International Journal of Educational Development最新文献

{"title":"Predictors of students’ global competence in China, Germany, Turkey, and Mexico: A cross-cultural comparative study","authors":"Hong Zhang ,&nbsp;Hanwei Tang ,&nbsp;Qianyu Zhou ,&nbsp;Fuyan Wang","doi":"10.1016/j.ijedudev.2025.103203","DOIUrl":"10.1016/j.ijedudev.2025.103203","url":null,"abstract":"<div><div>Global competence is the key determinant of student success in an interconnected, diverse, and rapidly changing world. This study examined the simultaneous influence of student- and school-level factors on students’ global competence across diverse cultural contexts in China, Germany, Turkey, and Mexico. The sample comprised 25,677 students (grades 7–12) and 771 schools from the Program for International Student Assessment (PISA 2018). Hierarchical linear modeling (HLM) was utilized for data analysis. Findings indicated that family cultural capital, students’ ICT competence, and cooperation consistently affect students’ global competence across varied countries. In contrast, the effects of school location, participation in international exchange programs, and foreign language learning in the curriculum on students’ global competence significantly differ among four countries. Distinguishing the commonalities and differences in influences on students’ global competence across cultures guides the creation of educational strategies that foster cross-cultural understanding and global cooperation, and become responsible global citizens.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"113 ","pages":"Article 103203"},"PeriodicalIF":2.8,"publicationDate":"2025-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143148112","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":"Discipline or damage?: Students' experiences of corporal punishment in Cameroon secondary schools and implications for education","authors":"Awu Isaac Oben ,&nbsp;Xu Hui","doi":"10.1016/j.ijedudev.2024.103201","DOIUrl":"10.1016/j.ijedudev.2024.103201","url":null,"abstract":"<div><div>The school environment should be the last place to expect or experience child abuse; unfortunately, corporal punishment another form of violence has been persistently used behind closed doors in Cameroon secondary schools as a disciplinary measure despite its ban, leaving victims with physical and invisible scars. Previous studies have mainly focused on the prevalence of this practice, with little comprehension of the lived experiences of those subjected to it, aside from its direct implications on the individual and their education. This creates a gap in scholarly literature especially in Cameroon. This study explored students’ experiences of corporal punishment in Cameroon secondary schools. The study employed a qualitative research methodology. The study participants were students (<em>N</em> = 25) aged 13–18 from 15 Cameroon secondary schools. A purposive sampling technique was used to select the participants; only secondary school students who had experienced physical punishment participated in this study. A semi-structured interview guide was used as the instrument for data collection. The data collected was analyzed thematically. The study revealed that corporal punishment results in; humiliation and low self-esteem; increase in fear, anxiety, and trauma; demotivation and academic disengagement; increased adolescent aggression; and impaired teacher-student relationships. The study highlights corporal punishment’s implications for a child’s education such as poor performance and eventual school dropout, and the long-term effects on adulthood (as future teachers or parents) such as potential perpetuation of aggressive behavior emphasizing the need for addressing its prevention. This calls for urgent interventions, such as the recommended alternative school disciplinary methods.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"113 ","pages":"Article 103201"},"PeriodicalIF":2.8,"publicationDate":"2025-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143147193","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":"Leadership talent development in higher educational institutions: Evidence from the University of Cape Coast, Ghana","authors":"Nana Yaw Oppong ,&nbsp;Nancy Oduro-Asabere","doi":"10.1016/j.ijedudev.2024.103196","DOIUrl":"10.1016/j.ijedudev.2024.103196","url":null,"abstract":"<div><div>The paper investigates how senior members (non-teaching) are developed to fill non-academic leadership positions in higher educational institutions (HEIs) to ensure leadership continuity. The study was qualitative, using the University of Cape Coast (UCC) in Ghana as a case. Through face-to-face interviewing, data was collected from a sample of ten out of the 30 directors and deputy directors. The qualitative data was presented and discussed using inter-themes analytical tool while relating the UCC situation to the global perspective. It was found that employees initiate their development; management provides the necessary support to employees who initiate their development; and the University adopts an all-inclusive approach to employee development, therefore, adopting the traditional selection and promotion techniques, which depart from the standard global approach to leadership succession. The paper provides policy implications for the management of UCC. We recommend that UCC should design and implement structured leadership succession plans to ensure leadership continuity and to place the right talents in leadership roles for optimum institutional benefits.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"113 ","pages":"Article 103196"},"PeriodicalIF":2.8,"publicationDate":"2025-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143147194","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":"Prioritizing safe schools in Nigeria: A key to sustainable educational development [commentary]","authors":"Amos Abimbola Oladunni ,&nbsp;Abubakar Haruna Usman ,&nbsp;Oluwatoyin Elizabeth Afolabi ,&nbsp;Sorinola Florence Wuraola ,&nbsp;Ify Shalom Opone ,&nbsp;Adeshola Adebayo ,&nbsp;Nathaniel Oladunni ,&nbsp;Adedayo Olutoye ,&nbsp;Mariam Afolake Rasak","doi":"10.1016/j.ijedudev.2024.103199","DOIUrl":"10.1016/j.ijedudev.2024.103199","url":null,"abstract":"<div><div>Insecurity poses a significant threat to stability and development in Nigeria. In March 2024, the country witnessed a harrowing incident in which over 200 students from Government Secondary School in Chikun Local Government Area of Kaduna state were abducted. This reminds us of the previous kidnappings of Chibok girls from the Government Girls Secondary Schools Chibok, Borno state, in April 2014 and Dapchi school girls from a government girls’ technical college, Bulaburin in the state of Yobe in February 2018. Kidnappings and abduction for ransom have become a large industry in Nigeria; this marks a devastating turn in the fight against insurgency in Northern part of the country and poses a significant question as to whether or not our schools are still a safe haven for innocent young students. This commentary discusses the impact of insecurity on the education and mental health of children, including key priority areas that are necessary for safety of schools, and protection of innocent lives of the students in Nigeria.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"113 ","pages":"Article 103199"},"PeriodicalIF":2.8,"publicationDate":"2025-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143147195","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":"Preliminary investigation and analysis of the impact of the Sudan War on higher education and scientific research sectors","authors":"Husam Eldin E. Abugabr Elhag ,&nbsp;Rania M.H. Baleela","doi":"10.1016/j.ijedudev.2024.103190","DOIUrl":"10.1016/j.ijedudev.2024.103190","url":null,"abstract":"<div><div>The ongoing conflict between the Sudanese Armed Forces (SAF) and the paramilitary Rapid Support Forces (RSF), which began on 15 April 2023, has caused widespread destruction in the infrastructure and services, including universities and reserch institutions. The war has led to mass displacement and severe insecurity, forcing citizens to flee. This study presents a descriptive statistical analysis of the war impacts on displaced Sudanese academicians, researchers, administration officials, and students. An online survey was launched in February 2024 to obtain information on the war impacts between April 2023 and August 2024. Results indicated a high rate of displacement in the targeted groups, a preference to cross borders to Egypt, struggles in the continuity of students' education and relaying of asynchronous online teaching, and dramatic changes in monthly expenses due to war-related inflation which caused financial struggles and professional disruptions. The outcomes could be linked to broader issues such as food insecurity, healthcare destruction, and environmental challenges worsened by climate change. The findings stress the urgent need for international support, fellowships, and collaboration to rebuild Sudan's academic sector and facilitate recovery and development in the post-war era.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"112 ","pages":"Article 103190"},"PeriodicalIF":2.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143096960","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":"Research on the cultivation model of international talents based on staying in Qiong to build Free Trade Port","authors":"Ping Wang,&nbsp;Hao Zhou,&nbsp;Xin Zhong","doi":"10.1016/j.ijedudev.2024.103189","DOIUrl":"10.1016/j.ijedudev.2024.103189","url":null,"abstract":"<div><div>The construction of Hainan Free Trade Port has created a large number of employment opportunities for international talents and put forward new requirements for talent cultivation in higher education. As a key educational institution in Hainan, Hainan University bears the important responsibility of cultivating high-quality international talents. Through research and analysis, this paper explores the factors affecting international talents' choice of employment in Hainan (abbreviated as Qiong) and proposes improvement strategies for existing problems. It is found that there is still room for improvement in the promotion of talent policies, the willingness of international students to be employed, and the matching of professional settings with employment needs, although the construction of Hainan Free Trade Port is widely welcomed. The article suggests strengthening university-policy cooperation, optimizing the teaching system, and implementing an inter-professional training model, etc., in order to improve the quality of international talent cultivation and their willingness to be employed in Hainan, and thus promote the sustainable development of Hainan Free Trade Port.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"112 ","pages":"Article 103189"},"PeriodicalIF":2.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143096961","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":"Expanding primary school completion through culturally responsive and sustaining education: Evidence from a historical project in Sierra Leone","authors":"Grace Pai","doi":"10.1016/j.ijedudev.2024.103191","DOIUrl":"10.1016/j.ijedudev.2024.103191","url":null,"abstract":"<div><div>This article takes an unconventional approach of empirically evaluating a historical UNESCO-funded educational development project in Sierra Leone. Grounded in principles of culturally responsive and sustaining education (CRSE), the Bunumbu project represented one of the largest investments in the 1970–80s to universalize primary education into rural sub-Saharan Africa (SSA). By combining a historical analysis with a difference-in-differences model, this study uses national census data from thirty years after the project began to evaluate the effects of the Bunumbu project on primary school completion. Results show that there was a 3.8%-point higher increase in primary completion rates in the Bunumbu project area than neighboring comparison chiefdoms. Findings suggest that CRSE can complement recent pedagogical approaches like structured pedagogy programs that have gained popularity in SSA.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"112 ","pages":"Article 103191"},"PeriodicalIF":2.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143096866","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":"Contextual characteristics and heterogeneity of female teacher supply – The case of public primary schools in Mexico","authors":"Marcos Delprato ,&nbsp;Renata Beltrán","doi":"10.1016/j.ijedudev.2024.103195","DOIUrl":"10.1016/j.ijedudev.2024.103195","url":null,"abstract":"<div><div>The benefits of increasing cohorts of female teachers in terms of boosting gender equality in education systems of the global south is understood. Yet, there is a lack of country studies looking into the main determinants of female teacher uptake. Based on data for 60,000 primary schools in Mexico, we assess what is the role of municipalities and states behind female teacher supply variation and which are the characteristics shaping female teacher supply. We find that most of the heterogeneity occurs across municipalities and that contextual disadvantages of primary schools (be it multigrade, Indigenous schools, rural schools, or in zones with higher social lags) have all negative impacts on the prevalence of female teachers uptake.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"112 ","pages":"Article 103195"},"PeriodicalIF":2.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143096867","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":"Higher Education among Warli Tribe Girls of Maharashtra: Perceptions and Barriers","authors":"Meenakshi Ramuji Ingole ,&nbsp;Hitesh Kumar Mandal","doi":"10.1016/j.ijedudev.2024.103175","DOIUrl":"10.1016/j.ijedudev.2024.103175","url":null,"abstract":"&lt;div&gt;&lt;div&gt;Within the framework of evolving democratic governance and the aspiration for a fair and equitable societal structure, the framers of the constitution were keenly aware of India’s hierarchical societal framework, the accumulated hardships faced by tribal communities, and the communal fabric of their social connections. To mitigate these disparities, education was perceived as a vehicle for societal transformation, individual advancement, and the pursuit of social parity across all societal segments through social justice, integration, and mainstreaming. Across such societal segments, tribal communities also needed integration into the mainstream, which strongly required measures ensuring social justice and equality in terms of perceiving education. In light of this, the paper seeks to address the causes of systemic exclusion of &lt;em&gt;Warli&lt;/em&gt; tribal girls in higher education. In addressing such a systemic exclusion of &lt;em&gt;Warli&lt;/em&gt; tribe girls, the second objective of the study seeks to investigate the external factors such as lack of opportunities, infrastructure, and low inclusion of culture milieu in the educational text or certain internal factors such as traditional gender roles, marriage practices and other culturally attested practices which sets the scene for systemic exclusion in the higher education system. In identifying the causes of such exclusion, a third objective of the study is to understand the unique cultural and societal factors at play, linking to higher educational aspirations among girls while unraveling the dilemmas of perception and barriers of higher education in the community. This includes traditional gender roles and expectations as well as the influence of social norms and practices, which in a way seek to explore the perceptions of availing higher education in the &lt;em&gt;Warli&lt;/em&gt; community within the cusp of cultural and societal norms. While shedding light on the unique socio-cultural factors at play, the fourth objective of the research seeks to inform targeted interventions that can help empower &lt;em&gt;Warli&lt;/em&gt; girls to pursue educational opportunities and break the cycle of poverty and inequality so that a more inclusive and supportive academic environment could be established. The paper is based on primary qualitative data collected from the &lt;em&gt;Warli&lt;/em&gt; community of Thane and Palghar districts of Maharashtra. The conversation analysis method and shadowing method are used as analysis methods to emphasize the depth of the qualitative data. Theoretical tools of Urie Bronfenbrenner’s - Bioecological Model of Human Development and Social-Cognition Theory are used to understand the dynamics of perception and barriers of higher education. The findings of the study suggest that there is a complex interplay of cultural, social, and economic factors contributing to the systemic exclusion of &lt;em&gt;Warli&lt;/em&gt; tribe girls from higher education. Internally, those girls who manage to pursue higher education recogniz","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"112 ","pages":"Article 103175"},"PeriodicalIF":2.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143096962","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":"Leveraging school principals to address learning loss in Indonesia through group and individual targeting","authors":"Dewi Susanti ,&nbsp;Gautam Anand ,&nbsp;Firda Arianti Arifin","doi":"10.1016/j.ijedudev.2024.103153","DOIUrl":"10.1016/j.ijedudev.2024.103153","url":null,"abstract":"<div><div>In Indonesia, the COVID-19 pandemic-induced school closure led to significant learning loss among students. This study aimed to explore if differentiated remedial teaching can improve the foundational numeracy skills of students and if the improvements are better in schools with added individual tutoring. It also aimed to understand if additional training of school principals would strengthen the results. After implementing the interventions in 25 primary schools to 1545 students for eight weeks, we found that the interventions significantly improved the foundational numeracy skills of students, and teachers in schools with trained principals were more punctual in implementing the intervention.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"112 ","pages":"Article 103153"},"PeriodicalIF":2.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143096868","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}