International Journal of Educational Research最新文献

{"title":"Knowledge decolonisation and African higher education: Re-affirming other ways of knowing and of being in the world","authors":"Pascah Mungwini","doi":"10.1016/j.ijer.2026.103011","DOIUrl":"10.1016/j.ijer.2026.103011","url":null,"abstract":"<div><div>To theorise on decolonising knowledge is to draw attention to the interconnections of knowledge, politics, and subordinating experiences of the other. It is to interrogate the enduring legacies of the colonial past including the ideological structures that continue to sustain systems of domination and marginality with a view to constructing a different world based on justice. This article is an invitation to reimagine higher education in Africa beyond the constrictions of coloniality and to stretch the possibilities of what can be achieved even as the university remains paradoxically loyal to the logic and ideology of universalism against which it must continue to wage an internal struggle. The university in Africa may be invested in continuity, but it is a system that at its core demands recalibration if at all it is to retain its relevance to the communities it serves. Considered attention in this article is given to the problem of universalism and of the canon. With recourse to the global climate crisis which has now become an urgent issue of survival, my argument for decolonising knowledge is given concrete expression. Ultimately, the goal is to open space for dialogue between different knowledge traditions and to advance other ways of knowing and being in a world still characterised by domination and exclusion.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"138 ","pages":"Article 103011"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147797765","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 digital readiness and college students’ learning outcomes: An urban-rural comparative analysis","authors":"Ru Yan,&nbsp;Letian Xiong,&nbsp;Shutao Wang","doi":"10.1016/j.ijer.2026.103055","DOIUrl":"10.1016/j.ijer.2026.103055","url":null,"abstract":"<div><div>Digital readiness serves as a critical determinant of adaptability to digital education and exerts a significant influence on students’ learning outcomes. Guided by situated learning theory and self-regulated learning theory, this study surveyed 2947 college students from 55 Chinese universities to explore the intricate relationship between digital readiness and learning outcomes. The study also investigated the mediating mechanisms of online self-regulated learning and elucidated potential disparities between urban and rural student populations. The findings revealed that digital readiness significantly and positively predicted college students’ learning outcomes, while online self-regulated learning mediated the relationship between digital readiness and learning outcomes. In addition, urban–rural differences were identified in certain dimensions of digital readiness, learning outcomes, and online self-regulated learning, as well as in the relationships between these three factors. This suggests that improving college students’ digital readiness directly enhances their learning outcomes and also strengthens their online self-regulated learning abilities, thereby boosting learning outcomes. Furthermore, the urban–rural gap highlights the need to pay attention to regional differences in students’ initial digital skills and self-regulated learning strategies. This study uncovers the underlying mechanisms through which digital readiness influences learning outcomes, providing empirical evidence to explain the performance differences between urban and rural students in digital learning contexts, whilst also offering evidence-based guidance for targeted interventions aimed at different groups.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"139 ","pages":"Article 103055"},"PeriodicalIF":3.3,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148524080","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":"Promoting social perspective-taking performance in late childhood through literary discussions","authors":"Anna Frei,&nbsp;Luciano Gasser,&nbsp;Sara Egger,&nbsp;Yvonne Dammert,&nbsp;David Preisig,&nbsp;P. Karen Murphy,&nbsp;Tina Hascher","doi":"10.1016/j.ijer.2026.103056","DOIUrl":"10.1016/j.ijer.2026.103056","url":null,"abstract":"<div><div>Promoting social perspective taking (SPT) in school is important, because SPT supports children in navigating social and academic challenges. Discussions with peers about literary fiction seem a promising educational context for improving SPT. This one-year intervention study investigates the effects of small-group discussions about literary fiction on children’s SPT. The study included 619 participants in late childhood randomized into control and intervention groups. We measured children’s ability to (a) articulate different actors’ perspectives and (b) position actors within their social context using the Assessment of Social Perspective-taking Performance. Multilevel analyses revealed small but significant intervention effects on children’s SPT performance relative to the control group (ES = 0.20–0.22). These findings encourage research and practice to capitalize on school-based literary interventions to enhance social-cognitive skills.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"139 ","pages":"Article 103056"},"PeriodicalIF":3.3,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148524189","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":"Parental-adolescent educational expectation congruence and positive mental health: A response surface analysis for the mediating role of psychological capital","authors":"Ru Bai,&nbsp;Yuanyuan Zhang","doi":"10.1016/j.ijer.2026.103042","DOIUrl":"10.1016/j.ijer.2026.103042","url":null,"abstract":"<div><div>Adolescents’ positive mental health plays a critical role in their developmental trajectories, and the alignment or discrepancy between parental and adolescent educational expectations represents an important yet underexamined relational context within family education. The present study investigates the association between perceived parent-adolescent educational expectation congruence and adolescents’ positive mental health, while further examining the mediating role of psychological capital. Using survey data from 3023 Chinese adolescents, polynomial regression and response surface analysis were employed to capture the association patterns of congruence and incongruence between perceived parental educational expectations and adolescents’ own educational expectations, including both their direction and magnitude, were associated with positive mental health and psychological capital. The findings indicate that greater congruence, particularly at higher levels, is associated with higher levels of both positive mental health and psychological capital. In contrast, incongruence is associated with lower levels of these outcomes, with more pronounced negative associations observed when perceived parental expectations exceed adolescents’ own expectations and as the discrepancy increases. Further analyses reveal that psychological capital serves as a significant mediating mechanism linking perceived expectation congruence to positive mental health. By adopting a congruence-based perspective, this study extends current understanding of the developmental mechanisms underlying adolescent positive mental health and highlights the importance of fostering coordinated parent-adolescent communication around educational goals, as well as promoting adolescents’ psychological capital in family and school-based interventions.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"139 ","pages":"Article 103042"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148242642","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":"Game-changing education: Evaluating the impact of gamification on transversal skills and academic outcomes in higher education","authors":"Cecilia Latorre-Cosculluela ,&nbsp;Verónica Sierra-Sánchez ,&nbsp;Cristina Suárez","doi":"10.1016/j.ijer.2026.103013","DOIUrl":"10.1016/j.ijer.2026.103013","url":null,"abstract":"<div><div>Understood as the use of game elements in non-ludic contexts, gamification has been shown to positively influence key educational variables. This study designed and implemented a gamified intervention using the ClassDojo web/mobile application. A total of 117 university students participated, with the aim of fostering transversal skills, teamwork, and improving academic performance. The impact of the intervention was evaluated by comparing students’ academic results after the program with those from the previous academic year, in which no gamification was applied, as well as with a comparable subject used as a control group. The results indicate a substantial improvement in academic performance among students exposed to the gamified experience, although the effects were not uniform across all participants. Overall, the findings suggest the multicomponent intervention may have contributed to improved academic outcomes, and align with prior evidence suggesting that cooperative gamified learning environments are conducive to the activation of transversal skills relevant for future professional contexts. These results highlight the value of gamified learning strategies supported by digital platforms to promote improved academic performance in higher education, particularly for students who start from a lower initial academic position.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"138 ","pages":"Article 103013"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147850161","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":"Evolving regional space: CAMPUS Asia program and collaboration in East Asian higher education","authors":"Jae-Eun Jon ,&nbsp;Su Youn Byoun","doi":"10.1016/j.ijer.2026.103002","DOIUrl":"10.1016/j.ijer.2026.103002","url":null,"abstract":"<div><div>This study explores the concept of regional space in East Asian higher education, focusing on the CAMPUS Asia (Collective Action for Mobility Program of University Students in Asia) program from the perspective of Korea. The CAMPUS Asia, a consortium-based initiative among higher education institutions in Korea, China, and Japan, goes beyond student exchange to include jointly developed curricula, double degree programs, and a trilateral quality assurance framework. While previous literature has highlighted its potential for regionalization since its launch in 2012, empirical evidence remains limited. This study applies the concept of regional space to capture the emergent, practice-based collaborations that have developed without full institutionalization in East Asian higher education. Applying Marginson’s (2022) framework, the analysis demonstrates that the CAMPUS Asia program has fostered regional space at the micro level within each consortium through its material, imaginary, and social practice dimensions. Despite persistent challenges such as geopolitical tensions, historical disputes, and declining intraregional mobility, the case of the CAMPUS Asia initiative illustrates how regional space can develop and evolve in the region. Therefore, it offers an alternative model for regional collaboration and regionalization in higher education.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"138 ","pages":"Article 103002"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147601893","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":"Protecting academic freedom in the USA: Assessing the effectiveness of the American Association of University Professors’ Statement","authors":"Jennifer Johnston ,&nbsp;Terence Karran","doi":"10.1016/j.ijer.2025.102889","DOIUrl":"10.1016/j.ijer.2025.102889","url":null,"abstract":"<div><div>This paper examines the extent to which universities in the USA align with the American Association of University Professors’ 1940 Statement on the Principles on Academic Freedom and Tenure, acting as a professional “common” or customary law for the protection of academic freedom. Utilising a sample of circa 200 universities, comprising the largest and most research active private and public universities in each state (and representing &gt;23 % of the USA university student population), the alignment with the different elements of the AAUP Statement is assessed, and the differences in the degree of alignment between private and publicly funded universities explored. The results show that alignment is below 50 % of the sample universities and is highest with respect to teaching and extramural utterance, and lowest with respect to governance. Moreover, full alignment with all the relevant elements of the Statement is relatively low (29 %), while publicly funded universities are more likely than privately funded universities to align their policies with the AAUP guidelines</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"136 ","pages":"Article 102889"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145750257","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":"Appropriating formative assessment in Mathematics: reported practices and professional narratives of secondary school teachers","authors":"Alejandra Balbi,&nbsp;Micaela Bonilla,&nbsp;Andrea Figarola,&nbsp;Juan Fraile,&nbsp;Cindy Mels","doi":"10.1016/j.ijer.2026.103079","DOIUrl":"10.1016/j.ijer.2026.103079","url":null,"abstract":"<div><div>Formative Assessment (FA) has demonstrated positive effects on learning, yet a gap remains in understanding how it takes shape in specific disciplines such as mathematics. Grasping this situated dimension is essential for advancing theoretical and practical frameworks on how teachers appropriate and re-interpret formative assessment principles under real classroom conditions. This study examines how secondary mathematics teachers construct professional narratives about FA after participating in a professional development program. We conducted a qualitative analysis of 213 meaning units derived from open-ended responses to a final survey completed by 88 teachers and triangulated these data with 135 excerpts from four focus groups involving 24 of the participating teachers. Through inductive and comparative coding, we identified 14 FA practices organized into four dimensions: (1) a culture of dialogue and peer learning, (2) supporting self-regulation, (3) feedback loops, and (4) tasks and dialogues that make mathematical thinking visible. Focus group analysis also revealed two emergent dimensions: reconfiguration of the teacher’s role and emotional tensions associated with pedagogical change. The findings show that, in mathematics, FA is appropriated not as a set of discrete techniques but as an interdependent system of practices that reshapes classroom interaction, learning regulation, and the roles of teachers and students. The study contributes evidence on the situated appropriation of FA in mathematics and suggests that its implementation transforms not only classroom practices, but also teachers’ understandings of teaching, learning, and their professional role.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"140 ","pages":"Article 103079"},"PeriodicalIF":3.3,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148739368","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":"Impact of climate change on eco-distress and academic performance of high school students in Khyber Pakhtunkhwa Pakistan","authors":"Muhammad Subhan Nazar,&nbsp;Shahbaz Ahmad Zakki,&nbsp;Khadija Muqadas,&nbsp;Inamullah,&nbsp;Noor-e-Haram,&nbsp;Shahab Azhar,&nbsp;Nouman Ali,&nbsp;Junaid Amjad","doi":"10.1016/j.ijer.2026.103081","DOIUrl":"10.1016/j.ijer.2026.103081","url":null,"abstract":"<div><div>Climate change has emerged as a significant psychosocial stressor for adolescents, particularly in climate-vulnerable regions of Pakistan. This study assessed the prevalence of eco-distress and examined its association with academic outcomes among climate change exposed (CCE) and non-exposed (NE) high school students in Khyber Pakhtunkhwa. A cross-sectional study was conducted among 1260 students in grades 8–10 from public and private schools in Abbottabad, Haripur, Swat, and Chitral using multistage cluster sampling. Standardized self-report scales measured eco-anxiety (22 items), eco-grief (6 items), eco-guilt (11 items), and Self-reported academic performance (8 items). Data were analyzed using descriptive statistics, independent-samples <em>t</em>-tests, Pearson correlations, chi-square, binary logistic regression and Hayes’ PROCESS macro for mediation and moderation analyses. Overall, 76.7% resided in climate-vulnerable areas and 60.3% reported disaster exposure. Moderate-to-high eco-distress was highly prevalent (eco-anxiety 98.5%, eco-grief 97.3%, eco-guilt 95.5%). Climate exposure was strongly associated with lower Self-reported academic performance, with 81.0% of exposed students classified in the low-performance category. Eco-distress negatively correlated with Self-reported academic performance (r = −0.193 to −0.229; all p &lt; .001). Climate exposure independently predicted poorer academic outcomes (AOR = 0.218, 95% CI: 0.140–0.338), while eco-guilt remained a significant predictor (AOR = 0.947, p = .001). Mediation analyses indicated partial indirect effects via eco-distress, and eco-anxiety significantly moderated the climate media Self-reported academic performance relationship. CCE is associated with elevated eco-distress and reduced Self-reported academic performance among adolescents. Integrating school-based climate resilience and mental health support strategies is essential to mitigate psychological burden and protect educational outcomes.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"140 ","pages":"Article 103081"},"PeriodicalIF":3.3,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148739369","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 scoping review of transdisciplinarity in education","authors":"Lisbeth Lindquist ,&nbsp;Tony Burner","doi":"10.1016/j.ijer.2026.103020","DOIUrl":"10.1016/j.ijer.2026.103020","url":null,"abstract":"<div><div>This scoping review explores how transdisciplinary teaching and learning approaches are described in empirical studies across all levels of education. The purpose is to identify the conceptual and methodological patterns that inform how such approaches are implemented and evaluated in the existing research. A total of 42 studies meeting the inclusion criteria were identified and analysed using deductive qualitative analysis (DQA) in order to pinpoint the main findings from the selected studies. Adopting a methodological lens, the review analyses how empirical studies describe, operationalise, and assess transdisciplinary teaching and learning, highlighting the methodological assumptions that structure the field. The results are discussed in three main categories: Inconsistent use of terminology, the impact on transdisciplinary approaches, and perspectives on assessment. First, clarifying three decision rules for disciplinarity makes it possible to show more clearly how transdisciplinarity is enacted in practice, distinguishing it from other integrated approaches through the involvement of external stakeholders and the co-production of knowledge. Second, the findings highlight the need for more coherent assessment frameworks that capture both subject learning and the acquisition of meta-competencies associated with transdisciplinary teaching and learning. Third, perspectives on assessment underscore student agency and self-assessment as integral to transdisciplinary learning. Frameworks such as the OECD Learning Compass emphasise agency at all ages, suggesting that self-assessment is relevant across educational levels and should be more systematically incorporated into assessment practices.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"139 ","pages":"Article 103020"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148188791","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}