International Journal of Educational Development最新文献_第6页

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

Policies on provincial examination pass rates: Lessons from the Ming and Qing dynasties for global assessment systems 省际考试通过率政策：明清对全球考核制度的启示

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.2025.103423

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.

在科举制度中，竞争最激烈的考试是省科举。本研究考察明清两代省考通过率的政策变化。研究明清两代省考通过率，有利于获取史实，深入挖掘通过率变化的影响因素，探索通过率变化背后的共性和个体性特征。明清两代，省考通过率大致经历了一个由高到低，由初年回升到盛年稳定再到末年下降的过程，反映了科举考试的高竞争力和高严厉性，也反映了一个王朝由盛到衰的发展过程。通过将历史考试改革置于更广泛的关于精英管理、公平和教育政策创新的辩论中，本研究有助于对评估系统及其在塑造学术和职业道路方面的作用有一个全面的了解。

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引用次数: 0

Parental educational pairings and child physical abuse: Evidence from China 父母教育配对与儿童身体虐待：来自中国的证据

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.2025.103449

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.

本研究探讨父母教育配对对儿童身体虐待的影响。使用2014年中国健康与退休纵向研究（CHARLS）的数据，我们基于父母体罚的频率来衡量儿童的身体虐待。我们的研究结果表明，父母受教育程度相同的同性婚姻比异性婚姻减少了惩罚频率，对非文盲的同性婚姻家庭的影响更大。这一发现证明了对附加控制变量、奥斯特边界检验、样本改变和变量替换的鲁棒性。机制分析表明，同性婚姻促进了婚姻和谐，抑制了冲突驱动的惩罚，而受过教育的同性婚姻父母面临的经济压力较小，进一步降低了虐待风险。这种保护作用在父子和母女的互动中最为明显，但并不延伸到忽视或兄弟姐妹虐待。本研究扩展了婚姻教育匹配对父母行为影响的文献，为儿童身体虐待的起源和政策干预途径提供了新的见解。

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引用次数: 0

Bottom-up struggle in a hostile environment? Factors influencing the spread of University-Community Engagement (UCE): Experiences from Hungary 在充满敌意的环境中自下而上的斗争？影响大学社区参与（UCE）传播的因素：匈牙利的经验

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.2025.103439

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.

大学社区参与（UCE）是大学证明其社会效用的潜在途径。然而，UCE并不是一种广泛的学术实践。本研究以在匈牙利进行的定性调查为基础，探讨影响UCE传播的因素及其相互依赖性。我们强调，UCE发生在充满敌意的体制和宏观政治环境中。阻碍大学教育的因素主要是制度因素，根植于社会和学术界的某些主导规则和规范，而支持因素则与个人和特殊的制度实践有关。因此，UCE似乎是在敌对环境中自下而上的斗争。

引用次数: 0

Faith-based education and development: Opportunities, challenges, and controversies 基于信仰的教育与发展：机遇、挑战与争议

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.2025.103440

TJ D’Agostino , M.Niaz Asadullah

Faith-based schools have long played a vital role in education systems globally. Related academic research in leading international and comparative education journals, however, has not reflected the depth and scope of the contributions or the persistence of the influence of Faith-based education. This special issue is dedicated to exploring the possible distinctive contributions, roles, and issues related to faith-based schools and educational actors and how they are situated in contexts. Beyond summarizing the 11 manuscripts included in the special issue, this article frames the issue broadly, summarizes the scope and historical contributions globally of faith-based education, and analyzes the patterns and gaps in research on faith-based education. The primary motivation for the special issue comes from persistent research asymmetries in the scholarship on faith education, specifically the underrepresentation of comparative and international education research on faith-based education generally and on Islamic, Hindu, and Buddhist educational traditions in particular. We document this hitherto overlooked imbalance which is especially striking given the demographic weight of these underrepresented faith communities globally. In this context, the special issue comprises manuscripts from multiple disciplines and geographical regions including scholarship from different faith groups. The articles cover topics as diverse as: the historical contributions of faith-based schools and actors, political and legal issues related to state-religion debates, tensions stemming from how to navigate pluralism in and through educational provision, the contributions of faith-based education to labor markets, and faith-based education for global citizenship, social cohesion, or religious extremism. This collection of articles fills an important gap in the literature on international and comparative education, helping to bring scholarship on faith-based schools more into the mainstream of the scholarly and policy discourse in these fields.

长期以来，宗教学校在全球教育体系中发挥着至关重要的作用。然而，主要的国际和比较教育期刊上的相关学术研究并没有反映出信仰教育贡献的深度和范围，也没有反映出信仰教育影响的持久性。本期特刊致力于探讨与信仰学校和教育行动者相关的可能的独特贡献、角色和问题，以及他们如何处于背景中。本文在总结特刊收录的11篇稿件的基础上，对问题进行了概括，总结了信仰教育的范围和全球历史贡献，并分析了信仰教育研究的模式和差距。这期特刊的主要动机来自信仰教育学术研究的持续不对称，特别是关于信仰教育的比较和国际教育研究的代表性不足，特别是关于伊斯兰教、印度教和佛教教育传统的研究。我们记录了这种迄今为止被忽视的不平衡，考虑到这些未被充分代表的信仰群体在全球的人口比重，这种不平衡尤其引人注目。在这种情况下，特刊包括来自多个学科和地理区域的手稿，包括来自不同信仰团体的奖学金。这些文章涵盖了各种各样的主题：宗教学校和演员的历史贡献，与国家宗教辩论有关的政治和法律问题，如何在教育提供中驾驭多元主义所产生的紧张局势，宗教教育对劳动力市场的贡献，以及宗教教育对全球公民，社会凝聚力或宗教极端主义的贡献。这一系列文章填补了国际和比较教育文献中的一个重要空白，有助于将基于信仰的学校的研究更多地纳入这些领域的学术和政策话语的主流。

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引用次数: 0

The impact of early parental education on children’s welfare: Evidence from Vietnam 早期父母教育对儿童福利的影响：来自越南的证据

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.2025.103447

Le Nguyen Dieu Anh , Trung Xuan Hoang , Nga Thi Van Le

This study examines the impact of early parental education on children's well-being by leveraging Vietnam’s school entry cutoff, which leads to earlier enrollment for December-born individuals. Using a fuzzy regression discontinuity design and data from the Vietnam Multiple Indicator Cluster Surveys (2010–2011, 2013–2014, 2020–2021), we estimate the causal effects of early education on parental schooling and subsequent child outcomes. December-born parents attain more education than January-born peers, confirming the cutoff’s effect. Higher maternal education improves childcare, reduces child labor, and increases homework support, while paternal education has weaker effects. Both maternal and paternal education contribute to household wealth, but maternal education—rather than income—is more strongly linked to investments in children's well-being. These findings suggest that the benefits of maternal education extend beyond labor market returns and may be underestimated when focusing only on income gains.

本研究考察了早期父母教育对儿童福祉的影响，通过利用越南的入学截止日期，导致12月出生的个人更早入学。利用模糊回归不连续设计和越南多指标聚类调查（2010-2011年、2013-2014年、2020-2021年）的数据，我们估计了早期教育对父母上学和随后的儿童结局的因果影响。12月出生的父母比1月出生的同龄人接受的教育更多，这证实了“截止点”的影响。更高的母亲教育改善了儿童保育，减少了童工，增加了家庭作业支持，而父亲教育的作用较弱。母亲和父亲的教育都对家庭财富有贡献，但母亲的教育——而不是收入——与对儿童福祉的投资有着更紧密的联系。这些发现表明，母亲教育的好处超出了劳动力市场的回报，如果只关注收入增长，可能会被低估。

引用次数: 0

Parental heuristics and demand for private tutoring: continuities amidst changes brought by China’s double-reduction policy 家长启发式与私教需求：中国双孩政策变化中的延续

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.2025.103451

Junyan Liu , Mark Bray

During the initial decades of the present century, China was among countries known for their high enrolment rates in private tutoring alongside schooling. In 2021, government policy brought the tutorial sector to an abrupt and dramatic contraction. The policy was known as ‘double reduction’ since it targeted both out-of-school tutoring and school-administered homework. Among factors underlying the policy were the study burdens on young people and social inequalities arising from the fact that prosperous households could afford tutoring more easily than lower-income counterparts. Although some parents welcomed the policy, others persisted with demand for tutoring through hidden channels at higher prices. Developments thus demonstrated considerable continuity despite broader change. This article examines patterns based on mixed-methods research, paying particular attention to the heuristics through which parents made decisions about continuing demand for tutoring amidst changing equilibria. Showing the limits even of fierce government efforts, the paper has implications not only for China but also for other countries in which authorities desire to reduce the scale and ameliorate the implications of private tutoring.

在本世纪最初的几十年里，中国是以私立教育和学校教育的高入学率闻名的国家之一。2021年，政府的政策使辅导班行业急剧萎缩。这项政策被称为“双减”，因为它同时针对校外辅导和学校布置的家庭作业。这一政策背后的因素包括年轻人的学习负担，以及富裕家庭比低收入家庭更容易负担家教费用而导致的社会不平等。尽管一些家长对这一政策表示欢迎，但也有一些家长坚持要求通过隐藏渠道以更高的价格接受辅导。因此，尽管发生了更广泛的变化，但事态发展显示出相当大的连续性。本文考察了基于混合方法研究的模式，特别关注在不断变化的均衡中，父母通过启发式方法决定是否继续需要辅导。这篇论文不仅对中国有启示意义，而且对其他国家也有启示意义，这些国家的当局希望减少私人辅导的规模，改善其影响。

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引用次数: 0

Quality and equity in preservice teacher education in India: analysis of teacher eligibility test (TET) data from one state 印度职前教师教育的质量与公平：对一个邦教师资格测试（TET）数据的分析

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.2025.103417

Padma M. Sarangapani , Kamlesh Goyal , Mythili Ramchand , Jyoti Bawane , Aishwarya Rathish , Arpitha Jayaram , Anitha Bellappa

There is increasing interest in the possibility that private institutions may be able to meet the growing need of preservice teacher education in the Global South, yet there is little or no data on impact on quality and equity. In India, at 90 % provisioning, the private sector dominates preservice teacher education (PSTE). Although theorising and empirical data on markets in higher education suggest that privately provided programmes in non elite institutions is likely to be of low quality, in the case of PSTE, policy takes an undifferentiated view, that the whole sector is of low quality and there is regulatory failure to check for quality or malpractice. In this paper, using data from the ‘teacher eligibility test’ from one Southern Indian state, comparisons are made between the public funded and private teacher education institutions. Candidates’ performance on the test is used as a proxy for quality of the preservice teacher education they received. Public funded institutions are found to perform far better than private ones on a number of metrics including proportion of candidates who qualify in the TET, differences in mean scores between candidates(statistically significant), and across all social categories and by gender. By proportion of candidates from a given institution qualifying in the TET, public funded institutions are found to be more efficient than private ones. A very large proportion of private institutions offering primary teacher education are found to be underperforming. The paper draws from available literature to reflect on reasons for differential performance and policy implications are provided.

人们越来越感兴趣的是，私立机构可能能够满足全球南方国家对职前教师教育日益增长的需求，但很少或根本没有关于质量和公平影响的数据。在印度，90% %的供给，私营部门主导职前教师教育（PSTE）。尽管关于高等教育市场的理论和实证数据表明，非精英机构的私人提供的课程可能质量较低，但在PSTE的情况下，政策采取了一种无差别的观点，即整个部门的质量很低，监管机构未能检查质量或不当行为。本文利用印度南部一个邦的“教师资格测试”数据，对公立和私立教师教育机构进行了比较。考生在考试中的表现被用作他们所接受的职前教师教育质量的代表。研究发现，公立院校在一些指标上的表现远远好于私立院校，包括通过TET考试的考生比例、考生之间的平均分差异（统计上显著）、所有社会类别和性别的差异。从某一院校合格考生的比例来看，公立院校比私立院校效率更高。在提供小学教师教育的私立机构中，有很大一部分表现不佳。本文借鉴现有文献，反思差异绩效的原因，并提供政策启示。

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引用次数: 0