International journal of educational research open最新文献

{"title":"Person-to-person interactions in hybrid teaching and learning","authors":"Tai-ming Wut,&nbsp;Helen Shun-mun Wong,&nbsp;Carmen Ka-man Sum","doi":"10.1016/j.ijedro.2025.100485","DOIUrl":"10.1016/j.ijedro.2025.100485","url":null,"abstract":"<div><div>This paper aims to investigate person-to-person interactions in a hybrid classroom setting from a Community of Inquiry perspective. A typology of person-to-person interaction in hybrid learning environment is proposed. Hybrid mode seems to be the most convenient setting in terms of flexibility. In the hybrid classroom setting, teachers multi-task to take care of both onsite and online students at the same time. Students need to simultaneously communicate with the teacher in the lecture theatre and with their peers both in the classroom and online. In-depth interviews with university students and teachers were conducted in Hong Kong to investigate the challenges and the coping strategies of student-to-teacher interaction and student-to-student interaction in hybrid mode. Three distinct themes are generated: proximity; location and flexibility. The themes proximity and location contribute to the challenges. In short, challenges to student-to-teacher interactions include (1) the difficulty in accommodating the needs of online and in-class students at the same time, and (2) some online students are being ignored by the teachers. Challenges to student-to-student interactions include communication among online and onsite students; the Social Presence is found to be affected negatively by the hybrid approach. To alleviate such situations, solutions to challenges in student-to-student interactions are (1) more teamwork among students from online and in-class; and (2) encouraging learning from peers. We contribute to the literature on how to conduct hybrid teaching with greater efficiency by a new perspective to improve person-to-person interaction. The success factors of the hybrid mode are well-planned lessons, established familiarity, knowledge check, and adequate teaching equipment available.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100485"},"PeriodicalIF":0.0,"publicationDate":"2025-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144185119","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":"Professional development targeting teacher expectations and behavior to impact (un)equal opportunities: A systematic review","authors":"Roeline A. Bijl ,&nbsp;Linda van den Bergh ,&nbsp;Anouke W.E.A. Bakx","doi":"10.1016/j.ijedro.2025.100483","DOIUrl":"10.1016/j.ijedro.2025.100483","url":null,"abstract":"<div><div>Educational inequality can persist when students face low academic expectations, often shaped by teachers’ implicit biases related to their socioeconomic status or ethnic background, regardless of intent. Professional development (PD) interventions targeting teacher expectations and differential behavior can support educational equality. This systematic review, using the I/M/T/P framework, provides an overview of 59 recent PD intervention studies. Results indicate the effectivity of various PD interventions including varying mechanisms on teacher expectations, differential behavior, and students’ cognitive outcomes. This underscores the necessity for further research to identify the most impactful (combination of) mechanisms. Additionally, incorporating awareness besides the I/M/T/P mechanisms is recommended for future PD interventions to enhance their effectiveness.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100483"},"PeriodicalIF":0.0,"publicationDate":"2025-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144146823","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 historical evolution of liberal arts education: A systematic scoping review with global perspectives and future recommendations","authors":"Nattanee Satchanawakul ,&nbsp;Nucharapon Liangruenrom","doi":"10.1016/j.ijedro.2025.100482","DOIUrl":"10.1016/j.ijedro.2025.100482","url":null,"abstract":"<div><div>The interdisciplinary concept of liberal arts education, rooted in Western traditions, has been widely studied, yet its global shifts remain underexplored. This systematic scoping review was conducted through six databases for search up to May 2023. Out of 11,193 screened articles, a total of 295 studies were included to explore the global evolution of liberal arts education, focusing on its adaptive responses to political, social, and economic shifts. Three distinct phases in the evolution of liberal arts education have been identified: its philosophical foundations, the shift toward professional and market-driven demands, and a recent resurgence integrating traditional values with contemporary skills. Highlighting a shift towards a hybrid model, the study identifies a growing emphasis in recent literature on integrating diverse cultural perspectives, particularly from non-Western contexts, as a means to cultivate critical thinkers with multidisciplinary skills for navigating global challenges. This research fills a gap in understanding liberal arts’ global adaptability, offering strategic insights into its role in addressing future educational needs.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100482"},"PeriodicalIF":0.0,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144099787","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":"Empowering Mozambican educators: Overcoming technological challenges to implement STEAM education","authors":"José Manuel Dos Santos Dos Santos ,&nbsp;Astrigilda Rocha Pires Silveira ,&nbsp;Ana Maria Reis D Azevedo Breda ,&nbsp;Musa Saimon ,&nbsp;Zsolt Lavicza","doi":"10.1016/j.ijedro.2025.100481","DOIUrl":"10.1016/j.ijedro.2025.100481","url":null,"abstract":"<div><div>The inadequate access to technologies in schools in African countries including Mozambique limits teachers from successfully implementing STEAM (Science, Technology, Engineering, Arts, and Mathematics) learning. To respond to this situation, the present study explores strategies for empowering Mozambican educators, to use accessible technologies to implement STEAM learning in mathematics-related subjects successfully. The study adopted qualitative research methods and the principles of Participatory Action Research. The study involved 22 teachers representing four diverse institutions in Maputo. Data were collected through Semi-structured interviews, observation and reflective journals. The findings reveal the usefulness of various strategies that support teachers in addressing challenges related to technological resources and STEAM education-related pedagogy’s. The study calls for a comprehensive framework to sustain teacher-training strategies by improving infrastructure to accommodate accessible technologies such as smartphones and <em>GeoGebra</em>.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100481"},"PeriodicalIF":0.0,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144099788","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":"Building resilience, emotional regulation, kindness, and critical thinking in the digital age: An evaluation of the Superpowers Program on Philippine kindergarteners","authors":"Rebekah Luo ,&nbsp;Sundance Zhihong Sun ,&nbsp;Emma Carter ,&nbsp;Therese N Hopfenbeck","doi":"10.1016/j.ijedro.2025.100479","DOIUrl":"10.1016/j.ijedro.2025.100479","url":null,"abstract":"<div><div>This study aimed to evaluate via teacher and parent perceptions the impact of the Superpowers Program, designed to enhance social-emotional learning (SEL) and digital literacy among kindergarten children in the Philippines. Limited research has been conducted on young children’s online exposure in less-developed countries. The program focused on developing 12 character strengths that every child needs to navigate their online and offline lives. Employing a mixed-methods approach, the study utilized a single-group pre-post design to evaluate teachers’ and parents’ perceived impact of the program on the development of four selected character strengths (resilience, emotional regulation, kindness and critical thinking), based on quantitative and qualitative data. Quantitative data were collected through self-reported teacher observations using the Character Strengths Survey, while qualitative data were gathered from Focus Group Discussions. Rasch analysis confirmed satisfactory psychometric properties of the survey instrument. Latent regression analysis revealed significant improvements across all character strength scales post-intervention, with qualitative findings corroborating results. Linear regression analyses highlighted significant perceived impacts of children’s pre-intervention abilities, teacher implementation practices, and teacher-parent interactions in the observed positive outcomes of the intervention. These findings suggest that structured SEL and digital literacy programs can effectively promote character strengths crucial for navigating the digital age among young children in developing countries. However, limitations including the small sample size, single-group design and self-report measures necessitate cautious interpretation. The study underscores the potential of integrated SEL and digital literacy programs in early childhood education, while emphasizing the need for cultural adaptation and strong home-school partnerships in their implementation.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100479"},"PeriodicalIF":0.0,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144089250","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":"Symmetry in children's spontaneous drawing and its progression over time","authors":"Ilargi Zaballa ,&nbsp;Maria Merino ,&nbsp;José Domingo Villarroel","doi":"10.1016/j.ijedro.2025.100477","DOIUrl":"10.1016/j.ijedro.2025.100477","url":null,"abstract":"<div><div>This study examines the evolution of the representation of bilateral symmetries in the spontaneous drawings of children throughout the stages of early childhood education and the first years of primary education. Although previous research has demonstrated that children already draw symmetrical patterns before formal schooling, the progression of this representation over time has not yet been analysed. This research focuses on how the frequency and complexity of pictorial motifs with bilateral symmetries vary between two school years. A total of 132 drawings made by 34 boys and 32 girls are analysed in two pictorial activities separated by an interval of 24 months. Three independent variables are involved: the period of pictorial activity, <em>gender</em> and <em>educational level</em>. The results indicate that bilateral symmetry is present in a large proportion of the drawings, showing a significant increase both in the frequency of its appearance and in the complexity of the motifs between the two activities. Similarly, compared with boys, girls use symmetry in their drawings earlier, and their symmetric representations are more elaborate.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100477"},"PeriodicalIF":0.0,"publicationDate":"2025-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144070629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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

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

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

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