International Journal of Educational Research最新文献_第7页

Me and the world: A methodological exploration of university students’ perspectives on global issues through cellphilms 我与世界：通过细胞电影对大学生对全球问题的看法的方法论探索

IF 2.5 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102808

Emma Harden-Wolfson , Dana Abdrasheva

{"title":"Me and the world: A methodological exploration of university students’ perspectives on global issues through cellphilms","authors":"Emma Harden-Wolfson , Dana Abdrasheva","doi":"10.1016/j.ijer.2025.102808","DOIUrl":"10.1016/j.ijer.2025.102808","url":null,"abstract":"<div><div>University students in the 2020s – Generation Z – have grown up with technology and seen the world shrink around them. They have been exposed to global issues on a scale and with a frequency that is unprecedented. However, except in relation to the climate crisis, there is little in the literature to help understand Gen Z students’ perspectives on global issues. This article reports on a pilot study of visual participatory methods workshops about global issues with 50 students at two universities in Kazakhstan. Students in Kazakhstan have diverse positionalities, which was the starting point to explore their perspectives on global issues. Spatially, they are within the geography of the ex-Soviet space but connected to the world; temporally, they are one of the first generations never to have experienced Soviet rule firsthand yet who continue to live with its imprints. Nevertheless, the issues that most concern Kazakhstani students are similar to those of their global peers: war and conflict, and environmental issues. Students made cellphilms (short informational videos) about pollution, global warming, vandalism, cyber fraud, corruption, ethnic discrimination, and gender inequality. The process of cellphilming helped students think through global issues as they relate to their local environments. Visual participatory methods offer important opportunities for students not only to make sense of global issues but also to contend with the anxieties and concerns that these global issues present. Students’ agency could be increased through using participatory visual methods, responsibly incorporating social media in the classroom, and through open discussion on global issues.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"134 ","pages":"Article 102808"},"PeriodicalIF":2.5,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145158657","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}

引用次数: 0

The asymmetric impacts of governmental grant funding and block funding on research quality in Chinese universities 政府资助与团体资助对中国高校科研质量的不对称影响

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102552

Yueyan Dong , Martin de Jong , Jian Wang , Nannan Yu

引用次数: 0

Latent profiles of performance and motivation on science inquiry activities: Does high performance always come with high motivation? 科学探究活动绩效与动机的潜在特征：高绩效是否总是伴随着高动机？

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2024.102531

Eun Hye Ham , Sunghye Lee , You-kyung Lee

{"title":"Latent profiles of performance and motivation on science inquiry activities: Does high performance always come with high motivation?","authors":"Eun Hye Ham , Sunghye Lee , You-kyung Lee","doi":"10.1016/j.ijer.2024.102531","DOIUrl":"10.1016/j.ijer.2024.102531","url":null,"abstract":"<div><div>This study examined the relationship between performance and motivation in science inquiry learning by expanding previous research contexts in two ways: using direct multifaceted performance measures and shifting the focus away from a linear relationship. A total of 350 elementary students’ scientific inquiry reports were scored by two raters. Students’ motivation, including self-efficacy, interest, and utility, was measured using self-reported Likert scales. Latent profile analyses identified four distinct groups of students: (1) Low Performers with Moderate Motivation, (2) Average Performers with High Motivation, (3) High Performers with High Motivation, and (4) Top Performers with Relatively Less Interest. These profiles revealed instances in which performance and motivation did not perfectly align; highly motivated students displayed varying performance levels, whereas top performers exhibited relatively lower levels of interest. These findings underscore the varying roles of motivation across different performance levels and the need for tailored interventions for unique student profiles.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"130 ","pages":"Article 102531"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143094097","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}

引用次数: 0

Decoloniality, identity and the third space: The case of students’ experiences of well-being from an indigenous knowledge system university programme in south africa 非殖民化、身份和第三空间：南非土著知识系统大学项目学生的幸福体验案例

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102547

Carmen Martinez-Vargas , Unarine Emmanuel Ndou , Justice Makhanikhe , Thizwilondi Madima

{"title":"Decoloniality, identity and the third space: The case of students’ experiences of well-being from an indigenous knowledge system university programme in south africa","authors":"Carmen Martinez-Vargas , Unarine Emmanuel Ndou , Justice Makhanikhe , Thizwilondi Madima","doi":"10.1016/j.ijer.2025.102547","DOIUrl":"10.1016/j.ijer.2025.102547","url":null,"abstract":"<div><div>This paper investigates the dimensions of well-being experienced by students in an Indigenous University programme at a historically disadvantaged South African university. It situates its analysis within the broader decolonial debate in Higher Education, which seeks to address colonial legacies and inequalities, particularly in Global South contexts like South Africa. Despite the significance of these debates, the paper highlights a gap in attention towards emerging decolonial Higher Education initiatives.</div><div>The theoretical framework employs Medina's (2012) kaleidoscope metaphor to integrate structural and self-identity aspects of well-being, capturing the dynamic negotiations of capabilities within the Indigenous University programme. This metaphor provides a ‘third space’ where students navigate cultural oppressions and opportunities, shaping their identities in a fluid and ever-changing educational landscape.</div><div>Findings suggest that such university degrees may align with moderate decolonial views, rooted in local understandings of well-being. This alignment facilitates an embodied hybridity in students, allowing them to navigate between Indigenous and Western paradigms of knowledge and existence. The study acknowledges its findings may not be universally representative but offers a theoretical contribution by merging the Capabilities Approach with structuralist and individualist perspectives. It provides a nuanced view of student experiences and self-perception in South African universities, emphasizing the potential of decolonial educational initiatives to foster dynamic approaches to well-being.</div><div>In conclusion, the paper underscores the importance of these programmes in promoting educational well-being, acknowledging the complex, hybrid nature of students' experiences in a globalized higher education system</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"130 ","pages":"Article 102547"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143350411","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}

引用次数: 0

Schools across borders: expatriate teachers in the United Arab Emirates: Navigating personal, school, and external factors 跨国学校：阿拉伯联合酋长国的外籍教师：驾驭个人、学校和外部因素

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102630

Shaikah Al-Taneiji

{"title":"Schools across borders: expatriate teachers in the United Arab Emirates: Navigating personal, school, and external factors","authors":"Shaikah Al-Taneiji","doi":"10.1016/j.ijer.2025.102630","DOIUrl":"10.1016/j.ijer.2025.102630","url":null,"abstract":"<div><div>This study examines the factors influencing expatriate teacher retention in the United Arab Emirates (UAE), focusing on personal factors, supportive school environments, and external elements. The study investigates how demographic characteristics, such as age and marital status, impact job retention among expatriate teachers. It also explores how these factors differ between public and private schools across the UAE’s seven emirates. A quantitative research design was employed, utilising a questionnaire to gather data from 580 expatriate teachers (446 female, 134 male) in public and private schools across the UAE. The findings revealed that cultural factors exerted the strongest influence, followed closely by supportive school environments and personal factors. The findings revealed that younger teachers, those aged 25–34 years, were more likely to leave the profession than their older counterparts. Teachers in private schools benefited more from supportive environments and cultural factors compared with their public-school counterparts. Regional differences were also notable, with teachers in Dubai reporting a stronger influence from cultural and external factors than those in Abu Dhabi and the Northern Emirates. This study offers valuable insights into the complexities of expatriate teacher retention and suggests areas for further research, including the effectiveness of cultural adaptation programs and other support mechanisms.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"132 ","pages":"Article 102630"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143900231","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}

引用次数: 0

Opening the black box of teacher leader development: An investigation of teachers’ motivation to lead 打开教师领导发展的黑箱：教师领导动机的调查

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102632

Marcus Pietsch , Sebastian Röhl , Ida Malini Syvertsen , Colin Cramer

引用次数: 0

The perceived relationship between self-directed learning, active learning, and critical thinking in using GenAI of adult learners in Ghana: An assessment of Gen Z, Millennials, GenX, and Baby Boomers 加纳成人学习者使用GenAI时自主学习、主动学习和批判性思维之间的关系：对Z世代、千禧一代、x世代和婴儿潮一代的评估

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102636

Michael Agyemang Adarkwah

{"title":"The perceived relationship between self-directed learning, active learning, and critical thinking in using GenAI of adult learners in Ghana: An assessment of Gen Z, Millennials, GenX, and Baby Boomers","authors":"Michael Agyemang Adarkwah","doi":"10.1016/j.ijer.2025.102636","DOIUrl":"10.1016/j.ijer.2025.102636","url":null,"abstract":"<div><div>Generative AI (GenAI) is believed to support generational learning. However, there is no single study that examines the use of GenAI for self-directed learning (SDL), active learning (AL), and critical thinking (CT) of different cohorts of adult learners. Specifically, in the field of adult education, there are limited studies on the effect of GenAI on teaching and learning. This study employs a cross-sectional quantitative design to examine the relationships between SDL, AL, and CT in the context of adult learners' use of GenAI tools like ChatGPT. It considers how demographic variables moderate these relationships. The study was underpinned by the SDL theory by Tough in 1971. An analysis of 281 survey responses of adult learners grouped by generation from five (5) adult higher education institutions in Ghana was performed using descriptive statistics, ANOVA (analysis of variance), and SEM (structural equation modeling). The study’s findings indicate that GenAI is perceived as having a significant positive effect on the SDL, AL, and CT of adult learners. A significant positive interrelationship was observed between SDL, AL, and CT. Demographic factors involving gender, year born (generational group), education level, and mode of learning had a perceived significant positive effect on SDL, AL, and CT. Notably, no statistical mean differences were found in the use of GenAI for SDL, AL, and CT across generational groups. The findings advocate for the effective adoption of GenAI to foster lifelong learning among adult learners. Developers of learning technologies and higher education leaders should ensure an inclusive GenAI design.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"132 ","pages":"Article 102636"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144070560","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}

引用次数: 0

Achievement motivation amongst Rwandan students. A mixed-method study of its cognitive-affective structure and associations with school grades 卢旺达学生的成就动机。其认知-情感结构及其与学校成绩关系的混合方法研究

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102641

Dominik Bulla , Annick Gloria Uwitonze , Lars-Erik Malmberg , Steve Strand

引用次数: 0

Activities with tadpoles, rockets, and many more: How do teachers reflect on integrating STEM into their Classroom? 蝌蚪、火箭等活动：教师如何思考将STEM融入课堂？

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102591

Chynar Amanova, Kristin Brynteson

引用次数: 0

The strength of adult community education as a professional field in aid-receiving countries: A global mixed-methods study 受援国成人社区教育作为专业领域的实力：一项全球混合方法研究

IF 2.6 3区教育学

International Journal of Educational Research Pub Date : 2025-01-01 DOI: 10.1016/j.ijer.2025.102609

Mary A. Wojcicki , Douglas D. Perkins , Ningxi Deng , Yong Zhang

{"title":"The strength of adult community education as a professional field in aid-receiving countries: A global mixed-methods study","authors":"Mary A. Wojcicki , Douglas D. Perkins , Ningxi Deng , Yong Zhang","doi":"10.1016/j.ijer.2025.102609","DOIUrl":"10.1016/j.ijer.2025.102609","url":null,"abstract":"<div><div>Community education is a form of organized adult learning focused on locally shared social, economic, and environmental goals with a long history in many countries around the world. This mixed-methods study proposes and tests a model to identify factors influencing the global development of professional training and research in community education, particularly in low-and-moderate-income, foreign aid-receiving countries. A quantitative analysis of 66 countries finds per-capita aid is unrelated to strength of professional community education, but nonviolent grassroots activism, income inequality, and government fiscal decentralization were significant predictors when controlling for civil liberties, GDP per capita, and educational infrastructure. Interviews with community education researchers and practitioners in two aid-receiving (India, South Africa) and, for comparison, two non-aid-receiving countries (China, United States) were qualitatively analyzed. Key informants in India and South Africa diverged regarding the role of the government in their respective contexts and the strength of community education professional training, research, and support in their country. Informants’ perspectives were more aligned in China and the U.S. These observations suggest national or local community education policies and funding could help rich, poor, and especially highly unequal countries develop stronger professional training and programs.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"131 ","pages":"Article 102609"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143847998","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}

引用次数: 0