International Journal of Educational Development最新文献

{"title":"The nature and implications of shadow education for displaced Syrian secondary students in Türkiye: A quantitative inquiry","authors":"Anas Hajar ,&nbsp;Murat Özdemir ,&nbsp;Yasin AVAN ,&nbsp;Ahmet Aypay","doi":"10.1016/j.ijedudev.2026.103513","DOIUrl":"10.1016/j.ijedudev.2026.103513","url":null,"abstract":"<div><div>This study explores the nature and implications of fee-based private tutoring among displaced Syrian secondary school students in Türkiye, a population often overlooked in shadow education research. It draws on quantitative data from 465 students enrolled in twelve public schools in Kahramanmaraş Province to examine patterns of participation, motivations, perceived effectiveness, and socioeconomic determinants. The results show that 24.1 % of students had received private tutoring in the previous year. Most tutoring was provided in large groups and focused on mathematics, reflecting the examination-oriented nature of the Turkish education system. Participation was greatly affected by grade level and maternal education, suggesting that social and economic background influences access to tutoring. Students reported that tutoring enhanced their readiness for examinations, revision skills, and self-learning abilities, although many viewed it as a financial burden on their families. These findings suggest that private tutoring functions both as an academic support mechanism and as a contributor to social inequality among displaced learners. The study calls for national and international collaboration to regulate and subsidise tutoring, ensuring that vulnerable refugee students can benefit from quality educational support and equitable pathways to higher education within Türkiye’s inclusive education agenda.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"121 ","pages":"Article 103513"},"PeriodicalIF":2.3,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146078885","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":"Seen, heard, inspired: How positive teacher interpersonal style fosters university aspirations in Indigenous students","authors":"Yonatan Dinku ,&nbsp;Deirdre Howard-Wagner","doi":"10.1016/j.ijedudev.2026.103512","DOIUrl":"10.1016/j.ijedudev.2026.103512","url":null,"abstract":"<div><div>Teachers are widely recognised as pivotal figures in shaping students’ personal development and academic trajectories. Empirical evidence demonstrates that positive teacher–student relationship-characterised by high expectations, cultural responsiveness, and genuine care-are associated with improved educational outcomes for Indigenous students, including regular attendance, enhanced retention rates, and increased academic achievement. However, limited research has examined whether, and how, such positive teacher influences extend to long-term educational pathways, particularly university aspirations. Understanding this relationship is critical, as aspirations are considered precursors to actual educational attainment and are central to the broader Indigenous higher education equity agenda in Australia. Drawing on data from the Longitudinal Study of Indigenous and employing multivariate regression analyses, this study examined the link between teachers’ interpersonal style and university aspirations among Indigenous students aged 10–15 years (n = 1081). The findings revealed that teachers who create learning environments in which Indigenous students experience enjoyment, respect, validation, and care are more likely to foster university aspirations. This relationship is largely mediated by strong cultural identity affirmation, whereby Indigenous students feel secure and proud of their cultural identity within the classroom context. These findings suggest that teacher professional development initiatives should extend beyond basic cultural awareness training to encompass the development of interpersonal competencies necessary for establishing positive and culturally affirming relationships with Indigenous students.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"121 ","pages":"Article 103512"},"PeriodicalIF":2.3,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146173665","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":"Long-term impact of early-life exposure to war logistics during the Dien Bien Phu campaign on education and development","authors":"Thi Minh Hoang ,&nbsp;Trung Xuan Hoang","doi":"10.1016/j.ijedudev.2026.103526","DOIUrl":"10.1016/j.ijedudev.2026.103526","url":null,"abstract":"<div><div>This paper studies the long-term impacts of early-life exposure to wartime mobilization during the 1954 Dien Bien Phu Campaign in Vietnam. While fighting was limited to a remote valley, the Democratic Republic of Vietnam organized a massive logistics campaign that mobilized rural households across distant provinces. Exploiting variation in exposure to supply corridors, we show that children exposed in utero or early childhood attained 1.4 fewer years of education, had worse labor market outcomes, lower living standards, poorer health, earlier age at first birth, and higher number of children in adulthood. Adult height was unaffected, indicating that resource diversion, reduced parental care, and psychosocial stress rather than famine are plausible mechanisms consistent with the observed pattern of results, while severe famine is less likely to be the dominant channel given the null effects on adult height. These findings reveal an overlooked dimension of war: the lasting civilian costs of large-scale wartime mobilization far from combat zones.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"121 ","pages":"Article 103526"},"PeriodicalIF":2.3,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146173670","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":"Peer effects in classrooms – Evidence from random assignment","authors":"Lei Xu ,&nbsp;Yu Zhu","doi":"10.1016/j.ijedudev.2026.103529","DOIUrl":"10.1016/j.ijedudev.2026.103529","url":null,"abstract":"<div><div>We apply a novel approach to estimate the effects of exposure to peers with different attributes by using the predetermined leave-own-out attributes of all classmates in randomly assigned classes. This strategy allows a behavioural interpretation of the peer effect over and above the pure mechanical channel. We find that being exposed to peer groups with attributes conducive to academic achievements, induced by random variations in the shares of classmates with college-educated parents, increases exam scores. We show that estimates based on the commonly used <em>leave-own-out</em> measures are highly sensitive to sample selection bias arising from non-random tracking in the sample.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"121 ","pages":"Article 103529"},"PeriodicalIF":2.3,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147384807","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":"Education and poverty: The case of street-children in urban areas of Pakistan","authors":"Muhammad Murtaza Ali,&nbsp;Sana Rouis Skandrani","doi":"10.1016/j.ijedudev.2026.103499","DOIUrl":"10.1016/j.ijedudev.2026.103499","url":null,"abstract":"<div><div>This paper investigates how educational services can serve as transformative mechanisms in addressing illiteracy and chronic poverty among street children in urban areas of Pakistan. Drawing on the Capability Approach and using Kleine’s (2013) Choice Framework as an analytical lens, the study examines how free educational tuition delivered in informal park-based settings contributes to expanding children’s substantive freedoms and empowerment. The research is grounded in a qualitative case study that combines semi-structured interviews with ethnographic observations, including participatory involvement by the researcher. The findings highlight two key contributions. First, the study demonstrates how free-of-cost and flexible educational services, coupled with strong mentorship roles, create the necessary conditions for capability expansion - removing barriers related to time, financial resources, and social constraints. Second, the analysis shows how such interventions influence both the intrinsic and instrumental dimensions of well-being, enabling children to re-enter formal education systems, build psychological resilience, and access improved socioeconomic opportunities. By capturing how agency and structure interact across the four dimensions of choice - existence, sense, use, and achievement - the paper offers a context-sensitive analysis of how educational services may create pathways that contribute to disrupting intergenerational poverty under specific structural conditions. The study contributes to both Transformative Service Research and development literature by offering a context-sensitive understanding of how education, when designed around real-life constraints, can promote social inclusion, structural change, and long-term empowerment in marginalized communities.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"121 ","pages":"Article 103499"},"PeriodicalIF":2.3,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146023788","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":"Four decades of change: The evolution of teaching styles in Nigerian science education (1983–2023)","authors":"Christian S. Ugwuanyi ,&nbsp;Nurullah Eryilmaz ,&nbsp;Marcus Pietsch","doi":"10.1016/j.ijedudev.2026.103504","DOIUrl":"10.1016/j.ijedudev.2026.103504","url":null,"abstract":"<div><div>Over recent decades, science teaching in Nigeria has shifted alongside policy and curriculum reforms, yet empirical evidence on how classroom practices have evolved remains scarce. This study examines changes in teaching styles across four decades by comparing teacher data from 1983/1984 and 2023. Using multiple-group latent class analysis, we identified four profiles of instructional practice—ranging from traditional, teacher-led instruction to low-engagement routines, mixed/varied approaches, and student-centred, exploratory teaching—and assessed whether gender and teaching experience relate to profile membership. Data came from two samples of science teachers using seven indicators of instructional practice: the IEA Second International Science Study (1983/1984; N₁=261) and a 2023 sample from Nigerian schools (N₂=377). A four-class solution best fit the data. Measurement testing indicated that profile meanings differed across periods, implying that teaching styles evolved rather than remained directly comparable over time. Covariate analyses showed limited and largely non-significant associations for gender and experience; in 2023, any gender differences were small and not robust. Findings point to a broad shift away from uniform, teacher-led instruction toward more varied and student-centred approaches, while underscoring the need for contextually grounded teacher development policies that help translate reform messages into routine classroom practice.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"121 ","pages":"Article 103504"},"PeriodicalIF":2.3,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146023790","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":"Beyond the diploma: The untold consequences of short-cycle tertiary education on GDP growth in Sub-Saharan Africa","authors":"Ronald Kipsang Mutai ,&nbsp;Jiang Lu ,&nbsp;Nyambura Lydiah Mukami ,&nbsp;William Billy Chirwa ,&nbsp;Liu Xiaoguang ,&nbsp;Yao Zhiyou","doi":"10.1016/j.ijedudev.2025.103490","DOIUrl":"10.1016/j.ijedudev.2025.103490","url":null,"abstract":"<div><div>This study critically examines the impact of short-cycle tertiary education on economic growth in Sub-Saharan Africa, highlighting the potential challenges that arise despite its growing popularity. Using panel data from 44 sub-Saharan African countries spanning the years 2010–2023, the analysis employed a Fixed Effects regression model to examine the interrelationship between educational attainment, particularly short-cycle tertiary education, government expenditure, and GDP growth. The empirical analysis indicates that while primary and higher education have a positive correlation with GDP growth, short-cycle tertiary education correlates negatively with economic productivity due to its inefficiency in producing skills that do not match labor market demands, consequently limiting its contribution to sustainable economic growth. The combination of government expenditure on education and population growth policies defines educational outcomes and their effects on economic development performance. This paper advocates for a strategic adjustment in education programs, particularly short-cycle tertiary education, which must better align with labor market needs to promote sustainable economic development throughout Sub-Saharan Africa.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"121 ","pages":"Article 103490"},"PeriodicalIF":2.3,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145929251","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":"Governance matters: The moderating role of government effectiveness in the digitalization–human capital nexus in Sub-Saharan Africa","authors":"Shanshuai Hou ,&nbsp;Ridwan Lanre Ibrahim ,&nbsp;Abdulrahman Alomair","doi":"10.1016/j.ijedudev.2026.103506","DOIUrl":"10.1016/j.ijedudev.2026.103506","url":null,"abstract":"<div><div>This study examines the asymmetric effects of digitalization on human capital in Sub-Saharan Africa (SSA), highlighting the moderating role of government effectiveness. Using panel data from 1996 to 2023, the analysis also incorporates the roles of education spending, economic growth, and urbanization. To address issues of cross-sectional dependence, slope heterogeneity, and endogeneity, the study applies advanced estimators including pooled mean group (PMG), mean group (MG), and dynamic fixed effects (DFE), with robustness checks conducted using the system generalized method of moments (GMM) and subgroup analysis based on governance levels. The findings reveal that positive digitalization shocks, such as improved internet access enhance human capital by promoting education, healthcare, and skill development. In contrast, negative shocks—stemming from poor infrastructure, regulatory barriers, or digital exclusion—undermine human capital outcomes. Government effectiveness significantly moderates these impacts, amplifying the benefits of digitalization while mitigating its negative effects. Additionally, government education expenditure, GDP per capita, and urbanization are also important drivers of human capital in the region. Subgroup analysis shows that countries with higher governance quality are better positioned to translate digital advancements into human capital gains. The results underscore the need for integrated policies that strengthen digital infrastructure and institutional quality to achieve sustained improvements in human capital across SSA.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"121 ","pages":"Article 103506"},"PeriodicalIF":2.3,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146078881","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":"Educational continuity under crisis: How school-based support professionals navigate systemic constraints","authors":"Naif Ergün ,&nbsp;Faruk Bozdağ","doi":"10.1016/j.ijedudev.2026.103528","DOIUrl":"10.1016/j.ijedudev.2026.103528","url":null,"abstract":"<div><div>The COVID-19 pandemic significantly disrupted educational systems worldwide, with lockdowns and school closures forcing a rapid transition to online learning. This shift posed unprecedented challenges for the delivery of educational support services in public education, revealing critical vulnerabilities in institutional readiness and professional adaptability. This study explores the lived experiences of school-based support professionals (psychological counselling and guidance [PCG]) as key institutional actors within educational systems working in public schools and Guidance Research Centres in Türkiye during and after the pandemic. Drawing on qualitative methodology, two complementary studies were conducted. The first employed a phenomenological design and involved in-depth interviews - both face-to-face and online - with 61 PCG experts (27 females, 34 males; M = 33.48 years). The second study utilized a case study design, engaging 29 professionals (15 females, 14 males; M = 33.38 years) through similar interview methods. Findings highlight a stark discrepancy between the educational and psychosocial needs of students and the limited capacity of support professionals to respond effectively, primarily due to systemic constraints exacerbated by pre-existing inequalities and the need to reconceptualise their professional roles to include family engagement. The pandemic exposed a critical paradox: while student distress and learning disruption surged to historic levels, the digital divide, institutional inertia, and lack of policy coordination rendered many core competencies of support professionals inoperable. Crucially, the study reveals that effective educational continuity in crisis contexts requires transforming families from passive recipients to active partners in student support, challenging the conventional school-cantered support model. The long-term implications of this mismatch between demand and support capacity, alongside inadequate home-school partnerships, pose significant risks to educational equity and are likely to reverberate across educational settings for years to come.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"121 ","pages":"Article 103528"},"PeriodicalIF":2.3,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147384853","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":"Early education and mortality outcomes: The roles of financial and economic factors among selected African countries","authors":"Saganga Mussa Kapaya ,&nbsp;Theresia Julius Shavega","doi":"10.1016/j.ijedudev.2025.103472","DOIUrl":"10.1016/j.ijedudev.2025.103472","url":null,"abstract":"<div><div>This study explores the complex interplay between financial inclusion, early childhood education, and child mortality in selected African countries, focusing on the financial and economic factors that shape these outcomes. Using Structural Equation Modeling (SEM), the analysis draws on 756 observations across 36 African nations over two decades (2000–2020), offering a comprehensive and robust examination of panel data. The findings confirm all hypotheses, emphasizing that increased financial access, economic prosperity, and government investments in education and healthcare significantly enhance ECE enrollment rates and reduce child mortality. Key factors such as credit availability, digital financial services, and targeted public spending demonstrate their direct and indirect roles in improving outcomes. A key innovation of this study lies in its integrative approach, which combines diverse financial and socioeconomic variables to provide a holistic understanding of how financial systems and policy interventions can address barriers to ECE and child survival. By including digital financial and healthcare access as critical variables, the research highlights the transformative potential of technology in low-resource settings. These insights offer actionable guidance for policymakers to design inclusive and sustainable strategies that bridge gaps in early education and healthcare, fostering equitable development across Africa.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"121 ","pages":"Article 103472"},"PeriodicalIF":2.3,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146023791","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}