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

The role of family educational context in modulating the effects of educational policies – The case of social promotion of primary school students in Côte d’Ivoire 家庭教育背景在调节教育政策效果中的作用-以Côte科特迪瓦小学生社会促进为例

IF 2.3 3区教育学

International Journal of Educational Development Pub Date : 2026-03-01 Epub Date: 2026-01-27 DOI: 10.1016/j.ijedudev.2026.103510

Gwladys Aby

{"title":"The role of family educational context in modulating the effects of educational policies – The case of social promotion of primary school students in Côte d’Ivoire","authors":"Gwladys Aby","doi":"10.1016/j.ijedudev.2026.103510","DOIUrl":"10.1016/j.ijedudev.2026.103510","url":null,"abstract":"<div><div>This paper provides an empirical contribution to the literature the role of family educational contexts in low- and middle-income countries. It examines how the family educational context modulates the effects of educational policies such as social promotion. Our study is based on a sample of 3118 final-year primary students drawn from 150 public schools, using data from the 2019 PASEC survey. The quality of the family educational context is measured through a composite proxy that captures the educational, cultural, and social capital within the household. The results show that more than 60 % of students benefit from only two or three favorable dimensions of this context simultaneously. Using quasi-experimental methods (PSM and IPWRA), we find that social promotion has an average negative effect on students’performance in reading and mathematics. Paradoxically, this effect is more pronounced for students from favorable family educational contexts. Two complementary mechanisms are discussed: a decline in motivation among students, parents, and teachers due to the absence of evaluative pressure, and teachers’ unconscious tendency to focus attention on struggling students, leading to a priori categorization of those perceived as at risk of failure. These findings highlight the need to integrate students’ learning environments into the design of educational policies. We recommend aligning social promotion with targeted pedagogical supports (tutoring, individualized assistance), while explicitly considering the family context in support strategies. This approach would enable the development of differentiated interventions tailored to students’ specific needs, thereby enhancing the effectiveness of educational policies.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"121 ","pages":"Article 103510"},"PeriodicalIF":2.3,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146078880","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

Equality of educational opportunities for geographically disadvantaged students: Taiwan’s Preferential University Admission System for Outlying Islands 地理弱势学生的教育机会平等：台湾离岛大学优先录取制度

IF 2.3 3区教育学

International Journal of Educational Development Pub Date : 2026-03-01 Epub Date: 2026-01-24 DOI: 10.1016/j.ijedudev.2026.103502

Chen-Wei Chang

{"title":"Equality of educational opportunities for geographically disadvantaged students: Taiwan’s Preferential University Admission System for Outlying Islands","authors":"Chen-Wei Chang","doi":"10.1016/j.ijedudev.2026.103502","DOIUrl":"10.1016/j.ijedudev.2026.103502","url":null,"abstract":"<div><div>This study investigates Taiwan’s Preferential University Admission System for Outlying Islands (PUASOI), implemented under the Outlying Islands Development Act to mitigate educational inequality and regional underdevelopment in Penghu, Kinmen, and Matsu. Employing a mixed-methods approach that combines quantitative survey data with qualitative interviews involving local officials, principals, teachers, and students, the research assesses PUASOI’s contribution to both educational equity and regional development.</div><div>Findings reveal that while PUASOI has effectively expanded access to higher education and raised the educational attainment of outlying island residents, its developmental impact remains constrained by weak school-level policy communication, concentration of admission quotas in elite universities, and a mismatch between academic training and local industry needs. These structural limitations underscore the challenges of linking access-based equity policies to sustainable local development when labor markets cannot absorb returning graduates.</div><div>The study argues that reframing island youth as co-creators of local innovation—rather than passive policy beneficiaries—is essential for connecting higher education expansion with endogenous regional development. By situating PUASOI within broader development studies debates, the research illustrates how geographically targeted education policies can illuminate the institutional and spatial constraints faced by remote regions seeking to transform educational opportunity into long-term developmental capacity.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"121 ","pages":"Article 103502"},"PeriodicalIF":2.3,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146078884","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

Accountability for learning in contexts of fragile school attendance in India 在印度脆弱的学校出勤率背景下的学习问责制

IF 2.3 3区教育学

International Journal of Educational Development Pub Date : 2026-03-01 Epub Date: 2026-01-08 DOI: 10.1016/j.ijedudev.2025.103485

Caroline Dyer , Suraj Jacob , Archana Choksi

{"title":"Accountability for learning in contexts of fragile school attendance in India","authors":"Caroline Dyer , Suraj Jacob , Archana Choksi","doi":"10.1016/j.ijedudev.2025.103485","DOIUrl":"10.1016/j.ijedudev.2025.103485","url":null,"abstract":"<div><div>Accountability-focused governance reforms aiming to address the ‘learning crisis’ in schools across the global South have generated a performative orientation that diverts from a sustained focus on student learning. How education system actors perceive accountability for ensuring that all enrolled children attend school and learn even if children’s attendance is irregular remains a critical question which this paper addresses. A global scholarly preoccupation with enrolment and absence that is inattentive to student attendance and its relationship with accountability for learning is first identified. The empirical investigation focuses on India, where despite near universal enrolment, the average rate of primary school attendance is about 70 per cent. Field sites are three government-run elementary schools, with poor material conditions, in the Adivasi region of southern Rajasthan. The paper first disaggregate the <em>rates</em> of learner attendance the schools report and identifies distinct temporal <em>patterns</em> which are captured in a typology. This is applied in a qualitative investigation of accountability for learning that uses student attendance patterns as a prism. It finds that while teachers holds themselves to account for delivering teaching, differing learner attendance patterns elicit different responses from teachers, such that teacher accountability does not extend to enabling good quality learning opportunities for all students. It shows that teacher and parent views of accountability for ensuring that children attend regularly are misaligned. The conclusion summarises the evidence-based learning for policy and argues that promoting systemic accountability for learning requires a firmer focus on the attendance – learning relationship in general, and ‘fragile’ attendance in particular, in both India and other global South country contexts.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"121 ","pages":"Article 103485"},"PeriodicalIF":2.3,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145929250","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 heterogeneous effects of extracurricular tutoring on academic performance and cognitive ability among Chinese junior high school students 课外辅导对中国初中生学习成绩和认知能力的异质性影响

IF 2.3 3区教育学

International Journal of Educational Development Pub Date : 2026-03-01 Epub Date: 2026-02-12 DOI: 10.1016/j.ijedudev.2026.103527

Boyuan Liu , Ming Li , Si Chen

{"title":"The heterogeneous effects of extracurricular tutoring on academic performance and cognitive ability among Chinese junior high school students","authors":"Boyuan Liu , Ming Li , Si Chen","doi":"10.1016/j.ijedudev.2026.103527","DOIUrl":"10.1016/j.ijedudev.2026.103527","url":null,"abstract":"<div><div>This study investigates the heterogeneous effects of extracurricular tutoring on junior high school students' academic outcomes using data from the China Education Panel Survey (CEPS). We employ Propensity Score Matching Difference-in-Differences (PSM-DID) and Heterogeneous Treatment Effects (HTE) analyses to examine impacts on academic performance and cognitive ability across diverse student populations. Our findings reveal that extracurricular tutoring significantly enhances academic performance, with substantially greater benefits observed among disadvantaged groups, including students from low- and middle-income families, those whose parents hold lower socioeconomic status occupations, students enrolled in low- and middle-tier schools, and rural residents. Particularly noteworthy is that students with lower propensity for tutoring participation demonstrate greater academic gains when they do engage in tutoring. Conversely, we observe no statistically significant improvements in cognitive ability across any demographic subgroup. These results indicate that while extracurricular tutoring can effectively reduce academic achievement disparities among disadvantaged students, its limited capacity to enhance cognitive development constrains its potential as a comprehensive remedy for educational inequality. Consequently, educational policy initiatives should prioritize enhancing the quality of mainstream educational institutions and strengthening family-based educational support systems to address the multifaceted nature of educational disadvantage.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"121 ","pages":"Article 103527"},"PeriodicalIF":2.3,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146173599","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

Interculturality for interfaith dialogue in education: Student engagement and radicalisation prevention 教育中不同信仰间对话的跨文化：学生参与和激进化预防

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.2026.103524

Hamza R’boul , Rachid El Yazidi

{"title":"Interculturality for interfaith dialogue in education: Student engagement and radicalisation prevention","authors":"Hamza R’boul , Rachid El Yazidi","doi":"10.1016/j.ijedudev.2026.103524","DOIUrl":"10.1016/j.ijedudev.2026.103524","url":null,"abstract":"<div><div>In education, interfaith dialogue is considered crucial for conflict prevention and social peacebuilding in multicultural and multi-religious societies. However, in Morocco, the relationship between interculturality and interfaith dialogue is complex and contested. Drawing on in-depth interviews with 23 university students, this article examines representations of interfaith dialogue and radicalisation prevention in Moroccan higher education. It focuses on the 'Intercultural Awareness' module within English Studies BA programs, where interculturality is positioned as fundamental to developing students' criticality, democratic values, citizenship, and resilience against extremism. It analyses how the syllabus, materials, and teaching methods contribute to a nuanced and critical understanding of interculturality-interfaith relations in a country experiencing increasing linguistic, cultural, and religious diversities due to migration. The study also considers the novel challenges these demographic shifts pose for managing and accounting for religious diversity within Moroccan education. Findings revealed that (a) the course enhanced students’ critical awareness of radicalisation, hate, and extremism although perceptions of its directness and depth varied accordingly; (b) the comparative approach was useful in stimulating criticality towards bigotry by showcasing that claims of superiority are politically constructed; and (c) student engagement through case studies, guest speakers, and debates was reported to centre criticality which helped redress susceptibility to radicalisation but there were also limitations such as online formats, passive delivery, and lack of skill-building. The theoretical contribution of this study is its demonstration that applying a critical intercultural lens transforms interfaith education by interrogating the politics of difference itself, which offers a robust framework for countering extremism.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"121 ","pages":"Article 103524"},"PeriodicalIF":2.3,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146173669","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

From streets to classrooms: Exploring urban slum children’s identity development in Jakarta’s non-formal education spaces 从街道到教室：探索雅加达非正规教育空间中城市贫民窟儿童的身份发展

IF 2.3 3区教育学

International Journal of Educational Development Pub Date : 2026-03-01 Epub Date: 2026-02-11 DOI: 10.1016/j.ijedudev.2026.103517

InJung Cho

{"title":"From streets to classrooms: Exploring urban slum children’s identity development in Jakarta’s non-formal education spaces","authors":"InJung Cho","doi":"10.1016/j.ijedudev.2026.103517","DOIUrl":"10.1016/j.ijedudev.2026.103517","url":null,"abstract":"<div><div>There is not only a dearth of academic and policy discourse on urban slum education, but slum-dwelling children and their educational environments are also often framed through deficit-framed and problem-focused lenses. This study aims to advance the discourse on urban slum education by illuminating asset-based aspects from children’s perspectives. It examines how slum-dwelling children in Jakarta make sense of their experiences in and around the NGO learning center through interactions with social actors and material objects that mediate children’s identity development. Identity development is explored through two interrelated approaches: (1) <em>individualistic self-actualization approach</em>, centered on academic and professional aspirations, and (2) <em>horizontal relationship-focused approach</em>, grounded in collective belonging. To center children’s perspectives and voices, this study employed photovoice, a participatory visual methodology using children-generated photos, with 25 children at the NGO learning center, complemented by interviews with parents and non-formal education teachers. Key findings demonstrate that: (i) children’s individualistic self-actualization approach was overall more pronounced, especially in their interactions with non-formal education teachers and material objects; (ii) children’s interactions with peers and parents reinforced collectivist values, reflecting a horizontal relationship-focused approach, while supporting individual aspirations; (iii) parents mutually encouraged their children’s education, and slum neighborhoods served as meaningful sites for children’s socio-emotional and academic development. Accordingly, in contrast to the dominant deficit-framed views of urban slum education, this study demonstrated that the NGO learning center fostered a positive climate for learning and identity development by promoting children’s aspirations, affective ties (e.g., empathy and filial piety), and supportive community networks.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"121 ","pages":"Article 103517"},"PeriodicalIF":2.3,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146173600","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

Seeking organizational shelter: The gendered teacher motivation of chinese female teachers 寻求组织庇护：中国女教师的性别化教师动机

IF 2.3 3区教育学

International Journal of Educational Development Pub Date : 2026-03-01 Epub Date: 2026-02-09 DOI: 10.1016/j.ijedudev.2026.103522

Yuhang Liu , Hao Wen , Jing Zhou , Yang Luo

引用次数: 0

Structural modelling of enablers driving internationalization in indian higher education: A Fuzzy-TISM analysis 印度高等教育国际化驱动因素的结构建模：模糊主义分析

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.2026.103505

Ratnam Mishra , Sanchita Chaudhary

{"title":"Structural modelling of enablers driving internationalization in indian higher education: A Fuzzy-TISM analysis","authors":"Ratnam Mishra , Sanchita Chaudhary","doi":"10.1016/j.ijedudev.2026.103505","DOIUrl":"10.1016/j.ijedudev.2026.103505","url":null,"abstract":"<div><div>In recent years, countries are prioritizing the Internationalization of Higher Education (IoHE) to leverage its benefits in terms of improved academic quality, global visibility, and competitiveness. Despite the policy initiatives taken by India, such as the National Education Policy (2020) and ‘Study in India’ programme, it faces multiple issues in internationalization of higher education and student mobility. This paper is an attempt to develop a structural IoHE enabler’s model for India by integrating push–pull factors and human capital theories. Adopting a multi-stage approach, a literature review and expert evaluation were used to identify the enablers. Subsequently, Fuzzy Total Interpretive Structural Modelling (TISM) and fuzzy-MICMAC analyses were conducted to examine the inter-relationships between them. The findings indicate that policy initiatives, institutional strategies, and digitalization serve as basic drivers, while global ranking functions as dependent outcome influenced by other interconnected factors. By modelling hierarchical enablers for IoHE in India, the study contributes significantly to the existing academic literature and provides practical recommendations for policymakers and institutions seeking to improve India’s global academic standing.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"121 ","pages":"Article 103505"},"PeriodicalIF":2.3,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146173663","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

Expanding STEM education in low- and middle-income countries: Evidence from policy reforms in Sri Lanka 扩大中低收入国家的STEM教育：来自斯里兰卡政策改革的证据

IF 2.3 3区教育学

International Journal of Educational Development Pub Date : 2026-03-01 Epub Date: 2026-02-14 DOI: 10.1016/j.ijedudev.2026.103521

Iyoma Priyadarshana

{"title":"Expanding STEM education in low- and middle-income countries: Evidence from policy reforms in Sri Lanka","authors":"Iyoma Priyadarshana","doi":"10.1016/j.ijedudev.2026.103521","DOIUrl":"10.1016/j.ijedudev.2026.103521","url":null,"abstract":"<div><div>Governments in low- and middle-income countries (LMICs) are increasingly investing in STEM education to enhance youth employability and economic growth. Yet, the success of such initiatives depends on students’ responses, which are shaped by their perceptions, motivations, and institutional context. This study examines the effectiveness of two parallel government interventions in Sri Lanka aimed at increasing high school enrollment in STEM subjects: (1) introducing a new Technology stream and (2) upgrading selected schools to offer the Science stream. Using nationwide school census data from 2008 to 2021 and a Difference-in-Differences approach, the study compares the impacts of these interventions on student enrollment patterns across STEM and non-STEM majors. The results show that the introduction of the Technology stream had a significantly larger impact on increasing STEM enrollment and reducing non-STEM enrollments—especially among male students and those in provincial schools—compared to the Science stream intervention. The study draws on education economics and psychological theories to explain these differences, highlighting the roles of perceived returns, self-efficacy, and student interest orientation. The findings underscore the need for STEM policies to align with both student characteristics and broader systemic structures. Insights from Sri Lanka may be relevant to other LMICs where educational reforms must navigate stratified school systems, constrained resources, and persistent gender disparities in STEM participation.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"121 ","pages":"Article 103521"},"PeriodicalIF":2.3,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147384806","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

Mass demands, elite strategies: Mobilization and indoctrination in expanding secondary education in the global South 大众需求，精英战略：在发展中国家扩大中等教育的动员和灌输

IF 2.3 3区教育学

International Journal of Educational Development Pub Date : 2026-01-01 Epub Date: 2025-12-10 DOI: 10.1016/j.ijedudev.2025.103458

Abrehet Gebremedhin

{"title":"Mass demands, elite strategies: Mobilization and indoctrination in expanding secondary education in the global South","authors":"Abrehet Gebremedhin","doi":"10.1016/j.ijedudev.2025.103458","DOIUrl":"10.1016/j.ijedudev.2025.103458","url":null,"abstract":"<div><div>Why do some nondemocratic regimes expand access to secondary education? This paper examines variation in secondary school access across nondemocracies in the global South from 1970 to 2020. I argue that, during that period, cohesive elite groups in nondemocratic regimes that faced short-term pressure from mass mobilization calculated that medium-term opportunities for indoctrination of secondary school students are worth the political risk of potential long-term democratizing pressure. Using the new Varieties of Political Indoctrination in Education and the Media dataset, I find that increases in secondary school access are associated with increases in mass mobilization and potential for indoctrination by regime elites. The case of Zimbabwe in the 1980s unpacks the causal mechanism of normative elite cohesion and demonstrates how ZANU-PF party elites responded to mass demands for secondary education while identifying potential indoctrination benefits. This study answers why some regimes – and not others – still choose to do so despite the social and political risks it may pose.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"120 ","pages":"Article 103458"},"PeriodicalIF":2.3,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145737700","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