International Journal of Educational Development最新文献

{"title":"Becoming a teacher: Experimental evidence from an information intervention","authors":"Mariana Alfonso ,&nbsp;Matias Busso ,&nbsp;Hugo Ñopo ,&nbsp;Antonella Rivera ,&nbsp;Triana Yentzen","doi":"10.1016/j.ijedudev.2025.103362","DOIUrl":"10.1016/j.ijedudev.2025.103362","url":null,"abstract":"<div><div>Education systems seeking to improve outcomes must attract, develop, and retain highly effective teachers. A critical challenge is making the teaching profession appealing to talented youth. This paper presents evidence from an experiment in Peru, where we provided high school seniors with information about recent reforms to the teaching career. We find positive, though modest, effects on both the intensive and extensive margins: treated students were more likely to choose an education major and to enroll in higher education. While the intervention increased the number of prospective teachers, it did not substantially alter the profile of those entering the profession. These findings suggest that career incentives and information can influence students’ decisions, though broader changes to the composition of the future teaching workforce may require additional, complementary interventions.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"118 ","pages":"Article 103362"},"PeriodicalIF":2.3,"publicationDate":"2025-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144885765","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":"Navigating the curriculum and languages in Kenyan education: Empowering preservice teachers in a multilingual context","authors":"Kari Spernes ,&nbsp;Gunhild Brænne Bjørnstad ,&nbsp;Kjersti Berggraf Jacobsen ,&nbsp;John Koskey Chang'ach","doi":"10.1016/j.ijedudev.2025.103377","DOIUrl":"10.1016/j.ijedudev.2025.103377","url":null,"abstract":"<div><div>Kenya is a multilingual country. In addition to English and Swahili as official languages, there are at least 42 different indigenous languages. We conducted in-depth interviews with 12 multilingual preservice teachers to examine how they rationalise the use of different languages in education. Based on our findings, analysed using Goodlad’s curriculum theory, we discuss how the different languages are valued in and across different domains in the curriculum and possible implications for education. The study revealed that while English is the primary language of instruction, Swahili is used to explain and deepen learners’ understanding of subject content. The significance of indigenous languages lies in their connection to traditional cultures. We identified a gap in the curriculum domains, with implications for education in Kenya. We argue that preservice teachers need to understand the purpose of the formal curriculum as part of their teacher education programme and recommend that future teachers become more familiar with language policies to develop greater confidence and critical awareness of language status in education. We recommend greater emphasis on mother tongues as languages of instruction in lower primary schools, which should be facilitated by the relevant authorities.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"117 ","pages":"Article 103377"},"PeriodicalIF":2.3,"publicationDate":"2025-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144828586","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":"How do adverse family characteristics and shock events shape children’s educational outcomes in Vietnam? – Evidence from Young Lives surveys","authors":"Nhu Truong ,&nbsp;Moris Triventi","doi":"10.1016/j.ijedudev.2025.103375","DOIUrl":"10.1016/j.ijedudev.2025.103375","url":null,"abstract":"<div><div>This paper investigates how adverse family characteristics and shock events in early childhood affect children’s educational outcomes in Vietnam. We analyse a longitudinal data from the Young Lives survey, following up 3000 Vietnamese children in two different cohorts (young cohort - from 6 months to 15 years old, and old cohort - from age 8–22) for a period of 15 years (2002 – 2016). By employing random effects regression model, our findings reveal that natural disasters—among the most frequent shocks experienced by Vietnamese households—significantly hinder educational progress, especially for older students, reducing math scores and lowering the likelihood of age-appropriate grade attainment. In contrast, agricultural shocks and most family-related adversities, including parental illness, death, or divorce, show limited influence across both cohorts. Additionally, while children with less-educated parents and in less wealthy households display less successful educational trajectories, wealth index do not significantly moderate the negative effect of shocks on children’s educational outcomes. Some implications for educational and social policies in Vietnam and maybe relevant for other developing countries are discussed.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"117 ","pages":"Article 103375"},"PeriodicalIF":2.3,"publicationDate":"2025-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144830582","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":"Examining the impact of culturally responsive teaching and identity affirmation on student outcomes: A mixed-methods study in diverse educational settings","authors":"Yuheng Zeng ,&nbsp;Haytham F. Isleem ,&nbsp;Ghanshyam G. Tejani ,&nbsp;Ali Jahami ,&nbsp;Khalid A. Alnowibet","doi":"10.1016/j.ijedudev.2025.103376","DOIUrl":"10.1016/j.ijedudev.2025.103376","url":null,"abstract":"<div><div>This mixed-methods study investigates the impact of culturally responsive teaching (CRT) and identity affirmation on student outcomes across diverse educational settings. Employing a quasi-experimental design with 863 students (aged 14–22) from six institutions across three states in the United States (California, Texas, and New York), the research assessed changes in engagement, belonging, and achievement following a 16-week CRT intervention. Quantitative results revealed significant gains in engagement (Cohen’s *d* = 0.68), belonging (Cohen’s *d* = 0.57), and achievement (Cohen’s *d* = 0.41) for the intervention group. Mediation analyses identified identity affirmation as explaining 42.3 % of the variance, with differential effects by ethnicity and class. Qualitative data from 76 interviews and 24 classroom observations highlighted three key mechanisms: cognitive congruence between teaching methods and students’ sociocultural identities, psychosocial safety fostering authenticity, and identity validation converting stereotype threat into academic efficacy. Structural equation modeling confirmed these pathways (CFI =.942, RMSEA =.038), with stronger effects observed in high-fidelity implementations. The findings underscore CRT’s role in enhancing equity through specific psychological and social processes, offering a validated framework for diverse educational contexts. This study bridges theoretical and practical gaps, providing actionable insights for educators and policymakers to foster inclusive learning environments. The findings have significant implications for educational policy, suggesting the need for systematic investment in culturally responsive teacher preparation, institutional support structures, and accountability measures that promote educational equity across diverse student populations.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"117 ","pages":"Article 103376"},"PeriodicalIF":2.3,"publicationDate":"2025-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144828585","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":"Seeing emerging comprehenders: Refining reading comprehension assessment in international contexts","authors":"TJ D’Agostino ,&nbsp;Cheng Liu ,&nbsp;Fernanda Soares ,&nbsp;Brianna Conaghan ,&nbsp;Tracy Brunette ,&nbsp;Pooja Reddy Nakamura ,&nbsp;Ciara Donovan ,&nbsp;Jill Pentimonti","doi":"10.1016/j.ijedudev.2025.103373","DOIUrl":"10.1016/j.ijedudev.2025.103373","url":null,"abstract":"<div><div>There is little consensus on the optimal approach to measuring reading comprehension in low- and middle-income countries (LMIC), and significant scholarly debate surrounds the approach used by the Early Grade Reading Assessment (EGRA). Concerns focus on the EGRA task’s conflation of reading speed with comprehension and the high rates of zero scores it produces. This study investigates three reading comprehension measures among 3rd and 4th grade students in Mali and Senegal, across their first and second languages. The approaches include the standard EGRA task (a timed oral reading fluency plus comprehension measure), a modified version allowing students to look back at the text to answer questions, and a new, untimed picture-matching task. We employ Item Response Theory analysis to assess item difficulty and discrimination, and quantile regression analysis to examine relative sensitivity to students’ literacy sub-skills across tasks and languages. Results show that the picture-matching task more effectively measures comprehension among students at lower ability levels and is highly sensitive to slow decoders, while the standard EGRA task is more sensitive to strong decoders but fails to capture slow readers' comprehension skills. We conclude that combining the EGRA and picture-matching tasks provides a broader and more accurate measurement of students' reading comprehension abilities, helping to correct key limitations of the standard EGRA approach. These findings have significant implications for policy and practice and better understanding LMIC students’ reading abilities, progress, and the efficacy of literacy interventions.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"117 ","pages":"Article 103373"},"PeriodicalIF":2.3,"publicationDate":"2025-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144830583","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":"Teaching strategies for engaging socially disadvantaged students in the classroom","authors":"Martin Majcík ,&nbsp;Jana Obrovská","doi":"10.1016/j.ijedudev.2025.103372","DOIUrl":"10.1016/j.ijedudev.2025.103372","url":null,"abstract":"<div><div>In the education of socially disadvantaged students, attention is often paid to the role of teachers who can either reduce educational inequalities or, conversely, contribute to the deepening of the achievement gap. A possible framework for understanding teacher contributions to the education of socially disadvantaged students is the concept of student engagement. This multiple case study was conducted in five schools with a high proportion of socially disadvantaged students. Repeated interviews were conducted with teachers, school management, parents, students, and counselors at selected schools. The study thus focuses on teachers’ strategies to support engagement among socially disadvantaged students during teaching with regard to the affective, behavioral, and cognitive dimensions of engagement. The results show that teachers implement strategies that foster engagement among socially disadvantaged students. Teaching is designed to be interesting for students and evoke positive emotions, support the development of trust-based relationships, and respond to the individual learning needs of students. This support is directed primarily at encouraging participation, whereas support for learning itself tends to be rather secondary—often due to low expectations and teaching goals oriented more toward the perceived practical life orientations of the students.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"117 ","pages":"Article 103372"},"PeriodicalIF":2.3,"publicationDate":"2025-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144826859","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 impact of terminating universal primary education on fertility: Evidence from Kenya","authors":"Ayako Wakano ,&nbsp;Hiroyuki Yamada","doi":"10.1016/j.ijedudev.2025.103361","DOIUrl":"10.1016/j.ijedudev.2025.103361","url":null,"abstract":"<div><div>This paper investigates the educational impact on fertility caused by the termination of universal primary education (UPE) in Kenya. Although previous studies have used the introduction of UPE as a natural experiment, we focus on a unique policy change, namely, the termination of UPE. By using six waves of the Kenya Demographic and Health Survey (KDHS), our paper presents the statistically significant discontinuity in female years of education at the termination of UPE. The termination of UPE led to a decrease of 0.57 years in of female education. Using a fuzzy regression discontinuity design, we identify the impacts of education on both onset of fertility and total fertility. One additional year of female education delays onset of fertility by 0.67 years and reduces total fertility by 0.21 fewer children by the age of 46 years. As for the mechanism of these changes, we explore three possible pathways: labor participation, knowledge of contraception, and assortative mating.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"117 ","pages":"Article 103361"},"PeriodicalIF":2.3,"publicationDate":"2025-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144827619","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":"Impact of COVID-19 on higher education for a developing country: Evidence from Uruguay","authors":"Elisa Failache ,&nbsp;Nicolás Fiori ,&nbsp;Noemi Katzkowicz ,&nbsp;Alina Machado ,&nbsp;Luciana Méndez","doi":"10.1016/j.ijedudev.2025.103374","DOIUrl":"10.1016/j.ijedudev.2025.103374","url":null,"abstract":"<div><div>This article provides empirical evidence about the effects of COVID-19 on university students' educational outcomes in the first year of enrollment for a developing country, Uruguay. To do this, we use administrative microdata from the public university students from 2017 to 2020. Our findings show that students enrolled in 2020 are more likely to drop out but are more prone to obtain higher scores than previous generations. These effects are more pronounced for boys and students from lower socioeconomic backgrounds. In addition, using survey data, we find that the lack of access to bibliographic material, the lack of interaction with teachers and students, and not having adequate resources is associated with a reduction in the number of approved courses, a less average score, and enrollment in fewer courses. Moreover, the possibility of having classes at any time, taking courses from home, and avoiding traveling time, increase the number of approved courses and the average score. The crucial role of tertiary education, particularly for developing economies, demands following the situation after the pandemic to minimize the adverse effects and take advantage of possible positive aspects. Special attention should be given to students from worse socioeconomic backgrounds to avoid increasing inequalities.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"117 ","pages":"Article 103374"},"PeriodicalIF":2.3,"publicationDate":"2025-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144827618","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":"Supporting pregnant and mothering adolescents in their schooling: Insights for policy and practice","authors":"Jane Kelly ,&nbsp;Chelsea Coakley ,&nbsp;Janina Jochim ,&nbsp;Shehani Perera ,&nbsp;Hlokoma Mangqalaza ,&nbsp;Lulama Sidloyi ,&nbsp;Yanga Dipa ,&nbsp;Mildred Thabeng ,&nbsp;Yusra Price ,&nbsp;Abigail Ornellas ,&nbsp;Lucie Cluver ,&nbsp;Elona Toska","doi":"10.1016/j.ijedudev.2025.103367","DOIUrl":"10.1016/j.ijedudev.2025.103367","url":null,"abstract":"<div><div>Adolescent parenthood is a significant issue in Sub-Saharan Africa, which can have adverse effects on mothers, their children and families. South Africa faces challenges in ensuring inclusive education for adolescent girls and young women due to high dropout rates resulting in and contributing to adolescent pregnancy. While a sound policy framework for pregnant and mothering adolescents exists, implementation challenges persist, emphasising the need for effective interventions to support pregnant and mothering adolescents return to and complete their schooling. This commentary brings together quantitative data from surveys with 1046 adolescent mothers in South Africa’s Eastern Cape province, coupled with participatory design incubators with young people (N = 13) in the same setting to provide implementation recommendations for policy and practice, with specific reference to the Department of Basic Education’s Policy on the Prevention and Management of Learner Pregnancy in Schools. Analysing across the two data sources involved using a socio-ecological lens that acknowledges the multi-level factors and longer-term trajectories that influence adolescent mothers’ schooling trajectories. Three inter-related implementation recommendations to support pregnant and mothering adolescents schooling emerge through data triangulation and analyses: (1) supportive school environment, (2) promoting peer-based support, and (3) establishing strong partnerships and referral mechanisms beyond the school setting. These recommendations are grounded in evidence, align with South Africa’s existing policy framework, and speak to the expressed needs of adolescents and young people, aiming to address the complex challenges faced by pregnant and mothering adolescents. Evidence-informed interventions to support pregnant and mothering adolescents schooling can ultimately contribute to health, education, and gender equality goals. Stakeholder engagement, especially co-design engagements with pregnant and mothering adolescents, and research, monitoring and evaluation to test intervention feasibility and acceptability are essential for refining and scaling-up interventions to improve the well-being of adolescent mothers and their children.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"117 ","pages":"Article 103367"},"PeriodicalIF":2.3,"publicationDate":"2025-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144780775","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 municipalities efficiency in Israel: The case of the provision of educational services","authors":"Yifat Betser-Nahum,&nbsp;Iris BenDavid-Hadar","doi":"10.1016/j.ijedudev.2025.103370","DOIUrl":"10.1016/j.ijedudev.2025.103370","url":null,"abstract":"<div><div>This study examines the efficiency of supplemental educational allocations in Israel’s municipalities. Using bootstrap Data Envelopment Analysis on 83 municipalities for 2019–2020, we found low efficiency in resource allocation, indicating that the same output could be achieved while reducing local resources by 56 %. Regression analysis reveals a U-shaped relationship between efficiency and socioeconomic status overall, but a positive relationship for municipalities with a large percentage of ethnic majority residents. These findings have significant policy implications. Municipalities could consider implementing efficiency reforms, whereas the central government could design targeted plans and policies to enhance local resource allocation efficiency. This study contributes to the literature on resource efficiency and provides valuable insights for policymakers and administrators.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"117 ","pages":"Article 103370"},"PeriodicalIF":2.3,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144773145","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}