International Journal of Educational Research最新文献

{"title":"Fostering critically compassionate global citizens: A UK university study abroad experience in South Korea","authors":"Sarah A. Son,&nbsp;Gemma Ballard","doi":"10.1016/j.ijer.2025.102672","DOIUrl":"10.1016/j.ijer.2025.102672","url":null,"abstract":"<div><div>This article explores how a short-term study abroad programme in South Korea cultivated a critically compassionate and morally engaged form of global citizenship among British East Asian Studies undergraduate students. Drawing on our pedagogical reflections, we examine student engagement with South Korean unification education via encounters with a range of government and non-governmental actors, each offering divergent perspectives on inter-Korean relations. We argue that structured reflection, emotional attunement, and agonistic engagement enabled students to develop confidence in navigating complexity while fostering a justice-oriented response to conflict and inequality. These outcomes were supported by a pedagogical approach that prioritised ethical deliberation, affective engagement, and reflexive positionality, encouraging students to interrogate assumptions and challenge dominant narratives. The study connects area studies education with broader debates in global citizenship education (GCE), advocating for in-country engagement that moves beyond skills acquisition toward ethical and political awareness. The findings support a call to embed GCE more deliberately in area studies curricula, enabling students to grapple with positionality, power, and global interdependence through critically informed, affective, and dialogic learning.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"133 ","pages":"Article 102672"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144490053","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":"Digital literacy of EFL student-teachers using empowerment outreach program: The role of engagement, cognitive learning, and performance","authors":"Liqaa Habeb Al-Obaydi ,&nbsp;Marcel Pikhart ,&nbsp;Ragad M Tawafak","doi":"10.1016/j.ijer.2025.102762","DOIUrl":"10.1016/j.ijer.2025.102762","url":null,"abstract":"<div><div>Traditional schools' shortcomings drive educational innovations that emphasize technology and self-directed learning, reflected in blended learning environments and the use of tools like Moodle and Google Classroom. This shift necessitates teachers' upskilling in digital literacy to effectively integrate technology, which can enhance teaching efficacy, particularly in remote areas, while fostering student empowerment and engagement. The study involved 53 fourth-year EFL students from the University of Diyala, Iraq, and used the Learner Empowerment Scale (LES) and Cognitive Learning Scale (CLS) to measure the impact of a six-week outreach program on their technology use in teaching. Results showed that the program positively influenced students' engagement and cognitive learning, with YouTube and Duolingo being the most commonly used applications, but had a limited impact on their classroom performance. Outreach programs promoting digital literacy positively impact STs' engagement and cognitive learning but have minimal effect on teaching performance, indicating a need for pedagogical training alongside technological skills. Limitations include the study's focus solely on technology, short duration, and device-related issues, suggesting future research should explore broader pedagogical integration and consider longer evaluation periods with larger, diverse samples to assess long-term efficacy and student outcomes.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"134 ","pages":"Article 102762"},"PeriodicalIF":2.5,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144908864","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":"Principal’s negative emotional manipulations, interpersonal suppression of teachers by the principal, and trust in the principal","authors":"Izhak Berkovich","doi":"10.1016/j.ijer.2025.102738","DOIUrl":"10.1016/j.ijer.2025.102738","url":null,"abstract":"<div><div>This study investigated the effect of principals' negative emotional manipulations on teachers' affective and cognitive trust in the principal, focusing on the mediating role of interpersonal suppression. Data were collected from 654 public elementary school teachers in Israel. Using a multilevel mediation model analysis, the study examined the existence of mediated indirect links in two models: one predicting affective trust and the other predicting cognitive trust. The findings indicate that principals' negative emotional manipulation significantly reduced both affective and cognitive trust in the principal, with interpersonal suppression of teachers by principals fully mediating these relationships. These results reveal the effect of interpersonal suppression in shaping emotional and cognitive attitudes in the workplace. The size of the indirect effect was slightly larger for affective than for cognitive trust, suggesting that interpersonal suppression plays a more significant role in emotional processes. The research expands the relatively scarce knowledge on principals' negative emotional manipulations and interpersonal suppression in workplace research in general and schools in particular.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"133 ","pages":"Article 102738"},"PeriodicalIF":2.5,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144814065","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 between family-school-community collaboration and students’ academic achievement: A Moderated Mediation Model","authors":"Xinlei Lv ,&nbsp;Ru Yan ,&nbsp;Shutao Wang","doi":"10.1016/j.ijer.2025.102774","DOIUrl":"10.1016/j.ijer.2025.102774","url":null,"abstract":"<div><div>Family-school-community collaboration (FSCC) has a significant influence on students’ development and learning trajectories; however, research examining its impact on academic achievement remains limited. Based on the Proximal Process-Person-Context-Time (PPCT) model, this study investigated the mechanisms through which FSCC affects academic achievement. A total of 1473 families from primary and secondary schools participated in this study, and data about the children’s academic achievement over two semesters were collected. Using structural equation modeling, this research examined the effect of FSCC on academic achievement, the mediating role of teachers’ positive feedback, and the moderating effect of students’ self-regulated learning (SRL). The results revealed that FSCC exerted a positive and sustained effect on students’ academic achievement. Teachers’ positive feedback mediated this relationship, acting as a full mediator in the first semester and a partial mediator in the second. Additionally, SRL positively moderated the effect of FSCC on teachers’ positive feedback, with a stronger predictive effect observed among students with higher SRL. The study empirically verifies the PPCT model and extends the theoretical recognition of relationships among FSCC, teachers’ positive feedback, students’ SRL, and their academic achievement. Implications for educational practice include the recommendation for enhancing collaboration among families, schools, and communities, encouraging teachers to employ positive feedback strategies, and empowering students to develop stronger SRL abilities.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"134 ","pages":"Article 102774"},"PeriodicalIF":2.5,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145027080","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":"Will what helps now help later? The role of school spending in shaping academic resilience and future success for Norway’s disadvantaged students","authors":"Wangqiong Ye ,&nbsp;José Manuel Arencibia Alemán ,&nbsp;Trude Nilsen ,&nbsp;Tarjei Widding-Havneraas","doi":"10.1016/j.ijer.2025.102804","DOIUrl":"10.1016/j.ijer.2025.102804","url":null,"abstract":"<div><div>Academic resilience, which describes how disadvantaged students excel in schools, has gained attention for its potential to narrow achievement gaps and reduce educational inequalities. While malleable protective factors in the learning environment have been extensively studied, institutional factors like school spending have received less attention. This study utilizes Norwegian register data to examine how the amount and allocation of school spending may influence academic resilience through regression analyses. Instrumental variable (IV) analyses are then used to further examine support for the relationship between academic resilience and long-term outcomes, such as educational attainment and income by age 30. The findings reveal that class size and student-teacher ratios, while not predictors of academic resilience, are associated with long-term outcomes. The amount of school spending influences academic resilience; however, its effects on educational attainment and income vary. The allocation of school spending influences educational attainment and income, with specific investments in Norwegian language and special education support significantly predicting academic resilience. Academic resilience is predictive of both educational attainment and income, showing a more pronounced relationship with educational attainment. The IV analyses show consistent results. This study contributes to the literature by detailing the influence of school spending on academic resilience and its connection to future success, thus supporting policy development aimed at fostering social inclusion.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"134 ","pages":"Article 102804"},"PeriodicalIF":2.5,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145050083","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Navigating the decolonial frontier: Leadership perspectives on epistemic justice in South African higher education","authors":"Emnet Tadesse Woldegiorgis","doi":"10.1016/j.ijer.2025.102816","DOIUrl":"10.1016/j.ijer.2025.102816","url":null,"abstract":"<div><div>This paper critically examines the challenges of decolonising higher education in South Africa, focusing on the perceptions and experiences of academic leaders. Drawing on postcolonial and decolonial theories, it interrogates how Eurocentric frameworks continue to dominate curricula, institutional practices, and knowledge production, thereby marginalising African perspectives and epistemologies despite various decolonial initiatives. Using a qualitative approach, the study employed semi-structured interviews with five faculty deans from three South African universities, selected through purposive sampling, to capture nuanced insights into the obstacles faced in implementing decolonial reforms. The analysis generated key themes including: (i) narrow conceptualisation of decolonisation; (ii) institutional resistance to change; (iii) tensions between neoliberal priorities and decolonial imperatives; (iv) uncertainty surrounding alternative epistemic paradigms; and (v) the strategic navigation of contradictions by academic leaders. Findings reveal a disconnect between the rhetoric of decolonisation and its practical enactment. While progress has been made in diversifying student bodies and faculty demographics, these changes often remain symbolic, lacking substantive transformation of curricula or epistemic frameworks. Neoliberal imperatives, coupled with entrenched institutional cultures, further constrain efforts to advance African epistemologies. The persistent marginalisation of alternative knowledge systems underscores the difficulty of reimagining paradigms capable of disrupting Eurocentric dominance. The paper argues for a critical rethinking of decolonisation, one that goes beyond structural reforms to achieve epistemic justice and fully integrate African knowledge systems into higher education. It concludes that meaningful transformation demands both institutional commitment and a fundamental reimagining of knowledge production to create an inclusive and pluralistic academic landscape.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"134 ","pages":"Article 102816"},"PeriodicalIF":2.5,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145105981","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":"A cross-sectional content analysis of Chinese/English bilingual children’s picture books: Language, culture, and gender contexts","authors":"Jianing Li","doi":"10.1016/j.ijer.2025.102815","DOIUrl":"10.1016/j.ijer.2025.102815","url":null,"abstract":"<div><div>This study conducted a content analysis of five Chinese/English bilingual picture books, exploring their linguistic, cultural, and gender representations. Books were purposively sampled from a specialized dual-language press based on bilingual originality, age-appropriateness (ages 2–12), and publication within the last decade. The primary data consisted of the full textual and visual contents of the selected books. Data were collected through systematic examination of each book using three codebooks—developed from prior research—addressing bilingual text presentation, cultural perspectives, and gender representation. The researcher applied deductive coding to identify and record positive and negative criteria in Microsoft Excel, covering formatting, readability, cultural authenticity, and gender role portrayal. Findings indicate high linguistic and cultural quality, with balanced bilingual formatting and authentic cultural integration, but the persistence of some traditional gender stereotypes. The study highlights the need for bilingual children’s picture books to actively challenge gender norms, offering educators a framework for selecting materials that promote language learning, cultural awareness, and inclusive representation in multilingual and multicultural educational contexts.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"134 ","pages":"Article 102815"},"PeriodicalIF":2.5,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145105979","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":"Horizontal stratification of universities and precariousness of graduates working conditions","authors":"Oscar Espinoza ,&nbsp;Luis Sandoval ,&nbsp;Bruno Corradi ,&nbsp;Yahira Larrondo ,&nbsp;Noel McGinn","doi":"10.1016/j.ijer.2025.102814","DOIUrl":"10.1016/j.ijer.2025.102814","url":null,"abstract":"<div><div>The global massification of higher education has led to a significant increase in the number of university graduates entering the labor market. This expansion has also driven to greater segmentation of higher education institutions in terms of prestige, quality, and students’ background. Previous research focused predominantly on the relationship between institutional stratification and graduates’ salaries, often overlooking other key dimensions of their working conditions. This study analyzes how the horizontal stratification of Chilean universities relates to graduates’ working conditions. This objective was achieved by constructing profiles of working conditions based on graduates' salaries, hiring regimes, and working hours. Latent Class Analysis was used to identify three distinct profiles. By analyzing data from a survey conducted at eleven Chilean universities, the association between graduates’ characteristics and working conditions was estimated using an ordinal logistic model. The results show that despite holding a university degree, 13 % of graduates work under precarious conditions including part-time jobs or employment contracts that do not guarantee labor rights. While institutional selectivity facilitates access to the most favorable working conditions, its importance diminishes for other types of jobs. Horizontal stratification, therefore, acts as a mechanism of exclusion, limiting access to high-quality employment for graduates from low selective institutions. These findings suggest that the relationship between horizontal stratification and working conditions is complex as it extends beyond a simple replication of institutional hierarchies in the labor market.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"134 ","pages":"Article 102814"},"PeriodicalIF":2.5,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145157920","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 effectiveness of a school-based planning program for first year students in secondary school: A cluster randomized controlled trial","authors":"Kim Wolters ,&nbsp;Saskia van der Oord ,&nbsp;Steven W. Evans ,&nbsp;Barbara van den Hoofdakker ,&nbsp;Bianca E. Boyer","doi":"10.1016/j.ijer.2025.102820","DOIUrl":"10.1016/j.ijer.2025.102820","url":null,"abstract":"<div><div>In secondary education, many students have difficulties planning their schoolwork. These difficulties may not only lead to short-term consequences such as lower grades, but also to long-term psychosocial, professional and financial challenges. To support students with planning problems, we developed a school-based program (Planning of Schoolwork (PLOS)) using an iterative development approach. PLOS includes two phases: PLOS-basic, a six-lesson preventive program with in-class skills training and PLOS-extra, a six-session, individual, modular skills training for students who still need support after PLOS-basic. This cluster randomized controlled trial compares the short- and long-term effects of PLOS-extra to practice-as-usual (PAU) with 213 first year students (aged 11-14, 78.9% male) who still had planning problems after PLOS-basic. Primary outcomes were homework problems and planning skills. Secondary outcomes included school motivation, classroom behavior, attention-deficit/hyperactivity disorder (ADHD) behaviors and school grades. We found no significant short- or long-term between-group differences on either the primary or the secondary outcome measures. Some significant improvements over time were present for both the PLOS-extra and the PAU group. The lack of effects of PLOS-extra may be attributed to a natural improvement of planning skills, the moderate severity of planning problems in our sample or the design of the program. Furthermore, the schools faced challenges in securing the necessary resources to implement the program effectively. Although PLOS-extra was developed in collaboration with end-users, these challenges demonstrate the complexity of developing training programs that are feasible within the educational context. School professionals and policymakers must decide whether to invest time, effort and resources into implementing evidence-based planning programs or in developing and testing new programs that offer support throughout daily academic life.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"134 ","pages":"Article 102820"},"PeriodicalIF":2.5,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145227378","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":"Internal structure of a scale of sources of self-efficacy in mathematics among middle-school students","authors":"Marianela Navarro ,&nbsp;Macarena Larrain ,&nbsp;José Pezoa","doi":"10.1016/j.ijer.2025.102771","DOIUrl":"10.1016/j.ijer.2025.102771","url":null,"abstract":"<div><div>The present study aims to adapt and collect evidence of structural validity of a scale measuring the sources of mathematics self-efficacy among Chilean middle-school students. The sample comprised 1740 students from 6th to 9th grades across different school types in Chile, overcoming limitations of previous studies from Spanish-speaking countries that used more limited samples. Validity and reliability analyses revealed four factors consistent with the original scale. Confirmatory Factor Analyses, including multigroup models by gender demonstrated strong fit indices. Internal consistency analyses yielded appropriate Cronbach's Alpha values for each subscale. In conclusion, the sources of mathematics self-efficacy scale demonstrates robust validity and internal consistency indices, making it suitable for research, policy development, and mathematics education in schools. This adaptation of the scale, using culturally relevant and gender-sensitive language, provides valuable insights into the sources of mathematics self-efficacy among Chilean middle-school students, contributing to the broader understanding of educational psychology and informing interventions to enhance students' confidence and performance in mathematics.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"134 ","pages":"Article 102771"},"PeriodicalIF":2.5,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145010680","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}