International journal of educational research open最新文献

{"title":"Regional inequities in school attendance in Somalia: evidence from spatial statistics and multilevel modeling","authors":"Jibril Abdikadir Ali ,&nbsp;Tawakal Abdi Ali ,&nbsp;Hodo Abdikarim Mohamed ,&nbsp;Mustafe Khadar Abdi ,&nbsp;Abdisalam Hassan Muse ,&nbsp;Mukhtaar Axmed Cumar","doi":"10.1016/j.ijedro.2025.100549","DOIUrl":"10.1016/j.ijedro.2025.100549","url":null,"abstract":"<div><div>School attendance in Somalia remains critically low and is marked by significant regional disparities, hindering national development and perpetuating cycles of poverty. This study investigates the individual, household, and geographical determinants of school attendance and maps its spatial patterns across Somalia to inform targeted interventions. Utilizing data from the 2023 Somalia Integrated Household Budget Survey (SIHBS) covering 13,329 children, this research employed multilevel logistic regression and spatial statistical techniques (Global Moran’s I, Local Moran’s I, and Getis-Ord Gi*). Results revealed profound geographical clustering of school non-attendance (Global Moran’s <em>I</em> = 0.597, <em>p</em> &lt; .001). Significant hot spots of non-attendance were identified in southern and southwestern regions, including Bakool (76.6% non-attendance) and Shabeellaha Dhexe (87.3% non-attendance), while cold spots with better attendance were found in areas like Woqooyi Galbeed (43.1% non-attendance) and Sool (42.9% non-attendance). Multilevel models indicated that older age (attendance drops from 93.9% for 5–10 year-olds to 35.9% for 21–25 year-olds), being female (β = -0.307, <em>p</em> &lt; .001), qat consumption (β = -3.422, <em>p</em> &lt; .001), and working for pay (β = -1.955, <em>p</em> &lt; .001) were significantly associated with lower school attendance. Conversely, literacy (β = 5.816, <em>p</em> &lt; .001) was a strong positive predictor. A substantial portion of the variance in attendance was attributable to household-level differences (ICC = 52.5% in the full model). The findings underscore that school attendance in Somalia is shaped by a complex interplay of multi-level factors and exhibits stark spatial inequities. This evidence highlights the necessity for geographically targeted, context-specific policies that address both individual/household vulnerabilities and broader structural barriers to improve educational access and equity across Somalia.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"10 ","pages":"Article 100549"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145618221","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":"Students’ reading enjoyment as a multilevel mediator of the relationship between parental reading enjoyment, teachers’ stimulation of reading, ICT factors, and reading literacy","authors":"Sojin Yoon,&nbsp;JiYoon Kim,&nbsp;Sehee Hong","doi":"10.1016/j.ijedro.2025.100554","DOIUrl":"10.1016/j.ijedro.2025.100554","url":null,"abstract":"<div><h3>Background</h3><div>Reading literacy is essential for educational success and effective functioning in modern society, especially in an era dominated by digital technology. This study aimed to explore the relationships between student-level and school-level variables and reading literacy. While prior research has highlighted various individual, household, and school-related factors contributing to reading competence, the structural relationships among these variables have not been thoroughly examined.</div></div><div><h3>Methods</h3><div>This study utilized data from 6,650 Korean students who participated in PISA 2018. Multilevel Structural Equation Modeling (MSEM) was applied to examine the relationships between student- and school-level variables and reading literacy. Variables analyzed included parental reading enjoyment, students’ ICT interest, and teachers’ stimulation of reading, and school ICT capacity.</div></div><div><h3>Results</h3><div>At the student level, parental reading enjoyment, and students’ ICT interest were associated with both students’ reading enjoyment and literacy. Furthermore, the relationships of parental reading enjoyment and students’ ICT interest with reading literacy were mediated by students’ reading enjoyment. At the school level, teachers’ stimulation of reading was positively related to students’ reading enjoyment, and schools’ ICT capacity was associated with reading literacy. In addition, the relationship between teachers’ stimulation of reading and reading literacy was mediated by students’ reading enjoyment.</div></div><div><h3>Conclusions</h3><div>The findings underscore the pivotal role of reading enjoyment in mediating the effects of parental enjoyment of reading, students’ ICT interest and teachers’ stimulation of reading on reading literacy. These results suggest that strategies to enhance reading literacy should prioritize fostering students’ enjoyment of reading through collaborative efforts involving parents, teachers, and schools.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"10 ","pages":"Article 100554"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145476169","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":"Socio-academic interventions in primary and lower secondary education: A scoping review","authors":"Stine Thygesen (PhD and Associate Professor),&nbsp;Maria Christina Secher Schmidt (PhD and Senior Associate Professor),&nbsp;Kenneth Reinecke Hansen (PhD and Associate Professor)","doi":"10.1016/j.ijedro.2025.100564","DOIUrl":"10.1016/j.ijedro.2025.100564","url":null,"abstract":"<div><div>This scoping review highlights the intricate relationship between the social and academic dimensions of educational interventions. Spanning the subjects of mathematics, literacy and science in primary and lower secondary school (ages 5–15), the interventions actively integrate collaboration and inclusive practices to improve learning outcomes and enhance students’ social participation. The review further investigates how researchers describe, operationalise and evaluate the social and academic dimensions of socio-academic interventions, and how the two dimensions influence each other. Although the studies analysed vary greatly in terms of how they define and measure these dimensions, they consistently demonstrate that fostering strong socio-academic environments simultaneously benefits both dimensions. In addition, the dialogic interactions, physical activity and self-reflection covered in the studies exemplify how social engagement reinforces academic performance and vice versa. Despite a search yielding 557 articles, only 11 directly addressed both academic achievement and social skills and well-being, and of those 11, none closely explored how the two domains support each other. This shortfall underscores the need for more integrated research and for practices that promote students’ holistic development by connecting social and academic goals more effectively.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"10 ","pages":"Article 100564"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145618219","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":"Topic-authentication with narratives as a teaching technique: Creating a context for task-based EFL teaching in Japan","authors":"Junko Takahashi,&nbsp;Mika Ishino","doi":"10.1016/j.ijedro.2025.100551","DOIUrl":"10.1016/j.ijedro.2025.100551","url":null,"abstract":"<div><div>Although task-based language teaching (TBLT) has long been the approach of choice for many second- and foreign-language educators, researchers have continued to examine ways to enhance student task engagement in that setting. This study employs multimodal conversation analysis (MCA) to explore one such strategy: the incorporation of an experiential narrative as a “topic-authentication” practice in TBLT classrooms. We first focus on the significance of inserting a task preliminary in the pre-task segment, followed by the use of topic authentication as a task preliminary—a practice in which the teacher shares a question, account, or narrative relevant to the topic of the task prior to initiating it. Our particular emphasis is on instructors’ provision of experiential narratives as topic authentication. By collecting 58.5 h of videotaped data from EFL classes and English-teacher training courses at Japanese universities, our objective of this study is to uncover whether topic-authenticating narratives used as task preliminaries can (a) elicit students’ interest and motivation in the task; (b) facilitate topic accessibility between students and the topic, furthering their comprehension and sparking connections to their own lives; and, (c) increase students’ focused engagement in the task. Closely analyzing the naturally-occurring, multimodal phenomena in real-life classrooms, we seek to answer if a topic-authenticating narrative can be an effective practice for task-based language classes, fostering students’ deeper and more active involvement—notably, among students who tend to participate less actively in class discussions.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"10 ","pages":"Article 100551"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145579875","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 primary children's STEM attitudes and career aspirations following a 14-week iSTEM intervention","authors":"Denis Moynihan ,&nbsp;Nicola Broderick ,&nbsp;Joe Usher","doi":"10.1016/j.ijedro.2025.100568","DOIUrl":"10.1016/j.ijedro.2025.100568","url":null,"abstract":"<div><div>This study addresses a critical and underexplored area in STEM education literature by exploring the influence of a teacher-led, integrated STEM (iSTEM) programme within a formal school setting. Over a 14-week period, a cohort of 16 upper-primary classrooms in Ireland participated in an iSTEM programme incorporating educational robotics, the SUPERPOWERED programme. Utilising a pre- and post-test design, the study explored the influence of the programme on children’s STEM attitudes and career aspirations. The findings indicate no statistically significant change in either STEM attitudes or career aspirations. This outcome, however, is considered positive, as the children maintained pre-existing positive attitudes throughout the programme's duration. This research provides empirical evidence from a formal context, highlighting the challenges of measuring short-term attitudinal change. The results hold significant implications for future iSTEM curriculum design, emphasising the need for clarity in curriculum goals and a comprehensive understanding of the factors that shape children’s long-term engagement with STEM.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"10 ","pages":"Article 100568"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145790018","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":"Colombian teachers’ mental health and well-being: Stressors and coping mechanisms during the COVID-19 crisis","authors":"Johanna Choconta ,&nbsp;Clelia Pineda-Báez ,&nbsp;Jaime Castro","doi":"10.1016/j.ijedro.2025.100566","DOIUrl":"10.1016/j.ijedro.2025.100566","url":null,"abstract":"<div><div>Although the mental health and well-being of teachers have been examined extensively, fewer studies have focused on teachers in basic education, particularly at the primary and secondary levels in Latin America. This study examines stressors that affected the mental health and well-being of Colombian teachers during the crisis generated by the COVID-19 pandemic, as well as the coping mechanisms they used to address the problems they faced. Qualitative data were collected through focus groups with 36 Colombian teachers working in primary and secondary schools. The results underscore the substantial impact of pre-existing structural and social inequalities on Colombian teachers’ mental health and well-being, particularly in contexts of heightened vulnerability. Furthermore, the presence of complex relationships, idealised perceptions of their role, and personal factors contributed to a decline in their well-being. The results also indicate that teachers navigated the multifaceted challenges of the pandemic through coping mechanisms spanning familial, institutional, and intrapersonal domains that were often deeply personal. The findings underscore the necessity of implementing sustainable and ongoing policies that prioritize primary and secondary teachers' mental health and well-being.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"10 ","pages":"Article 100566"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145618223","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":"Challenges of accounting education in South African schools: A qualitative study of teachers’ competency in ICT integration and new teaching methodologies","authors":"Mlindeni Celinhlalo Siyaya ,&nbsp;Oluwatoyin Ayodele Ajani","doi":"10.1016/j.ijedro.2025.100552","DOIUrl":"10.1016/j.ijedro.2025.100552","url":null,"abstract":"<div><div>This research examined the integration of Information and Communication Technology (ICT) into South African high school accounting education, focusing on the iLembe District. The study, grounded in the Diffusion of Innovations and TPACK theoretical frameworks, used a qualitative descriptive method to involve 10 accounting teachers. The data gathering involved semi-structured interviews, classroom observations, and document analysis and was processed according to Braun and Clarke's thematic analysis approach. The results of the study led to four major themes: (1) the advantages of ICT use to a large extent in the areas of learner engagement and instructional delivery; (2) the case of lacking competence among teachers in the proper application of ICT tools; (3) the infrastructural barriers, among which are limited access to devices and unstable internet connection; and (4) supportive factors such as peer collaboration and support at the school level. The findings highlight professional development and resource allocation as critical areas for sustainable ICT integration. The researcher proposes an ICT-Driven Professional Development Model suitable for poorly resourced settings, including practical capacity-building strategies alongside systemic support. The discussion centres on the implications for both policy and practice, particularly regarding equal access to digital teaching tools in rural and semi-urban areas.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"10 ","pages":"Article 100552"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145476137","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":"Unveiling the Veil: Exploring ethical leadership in a context of abuse and depravity","authors":"Solomon Chibaya Dr","doi":"10.1016/j.ijedro.2025.100558","DOIUrl":"10.1016/j.ijedro.2025.100558","url":null,"abstract":"&lt;div&gt;&lt;div&gt;This paper is generated from a more extensive PhD study that explored ethical leadership amidst turbulent circumstances and widespread deprivation in four purposively selected Zimbabwean high schools. The study employed the African Philosophy of Ubuntu as its theoretical foundation, which values human dignity and ethical values. This paper explores ethical leadership in the context of depravity and abuse in four Zimbabwean schools. The participants were drawn from four Zimbabwean high/secondary schools. These included the four school heads (Principals), eight department heads (two from each school) and 16 teachers (four from each school), all of whom were interviewed. An open-ended questionnaire was administered to 11 teachers from each school, giving a total of 44 questionnaire responses. Utilising a qualitative multiple-case study approach rooted in social constructivism, data were collected through semi-structured interviews, document analysis and open-ended questionnaires. Thematic analysis revealed the blurred lines between discipline and abuse, highlighting the detrimental impact of abusive practices on both students and staff. The study uncovered instances of abuse within the schools. Physical abuse mainly targeted learners, while verbal and sexual abuse occurred among teachers and between teachers and learners. This paper underscores the importance of ethical leadership in addressing these challenges and calls for disciplinary practices focusing on dignity, respect, and compassion within educational settings. To ameliorate abusive practices, it advocates for ethical disciplinary measures and harsher sentences on those found guilty of abuse, hence&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Introduction&lt;/h3&gt;&lt;div&gt;In the pursuit of fostering an ethical educational environment, leaders within schools encounter a myriad of challenges; these include dealing with depravity and managing different forms of abuse. Guided by the African Philosophy of Ubuntu as its theoretical foundation, which values human dignity and ethical values, this paper, extracted from a larger PhD study on ethical leadership amidst turbulence and deprivation, explores ethical leadership in the context of depravity and abuse in four Zimbabwean schools.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Methods&lt;/h3&gt;&lt;div&gt;A qualitative multiple-case study, underpinned by social constructivism, was conducted across four purposively selected Zimbabwean high/secondary schools. Participants included four school heads, eight department heads (two per school) and 16 teachers (four per school) who took part in semi-structured interviews. An open-ended questionnaire was administered to 11 teachers per school (&lt;em&gt;n&lt;/em&gt; = 44). Document analysis complemented primary data. Thematic analysis was employed to identify the patterns related to leadership, discipline and abuse.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Results&lt;/h3&gt;&lt;div&gt;The study uncovered instances of abuse within the schools and the blurred lines between discipline and abuse, highlighting th","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"10 ","pages":"Article 100558"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145579876","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":"Arguing for democracy: Promoting argumentation literacy in civic education in Switzerland","authors":"Liliane Wenger,&nbsp;Manuel S. Hubacher,&nbsp;Açelya Aydin,&nbsp;Monika Waldis","doi":"10.1016/j.ijedro.2025.100563","DOIUrl":"10.1016/j.ijedro.2025.100563","url":null,"abstract":"<div><div>Deliberative democracy theories emphasise the importance of communicative engagement in civic opinion formation. Therefore, civic education should enable students with the skills to participate in deliberative processes, fostering argumentation literacy understood as both a linguistic and a political competence. This study examines how a teaching unit designed to promote transactive dialogue among 8th and 9th-grade (ISCED 2) students influences the quality of classroom debates. The unit combined a modified version of Gronostay’s argumentation training, teacher-designed thematic input, and a structured fishbowl debate format. Conducted during the 2022–2023 school year, the study involved four experienced teachers and their respective classes. Despite identical training and debate structures, the quality of student debates varied substantially across classrooms. All discussions began with one-sided arguments, but some evolved into extended critical and responsive exchanges, reflecting a higher level of transactive dialogue. This variation may be attributed to differences in the thematic input provided by each teacher, suggesting that the nature of didactic scaffolding merits further investigation.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"10 ","pages":"Article 100563"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145684450","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":"Internal effectiveness of secondary education in Alibori (Benin): Diagnosis and analysis of associated factors","authors":"Abraham Agbadjé","doi":"10.1016/j.ijedro.2025.100553","DOIUrl":"10.1016/j.ijedro.2025.100553","url":null,"abstract":"<div><h3>Background</h3><div>Internal effectiveness within educational systems remains a major challenge in Sub‑Saharan Africa, where many countries struggle to transform educational resources into sustainable learning outcomes. This issue is particularly acute in Alibori, a department in northern Benin, which faces high rates of grade repetition and school dropout.</div></div><div><h3>Objective</h3><div>This study assesses the level of internal effectiveness in the secondary education subsector of Alibori and identifies the factors influencing it.</div></div><div><h3>Methods</h3><div>The analysis draws on administrative data (2007–2025) and surveys conducted in 2020 among 167 students in the commune of Gogounou. Descriptive statistics, Multiple Correspondence Analysis (MCA), and logistic regression were used to measure internal effectiveness and identify its main associated factors .</div></div><div><h3>Results</h3><div>The Internal Effectiveness Index (IEI) stands at 66.7%, revealing significant resource losses due to grade repetition and dropout. The students’ level of learning outcomes is moderate. Students younger than the expected age for their grade and those with a good proficiency in the language of instruction (French) are more likely to contribute positively to the internal effectiveness of the subsector.</div></div><div><h3>Conclusion</h3><div>Two key measures can strengthen this internal effectiveness: (1) enforcing the official school entry age and ensuring close monitoring of students’ trajectories to reduce repetition and dropout; (2) implementing targeted linguistic support programs from the primary level, providing continuous teacher training in the didactics of French for multilingual contexts, and promoting extracurricular activities in French (reading clubs, school newspapers, debates).</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"10 ","pages":"Article 100553"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145521242","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}