Pub Date : 2025-12-10DOI: 10.1016/j.ijedudev.2025.103458
Abrehet Gebremedhin
Why do some nondemocratic regimes expand access to secondary education? This paper examines variation in secondary school access across nondemocracies in the global South from 1970 to 2020. I argue that, during that period, cohesive elite groups in nondemocratic regimes that faced short-term pressure from mass mobilization calculated that medium-term opportunities for indoctrination of secondary school students are worth the political risk of potential long-term democratizing pressure. Using the new Varieties of Political Indoctrination in Education and the Media dataset, I find that increases in secondary school access are associated with increases in mass mobilization and potential for indoctrination by regime elites. The case of Zimbabwe in the 1980s unpacks the causal mechanism of normative elite cohesion and demonstrates how ZANU-PF party elites responded to mass demands for secondary education while identifying potential indoctrination benefits. This study answers why some regimes – and not others – still choose to do so despite the social and political risks it may pose.
{"title":"Mass demands, elite strategies: Mobilization and indoctrination in expanding secondary education in the global South","authors":"Abrehet Gebremedhin","doi":"10.1016/j.ijedudev.2025.103458","DOIUrl":"10.1016/j.ijedudev.2025.103458","url":null,"abstract":"<div><div>Why do some nondemocratic regimes expand access to secondary education? This paper examines variation in secondary school access across nondemocracies in the global South from 1970 to 2020. I argue that, during that period, cohesive elite groups in nondemocratic regimes that faced short-term pressure from mass mobilization calculated that medium-term opportunities for indoctrination of secondary school students are worth the political risk of potential long-term democratizing pressure. Using the new Varieties of Political Indoctrination in Education and the Media dataset, I find that increases in secondary school access are associated with increases in mass mobilization and potential for indoctrination by regime elites. The case of Zimbabwe in the 1980s unpacks the causal mechanism of normative elite cohesion and demonstrates how ZANU-PF party elites responded to mass demands for secondary education while identifying potential indoctrination benefits. This study answers why some regimes – and not others – still choose to do so despite the social and political risks it may pose.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"120 ","pages":"Article 103458"},"PeriodicalIF":2.3,"publicationDate":"2025-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145737700","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-04DOI: 10.1016/j.ijedudev.2025.103461
Martina Giorgi, Mariateresa Loverre, Federica Stefanelli, Fabio Lucidi, Guido Benvenuto, Andrea Chirico
Inclusive education requires teachers to feel confident in addressing student diversity, yet their self-efficacy can vary based on several psychological factors. This study aimed to identify the key variables associated with teachers’ self-efficacy for inclusive practices, modeling their interrelations through a Bayesian network meta-analysis. A systematic review of 128 studies involving 50,878 teachers was conducted, and 399 correlations were synthesized. The analysis revealed that social modeling, behavioral practices, and intentions to act inclusively were most strongly associated with self-efficacy, while concerns and resource limitations showed weak or negligible links. The Bayesian framework enabled the ranking of variables based on their strength of association with psychological variables. Findings highlight the importance of peer learning, intentional inclusive behavior, and structured experiences in fostering teachers’ self-efficacy. These results offer evidence-based directions for enhancing inclusive education through teacher training, collaboration, and policy support.
{"title":"Exploring variables related to teachers' self-efficacy in inclusive education: A network meta-analysis approach","authors":"Martina Giorgi, Mariateresa Loverre, Federica Stefanelli, Fabio Lucidi, Guido Benvenuto, Andrea Chirico","doi":"10.1016/j.ijedudev.2025.103461","DOIUrl":"10.1016/j.ijedudev.2025.103461","url":null,"abstract":"<div><div>Inclusive education requires teachers to feel confident in addressing student diversity, yet their self-efficacy can vary based on several psychological factors. This study aimed to identify the key variables associated with teachers’ self-efficacy for inclusive practices, modeling their interrelations through a Bayesian network meta-analysis. A systematic review of 128 studies involving 50,878 teachers was conducted, and 399 correlations were synthesized. The analysis revealed that social modeling, behavioral practices, and intentions to act inclusively were most strongly associated with self-efficacy, while concerns and resource limitations showed weak or negligible links. The Bayesian framework enabled the ranking of variables based on their strength of association with psychological variables. Findings highlight the importance of peer learning, intentional inclusive behavior, and structured experiences in fostering teachers’ self-efficacy. These results offer evidence-based directions for enhancing inclusive education through teacher training, collaboration, and policy support.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"120 ","pages":"Article 103461"},"PeriodicalIF":2.3,"publicationDate":"2025-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145685147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-02DOI: 10.1016/j.ijedudev.2025.103460
Chengang Zeng , Jing Guo , Yuxun Zheng
As China has become the third largest destination for international students globally and the largest in Asia, assessing the social benefits of its education for foreign students is crucial for formulating and optimizing relevant education policies. This study explores the role of educating international students in China in fostering the country’s foreign trade. The regression analysis results indicate that such education significantly promotes bilateral trade between China and foreign students’ native countries. Meanwhile, the impact on export trade is more pronounced than on import trade. Additionally, various categories of international students in China contribute to bilateral trade, albeit with varying degrees of influence. Non-degree (government-sponsored) students exhibit a stronger impact than degree-seeking (self-funded) students. Moreover, the trade-enhancing effect of educating international students in China diminishes over time, indicating a declining trend. These insights provide valuable implications for China to strategically shape its international education policies and enhance its international trade relations.
{"title":"The impact of international student education on facilitating global trade: A case study of chinese education for foreign students in China","authors":"Chengang Zeng , Jing Guo , Yuxun Zheng","doi":"10.1016/j.ijedudev.2025.103460","DOIUrl":"10.1016/j.ijedudev.2025.103460","url":null,"abstract":"<div><div>As China has become the third largest destination for international students globally and the largest in Asia, assessing the social benefits of its education for foreign students is crucial for formulating and optimizing relevant education policies. This study explores the role of educating international students in China in fostering the country’s foreign trade. The regression analysis results indicate that such education significantly promotes bilateral trade between China and foreign students’ native countries. Meanwhile, the impact on export trade is more pronounced than on import trade. Additionally, various categories of international students in China contribute to bilateral trade, albeit with varying degrees of influence. Non-degree (government-sponsored) students exhibit a stronger impact than degree-seeking (self-funded) students. Moreover, the trade-enhancing effect of educating international students in China diminishes over time, indicating a declining trend. These insights provide valuable implications for China to strategically shape its international education policies and enhance its international trade relations.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"120 ","pages":"Article 103460"},"PeriodicalIF":2.3,"publicationDate":"2025-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145651803","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-02DOI: 10.1016/j.ijedudev.2025.103457
Edward M. Sosu , Peter Mtika , Sofia M. Pimenta , Nana Yaa Nyarko , Diane Fleischer-Djoleto , Claire Wilson , Felix Maulidi , Isaac Mepenedo
While the link between poverty and educational achievement is well-established, the mechanisms through which poverty impacts learning remain poorly understood, particularly in low- and middle-income countries (LMICs). This study explores the pathways from poverty to educational attainment in two LMIC contexts – Ghana and Malawi. We employed a qualitative multi-perspectival research design, conducting in-depth interviews with 103 participants in both countries, including pupils (n = 34), teachers (n = 31), headteachers (n = 11), education advisors (n = 8), and parents (n = 19) from schools with historically low academic performance. These schools primarily serve pupils living in poverty. Using a semi-structured interview approach, we elicited participants' understandings of the factors and mechanisms that account for low educational achievement of pupils from economically disadvantaged backgrounds. The qualitative data were analysed using the grounded theory method to identify key concepts and develop a theoretical understanding of how poverty influences achievement. We present a Multidimensional Poverty and Educational Achievement Model (MPEAM) that identifies three key dimensions of poverty – school resources, household conditions, and accessibility. These dimensions affect educational outcomes by shaping the learning environment, influencing learner participation and concentration, contributing to absenteeism, and limiting interactions among pupils, teachers, and communities. The study offers new insights into the complex, context-specific pathways linking poverty to educational outcomes. It highlights the need for integrated policies and interventions that address the multifaceted nature of poverty to support improved learning for socioeconomically disadvantaged learners.
{"title":"Understanding pathways to low educational attainment: A multidimensional poverty and educational achievement model","authors":"Edward M. Sosu , Peter Mtika , Sofia M. Pimenta , Nana Yaa Nyarko , Diane Fleischer-Djoleto , Claire Wilson , Felix Maulidi , Isaac Mepenedo","doi":"10.1016/j.ijedudev.2025.103457","DOIUrl":"10.1016/j.ijedudev.2025.103457","url":null,"abstract":"<div><div>While the link between poverty and educational achievement is well-established, the mechanisms through which poverty impacts learning remain poorly understood, particularly in low- and middle-income countries (LMICs). This study explores the pathways from poverty to educational attainment in two LMIC contexts – Ghana and Malawi. We employed a qualitative multi-perspectival research design, conducting in-depth interviews with 103 participants in both countries, including pupils (n = 34), teachers (n = 31), headteachers (n = 11), education advisors (n = 8), and parents (n = 19) from schools with historically low academic performance. These schools primarily serve pupils living in poverty. Using a semi-structured interview approach, we elicited participants' understandings of the factors and mechanisms that account for low educational achievement of pupils from economically disadvantaged backgrounds. The qualitative data were analysed using the grounded theory method to identify key concepts and develop a theoretical understanding of how poverty influences achievement. We present a Multidimensional Poverty and Educational Achievement Model (MPEAM) that identifies three key dimensions of poverty – school resources, household conditions, and accessibility. These dimensions affect educational outcomes by shaping the learning environment, influencing learner participation and concentration, contributing to absenteeism, and limiting interactions among pupils, teachers, and communities. The study offers new insights into the complex, context-specific pathways linking poverty to educational outcomes. It highlights the need for integrated policies and interventions that address the multifaceted nature of poverty to support improved learning for socioeconomically disadvantaged learners.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"120 ","pages":"Article 103457"},"PeriodicalIF":2.3,"publicationDate":"2025-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145651804","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-01DOI: 10.1016/j.ijedudev.2025.103444
Ruth Meoded , Iris BenDavid-Hadar
Fiscal decentralization shifts financial responsibilities from central to local governments. Local policymakers make decisions based on diverse and sometimes conflicting values. Decision-making in public processes is inherently complex, involving a multitude of considerations and actors, like equity, liberty, efficiency, welfare, and security. Policymakers often face choices between competing values, necessitating compromises and prioritization. This study examines the values underlying the decision-making process of education policymakers in Israeli local authorities (LAs) through interviews. Using Mixed Method Semantic Network Analysis, we analyze these values and conceptualize different prototypes according to the LAs' socioeconomic status (SES). We identify four prototypes that reflect values conflict: High SES LAs emphasize allocation to promote innovation or excellence and choice, while low SES LAs promote educational equity or needs-based funding. Our research highlights that fiscal decentralization may exacerbate SES-based resource disparities, thereby increasing inequity in education finance between LAs. This research offers valuable insights for socially diverse countries implementing decentralization in education finance policy
{"title":"Fiscal decentralization of education: A social network analysis of values underlying local decision-making processes","authors":"Ruth Meoded , Iris BenDavid-Hadar","doi":"10.1016/j.ijedudev.2025.103444","DOIUrl":"10.1016/j.ijedudev.2025.103444","url":null,"abstract":"<div><div>Fiscal decentralization shifts financial responsibilities from central to local governments. Local policymakers make decisions based on diverse and sometimes conflicting values. Decision-making in public processes is inherently complex, involving a multitude of considerations and actors, like equity, liberty, efficiency, welfare, and security. Policymakers often face choices between competing values, necessitating compromises and prioritization. This study examines the values underlying the decision-making process of education policymakers in Israeli local authorities (LAs) through interviews. Using Mixed Method Semantic Network Analysis, we analyze these values and conceptualize different prototypes according to the LAs' socioeconomic status (SES). We identify four prototypes that reflect values conflict: High SES LAs emphasize allocation to promote innovation or excellence and choice, while low SES LAs promote educational equity or needs-based funding. Our research highlights that fiscal decentralization may exacerbate SES-based resource disparities, thereby increasing inequity in education finance between LAs. This research offers valuable insights for socially diverse countries implementing decentralization in education finance policy</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"119 ","pages":"Article 103444"},"PeriodicalIF":2.3,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145569285","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-01DOI: 10.1016/j.ijedudev.2025.103454
Dinara Ibrayeva , Amanzhol Bekmagambetov
Although some argue that authoritarian or post-authoritarian regimes should not be interested in investing in higher education, particularly its internationalization, many do. Moreover, the internationalization of higher education has become a central strategy for many governments, aiming to integrate global perspectives into their national educational systems. The economic rationale is typically the primary reason for investing in the internationalization of higher education to foster a knowledge-based economy. However, it not only boosts technical knowledge but may also have political implications, altering the attitudes and values of students exposed to international education, which remain underexplored. Employing a critical approach to modernization theory, this interdisciplinary study combines international education and political science perspectives to bridge this gap. Using survey data from 734 Kazakhstani citizens, we analyze how international education experiences, both abroad and at home, are related to individuals’ understanding of democracy, emancipatory values, and political engagement in an ex-Soviet context. With no claims for causality, the findings still suggest that exposure to international education is correlated with stronger liberal democratic attitudes and values, with no noticeable implications for the forms of political engagement. This contributes to broader discussions on international education as a tool for linear and predictable democracy development.
{"title":"How is international education related to democracy? Focus on transitional ex-Soviet context","authors":"Dinara Ibrayeva , Amanzhol Bekmagambetov","doi":"10.1016/j.ijedudev.2025.103454","DOIUrl":"10.1016/j.ijedudev.2025.103454","url":null,"abstract":"<div><div>Although some argue that authoritarian or post-authoritarian regimes should not be interested in investing in higher education, particularly its internationalization, many do. Moreover, the internationalization of higher education has become a central strategy for many governments, aiming to integrate global perspectives into their national educational systems. The economic rationale is typically the primary reason for investing in the internationalization of higher education to foster a knowledge-based economy. However, it not only boosts technical knowledge but may also have political implications, altering the attitudes and values of students exposed to international education, which remain underexplored. Employing a critical approach to modernization theory, this interdisciplinary study combines international education and political science perspectives to bridge this gap. Using survey data from 734 Kazakhstani citizens, we analyze how international education experiences, both abroad and at home, are related to individuals’ understanding of democracy, emancipatory values, and political engagement in an ex-Soviet context. With no claims for causality, the findings still suggest that exposure to international education is correlated with stronger liberal democratic attitudes and values, with no noticeable implications for the forms of political engagement. This contributes to broader discussions on international education as a tool for linear and predictable democracy development.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"119 ","pages":"Article 103454"},"PeriodicalIF":2.3,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145614462","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-01DOI: 10.1016/j.ijedudev.2025.103438
Morten Blekesaune
Norwegian has two written forms: Bokmål, which resembles the oral language in the cities, and Nynorsk, which resembles the oral language in rural areas of Western Norway. This study exploits this linguistic situation to test a hypothesis that discrepancies between non-standard oral language and standardised written language have negative effects on the educational attainment of young people. It compares the level of education completed at age 27 for a full population of 30,322 individuals who received their instruction in schools in either Bokmål or Nynorsk in rural municipalities of Southern Norway, while controlling for other factors. The findings show an educational disadvantage among students from rural areas with Bokmål instruction compared to similar Nynorsk areas. The study discusses possible socio-linguistic explanations for these findings and argues that language policies are important because they indirectly affect access to higher education.
{"title":"Does the language of instruction in schools affect educational attainments? An empirical analysis of Norwegian students","authors":"Morten Blekesaune","doi":"10.1016/j.ijedudev.2025.103438","DOIUrl":"10.1016/j.ijedudev.2025.103438","url":null,"abstract":"<div><div>Norwegian has two written forms: Bokmål, which resembles the oral language in the cities, and Nynorsk, which resembles the oral language in rural areas of Western Norway. This study exploits this linguistic situation to test a hypothesis that discrepancies between non-standard oral language and standardised written language have negative effects on the educational attainment of young people. It compares the level of education completed at age 27 for a full population of 30,322 individuals who received their instruction in schools in either Bokmål or Nynorsk in rural municipalities of Southern Norway, while controlling for other factors. The findings show an educational disadvantage among students from rural areas with Bokmål instruction compared to similar Nynorsk areas. The study discusses possible socio-linguistic explanations for these findings and argues that language policies are important because they indirectly affect access to higher education.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"119 ","pages":"Article 103438"},"PeriodicalIF":2.3,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145467730","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-01DOI: 10.1016/j.ijedudev.2025.103423
Jinshan Yuan, Sixin Zeng
In the imperial examination system, the most competitive examination was the provincial examination. This study examines policy changes in provincial examination passing rates during the Ming and Qing dynasties. Research on the pass rate of the provincial examination in the Ming and Qing dynasties is conducive to getting historical facts, digging deeply into the influencing factors of the change in the pass rate, and exploring the common and individual characteristics behind the change in the pass rates. In the Ming and Qing dynasties, the provincial examination pass rates roughly experienced a process from high to low, from the recovery in the early years to stability in the prime years and then to low in the last years, reflecting the high competitiveness and high severity of the imperial examination, as well as the development of a dynasty from prosperity to decline. By contextualizing historical examination reforms within broader debates on meritocracy, fairness, and policy innovation in education, this research contributes to a global understanding of assessment systems and their role in shaping academic and professional pathways.
{"title":"Policies on provincial examination pass rates: Lessons from the Ming and Qing dynasties for global assessment systems","authors":"Jinshan Yuan, Sixin Zeng","doi":"10.1016/j.ijedudev.2025.103423","DOIUrl":"10.1016/j.ijedudev.2025.103423","url":null,"abstract":"<div><div>In the imperial examination system, the most competitive examination was the provincial examination. This study examines policy changes in provincial examination passing rates during the Ming and Qing dynasties. Research on the pass rate of the provincial examination in the Ming and Qing dynasties is conducive to getting historical facts, digging deeply into the influencing factors of the change in the pass rate, and exploring the common and individual characteristics behind the change in the pass rates. In the Ming and Qing dynasties, the provincial examination pass rates roughly experienced a process from high to low, from the recovery in the early years to stability in the prime years and then to low in the last years, reflecting the high competitiveness and high severity of the imperial examination, as well as the development of a dynasty from prosperity to decline. By contextualizing historical examination reforms within broader debates on meritocracy, fairness, and policy innovation in education, this research contributes to a global understanding of assessment systems and their role in shaping academic and professional pathways.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"119 ","pages":"Article 103423"},"PeriodicalIF":2.3,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145520254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-01DOI: 10.1016/j.ijedudev.2025.103449
Weidong Tian , Zhiyong Dai , Dongli Cao , Xiting Zhuang
This study investigates the effect of parental educational pairings on child physical abuse. Using data from the 2014 China Health and Retirement Longitudinal Study (CHARLS), we measure child physical abuse based on the frequency of parental corporal punishment. Our findings indicate that, homogamous marriages, where parents share the same education level, reduce punishment frequency compared to heterogamous marriages, with stronger effects in non-illiterate homogamous households. This finding proves robust to the inclusion of additional control variables, the application of the Oster bounding test, sample alterations, and variable substitutions. Mechanism analysis suggests that homogamy fosters marital harmony, curbing conflict-driven punishment, while educated homogamous parents face less economic stress, further lowering abuse risk. The protective effect is most pronounced in father-son and mother-daughter interactions but does not extend to neglect or sibling abuse. This study extends the literature on the effects of marital educational matching on parenting behaviors, offering new insights into the origins of child physical abuse and avenues for policy interventions.
{"title":"Parental educational pairings and child physical abuse: Evidence from China","authors":"Weidong Tian , Zhiyong Dai , Dongli Cao , Xiting Zhuang","doi":"10.1016/j.ijedudev.2025.103449","DOIUrl":"10.1016/j.ijedudev.2025.103449","url":null,"abstract":"<div><div>This study investigates the effect of parental educational pairings on child physical abuse. Using data from the 2014 China Health and Retirement Longitudinal Study (CHARLS), we measure child physical abuse based on the frequency of parental corporal punishment. Our findings indicate that, homogamous marriages, where parents share the same education level, reduce punishment frequency compared to heterogamous marriages, with stronger effects in non-illiterate homogamous households. This finding proves robust to the inclusion of additional control variables, the application of the Oster bounding test, sample alterations, and variable substitutions. Mechanism analysis suggests that homogamy fosters marital harmony, curbing conflict-driven punishment, while educated homogamous parents face less economic stress, further lowering abuse risk. The protective effect is most pronounced in father-son and mother-daughter interactions but does not extend to neglect or sibling abuse. This study extends the literature on the effects of marital educational matching on parenting behaviors, offering new insights into the origins of child physical abuse and avenues for policy interventions.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"119 ","pages":"Article 103449"},"PeriodicalIF":2.3,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145569279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-01DOI: 10.1016/j.ijedudev.2025.103439
György Málovics , Andi Sri Wahyuni
University community engagement (UCE) is a potential approach for universities to prove their social usefulness. Still, UCE is not a widespread academic practice. The present study deals with factors that influence the spread of UCE and their interdependencies, based on a qualitative investigation conducted in Hungary. We highlight that UCE takes place in a hostile institutional and macro-political environment. While factors that hinder UCE are mainly institutional ones and rooted in certain dominant rules and norms of societies and academia, supporting factors are rather related to individuals and exceptional institutional practices. Thus, UCE seems as being a bottom-up struggle in a hostile environment.
{"title":"Bottom-up struggle in a hostile environment? Factors influencing the spread of University-Community Engagement (UCE): Experiences from Hungary","authors":"György Málovics , Andi Sri Wahyuni","doi":"10.1016/j.ijedudev.2025.103439","DOIUrl":"10.1016/j.ijedudev.2025.103439","url":null,"abstract":"<div><div>University community engagement (UCE) is a potential approach for universities to prove their social usefulness. Still, UCE is not a widespread academic practice. The present study deals with factors that influence the spread of UCE and their interdependencies, based on a qualitative investigation conducted in Hungary. We highlight that UCE takes place in a hostile institutional and macro-political environment. While factors that hinder UCE are mainly institutional ones and rooted in certain dominant rules and norms of societies and academia, supporting factors are rather related to individuals and exceptional institutional practices. Thus, UCE seems as being a bottom-up struggle in a hostile environment.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"119 ","pages":"Article 103439"},"PeriodicalIF":2.3,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145467199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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