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

(Imperfectly) inclusive ways of knowing: Principles and practices for researching inclusively in the field of international education and development – An exploratory scoping review （不完全）包容性的认识方式：国际教育和发展领域包容性研究的原则和实践-探索性范围审查

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2025-10-24 DOI: 10.1016/j.ijedudev.2025.103392

Alison Buckler, Margaret Ebubedike, Jennifer Jomafuvwe Agbaire

This paper extends an empirical and ethical concern around the often under conceptualised term ‘inclusion’ in international education, to consider how research processes that generate knowledge around inclusion are, in themselves, inclusive. It presents the findings of an exploratory scoping review of 62 studies focusing on the educational inclusion/exclusion of school-age children across the world, published in international education journals between 2012 and 2021. These were reviewed using a schema for inclusive research developed from a wider body of literature (particularly disability studies), contextualised for international education. The paper provides a critical reflection of inclusion research and highlights positive examples of how research about inclusion in international education can be conceptualised, designed, carried out and communicated more inclusively. It aims to support a process of reflection about how we can engage in more inclusive ways of knowing, and the compromises involved. We conclude that inclusion in research may be ‘imperfect’, but is worth pursuing, nonetheless.

本文扩展了对国际教育中经常被概念化的术语“包容性”的经验和伦理关注，以考虑围绕包容性产生知识的研究过程本身如何具有包容性。它介绍了对2012年至2021年间发表在国际教育期刊上的62项研究的探索性范围审查结果，这些研究的重点是世界各地学龄儿童的教育包容/排斥。这些研究使用了一种从更广泛的文献（特别是残疾研究）中发展出来的包容性研究模式，并以国际教育为背景进行了审查。本文对包容性研究进行了批判性的反思，并强调了一些积极的例子，说明如何将国际教育中的包容性研究概念化、设计、实施和交流更具包容性。它旨在支持一个反思过程，即我们如何以更包容的方式进行认识，以及所涉及的妥协。我们的结论是，纳入研究可能是“不完美的”，但仍然值得追求。

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引用次数: 0

Assessing university autonomy and academic freedom in centralised higher education: Insights from Turkey 评估集中式高等教育中的大学自治和学术自由：来自土耳其的见解

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2025-10-24 DOI: 10.1016/j.ijedudev.2025.103432

Rozerin Yasa , Hasan Hüseyin Aksoy

This study introduces the University Autonomy and Academic Freedom Scale (UAAFS), a 32-item instrument for measuring academics’ perceptions within the centralised Turkish higher education system. Developed through an extensive literature review, expert consultation, and a pilot study, the scale was validated with 534 academics from four public universities in Ankara. The UAAFS demonstrates high reliability (Cronbach’s Alpha.93) and a clear three-factor structure: 'Autonomy in Decisions and Practices', 'Autonomy in Electing Administrators', and 'Academic Freedom'. Findings indicate a strong endorsement of autonomy and freedom in principle, but perceptions of the current reality vary significantly. Differences were observed based on university, academic title, and seniority. Notably, senior professors reported more positive views on decisional autonomy than junior staff, and Gazi University academics perceived lower levels of autonomy compared to peers at other institutions. The UAAFS proves to be a valuable diagnostic tool for policymakers to identify and address deficits in academic freedom and university autonomy, with potential applicability for other centralised higher education systems.

这项研究引入了大学自治和学术自由量表（UAAFS），这是一个包含32个项目的工具，用于衡量学者对土耳其中央高等教育体系的看法。通过广泛的文献回顾、专家咨询和试点研究，该量表得到了来自安卡拉四所公立大学的534名学者的验证。UAAFS具有高可靠性（Cronbach ' s Alpha.93）和清晰的三要素结构：“决策和实践的自主性”、“选举管理者的自主性”和“学术自由”。调查结果表明，原则上强烈支持自治和自由，但对当前现实的看法却大相径庭。根据大学、学术头衔和资历观察到差异。值得注意的是，与初级员工相比，高级教授对决策自主权的看法更为积极，而加齐大学的学者认为，与其他机构的同行相比，他们的自主权水平较低。事实证明，UAAFS是政策制定者识别和解决学术自由和大学自治缺陷的有价值的诊断工具，对其他集中式高等教育系统也有潜在的适用性。

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引用次数: 0

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2025-10-23 DOI: 10.1016/j.ijedudev.2025.103435

Simon McGrath

引用次数: 0

Understanding teachers’ contribution to learning outcomes: Implications for teachers’ policy in Ethiopia 理解教师对学习成果的贡献：对埃塞俄比亚教师政策的启示

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2025-10-23 DOI: 10.1016/j.ijedudev.2025.103425

Moses Oketch , Caine Rolleston , Cesar Burga Idrogo , Mesele Araya

Estimating teachers’ relative contribution to raising learning outcomes at scale is important for informing policy on teachers and teacher development. Much of the research dedicated to assessing the contribution of teachers to their pupils’ progress in quantitative terms uses value-added modelling (VAM). Value-added modelling is typically estimated based on students’ measured learning gains over a course of a fixed period such as an academic year. Unfortunately, value-added estimates generally describe a black box of mechanisms and do not identify which specific teacher practices and/or interactions with pupils lie behind students’ progress. Therefore, it is worth asking whether and to what extent VAM can be used to understand teacher contribution to pupils’ progress, and how it can help us to inform teacher policy. In this article, we examine both questions in the context of Ethiopia. We argue that VAM offers important potential, but that it needs careful contextualization to adequately inform teacher policy. While data suited for value-added analysis are rarely available in low- and middle-income contexts, we are able to make use of such data from the Research on Improving Systems of Education (RISE) Ethiopia programme. Ethiopia is a particularly interesting case study. Important reforms to improve both equity and quality of basic education have been implemented, with a strong focus on strengthening teacher training. Nonetheless, learning outcomes have declined in recent years. Our findings provide additional evidence supporting the critics of unconditional VAM approaches.

估计教师对大规模提高学习成果的相对贡献，对于为教师和教师发展政策提供信息非常重要。许多致力于定量评估教师对学生进步贡献的研究都使用了增值模型（VAM）。增值模型通常是根据学生在固定时期（如一学年）的课程中测量的学习收益来估计的。不幸的是，增值评估通常描述了一个机制的黑箱，并没有确定哪些具体的教师实践和/或与学生的互动是学生进步背后的原因。因此，VAM是否以及在多大程度上可以用来理解教师对学生进步的贡献，以及它如何帮助我们制定教师政策，这是值得探讨的问题。在本文中，我们在埃塞俄比亚的背景下研究这两个问题。我们认为，VAM提供了重要的潜力，但它需要仔细的情境化，以充分告知教师政策。虽然适合增值分析的数据在低收入和中等收入背景下很少可用，但我们能够利用来自改善教育系统研究（RISE）埃塞俄比亚项目的此类数据。埃塞俄比亚是一个特别有趣的案例研究。大力加强教师培训，实施了提高基础教育公平和质量的重要改革。尽管如此，近年来学生的学习成绩有所下降。我们的发现为无条件VAM方法的批评者提供了额外的证据。

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引用次数: 0

Students’ attitudes toward generative artificial intelligence in academic contexts: A multi-factor analysis 学术背景下学生对生成式人工智能的态度：多因素分析

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2025-10-23 DOI: 10.1016/j.ijedudev.2025.103434

Haiying Liang , Xu Mao

As generative artificial intelligence (GAI) tools become increasingly embedded in higher education, understanding the factors shaping students’ attitudes toward these technologies has become critical for effective pedagogical and institutional responses. This study examines how demographic characteristics, usage patterns, perceived GAI literacy, and ethical awareness relate to Chinese undergraduates’ attitudes toward GAI in academic contexts. A cross-sectional survey was conducted with 895 university students from diverse majors. Participants completed a validated GAI Attitude Scale alongside demographic and experiential measures. Descriptive statistics and multiple linear regression analyses were employed to explore how demographic, experiential, and ethical factors relate to students’ attitudes toward GAI. The findings indicate that female students perceived GAI as more useful than male students, while no significant differences were observed across grade levels. Students from non-humanities majors reported more positive attitudes than those in humanities. Regression results further showed that GAI usage frequency and ethical awareness were the strongest predictors of positive attitudes, while demographic factors such as year of study and major became non-significant once other variables were considered. The final model explained 26 % of the variance in overall attitudes. These results suggest that students’ acceptance of GAI is shaped less by demographic background than by their engagement with and ethical awareness of the technology. The study highlights the need for universities to integrate both practical training and ethical guidance into GAI-related teaching and policy.

随着生成式人工智能（GAI）工具越来越多地嵌入到高等教育中，了解影响学生对这些技术态度的因素对于有效的教学和机构反应至关重要。本研究考察了人口统计学特征、使用模式、感知GAI素养和伦理意识与中国大学生在学术环境中对GAI的态度之间的关系。对来自不同专业的895名大学生进行了横断面调查。参与者完成了经过验证的GAI态度量表以及人口统计和经验测量。采用描述性统计和多元线性回归分析探讨人口、经验和伦理因素与学生GAI态度的关系。研究结果表明，女生认为GAI比男生更有用，但在年级之间没有显著差异。非人文专业的学生比人文专业的学生态度更积极。回归结果进一步表明，GAI使用频率和道德意识是积极态度的最强预测因子，而一旦考虑其他变量，诸如学习年限和专业等人口因素就变得不显著。最终的模型解释了26% %的总体态度差异。这些结果表明，学生对GAI的接受程度与其说是受人口背景的影响，不如说是受他们对技术的参与和道德意识的影响。该研究强调，大学需要将实践培训和伦理指导整合到与人工智能相关的教学和政策中。

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引用次数: 0

Is TVET more likely to lead to employment than general education? Evidence from Bangladesh 职业技术教育比普通教育更有可能带来就业吗？来自孟加拉国的证据

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2025-10-23 DOI: 10.1016/j.ijedudev.2025.103424

Rubaiya Murshed

This paper examines whether pursuing Technical and Vocational Education and Training (TVET) in Bangladesh leads to improved labour market outcomes compared to general education. Drawing on nationally representative data from the 2016 Household Income and Expenditure Survey (HIES), it employs logit models, ordinary least squares (OLS), and propensity score matching (PSM) to analyse employment status and hourly earnings across education streams, disaggregated by gender and educational level (secondary, higher secondary, and tertiary). The findings indicate that TVET is associated with higher employment probabilities for women at the lower levels of education, while TVET-educated men at the secondary level are less likely to be employed than their general-educated peers. In terms of earnings, TVET yields significantly higher wages at the secondary and higher secondary levels, particularly for women—challenging the widespread perception of TVET as a lower-value pathway. A key contribution of this paper lies in identifying a critical gap in national survey design: the HIES dataset does not capture the education level at which TVET is pursued, complicating direct comparisons. To address this, the paper introduces an assumption-based framework and conducts robustness checks (PSM) to validate results. This is the first paper to provide gender-disaggregated empirical evidence on TVET outcomes in Bangladesh using nationally representative data, offering methodological and practical insights. It contributes to the literature by highlighting structural challenges in measuring vocational pathways and informs policy by revealing the uneven and gendered returns to TVET in a Global South context.

本文考察了与普通教育相比，在孟加拉国进行技术和职业教育与培训（TVET）是否能改善劳动力市场的结果。根据2016年家庭收入和支出调查（HIES）的全国代表性数据，它采用logit模型、普通最小二乘法（OLS）和倾向得分匹配（PSM）来分析不同教育流的就业状况和时薪，并按性别和教育水平（中学、高中和大学）分类。研究结果表明，TVET与受教育程度较低的女性就业概率较高有关，而受过中等教育的TVET男性就业的可能性低于受过普通教育的同龄人。就收入而言，TVET在中学和高中阶段的工资明显更高，尤其是对女性来说，这挑战了普遍认为TVET是低价值途径的看法。本文的一个关键贡献在于确定了国家调查设计中的一个关键差距：HIES数据集没有捕捉到追求TVET的教育水平，使直接比较复杂化。为了解决这个问题，本文引入了一个基于假设的框架，并进行鲁棒性检查（PSM）来验证结果。这是第一篇利用具有全国代表性的数据就孟加拉国职业技术教育培训成果提供按性别分类的经验证据的论文，提供了方法和实践见解。它通过突出衡量职业道路的结构性挑战，为文献做出贡献，并通过揭示全球南方背景下职业技术教育回报的不平衡和性别差异，为政策提供信息。

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引用次数: 0

Bridging or Bypassing? The paradox of non-formal education in post-conflict Côte d’Ivoire 桥接还是旁路？冲突后非正规教育的悖论Côte科特迪瓦

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2025-10-14 DOI: 10.1016/j.ijedudev.2025.103418

Subin Sarah Yeo

Non-formal education (NFE) is often intended to ensure learning continuity in conflict-affected contexts, yet its role in long-term educational development remains contested. This study examines a NFE initiative in Côte d′Ivoire that began as a donor-driven project and was later adopted as a national strategy to reintegrate refugee and internally displaced children into formal schooling. While the initiative successfully expanded educational access in the country's northern and western regions, its integration is hindered by systemic barriers, including chronic funding gaps, overcrowded classrooms and limited policy coherence. Adopting a qualitative case study approach informed by Bush and Saltarelli’s (2000) framework, this research analyses policy documents to investigate how NFE is positioned within national education planning. The study explores whether such programs function as transitional mechanisms that foster systemic inclusion or instead reinforce parallel systems that fragment national efforts. Findings indicate that although NFE provides protective access during emergencies, its long-term institutionalization remains weak. The study challenges the assumption that NFE is inherently transitional and argues for stronger alignment with formal education structures to ensure equity and sustainability.

非正规教育（NFE）通常旨在确保受冲突影响的环境中的学习连续性，但其在长期教育发展中的作用仍然存在争议。本研究审查了科特迪瓦Côte的一项全国儿童基金会倡议，该倡议最初是一个捐助者推动的项目，后来被采纳为使难民和国内流离失所儿童重新接受正规学校教育的国家战略。虽然该倡议成功地扩大了该国北部和西部地区的教育机会，但其整合受到系统性障碍的阻碍，包括长期的资金缺口、教室过度拥挤和政策连贯性有限。采用Bush和Saltarelli（2000）框架的定性案例研究方法，本研究分析了政策文件，以调查NFE如何在国家教育规划中定位。该研究探讨了这些项目是否起到了促进系统包容的过渡机制的作用，或者反而加强了使国家努力支离破碎的平行系统。研究结果表明，尽管NFE在紧急情况下提供了保护性通道，但其长期制度化仍然薄弱。该研究挑战了NFE本质上是过渡性的假设，并主张与正规教育结构加强协调，以确保公平和可持续性。

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引用次数: 0

Why the Philippines reversed its mother-tongue instruction policy: Tracing the erosion of political priority for first language-based education in the Philippines 为什么菲律宾改变其母语教学政策：追踪菲律宾第一语言教育政治优先权的侵蚀

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2025-10-01 DOI: 10.1016/j.ijedudev.2025.103408

Romylyn A. Metila , TJ D’Agostino , Erina Iwasaki

Using qualitative process tracing, the study applies an adapted version of Shiffman’s framework on the generation of political priority to analyze the factors shaping the Philippines’ national Mother Tongue-Based Multilingual Education (MTB-MLE) policy and its political trajectory. Data sources include policy documents, legislative records, media coverage, and data from a systems-thinking workshop with national stakeholders. Findings identify several interrelated causes for the decline in political priority: persistent implementation difficulties, weak actor power, fragmented framing, leadership transitions, lack of clear proofs of concept, and the rising appeal of early English immersion as a competing policy priority. Although the policy was legally codified and internationally supported, these factors were insufficient to sustain political commitment amidst implementation challenges and a shifting political context. The study’s methodological contributions include its application of process tracing to language policy research and offers critical insights into the political dynamics that can weaken political support for an evidence-based language-in-education policy. It highlights the need for strong implementation, rigorous evaluation, and sustained coalitions to preserve promising policies and advance language equity in multilingual systems.

本研究采用定性过程追踪法，采用Shiffman关于政治优先级产生的框架的改编版本，分析了菲律宾以母语为基础的国家多语教育（MTB-MLE）政策及其政治轨迹的形成因素。数据来源包括政策文件、立法记录、媒体报道以及与国家利益攸关方举行的系统思考研讨会的数据。研究结果确定了政治优先级下降的几个相互关联的原因：持续的实施困难、弱行动者力量、支离破碎的框架、领导过渡、缺乏明确的概念证明，以及早期英语浸入作为一项竞争性政策优先级的吸引力日益增加。虽然这项政策已被法律编纂并得到国际支持，但在执行方面的挑战和不断变化的政治背景下，这些因素不足以维持政治承诺。该研究在方法论上的贡献包括将过程追踪应用于语言政策研究，并对可能削弱基于证据的语言教育政策的政治支持的政治动态提供了重要见解。它强调需要强有力的实施、严格的评估和持续的联盟，以维护有希望的政策并促进多语言系统中的语言公平。

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引用次数: 0

Teachers as administrators: Teachers’ (dis)engagement in administrative work in Chinese primary and secondary schools 教师作为管理者：我国中小学教师对行政管理工作的（非）参与

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2025-10-01 DOI: 10.1016/j.ijedudev.2025.103419

Liangjing Zeng , Liuning Yang , Tao Xiong , Tirong Yang

Chinese primary and secondary school teachers are often required to undertake various administrative tasks alongside their teaching duties. While a considerable amount of research has examined teachers’ engagement in teaching, little attention has been given to their engagement with administrative work. Drawing on work engagement theory, this qualitative study used semi-structured interviews with 18 teachers from three provinces in China to explore teachers’ cognitive, behavioural, and emotional engagement in and disengagement from administrative work. The findings reveal that teachers’ engagement and disengagement are shaped by perceived job priorities, personal dispositions, and school power hierarchies. Teachers commonly move between states of engagement and disengagement, with some using disengagement as a strategy for self-protection and empowerment. The study highlights the need for clearer role definitions, enhanced professional training, and collaborative efforts among stakeholders to alleviate teachers’ administrative burden and support their professional development.

我国中小学教师在履行教学职责的同时，往往还要承担各种行政管理任务。虽然有相当多的研究考察了教师在教学中的参与度，但很少有人关注他们在行政工作中的参与度。根据工作投入理论，本定性研究采用半结构化访谈的方式对来自中国三个省份的18名教师进行访谈，探讨教师对行政工作的认知、行为和情感投入和脱离。研究结果显示，教师的敬业度和敬业度受工作优先级、个人性格和学校权力等级的影响。教师通常在参与和脱离状态之间移动，有些人将脱离作为自我保护和赋权的策略。该研究强调需要更明确的角色定义，加强专业培训，以及利益相关者之间的合作努力，以减轻教师的行政负担，支持他们的专业发展。

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引用次数: 0

The power of structure: Institutionalization and parental involvement in chinese urban primary schools 结构的力量：中国城市小学的制度化与家长参与

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2025-10-01 DOI: 10.1016/j.ijedudev.2025.103421

Yuting Wang , Xiaohang Luo , Sharon M. Ravitch , Sharnita Midgett , Ruoshui Zhao

Family–school collaboration in China’s primary schools has become increasingly institutionalized. Grounded in Scott’s institutional theory and Bourdieu’s field framework, this study investigates how institutionalization shapes parental involvement. Drawing on in-depth interviews with managers, teachers, and parents from four primary schools, the findings reveal that institutionalization significantly enhances the generalization and formalization of parental involvement, consolidating a school-dominated governance logic. However, notable disparities in parental involvement persist across regions and schools, stemming from differences in how institutional elements are combined and enacted. While institutionalization provides a baseline framework that supports “low-involvement” families to some extent, it embeds implicit cultural thresholds and normative expectations. Moreover, the process has contributed to rising parental rights consciousness, leading to increasingly negotiated and interactive institutional spaces. This study argues that institutionalization’s effectiveness depends not solely on normative consistency, but on whether institutional structures foster resonance, recognition, and cultural inclusion in everyday family-school interactions.

中国小学的家校合作日益制度化。本研究以斯科特的制度理论和布迪厄的场域框架为基础，探讨制度化如何影响父母的参与。通过对四所小学的管理者、教师和家长的深入访谈，研究结果显示，制度化显著增强了家长参与的泛化和形式化，巩固了学校主导的治理逻辑。然而，不同地区和学校在家长参与方面仍然存在显著差异，这源于制度要素如何结合和实施的差异。虽然制度化提供了一个基线框架，在某种程度上支持“低介入”家庭，但它嵌入了隐含的文化门槛和规范性期望。此外，这一进程促进了父母权利意识的提高，导致越来越多的协商和互动的机构空间。本研究认为，制度化的有效性不仅取决于规范的一致性，还取决于制度结构是否能在日常的家庭-学校互动中促进共鸣、认可和文化包容。

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引用次数: 0