International Journal of Educational Development最新文献

{"title":"A journey of transformative growth: A narrative analysis of intercultural development in South Korea","authors":"Christina Dahee Jung ,&nbsp;Cyril Reyes","doi":"10.1016/j.ijedudev.2025.103253","DOIUrl":"10.1016/j.ijedudev.2025.103253","url":null,"abstract":"<div><div>Studying abroad brings numerous affordances to tertiary international students, such as acquiring a new language and immersing in a new culture. This paper examines how one female Indonesian university student in South Korea expanded her intercultural understanding and experienced personal change. Using narrative analysis, the researchers discovered that one of the positive effects of developing one’s intercultural competence is acquiring a greater sense of perspectivity. The researchers utilized the theory of the transformative self to interpret the subject’s deepened knowledge of the Korean language and culture as prerequisites leading to the potential emergence of authenticity. As South Korea continues to be a popular study-abroad destination, this study also offers critical insight into the benefits and challenges of adapting to the Korean milieu.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"114 ","pages":"Article 103253"},"PeriodicalIF":2.8,"publicationDate":"2025-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143508466","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 evolution of the OECD's position on equity in global education","authors":"Caitlin Senior,&nbsp;Pasi Sahlberg","doi":"10.1016/j.ijedudev.2025.103241","DOIUrl":"10.1016/j.ijedudev.2025.103241","url":null,"abstract":"<div><div>This article explores the role the Organisation for Economic Cooperation and Development (OECD) plays on national education policy and how it emerged to become a global champion of equity in education. Two overarching conclusions made in this article are that (1) the OECD’s position on equity in education has changed over the past three decades and that (2) the OECD’s evolving focus on equity in education is a reason why education systems around the world are including equity as a priority policy aim. It has remained largely unexplained why despite the OECD promoting equity as a key priority for national education policies for over two decades with influence on policy discourse around the world, equity of education outcomes has not generally improved globally. Many policymakers today wonder why equity policies so often fail. The premise of this article is that better understanding of the OECD’s role in advocating equity in global education could be helpful in efforts to advance equity in national education policies and reforms.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"114 ","pages":"Article 103241"},"PeriodicalIF":2.8,"publicationDate":"2025-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143508465","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":"The multicultural personality and ethnocentrism tendencies of pre-service teachers in Türkiye","authors":"Elif Alkar","doi":"10.1016/j.ijedudev.2025.103248","DOIUrl":"10.1016/j.ijedudev.2025.103248","url":null,"abstract":"<div><div>With the increase in migration patterns, an increased number of ethnic groups are coming into contact with each other, which raises the question of cultural cohesion and discrimination. In this context, the study aims to reveal the multicultural personality and ethnocentrism tendencies of pre-service teachers in Türkiye. The study using basic qualitative methodology which was analyzed in the basic qualitative design from qualitative methods, was completed with the participation of 69 pre-service teachers. The data collected through structured interview questions were presented under 4 themes with a holistic framework. These are: a) curiosity about different cultures, b) feelings towards different societies, c) difficulties of cultural adaptation and d) self-culture in our personal stories. The results showed that pre-service teachers had an open-minded and flexible approach towards different countries and cultures. However, more restrictive interpretations were encountered in terms of living in a different geography. The students who highlighted the commitment to their traditions and made negative statements on ethnocentrism, on the other hand, openly criticized treatment of women in their own cultures.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"114 ","pages":"Article 103248"},"PeriodicalIF":2.8,"publicationDate":"2025-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143508401","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":"Who leaves school prematurely in Uganda: Do predictors vary by place of residence?","authors":"Christian Kakuba ,&nbsp;Olivia Nankinga ,&nbsp;Valérie Golaz","doi":"10.1016/j.ijedudev.2025.103238","DOIUrl":"10.1016/j.ijedudev.2025.103238","url":null,"abstract":"<div><div>This paper examined the predictors for school dropouts in Uganda following the introduction of universal primary education close to 30 years ago. We used 10 % of the 2014 Uganda Population and Housing Census dataset (albeit relatively old) to examine the predictors of school dropouts in; i) Rural Uganda ii) Kampala (the capital) and iii) other urban areas. We specifically applied the logistic regression model to predict the probability that a child aged 6–16 dropped out of school (versus not) in 2014. While the socioeconomic status of households, household size, composition and age of the child were the strongest predictors for dropouts, the latter were found to vary by place of residence, due to variations in; geography, population composition, nature of economic activity, supply of education and levels of commitment of local government authorities in school supervision. Action points to redress dropouts in Uganda cannot be implemented ubiquitously but ought to take into consideration peculiar circumstances pertaining in; i) Rural areas ii) Kampala and iii) other urban areas. Policy should especially engender fiscal reforms to increase local revenue and redress the various predictors for dropouts in the differing rural and urban spaces.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"114 ","pages":"Article 103238"},"PeriodicalIF":2.8,"publicationDate":"2025-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143508400","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":"From state to market: Shifts in access and quality in Indian higher education","authors":"Sanjeev Kumar Jha","doi":"10.1016/j.ijedudev.2025.103240","DOIUrl":"10.1016/j.ijedudev.2025.103240","url":null,"abstract":"<div><div>The transition from a state-controlled to a market-oriented approach in India’s higher education sector, driven by neoliberal reforms, has led to profound changes in the structure and dynamics of the system. This paper critically examines the implications of neoliberalism on the privatization of higher education in India, with a specific focus on student access, participation, and the quality of both public and private universities. The study explores trends in absolute enrollment, decadal growth in the Gross Enrollment Ratio (GER), and the Gender Parity Index (GPI) across diverse social groups, while also evaluating the quality of institutions as reflected in national and international rankings. Drawing on a mixed-methods approach, the paper utilizes secondary data from authoritative sources such as the All India Survey on Higher Education (AISHE) and University Grants Commission (UGC) reports. The findings reveal that while neoliberal policies have contributed to significant expansion in access and participation, especially through the growth of private institutions, challenges related to equity, affordability, and quality assurance persist. The study underscores the need for a robust regulatory framework to address these challenges and ensure inclusive, high-quality education for all students. The paper provides critical insights for policymakers, administrators, and educators, offering evidence-based recommendations for the ongoing reform and governance of higher education in India.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"114 ","pages":"Article 103240"},"PeriodicalIF":2.8,"publicationDate":"2025-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143508464","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":"Testing times: The affective impact of tests in Bangladeshi schools","authors":"Ian Hardy ,&nbsp;M. Obaidul Hamid ,&nbsp;Vicente Reyes ,&nbsp;Louise G. Phillips","doi":"10.1016/j.ijedudev.2025.103239","DOIUrl":"10.1016/j.ijedudev.2025.103239","url":null,"abstract":"<div><div>Inadequate attention has been given to the nature and effects of testing on schooling in Bangladesh in research literature to date. In particular, there has been insufficient regard for the emotional or ‘affective’ impact of testing practices on students, educators and parents. We illustrate how the provision of a quality education presents as a particular challenge in a developing country such as Bangladesh, and how specific markers of achievement – notably test results, and particularly those associated with students’ attainment at the end of secondary schooling (Secondary School Certificate) – dictate so much of the lives of all stakeholders. Drawing upon literature and theorising associated with critical data studies, particularly in relation to the affective effects of testing, and interviews with senior Ministry of Education officials, headteachers, subject-teacher specialists, classroom teachers, students and parents in regional and metropolitan school settings in Bangladesh, schooling is revealed as a deeply affective enterprise in which over emphasis upon testing exacerbates and hides the failure of the decision-makers in education to pursue necessary policies and priorities. This includes adequate public investments, the provision of sufficient motivated and skilled teachers, and effective teaching-learning in the classroom – the lack of which create the conditions for private coaching and memorization-based testing. The research reveals a schooling system and broader culture which endorses, or at least accepts, private tutoring which has built up around high-stakes testing, but also how such tutoring is only available to those students and families able to afford such services. The result is a schooling system which is complicit in cultivating a broader culture in which testing and tutoring distract from the needs of education provision more broadly in Bangladesh society, leading to discriminatory and disenfranchising practices, even as the limitations of test-centred practices are critiqued, and efforts are made by educators to reduce reliance upon external tutoring as a necessary complement to schooling.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"114 ","pages":"Article 103239"},"PeriodicalIF":2.8,"publicationDate":"2025-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143464637","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":"Social capital in service-learning: Bridging gaps or reinforcing bonds in Latin American elite schools","authors":"Ignacio Barrenechea ,&nbsp;Ezequiel Gomez Caride","doi":"10.1016/j.ijedudev.2025.103235","DOIUrl":"10.1016/j.ijedudev.2025.103235","url":null,"abstract":"<div><div>Currently, all around the world societies tend to become more polarized and fragmented. In the educational landscape Service-learning programs (SLP) have been traditionally seen as an instrument to bring together people whose lives are different. In this study, we are interested in exploring to what extent SLP helps link the life experiences of elite students from those of the marginalized communities that are 'served.’ The research question that guides this qualitative study is: to what extent do SL programs promote social capital—bridging and bonding? While bridging had to do with the idea of connecting with the other, bonding had to do with the emotional and social ties between the members of a 'similar' group. Data were collected in two different phases. At first, 16 service-learning coordinators from 13 different Latin American countries were interviewed; then, 48 students' reflections were analyzed. The findings of this study reveal that Service-Learning Programs (SLP) in Latin American elite schools primarily develop social cohesion focus on their students' needs and interests, with community voices seldom being heard. To foster more equitable service-learning experiences, a specific understanding of social capital based on the notion of reciprocity is proposed.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"114 ","pages":"Article 103235"},"PeriodicalIF":2.8,"publicationDate":"2025-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143464522","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":"School as sanctuary: The role of gender in post-secondary education transition in Cameroon","authors":"Tongtong Zhao ,&nbsp;Emma Smith","doi":"10.1016/j.ijedudev.2025.103236","DOIUrl":"10.1016/j.ijedudev.2025.103236","url":null,"abstract":"<div><div>This paper considers the extent to which social and family-based gender stereotypes influence educational choices by exploring the educational aspirations of upper secondary school students in Cameroon. Drawing on semi-structured interviews with 25 secondary school students in Yaoundé, Cameroon, the findings suggest that while gender stereotyped views shaped students’ perceptions of the family and wider society, their experiences and aspirations for education were formed differently and gendered expectations were less evident. Their views were structured around issues of equality of opportunity and the hope that the benefits and opportunities afforded by education would be shared. The role of the school and its teachers in shaping and nurturing these beliefs is also important and affords students, particularly female students, a form of sanctuary where they are freer to develop their own aspirations for education, away from the gendered norms in which they live their day to day lives.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"114 ","pages":"Article 103236"},"PeriodicalIF":2.8,"publicationDate":"2025-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143464636","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":"Professor John Keith Philip Watson (1939–2024)","authors":"Simon McGrath","doi":"10.1016/j.ijedudev.2025.103249","DOIUrl":"10.1016/j.ijedudev.2025.103249","url":null,"abstract":"","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"114 ","pages":"Article 103249"},"PeriodicalIF":2.8,"publicationDate":"2025-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143453885","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":"Science and education as pillars of post-conflict recovery: Lessons from Azerbaijan’s Karabakh region","authors":"John Branch ,&nbsp;Fariz Ahmadov ,&nbsp;Nargiz Hajiyeva","doi":"10.1016/j.ijedudev.2025.103234","DOIUrl":"10.1016/j.ijedudev.2025.103234","url":null,"abstract":"<div><div>This paper explores the pivotal role of science and education in post-conflict recovery, focusing on Azerbaijan's Karabakh region following the 2020 Second Karabakh War. The study examines the contributions of Karabakh University to regional recovery by evaluating the initial student enrollment and placement process, the university's early activities and procedures, and the narratives of students, which reflect their observations and recommendations. Utilizing qualitative methods—including document analysis and thematic evaluation of publicly available resources—the research assesses how the university’s strategies align with national recovery goals, contributing to economic revitalization, social cohesion, and long-term development. Addressing the challenge of limited institutional data, this study provides valuable insights into the transformative potential of higher education in promoting regional stability and sustainable development in post-conflict environments. The findings contribute to the broader discourse on the role of education in peacebuilding and socio-economic recovery, offering practical lessons for similar regions worldwide.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"114 ","pages":"Article 103234"},"PeriodicalIF":2.8,"publicationDate":"2025-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143453884","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}