International Journal of Educational Development最新文献_第10页

How is international education related to democracy? Focus on transitional ex-Soviet context 国际教育与民主有何关系？关注前苏联的转型背景

IF 2.3 3区教育学

International Journal of Educational Development Pub Date : 2025-11-01 Epub Date: 2025-11-25 DOI: 10.1016/j.ijedudev.2025.103454

Dinara Ibrayeva , Amanzhol Bekmagambetov

{"title":"How is international education related to democracy? Focus on transitional ex-Soviet context","authors":"Dinara Ibrayeva , Amanzhol Bekmagambetov","doi":"10.1016/j.ijedudev.2025.103454","DOIUrl":"10.1016/j.ijedudev.2025.103454","url":null,"abstract":"<div><div>Although some argue that authoritarian or post-authoritarian regimes should not be interested in investing in higher education, particularly its internationalization, many do. Moreover, the internationalization of higher education has become a central strategy for many governments, aiming to integrate global perspectives into their national educational systems. The economic rationale is typically the primary reason for investing in the internationalization of higher education to foster a knowledge-based economy. However, it not only boosts technical knowledge but may also have political implications, altering the attitudes and values of students exposed to international education, which remain underexplored. Employing a critical approach to modernization theory, this interdisciplinary study combines international education and political science perspectives to bridge this gap. Using survey data from 734 Kazakhstani citizens, we analyze how international education experiences, both abroad and at home, are related to individuals’ understanding of democracy, emancipatory values, and political engagement in an ex-Soviet context. With no claims for causality, the findings still suggest that exposure to international education is correlated with stronger liberal democratic attitudes and values, with no noticeable implications for the forms of political engagement. This contributes to broader discussions on international education as a tool for linear and predictable democracy development.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"119 ","pages":"Article 103454"},"PeriodicalIF":2.3,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145614462","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

Fiscal decentralization of education: A social network analysis of values underlying local decision-making processes 教育财政分权：基于地方决策过程的价值的社会网络分析

IF 2.3 3区教育学

International Journal of Educational Development Pub Date : 2025-11-01 Epub Date: 2025-11-19 DOI: 10.1016/j.ijedudev.2025.103444

Ruth Meoded , Iris BenDavid-Hadar

{"title":"Fiscal decentralization of education: A social network analysis of values underlying local decision-making processes","authors":"Ruth Meoded , Iris BenDavid-Hadar","doi":"10.1016/j.ijedudev.2025.103444","DOIUrl":"10.1016/j.ijedudev.2025.103444","url":null,"abstract":"<div><div>Fiscal decentralization shifts financial responsibilities from central to local governments. Local policymakers make decisions based on diverse and sometimes conflicting values. Decision-making in public processes is inherently complex, involving a multitude of considerations and actors, like equity, liberty, efficiency, welfare, and security. Policymakers often face choices between competing values, necessitating compromises and prioritization. This study examines the values underlying the decision-making process of education policymakers in Israeli local authorities (LAs) through interviews. Using Mixed Method Semantic Network Analysis, we analyze these values and conceptualize different prototypes according to the LAs' socioeconomic status (SES). We identify four prototypes that reflect values conflict: High SES LAs emphasize allocation to promote innovation or excellence and choice, while low SES LAs promote educational equity or needs-based funding. Our research highlights that fiscal decentralization may exacerbate SES-based resource disparities, thereby increasing inequity in education finance between LAs. This research offers valuable insights for socially diverse countries implementing decentralization in education finance policy</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"119 ","pages":"Article 103444"},"PeriodicalIF":2.3,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145569285","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

Parental educational pairings and child physical abuse: Evidence from China 父母教育配对与儿童身体虐待：来自中国的证据

IF 2.3 3区教育学

International Journal of Educational Development Pub Date : 2025-11-01 Epub Date: 2025-11-21 DOI: 10.1016/j.ijedudev.2025.103449

Weidong Tian , Zhiyong Dai , Dongli Cao , Xiting Zhuang

{"title":"Parental educational pairings and child physical abuse: Evidence from China","authors":"Weidong Tian , Zhiyong Dai , Dongli Cao , Xiting Zhuang","doi":"10.1016/j.ijedudev.2025.103449","DOIUrl":"10.1016/j.ijedudev.2025.103449","url":null,"abstract":"<div><div>This study investigates the effect of parental educational pairings on child physical abuse. Using data from the 2014 China Health and Retirement Longitudinal Study (CHARLS), we measure child physical abuse based on the frequency of parental corporal punishment. Our findings indicate that, homogamous marriages, where parents share the same education level, reduce punishment frequency compared to heterogamous marriages, with stronger effects in non-illiterate homogamous households. This finding proves robust to the inclusion of additional control variables, the application of the Oster bounding test, sample alterations, and variable substitutions. Mechanism analysis suggests that homogamy fosters marital harmony, curbing conflict-driven punishment, while educated homogamous parents face less economic stress, further lowering abuse risk. The protective effect is most pronounced in father-son and mother-daughter interactions but does not extend to neglect or sibling abuse. This study extends the literature on the effects of marital educational matching on parenting behaviors, offering new insights into the origins of child physical abuse and avenues for policy interventions.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"119 ","pages":"Article 103449"},"PeriodicalIF":2.3,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145569279","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

Understanding teachers’ contribution to learning outcomes: Implications for teachers’ policy in Ethiopia 理解教师对学习成果的贡献：对埃塞俄比亚教师政策的启示

IF 2.3 3区教育学

International Journal of Educational Development Pub Date : 2025-11-01 Epub Date: 2025-10-23 DOI: 10.1016/j.ijedudev.2025.103425

Moses Oketch , Caine Rolleston , Cesar Burga Idrogo , Mesele Araya

{"title":"Understanding teachers’ contribution to learning outcomes: Implications for teachers’ policy in Ethiopia","authors":"Moses Oketch , Caine Rolleston , Cesar Burga Idrogo , Mesele Araya","doi":"10.1016/j.ijedudev.2025.103425","DOIUrl":"10.1016/j.ijedudev.2025.103425","url":null,"abstract":"<div><div>Estimating teachers’ relative contribution to raising learning outcomes at scale is important for informing policy on teachers and teacher development. Much of the research dedicated to assessing the contribution of teachers to their pupils’ progress in quantitative terms uses value-added modelling (VAM). Value-added modelling is typically estimated based on students’ measured learning gains over a course of a fixed period such as an academic year. Unfortunately, value-added estimates generally describe a black box of mechanisms and do not identify which specific teacher practices and/or interactions with pupils lie behind students’ progress. Therefore, it is worth asking whether and to what extent VAM can be used to understand teacher contribution to pupils’ progress, and how it can help us to inform teacher policy. In this article, we examine both questions in the context of Ethiopia. We argue that VAM offers important potential, but that it needs careful contextualization to adequately inform teacher policy. While data suited for value-added analysis are rarely available in low- and middle-income contexts, we are able to make use of such data from the Research on Improving Systems of Education (RISE) Ethiopia programme. Ethiopia is a particularly interesting case study. Important reforms to improve both equity and quality of basic education have been implemented, with a strong focus on strengthening teacher training. Nonetheless, learning outcomes have declined in recent years. Our findings provide additional evidence supporting the critics of unconditional VAM approaches.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"119 ","pages":"Article 103425"},"PeriodicalIF":2.3,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145365429","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

Policies on provincial examination pass rates: Lessons from the Ming and Qing dynasties for global assessment systems 省际考试通过率政策：明清对全球考核制度的启示

IF 2.3 3区教育学

International Journal of Educational Development Pub Date : 2025-11-01 Epub Date: 2025-11-10 DOI: 10.1016/j.ijedudev.2025.103423

Jinshan Yuan, Sixin Zeng

{"title":"Policies on provincial examination pass rates: Lessons from the Ming and Qing dynasties for global assessment systems","authors":"Jinshan Yuan, Sixin Zeng","doi":"10.1016/j.ijedudev.2025.103423","DOIUrl":"10.1016/j.ijedudev.2025.103423","url":null,"abstract":"<div><div>In the imperial examination system, the most competitive examination was the provincial examination. This study examines policy changes in provincial examination passing rates during the Ming and Qing dynasties. Research on the pass rate of the provincial examination in the Ming and Qing dynasties is conducive to getting historical facts, digging deeply into the influencing factors of the change in the pass rate, and exploring the common and individual characteristics behind the change in the pass rates. In the Ming and Qing dynasties, the provincial examination pass rates roughly experienced a process from high to low, from the recovery in the early years to stability in the prime years and then to low in the last years, reflecting the high competitiveness and high severity of the imperial examination, as well as the development of a dynasty from prosperity to decline. By contextualizing historical examination reforms within broader debates on meritocracy, fairness, and policy innovation in education, this research contributes to a global understanding of assessment systems and their role in shaping academic and professional pathways.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"119 ","pages":"Article 103423"},"PeriodicalIF":2.3,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145520254","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

Does the language of instruction in schools affect educational attainments? An empirical analysis of Norwegian students 学校的教学语言会影响学生的教育成就吗？挪威学生的实证分析

IF 2.3 3区教育学

International Journal of Educational Development Pub Date : 2025-11-01 Epub Date: 2025-11-03 DOI: 10.1016/j.ijedudev.2025.103438

Morten Blekesaune

引用次数: 0

Testing the impact of an education after-school support program on adolescents’ literacy and numeracy achievement in urban Kenya 测试教育课后支持计划对肯尼亚城市青少年识字和算术成绩的影响

IF 2.3 3区教育学

International Journal of Educational Development Pub Date : 2025-11-01 Epub Date: 2025-10-24 DOI: 10.1016/j.ijedudev.2025.103422

Benta A. Abuya, Nelson Muhia, Francis Kiroro, Amani Karisa

{"title":"Testing the impact of an education after-school support program on adolescents’ literacy and numeracy achievement in urban Kenya","authors":"Benta A. Abuya, Nelson Muhia, Francis Kiroro, Amani Karisa","doi":"10.1016/j.ijedudev.2025.103422","DOIUrl":"10.1016/j.ijedudev.2025.103422","url":null,"abstract":"<div><div>The goal of the study was to establish the impact of the Advancing Learning Outcomes and Transformational Change (A LOT) Change intervention on literacy and numeracy performance among adolescent girls and boys in the Urban Informal settlements of Kenya. Data were collected from the ALOT Change III study, both at baseline and endline, with follow-up and in the new cohorts.</div></div><div><h3>Methods</h3><div>Quantile regression was used to assess the impact of the intervention on low, average, and high-performing adolescents. The impact is modeled by an interaction term, which is a function of time at baseline and endline; and cohorts, follow-up—those being followed from primary school grade 6; and the new cohort—those recruited in Form One as a control group in 2019.</div></div><div><h3>Results</h3><div>The follow-up cohort had significantly higher scores at the 75th percentile, signifying a positive impact of the intervention on numeracy scores among higher achievers. Older learners performed worse in numeracy and literacy, particularly among higher achievers. Moreover, the benefits of reading at home for performance in literacy were more pronounced among lower and middle-achieving learners. In addition, in households where the head had a primary level of education, children showed significant positive effects on numeracy achievement at lower quantiles, suggesting that basic education for the household head has a positive impact on numeracy, particularly among lower and middle achievers.</div></div><div><h3>Overall</h3><div>The results show the need for tailoring interventions to the needs of different cadres of learners to improve the learning outcomes of students in marginalized contexts.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"119 ","pages":"Article 103422"},"PeriodicalIF":2.3,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145365427","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

Students’ attitudes toward generative artificial intelligence in academic contexts: A multi-factor analysis 学术背景下学生对生成式人工智能的态度：多因素分析

IF 2.3 3区教育学

International Journal of Educational Development Pub Date : 2025-11-01 Epub Date: 2025-10-23 DOI: 10.1016/j.ijedudev.2025.103434

Haiying Liang , Xu Mao

{"title":"Students’ attitudes toward generative artificial intelligence in academic contexts: A multi-factor analysis","authors":"Haiying Liang , Xu Mao","doi":"10.1016/j.ijedudev.2025.103434","DOIUrl":"10.1016/j.ijedudev.2025.103434","url":null,"abstract":"<div><div>As generative artificial intelligence (GAI) tools become increasingly embedded in higher education, understanding the factors shaping students’ attitudes toward these technologies has become critical for effective pedagogical and institutional responses. This study examines how demographic characteristics, usage patterns, perceived GAI literacy, and ethical awareness relate to Chinese undergraduates’ attitudes toward GAI in academic contexts. A cross-sectional survey was conducted with 895 university students from diverse majors. Participants completed a validated GAI Attitude Scale alongside demographic and experiential measures. Descriptive statistics and multiple linear regression analyses were employed to explore how demographic, experiential, and ethical factors relate to students’ attitudes toward GAI. The findings indicate that female students perceived GAI as more useful than male students, while no significant differences were observed across grade levels. Students from non-humanities majors reported more positive attitudes than those in humanities. Regression results further showed that GAI usage frequency and ethical awareness were the strongest predictors of positive attitudes, while demographic factors such as year of study and major became non-significant once other variables were considered. The final model explained 26 % of the variance in overall attitudes. These results suggest that students’ acceptance of GAI is shaped less by demographic background than by their engagement with and ethical awareness of the technology. The study highlights the need for universities to integrate both practical training and ethical guidance into GAI-related teaching and policy.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"119 ","pages":"Article 103434"},"PeriodicalIF":2.3,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145365431","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

Bottom-up struggle in a hostile environment? Factors influencing the spread of University-Community Engagement (UCE): Experiences from Hungary 在充满敌意的环境中自下而上的斗争？影响大学社区参与（UCE）传播的因素：匈牙利的经验

IF 2.3 3区教育学

International Journal of Educational Development Pub Date : 2025-11-01 Epub Date: 2025-11-03 DOI: 10.1016/j.ijedudev.2025.103439

György Málovics , Andi Sri Wahyuni

引用次数: 0

Is TVET more likely to lead to employment than general education? Evidence from Bangladesh 职业技术教育比普通教育更有可能带来就业吗？来自孟加拉国的证据

IF 2.3 3区教育学

International Journal of Educational Development Pub Date : 2025-11-01 Epub Date: 2025-10-23 DOI: 10.1016/j.ijedudev.2025.103424

Rubaiya Murshed

{"title":"Is TVET more likely to lead to employment than general education? Evidence from Bangladesh","authors":"Rubaiya Murshed","doi":"10.1016/j.ijedudev.2025.103424","DOIUrl":"10.1016/j.ijedudev.2025.103424","url":null,"abstract":"<div><div>This paper examines whether pursuing Technical and Vocational Education and Training (TVET) in Bangladesh leads to improved labour market outcomes compared to general education. Drawing on nationally representative data from the 2016 Household Income and Expenditure Survey (HIES), it employs logit models, ordinary least squares (OLS), and propensity score matching (PSM) to analyse employment status and hourly earnings across education streams, disaggregated by gender and educational level (secondary, higher secondary, and tertiary). The findings indicate that TVET is associated with higher employment probabilities for women at the lower levels of education, while TVET-educated men at the secondary level are less likely to be employed than their general-educated peers. In terms of earnings, TVET yields significantly higher wages at the secondary and higher secondary levels, particularly for women—challenging the widespread perception of TVET as a lower-value pathway. A key contribution of this paper lies in identifying a critical gap in national survey design: the HIES dataset does not capture the education level at which TVET is pursued, complicating direct comparisons. To address this, the paper introduces an assumption-based framework and conducts robustness checks (PSM) to validate results. This is the first paper to provide gender-disaggregated empirical evidence on TVET outcomes in Bangladesh using nationally representative data, offering methodological and practical insights. It contributes to the literature by highlighting structural challenges in measuring vocational pathways and informs policy by revealing the uneven and gendered returns to TVET in a Global South context.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"119 ","pages":"Article 103424"},"PeriodicalIF":2.3,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145365430","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