10.1016/j.ijedudev.2025.103403","DOIUrl":"10.1016/j.ijedudev.2025.103403","url":null,"abstract":"<div><div>In Nigeria, parents invest in financially burdensome private tutoring for their children, amid high poverty levels. Utilizing qualitative interviews, we explored why parents often pay high tutoring fees to support their children’s education, despite the financial burden it creates, and how parents perceive the academic impact of private tutors. We purposively selected 15 parents who hired private tutors for their children in three states in Nigeria for the in-depth interviews. We found that hiring private tutors created a financial burden on parents. Additionally, we found that the major reason parents hired private tutors to support their children with their homework was to ensure they grew academically. Furthermore, the parents believed that the efforts of private tutors improved their children’s academic performance in reading, mathematics, and other relevant subjects. The parents cited various instances that made them believe that private tutoring improved their children’s academic performance. The implications of these findings for policies and research are discussed.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"118 ","pages":"Article 103403"},"PeriodicalIF":2.3,"publicationDate":"2025-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145095517","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}