International Journal of Educational Development最新文献

{"title":"Radicalisation through education in Afghanistan: A critical inquiry and implications","authors":"Arif Sahar","doi":"10.1016/j.ijedudev.2025.103320","DOIUrl":"10.1016/j.ijedudev.2025.103320","url":null,"abstract":"<div><div>This article scrutinises radicalisation through education (i.e., the system of formal schooling of all children), emphasising how education is/was being utilised to radicalise young people in Afghanistan. It reports the views, perceptions, experiences, and insights on how violence has left education prone to interferences by a range of Islamist-extremist armed and socio-cultural groups in Afghanistan. These groups include the Taliban, Hizb-ul-Tahrir, Jamiat-e-Eslah, and Islamic State Khorasan Province (ISKP) militias. The article investigates how these groups influenced many aspects of community life, including education amid a state fragility in the 2001 – 2021 years. It analyses the tensions, negotiations, and compromises associated with how state, non-state, and anti-state actors competed for control over education, including both formal institutions, as well as social and cultural discourses about learning. The article argues that the infiltration of educational spaces by these groups was strategic and constituted a systematic indoctrination of education processes with their political and religious ideologies with a view to shaping new generations of the Afghanistan citizens.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"117 ","pages":"Article 103320"},"PeriodicalIF":2.8,"publicationDate":"2025-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144271051","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":"Preservice teachers’ personal values and their teaching effectiveness in Ghana","authors":"Leticia Sam ,&nbsp;Emmanuel Dorsah ,&nbsp;Samuel Yaw Ampofo ,&nbsp;Richard Asumadu","doi":"10.1016/j.ijedudev.2025.103333","DOIUrl":"10.1016/j.ijedudev.2025.103333","url":null,"abstract":"<div><div>The study examines the relationship between preservice teachers’ personal values and their teaching effectiveness in Ghanaian Universities. The study employed a correlational cross-sectional survey design with a quantitative approach, involving 387 final-year preservice teachers. The study used a questionnaire to collect data from respondents. Means, standard deviations and Pearson product-moment correlation were used to analyse the data. The results indicated that preservice teachers demonstrate a high level of teacher-related behaviour, relational expertise and subject matter expertise that make their teaching effective. Again, the results showed that preservice teachers possess universalism, security, stimulation, and confirmatory values, and these values help them achieve better results in the classroom. Finally, it was revealed that preservice teachers’ personal values have a positive and significant relationship with their teaching effectiveness (r = .62, p &lt; .01). It is recommended that educators should take-in steps to foster and cultivate all facets of positive values among preservice teachers during their preparatory programs to achieve effective teaching in the classroom.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"117 ","pages":"Article 103333"},"PeriodicalIF":2.8,"publicationDate":"2025-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144263116","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 China's “Double Reduction” policy on primary school students' subjective well-being and academic achievement","authors":"Jinyan Zhou ,&nbsp;Aiai Fan","doi":"10.1016/j.ijedudev.2025.103321","DOIUrl":"10.1016/j.ijedudev.2025.103321","url":null,"abstract":"<div><div>China's \"Double Reduction\" policy, launched in 2021, seeks to reduce academic pressure on students in compulsory schooling. Using a two-wave logitudinal survey data (Sep 2021 to Jun 2023) from 1402 fourth- to fifth-grade students in a Beijing district and applying a first-difference approach with Lasso control for causal estimation, this study examines how three key policy initiatives —reducing homework, regulating private training institutions, and requiring schools to provide after-school services—impact students' subjective well-being and academic achievement. Our estimations find that reducing homework time and providing school-based after-school services improve students’ subjective well-being without compromising their academic performance. In contrast, while regulating private tutoring institutions increases subjective well-being, it decreases academic achievement among low-SES students. This research highlights the complex, and potentially inequitable consequences arising from the \"Double Reduction\" policy, emphasizing the critical trade-off for future policy adjustments.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"117 ","pages":"Article 103321"},"PeriodicalIF":2.8,"publicationDate":"2025-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144263662","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":"Invited essay: An urgent lesson plan to fix international education aid","authors":"Nicholas Burnett ,&nbsp;Robert Jenkins","doi":"10.1016/j.ijedudev.2025.103331","DOIUrl":"10.1016/j.ijedudev.2025.103331","url":null,"abstract":"<div><div>International aid for education needed reform prior to the recent donor cuts. Reform is even more urgent now, as progress in education continues to be off track and the level of resources remains severely constrained. This essay proposes a different approach to systems change by recommending that support to countries' educational development be channeled through regional and/or peer pooled funds.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"117 ","pages":"Article 103331"},"PeriodicalIF":2.8,"publicationDate":"2025-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144241335","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":"Vertical and horizontal job-education mismatches and wages: A quantitative analysis of university graduates in Vietnam","authors":"Tuyen Quang Tran ,&nbsp;Ngoc Bich Thi Vu ,&nbsp;Dao Van Le ,&nbsp;Linh Hoang Vu","doi":"10.1016/j.ijedudev.2025.103323","DOIUrl":"10.1016/j.ijedudev.2025.103323","url":null,"abstract":"<div><div>Using data from the 2018–2021 Labor Force Survey, this paper aims to estimate job-education mismatches and their effect on wages among university graduates in Vietnam. We employed an instrumental variable estimator to account for the possible endogeneity of job mismatch. By combining both vertical and horizontal measures of mismatch, we provide the first estimates for four types of mismatch, namely (i) full match (horizontal and vertical); (ii) vertical mismatch; (iii) horizontal mismatch; and (iv) full mismatch (horizontal and vertical). We find that the proportion of graduates with fully matched jobs declined over time, while that of those in mismatched jobs, either vertical, horizontal, or both, increased. Our econometric analysis confirms that wage penalties occur for certain types of job mismatch. Specifically, graduates with a vertically mismatched or fully mismatched job earn lower wages than those with a fully matched job. Such wage penalties vary between male and female graduates, public and non-public sectors, and young and old graduates. While the horizontal mismatch does not result in a wage penalty for older graduates, it does for younger ones. Based on empirical findings, we provide some policy implications for job mismatches in Vietnam.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"117 ","pages":"Article 103323"},"PeriodicalIF":2.8,"publicationDate":"2025-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144241334","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":"Fostering resilience in post-pandemic ECEC practices: Lessons from the COVID-19 pandemic in the Nordic countries? A scoping review","authors":"Jaana Juutinen ,&nbsp;Björn Rúnar Egilsson ,&nbsp;Lars Yngve Rosell ,&nbsp;Lilly Augustine ,&nbsp;Anders Skriver Jensen","doi":"10.1016/j.ijedudev.2025.103317","DOIUrl":"10.1016/j.ijedudev.2025.103317","url":null,"abstract":"<div><div>COVID-19 presented serious challenges for early childhood education and care (ECEC) operations in the Nordic countries. While governmental responses varied, life in ECEC was characterized by full and partial closures, suspension of social activities, social distancing, compartmentalization, and stringent disease control and prevention procedures. This scoping review provides a comprehensive overview of empirical research on the impact of COVID-19 on Nordic ECEC, identifies gaps in the research literature, and examines indications for how to foster social sustainability and resilience in ECEC for future pandemics or crises. Six international databases were searched, followed by a national search in each Nordic country. In total, 46 articles were analyzed: relating to educators, administrators, children, and parents (P); data on preschool practices during COVID-19 (E); social and psychological practices, cooperation, interaction, and pedagogical and organizational practices (C); and wellbeing, health, participation, and inclusion (O). The results indicate critical aspects and success factors at the structural, relational, and pedagogical levels. Restrictions increased educator anxiety, and stress reduced the relational quality among educators and parents. These changes led to a weakening of pedagogical practices, isolation, and children missing friends. However, the restrictive environments allowed for creative solutions, educators’ agency, increased space for children’s play, and small-group and outdoor pedagogy, and they highlighted the potential of digital communication and remote pedagogy. To promote resilience in ECEC relates to fostering organizational flexibility and competent leadership, managing rapidly evolving challenges, and maintaining supportive professional relationships during times of crisis. The priorities are identifying opportunities for pedagogical innovation and maintaining relational quality with children and families.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"117 ","pages":"Article 103317"},"PeriodicalIF":2.8,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144213427","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":"Reconceptualizing targeted violence: A thematic review and pathways toward a unified definition","authors":"Romy Ghanem,&nbsp;Jahnavi Polumahanti,&nbsp;Chenhao Yin","doi":"10.1016/j.ijedudev.2025.103319","DOIUrl":"10.1016/j.ijedudev.2025.103319","url":null,"abstract":"<div><div>Targeted violence has emerged as a pressing societal issue over the past decade, yet its definition remains fragmented and inconsistent across academic disciplines. This lack of clarity hinders efforts to understand, prevent, and intervene effectively. This study systematically reviewed 158 empirical and theoretical articles to examine how targeted violence is conceptualized in current literature. Key themes included the types of violence, intended targets, and the role of intentionality and planning. The findings highlight the predominance of belief-driven violence, frequently linked to ideological biases, hate, and distorted perceptions of specific groups or individuals. Additionally, the review underscores the increasing prevalence of identity-based and location-specific violence, alongside the underrepresentation of intent and planning in many existing definitions. Discrepancies between academic interpretations and definitions used by other agencies further complicate the development of cohesive prevention strategies. To address these challenges, this study proposes a comprehensive definition of targeted violence, emphasizing identity, intentionality, planning, and the clear specification of targeted groups. By advancing a more consistent framework, this research seeks to bridge the gaps between theory and practice, fostering a deeper understanding and more effective prevention of targeted violence.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"117 ","pages":"Article 103319"},"PeriodicalIF":2.8,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144221640","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":"Drivers behind (non-)return of Ghanaian international university graduates: Embracing the complexity over individual explanations","authors":"Mohammed Yeboah ,&nbsp;Josef Novotný","doi":"10.1016/j.ijedudev.2025.103322","DOIUrl":"10.1016/j.ijedudev.2025.103322","url":null,"abstract":"<div><div>This article explores the complex factors and mechanisms influencing migration decisions of former Ghanaian international students after their graduation at European universities. Using a framework that integrates the Theory of Planned Behaviour (TPB) with key migration concepts, we draw on qualitative data from semi-structured interviews with 45 participants: 22 returnees interviewed in Ghana and 23 non-returnees interviewed abroad. The analysis unfolds in four steps: (1) examining the formation and evolution of return intentions and how they translate into actual decisions; (2) analysing the influence of attitudes, social norms, and perceived behavioural control on migration behaviours; (3) developing a typology of drivers that vary across subgroups with distinct intentions and outcomes; and (4) exploring how these drivers interact with TPB constructs to shape decision-making mechanisms. Our findings reveal that return intentions often shift over time and are shaped by a dynamic interplay of structural constraints, personal motivations, and normative pressures. Participants expressed both pro-return and pro-stay orientations, but perceived family expectations tended to favour staying abroad. The decision-making process was rarely shaped by a single factor; rather, intersecting influences created diverse migration trajectories. This study contributes to research on student mobility and return migration by unpacking how decisions are shaped by contextualised perceptions and competing pressures. The findings offer insights for policy discussions on brain circulation and diaspora engagement. Future research could explore similar mechanisms in other national or regional contexts and among graduates in different professional or educational fields.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"117 ","pages":"Article 103322"},"PeriodicalIF":2.8,"publicationDate":"2025-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144205412","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":"Lifelong gender inclusive education, productive capacity, and governance quality in Africa","authors":"Ekene ThankGod Emeka ,&nbsp;Simplice A. Asongu ,&nbsp;Jean R.F.K. Bouanza","doi":"10.1016/j.ijedudev.2025.103312","DOIUrl":"10.1016/j.ijedudev.2025.103312","url":null,"abstract":"<div><div>The importance of governance quality in driving economic progress is well-established in the existing literature, yet only limited strands of studies have explored the factors that enhance governance quality itself. Hence, this study investigates the effects of lifelong gender-inclusive education and productive capacity on governance quality while also examining the moderating influence of lifelong gender-inclusive education on the effect of productive capacity on governance quality. The analysis is based on a sample of 51 African countries for the period 2005–2022. The adopted empirical strategy includes the pooled OLS, the instrumental fixed effects (FE), and the dynamic system generalized method of moments (SGMM). The study incorporates four education variables, including primary, secondary, and tertiary school enrollments, along with a lifelong education index derived from principal component analysis (PCA) to capture lifelong gender-inclusive education in Africa. The following findings are established: First, productive capacity overwhelmingly has a positive effect on governance quality. Second, positive synergies become apparent when lifelong gender-inclusive education complements productive capacity to promote governance quality. The policy implications of the findings from this study are discussed in the context of the African Union's Agenda 2063 and the United Nations' Sustainable Development Goals (SDGs).</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"117 ","pages":"Article 103312"},"PeriodicalIF":2.8,"publicationDate":"2025-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144205413","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":"Opportunities or risks for civic education in electoral democracies? Evidence from Nigeria","authors":"Leila Demarest ,&nbsp;Line Kuppens","doi":"10.1016/j.ijedudev.2025.103316","DOIUrl":"10.1016/j.ijedudev.2025.103316","url":null,"abstract":"<div><div>Drawing on theory and evidence from Western societies, many countries in Sub-Saharan Africa implement civic education at school to foster political knowledge, engagement, as well as pro-democratic attitudes and behaviour. Yet instead of increasing participation as in established Western democracies, research focusing on adults in African electoral democracies suggests that citizens with higher socio-economic status, more knowledge, and adherence to democratic norms, are more likely to retreat from institutionalized politics given their increased awareness of the flawed nature of the political regimes they live in, where corruption, clientelism, electoral violence, and human rights abuses are still prevalent. In this paper, we use an original large-scale survey of secondary school students in Lagos state, Nigeria, and demonstrate by means of multilevel regression and Latent Class Analysis (LCA) how some, but not all of these tendencies are also present among adolescents, with optimistic implications for civic education on the continent.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"117 ","pages":"Article 103316"},"PeriodicalIF":2.8,"publicationDate":"2025-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144195162","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}