International Journal of Educational Development最新文献_第2页

Envisioning professional capabilities of Taiwanese non-governmental organisations managing for sustainable development in international development collaborations 展望台湾非政府组织在国际发展合作中管理可持续发展的专业能力

IF 2.8 3区教育学

International Journal of Educational Development Pub Date : 2025-05-09 DOI: 10.1016/j.ijedudev.2025.103296

I-Hsuan Cheng

引用次数: 0

Improving the quality of basic education in ASEAN–Emerging challenges and reforms 提高东盟基础教育质量——新出现的挑战与改革

IF 2.8 3区教育学

International Journal of Educational Development Pub Date : 2025-05-07 DOI: 10.1016/j.ijedudev.2025.103292

M. Niaz Asadullah , Amir Hamza Jilani , Siwage Dharma Negara , Daniel Suryadarma

{"title":"Improving the quality of basic education in ASEAN–Emerging challenges and reforms","authors":"M. Niaz Asadullah , Amir Hamza Jilani , Siwage Dharma Negara , Daniel Suryadarma","doi":"10.1016/j.ijedudev.2025.103292","DOIUrl":"10.1016/j.ijedudev.2025.103292","url":null,"abstract":"<div><div>Southeast Asia has made remarkable progress in expanding access to education, surpassing many other developing regions in bringing children to school. However, ensuring foundational literacy and numeracy—core indicators of the quality of basic education—remains a pressing challenge across the region. Various education reforms, programs, and initiatives supported by governmental, non-governmental, and non-profit organizations have been implemented with mixed success. This essay introduces the eight papers featured in the Special Issue jointly proposed by the Asian Development Bank Institute (ADBI), the Asian Development Bank (ADB), and the ISEAS-Yusof Ishak Institute on the emerging challenges and necessary reforms to improve the quality of basic education in ASEAN. Contributions from ADB and ADBI staff, academic researchers, and practitioners within the region reflect on the state of education following the COVID-19 pandemic, presenting new evidence on barriers to learning outcomes and offering actionable policy recommendations for advancing education quality. The papers provide cross-country analyses and country-specific studies, focusing on Thailand, Vietnam, Indonesia, the Philippines, and Malaysia. They address an array of interconnected topics, including the impact evaluation of government and non-government education programs, the effects of pandemic-induced school closures on learning outcomes, and stakeholder perceptions of education quality and learning achievement. Together, these studies present diverse methodological approaches and findings, offering a comprehensive lens through which to understand and tackle persistent educational challenges in ASEAN.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"116 ","pages":"Article 103292"},"PeriodicalIF":2.8,"publicationDate":"2025-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143917302","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

Crossing cultures: The spectrum of intercultural conflict among international students in Northern India 跨文化：印度北部国际学生的跨文化冲突

IF 2.8 3区教育学

International Journal of Educational Development Pub Date : 2025-05-06 DOI: 10.1016/j.ijedudev.2025.103301

Bipasha Das , Satyam Verma , Alok Gardia

{"title":"Crossing cultures: The spectrum of intercultural conflict among international students in Northern India","authors":"Bipasha Das , Satyam Verma , Alok Gardia","doi":"10.1016/j.ijedudev.2025.103301","DOIUrl":"10.1016/j.ijedudev.2025.103301","url":null,"abstract":"<div><div>The study explores intercultural conflicts among international students in Northern India, particularly emphasizing the intersectional dynamics of nationality, race, gender, and religion in shaping their experiences. It was conducted using a qualitative phenomenological design that analyzed the experiences of 12 students from 11 countries and four religions through a semi-structured, in-depth interview schedule. Findings show that students experienced cross-cultural discrepancy, explicit prejudice, and intersectional discrimination. The study found that international students face challenges in adapting to cultural changes and integrating into a new society due to the lack of intercultural sensitivity among local students. The initial culture shock experienced by international students typically manifests through specific challenges related to everyday interactions, dietary adjustments, religious celebrations, gender norms, and dress codes. On the contrary, the challenges expanded their outlook toward cultural adjustment. The findings of the study also revealed that international students are sometimes exposed to gender-based harassment and discrimination, which can vary based on their particular religion and nationality. The study underscores the urgent need to develop sound inclusion strategies for international students, giving them more opportunities for mutual interaction and absorption in campus life.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"116 ","pages":"Article 103301"},"PeriodicalIF":2.8,"publicationDate":"2025-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143912302","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

Long-term associations between early childhood education and academic achievement in two low- and middle-income countries 两个低收入和中等收入国家幼儿教育与学业成绩之间的长期联系

IF 2.8 3区教育学

International Journal of Educational Development Pub Date : 2025-05-06 DOI: 10.1016/j.ijedudev.2025.103294

Laura Betancur , Elizabeth Votruba-Drzal , Portia Miller

{"title":"Long-term associations between early childhood education and academic achievement in two low- and middle-income countries","authors":"Laura Betancur , Elizabeth Votruba-Drzal , Portia Miller","doi":"10.1016/j.ijedudev.2025.103294","DOIUrl":"10.1016/j.ijedudev.2025.103294","url":null,"abstract":"<div><div>Using data from India and Peru, this study examined whether children who attended early childhood education (ECE) showed higher math and vocabulary achievement from childhood to adolescence compared to children who did not attend ECE. It also assessed whether the strength of these associations differed among children who attended public or private ECE. A sample of 4063 children from economically disadvantaged communities in India and Peru was examined. Results of multilevel models that accounted for potential family and community confounding characteristics showed that participating in ECE was associated to better achievement through age 15. Additionally, positive links between private ECE and achievement were stronger than those observed for public ECE. These results were robust to the inclusion of propensity weights in the analyses to adjust for selection bias. Findings suggest that ECE expansion across the globe may be a promising avenue to improve learning among children in low- and middle-income countries but focusing on monitoring and improving quality is necessary.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"116 ","pages":"Article 103294"},"PeriodicalIF":2.8,"publicationDate":"2025-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143912022","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

National citizenship as an impediment to global citizenship? The ‘glocal’ approach to global citizenship education in Taiwan and the necessary preconditions 国家公民身份是全球公民身份的障碍？台湾全球公民教育的“全球本土化”路径及其必要前提

IF 2.8 3区教育学

International Journal of Educational Development Pub Date : 2025-05-01 DOI: 10.1016/j.ijedudev.2025.103289

Cheng-Yu Hung

{"title":"National citizenship as an impediment to global citizenship? The ‘glocal’ approach to global citizenship education in Taiwan and the necessary preconditions","authors":"Cheng-Yu Hung","doi":"10.1016/j.ijedudev.2025.103289","DOIUrl":"10.1016/j.ijedudev.2025.103289","url":null,"abstract":"<div><div>The debates about whether national citizenship (NC) and global citizenship (GC) are either mutually contradictory or can be compatible, has been a long-running topic in the scholarship of philosophy. This article uses Taiwan as an example with its complex nationhood to demonstrate how their citizenship curriculum developers have approached this issue and incorporated global citizenship education (GCE) in the latest curriculum. This case study discovers that three preconditions are essential to GC development: (a) the discovery of self-identity, (b) openness to diverse values and (c) social transformation within liberal and democratic constructs. Also, from the qualitative data collected, it can be seen that GC can act as a ‘prism’ reflecting the significance of NC and NC in turn is a ‘reference point’ for students to reflect upon global issues from a local viewpoint. In line with the emerging ‘glocal pedagogies’ and their dialectical nature, GC is not only compatible with NC but also reinforces national awareness. This Taiwanese case hopes to inspire countries facing a similar crisis of nationhood or with self-governing areas pursuing independence to reconsider GC as one of the citizenship curriculum development options.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"115 ","pages":"Article 103289"},"PeriodicalIF":2.8,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143895627","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

Dialogical truncation between law, economics, and organizations in Brazilian higher education institutions 巴西高等教育机构中法律、经济和组织之间的对话截断

IF 2.8 3区教育学

International Journal of Educational Development Pub Date : 2025-05-01 DOI: 10.1016/j.ijedudev.2025.103293

Ricardo Wagner Righi de Toledo , Patrícia Bernardes , Maria Inês Martins , Matheus Pereira Libório

{"title":"Dialogical truncation between law, economics, and organizations in Brazilian higher education institutions","authors":"Ricardo Wagner Righi de Toledo , Patrícia Bernardes , Maria Inês Martins , Matheus Pereira Libório","doi":"10.1016/j.ijedudev.2025.103293","DOIUrl":"10.1016/j.ijedudev.2025.103293","url":null,"abstract":"<div><div>This research is based on the new institutional economics and the dialogue between law, economics, and organizations. The central hypothesis is that there is limited dialogue between these areas in Brazil, and the study's objective is to measure its dialogical truncation degree. The research's relevance is justified by flaws in public policy and management in the country, which increase transaction costs and waste scarce resources, harming social well-being. The research analyzes the presence of disciplines related to law and economics in seventy higher education institutions (40 undergraduate courses and 20 postgraduate courses) through content analysis of teaching plans, syllabuses, and other pedagogical documents from 912 disciplines of these courses. The results show that only 4.44 % of courses address the law and economics, indicating that the dialogical truncation between law, economics, and organizations is a source of failures in public policy and management in the country. In addition to the Brazilian case, the research offers a framework that allows for measuring the dialogical truncation degree between law, economics, and administration and indicates to what extent these disciplines are connected and inserted in higher education courses in other countries. Applying this framework enables a deeper analysis of the relationship between transaction costs, institutions' efficiency, and economic performance with the dialogical truncation degree between law, economics, and administration courses in any country.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"115 ","pages":"Article 103293"},"PeriodicalIF":2.8,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143891066","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 how Turkish principals know to manage: An epistemological perspective of principals’ “Know How” 理解土耳其校长如何懂得管理：校长“懂得”的认识论视角

IF 2.8 3区教育学

International Journal of Educational Development Pub Date : 2025-05-01 DOI: 10.1016/j.ijedudev.2025.103286

Nihan Demirkasımoğlu , Anil Kadir Eranil , Gökhan Arastaman

{"title":"Understanding how Turkish principals know to manage: An epistemological perspective of principals’ “Know How”","authors":"Nihan Demirkasımoğlu , Anil Kadir Eranil , Gökhan Arastaman","doi":"10.1016/j.ijedudev.2025.103286","DOIUrl":"10.1016/j.ijedudev.2025.103286","url":null,"abstract":"<div><div>This study explores how school principals in Türkiye access and utilize different types of knowledge in their administrative processes, with a focus on the interplay between these types. It also aims to understand the factors that facilitate or hinder principals’ knowledge acquisition and to investigate whether knowledge use varies significantly by gender, education level, and seniority. The study employs a convergent mixed-methods design, integrating quantitative and qualitative data collected from school principals across 12 provinces in Türkiye. The quantitative data measured principals' reliance on various knowledge sources, while the qualitative data provided deeper insights into the challenges they face in accessing and utilizing knowledge. Data collection included surveys and in-depth interviews with school principals. Quantitative findings reveal that principals predominantly rely on explicit knowledge sources, such as management training and education legislation, while experiential and intuitive knowledge are less utilized. Qualitative data, however, underscores the importance of tacit knowledge, with principals frequently turning to peer-to-peer learning and personal experience. Barriers to knowledge access include heavy workloads, rapidly changing legislation, and limited professional development opportunities, which hinder principals’ ability to stay updated. The findings suggest that school principals would benefit from more holistic professional development programs that balance formal training with opportunities for experiential learning and peer collaboration. Addressing structural barriers, such as workload and inadequate access to timely legislative updates, would improve principals' capacity to integrate both explicit and tacit knowledge into their leadership practice.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"115 ","pages":"Article 103286"},"PeriodicalIF":2.8,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143891065","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

Education quality in West and Central Africa: Family background, teachers, and schools 西非和中非的教育质量：家庭背景、教师和学校

IF 2.8 3区教育学

International Journal of Educational Development Pub Date : 2025-04-29 DOI: 10.1016/j.ijedudev.2025.103290

Kadio Eric Kadio

{"title":"Education quality in West and Central Africa: Family background, teachers, and schools","authors":"Kadio Eric Kadio","doi":"10.1016/j.ijedudev.2025.103290","DOIUrl":"10.1016/j.ijedudev.2025.103290","url":null,"abstract":"<div><div>This paper provides empirical evidence on the determinants of learning outcomes in Sub-Saharan Africa, focusing on the effects of student socioeconomic status (SES), teacher characteristics, and school-level factors. Using a multi-level regression framework, we analyze mathematics proficiency with PASEC data from ten countries, a standardized assessment of pupils’ mathematics and reading performance. We document a value-added model with a baseline specification rooted in a hierarchical linear model. Our main findings reveal persistent socioeconomic inequalities. Students from the highest SES quintile significantly outperform their peers, even after accounting for school resources, highlighting entrenched advantages in resource access and parental support. Teacher experience, qualifications, and gender (with female teachers correlating with higher scores) emerge as critical drivers of achievement, though their impact is mediated by school context. Overcrowded classrooms (>36 students) and ineffective teaching methods hinder learning, while private schools and robust infrastructure consistently enhance outcomes. Regional disparities further underscore contextual variability: in West Africa, SES and teacher training reforms yield pronounced benefits, while Central Africa exhibits weaker SES effects and greater spatial inequalities.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"115 ","pages":"Article 103290"},"PeriodicalIF":2.8,"publicationDate":"2025-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143881356","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

Global ambitions, local challenges: The complex dynamics of graduate migration intentions in an emerging economy 全球雄心，本地挑战：新兴经济体毕业生移民意向的复杂动态

IF 2.8 3区教育学

International Journal of Educational Development Pub Date : 2025-04-28 DOI: 10.1016/j.ijedudev.2025.103285

Buddhini Amarathunga , S.M.R.K. Samarakoon , S.M.N.N. Sarathkumara

{"title":"Global ambitions, local challenges: The complex dynamics of graduate migration intentions in an emerging economy","authors":"Buddhini Amarathunga , S.M.R.K. Samarakoon , S.M.N.N. Sarathkumara","doi":"10.1016/j.ijedudev.2025.103285","DOIUrl":"10.1016/j.ijedudev.2025.103285","url":null,"abstract":"<div><div>This study examines the migration intentions of recent graduates in Sri Lanka, focusing on key socio-economic and personal factors influencing their decisions. Using an online survey distributed to graduates from four state and three private universities, data was collected from 405 respondents. The findings indicate that the desire to study at a world-class university, aspirations for an international career, and perceptions of the current economic situation significantly drive migration intentions. Social capital and political perceptions negatively correlate with migration intentions, suggesting that strong domestic networks and dissatisfaction with governance may reduce, rather than increase, the likelihood of migration. Although family influence was not statistically significant, it was included in the extended analysis. The study identifies gender-based differences, with female graduates more likely to express migration intentions than males. Gender-disaggregated analysis shows that political perceptions and social capital significantly influence male graduates, while educational aspirations and economic concerns are stronger predictors among female graduates. The results highlight the dominant role of career-related aspirations and economic conditions in shaping migration decisions. While traditional push factors such as economic hardship are relevant, the influence of educational aspirations and cultural expectations suggests that migration is also driven by broader social and professional ambitions. The gender disparity in migration intentions underscores the need to examine how labour market conditions and social norms differently affect male and female graduates. These findings emphasize the importance of enhancing local career opportunities, improving higher education standards, and addressing labour market mismatches to manage graduate migration trends.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"115 ","pages":"Article 103285"},"PeriodicalIF":2.8,"publicationDate":"2025-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143879110","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

Evaluating 30 years of experimental education research in the post-Soviet space: A meta-analysis of studies on student achievement 评价后苏联空间30年的实验教育研究：学生成就研究的荟萃分析

IF 2.8 3区教育学

International Journal of Educational Development Pub Date : 2025-04-28 DOI: 10.1016/j.ijedudev.2025.103274

Yuliya Kersha , Yulia Melnik , Maria Novikova , Sergey Kosaretsky , Roman Zviagintsev

{"title":"Evaluating 30 years of experimental education research in the post-Soviet space: A meta-analysis of studies on student achievement","authors":"Yuliya Kersha , Yulia Melnik , Maria Novikova , Sergey Kosaretsky , Roman Zviagintsev","doi":"10.1016/j.ijedudev.2025.103274","DOIUrl":"10.1016/j.ijedudev.2025.103274","url":null,"abstract":"<div><div>In recent years, the importance of using an evidence-based approach in education has significantly increased. Research results from all over the world are utilized to shape educational practices and inform reforms. In post-Soviet countries, however, the need for evidence is at odds with a limited understanding of the availability and quality of data suitable for such purposes. The current meta-analysis addresses this gap by systematizing the results of experimental research aimed at improving student achievement in the post-Soviet space. To achieve this, we searched four databases and screened 1022 publications, identifying 41 studies relevant for analysis. The evaluation of the studies using a multi-level meta-analysis model (MLMA) showed that interventions analyzed had a positive and extremely high effect on student achievement (ES = 0.78), which contradicts similar work from other countries. At the same time at least two of the five methods employed in the study to evaluate publication bias proved its presence. Overall, the results of the systematic review indicate that the research available to date can hardly serve as a basis for evidence-based educational reform. The quality of the majority of experimental studies in the region highlights the need for future research into institutional factors that hinder the development of this type of studies. Recommendations were provided for authors and journals to improve the quality of experimental research and advance evidence-based approach in the region.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"115 ","pages":"Article 103274"},"PeriodicalIF":2.8,"publicationDate":"2025-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143881357","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