International Journal of Educational Development最新文献

{"title":"Drivers behind (non-)return of Ghanaian international university graduates: Embracing the complexity over individual explanations","authors":"Mohammed Yeboah ,&nbsp;Josef Novotný","doi":"10.1016/j.ijedudev.2025.103322","DOIUrl":"10.1016/j.ijedudev.2025.103322","url":null,"abstract":"<div><div>This article explores the complex factors and mechanisms influencing migration decisions of former Ghanaian international students after their graduation at European universities. Using a framework that integrates the Theory of Planned Behaviour (TPB) with key migration concepts, we draw on qualitative data from semi-structured interviews with 45 participants: 22 returnees interviewed in Ghana and 23 non-returnees interviewed abroad. The analysis unfolds in four steps: (1) examining the formation and evolution of return intentions and how they translate into actual decisions; (2) analysing the influence of attitudes, social norms, and perceived behavioural control on migration behaviours; (3) developing a typology of drivers that vary across subgroups with distinct intentions and outcomes; and (4) exploring how these drivers interact with TPB constructs to shape decision-making mechanisms. Our findings reveal that return intentions often shift over time and are shaped by a dynamic interplay of structural constraints, personal motivations, and normative pressures. Participants expressed both pro-return and pro-stay orientations, but perceived family expectations tended to favour staying abroad. The decision-making process was rarely shaped by a single factor; rather, intersecting influences created diverse migration trajectories. This study contributes to research on student mobility and return migration by unpacking how decisions are shaped by contextualised perceptions and competing pressures. The findings offer insights for policy discussions on brain circulation and diaspora engagement. Future research could explore similar mechanisms in other national or regional contexts and among graduates in different professional or educational fields.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"117 ","pages":"Article 103322"},"PeriodicalIF":2.8,"publicationDate":"2025-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144205412","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":"Lifelong gender inclusive education, productive capacity, and governance quality in Africa","authors":"Ekene ThankGod Emeka ,&nbsp;Simplice A. Asongu ,&nbsp;Jean R.F.K. Bouanza","doi":"10.1016/j.ijedudev.2025.103312","DOIUrl":"10.1016/j.ijedudev.2025.103312","url":null,"abstract":"<div><div>The importance of governance quality in driving economic progress is well-established in the existing literature, yet only limited strands of studies have explored the factors that enhance governance quality itself. Hence, this study investigates the effects of lifelong gender-inclusive education and productive capacity on governance quality while also examining the moderating influence of lifelong gender-inclusive education on the effect of productive capacity on governance quality. The analysis is based on a sample of 51 African countries for the period 2005–2022. The adopted empirical strategy includes the pooled OLS, the instrumental fixed effects (FE), and the dynamic system generalized method of moments (SGMM). The study incorporates four education variables, including primary, secondary, and tertiary school enrollments, along with a lifelong education index derived from principal component analysis (PCA) to capture lifelong gender-inclusive education in Africa. The following findings are established: First, productive capacity overwhelmingly has a positive effect on governance quality. Second, positive synergies become apparent when lifelong gender-inclusive education complements productive capacity to promote governance quality. The policy implications of the findings from this study are discussed in the context of the African Union's Agenda 2063 and the United Nations' Sustainable Development Goals (SDGs).</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"117 ","pages":"Article 103312"},"PeriodicalIF":2.8,"publicationDate":"2025-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144205413","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":"Opportunities or risks for civic education in electoral democracies? Evidence from Nigeria","authors":"Leila Demarest ,&nbsp;Line Kuppens","doi":"10.1016/j.ijedudev.2025.103316","DOIUrl":"10.1016/j.ijedudev.2025.103316","url":null,"abstract":"<div><div>Drawing on theory and evidence from Western societies, many countries in Sub-Saharan Africa implement civic education at school to foster political knowledge, engagement, as well as pro-democratic attitudes and behaviour. Yet instead of increasing participation as in established Western democracies, research focusing on adults in African electoral democracies suggests that citizens with higher socio-economic status, more knowledge, and adherence to democratic norms, are more likely to retreat from institutionalized politics given their increased awareness of the flawed nature of the political regimes they live in, where corruption, clientelism, electoral violence, and human rights abuses are still prevalent. In this paper, we use an original large-scale survey of secondary school students in Lagos state, Nigeria, and demonstrate by means of multilevel regression and Latent Class Analysis (LCA) how some, but not all of these tendencies are also present among adolescents, with optimistic implications for civic education on the continent.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"117 ","pages":"Article 103316"},"PeriodicalIF":2.8,"publicationDate":"2025-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144195162","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 long-term impacts of Iran–Iraq war on education and employment outcomes","authors":"Le Nguyen Dieu Anh ,&nbsp;Binh Thi Thanh Dang ,&nbsp;Trung Xuan Hoang","doi":"10.1016/j.ijedudev.2025.103318","DOIUrl":"10.1016/j.ijedudev.2025.103318","url":null,"abstract":"<div><div>This study examines the long-term impacts of exposure to the Islamic Republic of Iran–Iraq War (1980–1988) during school years on educational attainment and labor market outcomes in Iraq. The analysis employs an event study approach and utilizes the Iraq Household Socio-Economic Surveys 2006–2007. The findings reveal that the conflict negatively affected the social welfare of men exposed to the war, including their access to social security, pension plans, healthcare, paid leave, and job permanence, while having little impact on women. Additionally, the conflict reduced wages for both men and women. Men exposed to the conflict were also more likely to work without air conditioning, whereas no such evidence was found for women. The limited participation of women in the labor market, driven by insufficient government support and restrictive social norms, may explain the minimal or nonexistent effects of the war on female labor market outcomes. This study highlights the education channel through which the war influenced labor market outcomes, demonstrating that the conflict significantly reduced the educational attainment of men and women born between 1971 and 1981. The findings are robust to various robustness checks and falsification tests.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"117 ","pages":"Article 103318"},"PeriodicalIF":2.8,"publicationDate":"2025-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144205414","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":"Geography teachers’ implementation of problem-based learning for deforestation and climate change education in Metekel Zone Secondary Schools, Northwest, Ethiopia","authors":"Tamiru Toga Wahelo ,&nbsp;Daniel Ayalew Mengistu ,&nbsp;Tadesse Melesse Merawi","doi":"10.1016/j.ijedudev.2025.103314","DOIUrl":"10.1016/j.ijedudev.2025.103314","url":null,"abstract":"<div><div>Environmental problems related to deforestation and climate change pose serious socio-economic and ecological threats. In Ethiopia, rapid forest loss and climate impacts demand sustainable solutions through education. Problem-based learning (PBL), which fosters critical thinking, collaboration, and real-world problem-solving, is well-suited to address both environmental and pedagogical challenges. This study examines geography teachers’ implementation of PBL for deforestation and climate change education in secondary schools in Metekel Zone, Northwest Ethiopia. A convergent mixed-methods design and multi-stage sampling were used to collect data from 134 geography teachers, 7 department heads, 7 principals, and 3 education experts through surveys, interviews, focus group discussions, and classroom observations. Quantitative data were analyzed using descriptive statistics, one-sample t-tests, Pearson correlation, and binary logistic regression; qualitative data were thematically analyzed. Policy-relevant findings reveal low teacher belief in PBL, limited heuristic strategies, and weak contextualization of environmental content. A strong correlation between belief and practice shows that stronger teacher beliefs foster greater PBL use. Regression analysis identified structural and systemic factors shaping PBL adoption. Positive factors include teacher adaptation, emotional intelligence, student environmental identity, motivation, and content knowledge. Barriers include large class sizes, traditional methods, and the time-intensive nature of PBL. Thematic analysis also highlighted curriculum rigidity, student resistance, and limited resources. The study recommends policy actions including targeted teacher training, flexible curricula, and systemic support to promote PBL in environmental education. Addressing class size, infrastructure, and student engagement is essential for sustaining PBL practices. These findings offer actionable insights for policymakers and educational planners aiming to integrate PBL in response to environmental challenges.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"117 ","pages":"Article 103314"},"PeriodicalIF":2.8,"publicationDate":"2025-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144169468","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 the Russia-Ukraine war on english medium instruction teachers’ professional identity in a Ukrainian medical university","authors":"Daniel Jones,&nbsp;Neil Murray","doi":"10.1016/j.ijedudev.2025.103315","DOIUrl":"10.1016/j.ijedudev.2025.103315","url":null,"abstract":"<div><div>Until February 2022, Ukrainian universities had seen considerable growth in the provision of its English Medium Instruction (EMI) programmes. Since the Russian invasion, however, this situation has changed dramatically, with students and staff having been significantly impacted. This study reports on how EMI teachers in a Ukrainian medical university have experienced and adapted to this disruption. Findings reveal that teachers are facing a confluence of challenges that impact their professional identity in respect of three areas in particular: the direct work environment, the students, and staff development activities. In attempting to sustain their activities in the face of these challenges, Ukrainian EMI teachers report that they benefit from international collaborations that offer respite, solidarity, and professional development, as well as a sense of purpose and achievement. Such collaborations offer an avenue for post-war initiatives focused on rebuilding.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"116 ","pages":"Article 103315"},"PeriodicalIF":2.8,"publicationDate":"2025-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144137953","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":"Disaggregating Pakistan’s low-fee private schooling system","authors":"Wajeeha Hazoor","doi":"10.1016/j.ijedudev.2025.103313","DOIUrl":"10.1016/j.ijedudev.2025.103313","url":null,"abstract":"<div><div>The LFPS sector is highly contested in the academic and policy spheres. Yet, debates are constrained by a rather simplistic grouping of LFPS in one category distinct only from elite private schools and public schools. Through a multiple, holistic case study approach that employed a multi-tiered sampling strategy, the LFPS sector in urban low-income and mixed-income neighborhoods in Rawalpindi, Pakistan was examined. This effort elicited six distinct types of LFPS: Cheap, Medium-range, and Costly Independent LFPS and Cheap, Medium-range, and Costly Chain LFPS. These LFPS vary in terms of structure—whether part of nationwide chains or independent entities that have a legacy rooted in the country’s colonial history—and fee range. This typology bears important implications for existing debates as it exemplifies the limitations of generalizing findings from one type of LFPS to other types. It further confirms the rise of LFPS Chains in Pakistan. Finally, it documents the presence of LFPS with philanthropic orientations by locating family and formal philanthropies in the sector.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"116 ","pages":"Article 103313"},"PeriodicalIF":2.8,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144115186","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":"Evaluating the impacts of the Brazilian model for military public schools","authors":"Jevuks Matheus de Araújo ,&nbsp;Pedro Jorge Holanda Alves ,&nbsp;Ana Karolina Acris Melo ,&nbsp;Margaria Noélia de Aguiar ,&nbsp;Rômulo Eufrosino","doi":"10.1016/j.ijedudev.2025.103300","DOIUrl":"10.1016/j.ijedudev.2025.103300","url":null,"abstract":"<div><div>This article evaluates the impact of the militarization of public schools in the state of Goiás, Brazil, on student performance in standardized tests and age-grade distortion. Using data from the School Census and Prova Brasil between 2007 and 2020 and adopting a difference-in-differences approach with multiple periods (event study), the results indicate that militarization led to a reduction in age-grade distortion and an increase in math, Portuguese, and the Basic Education Development Index (IDEB) scores. The research also examines the impact of militarization on variables related to school violence, revealing a significant decrease in threats to professionals, robberies, and the presence of alcohol, drugs, and weapons among students. This analysis of transmission channels offers insights into how militarization contributes to improving the school environment and academic performance. Robustness analyses, including propensity score matching and the \"Honest DiD\" method, confirm the significance of the results, even in scenarios where the parallel trends assumption is violated. The results contribute to the debate on educational policies and the expansion of the civic-military school model in the country, providing a valuable benchmark for similar programs across Brazil. However, further research is needed to assess long-term impacts and other relevant dimensions, such as the development of socio-emotional skills and civic education.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"116 ","pages":"Article 103300"},"PeriodicalIF":2.8,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144084091","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":"Ending the musical chairs game in higher education: How a data-driven tool improved educational outcomes in Colombia","authors":"Luis Omar Herrera-Prada","doi":"10.1016/j.ijedudev.2025.103299","DOIUrl":"10.1016/j.ijedudev.2025.103299","url":null,"abstract":"<div><div>In 2004, the Colombian Ministry of Education (MEN) launched the System for the Prevention and Analysis of School Dropouts in Higher Education Institutions (SPADIES) to assist higher education institutions (HEIs) in reducing dropout rates. Initially an app, SPADIES evolved into a pivotal system in a nationwide program that contributed to higher education enrollment rates rising from 20 % in 2002 to 40 % in 2010 and 53.9 % in 2022. The system enabled comprehensive student data collection, analysis, and visualization, helping HEIs to prevent dropouts and re-engage students who had dropped out. Using a differences-in-differences approach based on Callaway and Sant’Anna (2021), this study finds that SPADIES lowered dropout probabilities by 0.7 percentage points while increasing the likelihood of on-time graduation by 0.6 percentage points and overall graduation by 0.4 percentage points. Although these figures may appear modest, a 0.7 percentage point reduction equates to approximately 14,000 students, almost doubling the average HEIs in Colombia. From 2005–2017, SPADIES cost USD 4.9 million (valued at 2025 prices), translating to a cost per student who avoided dropout of USD 350 or about USD 410 per graduated student. These results demonstrate the cost-effectiveness and transformative potential of data-driven approaches like SPADIES for human capital development. SPADIES also contributed to increased future incomes by enabling degree completion, alleviating pressures on HEIs, and improving enrollment efficiency, offering important lessons for emerging economies facing similar retention challenges.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"116 ","pages":"Article 103299"},"PeriodicalIF":2.8,"publicationDate":"2025-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144072422","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":"Unlocking potentials: The impact of human capital investment in youth informal employment in emerging markets and developing economies","authors":"Papri Das","doi":"10.1016/j.ijedudev.2025.103302","DOIUrl":"10.1016/j.ijedudev.2025.103302","url":null,"abstract":"<div><div>Human capital development has emerged as a crucial factor for economic prosperity, significantly improving the skills of human resources and ensuring more formal employment opportunities in the economy. Using data from the World Bank and the International Labour Organization (ILO) for nineteen years (2006‐2023), the paper investigates the impact of human capital investment on informal employment, specifically the youth informal employment rate for 55 emerging markets and developing countries. The study aims to explore the relationship between these factors and their influence on the labor market dynamics, employing the dynamic panel data estimation method (Generalized Method of Moments) to control the dynamic effect of the youth informal employment rate. The findings reveal that the increase in enrolment ratio in tertiary education five years ago negatively impacts the current youth's informal employment, suggesting that higher education contributes to a decline in informal employment among the young. The result also indicates that increased educational expenditure invested eight years ago has effectively reduced the current youth informal employment rate. These insights emphasize the importance of sustained investment in education to cultivate a skilled and knowledgeable workforce. By fostering educational advancements, emerging and developing countries can improve their economic prospects and reduce the prevalence of informal employment among the youth, leading to more stable employment opportunities and a prosperous economic environment.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"116 ","pages":"Article 103302"},"PeriodicalIF":2.8,"publicationDate":"2025-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144072427","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}