International Journal of Educational Research最新文献

{"title":"Relational support dynamics and career decision status in higher education: Implications for student development and educational change","authors":"Peter Yang ,&nbsp;Chih-Chien Yang","doi":"10.1016/j.ijer.2026.102968","DOIUrl":"10.1016/j.ijer.2026.102968","url":null,"abstract":"<div><div>Understanding how social relationships shape students’ transitions from education to work is critical for supporting human development within higher education systems. This study investigates how three dimensions of social support (perceived, received, and provided) relate to undergraduate students’ career decision status, including both decision-making and implementation. Survey and peer network data were collected from 191 students across four university classes. Perceived support was assessed for family and friends, while received and provided support were captured through classroom peer networks. Logistic regression analyses indicate that providing instrumental support was consistently associated with higher odds of achieving key indicators of career decision status. In contrast, providing affective support was linked to lower odds of successful outcomes, suggesting that emotional labor may constrain students’ career management capacities. Perceived family support was positively associated with students’ ability to manage expectations, whereas perceived friend support showed limited effects. The results highlight the differential influence of support types and sources, revealing that received support plays a less consistent role than support provision. The study contributes to understanding how relational dynamics shape students’ career development in higher education and discusses implications for educational practices aimed at strengthening student support systems.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"137 ","pages":"Article 102968"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147397121","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":"School-university partnership for effective teaching practicum experiences: A study of an initial teacher education programme from Brazil, India and South Africa","authors":"Yusuf Sayed ,&nbsp;Mythili Ramchand ,&nbsp;Cina P. Mosito ,&nbsp;Raquel Milani ,&nbsp;Luciane de Fatima Bertini","doi":"10.1016/j.ijer.2026.102956","DOIUrl":"10.1016/j.ijer.2026.102956","url":null,"abstract":"<div><div>This paper studies three university-based Initial Teacher Education (ITE) programmes – at the University of São Paulo (Brazil), Mumbai University (India), and Nelson Mandela University (South Africa) – focusing on how each institution’s school-university partnerships (SUPs) are structured to support the teaching practicum. These three programmes, selected from BRICS nations, represent contexts where teacher education is primarily university-based and share comparable socio-political features, including federal and democratic systems and diverse political economies . They are further united by a shared belief in educational transformation, which guides the delivery of teacher education.</div><div>Drawing on data from documentary analysis and interviews with lecturers, school mentors, and student teachers, the paper examines three elements of effective partnerships that support a meaningful teaching practicum. First, it considers the structures and processes governing school-university collaborations and their impact on the practicum. Second, it analyses the nature of the relationships between schools and universities in delivering the practicum component. Finally, it assesses the physical and human resources that shape the effectiveness of the practicum experience for student teachers.</div><div>The paper argues that while effective SUPs are essential for quality teaching practicum experiences, key challenges impede their realisation in the three programmes studied. These challenges pertain to the governance of school-university relationships, the dynamics between school-based and university-based mentors, and the availability of resources. This research enriches the existing literature on effective SUPs by providing a nuanced, fine-grained analysis of the teaching practicum from the perspectives of lecturers and student teachers. Consequently, the paper advocates for effective strategies to strengthen school-university collaborations, ensuring the teaching practicum effectively supports the development of student teacher competence for high-quality and equitable learning for all.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"137 ","pages":"Article 102956"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147397125","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":"School-based interventions for primary and secondary school students with intellectual disability: A scoping review","authors":"Lucija Batinović ,&nbsp;Marta Topor ,&nbsp;Ida Henriksson ,&nbsp;Marcus Allgulin ,&nbsp;Xandee Pescador ,&nbsp;Elin Jonsson ,&nbsp;Catriona Windsor ,&nbsp;Ana Krilanovic ,&nbsp;Rickard Carlsson ,&nbsp;Henrik Danielsson","doi":"10.1016/j.ijer.2026.102960","DOIUrl":"10.1016/j.ijer.2026.102960","url":null,"abstract":"<div><div>This scoping review mapped school-based interventions for K-12 students with intellectual disability (ID; IQ ≤75 or a diagnosed intellectual disability), focusing on outcomes, theoretical frameworks, study designs, and research transparency. A systematic search across six databases identified 952 studies, published 2000-2023. The most common interventions were assistive or instructional, primarily targeting academic outcomes. Multiple probe designs were the most prevalent study method, with frequent reliance on non-standardized measures. Reporting on theoretical frameworks was limited, and adherence to open science practices, including data sharing and ethics statement reporting, was minimal. The findings highlight the need for improved methods to synthesize prevalent single-case evidence in this field. Furthermore, the limited engagement with open science practices warrants exploration of barriers to and support for their implementation.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"137 ","pages":"Article 102960"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147397113","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":"Exploratory analysis of inter-connected factors related to secondary school absenteeism: Caregivers’ perspectives","authors":"Andrea Carrick ,&nbsp;Ryan Chen ,&nbsp;David Littlefair ,&nbsp;Samantha Friedman ,&nbsp;Kirstin Mulholland ,&nbsp;Karen Hudson ,&nbsp;Pamela Graham ,&nbsp;Pamela L. Graham ,&nbsp;Caleb Davies ,&nbsp;Lucy Barker ,&nbsp;Reinie Cordier","doi":"10.1016/j.ijer.2025.102901","DOIUrl":"10.1016/j.ijer.2025.102901","url":null,"abstract":"<div><div>Secondary school absenteeism in the UK arises from complex, interconnected issues within and beyond school systems, making it difficult for some pupils to attend full-time. This study adopted an ecosystemic approach to examine factors related to pupils' absence from caregivers’ perspectives. Caregivers (<em>N</em> = 198) completed online surveys. Multivariate logistic regression analysis was used to determine how school participation, absenteeism, pupil and caregiver characteristics, and caregivers’ attitudes predict absenteeism severity among UK pupils aged 11–16. Results show that habitual absence increases with age, particularly for pupils with co-occurring conditions, those who faced exclusion, and caregivers who are doubtful about the benefits of education. The beliefs held by some caregivers that school do not constitute part of the solution may result in insufficient support for students' reintegration into the school, thereby perpetuating absenteeism. National policies should address overlapping issues outside education that contribute to the resource gap for pupils facing attendance barriers.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"136 ","pages":"Article 102901"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145750251","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":"Choreographing collaboration in European higher education through competition in the European Universities Initiative","authors":"Antonin Charret,&nbsp;Maia Chankseliani,&nbsp;Alis Oancea","doi":"10.1016/j.ijer.2025.102902","DOIUrl":"10.1016/j.ijer.2025.102902","url":null,"abstract":"<div><div>In 2018, the European Commission launched a competitive call, the European Universities Initiative, to prioritise and reconfigure higher education cooperation in the European Union through the formation of transnational university alliances. This paper explores the recent dynamics of the European Universities Initiative by analysing 26 policy documents and 70 semi-structured interviews with key stakeholders operating at local, national, and European levels. It aims to offer empirical insights to interdisciplinary research in comparative and international higher education and public policy. This research uses a dance analogy to explore the impact of this competitive process for the formation of the alliances and the way in which collaboration has been incentivised and organised in this initiative. In the formation of some alliances, the search for partnerships was smooth, with partners coming together and potentially moving from one to the next in an orderly fashion; in other cases, the partnerships were more unexpected and the relationships more serendipitous. During the analysis, these processes reminded us of a dancing metaphor. We refer to the former through the metaphor of a ballroom dance such as a waltz, and to the latter through that of a mosh pit: contrasting dance forms that illustrate different configurations and dynamics of partnership initiation or consolidation. The paper also reflects on the consequences of this competition beyond the temporality of these first calls and explores shifts in alliance membership as well as the decision of certain institutions to remain formed as alliances despite not being selected in the framework of the call and remaining outside the Erasmus+ funding and its prestige.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"136 ","pages":"Article 102902"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145750253","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":"Prospects of decolonising education through transformative school–university partnerships in Malawi","authors":"Samson MacJessie-Mbewe ,&nbsp;Chikumbutso Herbert Manthalu","doi":"10.1016/j.ijer.2026.102995","DOIUrl":"10.1016/j.ijer.2026.102995","url":null,"abstract":"<div><div>School–University Partnerships (SUPs) can significantly help in the achievement of transformative education. In Malawi, where primary and secondary education remain influenced by colonial legacies, the prospect of SUPs to support education for social transformation warrants critical attention. This article attempts to answer the following main research question: How can Malawian SUPs transform education through epistemological decolonisation to be relevant to national development needs? This is further interrogated by the following three specific research questions: (a) How does the educational policy context in Malawi affect neo-colonial practices in schools? (b) What is the nature of the SUPs in the context of decolonisation? and (c) How can SUPs transform education at the school level to be relevant to Malawi’s national development needs? Through a review of literature, document analysis, and the authors’ reflection of their professional experiences in SUPs, it is established that SUPs are not common in Malawi. The common form of SUPs is based on initial teachers’ teaching practicums. Practicum-based SUPs often lack formal, mutually agreed frameworks. Most Malawian SUPs are typically hierarchical, with universities dominating their design and implementation, while schools play passive roles in the initiation, conceptualisation and implementation of the SUPs. The absence of reflective, dialogic engagement undermines their transformative potential to achieve epistemological decolonisation. The article argues for a re-imagination of SUPs through the lens of Ubuntu, emphasising the virtues of humility, mutual respect, and togetherness in knowledge co-construction. Such an approach would foster context-responsive partnerships aligned with Malawi 2063, the national development agenda, promoting equitable and transformative education.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"138 ","pages":"Article 102995"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147544975","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":"Does flipped classroom improve students’ evaluations of teaching quality?","authors":"Magdalena Cladera","doi":"10.1016/j.ijer.2026.103019","DOIUrl":"10.1016/j.ijer.2026.103019","url":null,"abstract":"<div><div>This study investigates the impact of the Flipped Classroom (FC) model on the multidimensional evaluations of teaching quality in an undergraduate econometrics course. Grounded in Student Engagement and Cognitive Load theories, the research examines how a shift to the FC model influences distinct teaching dimensions. A quasi-experimental design was employed to analyse data collected over five semesters using the Students’ Evaluations of Educational Quality (SEEQ) instrument. Eight OLS regression models were estimated to isolate the effects of the FC methodology on each dimension of the instructional process. The results indicate statistically significant improvements in six of the eight dimensions, suggesting enhanced student perceptions of the learning experience. This research provides empirical evidence for instructors on how pedagogical innovation can positively influence teaching effectiveness metrics in challenging academic disciplines such as econometrics and other quantitative methods. The findings also highlight the need for higher education institutions to integrate active learning strategies into faculty development programs. At the same time, teaching evaluation frameworks should be adapted to better reflect the multidimensional benefits of pedagogical innovation in demanding subjects.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"139 ","pages":"Article 103019"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147979117","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":"Eroding shields: The fragile state of academic freedom in the United States","authors":"Jeffrey C. Sun ,&nbsp;Charles J. Russo","doi":"10.1016/j.ijer.2026.103017","DOIUrl":"10.1016/j.ijer.2026.103017","url":null,"abstract":"<div><div>Academic freedom in the United States has long served as a critical safeguard for scholarly inquiry, public engagement, and democratic discourse. Historically, American academic freedom protections emerged through a blend of professional norms and legal foundations. Today, it is increasingly constrained by judicial interpretations and state legislative action. This paper traces the legal and policy shifts that have redefined the contours of academic freedom, particularly through the rise of state laws serving as anti-diversity, equity, and inclusion (anti-DEI) policies. These laws curtail faculty speech, reshape hiring and tenure practices, and reduce faculty authority over curriculum and governance. Drawing on legal case analysis, with particular focus on Pernell v. Florida Board of Governors, the paper illustrates how courts have affirmed that such laws violate professors’ First Amendment rights, infringe on students’ right to receive information, and chill protected academic expression through vague statutory language. The analysis highlights how these developments have altered American university’s role as a marketplace of ideas and how ideological mandates compromise intellectual diversity. By examining legal precedents and emerging state policies, the study situates U.S. academic freedom as a volatile condition vulnerable to political encroachment. The paper argues that legal frameworks such as viewpoint discrimination doctrine and judicial scrutiny of vague laws provide a critical, albeit limited, countervailing force. For international social scientists, the U.S. status of academic freedom demonstrates the erosion of the professional and legal right, and it forewarns international scholars to engage in active protections against state control.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"139 ","pages":"Article 103017"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148000216","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":"Young carers’ school engagement and academic attainment: A systematic review","authors":"Andrea Reupert ,&nbsp;Lingling Chen ,&nbsp;Darryl Maybery ,&nbsp;Kim Foster","doi":"10.1016/j.ijer.2026.103001","DOIUrl":"10.1016/j.ijer.2026.103001","url":null,"abstract":"<div><div>This systematic review synthesises international quantitative evidence on how caregiving responsibilities influence the school engagement and academic attainment of young carers aged 5–18 years. Following PRISMA guidelines, seven academic databases were systematically searched (CINAHL, MEDLINE, PsycINFO, Scopus, ASSIA, ProQuest Education Collection, and <em>A</em>+ Education) for peer-reviewed studies published between 2014 and 2025. The search strategy was developed with a university librarian and refined through pilot testing. Studies were eligible if they reported quantitative outcomes related to school engagement (e.g., attendance, participation) or academic attainment (e.g., grades, test scores). Two reviewers independently screened studies, assessed methodological quality using the Joanna Briggs Institute Critical Appraisal tools, and extracted data using a structured template. Fifteen studies met inclusion criteria. Findings indicated that young carers often experience reduced school engagement, including higher absenteeism, limited study time, and lower participation in school activities. Evidence regarding academic attainment was mixed; while several studies reported lower grades among young carers, particularly those with high-intensity or multi-recipient caring roles, others found no significant differences. Educational impacts varied according to carer demographics, caregiving intensity, socioeconomic disadvantage, and the care recipient’s condition, with caring for someone with mental illness or substance use issues linked to poorer outcomes. Overall, the review highlights consistent challenges in school engagement and more variable effects on academic attainment, underscoring the need for targeted educational supports and improved recognition of young carers in school systems.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"138 ","pages":"Article 103001"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147601892","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":"Sustaining student engagement under academic stress: Moderated mediation of a multisystemic resilience model in a highly competitive higher education","authors":"Miryam Wedyaswari ,&nbsp;Michael Ungar ,&nbsp;Zahrotur Rusyda Hinduan ,&nbsp;Surya Cahyadi","doi":"10.1016/j.ijer.2026.103003","DOIUrl":"10.1016/j.ijer.2026.103003","url":null,"abstract":"<div><div>Current resilience research in education often relies on a single domain and overlooks the operationalization of culture-related variables, thereby limiting its capacity to explain the holistic resilience process of students. This study addresses the theoretical gap by testing a social-ecological, multisystemic resilience model among 920 Indonesian undergraduate students from one of the top three national universities. The study operationalizes resilience as the process in which protective factors across four distinct systems—Physical (healthy lifestyles), Psychological (psychological resilience), Social–cultural (social ecological resilience, religious commitment, cultural identity), Institutional (perceived university supports)—and examines their role in sustaining student engagement (cognitive, emotional, behavioral, and agency in learning) despite high perceived academic stressors. Data were analyzed using a multiple moderated-mediation model via PROCESS v4.2. Results provided empirical support for the multisystemic resilience hypothesis: healthy lifestyles, psychological resilience, social-ecological resilience, and perceived university supports fully mediated the relationship between perceived academic stressors and student engagement concurrently. This finding, characterized by a negative indirect effect, suggests that the collective network of resources serves as a buffer/suppressor, actively mitigating the negative impact of stressors on educational outcomes. Furthermore, religious commitment and cultural identity were positively correlated with all protective factors but did not moderate the impact of academic stressors on student engagement. These findings necessitate a theoretical shift in educational psychology research from the isolated examination of individual traits to the comprehensive, ecological assessment of multisystemic protective environments.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"138 ","pages":"Article 103003"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147703506","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}