International journal of educational research open最新文献

{"title":"The impact of commercial board games on secondary school mathematics performance and thinking skills","authors":"Sára Szörényi ,&nbsp;Anna Muzsnay ,&nbsp;Csaba Szabó ,&nbsp;Csilla Zámbó","doi":"10.1016/j.ijedro.2025.100569","DOIUrl":"10.1016/j.ijedro.2025.100569","url":null,"abstract":"<div><div>Board games have been examined in the context of mathematics education from various perspectives. Neuroscience considerations imply that board games can serve as a tool for improving the mathematical thinking of students in a sensitive period of brain development between the ages of 12 and 24. This suggests that secondary school can be an optimal environment for implementing board games to foster mathematical skills.</div><div>In this study, we investigate the potential benefits of the implementation of board games in the regular, obligatory mathematics classroom work. The participants were 10^th-grade students (<em>N</em> = 170) from four schools. The experimental group (<em>N</em> = 79) spent one of their four weekly mathematics lessons playing with commercial board games, having 9 board game sessions altogether during the intervention. Meanwhile, the control group (<em>N</em> = 91) continued with traditional mathematics lessons. Both groups completed pre- and post-tests on logical and geometrical skills, as well as uniform topic tests on the material covered during the experiment.</div><div>Our results show that the experimental group performed at least as well on the logical tests as the control group did, while outperforming them on the topic tests. In terms of geometrical skills, students in the experimental group demonstrated significant improvement in 3 of the 4 schools, while members of the control group did not show improvement. The rate of improvement varied among schools. Based on these findings, incorporating appropriate board games into mathematics lessons can enhance students' mathematical skills. However, further research is needed to explore this topic more deeply.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"10 ","pages":"Article 100569"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146037295","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":"Discipline or distress? Examining the impact of harsh child discipline on learning outcomes among Bangladeshi children","authors":"Sayed Jubair Bin Hossain ,&nbsp;Fabiha Mahbub ,&nbsp;Istiak Rahman","doi":"10.1016/j.ijedro.2025.100567","DOIUrl":"10.1016/j.ijedro.2025.100567","url":null,"abstract":"<div><h3>Purpose</h3><div>In Bangladesh, there is a high prevalence of harsh child discipline among children. Previous literature has shown a strong relationship between cognitive development and harsh parental discipline. This study examines the link between harsh disciplinary methods and children’s educational outcomes.</div></div><div><h3>Objectives</h3><div>This study examines whether harsh child discipline significantly affects children’s literacy and numeracy while controlling for mediating and moderating variables.</div></div><div><h3>Methodology</h3><div>The study utilizes data from the MICS 2019 survey in Bangladesh. The survey included eight variables representing the harsh child discipline the mother applies to the child. These variables and polychoric principal component analysis are employed to construct a Harsh Child Discipline Index (HCDI). Five indicators related to children’s numeracy and literacy levels were included. Negative Binomial regression was used to estimate how harsh child discipline impacts children’s numeracy and literacy levels, controlling for socio-economic variables.</div></div><div><h3>Findings</h3><div>The findings demonstrate that, after controlling for mediating and moderating variables, increasing HCDI decreases the numeracy and literacy level of the child. The HCDI increased mistakes in reading and recognizing numbers by 20.3% (P value &lt; 0.0010), 8.1% (P value &lt; 0.0010) for comparing between numbers, 4.4% (P value &lt; 0.0010) for finding the following number in the sequence, 22.6% (P value &lt; 0.0010) in reading words, and 15.5% (P value &lt; 0.0010) in answering reading comprehension questions.</div></div><div><h3>Conclusion</h3><div>This study provides meaningful empirical evidence that harsh child discipline has a detrimental impact on children’s educational outcomes, underscoring the crucial role of nonviolent and supportive parenting in fostering better child development.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"10 ","pages":"Article 100567"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145618222","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":"Assessing teacher resilience and its protective factors: A systematic review","authors":"Edouard Munezero ,&nbsp;Ágnes Hódi ,&nbsp;Edit Tóth","doi":"10.1016/j.ijedro.2025.100561","DOIUrl":"10.1016/j.ijedro.2025.100561","url":null,"abstract":"<div><div>Teacher resilience (TR) has become a prominent research construct globally owing to the necessity to reduce teacher attrition, improve teacher effectiveness, and enhance student academic achievement. However, a comprehensive synthesis of how TR is defined, assessed, and supported remains limited. This systematic review aimed to examine how TR is conceptualized and defined, identify the instruments used to assess TR, explore the validated dimensions of TR, and determine the key protective factors contributing to TR among in-service elementary and secondary school teachers. A systematic literature search was conducted in Scopus and Web of Science for empirical studies published in English between 2010 and 2022. Eligibility screening and data extraction were performed independently by two reviewers. A narrative synthesis approach was used to analyze and organize the findings. Out of 1805 identified records, 52 studies met the inclusion criteria. Quantitative methods dominated, though qualitative or mixed-method approaches were also employed. TR was predominantly conceptualized as a multidimensional construct, with 25 validated dimensions clustered into five themes: personal competence and coping style, psychological and emotional resilience, professional competence and motivation, social support and interactions, and adaptability and adjustment. Protective factors influencing TR were grouped into individual factors (e.g., personal traits, coping strategies) and contextual factors (e.g., collegial support, school culture and administrative support). TR is a complex, multidimensional construct shaped by both personal and environmental factors. The findings provide a foundation for future research, policies, and practical interventions aimed at promoting teacher well-being, resilience, and long-term retention in the profession.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"10 ","pages":"Article 100561"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145579877","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":"Sustainability in business and economics education in South African universities: Whose agenda is it?","authors":"Debby R.E. Cotton ,&nbsp;Jennie Winter ,&nbsp;Jason Stratham Davis ,&nbsp;Oscar Lindsey-Turner","doi":"10.1016/j.ijedro.2025.100531","DOIUrl":"10.1016/j.ijedro.2025.100531","url":null,"abstract":"<div><div>Education for Sustainable Development (ESD) has become increasingly significant in business and economics disciplines due to their focus on production, consumption, and economic policy. However, integration of sustainability into these curricula in universities remains uneven, especially in contexts like South Africa, where socio-political and economic challenges intersect with environmental concerns. This paper explores how faculty in South African universities understand, experience, and embed sustainability in business and economics teaching. Drawing on interviews with faculty from three institutions, we investigate definitions of sustainability, perceived barriers and opportunities, pedagogical strategies, and contextual influences. Findings reveal that sustainability is often viewed as peripheral, with understandings rooted primarily in economic concerns, complicated by limited student awareness, resource constraints, and lack of curriculum guidance. While some faculty demonstrate personal commitment to sustainability, their efforts are largely unsupported by institutional or governmental frameworks. The socio-economic context of South Africa, including poverty, corruption, and post-apartheid inequalities, shapes how sustainability is understood and prioritised, leading to tensions between economic development and environmental protection. Decolonisation and Africanisation efforts further challenge dominant western sustainability narratives. The study highlights the disconnect between international sustainability agendas and local realities, underscoring the need for contextually appropriate ESD approaches in business and economics. It offers original insight into how faculty negotiate complex educational, political, and cultural landscapes to embed sustainability in teaching, and contributes to the emerging body of literature on ESD in African higher education. Findings have implications for policy, curriculum development, and faculty support both within South Africa and other emerging economies.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"10 ","pages":"Article 100531"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146187392","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":"Analysis of current didactic models in digital education: A systematic literature review","authors":"Ismael Vieira ,&nbsp;Roberto Baelo ,&nbsp;Paula Peres","doi":"10.1016/j.ijedro.2025.100540","DOIUrl":"10.1016/j.ijedro.2025.100540","url":null,"abstract":"<div><div>The didactic use of digital technologies in higher education often fails to achieve its intended impact because their effectiveness depends on how technologies are implemented. This systematic review seeks to identify the most common didactic models adopted by higher education teachers in digital education and to assess their associated benefits and challenges. After screening, a total of 19 studies were included. The Technological Pedagogical Content Knowledge (TPACK) framework predominated with 10 studies, followed by constructivist models with 2 studies, while seven alternative approaches, including Technology Acceptance Model (TAM), ADDIE (Analysis, Design, Development, Implementation, Evaluation), didactical tetrahedron and others, were represented by a single study each.</div><div>The adoption of these didactic frameworks benefits teachers by enabling them to tailor instruction to diverse technological tools and student needs, support student-centred learning environments, enhance engagement and assessment processes, promote reflective teaching practices, and foster interdisciplinary connections. However, identified challenges include inadequate institutional support, disparities in digital competence, the need for reliable assessment tools, and difficulties in maintaining student motivation in fully online settings.</div><div>We found that heterogeneity in model definitions and study contexts limited comparability across studies. TPACK remains the dominant digital didactic framework, but underexplored models offer complementary insights into technology-enhanced learning. We advise that future research should explore context-specific adaptations and also hybrid approaches as well.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"10 ","pages":"Article 100540"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146187391","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":"Pedagogical approaches in intra-language dialect teaching: A study on non-native instructors","authors":"Gülhiz Pilten ,&nbsp;Merve Yorulmaz Kahve ,&nbsp;Pusat Pilten","doi":"10.1016/j.ijedro.2025.100555","DOIUrl":"10.1016/j.ijedro.2025.100555","url":null,"abstract":"<div><div>This qualitative research examines the pedagogical and linguistic challenges faced by non-native speakers of the target dialect in teaching Turkish to learners of different Turkish dialects, such as Kazakh, Kyrgyz, Uzbek, Turkmen and Azerbaijani. The study was designed with a phenomenological approach; data were collected through semi-structured interviews with 30 instructors working at a university in Kazakhstan. The findings show that linguistic proximity between dialects facilitates vocabulary learning and oral communication; however, misleading similarities such as “false equivalence” lead to ambiguities and conceptual errors. Phonetic and grammatical differences create significant difficulties, especially in listening and writing skills. Instructors’ perception of inadequacy in the target dialect causes them to prefer textbook-dependent and controlled teaching practices. The strategies developed by the instructors are grouped under four main themes: inter-dialect transfer, structured guidance, realistic goal setting and conservatism in the use of materials. While common language roots support teaching, structural and phonological differences necessitate learner-centered and flexible approaches. This study offers original contributions to the literature by focusing on the role of non-native instructors in intra-dialect teaching contexts. It highlights the importance of pedagogical flexibility, cultural sensitivity and comparative language strategies. Accordingly, the study seeks to answer the following research questions: (1) What are the linguistic and pedagogical difficulties and conveniences encountered by non-native instructors? (2) Which dialects are found most difficult in terms of language features? (3) Which language skills are most challenging? (4) What are the instructors’ self-efficacy perceptions? (5) What strategies do they employ?</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"10 ","pages":"Article 100555"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145618224","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 changes in grade 4 science attitudes and performance before and after the COVID-19 pandemic","authors":"Shaikha Alzaabi ,&nbsp;Alya Alshehhi ,&nbsp;Ahmad Qablan ,&nbsp;Maxwell Opoku ,&nbsp;Hassan Tairab ,&nbsp;Hamed Hussain ,&nbsp;Mohamed Alkaabi","doi":"10.1016/j.ijedro.2025.100550","DOIUrl":"10.1016/j.ijedro.2025.100550","url":null,"abstract":"<div><div>This study examines changes in Grade 4 students’ attitudes toward science and their academic performance in the United Arab Emirates (UAE) before and after the COVID-19 pandemic. Using data from the 2019 and 2023 TIMSS cycles and guided by Bronfenbrenner’s Ecological Systems Theory, this research analyses how demographic and attitudinal factors influence science achievement. The results revealed a modest improvement in performance after the pandemic, with students expressing stronger interest in science but weaker connections with teachers. Absenteeism was the strongest predictor of achievement, followed by home resources and language use. These findings highlight how family engagement, regular attendance, and teacher–student relationships remain vital to learning recovery. The study concludes that sustainable progress in science education depends on integrating technological innovation with emotional and relational support, ensuring that all students benefit from a balanced, inclusive, and human-centered educational system.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"10 ","pages":"Article 100550"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145476168","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":"Bridging the gap between creativity theory and practice: Insights from Valais secondary school teachers","authors":"Amalia Terzidis,&nbsp;Erica Borloz","doi":"10.1016/j.ijedro.2025.100557","DOIUrl":"10.1016/j.ijedro.2025.100557","url":null,"abstract":"<div><div>This article examines the gap between the theory and practice of creativity in education. While creativity is valued as a key 21st-century skill, misconceptions and lack of training hinder its implementation in schools. The study investigates how Swiss secondary school teachers perceive and apply creativity in teaching, using both quantitative and qualitative methods. It explores teachers’ understanding of creativity, existing pedagogical practices, and challenges faced. Findings reveal that while teachers acknowledge creativity’s importance and strive to integrate it, they encounter obstacles such as limited resources, time constraints, and insufficient institutional support. The study highlights the need for better training and systemic changes to enhance creativity in education.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"10 ","pages":"Article 100557"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145579838","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 mentor teacher written feedback to pre-service teachers","authors":"Chrissy Monteleone ,&nbsp;Matthew Winslade ,&nbsp;Amanda Isaac ,&nbsp;Monica Wong ,&nbsp;Michelle Gorzanelli ,&nbsp;Cathy Lembke ,&nbsp;Anne McLeod","doi":"10.1016/j.ijedro.2025.100565","DOIUrl":"10.1016/j.ijedro.2025.100565","url":null,"abstract":"<div><div>High-quality professional experience, guided by expert mentor teachers, is critical to the successful transition and long-term retention of pre-service teachers in the profession. Effective mentor teacher written feedback is central to this process, supporting pre-service teachers to meet course requirements and become profession ready. However, in the post-pandemic context, marked by teacher shortages, many final-year pre-service teachers have not received quality written feedback that meaningfully supports their professional growth. This study aimed to understand the significance of written feedback in supporting high-quality professional experience placements, with a focus on the written feedback provided by the mentor teachers in the final professional experience written report template. A research-informed framework was conceptualised to evaluate and critique the feedback opportunities presented by these written report templates. The analysis revealed a need for redesigning the written report templates to encourage mentor teachers to provide targeted, meaningful, research-informed feedback.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"10 ","pages":"Article 100565"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145684451","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":"Executive functions and mathematics performance in primary school students: A systematic review","authors":"Antonio Alejandro Espinoza-Ortiz,&nbsp;Kattya Mineska Guerrero-Jiménez","doi":"10.1016/j.ijedro.2025.100562","DOIUrl":"10.1016/j.ijedro.2025.100562","url":null,"abstract":"<div><div>Executive functions (EF)—working memory, inhibitory control, cognitive flexibility and planning—constitute the cognitive infrastructure of mathematical learning. Motivated by recent international assessments in which many Latin-American pupils scored below basic numeracy standards; this systematic review examines how EF relate to mathematics performance in primary school. Following PRISMA 2020 guidelines, we searched six major databases, screened 1,490 records and retained 37 empirical studies published between 2009 and 2025<strong>.</strong> Methodological quality was appraised using the Newcastle–Ottawa Scale, with 78 % of studies were rated high quality.</div><div>Across longitudinal and cross-sectional research, studies consistently reported small-to-moderate associations between EF and mathematical performance. Visuospatial and verbal-numeric working memory showed the strongest relationships, while inhibitory control and cognitive flexibility contributed to problem-solving and strategy use. Socio-economic disadvantage was commonly linked to weaker EF development and lower mathematics outcomes, whereas bilingual experience appeared to confer advantages via enhanced inhibition and flexibility. Intervention studies integrating EF-focused activities into math instruction reported improvements in arithmetic fluency, attention control and strategy switching, consistent with near transfer, understood here as improvements in skills closely related to the specifically trained EF component.</div><div>By integrating recent studies published in English and Spanish, applying uniform quality criteria, and incorporating both correlational and intervention research, this review refines the current understanding of how EF support mathematical learning. Findings highlight the potential of embedding EF-supportive practices into everyday numeracy instruction, particularly in socioeconomically vulnerable contexts.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"10 ","pages":"Article 100562"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145684449","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}