International Journal of Educational Development最新文献

{"title":"Assessing ICT integration in civic education: Barriers, enablers and practitioner perspectives in Ghana","authors":"Cosmos Kwaku Nutakor,&nbsp;Eric O. Osei,&nbsp;Patrick Swanzy","doi":"10.1016/j.ijedudev.2026.103627","DOIUrl":"10.1016/j.ijedudev.2026.103627","url":null,"abstract":"<div><div>This study explored the enabling and hindering factors of Information and Communication Technology (ICT) in civic education delivery, while addressing an empirical gap in the literature. Adopting a pragmatic philosophical approach, we conducted one-on-one interviews with 22 civic education practitioners across six geographical districts in Ghana. The data collected were analysed using thematic analysis guided by the People-Process-Technology Model. The study revealed three key barriers: insufficient technical infrastructure, inadequate pedagogical training, and organisational policy constraints. The average self-rating of ICT integration in civic education was five out of ten (5/10). Participants recommended increased investment in ICT infrastructure, targeted professional development, and policy reforms to address the barriers identified by the practitioners. Based on these findings, we conclude that providing technological support and training to civic educators is essential to ensure both immediate and long-term improvements in civic education delivery in the studied districts in Ghana.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"124 ","pages":"Article 103627"},"PeriodicalIF":2.6,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148500532","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":"Impact of internal migration on labor market outcomes: Evidence from Ethiopia","authors":"Desalegn Nega Chalie","doi":"10.1016/j.ijedudev.2026.103619","DOIUrl":"10.1016/j.ijedudev.2026.103619","url":null,"abstract":"<div><div>The movement of people is considered a means of labor market adjustment and reducing fragmentation. This study contributes to the literature by examining the causal effect of internal migration on various labor market outcomes and job quality and showing the role of education in shaping their relationship in a war-affected and developing country context. By using the 2013 and 2021 Ethiopian Labor Force and Migration Surveys (LFMS) and an instrumental variable approach (IV), this study finds a significant and positive effect of internal migration on employment probability; however, the employment gains do not consistently translate into better job quality indicators such as wages, contract types and working hours for all migrants. Importantly, education has a critical role in enhancing the positive influence of internal migration on job quality indicators. The results reveal educated migrants earn significantly higher wages, are more likely to hold permanent contracts and work fewer hours. The disaggregated results further reveal that permanent employment opportunities are limited and mainly benefit male migrants in a few regions, while female migrants work longer hours. The findings also show that the employment effect of internal migration is stronger in urban areas and among male migrants. Overall, the results suggest the necessity of labor market policies that go beyond enhancing the mobility of individuals and integrate education and skills development strategies with migration policy, empower women, and foster inclusive urban labor market institutions.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"124 ","pages":"Article 103619"},"PeriodicalIF":2.6,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148500427","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":"What school communities say—and what it predicts: A discourse-based model of dropout risk","authors":"Alina Sava,&nbsp;Adi Apostu,&nbsp;Dragoș Iliescu,&nbsp;Bogdan Cristescu,&nbsp;Șerban Andrei Zanfirescu","doi":"10.1016/j.ijedudev.2026.103633","DOIUrl":"10.1016/j.ijedudev.2026.103633","url":null,"abstract":"<div><div>School dropout remains a critical educational and societal issue, particularly in contexts where systemic challenges hinder student retention. Traditional methods of identifying at-risk schools rely on quantitative indicators such as attendance records, academic performance, or socio-demographic data, often offering only retrospective insights. This study explores a novel, scalable approach for early identification of schools with high dropout risk, based on the automated analysis of stakeholder language rather than numeric data. Using interviews with principals, teachers, and parents from 105 Romanian schools, we applied natural language processing and machine learning techniques to classify schools into three dropout risk categories (low, medium, high), as defined by a validated risk index developed by the World Bank and adopted by the Romanian Ministry of Education. A machine learning classifier achieved an overall accuracy of 80% and strong discrimination between risk levels, as indicated by an area under the receiver operating characteristic curve (AUC-ROC) of.91. Distinct linguistic patterns proved effective in distinguishing schools with different risk levels. These findings suggest that stakeholder discourse provides valuable insights into school climate and functioning. By incorporating language-based analysis into school monitoring systems, policymakers and educational leaders can identify emerging risks early and design timely, targeted interventions to prevent dropout.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"124 ","pages":"Article 103633"},"PeriodicalIF":2.6,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148541341","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 to promote relative and absolute educational intergenerational mobility? A global study based on interpretable machine learning","authors":"Chai Xiong,&nbsp;Simin Yang,&nbsp;Yong Chen,&nbsp;Yuan Liu","doi":"10.1016/j.ijedudev.2026.103625","DOIUrl":"10.1016/j.ijedudev.2026.103625","url":null,"abstract":"<div><div>Educational intergenerational mobility includes two dimensions: relative and absolute, reflecting the degree of intergenerational dependence and the probability of upward mobility, respectively. Drawing on the World Bank's Global Database on Intergenerational Mobility and related macro-level statistics, this study employs interpretable machine learning methods to comparatively analyze the predictors of both mobility types across four dimensions: economic development, public education provision, parental human capital, and gender culture. The results reveal a significant divergence in the driving mechanisms of the two mobility types. Relative mobility is most strongly influenced by parental human capital, whereas absolute mobility relies more heavily on economic development, with the role of gender culture notably rising. Moreover, core variables exhibit nonlinear relationships with intergenerational mobility, including the logarithmic pattern of GDP per capita, the threshold effect of the share of public education expenditure, and the inverted V-shaped pattern of paternal education inequality. Heterogeneity analysis indicates that the impact of parental roles on intergenerational mobility varies by offspring gender, and gender culture plays a prominent role in enhancing the absolute mobility of daughters. This study contributes to a nuanced understanding of the differentiated mechanisms driving relative and absolute intergenerational educational mobility.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"124 ","pages":"Article 103625"},"PeriodicalIF":2.6,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148500528","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":"Digital financial inclusion and educational equity: Evidence from Chinese household survey data","authors":"Jin Peng,&nbsp;Meng Kang","doi":"10.1016/j.ijedudev.2026.103624","DOIUrl":"10.1016/j.ijedudev.2026.103624","url":null,"abstract":"<div><div>This study examines the impact of digital financial inclusion (DFI) on intra-household educational equity using data from the China Family Panel Studies (CFPS). Employing high-dimensional fixed-effects models and instrumental variable approaches, we find that DFI significantly reduces inequality in educational resource allocation, as measured by the education Gini coefficient. Mechanism analysis shows that this equalizing effect operates primarily through the alleviation of household credit constraints and increased willingness to invest in education. In addition, heterogeneity analysis reveals that the impact of DFI is more pronounced among households with lower parental education levels and in southern China, where digital infrastructure is more developed, while the effect remains limited in rural areas. These findings provide micro-level evidence on how digital financial development can promote educational equity and highlight the importance of expanding inclusive financial services to support human capital development in developing contexts.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"124 ","pages":"Article 103624"},"PeriodicalIF":2.6,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148500529","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":"Understanding the role of parental support and expectations in preventing grade retention in Chilean schools","authors":"Claudio Allende,&nbsp;Verónica López,&nbsp;Machteld Vandecandelaere","doi":"10.1016/j.ijedudev.2026.103621","DOIUrl":"10.1016/j.ijedudev.2026.103621","url":null,"abstract":"<div><div>This study examines the factors associated with the likelihood of grade retention in Chile, measured as whether students have repeated at least one grade up to 2018. Focusing on the interplay between parental involvement and expectations, individual characteristics, and school-level factors, we estimate a multilevel structural probit model with students nested within schools. This approach allows us to assess the probability of grade retention in 4th, 6th, and 10th grades while accounting for the hierarchical structure of the data. To address the endogeneity of parental expectations—arising from potential reverse causality with student achievement and from omitted contextual factors influencing expectation formation—we incorporate instrumental variables within this nonlinear framework. This strategy enables a direct correction for endogeneity without relying on conventional two-stage methods. The analysis draws on nationally representative samples of students in 4th grade (N = 121,876), 6th grade (N = 112,285), and 10th grade (N = 109,270) in 2018. Results indicate that parental involvement—spanning both overt, school-based and subtle, home-based dimensions—plays a multifaceted role in grade retention. Among the overt dimensions, participation in school activities served as a protective factor, whereas daily help with homework was associated with a greater risk. Among subtle dimensions, parent–child communication and support for learning autonomy were protective, mainly in secondary education. In contrast, negative parental perceptions of schools are associated with higher retention rates. While higher parental expectations are positively associated with student performance, this relationship disappears once endogeneity is accounted for, suggesting that expectations are shaped by prior achievement and context. Finally, school-level variables play a critical role, with schools exhibiting high retention rates emerging as strong predictors of individual grade retention. Our findings have important implications for policies aimed at promoting more inclusive and equitable educational systems.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"124 ","pages":"Article 103621"},"PeriodicalIF":2.6,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148500495","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":"Student well-being, sense of belonging, and alienation among secondary school students in Colombia, India, and Malawi","authors":"Thomas F. Luschei,&nbsp;Amita Chudgar,&nbsp;Nancy Kendall,&nbsp;Tatiana Chirkina,&nbsp;Su Yon Choi,&nbsp;Aanchal Gidra,&nbsp;Yenny Chavarría,&nbsp;Thomas M. Chimwaza,&nbsp;Arpith Thomas Isaac,&nbsp;Stella Makhuva,&nbsp;Ida Tamara Muwa,&nbsp;Miriam S. Thangaraj","doi":"10.1016/j.ijedudev.2026.103628","DOIUrl":"10.1016/j.ijedudev.2026.103628","url":null,"abstract":"<div><div>Growing evidence supports the importance of students’ well-being, sense of belonging, and alienation for their success in school and the labor force. Although research points to some school-related factors that influence these important outcomes, evidence from lower- and middle-income countries is limited. In this paper we report the results of a cross-country survey of over 1500 youth in urban and rural schools in Colombia, India, and Malawi. For each country we estimate ordinary least squares multiple regression models relating student well-being, sense of belonging, and alienation to school climate variables. In all three countries, we find that these three outcomes are associated significantly and in the expected direction with a range of affective experiences that teachers and school leaders can shape, including students’ sense of safety and fairness in school and the quality of students’ relationships with teachers, school leaders, and peers. These findings suggest that teachers, school leaders, and educational policymakers in marginalized locations can enhance students’ schooling experiences by looking beyond traditional academic processes and outcomes to improve school climate.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"124 ","pages":"Article 103628"},"PeriodicalIF":2.6,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148500527","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":"Cultural divergences in student creative thinking development: An exploratory analysis of PISA 2022 data","authors":"Yajing Wang","doi":"10.1016/j.ijedudev.2026.103629","DOIUrl":"10.1016/j.ijedudev.2026.103629","url":null,"abstract":"<div><div>Creative thinking is widely recognized as a higher-order cognitive competence, yet evidence linking environmental contexts to creative performance across cultures remains scarce. Guided by Social Cognitive Theory and utilizing the PISA 2022 database, this study compares Eastern systems comprising Hong Kong, Macao, Chinese Taipei, and Singapore with Western systems represented by Australia and Canada. Mediation analysis and quantile regression were employed to examine how openness to intellect, creative self-efficacy, and participation in school and extracurricular activities channel the associations between creative environments and creative thinking scores. Results indicated that environmental contexts alone showed limited alignment with outcomes. Instead, specific mediators played critical roles. Universally, openness to intellect functioned as a positive mediator, whereas frequent extracurricular participation showed a consistent negative association. However, cultural pathways diverged significantly. In Eastern systems, creative self-efficacy and participation in school creative activities functioned as positive mediators across the entire score distribution. Conversely, in Western systems, these same factors exhibited negative mediating associations. Furthermore, distinct distributional patterns emerged in the West where a social creative environment aligned positively exclusively with lower-achieving students. These findings indicate that identical resources relate to creative thinking in divergent ways depending on cultural setting and achievement level. This study contributes to the cross-cultural literature by providing evidence-based implications for culturally sensitive instruction and underscoring the necessity of better calibrating creativity-related measures.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"124 ","pages":"Article 103629"},"PeriodicalIF":2.6,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148500526","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":"Multilayered family involvement in university choice in Cambodia","authors":"Mami Tokuoka,&nbsp;Keiichi Ogawa","doi":"10.1016/j.ijedudev.2026.103623","DOIUrl":"10.1016/j.ijedudev.2026.103623","url":null,"abstract":"<div><div>Family support is widely recognized as influential in students’ educational trajectories, yet research on university choice has predominantly emphasized parental involvement. This study extends the focus to include non-parental family members. Drawing on literature on social capital, higher education access, and family dynamics, this study investigates how extended family members beyond parents, such as siblings, grandparents, uncles, aunts, and cousins, contribute to university decision-making in Cambodia, a country characterized by post-conflict legacies and structural inequalities in higher education. Using a qualitative approach grounded in social capital theory, this study analyzes interviews with 52 Grade 12 and first-year university students in Phnom Penh and surrounding areas, enabling a more comprehensive examination of university choice processes that have often been studied in isolation that have often been examined separately, largely due to the practical difficulties of sampling and accessing multiple stakeholders within the same familial decision-making unit. Our study indicates multilayered patterns of family involvement across three key stages: predisposition, search, and final choice. While parents were described as providing initial encouragement and final input, extended family members offer essential academic, emotional, and financial support, particularly in cases where parents lack higher education experience. In this study, first-generation students more frequently described relying on third-party support, such as teachers and religious leaders, due to limited familial capital. By uncovering both commonalities and differences in how various family actors engage in the university choice process, this study contributes to more nuanced theories of educational decision-making that move beyond binary classifications of family background.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"124 ","pages":"Article 103623"},"PeriodicalIF":2.6,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148500530","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":"Occupational prestige and teacher empowerment for preschool teachers: A moderated mediation of digital critical literacy and teacher alienation","authors":"Pi-Chun Hsu ,&nbsp;Ru-Si Chen","doi":"10.1016/j.ijedudev.2026.103594","DOIUrl":"10.1016/j.ijedudev.2026.103594","url":null,"abstract":"<div><div>This study examined the relationships among occupational prestige, teacher empowerment, digital critical literacy, and teacher alienation within the preschool context in northern Taiwan. A cross-sectional survey was conducted with 482 preschool teachers, and the data were analyzed using partial least squares structural equation modeling. The results showed that occupational prestige was positively associated with teacher empowerment, both directly and indirectly via digital critical literacy. The analysis also suggested that teacher alienation moderates this indirect relationship. While alienation weakens the direct relationship between occupational prestige and digital critical literacy, the indirect relationship becomes more pronounced at higher levels of alienation. These findings highlight the importance of fostering preschool teachers’ digital critical literacy and enhancing their professional status. The results suggest that improving societal recognition of preschool teachers could contribute to developing their professional agency and sustained commitment. Furthermore, digital critical literacy may function as a compensatory resource that helps alienated teachers negotiate their professional identity and navigate complex educational environments with greater agency.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"123 ","pages":"Article 103594"},"PeriodicalIF":2.3,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147952067","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}