International Journal of Educational Development最新文献_第4页

Structural persistence and life-stage shifts in school dropout: Evidence from Nepal's four-wave national surveys 辍学的结构持久性和生命阶段转变：来自尼泊尔四波全国调查的证据

IF 2.3 3区教育学

International Journal of Educational Development Pub Date : 2026-05-01 Epub Date: 2026-05-18 DOI: 10.1016/j.ijedudev.2026.103593

Sambedan Koirala

{"title":"Structural persistence and life-stage shifts in school dropout: Evidence from Nepal's four-wave national surveys","authors":"Sambedan Koirala","doi":"10.1016/j.ijedudev.2026.103593","DOIUrl":"10.1016/j.ijedudev.2026.103593","url":null,"abstract":"<div><div>A decade following the adoption of United Nations Sustainable Development Goal 4 (SDG 4), high rates of school dropout continue to hinder its achievement in low- and middle-income countries (LMICs). Drawing on Structural Strain, Poor Family Socialization, Deviant Affiliation, and General Deviance theories, as well as national survey data, this study analyzes the reasons for student dropout in Grades 1–12 (N ≈ 27,488), focusing on intergenerational, gendered, caste/ethnic, and stage-specific dynamics. The hypothesis tests indicate that academic-related dropout remains a secondary and relatively consistent factor across survey waves (H1 supported), while economic hardship continues to dominate dropout decisions across cohorts (H2 confirmed). Marriage-related dropout increased significantly among girls, rising from 27.5% in NLSS III to 40.1% in NLSS IV (H3 supported). Dropout patterns vary by cohort as older generations faced structural barriers; girls are more vulnerable to academic and marriage pressures, and Dalit students face early economic constraints. Gender and caste disparities persist, with girls disproportionately affected by academic and marriage pressures and Dalit students experiencing early economic constraints. These findings propose a Life-Stage Sensitive Dropout Theory, conceptualizing dropout as a layered trajectory: economic strain in primary grades, academic disengagement in lower secondary, and socio-cultural pressures in higher grades. Complemented by a Resilient Norms Hypothesis, this framework explains Nepal’s enrollment gains amid retention inequities and offers stage-specific policy recommendations, including conditional cash transfers for early grades, remedial support at transitions, and anti-marriage campaigns for adolescents to advance SDG 4 in Nepal and similar LMIC contexts.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"123 ","pages":"Article 103593"},"PeriodicalIF":2.3,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147991059","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}

引用次数: 0

The role of parental and teacher involvement on students' self-confidence in Science, Technology, Engineering, and Mathematics: Comparing boys and girls in Kayonza (Rwanda) high schools 家长和教师的参与对学生在科学、技术、工程和数学方面的自信心的作用：比较Kayonza（卢旺达）高中的男孩和女孩

IF 2.3 3区教育学

International Journal of Educational Development Pub Date : 2026-05-01 Epub Date: 2026-05-20 DOI: 10.1016/j.ijedudev.2026.103595

Dianah Mutoni, Daan Delespaul, Celin Wuyts, Veerle Draulans, Cecil Meeusen

{"title":"The role of parental and teacher involvement on students' self-confidence in Science, Technology, Engineering, and Mathematics: Comparing boys and girls in Kayonza (Rwanda) high schools","authors":"Dianah Mutoni, Daan Delespaul, Celin Wuyts, Veerle Draulans, Cecil Meeusen","doi":"10.1016/j.ijedudev.2026.103595","DOIUrl":"10.1016/j.ijedudev.2026.103595","url":null,"abstract":"<div><div>Women continue to be underrepresented in the fields of science, technology, engineering and mathematics (STEM). Even among high-achieving students, self-confidence in pursuing STEM subjects tends to decline as they progress through higher levels of secondary education. However, similar evidence from low- and middle-income countries and East Africa is lacking. Guided by social learning and gender socialization theories, this study investigated how parents and teachers, as major social agents, influence secondary school students in Rwanda (Kayonza District). Using a cross-sectional survey, the study examined 915 Rwandan students randomly selected in grades senior 1 (average age 15), senior 3 (average age 17), and senior 6 (average age 19). Principal Component Analysis revealed that STEM self-confidence in Rwanda consisted of two dimensions: practical and theoretical STEM confidence. The results show persisting gender disparities in STEM-related self-confidence, particularly regarding practical activities, with boys reporting significantly higher confidence than girls. STEM self-confidence did not increase with parental involvement in education. Teacher-student interactions showed no significant relationship, whereas student-teacher interactions were positively associated with higher STEM self-confidence. The interaction terms between gender and parental involvement and teacher interactions did not improve the model’s performance for either practical or theoretical STEM self-confidence.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"123 ","pages":"Article 103595"},"PeriodicalIF":2.3,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147991060","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}

引用次数: 0

Understanding burnout in doctoral education: A Job Demands–Resources model perspective across types of university and program stages 理解博士教育中的职业倦怠：跨大学和项目阶段的工作需求-资源模型视角

IF 2.3 3区教育学

International Journal of Educational Development Pub Date : 2026-05-01 Epub Date: 2026-05-12 DOI: 10.1016/j.ijedudev.2026.103588

Vrinda Acharya , Aneesha Acharya K , Mathew Thomas Gil

{"title":"Understanding burnout in doctoral education: A Job Demands–Resources model perspective across types of university and program stages","authors":"Vrinda Acharya , Aneesha Acharya K , Mathew Thomas Gil","doi":"10.1016/j.ijedudev.2026.103588","DOIUrl":"10.1016/j.ijedudev.2026.103588","url":null,"abstract":"<div><div>This study examines the effects of doctoral program demands and resources on the burnout experienced by doctoral students across different types of universities and program stages, using the Job Demands–Resources (JD-R) model. Data were obtained from 391 full-time doctoral students enrolled in various universities across India. Using multiple linear regression with a dummy variable model, the study evaluated the associations between program demands, available resources, and student burnout across four types of universities (central universities, state universities, private universities, and deemed-to-be universities) and at different stages of doctoral education (enrolment, registration, synopsis submission, thesis submission, viva-voce examination). The findings extend the application of the JD-R model to doctoral education and provide a systematic comparison of burnout patterns across types of universities and program stages. The results indicate a positive association between program demands and burnout and a negative association between resources and burnout. Private universities exhibited the highest program demands and burnout levels, followed by state and central universities. Central universities offer a higher level of program resources than other universities do. Similarly, burnout was more evident in advanced stages of the doctoral journey, especially during the synopsis and viva voce phases. Additionally, doctoral students who are married and who stay with their children tend to experience a higher level of burnout. University administrators and supervisors are encouraged to implement flexible program structures, enhance the quality of mentorship, and strengthen psychosocial support systems tailored to specific university and program stages to mitigate burnout among students.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"123 ","pages":"Article 103588"},"PeriodicalIF":2.3,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147952063","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}

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Governing education for sustainable development in low- and middle-income countries: normative convergence and operational divergence in global education governance 中低收入国家管理教育促进可持续发展：全球教育治理的规范趋同与操作分歧

IF 2.3 3区教育学

International Journal of Educational Development Pub Date : 2026-05-01 Epub Date: 2026-05-21 DOI: 10.1016/j.ijedudev.2026.103596

Davide Agretto , Javier García Bravo , Beth Christie , María Teresa Gómez-Villarino

{"title":"Governing education for sustainable development in low- and middle-income countries: normative convergence and operational divergence in global education governance","authors":"Davide Agretto , Javier García Bravo , Beth Christie , María Teresa Gómez-Villarino","doi":"10.1016/j.ijedudev.2026.103596","DOIUrl":"10.1016/j.ijedudev.2026.103596","url":null,"abstract":"<div><div>Education for Sustainable Development has become an instrument through which international organizations shape national responses to accelerating socio-ecological crises, particularly in low- and middle-income countries. This paper presents a theory-driven comparative analysis of three global frameworks shaping ESD governance: UNESCO’s Education for Sustainable Development for 2030 Roadmap, the UNFCCC’s Action for Climate Empowerment and the Education 2030: Incheon Declaration and Framework for Action. The paper conceptualizes these frameworks as an interacting global governance field rather than isolated policy instruments. It argues that divergences in governance logic, institutional design, and operational expectations structure how sustainability commitments are interpreted and enacted. Drawing on qualitative document analysis, the study finds that while the three frameworks converge normatively, they diverge sharply in pedagogical orientation, accountability mechanisms, and assumptions about national institutional and professional capacity. With ESD 2030 emphasizing pedagogical transformation, ACE embedding education within climate governance, and the Incheon FFA situating ESD within broader education reform, distinct and partially misaligned implementation expectations emerge. These divergences generate implementation challenges related to policy coherence, teacher capacity, assessment, and knowledge integration. The study contributes to debates on global education governance by explaining why global consensus on ESD does not translate into coherent national reform pathways, particularly in low- and middle-income contexts.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"123 ","pages":"Article 103596"},"PeriodicalIF":2.3,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147991058","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}

引用次数: 0

Mobile phone use, rural inequality, and children’s learning in China: Longitudinal evidence 手机使用、农村不平等与中国儿童学习：纵向证据

IF 2.3 3区教育学

International Journal of Educational Development Pub Date : 2026-05-01 Epub Date: 2026-05-07 DOI: 10.1016/j.ijedudev.2026.103583

Yanan Li , Wenrui Huang , Yaowu Wu , Yingquan Song

{"title":"Mobile phone use, rural inequality, and children’s learning in China: Longitudinal evidence","authors":"Yanan Li , Wenrui Huang , Yaowu Wu , Yingquan Song","doi":"10.1016/j.ijedudev.2026.103583","DOIUrl":"10.1016/j.ijedudev.2026.103583","url":null,"abstract":"<div><div>In migrant-sending rural China, mobile phones sit at the center of a development dilemma. They can sustain family ties and widen access to information, yet they may also erode the daily routines through which foundational skills are built. Using four waves of panel data from rural boarding schools in two provinces (2015–2017, 2020), this study examines whether children’s phone use is linked to learning outcomes and how that link operates in low-resource contexts where adult supervision and alternative learning inputs are limited. Two-way fixed-effects estimates show that within-student adoption of mobile phone use is followed by lower reading achievement in late primary school and a lower probability of scoring above the median, net of rich time-varying controls. Supplementary analyses of sleep, reading engagement, and attention-related outcomes, estimated within the same fixed-effects framework, suggest patterns consistent with routine-displacement pathways, particularly reduced sleep, weaker reading engagement, and lower sustained attention. Associations are stronger for boys and are concentrated among children living with parents, whereas estimates for left-behind children are smaller and less precise, consistent with phones also serving compensatory relational functions under parental migration. Early and sustained exposure in primary school further predicts lower standardized middle-school exam performance in 2020. The findings highlight feasible school and caregiver strategies that protect sleep and study routines while preserving supportive communication uses in migrant-affected rural communities.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"123 ","pages":"Article 103583"},"PeriodicalIF":2.3,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147850463","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}

引用次数: 0

Regional inequality in Cameroon official exams results: Does neighbourhood factors matter? 喀麦隆官方考试结果的地区不平等：邻里因素重要吗？

IF 2.3 3区教育学

International Journal of Educational Development Pub Date : 2026-05-01 Epub Date: 2026-05-05 DOI: 10.1016/j.ijedudev.2026.103586

Rais Herman Poutong

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Corrigendum to “Governance matters: The moderating role of government effectiveness in the digitalization–human capital nexus in Sub-Saharan Africa” [Int. J. Educ. Dev. 121 (2026) 103506] “治理问题：政府效率在撒哈拉以南非洲数字化-人力资本关系中的调节作用”的勘误表[Int.]j .建造。开发121 (2026)103506]

IF 2.3 3区教育学

International Journal of Educational Development Pub Date : 2026-04-01 Epub Date: 2026-03-11 DOI: 10.1016/j.ijedudev.2026.103560

S. Hou , R.L. Ibrahim , A. Alomair

引用次数: 0

From foundation funding to academic capitalism: Organizational strategies for interdisciplinary sustainability 从基金会资助到学术资本主义：跨学科可持续性的组织策略

IF 2.3 3区教育学

International Journal of Educational Development Pub Date : 2026-03-01 Epub Date: 2026-02-13 DOI: 10.1016/j.ijedudev.2026.103518

Chan Aristella Lu , Jing Li

{"title":"From foundation funding to academic capitalism: Organizational strategies for interdisciplinary sustainability","authors":"Chan Aristella Lu , Jing Li","doi":"10.1016/j.ijedudev.2026.103518","DOIUrl":"10.1016/j.ijedudev.2026.103518","url":null,"abstract":"<div><div>Following the 2005 closure of the John M. Olin Foundation, law and economics centers at elite universities faced a critical sustainability challenge: how to maintain operations without philanthropic support. Existing academic capitalism literature predicts uniform market adaptation, yet provides limited institutional-level analysis of how organizations actually navigate post-philanthropic funding pressures. This study employs comparative case analysis of three surviving Olin institutions at Harvard, Yale, and Stanford to examine organizational strategies for balancing market engagement with research agendas. Through historical analysis, organizational examination, and text analysis of working papers (2020–2024), we identify three distinct organizational mechanisms: Harvard’s corporate advisory board model creates direct accountability to market actors, producing research on corporate responsibility and ESG challenges; Yale’s traditional academic infrastructure preserves faculty control over research agendas for principles-centered public law analysis; Stanford’s cross-institutional Law-Business School collaboration enables market engagement through legitimized professional education structures. These divergent pathways challenge deterministic interpretations of academic capitalism, demonstrating that elite institutions can strategically position themselves along a spectrum from market orientation to academic independence. The findings contribute institutional-level evidence to academic capitalism theory and reveal how philanthropic capital creates lasting organizational infrastructures that shape research priorities decades beyond direct funding. (194 words)</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"121 ","pages":"Article 103518"},"PeriodicalIF":2.3,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146173662","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}

引用次数: 0

Enhancing graduate employability through extended internships in vocational higher education: Evidence from Türkiye 通过延长高等职业教育实习时间提高毕业生就业能力：来自<s:1> rkiye的证据

IF 2.3 3区教育学

International Journal of Educational Development Pub Date : 2026-03-01 Epub Date: 2026-02-03 DOI: 10.1016/j.ijedudev.2026.103515

Atalay Çağlar , Elif Alp , Emel Çetinkaya , Oğuz Karadeniz

{"title":"Enhancing graduate employability through extended internships in vocational higher education: Evidence from Türkiye","authors":"Atalay Çağlar , Elif Alp , Emel Çetinkaya , Oğuz Karadeniz","doi":"10.1016/j.ijedudev.2026.103515","DOIUrl":"10.1016/j.ijedudev.2026.103515","url":null,"abstract":"<div><div>Developing countries face significant challenges in bridging the education-employment gap, with youth unemployment remaining a persistent development concern. Traditional short-term internships in higher education often prove insufficient for meaningful skill development and sustainable employment outcomes. Using a quasi-experimental longitudinal design, this study examined the long-term effects of internship duration on graduate employment outcomes in Türkiye, an upper-middle-income developing country. We compared 354 higher education graduates over five years post-graduation from two structurally similar universities: one implementing an extended internship model (3 +1 program with 16 weeks workplace experience) and another maintaining traditional short-term formats (30 working days). A psychometrically validated 11-item scale assessed vocational skill acquisition through internship experiences. Graduates with extended internship experience demonstrated significantly higher skill acquisition scores (Mean Rank = 266.60 vs. 103.18) and employment rates (75.2 % vs. 56.3 %) five years post-graduation. Logistic regression analysis revealed that participation in the extended program increased employment probability by 1.078 times, with each additional internship day contributing 0.196 points to skill development. The sustained employment advantages observed five years later indicate lasting human capital development effects. These findings provide empirical evidence for developing countries implementing educational reforms to enhance graduate employability and contribute to economic development goals. The threshold effect observed suggests that minimum duration requirements are essential for effective work-based learning programs. Results offer valuable insights for other upper-middle-income countries pursuing similar human capital development strategies through educational innovation.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"121 ","pages":"Article 103515"},"PeriodicalIF":2.3,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146173667","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}

引用次数: 0

Evaluating higher education service quality in an emerging education hub: Evidence from international students in Hainan 新兴教育中心高等教育服务质量评价：来自海南留学生的证据

IF 2.3 3区教育学

International Journal of Educational Development Pub Date : 2026-03-01 Epub Date: 2026-01-18 DOI: 10.1016/j.ijedudev.2026.103497

Junfeng Diao , Rong Huang , Xiaoqi Tang , Xinyan Ma , Shimin You , Meirong Chen , Weiyuan Gao , Xu Ding

{"title":"Evaluating higher education service quality in an emerging education hub: Evidence from international students in Hainan","authors":"Junfeng Diao , Rong Huang , Xiaoqi Tang , Xinyan Ma , Shimin You , Meirong Chen , Weiyuan Gao , Xu Ding","doi":"10.1016/j.ijedudev.2026.103497","DOIUrl":"10.1016/j.ijedudev.2026.103497","url":null,"abstract":"<div><div>Amidst the restructuring of global student mobility, China has emerged as a dual player—simultaneously the world’s largest source of outbound students and an increasingly prominent destination for inbound learners. Leveraging its strategic location within the Belt and Road Initiative and the preferential policies of the Free Trade Port, Hainan is accelerating its transformation into a regional education hub. However, scholarship regarding the service quality experienced by its growing international student cohort remains limited. Drawing on the five-dimensional SERVQUAL framework (tangibles, reliability, responsiveness, assurance, empathy) and operationalized via the SERVPERF scale, this study surveyed 115 international students in Hainan following expert validation and pilot testing. The results reveal a complex landscape: (1) while all five dimensions were rated as \"acceptable,\" reliability scored highest, whereas empathy and responsiveness emerged as critical weaknesses; (2) empathy proved to be the strongest predictor of overall satisfaction; and (3) funding source significantly influenced perceived quality, with institutional scholarships associated with higher satisfaction than national, provincial, or self-funded options. No significant effects were found for gender, level of study, length of stay, or region of origin. Notably, the sample is predominantly composed of Asian undergraduates (approximately 80 %) and government scholarship recipients, signaling structural imbalances and limited cultural diversity. Based on these findings, the paper proposes a multidimensional roadmap to elevate Hainan’s service ecosystem from \"acceptable\" to \"excellent,\" advocating for structured intercultural training, multilingual e-service platforms, and the integration of scholarship services with pilot part-time work visas.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"121 ","pages":"Article 103497"},"PeriodicalIF":2.3,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146023789","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}

引用次数: 0