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

How justified are the criticisms of bias against the OECD's global competence framework?

IF 2.8 3区教育学

International Journal of Educational Development Pub Date : 2025-03-11 DOI: 10.1016/j.ijedudev.2025.103258

Izzettin Aydogan , Osman Tat

{"title":"How justified are the criticisms of bias against the OECD's global competence framework?","authors":"Izzettin Aydogan , Osman Tat","doi":"10.1016/j.ijedudev.2025.103258","DOIUrl":"10.1016/j.ijedudev.2025.103258","url":null,"abstract":"<div><div>In psychometric terms, bias is defined as the failure to ensure the psychological equivalence of the latent traits and related items intended to be measured by measurement procedures for different groups and therefore the measurements produce results in favor of or against at least one group. There has been both public and scientific criticism that it contains bias in terms of some features such as the OECD's global competence framework is designed according to the principles of the western liberal tradition, that students interpret words and expressions in some items differently, that their understanding of poverty and privilege is limited, and that students' lack of access to communication tools due to socio-economic conditions. In this research, we examined whether the OECD's global competence framework presented to students in the PISA 2018 assessment is statistically biased in terms of sociological features that encompass and even go beyond criticisms of the framework. In this context, we used six international classification indices and analyzed data on around 143 thousand students from 27 PISA participating countries. We believe that results will clarify criticisms of bias in the OECD's global competence framework.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"114 ","pages":"Article 103258"},"PeriodicalIF":2.8,"publicationDate":"2025-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143591693","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

The policy game

IF 2.8 3区教育学

International Journal of Educational Development Pub Date : 2025-03-10 DOI: 10.1016/j.ijedudev.2025.103250

Jeffrey Puryear

引用次数: 0

Determinants of high returns and low rates of high school completion in Brazil

IF 2.8 3区教育学

International Journal of Educational Development Pub Date : 2025-03-08 DOI: 10.1016/j.ijedudev.2025.103255

Maíra Penna Franca , Danielle Carusi Machado , Carlos Henrique Corseuil

{"title":"Determinants of high returns and low rates of high school completion in Brazil","authors":"Maíra Penna Franca , Danielle Carusi Machado , Carlos Henrique Corseuil","doi":"10.1016/j.ijedudev.2025.103255","DOIUrl":"10.1016/j.ijedudev.2025.103255","url":null,"abstract":"<div><div>This study estimates wage returns associated with secondary education among young adults aged 20–24 years in Brazil, focusing on the role of secondary school scarcity as a barrier to attendance. We employ instrumental variables derived from school density in the region where individuals resided at age 15. IV estimates are much higher than OLS (roughly five times higher). Complementary, first stage estimates indicate that greater school availability significantly increases secondary school completion rates. High commuting costs, due to the lack of schools, may interact with opportunity costs in a way that selects individuals out of the educational system with relatively high opportunity costs even when they would experience high returns at high school. In particular, we interpret our IV results as the effects of secondary schooling for those with commuting time restrictions. That could be an opportunity cost more bidding for women who tend to devote more time to household responsibilities than men. In fact, IV estimates for wage returns of secondary school were consistently higher for women across all instrumental variable specifications.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"114 ","pages":"Article 103255"},"PeriodicalIF":2.8,"publicationDate":"2025-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143577654","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

Student voice: Power relations and culture-sensitivity in authorship legitimacy of research publications in Iran

IF 2.8 3区教育学

International Journal of Educational Development Pub Date : 2025-03-06 DOI: 10.1016/j.ijedudev.2025.103261

Hiwa Weisi , Reza Ahmadi

{"title":"Student voice: Power relations and culture-sensitivity in authorship legitimacy of research publications in Iran","authors":"Hiwa Weisi , Reza Ahmadi","doi":"10.1016/j.ijedudev.2025.103261","DOIUrl":"10.1016/j.ijedudev.2025.103261","url":null,"abstract":"<div><div>Validating student voice in the higher education curriculum has been advocated in a variety of forms; however, the power relations within a particular culture may marginalize student voice, particularly in research practice. For this reason, this study explored how hearing student voice and the concept of power relations within Iran’s postgraduate curriculum might shape the processes of paper publication and authorship legitimacy. Drawing upon phenomenology research, 17 MA/PhD students in TEFL (Teaching English as a Foreign Language) participated in multiple forms of interviews and written narratives to describe their experiences of conducting research during their postgraduate studies. The findings suggested that student voice in discussing authorship decisions was not heard by professors/supervisors. Iranian professors often attributed the first author to themselves without consulting the students who had predominantly conducted the research. The study’s implications are further discussed to highlight how the notion of power relations plays a determining role in authorship legitimacy and its order, and how such misconduct may be accepted as cultural norms within Iran’s academic setting.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"114 ","pages":"Article 103261"},"PeriodicalIF":2.8,"publicationDate":"2025-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143562584","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

Gender parity trends in STEM and non-STEM fields in Higher Education Institutions in Tanzania: A comparative analysis

IF 2.8 3区教育学

International Journal of Educational Development Pub Date : 2025-03-05 DOI: 10.1016/j.ijedudev.2025.103233

Rose Ephraim Matete , Godlisten G. Kombe

{"title":"Gender parity trends in STEM and non-STEM fields in Higher Education Institutions in Tanzania: A comparative analysis","authors":"Rose Ephraim Matete , Godlisten G. Kombe","doi":"10.1016/j.ijedudev.2025.103233","DOIUrl":"10.1016/j.ijedudev.2025.103233","url":null,"abstract":"<div><div>In this study, we examined gender parity trends in Science, Technology, Engineering, and Mathematics (STEM) and non-STEM-related fields in Tanzanian Higher Education Institutions (HEIs) through comparative analysis. The study employed a quantitative research approach with a descriptive correlational research design. Data were collected from the Tanzania Commission for Universities (TCU) VitalStats handbooks, covering the academic years 2017/2018–2023/2024, and were analyzed through correlation, ANOVA, and regression analysis. The results indicate an increased trend of students’ enrolment in STEM programs in HEIs with a significant but gradual and narrow gender parity gap from 2018/2019–2023/2024 in both STEM and non-STEM education programs. The results also indicate a decline rate in the STEM Gender Parity Index (GPI) in recent years. It was again found that although the standard deviation for non-STEM fields was slightly higher, the difference was insignificant. However, the results suggest a statistically significant positive trend in the GIP in STEM-related fields. The results further indicate that the relevance of HEI programs in the labor market is still questionable. The key argument in this study is that while the increased trend in GIP has shown a significant improvement in both STEM and non-STEM programs in HEIs, continuous efforts and targeted interventions need to be in place to ensure that the gains achieved so far are sustained. Thus, having policies and directives that strengthen the scholarships for female students and ensure that HEIs offer relevant programs through project-based learning and research-based activities remains imperative.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"114 ","pages":"Article 103233"},"PeriodicalIF":2.8,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143550318","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

Children’s data protection in education: A case study of Google Workspace for Education in the European Economic Area

IF 2.8 3区教育学

International Journal of Educational Development Pub Date : 2025-03-04 DOI: 10.1016/j.ijedudev.2025.103237

Elora Fernandes

{"title":"Children’s data protection in education: A case study of Google Workspace for Education in the European Economic Area","authors":"Elora Fernandes","doi":"10.1016/j.ijedudev.2025.103237","DOIUrl":"10.1016/j.ijedudev.2025.103237","url":null,"abstract":"<div><div>Digital technologies are increasingly embedded in education, transforming not only the means of delivery, but also its values and purposes. The COVID-19 pandemic has caused a significant surge in the edtech industry, resulting in greater involvement of private entities in shaping the future of education and processing extensive volumes of children’s data. Challenges related to protecting children’s data in this realm have already been raised by several authorities across Europe. This paper analyzes cases related to Google Workspace for Education through a data colonialism lens, seeking to understand the strengths and limitations of public authorities’ positions and whether the measures taken are adequate to address data protection issues associated with data colonialism. The findings suggest that an adequate enforcement of the General Data Protection Regulation is possible and powerful to protect children’s data. However, this demands strong political and economic power to ensure compliance. It also falls short of addressing broader challenges posed by the prevailing business model, including familiarizing children with technologies that process data for predatory commercial purposes outside the school environment, as well as concerns regarding competition, public procurement, and data sovereignty.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"114 ","pages":"Article 103237"},"PeriodicalIF":2.8,"publicationDate":"2025-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143550317","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

Teacher absenteeism, large class size, and performance pressure: Barriers to student well-being at secondary schools in Bangladesh

IF 2.8 3区教育学

International Journal of Educational Development Pub Date : 2025-03-01 DOI: 10.1016/j.ijedudev.2025.103257

Saira Hossain

{"title":"Teacher absenteeism, large class size, and performance pressure: Barriers to student well-being at secondary schools in Bangladesh","authors":"Saira Hossain","doi":"10.1016/j.ijedudev.2025.103257","DOIUrl":"10.1016/j.ijedudev.2025.103257","url":null,"abstract":"<div><div>The growing importance of enhancing student well-being experiences at school is increasingly receiving attention globally. This paper presents findings from a qualitative study among 40 secondary school students from Bangladesh to understand the barriers to their well-being experiences at school. Data were collected through One-on-one and focus group interviews with students from both urban and rural areas. Using a constructivist grounded theory approach, the authors found three barriers: (i) Teacher absenteeism, (ii) large class size, and (iii) performance pressure that prevents students from experiencing well-being at school. The identified barriers have been discussed by looking at student experiences within the sociocultural context of a country from the Global South, such as Bangladesh. The study findings have implications for improving the current school practices and educational policies in Bangladesh and promoting student well-being experiences. The study recommends developing a well-functioning performance monitoring system and introducing performance bonuses for teachers. Besides recruiting new teachers, it is suggested to ensure the need-based distribution of teachers. Reducing the high-stakes summative exams and increasing the formative assessment is also recommended to make a shift from an assessment-centric to a learner-centric education system.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"114 ","pages":"Article 103257"},"PeriodicalIF":2.8,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143527472","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

Paternal migration and schooling choices. A study on children left behind in Ecuador 父亲移民与就学选择。厄瓜多尔留守儿童研究

IF 2.8 3区教育学

International Journal of Educational Development Pub Date : 2025-03-01 DOI: 10.1016/j.ijedudev.2025.103254

Michelle Tello , Gonzalo E. Sánchez

{"title":"Paternal migration and schooling choices. A study on children left behind in Ecuador","authors":"Michelle Tello , Gonzalo E. Sánchez","doi":"10.1016/j.ijedudev.2025.103254","DOIUrl":"10.1016/j.ijedudev.2025.103254","url":null,"abstract":"<div><div>Scholars dedicated to exploring the effects of migration on children left behind are commonly interested in human capital outcomes such as education. However, when focusing on children whose parents migrated, the effects are still not conclusive. This study investigates the role of paternal migration on schooling choices among children left behind in Ecuador using household-level data from a survey conducted in 2006, which contains detailed information about migrants and their households. We estimate the effect of having a migrant father using two types of doubly robust matching estimators: the matching estimator and the blocking estimator. We find that children with a migrant father have, on average, a 17.2–21.4 percentage point higher probability of attending a private school compared to children with no migrant father. Additionally, an extra 4.52–6.26 US dollars per month is spent on the education of children with a migrant father, which amounts to 45.2–62.6 US dollars per academic year. Despite these results, there is no evidence of an effect on years of schooling. Our findings also show that remittances sent by the father improve school investment more than remittances sent by other relatives, particularly among children living in low-income households.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"114 ","pages":"Article 103254"},"PeriodicalIF":2.8,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143520471","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

A journey of transformative growth: A narrative analysis of intercultural development in South Korea

IF 2.8 3区教育学

International Journal of Educational Development Pub Date : 2025-02-27 DOI: 10.1016/j.ijedudev.2025.103253

Christina Dahee Jung , Cyril Reyes

引用次数: 0

The evolution of the OECD's position on equity in global education

IF 2.8 3区教育学

International Journal of Educational Development Pub Date : 2025-02-27 DOI: 10.1016/j.ijedudev.2025.103241

Caitlin Senior, Pasi Sahlberg

引用次数: 0