International Journal of Educational Research最新文献

{"title":"How do teachers adapt evidence-informed strategies for teaching? A process evaluation of a teacher training programme in Chinese primary schools","authors":"Wenqing Chen,&nbsp;Stephen Gorard","doi":"10.1016/j.ijer.2026.103043","DOIUrl":"10.1016/j.ijer.2026.103043","url":null,"abstract":"<div><div>Feasibility of effectively incorporating research evidence into teaching remains poorly understood. This study presents process evaluation results for a large-scale randomised controlled trial in China which estimated the impact of a teacher training programme to help adapt research evidence into practice, involving 154 teachers and 6904 students. Teachers’ adherence to the intervention emerged as a likely critical determinant of the intervention’s effectiveness, evidenced by a Complier Average Causal Effect (CACE) of +0.22 on students’ Chinese test scores. Teachers’ adherence relates to school-level monitoring, teachers’ skills, and peer collaboration. Drawing on 44 classroom observations, adapting research evidence evolved iteratively, with ongoing adjustment and reflection. This study proposes a multi-level \"Implementation Cycle\" derived from the Chinese primary education context, illustrating how evidence-informed strategies evolve in practice. The cycle highlights that interactions between teachers help identify and correct mis-adaptations, a process often missing in existing implementation frameworks. It links school leadership, peer support, and teacher skills to help tailor evidence-informed strategies to specific classroom contexts. The framework serves as a template for school-based evidence-use initiatives, offering practical guidance for the effective use of research evidence in practice and a basis for future validation across diverse educational systems.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"139 ","pages":"Article 103043"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148242561","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":"Perceptions and strategies for the inclusion of migrant students: A Systematic review","authors":"Sebastián Carrasco-Mella ,&nbsp;Eddy Paz-Maldonado ,&nbsp;Inmaculada Orozco ,&nbsp;Mauricio Véliz-Campos ,&nbsp;Leonardo Veliz","doi":"10.1016/j.ijer.2026.103000","DOIUrl":"10.1016/j.ijer.2026.103000","url":null,"abstract":"<div><div>Increased migration has globally reshaped the social and cultural composition of schools and renewed emphasis on how education systems respond to migrant students’ right to equitable participation has ensued. Despite political and policy commitments to inclusive education, evidence shows that gaps between rhetoric and classroom practices seem pervasive. This systematic review examines how perceptions, practices, and strategies for the inclusion of migrant learners are conceptualised and enacted across primary and secondary education. Following the PRISMA 2020 guidelines, 49 peer-reviewed empirical studies published between 2015 and 2025 were identified across four different databases. Descriptive analysis mapped methodological patterns regarding research paradigms, geographic settings, and participant groups, while qualitative synthesis organised reported perceptions and strategies according to teachers, students, families, and school leadership. Findings reveal both promising practices - such as linguistic support, peer mediation, culturally responsive pedagogy, and family-centred initiatives - and also major hurdles including racism, curricular monoculturalism, limited teacher preparation, weak family–school ties, and feeble institutional coordination. Across the reviewed studies, inclusion appears contingent upon broader socio-political conditions and remains structurally fragile when reduced to symbolic gestures rather than systemic transformation. The review foregrounds the need for intercultural and justice-oriented approaches that recognise migrant students and families as co-constructors of educational communities, informing future research, policy, and professional development agendas.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"138 ","pages":"Article 103000"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147601895","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":"Technology-enhanced learning environments in Central Asian higher education: A four-study, multi-institutional quasi-experimental research program (N = 945)","authors":"Yulduz Asadova","doi":"10.1016/j.ijer.2026.103044","DOIUrl":"10.1016/j.ijer.2026.103044","url":null,"abstract":"<div><div>The rapid digital transformation of higher education in Central Asia proceeds despite a scarcity of large-scale, multi-site empirical evidence comparing technology-enhanced learning (TEL) environments with traditional instruction. To address this gap, this study evaluated whether TEL environments improve learning outcomes and student engagement across diverse populations, institutions, and technology layers, and assessed whether these effects scale with the depth of technological integration. Conducted between 2023 and 2026 across five higher education institutions in Uzbekistan (N = 945), the methodology employed four quasi-experimental parallel-group sub-studies. Sub-study 1 (n = 503) compared a Moodle-based methodology against traditional instruction across three pedagogical institutes. Sub-studies 2 (n = 120), 3 (n = 124), and 4 (n = 198) examined progressively integrated TEL approaches at a medical institute, ranging from content–competency blended learning to AI-driven adaptive learning with virtual laboratories, and AI-enhanced analytics with intelligent assessment. Outcomes were measured using expert-validated 100-point standardized scales. Findings indicated that the experimental groups significantly outperformed control groups across all four sub-studies (p &lt; 0.001). Effect sizes increased with depth of TEL integration: from a moderate efficiency gain in Sub-study 1 (η ≈ 1.11) to very large effects in Sub-studies 2–4 (Cohen's d = 1.93–3.29; Hedges' g = 1.88–3.20), with the most pronounced improvements observed in digital literacy and clinical decision-making. Student engagement indicators were also consistently higher in the TEL cohorts. Ultimately, these results demonstrate that TEL environments significantly enhance learning outcomes, with gains scaling alongside technological complexity. The findings support a contextually conditional framework for TEL adoption within credit-modular systems, contingent upon robust infrastructure, faculty readiness, data-governance capacity, and established ethical safeguards.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"139 ","pages":"Article 103044"},"PeriodicalIF":3.3,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148524079","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":"“They knew I was not doing enough”: Parents’ experiences with an SMS-based parenting program in rural Ghana","authors":"Tingting (Yang) Rui,&nbsp;Kathleen Brennan,&nbsp;Sharon Wolf,&nbsp;Elisabetta Aurino,&nbsp;Emily Dunuwila,&nbsp;Mengying Xia,&nbsp;Michael J. Nakkula","doi":"10.1016/j.ijer.2026.103024","DOIUrl":"10.1016/j.ijer.2026.103024","url":null,"abstract":"<div><div>Mobile-based “nudging” interventions have gained prominence as a low-cost and scalable approach to strengthen parental engagement in children’s learning, particularly in low-resource settings. Yet little is known about how parents, especially those with limited education, experience these programs in practice, nor about the mechanisms that may produce heterogeneous or unintended effects. This qualitative study investigates caregivers’ experiences with an SMS-based nudging intervention aimed to improve parental engagement in rural Ghana. We conducted thirty semi-structured interviews and three focus groups to understand how the intervention was perceived, experienced, and interpreted. Findings reveal the complex realities of how an intervention unfolds in practice, with both meaningful gains and substantial constraints. Caregivers acknowledged the messages as culturally appropriate and motivating, prompting reflections on long-standing parenting practices. Meanwhile, literacy profoundly shaped engagement: parents with little or no formal education relied on others to read and translate messages, often resulting in partial, delayed, or even distorted interpretations. Although many parents perceived the SMS as a source of emotional support and new knowledge, some felt judged or inadequate when their own practices diverged from the recommendations, experiencing reduced self-efficacy and tension between motivation and self-blame. Furthermore, inconsistent access to the messages, prior experiences with short-lived programs, and the fully digital format without relational infrastructure could undermine participants’ trust in the intervention. These responses highlight the importance of designing interventions that not only inform but also affirm parents’ efforts and account for the structural realities that participants face. This study offers important actionable insights for developing mobile-based interventions that are scalable and attentive to participants’ lived realities, with broader implications for technology-based programs in similar settings.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"139 ","pages":"Article 103024"},"PeriodicalIF":3.3,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148524190","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Regional imaginary meets individual reflexivity: International student learning experiences under the belt and road initiative in China","authors":"Jie Xu,&nbsp;Yuxiao Jiang,&nbsp;Kun Dai","doi":"10.1016/j.ijer.2025.102892","DOIUrl":"10.1016/j.ijer.2025.102892","url":null,"abstract":"<div><div>Under the Belt and Road Initiative (BRI), China is positioning itself as a potential leading regional hub for international education. However, limited empirical research has examined how students from BRI countries experience and respond to international education shaped by BRI regional imaginaries in China. Drawing on interviews with 28 international students from BRI countries, this qualitative study employs theories of imaginaries and reflexivity to investigate how their learning experiences were shaped by BRI regional imaginaries and how they exercised reflexive agency in their responses. The analysis identified two intersecting imaginaries: <em>a unidirectional regional imaginary</em>, evident in the promotion of China’s greatness in cultural courses, co-curricular tours and an everyday emphasis on China’s economic productivity; and <em>a connective regional imaginary</em>, emerging through reciprocal exchanges in specialised programmes, business cooperation and experiential learning. Students’ reflexive responses ranged from reinforcement and instrumentalisation to contestation and transformation; however, all remained constrained by the dominance of the unidirectional imaginary, ultimately limiting epistemic diversity and prospects for shared regional development. The study calls for more reciprocal and equitable approaches to international education and contributes to the theorisation of host-country expectations and student agency in the BRI regional context.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"136 ","pages":"Article 102892"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145750255","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":"Ethnographies of a \"playful school: What is the “alternative” in alternative education?","authors":"Yotam Hotam,&nbsp;Baruch Yakobi,&nbsp;Avihu Shoshana","doi":"10.1016/j.ijer.2026.103090","DOIUrl":"10.1016/j.ijer.2026.103090","url":null,"abstract":"<div><div>This study examines an elementary public school in Israel in which playing comprises a central feature of pedagogy. Terms such as “playful education,” “playful school,” and “playful space” describe this type of pedagogy, considered an “alternative” to mainstream education. The study is based on 14 months of observations (both inside and outside the classroom) and interviews with teachers and students of various ages. The findings highlighted the features of the playful space through entering and exiting it and the emphasis on learning through the experience of playing. The discussion examines these features and asks what comprises the alternative to mainstream education in this type of self-proclaimed alternative education.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"140 ","pages":"Article 103090"},"PeriodicalIF":3.3,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148854220","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Regulating emotions through, for and with others: teachers’ interpersonal emotion regulation in the workplace","authors":"Hongbiao Yin,&nbsp;Jiying Han","doi":"10.1016/j.ijer.2026.103074","DOIUrl":"10.1016/j.ijer.2026.103074","url":null,"abstract":"","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"140 ","pages":"Article 103074"},"PeriodicalIF":3.3,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149004525","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 relationship among burnout, emotional intelligence, and self-efficacy in school teachers. A systematic review","authors":"Alessandro Geraci ,&nbsp;Antonella D’Amico ,&nbsp;Pablo Fernández-Berrocal ,&nbsp;Rosario Cabello","doi":"10.1016/j.ijer.2026.102972","DOIUrl":"10.1016/j.ijer.2026.102972","url":null,"abstract":"<div><div>In the contemporary education system, educators assume a key role in shaping the cognitive, emotional, and social development of students. The multifaceted nature of their responsibilities, spanning instructional delivery, student engagement, and comprehensive classroom management, exposes teachers to a range of stressors with potential contributions to burnout. Recognizing the impact of burnout is crucial for both teachers' well-being and the guidance they provide to students. Burnout has the potential to hinder teachers' effectiveness, thereby affecting the quality of instruction and students' learning experiences. An exploration of the connections between emotional intelligence and burnout reveals how teachers' emotional abilities shape their resilience amid professional challenges. This systematic review investigates the overall relationship among teachers' burnout, emotional intelligence, and self-efficacy. The findings from these studies consistently showed negative associations between burnout with emotional intelligence and self-efficacy, along with positive associations between emotional intelligence and self-efficacy. Additionally, some studies suggested potential pathways linking emotional intelligence, self-efficacy, and burnout; however, these findings are based exclusively on correlational evidence and should be interpreted as theoretically grounded hypotheses rather than established mechanisms. Given the limited number of available studies and their cross-sectional design, the present review synthesizes patterns of association rather than causal relationships, highlighting directions for future longitudinal and intervention research.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"137 ","pages":"Article 102972"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147397120","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 people vs. the academy: Populist leaders and the erosion of academic freedom (1900–2020)","authors":"Jeremy Ko ,&nbsp;James F. Downes","doi":"10.1016/j.ijer.2026.102970","DOIUrl":"10.1016/j.ijer.2026.102970","url":null,"abstract":"<div><div>Populist leadership has become an increasingly salient force in global politics, raising concerns about its consequences for democratic institutions and the autonomy of knowledge production. Against this backdrop, this paper examines the impact of populist leadership on academic freedom across 60 countries from 1900 to 2020. Using the Academic Freedom Index (AFI) and data on populist leaders, it employs cross‑national time‑series analyses to test whether populist governance erodes intellectual autonomy. The results show that populist leaders—regardless of ideological orientation—significantly reduce academic freedom, though the deterioration is more pronounced under right‑wing variants. Disaggregated analyses reveal that all five dimensions of academic freedom decline during populist rule, with freedom of academic and cultural expression experiencing the steepest contraction. These effects persist even after accounting for economic development, education, and democracy. The findings suggest that right‑wing populists, driven by nationalist and moral‑conservative ideologies rooted in social and cultural control, curtail academic freedom through direct political intervention, whereas left‑wing populists, motivated by redistributive ideologies grounded in socio‑economic agendas, constrain it more subtly by incorporating universities into state bureaucratic structures and aligning them with government policy priorities. Given these findings, policies should prioritize strengthening legal protections, institutional safeguards, and international monitoring to preserve academic autonomy against the political and institutional encroachments of populist leaders.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"137 ","pages":"Article 102970"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147397122","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":"Fostering high-quality reading interactions in pre-service early childhood teacher education","authors":"Wenwen Yang ,&nbsp;Maarit Silvén","doi":"10.1016/j.ijer.2026.102961","DOIUrl":"10.1016/j.ijer.2026.102961","url":null,"abstract":"<div><div>This intervention study aimed to foster and assess early childhood education (ECE) student teachers’ professional competence at the beginning of their second year in Finnish higher education. A study module on child development and ECE pedagogy provided the students with knowledge and practice in identifying, implementing, and reflecting on high-quality interactions with children. The students’ video-recorded picture book reading interactions with two preschool-aged children were assessed using the Classroom Assessment Scoring System (CLASS) Pre-K tool. The broad domain-level analyses showed high-quality emotional support and classroom organisation, but the quality of instructional support was relatively low. Behavioural-level analyses revealed that the students predominantly asked simple questions; they rarely posed complex questions or provided extensive feedback, and other types of discussions to boost children’s higher-level thinking and language use were practically absent. After the study module, student teachers’ self-reported closeness with children increased and conflict decreased. The findings are discussed from the perspective of fostering and assessing higher-quality instructional support in teacher preparation programmes.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"137 ","pages":"Article 102961"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147397722","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}