International Journal of Educational Development最新文献

{"title":"Trends and structural decomposition of intergenerational mobility in Chinese education: Analysis based on birth cohorts","authors":"Junyan Dong,&nbsp;Ying Li,&nbsp;Hanjie Zhang","doi":"10.1016/j.ijedudev.2025.103397","DOIUrl":"10.1016/j.ijedudev.2025.103397","url":null,"abstract":"<div><div>This paper empirically investigates the trend and structure of intergenerational mobility in education in China using six rounds of survey data from CGSS 2012, 2013, 2015, 2017, 2018, and 2021, which are carefully analyzed by birth year clusters. The results of the study show that: (1) in terms of relative mobility, intergenerational mobility of education in China has increased as a whole, with the sub-birth year cohorts showing a continuous increase in the 1950s cohort, a decrease in the 1960s, and then a continued increase in the 1980s; (2) the influence of parents on their offspring has found that mothers' education levels are more likely to promote intergenerational mobility of education relative to their fathers'; (3) in terms of absolute mobility, The problem of \"depreciation of education\" still exists, and after the Mosteller standardization method is used to eliminate the effect of educational inflation, it is found that the rate of inertia is the highest in the 1951–1955 interval, and then the rate of inertia decreases, and the intergenerational mobility of education increases; (4) heterogeneity analyses show that changes in mobility for men and women are not significantly different and have been steadily changing in the same trend, and that both urban and rural areas, as well as the East, Center, and West, show large differences in intergenerational mobility in the 1950s, with the gaps diminishing over time. The above results show that intergenerational mobility in education in China has not tended to stagnate or regress.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"118 ","pages":"Article 103397"},"PeriodicalIF":2.3,"publicationDate":"2025-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145049431","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 education for mothers: How much is needed to promote child survival and health?","authors":"Nirmala Rao ,&nbsp;Shuyang Dong ,&nbsp;Hyunwoo Yang ,&nbsp;Manya Bala ,&nbsp;Jichen Liu","doi":"10.1016/j.ijedudev.2025.103400","DOIUrl":"10.1016/j.ijedudev.2025.103400","url":null,"abstract":"<div><div>The current study investigates whether a specific threshold level of school education for mothers is necessary to reduce under-five mortality (U5MR) and stunting significantly. This study utilized data from 153 countries and territories for the years 2000–2019, sourced from the Global Burden of Disease 2019, the 2023 Joint Malnutrition Estimates, and the 2023 United Nations Inter-Agency Group for Child Mortality Estimation. A binary categorisation was used for stunting and U5MR. Maternal education was measured as the number of years of schooling completed by mothers and was categorized into four levels. We employed spline regression and hierarchical linear modelling with maternal education as the predictor for the two child outcomes. Between 2000 and 2019: (i) the mean number of years of maternal education increased from 6.8 to 9.2; (ii) U5MR decreased from 66.64 deaths per 1000 live births to 32.56; and (iii) stunting prevalence decreased from 26.49 % to 18.14 %. Significant decreases in the predicted probabilities of both child outcomes were observed when mothers had 0–5 and 6–8 years of education, especially in low- and middle-income countries (LMICs). Eight or nine years of schooling, or mothers’ completion of lower-secondary education, were required to achieve globally agreed-upon goals for U5MR and stunting. The quantity of maternal education required to observe decreases in both outcomes increased between 2000 and 2009 and 2010–2019. The link between maternal education and child outcomes also varied by region and country income level, underscoring the importance of context in child survival and health. In conclusion, lower-secondary education equips today’s girls—the mothers of tomorrow—with essential human, social, and cultural capital to address global child health challenges sustainably.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"118 ","pages":"Article 103400"},"PeriodicalIF":2.3,"publicationDate":"2025-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145026574","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":"Economy-wide implications of increasing school enrolment in Sub-Saharan Africa","authors":"Zuhal Elnour ,&nbsp;Khalid Siddig ,&nbsp;Harald Grethe","doi":"10.1016/j.ijedudev.2025.103390","DOIUrl":"10.1016/j.ijedudev.2025.103390","url":null,"abstract":"<div><div>The high number of out-of-school youth in developing countries constitutes a pressing challenge with profound implications for attaining sustainable development. Sudan, for example, has the fifth-highest number globally while struggling with sluggish economic growth and high youth unemployment. In this study, we assess the potential economy-wide implications of options to enhance enrolment among youth by lowering private household spending on education and training services, taking Sudan as a case study. Cost reduction is considered for: a) primary education, b) secondary education, c) primary and secondary education, and d) all formal educational cycles and vocational training. We developed a recursive-dynamic single-country Computable General Equilibrium (STAGE-Edu) model that captures vocational training, secondary education by type (vocational and non-vocational), and education and training choices at different levels, with broad coverage of existing bridges between education and training. STAGE-Edu also establishes endogenous and consistent linkages between the educational and training system and the skill levels of the labour force through six-stage nested production functions. The findings suggest that cost reduction in primary education significantly reduces the number of out-of-school children and enhances long-term economic growth. However, it increases dropouts from post-primary education and vocational training. In contrast, cost reduction for both primary and secondary education improves enrolment in the tertiary education cycle and promotes the overall skill composition. Funding such cost reductions from foreign development aid and grants yields higher economic benefits than increasing domestic taxes.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"118 ","pages":"Article 103390"},"PeriodicalIF":2.3,"publicationDate":"2025-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145026573","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":"Effects of teaching modality changes: Evidence from a lab-in-the-field experiment","authors":"Karoll Gómez-Portilla ,&nbsp;Milena Hoyos ,&nbsp;Jorge Muñoz ,&nbsp;Germán Camilo Rodríguez","doi":"10.1016/j.ijedudev.2025.103396","DOIUrl":"10.1016/j.ijedudev.2025.103396","url":null,"abstract":"<div><div>This study explores how the change from a synchronous virtual teaching environment to a face-to-face one is related to the academic performance of university students. For this purpose, a lab-in-the-field experiment with undergraduate students was conducted, and a difference-in-differences model was estimated. Participants in the experiment were asked to respond to a knowledge test that allowed us to compare their academic performance in the return to face-to-face teaching after the end of restrictions imposed during the COVID-19 pandemic. The students' forgetting curve at the time of the test is an unobserved factor that could bias results; hence we proposed a test designed to be administered in two parts, with an intervention consisting of an intermediate feedback activity as a memory reactivation mechanism. We find evidence of moderately lower knowledge test performance for university students who received virtual classes than face-to-face classes, with average test scores 4.4 % lower but statistically not significant. Therefore, synchronous virtual teaching is not more or less effective than face-to-face classroom learning. Results support the idea that implementing different teaching modalities that allow greater flexibility is an alternative that may not necessarily compromise students' academic performance. However, its effectiveness depends on making technological and pedagogic resources available.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"118 ","pages":"Article 103396"},"PeriodicalIF":2.3,"publicationDate":"2025-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145019963","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":"Five-dimensional model of institutional barriers to on-time master’s degree completion in Tanzanian public universities","authors":"Obeid Boazi Gwalupama ,&nbsp;Musa Mpelwa ,&nbsp;PENG Pai","doi":"10.1016/j.ijedudev.2025.103395","DOIUrl":"10.1016/j.ijedudev.2025.103395","url":null,"abstract":"<div><div>In Tanzanian public universities, 74 % of master’s students fail to complete their degrees within the scheduled 18–24 months, exacerbating national skills gaps, delaying workforce entry, and imposing financial and psychological burdens on students. Prior studies in sub-Saharan Africa focused on barriers to students and supervisors that hinder master's students from completing their degrees on time; however, institutional barriers specific to Tanzania’s master’s programs remain underexplored. This study aimed to explore institutional barriers and develop a model to analyse their collective impact on timely degree completion. The study employed an exploratory qualitative design, and data were generated from in-depth semi-structured interviews with 48 participants selected through purposive and snowball sampling. The interviews were audio-recorded, transcribed, and analysed through the lens of Tinto’s integration theory and Bean’s attrition frameworks. The analysis revealed nine institutional barriers, with two novel dimensions emerging: cultural complacency and financial precarity. These coalesced into a five-dimensional model illustrating how institutional structures interact to hinder the on-time completion: academic barriers, administrative inefficiencies, financial precarity, social isolation and Cultural complacency. Findings proposed a model demonstrating how cultural norms reinforce administrative bottlenecks, while financial neglect exacerbates supervisory disengagement. Actionable reforms are proposed to address these interdependencies, including decentralising administrative tasks, incentivising timely supervision, and fostering peer networks. The model also offers a scalable framework for sub-Saharan African universities facing similar resource constraints. Reframing delays as systemic failures rather than individual shortcomings, this study urges policymakers to prioritise holistic, context-sensitive strategies to enhance equity, efficiency, and graduate outcomes in resource-constrained higher education systems.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"118 ","pages":"Article 103395"},"PeriodicalIF":2.3,"publicationDate":"2025-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145004432","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":"Human Rights Education and Sustainable Development Goal 4: Highlighting intersections and synergies","authors":"Raja Bahar Khan Soomro ,&nbsp;Abdul Basit Soomro ,&nbsp;Zafarullah Sahito","doi":"10.1016/j.ijedudev.2025.103399","DOIUrl":"10.1016/j.ijedudev.2025.103399","url":null,"abstract":"<div><div>This study deeply delves into the intersections between Human Rights Education (HRE) and Sustainable Development Goal 4 (SDG 4), which promotes inclusive, equitable, and quality education for everyone. With a regional focus on the South Asian context of Pakistan, India, Bangladesh, and Afghanistan, the research utilises a convergent mixed-methods approach that triangulates quantitative survey responses with qualitative interviews and policy analyses. The goal is to assess the degree to which HRE supports the achievement of SDG 4 targets in various socio-political contexts. Quantitative data show a moderate but significant relationship (r = .42) between HRE integration and SDG 4 indicator progress, such as inclusive education access, gender equality, and the empowerment of human dignity. Qualitative findings also shed further light on how HRE promotes critical thinking, citizenship, and social justice consciousness, core elements of quality education as framed by SDG 4. Despite continuous challenges like political uncertainty, lack of resources and resistance from culture, research identifies considerable potential for HRE as a transformative instrument in promoting educational equity and sustainability. Policy loopholes and application disparities persist, but new best practices indicate that incorporating HRE into formal and non-formal education systems can consolidate efforts toward the attainment of SDG 4. This research provides a regionally informed view of how human rights values can guide and improve educational policies and practices, ultimately contributing to the global pledge for sustainable and inclusive education for all.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"118 ","pages":"Article 103399"},"PeriodicalIF":2.3,"publicationDate":"2025-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145004670","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":"Institutionalising Chinese language teaching in African schools: The case of Uganda","authors":"Si-Yuan Li ,&nbsp;Jianghua Zhong","doi":"10.1016/j.ijedudev.2025.103394","DOIUrl":"10.1016/j.ijedudev.2025.103394","url":null,"abstract":"<div><div>While existing research on Chinese language teaching (CLT) in Africa has largely focused on Confucius Institutes (CIs) and their role in higher education, limited attention has been paid to the growing presence of CLT at the pre-tertiary education level. This empirical study, adopting a Foucauldian perspective and using Uganda as a case study, investigates the institutionalisation of CLT in African schools. It first examines the institutional structure supporting CLT, then analyses the strategies that have facilitated its institutionalisation, and finally assesses the effects produced by this process. Findings reveal the emergence of an institutional structure built on three key pillars: local CLT human resources, Chinese language syllabuses, and examinations. Within this framework, institutionalising strategies such as political support, local teacher training programmes, CLT-related activities and competitions, and the provision of opportunities and incentives have been employed. The effects include 100 Ugandan secondary schools offering Chinese courses, with hundreds of students having taken the O-Level Chinese exams. However, there are certain forms of resistance, such as public scepticism, as well as challenges related to teacher retention, teacher quality, and shortages of teaching materials. Although CLT has secured an initial foothold in Ugandan schools, its overall reach remains limited.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"118 ","pages":"Article 103394"},"PeriodicalIF":2.3,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144988819","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 averages: Mapping unequal learning and the dynamics of educational access in Jammu and Kashmir using Gini Decomposition Analysis","authors":"Insha Tariq ,&nbsp;Dr. Javaid Iqbal Khan ,&nbsp;Asif Tariq","doi":"10.1016/j.ijedudev.2025.103393","DOIUrl":"10.1016/j.ijedudev.2025.103393","url":null,"abstract":"<div><div>Educational inequality remains a persistent challenge in India, particularly in the Union Territory of Jammu and Kashmir, where disparities in access and attainment hinder socioeconomic progress. This study examines shifts in educational inequality over time and explores disparities based on geographic and socioeconomic factors. Using data from two rounds of the National Family Health Survey (NFHS-4 and NFHS-5), we apply a Gini decomposition framework to distinguish between-group and within-group inequalities and employ a generalized ordered logistic regression model to assess determinants of educational attainment. Our findings indicate an overall increase in average years of schooling and a reduction in the Gini coefficient, yet significant disparities remain across gender, wealth status, and regional divisions. The results highlight the need for targeted interventions to improve access to education for rural populations, women, the Muslim community, and the Kashmir division. Strengthening school infrastructure, expanding e-learning resources, and promoting gender inclusive policies can help bridge these educational gaps and foster equitable progress.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"118 ","pages":"Article 103393"},"PeriodicalIF":2.3,"publicationDate":"2025-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144933255","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 coevolutionary dynamics between public school teachers’ public service motivation and the formation of their policy discussion ties during the implementation of basic education reforms in Myanmar","authors":"Zue Wadi Htun ,&nbsp;Seunghoo Lim","doi":"10.1016/j.ijedudev.2025.103378","DOIUrl":"10.1016/j.ijedudev.2025.103378","url":null,"abstract":"<div><div>The Myanmar government introduced the National Education Strategic Plan (NESP) in late 2015 and has implemented education reforms in the basic education sector since 2016. Public school teachers play a vital role in the implementation of these basic education reforms as street-level bureaucrats. However, little is known about the dynamics between teachers’ public service motivation and their interaction behavior with school colleagues, which are primary factors for the successful implementation of the education reforms to meet the goals of the NESP. Therefore, this study aims to investigate the longitudinal interplay between teachers’ public service motivation and the formation of their discussion ties during the implementation of the NESP by using stochastic actor-oriented modeling with longitudinal network data collected from a public high school. This study provides evidence that teachers discussed reform implementation matters with colleagues who have different levels of public service motivation and, after these discussions, teachers’ levels of public service motivation adjusted to those of their colleagues in their discussion network over time.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"118 ","pages":"Article 103378"},"PeriodicalIF":2.3,"publicationDate":"2025-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144893739","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":"Violence against women and its association with education levels in Mexico","authors":"Alejandro Mosiño,&nbsp;Coralia Quintero Rojas","doi":"10.1016/j.ijedudev.2025.103379","DOIUrl":"10.1016/j.ijedudev.2025.103379","url":null,"abstract":"<div><div>In this study, we analyze the association between education and intimate partner violence in Mexico. Using data from the country’s 2021 National Survey on the Dynamics of Household Relationships (ENDIREH 2021), we construct a violence severity index that allows us both to distinguish between types of violence and to measure their intensity. Through the application of multinomial logit models, our analysis suggests a negative association between women’s level of education and their experience of violence from a male partner, while also highlighting the significant influence of educational differences within couples on the incidence of such violence. We also find that employment interacts with educational imbalances to exacerbate vulnerabilities to violence under certain conditions, particularly when coupled with educational imbalances within relationships. Finally, we find that younger generations, particularly Millennials, face a heightened risk of severe violence. Our results underline the need to promote education strategies that focus not only on raising the education level of women but also on fostering educational equality within couples as a means to combat gender violence in Mexico and in similar contexts worldwide.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"118 ","pages":"Article 103379"},"PeriodicalIF":2.3,"publicationDate":"2025-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144890246","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}