International Journal of Educational Development最新文献

{"title":"Measuring the need of the neediest − An investigation of PISA for Development’s Family Resources Index at the extremes of the distribution","authors":"Anabelle Andon ,&nbsp;W. Joshua Rew ,&nbsp;Thomas F. Luschei","doi":"10.1016/j.ijedudev.2025.103355","DOIUrl":"10.1016/j.ijedudev.2025.103355","url":null,"abstract":"<div><div>International large-scale assessments (ILSAs) use proxy variables and scales to gain a sense of a student’s family background and socioeconomic status (SES). Historically, ILSAs have helped quantify how inputs influence outputs in educational systems, to compare systems of education, to yield educational trends, and to guide policymakers and other stakeholders to improve education quality. However, when those indicators and scales have flaws, we make incorrect assumptions, create faulty models, and derive erroneous conclusions. More importantly, because results of ILSAs inform policy, we risk engaging in decision-making inequitably with real human consequences. In this study, we trace the history of SES scales, discuss existing critiques, and review solutions and innovations. We then place a spotlight on one of those problems, the poor targeting of SES scales at the extremes of the distribution (i.e., high and low SES), and investigate whether items from PISA for Development’s student contextual questionnaire adequately target the Family Resources Index (FRI) scale across the seven countries that participated in Strand B. Although we find that items reasonably target the FRI scale, the nature of targeting varies across countries and appears to depend on the level of national economic development. Further, we challenge researchers to shift their focus from exclusively measuring the background and identities of students and their families to also measuring how systems and structures themselves cause inequities.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"117 ","pages":"Article 103355"},"PeriodicalIF":2.8,"publicationDate":"2025-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144614766","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":"Family environment and multi-generational educational transmission in China: A perspective on paternal and maternal lineage differences","authors":"Yuexin Wei,&nbsp;Zeyun Liu","doi":"10.1016/j.ijedudev.2025.103357","DOIUrl":"10.1016/j.ijedudev.2025.103357","url":null,"abstract":"<div><div>Research on educational transmission often focuses on intergenerational dynamics between adjacent two generations. This study explores the mechanisms of multi-generational educational transmission in Chinese families, focusing on the differences between paternal and maternal lineages and the factors influencing them. Using data from the China Health and Retirement Longitudinal Study (CHARLS), the findings show that: (1) After controlling for parental education, grandparents' educational attainment directly impacts grandchildren's educational outcomes, challenging the conventional Markov assumption that multi-generational transmission is fully mediated by parents. The effect is stronger in the paternal lineage than in the maternal lineage. (2) Direct multi-generational interactions, such as lifecycle overlap and co-residence, positively enhance the grandparent effect. Paternal grandparents influence grandchildren primarily through lifecycle overlap, while maternal grandparents rely more on co-residence. (3) Family structure characteristics show lineage-specific effects: the number of siblings in the maternal lineage significantly weakens the grandparent effect, while same-gender sibling composition in the paternal lineage strengthens educational transmission. Additionally, in paternal lineages, grandparents with higher education levels invest in non-blood descendants, creating a compensatory mechanism that helps mitigate kinship-based disadvantages.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"117 ","pages":"Article 103357"},"PeriodicalIF":2.8,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144580149","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":"Extent, patterns, and geographic scale of caste-based segregation in Indian schools","authors":"Rohitha Edara","doi":"10.1016/j.ijedudev.2025.103347","DOIUrl":"10.1016/j.ijedudev.2025.103347","url":null,"abstract":"<div><div>Despite widespread evidence of caste-based disparities in educational outcomes in India, school-based factors driving these disparities have not received sufficient scholarly attention. This paper addresses one potential factor by examining patterns and trends in caste-based segregation in Indian schools between 2007–08 and 2017–18 academic years using school-level data from the District Information System for Education (DISE). The main findings are: (1) Scheduled Tribe and Scheduled Caste students face high levels of isolation in schools and have low likelihood of interaction with the most privileged students i.e., students who do not have access to affirmative action programs. (2) Intensely segregated schools are widespread with 29.1 percent of schools in 2017–18 enrolling 90 percent or more students from a single caste category. (3) Segregation indices at the national level have not substantially changed between 2007–08 and 2017–18. (4) Segregation varies by region, with Central, South, and West regions showing greater caste-based integration than the national average. (5) Close to 60 percent of school segregation can be attributed to caste imbalance within districts, highlighting the importance of local segregative processes in driving overall school segregation. As the first systematic and quantitative analysis of caste-based school segregation in India, this study establishes foundational evidence on the nature and current state of school segregation in the country. In doing so, it also calls for greater attention to residential and school segregation in both research and policymaking.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"117 ","pages":"Article 103347"},"PeriodicalIF":2.8,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144580221","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":"Why should boys have all the funds? Gender inequality in household education expenditure in India","authors":"Sandeep Kumar Tiwari ,&nbsp;Kirtti Ranjan Paltasingh","doi":"10.1016/j.ijedudev.2025.103358","DOIUrl":"10.1016/j.ijedudev.2025.103358","url":null,"abstract":"<div><h3>Purpose</h3><div>An individual’s personality development and pursuit of a respectable livelihood are inextricably linked to their level of education. However, it is now a tool to free the oppressed from the bonds of poverty, injustice, and power rather than being limited to job searching. Therefore, family spending on early schooling is quite important. This study investigates gender-based disparity in educational spending in Uttar Pradesh, India, by religion.</div></div><div><h3>Method</h3><div>The study employs the Blinder-Oaxaca (B-O) decomposition method on data from the 75th round of the National Sample Survey (2017–18) to illustrate gender disparity. It also shows the dynamics of gender disparity in various counterfactual cases.</div></div><div><h3>Findings</h3><div>The results reveal a significant disparity in spending on elementary education between boys and girls, with Hindu and Muslim households allocating substantially more resources to male children. Factors contributing to this gap include enrolment, caste hierarchy, household size, MPCE quintile, and institution type. While enrolment and caste contribute to reducing gender disparities for both communities, household size, MPCE quintile, and institution type exacerbate these disparities.</div></div><div><h3>Implications</h3><div>The study emphasizes the impact of cultural beliefs, historical factors, and government policies on education spending patterns. Additionally, it underscores the need for targeted interventions to address gender discrimination and promote equal educational opportunities in the context of evolving socioeconomic dynamics.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"117 ","pages":"Article 103358"},"PeriodicalIF":2.8,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144580150","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 social class and race achievement gaps among secondary school graduates in Brazil","authors":"Rogério Luiz Cardoso Silva Filho ,&nbsp;Martin Carnoy","doi":"10.1016/j.ijedudev.2025.103349","DOIUrl":"10.1016/j.ijedudev.2025.103349","url":null,"abstract":"<div><div>A persistent finding across both developed and developing countries is that lower, social class students score lower on achievement tests than higher social class, students. Furthermore, in nations with students from the African diaspora, such as the, United States and Brazil, Black students score lower than White students even when, we account for social class differences between the two groups. The size of these, achievement gaps is an indicator of the degree of structural inequality in society and in, the educational system—the principal institution assigned to prepare youth for adult, economic and social roles. Therefore, estimating the magnitude of the gaps, how they, change over time, and the probable factors influencing the changes provide insights, into the nature of this structural inequality. This paper analyzes a data set of test, scores and background information for all students, who took a high stakes test (the ENEM test) at the end of secondary school in the, period 2009–2019, combined with school and school district data to better understand, social class and race achievement gaps in a large developing country, Brazil. We show, how measures of the inequality of ENEM scores vary across regions and states, and, we use regression analysis to estimate the sources of changes in achievement gaps, from year to year. We find that such gaps declined sharply in the early years of the, ENEM (2009–2013) as the number of test takers expanded, the economy grew rapidly, and income inequality decreased. The gaps increased greatly in 2015–2018, as the, number of test takers declined, the economy stagnated, and income inequality, increased. We also found that achievement gaps were strongly and positively related, to social class segregation among schools in municipalities, and that states with higher, average gaps during this period reported lower average gains on the ENEM test in, 2012–2019. Although these estimates are not causal, they suggest that social class, and race inequalities in students’ achievement are related both to broader changes in, economic conditions and to local social stratification of students across schools. They, may also be related to lower test score gains.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"117 ","pages":"Article 103349"},"PeriodicalIF":2.8,"publicationDate":"2025-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144571881","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":"Adolescent dropout and school attachment: The moderating effects of gender","authors":"Suzana Košir ,&nbsp;Mehmet Aslan ,&nbsp;Radhika Lakshminarayanan","doi":"10.1016/j.ijedudev.2025.103356","DOIUrl":"10.1016/j.ijedudev.2025.103356","url":null,"abstract":"<div><div>A dynamic school environment is necessary to ensure positive learning outcomes and holistic development of adolescents. In Albania, despite considerable attempts to increase school participation and provide quality education, school dropout has escalated in recent years, largely impacting vulnerable groups linked to poverty and ethnic, cultural and social factors. Drawing on attachment theory and its implications for adolescent development, a quantitative analysis was conducted using surveys and Structural Equation Modelling (SEM) to assess the influence of gender as a moderator in the relationship between school attachment and dropout rates in Albania. The results indicate significant differences between boys and girls in overall school attachment scores and specific school attachment dimensions. The findings suggest that gender plays a crucial role in moderating school attachment, with implications for targeted interventions to enhance school connectedness and reduce dropout rates. The study underscores the importance of considering gender in educational strategies and policies to foster a supportive school environment accommodating both male and female students' unique needs. The authors suggest that future research could explore these dynamics to inform practices that promote educational retention and success for all students.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"117 ","pages":"Article 103356"},"PeriodicalIF":2.8,"publicationDate":"2025-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144563612","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":"University-community engagements in africa: nature, scope and outcomes at the university of Ghana learning centres","authors":"Abigail A. Aryeh-Adjei,&nbsp;Ama Otwiwah Adu-Marfo","doi":"10.1016/j.ijedudev.2025.103354","DOIUrl":"10.1016/j.ijedudev.2025.103354","url":null,"abstract":"<div><div>University-community engagements (UCEs) play a critical role in fostering sustainable development, promoting lifelong learning, and addressing local and national challenges. This qualitative study examines the nature, scope, and outcomes of UCE at the University of Ghana Learning Centres (UGLC), focusing on how these initiatives contribute to both institutional goals and community needs. Using an exploratory case study approach, data were collected through semi-structured interviews with key stakeholders, including the head and coordinators of the UGLC as well as community members/students. Grounded in the theory of community of practice and through a thematic analysis, the study highlighted UCE's diverse nature and scope including distance education (DE) and academic counselling, partnerships and research collaborations, economic development and civic engagement, public events and workshop, and school outreach programmes. In addition, the outcomes of the UCEs include enhanced reputation and public image, student recruitment and retention, employment opportunities, educational enhancement, and well-being. The study recommended seeking more partnerships with organizations, industries, and NGOs to maximize UCE benefits.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"117 ","pages":"Article 103354"},"PeriodicalIF":2.8,"publicationDate":"2025-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144563715","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 paradox of solidarity in higher education: Caste, gender, and the affirmative action conundrum","authors":"Sandeep Hegade ,&nbsp;Yogini Andalgavkarkulkarni","doi":"10.1016/j.ijedudev.2025.103324","DOIUrl":"10.1016/j.ijedudev.2025.103324","url":null,"abstract":"<div><div>This study investigates the contradictions in how non-SC/ST female students, who benefit from gender-based affirmative action (AA), respond to similar policies for SC/ST students in Maharashtra’s private higher education sector. Drawing on a mixed-methods design, we combine survey and interview data from students in private engineering and management institutions to examine how merit, fairness, and deservingness are negotiated within discourses of inclusion. While our regression analysis did not find strong attitudinal predictors of resistance, qualitative narratives reveal a recurring tension: students support gender-based AA but resist caste-based AA, often invoking perceptions of overextension, SC/ST economic advantage, and meritocratic ideals. Financial anxiety was not a statistically significant driver of resistance, but respondents frequently framed their struggles in contrast to the perceived benefits enjoyed by SC/ST peers. This perceived imbalance, rooted more in cultural narratives than structural knowledge, shapes opposition to redistributive policy. Through a critical reading of intersectionality theory, the study shows that solidarity across marginal identities is not automatic. Instead, resistance emerges through strategic identity constructions in which caste disadvantage is downplayed and economic vulnerability is emphasized. The preference for AA based on income criteria reflects a broader ideological shift: from reparative justice toward individualized fairness. By tracing the discursive and institutional conditions under which resistance takes shape, this study offers a layered understanding of how caste, class, and gender intersect in the reproduction of educational inequality.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"117 ","pages":"Article 103324"},"PeriodicalIF":2.8,"publicationDate":"2025-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144563611","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 interaction between learning, mental health and wellbeing during the COVID-19 pandemic: A longitudinal mixed-methods study in Ethiopia","authors":"Louise Yorke ,&nbsp;Mesele Araya ,&nbsp;Nardos Chuta ,&nbsp;Abebech Demisse ,&nbsp;Pauline Rose","doi":"10.1016/j.ijedudev.2025.103352","DOIUrl":"10.1016/j.ijedudev.2025.103352","url":null,"abstract":"<div><div>The COVID-19 pandemic has profoundly disrupted education and exacerbated mental health challenges in Ethiopia, where prolonged school closures and limited access to remote learning have disproportionately affected vulnerable populations. This paper investigates the experiences of primary school students during pandemic-related school closures and reopening, and the consequences this had on their learning, mental health, and wellbeing. It combines quantitative data from over 2000 students tracked from Grades 4–6, together with qualitative data from in-depth interviews with a subsample of these students who experienced a decrease in their learning during this time. Our quantitative data show that 42 percent of students in the sample experienced a decline in numeracy test scores following school closures, with an average loss of 10 percentage points. Students with lower self-reported mental health and wellbeing, as well as those from the poorest families, were disproportionately affected—about 12 % more likely to experience learning loss than peers with better mental health or from wealthier families. Our qualitative findings highlight key factors that shaped students’ experiences, including a lack of access to learning resources, increased household responsibilities, economic hardships, and heightened stress due to uncertainty about the future. Girls were more likely to have been involved in domestic work activities, which left them with less time to spend on education. Our findings point to the need for targeted interventions to support the specific needs of students most affected by crises, focusing on both their academic learning and their mental health and wellbeing.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"117 ","pages":"Article 103352"},"PeriodicalIF":2.8,"publicationDate":"2025-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144535740","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":"Mapping adult education institutions for development in Taiwan: The impact of course design, instructional approach, and faculty management on performance","authors":"Kuang-Hsien Wang","doi":"10.1016/j.ijedudev.2025.103351","DOIUrl":"10.1016/j.ijedudev.2025.103351","url":null,"abstract":"<div><div>This study examines how adult education institutions in Taiwan contribute to broader development goals by integrating course design, instructional approaches, and faculty allocation. Drawing on nationally representative data covering 1526 adult education institutions from the Ministry of Education’s 2024 Adult Education Survey, multiple regression and linear endogenous treatment effects models were employed to analyze the impact of different institutional strategies on performance. Results indicate that institutions affiliated with formal schools primarily offer diploma- or credit-based courses, whereas non-formal providers deliver more flexible, diverse programs—spanning interest-based learning, leisure activities, and career-focused skills—to meet the varied needs of adult learners. Although face-to-face instruction is prevalent in diploma and certification courses, the rising demand for workforce training and skill upgrading has driven the adoption of blended and online formats. Faculty allocation strongly influences teaching quality and enrollment, highlighting the importance of rigorous teacher qualification review, professional training, and ongoing faculty development. Moreover, marketing strategies and resource flexibility enable institutions to remain responsive in a dynamic environment and achieve sustainable goals. The study underscores how adult education can promote social inclusion, lifelong learning, and broader societal progress by mapping the interplay among curriculum design, pedagogical practice, faculty management, and institutional performance. These findings offer evidence-based insights for policymakers and institutional leaders seeking to enhance the developmental impact of adult education through strategic resource allocation and innovative practice.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"117 ","pages":"Article 103351"},"PeriodicalIF":2.8,"publicationDate":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144513973","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}