International journal of educational research open最新文献

{"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}

{"title":"The bumpy road to postgraduate supervision in South Africa: A collaborative autoethnography","authors":"Nereshnee Govender ,&nbsp;Elisha Didam Markus","doi":"10.1016/j.ijedro.2025.100461","DOIUrl":"10.1016/j.ijedro.2025.100461","url":null,"abstract":"<div><div>The pressure to increase the number of postgraduate qualifications in South Africa has intensified the need for quality supervision within universities. Supervisors often engage with their students based on their own prior experiences as postgraduate students. This has the potential of enabling and validating postgraduate students' learning and success or could constrain and subdue it. This study acknowledges the supervisor-student nexus in contributing to a new generation of academics as key agents in the development of a knowledge economy. Using an autoethnographic inquiry approach we reflect on our supervisory experiences at two universities of technology in South Africa, unpack power relations in the supervision process and critique the models and styles of supervision. We use reflective narratives to unpack the complexities of the student-supervisor journey that can be dark, rough, and lonely. The principles of participatory learning environments and the tenets laid down by the Freirean notion of a Humanising Pedagogy is adopted as a framework underpinning this paper. The findings show that postgraduate supervision should be viewed as a facilitative process that provides supportive and inclusive spaces for student participation in academic practice.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100461"},"PeriodicalIF":0.0,"publicationDate":"2025-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143705187","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":"Embracing a constraints-led approach for skills acquisition in nursing education: Insights from a focus group study","authors":"Loes Verdoes ,&nbsp;Jeroen Dikken ,&nbsp;Natasja van Brakel-van Lobenstein ,&nbsp;Saskia T. van Leeuwen – Prins ,&nbsp;G. Mariëlle de Waal ,&nbsp;Peter G. Renden","doi":"10.1016/j.ijedro.2025.100459","DOIUrl":"10.1016/j.ijedro.2025.100459","url":null,"abstract":"<div><h3>Introduction</h3><div>Nursing education traditionally teaches skill acquisition in isolated practice drills and guided by step-by-step protocols. While these approaches may seem to provide a solid foundation, they do not adequately bridge the gap between a controlled learning environment and the reality of nursing practice. The constraints-led approach (CLA) is an applied theory, which explains that skill acquisition is a process of adjusting to the characteristics of a situation, instead of reproducing isolated, “ideal” movements out of context. Given that CLA has gained recognition as an effective learning method in various fields, it is worth investigating how CLA can be implemented for skill acquisition in nursing education.</div></div><div><h3>Methods</h3><div>To gain insight into student experiences of several CLA-exercises, an explorative qualitative design was used. Ten longitudinal focus groups with nursing students (<em>n</em> = 11) were performed to gain deeper understanding of students' experiences with an education course in which several “CLA-exercises” were integrated. In addition, the teachers (<em>n</em> = 3) involved were interviewed after the course was completed.</div></div><div><h3>Results</h3><div>The students experienced the education course as enjoyable, challenging and reality-based. Also, the exercises motivated students to keep practicing. The students further appreciated the room for autonomy and self-organization. The teachers expressed enthusiasm for CLA-inspired education, noting the benefits of varied methods and the need for expert feedback and well-working practice materials.</div></div><div><h3>Conclusion</h3><div>Both students and teachers felt confident that the students who completed this course were ready to apply the learned skills under supervision in clinical practice.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100459"},"PeriodicalIF":0.0,"publicationDate":"2025-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143578407","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":"Burned out parents, educated kids? Navigating \"Juan\" culture: Decision-making-process and education in Thailand","authors":"Chengxiang Ma ,&nbsp;Konrawan Rattanaburi ,&nbsp;Chenglin Gao","doi":"10.1016/j.ijedro.2025.100458","DOIUrl":"10.1016/j.ijedro.2025.100458","url":null,"abstract":"<div><div>This study explored the decision-making process of Chinese parents in choosing to send their children to study in Thailand, driven by intensifying academic pressure, cultural proximity, language proficiency, and the desire for a holistic educational environment as precursors to this decision. A qualitative design was used, with 21 Chinese parents and six Thai educators or policymakers interviewed to gather their views regarding this growing trend. The central argument of this study is that China's \"Juan\" culture, characterized by relentless academic competition and limited holistic growth, has become a key driver behind Chinese parents’ decisions to send their children abroad. Thailand emerges as a preferred destination due to its perceived balance between academic rigor and personal development. However, this decision is accompanied by challenges such as language barriers, cultural adaptation, and concerns about education quality. Conversely, opportunities include exposure to a different learning system, potential bilingual proficiency, and enhanced future career prospects. To maximize the benefits and address the challenges, this study recommends strengthening information dissemination, developing tailored support mechanisms in Thai institutions, promoting cooperation between Chinese and Thai educational institutions, and reinforcing policies to improve the international education experience of these students in Thailand.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100458"},"PeriodicalIF":0.0,"publicationDate":"2025-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143578405","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":"Are phubbers academically buoyant?","authors":"Vartika Varyani ,&nbsp;Akansh Khandelwal ,&nbsp;Jatin Pandey","doi":"10.1016/j.ijedro.2025.100460","DOIUrl":"10.1016/j.ijedro.2025.100460","url":null,"abstract":"<div><h3>Purpose</h3><div>Phubbing refers to the act of ignoring the presence of others around you by fixating one's eyes on a digital device. The behavioural phenomenon of Phubbing has received much traction recently with the increasing dependence of individuals on internet-enabled-digital devices. Students have now been using digital gadgets to achieve their academic goals. Hence, we assume that the phenomenon of phubbing may also be prevalent among students, which might influence their ability to overcome everyday academic challenges (low levels of academic buoyancy, i.e., the ability of students to deal with their academic tasks).</div></div><div><h3>Design</h3><div>The present work explores the relationship between the two recently studied concepts of Phubbing and Academic Buoyancy. The current study collected data from students of management schools ranked among the Top 10 in India, as per India's National Institutional Ranking Framework (NIRF) ranking for 2024. The authors used survey methodology to collect data, which involved sending a questionnaire link to 300 students, out of which 258 students reverted back to the survey. After filtering out the data for incomplete surveys, the final sample included 203 students. Reliable and validated psychometric scales were used to analyze the constructs of the current study. A 7-point Likert scale was used to assess each item. For the analysis, structural equation modelling (SEM) was employed.</div></div><div><h3>Findings</h3><div>The results supported our hypothesis at a 5 per cent level of significance. We find that the act of phubbing is associated with lower academic buoyancy among the students, and the relation between the two is mediated by imposter syndrome. The results show that phubbing can lead to a detrimental impact on students' capability to perform effectively. The frequent display of phubbing indicates grave behavioural issues because of imposter syndrome, which manifests as lower academic buoyancy. Academic practitioners can enhance their understanding of the factors leading to lower capabilities among students and approach the problem accordingly.</div></div><div><h3>Originality</h3><div>The current study extends the academic literature by showing the impact of phubbing on the levels of academic buoyancy. The study also suggests that phubbing would influence academic buoyancy through the individual's level of feelings of imposter syndrome. The higher the phubbing, the higher the feeling of imposter syndrome, which would lead to a lower level of academic buoyancy.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100460"},"PeriodicalIF":0.0,"publicationDate":"2025-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143578408","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}