International journal of educational research open最新文献

{"title":"Postgraduate healthcare students’ experiences of studying abroad: A systematic review","authors":"Miad Alruwaili ,&nbsp;Gary Mitchell ,&nbsp;Maria Lohan","doi":"10.1016/j.ijedro.2025.100484","DOIUrl":"10.1016/j.ijedro.2025.100484","url":null,"abstract":"<div><div>International student mobility (study abroad) as a method to enhance students’ education, cultural awareness, and competency has gained support from numerous national governments and higher education institutions. The aim of this systematic review is to synthesize the evidence on the experiences of international healthcare postgraduate students who study abroad. A systematic search of five databases using a pre-defined search strategy was conducted on published research with no time restrictions, up to December 31st, 2023. Following data extraction, the review utilised a deductive thematic analysis approach, guided by pre-defined research questions, including identifying perceived advantages and disadvantages of international programs, challenges faced by students and educational providers, the experiences of postgraduate healthcare students traveling with families, and any additional emerging themes. Search yielded 1500 records and 22 articles met the inclusion criteria and were included. Sixteen studies used qualitative methods, four used mixed methods, one was a quantitative nonexperimental exploratory study,and for one study the research design was unclear. Two studies were excluded at quality appraisal stage. The findings identified benefits from the perspectives of postgraduate students, such as improved language skills, cultural awareness, and professional development. Common challenges included language barriers, academic difficulties, and cultural adaptation. One study highlighted the unique experiences of students with families, emphasizing a need for opportunities for social integration and support networks. The research suggests a mix of benefits and challenges among postgraduate healthcare students studying abroad. Further research is needed to better understand the experiences of students who are accompanied by their families in studying abroad.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100484"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144190151","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":"Understanding creative pedagogy of Saudi high school STEM teacher: A case study of Mawhiba and public science classes","authors":"Maryam Bojulaia","doi":"10.1016/j.ijedro.2025.100495","DOIUrl":"10.1016/j.ijedro.2025.100495","url":null,"abstract":"<div><div>Saudi educational documents have recently emphasized creativity and considered it a fundamental skill in K-12 education. Accordingly, this study assumed that Saudi teachers encourage and teach creativity in science classrooms. However, it remains unclear how STEM (Science, Technology, Engineering, and Mathematics) teachers develop students' creativity. Thus, the current study utilized Lin's (2009) creative pedagogy model, including creative teaching, teaching for creativity, and creative learning to describe and compare the creative pedagogy of a Saudi high school STEM educator in two learning contexts: 1) a <em>Mawhiba</em> classroom (a customized classroom for creative and gifted students) and 2) a <em>public</em> classroom (for average students) within a single case study. The study focused on how a teacher of gifted students plans, implements, and evaluates creative pedagogy within these two science classrooms. The study used a descriptive qualitative approach by triangulating data from multiple sources (observations, interviews, and documents). The analysis approach was a priori coding. The study's findings indicate that planning for creative pedagogy is identical in both classrooms. However, there are several differences between the learning contexts. Firstly, the participating teacher lacks confidence in the creative abilities of average students in the <em>public</em> classroom compared to those of gifted students in the <em>Mawhiba</em> classroom. Secondly, average students in the <em>public</em> classroom experience passive learning, while gifted students in the <em>Mawhiba</em> classroom engage more actively. Thirdly, the participating teacher faced more challenges in the <em>public</em> classroom. Finally, the study's results suggest further interpretations and recommendations to enrich creative pedagogy in STEM education.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100495"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144272580","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":"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":"2025-12-01","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":"Belonging matters: How context and inequalities shape student achievement in Indonesia","authors":"Reza Aditia ,&nbsp;Krisztián Széll","doi":"10.1016/j.ijedro.2025.100512","DOIUrl":"10.1016/j.ijedro.2025.100512","url":null,"abstract":"<div><div>This study investigates how school type, school location, and student socioeconomic status (SES) jointly shape student achievement in mathematics, reading, and science in Indonesia, using the Indonesian subsample of the 2022 PISA dataset (<em>n</em> = 13,059). Building on Bourdieu’s framework of capital, habitus, and field, the analysis applies random-slope hierarchical linear models (HLM) to explore how institutional and geographical inequalities interact with student background and broader school characteristics (e.g., teacher quality, school climate, educational leadership, parental involvement).</div><div>Results reveal persistent urban–rural disparities, with students in more urbanized settings achieving higher scores across all domains. Although school type did not predict outcomes as a main effect, its interaction with location was significant: public schools outperformed private institutions in most urban contexts, while private independent schools had an advantage in megacities, and private government-dependent schools fared better in rural areas. Socioeconomic gradients were steeper in urban settings, reflecting stronger stratification processes. Among additional school-level factors, shortages of educational materials consistently predicted lower achievement, and negative student behavior was linked to lower science scores.</div><div>These findings challenge the common assumption that private schools uniformly deliver superior outcomes. Instead, they underscore how institutional selectivity, resource allocation, and geographical context collectively reproduce educational inequalities in Indonesia. The study highlights the need for policies addressing resource shortages and stratification mechanisms, particularly in disadvantaged schools and rural areas.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100512"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144781607","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":"2025-12-01","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":"Modelling an English learning community of practice (CoP) to promote bilingualism","authors":"Syariful Muttaqin ,&nbsp;Zuliati Rohmah ,&nbsp;Esti Junining","doi":"10.1016/j.ijedro.2025.100521","DOIUrl":"10.1016/j.ijedro.2025.100521","url":null,"abstract":"<div><div>This study explores the policies and practices in a community of practice (CoP) called <em>Kampung Bahasa</em> (Language Village) in Indonesia in providing opportunities for Indonesians and foreigners to learn foreign languages using a ROADMAPPING framework. As learning a foreign language is such a multifaceted process, it is a challenge for foreign language learning institution to assure the learning objectives are achieved. This study employed qualitative data obtained through interviews, focus group discussion, and document analysis involving course owners, students, and the forum for course owners at <em>Kampung Bahasa</em> (Language Village) in Kediri East Java. It is found that the policy in language learning is formulated in coexistence among community, language institution, and the local government with cultural and religious values involved. Foreign language learning is designed to meet students’ various needs with creative methods inside and outside classrooms, provided by conducive and supportive foreign language learning environment, to effectively learn foreign languages. It is, however, important that quality assurance regarding teacher qualification and student language competence be enacted for better quality language learning.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100521"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145157286","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":"Towards a model of educational equity based on social justice in Ibero-American countries","authors":"Fernando Martínez-Abad,&nbsp;Eva María Torrecilla-Sánchez,&nbsp;Adriana Gamazo,&nbsp;Patricia Torrijos-Fincias","doi":"10.1016/j.ijedro.2025.100548","DOIUrl":"10.1016/j.ijedro.2025.100548","url":null,"abstract":"<div><div>Achieving social justice through educational equity is a vital challenge for 21st-century education systems. This paper proposes an educational equity model for secondary education in Ibero-American countries by analysing the evolution of school inequality indicators since 2000 using PISA assessments applied during this period. Inequality indicators obtained were analysed by experts from 10 participating countries, taking into account general conditions in the region. Results show that promoting equity at school or microsystem level is fundamentally subject to the development of good exosystem conditions: geographic, demographic, political and socioeconomic. Responsibility for educational equity cannot lie only with the schools.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100548"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145473753","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":"2025-12-01","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":"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":"2025-12-01","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":"Development of attitude scales towards mathematics and Turkish courses for eighth grade primary school students: A study on validity and reliability","authors":"Hale YETİM ,&nbsp;Mustafa YILMAN","doi":"10.1016/j.ijedro.2025.100525","DOIUrl":"10.1016/j.ijedro.2025.100525","url":null,"abstract":"<div><div>This study aimed to develop two attitude scales to measure 8th-grade students’ attitudes toward Mathematics and Turkish courses included in the newly implemented primary education curriculum. Both the Mathematics and Turkish Attitude Scales were designed as 30-item, five-point Likert-type instruments. Each scale consists of 15 positive and 15 negative attitude statements. The study sample consisted of 300 8th-grade students, randomly selected from four public schools located in the metropolitan area of İzmir, Karşıyaka district. To determine the construct validity of the Mathematics Attitude Scale, a factor analysis was conducted, revealing factor loadings ranging from 0.432 to 0.816. The Kaiser-Meyer-Olkin measure was found to be 0.95, and Bartlett’s Test of Sphericity was statistically significant. The corrected item-total correlations and t-values for upper and lower groups were also statistically significant, with item discrimination indices ranging from 0.4177 to 0.8093. The Cronbach’s Alpha reliability coefficient was α = 0.97. Similarly, the Turkish Attitude Scale showed factor loadings ranging from 0.446 to 0.780, with a KMO value of 0.958 and a statistically significant Bartlett’s Test of Sphericity. The corrected item-total correlations and t-values for upper and lower groups were also significant, with item discrimination indices ranging from 0.435 to 0776. The Cronbach’s Alpha coefficient for the Turkish Attitude Scale was found to be α = 0.96. The findings from the validity and reliability analyses indicate that both scales possess a valid and reliable structure.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100525"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145120790","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}