International journal of educational research open最新文献

{"title":"Symmetry in children's spontaneous drawing and its progression over time","authors":"Ilargi Zaballa ,&nbsp;Maria Merino ,&nbsp;José Domingo Villarroel","doi":"10.1016/j.ijedro.2025.100477","DOIUrl":"10.1016/j.ijedro.2025.100477","url":null,"abstract":"<div><div>This study examines the evolution of the representation of bilateral symmetries in the spontaneous drawings of children throughout the stages of early childhood education and the first years of primary education. Although previous research has demonstrated that children already draw symmetrical patterns before formal schooling, the progression of this representation over time has not yet been analysed. This research focuses on how the frequency and complexity of pictorial motifs with bilateral symmetries vary between two school years. A total of 132 drawings made by 34 boys and 32 girls are analysed in two pictorial activities separated by an interval of 24 months. Three independent variables are involved: the period of pictorial activity, <em>gender</em> and <em>educational level</em>. The results indicate that bilateral symmetry is present in a large proportion of the drawings, showing a significant increase both in the frequency of its appearance and in the complexity of the motifs between the two activities. Similarly, compared with boys, girls use symmetry in their drawings earlier, and their symmetric representations are more elaborate.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100477"},"PeriodicalIF":0.0,"publicationDate":"2025-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144070629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"University teachers’ advice networks, self-efficacy, and readiness for online teaching","authors":"Jamie Verstraeten ,&nbsp;Annemieke van Dongen-Leunis ,&nbsp;Thomas W. Valente ,&nbsp;Björn B. de Koning ,&nbsp;Marloes L. Nederhand ,&nbsp;Renée Scheepers ,&nbsp;Welmoed K. van Deen","doi":"10.1016/j.ijedro.2025.100478","DOIUrl":"10.1016/j.ijedro.2025.100478","url":null,"abstract":"<div><div>This study examines university teachers’ self-efficacy and readiness for online teaching in relation to their advice seeking networks at work. A survey conducted among health sciences faculty teachers (<em>n</em> = 69) at a large urban university assessed teachers’ self-efficacy, readiness for online teaching, their teaching experience and institutional support for online education. Participants were also asked to name colleagues they asked for advice about online teaching, based on which their advice networks were constructed. Results indicate that high self-efficacy and prior online teaching experience are the strongest predictors of readiness for online teaching. Analysis of teachers’ advice networks showed that their educational advice networks are less developed than their general advice networks. Teachers who consulted colleagues for pedagogical advice had higher self-efficacy scores, emphasizing the importance of pedagogical discussions. No significant relations were found between perceived institutional support and self-efficacy or readiness. We conclude that teachers’ ability to ask colleagues for advice at work as well as their prior online teaching experience are important factors for teachers’ self-efficacy and readiness to adopt online teaching methods.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100478"},"PeriodicalIF":0.0,"publicationDate":"2025-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143942240","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A framework for effective STEAM education: Pedagogy for responding to wicked problems","authors":"K. Chappell ,&nbsp;L. Hetherington ,&nbsp;S. Juillard ,&nbsp;C Aguirre ,&nbsp;E. Duca","doi":"10.1016/j.ijedro.2025.100474","DOIUrl":"10.1016/j.ijedro.2025.100474","url":null,"abstract":"<div><div>This conceptual paper articulates a new strategic framework for STEAM (Science, Technology, Engineering, Arts and Maths) education in Europe to respond to the challenges facing educators, researchers, students and policy makers. It draws on conceptualisations developed within the EU-funded Road-STEAMer project which is creating a STEAM education roadmap for policymakers at the secondary/ tertiary intersection, particularly in projects that feature open science/schooling and/or responses to ‘grand challenges’. Grounded in the complexity of the current STEAM education landscape, the paper articulates the characteristics of effective STEAM education developed through the Road-STEAMer project, in order to demonstrate how the benefits of STEAM can be catalysed. The paper explains the Road-STEAMer characteristics (equity, disciplinary inter-relationship, collaboration, real-world connections, thinking-making-doing, creativity and inclusion/ empowerment/ personalisation) which were developed from a focused literature review and then considers them in relation to two case studies addressing the post sustainability agenda: Ocean Connections and SciCultureD. Both projects are critically discussed using the Road-STEAMer characteristics to demonstrate the use of modern educational tools in STEAM, alongside how STEAM can contribute to empowering the next generation. The paper concludes by drawing together insights into the significance of the Road-STEAMer characteristics as a strategic framing for catalysing the benefits of STEAM, emphasising the importance of collaboration between researchers and practitioners to achieve this.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100474"},"PeriodicalIF":0.0,"publicationDate":"2025-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143935074","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Beyond stigma: Understanding the schooling experiences of children of sex workers in Daulatdia, Bangladesh","authors":"Tasnim Jannat Nijhu,&nbsp;Hema Letchamanan","doi":"10.1016/j.ijedro.2025.100476","DOIUrl":"10.1016/j.ijedro.2025.100476","url":null,"abstract":"<div><div>This research embarks on an illuminating journey into the often-overlooked world of the schooling experiences of children born into the lives of sex workers in Bangladesh, with a particular emphasis on the Daulatdia brothel village in the Rajbari district, renowned as one of the largest brothels worldwide. Anchored within Bronfenbrenner's ecological system theory, and social exclusion theory this narrative qualitative study diligently strives to amplify the voices and emotions of these resilient children. Methodologically, it employs semi-structured interviews and focus group discussions (FGD) with 35 participants, including 20 students, 10 teachers, and 5 dedicated NGO officials affiliated with the school in Daulatdia. An innovative ice-breaking activity was introduced, wherein children artfully depicted their daily activity clocks, revealing profound insights into their intricate daily lives.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100476"},"PeriodicalIF":0.0,"publicationDate":"2025-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143931429","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Beyond the label: Students’ view of placement and replacement in between-class ability grouping","authors":"Jaroslava Simonová,&nbsp;Jana Navrátilová","doi":"10.1016/j.ijedro.2025.100475","DOIUrl":"10.1016/j.ijedro.2025.100475","url":null,"abstract":"<div><div>Ability grouping is a common practice aimed at improving learning outcomes by targeting students' abilities, yet research on students' perspectives is limited. This study explores the views of 20 lower secondary school students on grouping mechanisms, preferred approaches, and movement between groups. The findings highlight students’ ability to identify system limitations and the need for their active involvement. Incorporating student perspectives can inform teaching strategies and teacher education programs by offering valuable insights into the dynamics of grouping and its impact on learning experiences.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100475"},"PeriodicalIF":0.0,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143894952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Artificial intelligence-driven prediction of optimal technology-aided alternative operations in post-emergency contexts: A case study from an Emirati university","authors":"Semiyu Adejare Aderibigbe ,&nbsp;Maher Omar ,&nbsp;Hussein ElMehdi ,&nbsp;Laura Colucci-Gray ,&nbsp;Khaled Hamad ,&nbsp;Abdallah Shanableh ,&nbsp;Hussain AlOthman ,&nbsp;Emran Alotaibi","doi":"10.1016/j.ijedro.2025.100473","DOIUrl":"10.1016/j.ijedro.2025.100473","url":null,"abstract":"<div><div>Despite the challenges posed by the recent pandemic, educational institutions were prompted to explore alternative operation modes to enhance teaching, learning, and service delivery through technology. However, effective implementation of these technology-aided modes in post-emergency contexts necessitates evidence-based practices and contextual insights into stakeholders' challenges, comfortability, and preferences. This study aims to support the efficient planning and execution of digital transformation within a university in the United Arab Emirates (UAE) by examining stakeholders’ comfortability, challenges, and preferences following the pandemic's impact. The novelty of this research lies in its use of artificial intelligence, specifically fuzzy logic, to predict stakeholder preferences, complemented by comprehensive stakeholder-centric analysis and an in-depth examination of demographic influences on digital transformation preferences. Additionally, the study provides unique regional insights within the UAE context, addressing cultural, economic, and technological factors underrepresented in international literature. Utilizing a survey method, data were analyzed through descriptive statistics and AI-driven predictive analytics. Findings indicate that institutional support and familiarity with online platforms reduced stress during the transition to technology-aided modes, with a strong preference for hybrid flexible models influenced significantly by demographic factors. This study contributes by demonstrating the enhanced predictive capabilities of AI in understanding stakeholder needs, offering tailored digital transformation strategies, highlighting the importance of demographic considerations, and providing a practical roadmap for building a sustainable and resilient digital ecosystem. Furthermore, it informs educational policy and governance, ensuring that technology-aided operations are effectively planned and implemented to meet the evolving needs of the academic community in post-emergency settings.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100473"},"PeriodicalIF":0.0,"publicationDate":"2025-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143886752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Guidelines of discussion board prompts in higher education: A scoping review protocol","authors":"Denise R. Gehring ,&nbsp;Sharon K. Titus ,&nbsp;Tasha M. Bleistein ,&nbsp;Hong Li","doi":"10.1016/j.ijedro.2025.100470","DOIUrl":"10.1016/j.ijedro.2025.100470","url":null,"abstract":"<div><h3>Background &amp; Aim</h3><div>Discussion boards are a key component of online courses in higher education. Educators use this collaborative environment to encourage social and intellectual interactions, develop reasoning and presentation skills, and facilitate deeper learning. Research has been conducted on student participation and interaction in online discussions, yet little is known about how to create and categorize effective prompts. This planned scoping review aims to identify in the existing literature the taxonomies and standardization guidelines of discussion board prompts in higher education.</div></div><div><h3>Methods</h3><div>This protocol (PRISMA-P) establishes the study parameters for the planned scoping review, conducted from January 2025 through June 2025. The team will conduct a thorough scoping review following the Joanna Briggs Institute methodology, analyzing literature from 13 databases that are published between January 2005 and March 2025. The team will report the results and data using the PRISMA-ScR checklist, PRISMA 2020 flow diagram, and visual aids to enhance rigor. Moreover, thematic analysis will be utilized to identify and synthesize recurring themes and gaps in the literature.</div></div><div><h3>Results</h3><div>The final scoping review will outline the search process and results, the study selection and synthesis process, and data analysis and presentation of findings.</div></div><div><h3>Conclusion</h3><div>The planned review aims to provide key insights into how educators can effectively develop and categorize discussion board prompts, pinpointing gaps within the literature and providing direction for future research.</div></div><div><h3>Review Registration</h3><div>This protocol was registered on March 17, 2025, on Open Science Framework. The registry number is <span><span>OSF.IO/VUS46</span><svg><path></path></svg></span>.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100470"},"PeriodicalIF":0.0,"publicationDate":"2025-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143854928","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The reliability and validity of problem generation tests: A meta-analysis with implications for problem finding and creativity","authors":"Ahmed M. Abdulla Alabbasi ,&nbsp;Mark A. Runco ,&nbsp;Selcuk Acar ,&nbsp;Haitham Jahrami","doi":"10.1016/j.ijedro.2025.100472","DOIUrl":"10.1016/j.ijedro.2025.100472","url":null,"abstract":"<div><div>Problem finding (PF) is a very important part of the creative process. This suggests that careful measurement is necessary. Paper and pencil Problem Generation (PG) tests were developed nearly 40 years ago in an attempt to assess the potential for PF. The reliability and validity of these instruments have yet to be statistically examined with meta-analytic methods. This meta-analysis examined 19 previous empirical investigations of PG tests to examine internal reliability (<em>k</em> = 43, <em>N</em> = 2029), convergent validity (<em>k</em> = 125, <em>N</em> = 2573), and discriminant validity (<em>k</em> = 26, <em>N</em> = 2145). Analyses indicated that the overall random-effects weighted mean reliability was α = 0.816, <em>t</em>(42) = 26.419, <em>p</em> &lt; .001 (95 % CI: 0.786, 0.842), indicating good internal consistency. A second analysis produced a random-effects weighted mean validity coefficient, which indicated moderate agreement between PG tests and other creativity measures, such as divergent thinking and creative achievement (<em>r</em> = 0.463, <em>t</em>(124) = 13.994, <em>p</em> &lt; .001 (95 % CI: 0.406, 0.518). The mean correlation among the scores produced by PG tests (i.e., fluency, flexibility, and originality) was 0.590, <em>t</em>(25) = 4.714, <em>p</em> &lt; .001 (95 % CI: 0.364, 0.750), which indicates a moderate level of discriminant validity of the indices. Data were heterogeneous in all three analyses, but moderator analyses did not explain significant amounts of variation. This is the first study to examine the reliability and validity of the PG tests using meta-analytic methods. These showed that the test is, in several ways, a valid and reliable tool for assessing PF ability.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100472"},"PeriodicalIF":0.0,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143854927","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Perspectives on barriers to learning opportunities among deaf children in Tanzania","authors":"Placidius Ndibalema","doi":"10.1016/j.ijedro.2025.100468","DOIUrl":"10.1016/j.ijedro.2025.100468","url":null,"abstract":"<div><div>This study explores the perspectives on barriers to learning among deaf children with in Tanzania. Despite progress toward inclusive education, many deaf children face significant challenges that hinder their academic and social participation. Using a qualitative approach, the research gathered insights from teachers and heads of schools to identify key barriers on inclusive learning among children with disabilities. The study employed a phenomenography design involving 17 teachers and 2 heads of schools in the interview sessions. Thematic analysis was employed to analyse the collected data. The findings revealed a complex interplay of barriers for exclusion which included inadequate teacher training, limited access to assistive technologies, lack of funds to afford the assistive devices and discrimination of deaf children due to negative attitudes towards disabilities. The findings highlight the need for systemic changes in educational policies and practices to ensure equal opportunities for all children. This study underscores the importance of creating supportive environments that foster inclusion and equity for deaf children, advocating for targeted interventions and increased awareness among stakeholders. Ultimately, this highlights insights that can inform policymakers and educators on necessary changes to enhance the learning experiences of deaf children, ensuring that schools provide necessary support.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100468"},"PeriodicalIF":0.0,"publicationDate":"2025-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143848341","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Examining the effect of active participation on the TPACK knowledge of mathematics educators in a teaching mathematics with technology MOOC","authors":"James Smiling ,&nbsp;Karen Hollebrands","doi":"10.1016/j.ijedro.2025.100469","DOIUrl":"10.1016/j.ijedro.2025.100469","url":null,"abstract":"<div><div>As the demand for incorporating educational technologies into the mathematics teaching curriculum rises, there is an increasing need for teachers to cultivate the competencies and skills essential for the effective integration of technology into their teaching methods. Massive Open Online Courses for Educators (MOOC-Eds) present teachers with valuable opportunities for professional development. The objective of this quantitative research study was to enhance our understanding of the specific types of knowledge acquired by teachers through active participation in a MOOC-Ed designed for mathematics educators. A pre- and post-TPACK survey was administered to 39 participants to assess the change in knowledge among active teacher-learners before and after their experience with the MOOC-Ed. The quantitative results obtained through paired sample <em>t</em>-testing revealed statistically significant growth, with a substantial effect size observed from the pre-survey to the post-survey in the Technological Pedagogical Content Knowledge (TPACK) domain for both active and highly active teacher-learners. Teachers highlighted that the most significant impact on their professional learning experience was the increased knowledge of integrating pedagogical techniques with technological tools and enhancing their content knowledge to facilitate student-centered lessons.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100469"},"PeriodicalIF":0.0,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143838481","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}