International journal of educational research open最新文献

{"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":"2025-12-01","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}

{"title":"The impact of sustained, in-school coaching on reading instruction for early years students and their teachers: Research protocol for a randomised-controlled trial","authors":"Tanya Serry ,&nbsp;Pamela C. Snow ,&nbsp;Oscar Kovacs ,&nbsp;Beth Shingles ,&nbsp;Ioana Ramia ,&nbsp;Julie People ,&nbsp;Eamon Charles ,&nbsp;Emily Greaves","doi":"10.1016/j.ijedro.2025.100457","DOIUrl":"10.1016/j.ijedro.2025.100457","url":null,"abstract":"<div><div>Initial success when being taught to read is a strong predictor of ongoing growth in children's reading and spelling skills. With unacceptably large proportions of students across several English-speaking countries continuing to fall below reading and spelling benchmarks, educators and educational policymakers are demonstrating a strong interest in adopting more evidence-informed systematic and explicit approaches to reading instruction, progress monitoring and provision of timely support. This is a vital step towards reducing the negative academic and psychosocial sequelae that are disproportionate among students who have persisting reading and spelling difficulties. This protocol will describe a randomised controlled trial that will explore whether the provision of fortnightly in-school coaching directed towards early years reading and spelling instruction will result in improved word reading and spelling skills for students in the first three years of school. Across Victoria, Australia, 22 schools will be provided with a suite of professional learning and sets of teaching resources. Of these 22 schools, 10 will receive fortnightly coaching over a two-year period. The primary outcome measure will be students’ word reading skills at 24 months. Secondary outcome measures include students’ spelling along with various tools designed to conduct an in-depth process analysis. The process and implementation analysis of the coaching experiences will be conducted to explore enablers and barriers to providing a sustained program of coaching to support school staff to ensure that all students make a strong start when learning to read.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100457"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143549912","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":"Artificial intelligence-driven prediction of optimal technology-aided alternative operations in post-emergency contexts: A case study from an Emirati university","authors":"Semiyu Adejare Aderibigbe ,&nbsp;Maher Omar ,&nbsp;Hussein ElMehdi ,&nbsp;Laura Colucci-Gray ,&nbsp;Khaled Hamad ,&nbsp;Abdallah Shanableh ,&nbsp;Hussain AlOthman ,&nbsp;Emran Alotaibi","doi":"10.1016/j.ijedro.2025.100473","DOIUrl":"10.1016/j.ijedro.2025.100473","url":null,"abstract":"<div><div>Despite the challenges posed by the recent pandemic, educational institutions were prompted to explore alternative operation modes to enhance teaching, learning, and service delivery through technology. However, effective implementation of these technology-aided modes in post-emergency contexts necessitates evidence-based practices and contextual insights into stakeholders' challenges, comfortability, and preferences. This study aims to support the efficient planning and execution of digital transformation within a university in the United Arab Emirates (UAE) by examining stakeholders’ comfortability, challenges, and preferences following the pandemic's impact. The novelty of this research lies in its use of artificial intelligence, specifically fuzzy logic, to predict stakeholder preferences, complemented by comprehensive stakeholder-centric analysis and an in-depth examination of demographic influences on digital transformation preferences. Additionally, the study provides unique regional insights within the UAE context, addressing cultural, economic, and technological factors underrepresented in international literature. Utilizing a survey method, data were analyzed through descriptive statistics and AI-driven predictive analytics. Findings indicate that institutional support and familiarity with online platforms reduced stress during the transition to technology-aided modes, with a strong preference for hybrid flexible models influenced significantly by demographic factors. This study contributes by demonstrating the enhanced predictive capabilities of AI in understanding stakeholder needs, offering tailored digital transformation strategies, highlighting the importance of demographic considerations, and providing a practical roadmap for building a sustainable and resilient digital ecosystem. Furthermore, it informs educational policy and governance, ensuring that technology-aided operations are effectively planned and implemented to meet the evolving needs of the academic community in post-emergency settings.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100473"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143886752","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":"Stress and burnout in university students with ADHD-like symptoms: The role of memory bias and daily stress","authors":"Kerstin Erdal ,&nbsp;Gordon Adami ,&nbsp;Petra Gelléri ,&nbsp;Jan Dettmers","doi":"10.1016/j.ijedro.2025.100497","DOIUrl":"10.1016/j.ijedro.2025.100497","url":null,"abstract":"<div><h3>Background</h3><div>Adults with elevated symptoms of attention-deficit hyperactive disorder (ADHD) are at high risk for stress and burnout, involving negative academic and social outcomes. For university students with subclinical traits of ADHD the correlation between ADHD-like symptoms, stress and burnout so far is not well understood. Additionally, also their reaction to daily stress events in stressful times, such as exam times, has so far not received much attention.</div></div><div><h3>Objective</h3><div>This study examines effects of stressful events on university students during exam periods, with a focus on differences between those with elevated and those with low ADHD-symptoms. It aims to identify differences in stress experience, coping strategies, and burnout risk, and to investigate stress events on experience of daily stress and burnout.</div></div><div><h3>Methods</h3><div>149 university students who were also employed were screened for ADHD symptoms using a clinical screener and grouped into high versus low symptom categories. Participants first completed an online baseline survey assessing perceived stress, burnout, and coping styles, based on their experiences over the past three weeks. During a subsequent ten-day period coinciding with university exams, a potentially stressful time, they reported their daily experiences of stress, burnout, and stress-related events.</div></div><div><h3>Results</h3><div>At baseline (before exams), university students with elevated ADHD-symptoms showed significantly higher stress and burnout levels compared to their peers with low ADHD-symptoms, and they remembered significantly more stressful situations over the past month. Contrary to expectations, multi-level multi-group comparison revealed no significant difference between the groups regarding daily stress and burnout risk during the 10-day diary period during exam times.</div></div><div><h3>Conclusions</h3><div>Working university students with elevated ADHD-symptoms might be a vulnerable student group at risk for high chronic stress level and burnout risk. Negative memory bias, influenced by coping style, might feed into negative academic self-esteem among students with ADHD-symptoms and should be addressed in university counselling and healthcare.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100497"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144471977","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":"Social representations of interdisciplinary work from the perspectives of students and clinical tutors on a cardiovascular rehabilitation program in Chile","authors":"Raúl Ahumada ,&nbsp;Marcela Aravena-Winkler ,&nbsp;Cinara Sacomori","doi":"10.1016/j.ijedro.2025.100515","DOIUrl":"10.1016/j.ijedro.2025.100515","url":null,"abstract":"<div><h3>Background</h3><div>Cardiac Rehabilitation (CR) is scientifically recommended for its effectiveness and depends on interprofessional collaboration. However, the lack of clarity regarding how professionals collaborate limits clinical and educational actions and affects social representations.</div></div><div><h3>Objective</h3><div>To understand and compare the social representations of students and clinical tutors regarding their interdisciplinary work in the CR program at Hospital Padre Hurtado.</div></div><div><h3>Method</h3><div>The study drew on Moscovici's theory of social representations and employed a grounded theory methodology. The sample consisted of six clinical tutors and twelve students who participated in two focus groups and four in-depth individual interviews. Data were analyzed using Atlas.ti V3.0.</div></div><div><h3>Results</h3><div>The study’s central category was <em>Interdisciplinarity</em> which serves as a theoretical construct giving rise to the practical action of interdisciplinary work. This central category articulates three key social practices: solving health issues, interdisciplinary communication, and teamwork. The latter emerged as the anchoring mechanism that solidified their social representation. Both students and clinical tutors shared a positive view of interdisciplinary work, but their symbolic anchors for \"teamwork\" differed: tutors emphasized technical and ethical-professional aspects, while students viewed the concept from an emotional and formative standpoint. Communication was identified as a transversal axis of the interdisciplinary practice, with tutors emphasizing technical and organizational dimensions, and students highlighting emotional and relational elements.</div></div><div><h3>Conclusions</h3><div>The social representation of interdisciplinarity varies according to educational trajectories. This diversity presents an opportunity to intertwine the technical expertise of tutors with the emotionally situated experiences of students.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100515"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144892089","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Examining the effect of active participation on the TPACK knowledge of mathematics educators in a teaching mathematics with technology MOOC","authors":"James Smiling ,&nbsp;Karen Hollebrands","doi":"10.1016/j.ijedro.2025.100469","DOIUrl":"10.1016/j.ijedro.2025.100469","url":null,"abstract":"<div><div>As the demand for incorporating educational technologies into the mathematics teaching curriculum rises, there is an increasing need for teachers to cultivate the competencies and skills essential for the effective integration of technology into their teaching methods. Massive Open Online Courses for Educators (MOOC-Eds) present teachers with valuable opportunities for professional development. The objective of this quantitative research study was to enhance our understanding of the specific types of knowledge acquired by teachers through active participation in a MOOC-Ed designed for mathematics educators. A pre- and post-TPACK survey was administered to 39 participants to assess the change in knowledge among active teacher-learners before and after their experience with the MOOC-Ed. The quantitative results obtained through paired sample <em>t</em>-testing revealed statistically significant growth, with a substantial effect size observed from the pre-survey to the post-survey in the Technological Pedagogical Content Knowledge (TPACK) domain for both active and highly active teacher-learners. Teachers highlighted that the most significant impact on their professional learning experience was the increased knowledge of integrating pedagogical techniques with technological tools and enhancing their content knowledge to facilitate student-centered lessons.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100469"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143838481","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the role of generative AI in science teacher education programs: a qualitative study","authors":"L.G.A. de Putter-Smits ,&nbsp;C.F.J. Pols ,&nbsp;P.J.J.M. Dekkers ,&nbsp;P.R. Runhaar ,&nbsp;M. Timmer ,&nbsp;J.T. Van der Veen","doi":"10.1016/j.ijedro.2025.100492","DOIUrl":"10.1016/j.ijedro.2025.100492","url":null,"abstract":"<div><div>The introduction of transformative generative open AI (GenAI) has impacted science education, presenting opportunities for students and teachers to enhance teaching and learning efficiency. Equally GenAI poses challenges, including risks such as plagiarism and superficial engagement with content. Science teacher education programs play a key role in the way these opportunities are realized and how challenges are dealt with through educating the future generation of science teachers. Science teacher educators face the challenge to remodel their teaching program to showcase how GenAI is used appropriately. Their student teachers face the challenge of working with GenAI in their own learning, but also in their classroom teaching where their students in secondary education might be using GenAI. This interview study explored how science teacher educators and student-science teachers in the teacher training programs of the four technical universities in The Netherlands envisage the potential impact of GenAI on university science teacher education. Few of the teacher educators had actually used GenAI, compared to the number of student teachers that had used GenAI. Potential uses for GenAI in science teacher education and for science teaching in general were identified, as well as desired new learning goals. A strong need for a policy on the use of GenAI was expressed, including a need for clear guidelines and rules. The conclusion presents possible design characteristics for science teacher education to benefit from the advent of GenAI and circumvent associated risks.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100492"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144231844","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 systematic review: Parental perspective on school readiness during the pre- and post-transition periods","authors":"Jonghyun Jun ,&nbsp;Kane Meissel ,&nbsp;Maria Cooper ,&nbsp;Georgia Rudd","doi":"10.1016/j.ijedro.2025.100486","DOIUrl":"10.1016/j.ijedro.2025.100486","url":null,"abstract":"<div><div>Parental perspectives on school readiness reflect diverse changing and sustained beliefs as children move from home life or early childhood education (ECE) to school. This review analysed parental perspectives in pre- and post-transition periods captured within the qualitative and quantitative literature over the past two decades. This paper presents a systematic review of 71 studies that drew conclusions about parental perspectives on the school readiness of children who were about to or had just started formal schooling. Employing reflexive thematic analysis, the studies were categorised into four main themes across the two time points: socio-emotional development, academic development, physical development, and collaborative school readiness. The findings suggest that parents frequently emphasised socio-emotional and academic development over physical development and collaborative school readiness at both time points. The review offers important insights about parents’ concerns before their child’s transition to school and their experiences once they begin.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100486"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144241788","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":"From millennials to baby boomers: Determinants of educational participation in Ecuadorian prisons","authors":"Juan Pablo Díaz-Sánchez,&nbsp;Shirley Lema","doi":"10.1016/j.ijedro.2025.100522","DOIUrl":"10.1016/j.ijedro.2025.100522","url":null,"abstract":"<div><h3>Background</h3><div>Prison education is an important tool for rehabilitation and social reintegration. However, participation varies across generations, influenced by personal, institutional, and environmental factors. This study examines the determinants of educational participation among incarcerated individuals in Ecuador, adopting a generational perspective.</div></div><div><h3>Methods</h3><div>Using data from the 2022 Ecuadorian national prison census, we estimate probit regression models to analyze the likelihood of inmates engaging in educational programs. The models incorporate variables related to individual characteristics, institutional conditions, and psychosocial support, while results are segmented by generational cohorts.</div></div><div><h3>Key Findings</h3><div>Our results show that Millennials and Generation Z are significantly more likely to participate in prison education, motivated by reintegration and self-improvement goals. Baby Boomers and Generation X exhibit lower participation, often limited by health issues, declining motivation, or perceived irrelevance of education. Across cohorts, women and ethnic minorities display higher levels of engagement. In addition, family support, access to psychological care, and moderate sentence lengths increase the probability of participation, while excessive sentence length, frequent prison transfers, and higher prior educational attainment reduce it.</div></div><div><h3>Implications</h3><div>These findings reveal the need for generationally sensitive policies that recognize the diverse motivations and barriers shaping prison education. By tailoring programs to the characteristics of each age group, policymakers can enhance inclusivity, strengthen rehabilitation outcomes, and contribute to broader progress toward Sustainable Development Goals (SDGs).</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100522"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145048129","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":"Investigating the factors that influence Science and Math education as a career path: Implications for teacher recruitment","authors":"Felicia Castro-Villarreal,&nbsp;Carey Walls,&nbsp;Aaron Cassill,&nbsp;Daniel A. Sass","doi":"10.1016/j.ijedro.2025.100503","DOIUrl":"10.1016/j.ijedro.2025.100503","url":null,"abstract":"<div><div>A shortage of secondary teachers in STEM areas in the US is longstanding and has been linked to poor academic outcomes for students. While this area of inquiry has grown over time, teacher shortages persist and results point to multifaceted factors that vary by teaching grade level and by discipline. Influences on career choice also differ for those attending community colleges and four-year institutions. As research has shed light on a myriad of factors influential to pursuing a teaching degree, it is important that different groups are examined and a comprehensive model of factors is presented for respective groups. This study examined factors related to pursuing a teaching career in STEM areas with 117 primarily Latinx undergraduate science and math majors at a Hispanic Serving Institution (HSI) in the Southwest US. Logistic Regression modeling found wanting to make a difference in the lives of children, passion for teaching, having been influenced or inspired by someone, having a parent who is an educator, desire to teach Science and/or Math, and having financial/scholarship support to strongly relate with pursuing Science and/or Math teaching. Qualitative open-ended responses triangulated with the quantitative survey findings to enrich understanding and inform solutions. Implications for teacher recruitment and retention are discussed.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100503"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144491426","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}