International Journal of Educational Development最新文献

{"title":"Higher education aspirations, needs and preferences among Filipino domestic workers in Hong Kong: Drawing on Bourdieu’s concepts of habitus, capital, and field in a qualitative study","authors":"Jacob Oppong Nkansah,&nbsp;Samuel Mensah","doi":"10.1016/j.ijedudev.2026.103671","DOIUrl":"10.1016/j.ijedudev.2026.103671","url":null,"abstract":"<div><div>What happens when ambition meets borders? Higher education holds transformative potential for displaced individuals, both in their home countries and in their host countries alike. Nevertheless, despite its promise, equitable access to higher education for displaced populations remains an underexplored frontier, with critical gaps in understanding the specific constraints that shape their aspirations, choices and opportunities to advance their education in their host countries. Through in-depth interviews of seventeen Filipino domestic migrant workers (FilDWs), this study draws on Bourdieu’s key concepts of habitus, capital, and field to explore how FilDWs in Hong Kong navigate their higher educational aspirations, needs, preferences and decisions. The findings reveal how migrant workers’ higher education preferences, needs, choices and aspirations are shaped by a dynamic interplay between personal agency, their social positioning, and structural limitations. The findings show that rigid schedules, live-in arrangements, and employer dominance characterise the field of domestic work in Hong Kong. Within this field, higher education is often viewed as a conditional privilege, contingent on employer permission and institutional flexibility. Their higher educational aspirations, often focused on vocational and flexible learning, are not abstract desires but strategic responses to the realities of long working hours, employer control, and limited autonomy. This study contributes to the growing literature on migrant education and labour by foregrounding the agency of domestic migrant workers within structurally constrained environments. The findings call for inclusive policies, multilingual resources, flexible learning pathways and institutional recognition of migrant workers’ higher education aspirations, thereby contributing to more equitable and responsive educational frameworks.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"126 ","pages":"Article 103671"},"PeriodicalIF":2.6,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149154889","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":"From home to labor market: Intergenerational influences on educational attainment and wage returns in Taiwan","authors":"Yih-chyi Chuang,&nbsp;Yu-Chen Chiu","doi":"10.1016/j.ijedudev.2026.103674","DOIUrl":"10.1016/j.ijedudev.2026.103674","url":null,"abstract":"<div><div>This study utilizes linked data from the Taiwan Education Panel Survey (TEPS) and its follow-up survey (TEPS-B) to examine how family background is associated with educational attainment and early-career wage outcomes, while accounting for selection bias and individual heterogeneity. We construct a dual-channel framework distinguishing between a structural resource channel (parental education and family income) and a behavioral socialization channel (four distinct dimensions of parental involvement). The selection-adjusted estimates reveal a clear division of labor between these mechanisms across the lifecourse. Consistent with the socialization hypothesis, parental social involvement is associated with a higher likelihood of attending a selective public university, even after controlling for cognitive ability and personality traits. However, this socialization effect fades during the labor-market transition, operating instead through mediated educational credentials. In contrast, the resource channel exhibits long-term structural persistence: family income remains directly and positively associated with adult wages, even when accounting for complete educational profiles and individual attributes. Individual heterogeneity, including tested ability and independence, remains crucial throughout both stages. Overall, this study contributes new empirical evidence from Taiwan’s expanded higher education environment, demonstrating that while active parental socialization supports qualitative tracking within the school system, it cannot fully neutralize the direct occupational and networking advantages conferred by structural economic resources.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"126 ","pages":"Article 103674"},"PeriodicalIF":2.6,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149154890","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":"Academic inbreeding, faculty professional identity, and workforce development in China’s stratified higher education system","authors":"Zhao Hui,&nbsp;Wang Xue Feng,&nbsp;Xie Xiang Mei,&nbsp;Lu zhao zhen","doi":"10.1016/j.ijedudev.2026.103675","DOIUrl":"10.1016/j.ijedudev.2026.103675","url":null,"abstract":"<div><div>Against the backdrop of continued stratification in higher education and intensifying competition in faculty recruitment, how academic inbreeding shapes the academic professional identity of faculty has become an important issue for understanding academic workforce development and institutional openness. Based on survey data from faculty at 10 Chinese universities (N = 600) and semi-structured interviews with 15 faculty members, this paper examines the relationships between academic inbreeding and faculty members’ identity identification, value identification, and action orientation, and further analyzes the underlying mechanisms. The results show that single-degree inbreeding is significantly and positively associated with faculty members’ identity identification and value identification, but its relationship with action orientation is not stable. Multi-degree inbreeding does not produce stronger positive effects; instead, it exhibits clear diminishing marginal returns. The interview findings further indicate that academic inbreeding can promote identity integration through organizational familiarity, relational recognition, and psychological safety, but it may also reinforce boundary closure through close-range competition, path dependence, and performance pressure, thereby weakening its externalizing effect at the level of action. This paper contributes in three respects: it extends research on academic inbreeding from research output to the formation of academic identity; it places the issue of academic inbreeding in China within the framework of a stratified higher education system and educational development; and it proposes policy recommendations oriented toward open recruitment, mobility support, and the institutionalization of early-career faculty development.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"126 ","pages":"Article 103675"},"PeriodicalIF":2.6,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149154943","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":"Multidimensional poverty and academic achievement of children experiencing deprivation: An empirical study of a rural county in Western China","authors":"Li Tao,&nbsp;Huang Shaolan,&nbsp;Yu Yanan,&nbsp;Li Yajing","doi":"10.1016/j.ijedudev.2026.103678","DOIUrl":"10.1016/j.ijedudev.2026.103678","url":null,"abstract":"<div><div>This study examines the relationship between multidimensional child poverty (MCP) and academic achievement among children in a disadvantaged rural context in western China. Using the Alkire–Foster method and survey data from 1960 fifth- and eighth-grade students in Jie County (a pseudonym), it constructs an MCP index across four dimensions—economic resources, education, health, and family life—and investigates the explanatory roles of learning attitudes, educational expectations, and school support in this relationship. Four main findings emerge. First, at <span><math><mrow><mi>k</mi><mo>=</mo><mn>0.3</mn></mrow></math></span>, approximately 40% of sampled children were multidimensionally poor, with the education dimension contributing the largest share of deprivation. Second, higher MCP was negatively associated with Chinese, mathematics, and English achievement after adjustment for individual characteristics and the explanatory factors. Third, quantile regressions revealed heterogeneous patterns across the achievement distribution: the negative association was strongest around the 75th percentile among fifth graders but generally more pronounced among lower- and middle-achieving eighth graders. Fourth, the KHB decomposition indicated that the explanatory factors statistically accounted for part of the MCP–achievement association, with students’ own educational expectations and teacher support contributing most. These findings demonstrate that child poverty in disadvantaged rural settings is multidimensional and closely associated with educational outcomes. Policies should therefore move beyond economic assistance to strengthen educational resources, family support, and school-based interventions.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"126 ","pages":"Article 103678"},"PeriodicalIF":2.6,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149200522","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":"Academic resilience in wartime: Student agency and institutional continuity in sudanese higher education during the ongoing conflict","authors":"Mysara Eissa Mohyaldinn,&nbsp;Tagwa A. Musa,&nbsp;Ibrahim Abdalla Alfaki,&nbsp;Thureya Elhaj,&nbsp;Nimir O. Elbashir","doi":"10.1016/j.ijedudev.2026.103680","DOIUrl":"10.1016/j.ijedudev.2026.103680","url":null,"abstract":"<div><div>The protracted war in Sudan has severely disrupted the country’s higher education system due to displacing students and faculty, destroying infrastructure, and destabilizing academic operations. This study examines the academic resilience exhibited by Sudanese students enrolled in universities and higher education during the conflict and assesses how institutional responses influenced educational continuity. Drawing on 132 survey responses, both quantitative and qualitative, this study analyzes students' perceptions of university communication, administrative support, faculty engagement, and their own adaptive strategies. Using descriptive statistics, chi-square tests, and logistic regression, the analysis identifies institutional and faculty communication as the strongest predictors of perceived academic continuity. Thematic coding of qualitative responses further reveals the importance of self-directed learning, digital improvisation, and peer collaboration as expressions of student agency under duress. Despite some institutional efforts, students reported significant gaps in communication, procedural support, and inclusive planning. These findings underscore the necessity for crisis-resilient education systems that are participatory, student-centered, and responsive to the unique challenges faced by learners navigating protracted conflict. The study contributes to resilience theory in higher education and offers practical insights for policymakers, educators, and humanitarian actors working to sustain learning in fragile contexts.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"126 ","pages":"Article 103680"},"PeriodicalIF":2.6,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149200520","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":"Cross-cycle variation in science teachers’ instructional engagement profiles in South Korea: Evidence from TIMSS 2011–2023","authors":"Risa Haridza","doi":"10.1016/j.ijedudev.2026.103679","DOIUrl":"10.1016/j.ijedudev.2026.103679","url":null,"abstract":"<div><div>This study examines cross-cycle variation in South Korean science teachers’ instructional practices across four cycles of the Trends in International Mathematics and Science Study (TIMSS, 2011, 2015, 2019, and 2023). Using science teacher questionnaire data linked to a nationally representative sample of eighth-grade students, this study applied latent profile analysis (LPA) to identify instructional activity profiles and examine descriptive differences in profile distribution across cycles. Results revealed two to three profiles across the four cycles, primarily reflecting varying levels of instructional engagement intensity. Profile distributions differed substantially across cycles, while the profiles differed more in overall instructional intensity than in contrasting pedagogical approaches. Although the data are not longitudinal at the individual level, these findings provide descriptive evidence of cross-cycle variation in instructional practice patterns in the Korean context. This study also explored demographic correlates of profile membership, although most associations were modest in magnitude. By adopting a person-centered approach to large-scale assessment data, this study contributes to a more comprehensive understanding of instructional heterogeneity beyond mean-level analyses. These findings may inform context-sensitive professional development and instructional support by highlighting variation in teachers’ levels of instructional engagement across cycles.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"126 ","pages":"Article 103679"},"PeriodicalIF":2.6,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149200521","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":"School engagement among pregnant and mothering adolescents in sub-Saharan Africa: A multisystemic resilience-informed scoping review","authors":"Jane Kelly,&nbsp;Itumeleng Sentla,&nbsp;Natalie Davidson,&nbsp;Yanga Dipa,&nbsp;Chelsea Coakley,&nbsp;Abigail Ornellas,&nbsp;Janina Jochim,&nbsp;Alice Armstrong,&nbsp;Shanice Kasura,&nbsp;Elona Toska","doi":"10.1016/j.ijedudev.2026.103673","DOIUrl":"10.1016/j.ijedudev.2026.103673","url":null,"abstract":"<div><div>Adolescent pregnancy and motherhood are highly prevalent in sub-Saharan Africa (SSA), where early parenthood is closely linked to school dropout and constrained opportunities. Using a multisystemic resilience framework, this scoping review synthesises evidence on the barriers and facilitators at individual, relational, structural and cultural levels that shape the schooling engagement of pregnant and mothering adolescents in SSA. We systematically searched EBSCOhost, Scopus, and Web of Science, supplemented by reference list reviews and expert consultations. Thirty-one studies met the inclusion criteria, spanning nine SSA countries. Data were analysed thematically, drawing on the concept of multisystemic resilience. Findings highlight a complex interplay between adolescent mothers’ agency and the resources available within their environments. Key barriers to schooling include stigma and discrimination, financial hardship, childcare responsibilities, and inconsistent implementation of re-entry policies. Facilitators for schooling engagement include adolescent mothers’ motivation and aspirations, supportive relationships with family members, partners, peers, and teachers, and access to structural supports such as fee waivers, childcare, and flexible schooling options. Positive community norms and role models further reinforced school engagement. By integrating evidence across multiple SSA contexts through a multisystemic resilience lens, this review offers a novel, multi-level synthesis of how barriers and facilitators intersect to shape schooling pathways for adolescent mothers. While most existing research is qualitative from South Africa and Kenya, findings indicate the importance of contextually grounded interventions that combine psychosocial and structural supports. Strengthening re-entry policy implementation, reducing stigma, and expanding evidence on effective interventions are critical to improving educational outcomes for adolescent mothers in SSA.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"126 ","pages":"Article 103673"},"PeriodicalIF":2.6,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149154942","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":"Like parents, like children? Intergenerational transmission of cognitive and non-cognitive abilities","authors":"Xinhui Zhao","doi":"10.1016/j.ijedudev.2026.103622","DOIUrl":"10.1016/j.ijedudev.2026.103622","url":null,"abstract":"<div><div>Understanding the intergenerational transmission of cognitive and non-cognitive abilities helps clarify the mechanisms behind social mobility between parents and children. However, existing research on this topic remains limited. Using data from the China Family Panel Studies (CFPS) between 2010 and 2022, this study examines the intergenerational transmission mechanisms and heterogeneity of cognitive and non-cognitive abilities. Results show that both abilities and their sub-components are transmitted across generations, with mothers playing a more significant role. Transmission effects weaken as children’s ability levels increase, indicating that parental abilities have a stronger impact on children with weaker abilities. Parenting intensity, particularly in responsiveness, exhibits a \"dual function\": it reduces transmission for children with lower abilities and reinforces it for those with higher abilities. While intergenerational human capital transmission exists, it is bidirectionally moderated by parenting quality. Interventions to improve parenting quality and invest in early childhood development are critical for promoting social mobility.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"124 ","pages":"Article 103622"},"PeriodicalIF":2.6,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148500426","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":"How do international schools in China promote themselves? A comparative content analysis of public WeChat posts","authors":"Adrian Golis,&nbsp;Junhua Mo","doi":"10.1016/j.ijedudev.2026.103630","DOIUrl":"10.1016/j.ijedudev.2026.103630","url":null,"abstract":"<div><div>Once primarily serving expatriate elites, the international school industry has increasingly turned its attention to affluent host-country clientele, following trends of marketisation and commercialisation. Promotion on social media has become a necessary effort for student recruitment in a competitive market. The purpose of this exploratory study was to investigate how international schools in China promote themselves on WeChat, a multifunctional social media application. Employing Goffman’s dramaturgical theory and Bourdieu’s theory of social fields, this research compared the promotional strategies employed by two types of international schools and contrasted them with those of Chinese public schools. Findings revealed differences in promotional approaches across the three school types and exposed unexpected divergences within the school types. The study identified four key promotional themes visible in the schools’ WeChat posts: enhancing status and visibility, student recruitment efforts, fostering school-home relationships, and reporting about student life and achievements. A trend of commercialisation became evident in all the sampled international schools, with a strong emphasis on student recruitment efforts and paid extracurriculars. The study addresses gaps in research on marketisation, commercialisation, and parental choice within the international education sector. Its focus on social media promotion and student recruitment through WeChat reveals an unexplored side of the international education business.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"124 ","pages":"Article 103630"},"PeriodicalIF":2.6,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148500428","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 effect on crime of extending the school day in secondary education: Evidence from the Dominican Republic","authors":"Santiago Garganta,&nbsp;Arnoldo López-Marmolejo,&nbsp;María Florencia Pinto,&nbsp;Joaquín Zentner","doi":"10.1016/j.ijedudev.2026.103626","DOIUrl":"10.1016/j.ijedudev.2026.103626","url":null,"abstract":"<div><div>This paper studies the impact of a school-day extension on crime. Specifically, we analyze the <em>Jornada Escolar Extendida</em> (JEE) program in secondary education in the Dominican Republic, which doubled the length of the school day in public schools, and exploit its staggered rollout across municipalities over time. While we find no overall impact on crime rates, we do identify significant effects on specific subgroups and types of crime. We find a significant reduction in the number of male homicides and those occurring outside school hours. This suggests that the JEE may be reducing severe violent behaviors taking place beyond school time. Additionally, while we find no effect on total car thefts, we find evidence of an increase outside of school hours, suggesting a shift in the timing of this type of crime toward non-school hours.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"124 ","pages":"Article 103626"},"PeriodicalIF":2.6,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148500531","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}