International Journal of Educational Development最新文献_第4页

Decolonising education in Africa through culturally responsive pedagogy: A Ghanaian rural local government district’s case 通过文化响应教学法实现非洲非殖民化教育：加纳农村地方政府区案例

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2025-12-15 DOI: 10.1016/j.ijedudev.2025.103477

Moses Ackah Anlimachie

Culturally responsive pedagogy (CRP) has emerged as a strategy for improving the educational outcomes of marginalised communities. However, CRP remains under-explored in Africa. This case study of school actors in a Ghanaian rural local government district investigates culturally sustaining strategies to decolonise education and enhance its relevance for rural communities. Thematic analysis of qualitative data obtained from a community meeting, interviews, field observations, and document analysis revealed a renaissance towards decolonising education in the study district. There was increased impetus in the district towards leveraging local cultural assets to align schooling with community needs. However, the study identified remnants of Western individualised values, rigid instruction-based learning and testing regimes, and an emphasis on teaching-to-the test. Additionally, the district prioritisation of English grammar and white-collar employment-oriented measures of school success, alongside the non-assessment of students’ home cultural skills, reflect a narrow definition of educational success that requires redefinition. The study recommends CRP strategies that 1) promote learning diversity and inclusion, 2) develop teachers' cultural competencies, 3) build community members’ capacities to participate in educational processes, 4) strengthen teacher management practices to better align teachers’ and students’ linguistic backgrounds, and 4) assess learners' cultural competencies as part of school success to support the decolonisation of education. The study concludes that CRP, in the context of this Ghanaian district, represents a means of decolonising education through the acknowledgment of diversity. It is a means of restoring African heritage, knowledge, skills and practices, while integrating the beneficial elements of Western approaches with traditionally valued African collectivist values to ensure schooling contributes to community sustainability.

文化响应教学法（CRP）已成为改善边缘化社区教育成果的一种策略。然而，CRP在非洲仍未得到充分开发。本案例研究以加纳农村地方政府地区的学校行为者为研究对象，探讨了教育非殖民化和加强其与农村社区的相关性的文化可持续战略。对从社区会议、访谈、实地观察和文件分析中获得的定性数据进行的专题分析显示，研究地区的非殖民化教育复兴。区内越来越积极地利用本地文化资产，使学校教育符合社区需要。然而，该研究发现了西方个体化价值观的残余，僵化的基于教学的学习和考试制度，以及对应试教学的强调。此外，学区优先考虑英语语法和以白领就业为导向的学业成功衡量标准，以及不评估学生的家庭文化技能，反映了对教育成功的狭隘定义，需要重新定义。该研究建议CRP策略包括：1)促进学习的多样性和包容性；2)培养教师的文化能力；3)建立社区成员参与教育过程的能力；4)加强教师管理实践，以更好地协调教师和学生的语言背景；4)评估学习者的文化能力，将其作为学校成功的一部分，以支持教育的非殖民化。该研究的结论是，在这个加纳地区的背景下，CRP代表了通过承认多样性来实现非殖民化教育的一种手段。这是一种恢复非洲遗产、知识、技能和实践的手段，同时将西方方法的有益因素与非洲传统的集体主义价值观结合起来，以确保学校教育有助于社区的可持续性。

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引用次数: 0

Examining the effects of gender representation on student academic performance in STEM subjects 研究性别代表性对STEM科目学生学习成绩的影响

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2025-12-15 DOI: 10.1016/j.ijedudev.2025.103478

Gafaru Bakari Kassim , Yousueng Han , Sounman Hong

Gender disparities in Science, Technology, Engineering, and Mathematics (STEM) education persist in Sub-Saharan Africa, which limits the academic success of female students. This study examines how female teacher representation (FTR) affects the academic performance of Ghanaian female junior high school students in Mathematics and Science (M&S), exploring the moderating effects of organizational and environmental factors. Using a sequential explanatory mixed-methods design, it integrates OLS regression of district-level data (n = 215) with thematic analysis from seven female teacher interviews. Findings revealed FTR significantly enhances STEM performance through role modeling and tailored interventions. Additionally, high pupil-teacher ratios hinder support, while rural resource scarcity amplifies teachers’ symbolic impact. These findings advance understanding of gender equity in STEM education and provide evidence-based insights for educational policy development. The study recommends targeted policies to recruit and retain female teachers in underserved areas as a strategy to improve female students’ STEM outcomes.

在撒哈拉以南非洲，科学、技术、工程和数学（STEM）教育中的性别差异仍然存在，这限制了女学生的学业成功。本研究考察了女教师代表性（FTR）对加纳女初中生数学与科学（M&；S）学业成绩的影响，探讨了组织和环境因素的调节作用。采用顺序解释混合方法设计，将地区一级数据（n = 215）的OLS回归与7位女教师访谈的主题分析相结合。研究结果显示，FTR通过角色建模和量身定制的干预措施显著提高STEM成绩。此外，高生师比阻碍了支持，而农村资源稀缺放大了教师的象征性影响。这些发现促进了对STEM教育中性别平等的理解，并为教育政策制定提供了基于证据的见解。该研究建议制定有针对性的政策，在服务不足的地区招聘和留住女教师，作为改善女学生STEM成绩的一项战略。

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引用次数: 0

Understanding the mechanisms and outcomes of skill formation: The effects of preschool on the quality of early careers in Peru 理解技能形成的机制和结果：秘鲁学前教育对早期职业质量的影响

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2025-12-13 DOI: 10.1016/j.ijedudev.2025.103468

Sergio Mansilla , Ricardo Nogales

Preschool education represents a critical investment in skill development, contributing to long-term quality of life and human development outcomes, including labor market results. Most of the existing evidence has primarily focused on assessing the effects of preschool on labor outcomes, particularly income levels, but much less is known about whether it exerts similar effects on non-monetary aspects of job quality. We thus study the impact of preschool attendance in Peru on early-career quality of employment, proxied by access to job benefits aligned with ILO’s notion of Decent Work. We build on a suitable theoretical framework linking preschool and other educational investments with job quality outcomes in early career stages, positing the dynamic development of multifaceted skill stocks as the key mediating factor in this connection. This framework is estimated using a Structural Equation Model (SEM) with longitudinal data from the Young Lives study in Peru spanning 2002–2016. Our results show that preschool significantly increases the likelihood of obtaining jobs with health insurance, pension contributions, and paid sick leave. These effects are primarily transmitted through the development of cognitive skills in early childhood, which are indeed key determinants in the formation of both cognitive and non-cognitive skills later in life.

学前教育是对技能发展的重要投资，有助于长期生活质量和人类发展成果，包括劳动力市场结果。大多数现有的证据主要集中在评估学前教育对劳动结果的影响，特别是收入水平，但对它是否对工作质量的非货币方面产生类似的影响知之甚少。因此，我们研究了秘鲁学前教育对早期职业生涯就业质量的影响，以获得符合国际劳工组织体面工作概念的工作福利为代表。我们建立了一个合适的理论框架，将学前教育和其他教育投资与早期职业阶段的工作质量结果联系起来，并假设多方面技能储备的动态发展是这一联系的关键中介因素。该框架使用结构方程模型（SEM）和2002-2016年秘鲁“年轻生命”研究的纵向数据进行估算。我们的研究结果表明，学前教育显著增加了获得有医疗保险、养老金和带薪病假的工作的可能性。这些影响主要是通过儿童早期认知技能的发展来传递的，这确实是以后形成认知和非认知技能的关键决定因素。

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引用次数: 0

Mass demands, elite strategies: Mobilization and indoctrination in expanding secondary education in the global South 大众需求，精英战略：在发展中国家扩大中等教育的动员和灌输

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2025-12-10 DOI: 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.

为什么一些非民主政权会扩大中等教育的覆盖面？本文考察了1970年至2020年全球南方非民主国家中学入学率的变化。我认为，在那个时期，非民主政权中有凝聚力的精英群体面临着来自群众动员的短期压力，他们认为，对中学生进行思想灌输的中期机会值得冒潜在的长期民主化压力的政治风险。利用教育中的政治灌输的新品种和媒体数据集，我发现中学入学机会的增加与大规模动员的增加和政权精英灌输的潜力有关。上世纪80年代津巴布韦的案例揭示了规范精英凝聚的因果机制，并展示了非洲民族联盟-爱国阵线（ZANU-PF）政党精英如何回应大众对中等教育的需求，同时识别潜在的灌输效益。这项研究解释了为什么有些政权——而不是其他政权——不顾可能带来的社会和政治风险，仍然选择这样做。

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引用次数: 0

Exploring variables related to teachers' self-efficacy in inclusive education: A network meta-analysis approach 全纳教育中教师自我效能感的相关变量探讨：网络元分析方法

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2025-12-04 DOI: 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.

全纳教育要求教师在处理学生多样性问题时充满信心，然而他们的自我效能感会因几个心理因素而有所不同。本研究旨在确定影响教师包容性实践自我效能感的关键变量，并通过贝叶斯网络元分析对其相互关系进行建模。对涉及50,878名教师的128项研究进行了系统回顾，并综合了399种相关性。分析显示，社会模式、行为实践和包容性行动的意图与自我效能感的关系最为密切，而关注和资源限制的联系则很弱或可以忽略不计。贝叶斯框架能够根据变量与心理变量的关联强度对变量进行排序。研究结果强调了同伴学习、有意包容行为和结构化体验在培养教师自我效能感方面的重要性。这些结果为通过教师培训、合作和政策支持加强全纳教育提供了循证指导。

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引用次数: 0

The impact of international student education on facilitating global trade: A case study of chinese education for foreign students in China 留学生教育对促进全球贸易的影响——以在华留学生中文教育为例

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2025-12-02 DOI: 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.

随着中国成为全球第三大、亚洲最大的留学生接收国，评估中国留学生教育的社会效益对于制定和优化相关教育政策至关重要。本研究探讨中国教育国际学生在促进国家对外贸易中的作用。回归分析结果表明，这种教育对中国与留学生原籍国的双边贸易有显著的促进作用。与此同时，对出口贸易的影响比对进口贸易的影响更为明显。此外，在中国的各类国际学生对双边贸易做出了贡献，尽管影响程度不同。非学位（政府资助）的学生比攻读学位（自费）的学生表现出更强的影响。此外，在中国教育国际学生对贸易的促进作用随着时间的推移而减弱，显示出下降的趋势。这些见解为中国战略性地制定国际教育政策和加强国际贸易关系提供了有价值的启示。

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引用次数: 0

Understanding pathways to low educational attainment: A multidimensional poverty and educational achievement model 了解低教育成就的途径：多维贫困和教育成就模型

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2025-12-02 DOI: 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.

虽然贫困与教育成就之间的联系已经确立，但贫困影响学习的机制仍然知之甚少，特别是在低收入和中等收入国家。本研究探讨了加纳和马拉维两个低收入和中等收入国家从贫困到受教育程度的途径。我们雇了一个定性multi-perspectival研究设计,进行深入采访103名参与者在这两个国家,其中包括学生(n = 34),教师(n = 31),校长(n = 11),教育顾问(n = 8),和家长(n = 19)从学校学习成绩处于历史低位。这些学校主要为生活贫困的学生服务。采用半结构化访谈方法，我们引出了参与者对经济条件差的学生教育成绩低的因素和机制的理解。使用扎根理论方法对定性数据进行了分析，以确定关键概念，并从理论上理解贫困如何影响成就。我们提出了一个多维贫困和教育成就模型（MPEAM），该模型确定了贫困的三个关键维度——学校资源、家庭条件和可及性。这些维度通过塑造学习环境、影响学习者的参与和注意力、导致缺勤以及限制学生、教师和社区之间的互动来影响教育成果。这项研究对将贫困与教育成果联系起来的复杂的、具体情况的途径提供了新的见解。报告强调需要制定综合政策和干预措施，解决贫困的多面性，支持改善社会经济弱势学习者的学习。

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引用次数: 0

How is international education related to democracy? Focus on transitional ex-Soviet context 国际教育与民主有何关系？关注前苏联的转型背景

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2025-11-01 DOI: 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.

尽管一些人认为独裁或后独裁政权不应该对投资高等教育，特别是其国际化感兴趣，但许多国家确实有兴趣。此外，高等教育的国际化已成为许多政府的核心战略，旨在将全球视野纳入其国家教育体系。经济原理通常是投资高等教育国际化以促进知识型经济的主要原因。然而，它不仅提高了技术知识，而且可能具有政治影响，改变了接受国际教育的学生的态度和价值观，这一点仍未得到充分探索。采用现代化理论的批判方法，这个跨学科的研究结合了国际教育和政治学的观点来弥合这一差距。我们利用734位哈萨克公民的调查资料，分析在前苏联背景下，国际教育经验（无论是在国外还是在国内）如何与个人对民主、解放价值观和政治参与的理解相关。虽然没有因果关系，但研究结果仍然表明，接受国际教育与更强的自由民主态度和价值观相关，对政治参与的形式没有明显的影响。这有助于更广泛地讨论国际教育作为线性和可预测的民主发展工具的问题。

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引用次数: 0

Fiscal decentralization of education: A social network analysis of values underlying local decision-making processes 教育财政分权：基于地方决策过程的价值的社会网络分析

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2025-11-01 DOI: 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

财政分权将财政责任从中央转移到地方政府。地方决策者根据不同的、有时是相互冲突的价值观做出决策。公共过程中的决策本质上是复杂的，涉及许多考虑因素和行动者，如公平、自由、效率、福利和安全。政策制定者经常在相互竞争的价值观之间做出选择，需要妥协和优先考虑。本研究通过访谈探讨了以色列地方政府（LAs）教育决策者决策过程的价值基础。采用混合语义网络分析方法，对这些价值进行分析，并根据社会经济地位对不同原型进行概念化。我们确定了四个反映价值观冲突的原型：高社会经济地位强调分配以促进创新或卓越和选择，而低社会经济地位强调教育公平或基于需求的资助。我们的研究强调，财政分权可能会加剧基于ses的资源差距，从而加剧LAs之间的教育财政不平等。本研究为社会多元化国家实施分权化教育财政政策提供了有价值的见解

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引用次数: 0

Does the language of instruction in schools affect educational attainments? An empirical analysis of Norwegian students 学校的教学语言会影响学生的教育成就吗？挪威学生的实证分析

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2025-11-01 DOI: 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.

挪威语有两种书面形式：bokm语，类似于城市中的口语；Nynorsk语，类似于挪威西部农村地区的口语。本研究利用这一语言情境来检验一个假设，即非标准口语和标准化书面语之间的差异对年轻人的教育成就有负面影响。在控制其他因素的情况下，该研究比较了在挪威南部农村自治市bokmamatl或Nynorsk学校接受教育的30,322名全体人口在27岁时完成的教育水平。研究结果表明，与纽诺斯克地区类似的地区相比，接受博克玛尔教学的农村学生在教育上处于劣势。该研究讨论了这些发现的可能的社会语言学解释，并认为语言政策很重要，因为它们间接影响到接受高等教育的机会。

引用次数: 0