International journal of educational research open最新文献

{"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}

{"title":"Predicting teacher attrition in secondary education: A comparison of models that explain teacher behaviour","authors":"Neline de Jong-Kroon ,&nbsp;Stefan Robbers ,&nbsp;Emmy Vrieling-Teunter ,&nbsp;Marjan Vermeulen","doi":"10.1016/j.ijedro.2025.100471","DOIUrl":"10.1016/j.ijedro.2025.100471","url":null,"abstract":"<div><div>Teacher attrition is a worldwide phenomenon; many secondary school teachers leave the profession before retirement. Teachers’ intentional behaviour regarding staying or leaving is influenced by individual and contextual (school) factors. A combination of two models, Self-Determination Theory (SDT) and Integrative Model of Behaviour Prediction (IMBP) were investigated among Dutch teachers (<em>n</em> = 199) in order to explain attrition. The IMBP-model had the best predictive value, followed by the SDT-model. This led to the recommendations that paying attention to Attitude (IMBP) and Perceived Norm (IMBP), and to a lesser extent Autonomy (SDT) and Competence (SDT), could help prevent teacher attrition.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100471"},"PeriodicalIF":0.0,"publicationDate":"2025-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143833607","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":"Exploring the effectiveness of gamification in adult education: A learner-centric qualitative case study in a dubai training context","authors":"Wafaa Elsawah","doi":"10.1016/j.ijedro.2025.100465","DOIUrl":"10.1016/j.ijedro.2025.100465","url":null,"abstract":"<div><h3>Purpose</h3><div>This study explores the effectiveness of gamification in adult education within a private training company in Dubai. It examines how gamified elements such as points, badges, leaderboards, and narrative-based activities impact motivation, engagement, and learning outcomes. The research is grounded in Self-Determination Theory (SDT) and Knowles' Andragogy Theory, providing a theoretical lens to understand how gamification aligns with adult learners' needs for autonomy, competence, and relatedness in a multicultural and professional training context.</div></div><div><h3>Methodology</h3><div>A qualitative case study approach was adopted, using semi-structured interviews with seven adult learners who participated in gamified training programs. Participants represented diverse professional backgrounds, offering insights into their experiences with gamified learning strategies. Data were analysed thematically to identify patterns in learner perceptions, focusing on three themes: perceptions of gamification, its impact on motivation, and its role in engagement.</div></div><div><h3>Findings</h3><div>The study reveals that gamification enhances motivation by fostering a sense of achievement and engagement through interactive and collaborative activities. Participants highlighted the effectiveness of gamified elements in making learning enjoyable and relevant. However, challenges such as gamification fatigue and demotivation from poorly designed competitive elements were also noted, emphasizing the need for thoughtful and adaptive implementation.</div></div><div><h3>Implications</h3><div>The findings offer actionable insights for educators and trainers to design culturally responsive and learner-centric gamified interventions. By addressing design challenges, the study informs best practices for sustaining motivation, engagement, and learning outcomes in diverse adult education settings.</div></div><div><h3>Originality/ value</h3><div>This research contributes to the limited body of knowledge on gamification in adult education within Dubai's professional training context. It bridges the gap between gamification theory and practice, providing valuable recommendations for optimizing gamified learning strategies.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100465"},"PeriodicalIF":0.0,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143785198","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Professional quality of life of educators during COVID-19: A mixed-methods inquiry","authors":"Sabina Remmers de Vries,&nbsp;Christine D. Gonzales-Wong","doi":"10.1016/j.ijedro.2025.100467","DOIUrl":"10.1016/j.ijedro.2025.100467","url":null,"abstract":"<div><div>The COVID-19 pandemic created significant challenges for educators and students. This article used a convergent mixed methods research design to evaluate the professional experiences of K-16 educators during the early time period of the global health emergency. The ProQOL 5 instrument was used to evaluate educators’ professional quality of life. Four open-ended questions were utilized to explore educators’ experiences and perceptions of the pandemic's impact on themselves and their students. Findings indicate that educators experienced increased stress levels, burnout, and secondary trauma. Students experienced instability and loss. Additional findings are discussed.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100467"},"PeriodicalIF":0.0,"publicationDate":"2025-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143777007","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Trends in digital technologies to address children's online safety education: A systematic scoping review","authors":"Maryam Esfandiari ,&nbsp;Beatrice Sciacca ,&nbsp;Sandra Feijóo ,&nbsp;Derek Alan Laffan ,&nbsp;Tijana Milosevic ,&nbsp;Carol O'Toole ,&nbsp;James O'Higgins Norman","doi":"10.1016/j.ijedro.2025.100462","DOIUrl":"10.1016/j.ijedro.2025.100462","url":null,"abstract":"<div><div>This scoping review aims to identify trends in studies related to children's online safety education facilitated by digital technologies. The review is guided by the five-stage framework developed by Arksey and O'Malley. We searched in four electronic databases: ERIC,Web of Science, Scopus, and the Association for Computing Machinery (ACM). The studies identified in the search were independently reviewed by two authors using the PRISMA checklist for scoping reviews and the Rayyan software. Following the study's inclusion and exclusion criteria, we incorporated 34 papers into the scoping review. Our analysis revealed a growing number of educational technologies designed for children's Internet safety education over the years. Among various approaches, game-based learning emerged as the most popular method for delivering educational content within the broader domain of online safety education for children. The majority of the studies focused on children aged 11–14 years old, with sample sizes ranging from 6 to 976 child participants. Additionally, intervention-based research designs were the most frequently employed methodology. Our study advances the knowledge base on technology-based education in online safety training of children by mapping the literature of this field and unveiling the trends over the past decade. These insights can shape future research directions in online safety education and inform the educational technology industry.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100462"},"PeriodicalIF":0.0,"publicationDate":"2025-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143739845","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effects of positive psychological interventions on young children's mental health and well-being: A systematic review protocol","authors":"Daniel Hernández-Torrano ,&nbsp;Dianne Vella-Brodrick ,&nbsp;Laura Ibrayeva ,&nbsp;Manat Sergazina ,&nbsp;Kelsey Lewis ,&nbsp;Anara Burambayeva ,&nbsp;Aiida Kulsary","doi":"10.1016/j.ijedro.2025.100463","DOIUrl":"10.1016/j.ijedro.2025.100463","url":null,"abstract":"<div><div>Research on child well-being, happiness, and flourishing has expanded significantly in recent decades, with positive psychological interventions (PPIs) emerging as key approaches to fostering these outcomes. Despite increasing interest in PPIs and their potential benefits in improving child mental health and well-being outcomes, their effectiveness remains uncertain, particularly for young children. The proposed systematic literature review outlined in this protocol aims to fill this gap by investigating the effects of PPIs on the mental health and well-being of young children aged 0–7 years. This systematic literature review protocol has been preregistered in PROSPERO (CRD42024518222) and has been developed following the Preferred Reporting Items for Systematic Review and Meta-Analysis Protocols (PRISMA-P). Study selection will be guided by the PICOS framework, including only English-language publications without a restriction on publication year. Searches will be conducted across Scopus, Web of Science, PsycINFO, PubMed, ERIC, and ProQuest. Additional studies will be identified through manual reference checks of relevant review studies and AI-powered literature discovery tools. Data synthesis will use a narrative approach, structured around participants and intervention characteristics, comparison groups, outcome measures, and study design. The risk of bias will be assessed using the Effective Public Health Practice Project (EPHPP) tool. This study outlines a structured and reproducible review protocol, ensuring rigorous search methods and consistent criteria for selecting and coding studies. The review will aim to contribute to a deeper understanding of PPIs and inform their implementation to support the mental health and well-being outcomes in young children in educational and related contexts.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100463"},"PeriodicalIF":0.0,"publicationDate":"2025-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143735283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"STEM educatison through the eyes of teachers from various specialties in Ukrainian Pedagogical University","authors":"Nesterenko Maryna,&nbsp;Mytsyk Hanna,&nbsp;Petryk Kristina,&nbsp;Kryvylova Olena,&nbsp;Kovachov Serhii,&nbsp;Suchikova Yana (Сonseptualization)","doi":"10.1016/j.ijedro.2025.100464","DOIUrl":"10.1016/j.ijedro.2025.100464","url":null,"abstract":"<div><div>This article investigates the implementation of STEM education at a Ukrainian Pedagogical University, focusing on the awareness, experiences, and perceptions of teachers from various specialties. Findings indicate a general positivity towards interdisciplinary education, yet many teachers, mainly from humanities and social sciences, display limited awareness and experience of implementing STEM education. The study explores the challenges, opportunities, and critical need for professional development and resource enhancement to facilitate the effective implementation of STEM education. This study contributes to the discourse on STEM education by mapping the current landscape and suggesting avenues for future research and practice improvement.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100464"},"PeriodicalIF":0.0,"publicationDate":"2025-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143735284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}