International Journal of Educational Development最新文献_第8页

Unequal chances: How procedural fairness masks inequality in Kazakhstani university admissions 不平等的机会：程序公平如何掩盖哈萨克斯坦大学录取中的不平等

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.2025.103441

Kanat Baikenov, Duishon Shamatov

Employing mixed-methods study offers the first empirical examination of undergraduate students’ perceptions of fairness within Kazakhstan’s centralized university admissions system, applying Jacobs’ (2004) three-dimensional fairness framework: procedural, background, and stake fairness. Drawing on survey responses from 493 undergraduate students and 21 semi-structured interviews conducted at a highly selective university in Almaty, Kazakhstan, the analysis reveals that while the admissions process demonstrates notable procedural strengths, particularly in terms of transparency, digitization, and flexibility, deep-seated inequities persist. These inequities, rooted in students’ socioeconomic and educational backgrounds, continue to undermine the system’s broader claims to fairness. Key factors such as unequal access to private tutoring, disparities in school quality, and geographic inequalities significantly shape students’ preparedness and outcomes, thereby weakening the meritocratic foundations of the Unified National Testing system. Moreover, the high-stakes nature of state educational grants exacerbates these disparities, fostering highly competitive and strategic application behaviors and reinforcing barriers to entry for students with lower socioeconomic backgrounds. While quota-based policies aim to mitigate structural disadvantages, their effectiveness is compromised by implementation issues and persistent public distrust. The study concludes that although Kazakhstan’s university admissions system is procedurally robust, it remains substantively inequitable. To enhance fairness and restore trust, policy recommendations include targeted investment in disadvantaged schools, reforms to grant and quota policies to balance rigor with equity, and independent oversight mechanisms to combat corruption. These systemic reforms are essential to promoting equitable access to higher education and to realizing the meritocratic and public-good ideals the system purports to uphold.

采用混合方法的研究首次运用Jacobs（2004）的三维公平框架：程序公平、背景公平和利益公平，对哈萨克斯坦中央大学招生制度下的本科生公平观念进行了实证检验。根据对493名本科生的调查反馈和在哈萨克斯坦阿拉木图一所高选择性大学进行的21次半结构化访谈，分析显示，尽管招生过程在程序上表现出明显的优势，特别是在透明度、数字化和灵活性方面，但根深蒂固的不平等仍然存在。这些根植于学生的社会经济和教育背景的不平等，继续破坏着教育体系所宣称的更广泛的公平。获得私人辅导的机会不平等、学校质量的差异和地理上的不平等等关键因素极大地影响了学生的准备和结果，从而削弱了全国统一考试系统的精英基础。此外，国家教育补助金的高风险性质加剧了这些差异，培养了高度竞争和战略性的申请行为，并加强了社会经济背景较低的学生的入学障碍。虽然基于配额的政策旨在缓解结构性劣势，但其有效性受到执行问题和公众持续不信任的影响。该研究得出的结论是，尽管哈萨克斯坦的大学录取制度在程序上是健全的，但它在实质上仍然是不公平的。为了加强公平和恢复信任，政策建议包括有针对性地投资于处境不利的学校，改革拨款和配额政策以平衡严格与公平，以及建立独立的监督机制以打击腐败。这些系统性改革对于促进公平接受高等教育，实现高等教育体系所倡导的精英管理和公益理想至关重要。

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引用次数: 0

Adapting higher education to automation: The effect of industrial robots on enrollment patterns in over 2500 Chinese institutions 使高等教育适应自动化：工业机器人对中国2500多所院校招生模式的影响

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.2025.103446

Licheng Wang , Xiaohua Zong

The rapid proliferation of robots is fundamentally altering labor market demands, necessitating a critical examination of higher education’s capacity to adapt. This study investigates how Chinese universities are responding to this evolving landscape by analyzing enrollment data from over 2500 institutions from 2017 to 2020. By utilizing industrial robot usage statistics from the International Federation of Robotics and employing an instrumental variable approach, we find that although universities have expanded their program offerings, these adjustments remain insufficient to adequately meet emerging labor market needs. The expansion efforts predominantly consist of creating new programs, increasing admissions in artificial intelligence-related fields, and a significant rise in enrollment in science and engineering disciplines. Furthermore, robot penetration substantially enhances enrollment in public universities, locally governed institutions, and those classified as non-research-oriented or new. However, this trend is coupled with a decline in master’s programs, particularly academic-oriented tracks, while doctoral enrollments have increased. These findings emphasize the urgent need for universities and the government to proactively align educational policies and programs with the dynamic demands of the evolving industrial landscape.

机器人的迅速普及从根本上改变了劳动力市场的需求，有必要对高等教育的适应能力进行批判性的审视。本研究通过分析2017年至2020年2500多所高校的招生数据，调查了中国大学如何应对这一不断变化的格局。通过利用国际机器人联合会的工业机器人使用统计数据并采用工具变量方法，我们发现尽管大学已经扩大了他们的项目提供，但这些调整仍然不足以充分满足新兴劳动力市场的需求。扩大的努力主要包括创建新项目，增加人工智能相关领域的招生，以及科学和工程学科的招生人数大幅增加。此外，机器人的普及大大提高了公立大学、地方管理机构以及那些被归类为非研究型或新型大学的入学率。然而，这一趋势伴随着硕士课程的减少，尤其是学术型课程，而博士入学人数有所增加。这些发现强调，大学和政府迫切需要主动调整教育政策和计划，以适应不断发展的工业格局的动态需求。

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引用次数: 0

Determinants of secondary school student performance during the COVID-19 closure in Bhutan 在不丹COVID-19关闭期间中学生成绩的决定因素

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.2025.103443

Ryotaro Hayashi , Xylee Javier , David Raitzer , Milan Thomas

This paper uses value-added models and panel data from a comprehensive set of high-stakes secondary school exams to assess determinants of student performance during the coronavirus pandemic in Bhutan. Gender gaps, urban-rural gaps, and socioeconomic gaps do not appear to have widened substantially after the pandemic-related closure. Student characteristics (sex, household wealth, access to computer at home) and school characteristics (boarding facilities, urban location, class size, computers) predict performance for a sample of over 4000 public school students (approximately one-third of Bhutan’s entire final year cohort in 2021). Quantile regression analysis shows that home learning environment (parental education) is a predictor of Class XII performance for higher- performing Class X students. Computer ownership at home clearly improves English performance, but the pattern is less clear for Dzongkha, which has limited software and internet content for instruction. Influence of past performance and gender is stronger for students in the low-performing group. Boarding facilities played a unique role in Bhutan’s pandemic response, potentially mitigating learning losses and offsetting household differences that condition education outcomes.

本文使用来自一套全面的高风险中学考试的增值模型和面板数据来评估不丹冠状病毒大流行期间学生表现的决定因素。在疫情结束后，性别差距、城乡差距和社会经济差距似乎没有大幅扩大。学生特征（性别、家庭财富、家里是否有电脑）和学校特征（寄宿设施、城市位置、班级规模、电脑）预测了4000多名公立学校学生（约占2021年不丹全部最后一年学生的三分之一）的表现。分位数回归分析显示，家庭学习环境（父母教育）对成绩较高的X班学生的十二班成绩有预测作用。家中拥有电脑显然能提高英语成绩，但对于宗喀来说，这种模式就不那么明显了，因为该校用于教学的软件和互联网内容有限。成绩差组学生的过去成绩和性别的影响更大。寄宿设施在不丹应对大流行病方面发挥了独特作用，可能减轻学习损失，抵消影响教育成果的家庭差异。

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引用次数: 0

International study and democratic consciousness: From formation to engagement 国际研究与民主意识：从形成到参与

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.2025.103453

Maia Chankseliani , Ahmad Akkad , Natalya Hanley , Joonghyun Kwak , Zhe Wang

This paper examines how international higher education shapes the formation of democratic consciousness in returnees to autocracies and anocracies, and how that consciousness is put into practice after return. Democratic consciousness is conceptualised as a generative mechanism: a reflective and moral orientation toward pluralism, accountability, and participation that emerges through contrast, dislocation, and critical encounter during international study. Drawing on qualitative data from 51 interviews with returnees across 30 countries, the analysis traces how this mechanism is enacted after return through five observed pathways of civic engagement: discursive reframing, building civic infrastructure, symbolic intervention, institutional infusion, and strategic bridging. These pathways illustrate how democratic consciousness becomes practicable in constrained political settings. The paper draws on theories of reflexive agency, transformative learning, and transnationalism, and contributes to research on higher education and democratisation by clarifying how international study can reshape moral and civic perception and support sustained, context-sensitive engagement under autocracies and anocracies.

本文考察了国际高等教育如何塑造回归专制和民主国家的学生的民主意识的形成，以及这种意识在回归后是如何付诸实践的。民主意识被概念化为一种生成机制：在国际研究中，通过对比、错位和批判性遭遇，对多元化、问责制和参与的反思和道德取向。根据对30个国家的51次回返者访谈的定性数据，该分析通过观察到的五种公民参与途径，追踪了这一机制是如何在回返后实施的：话语重构、公民基础设施建设、象征性干预、制度注入和战略衔接。这些途径说明了民主意识如何在受限的政治环境中变得切实可行。本文借鉴了反身性代理、变革性学习和跨国主义等理论，阐明了国际学习如何重塑道德和公民观念，并支持在专制和无政府状态下持续的、对环境敏感的参与，从而有助于高等教育和民主化的研究。

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引用次数: 0

Testing the impact of an education after-school support program on adolescents’ literacy and numeracy achievement in urban Kenya 测试教育课后支持计划对肯尼亚城市青少年识字和算术成绩的影响

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development

Pub Date : 2025-10-24 DOI: 10.1016/j.ijedudev.2025.103422

Benta A. Abuya, Nelson Muhia, Francis Kiroro, Amani Karisa

The goal of the study was to establish the impact of the Advancing Learning Outcomes and Transformational Change (A LOT) Change intervention on literacy and numeracy performance among adolescent girls and boys in the Urban Informal settlements of Kenya. Data were collected from the ALOT Change III study, both at baseline and endline, with follow-up and in the new cohorts.

Methods

Quantile regression was used to assess the impact of the intervention on low, average, and high-performing adolescents. The impact is modeled by an interaction term, which is a function of time at baseline and endline; and cohorts, follow-up—those being followed from primary school grade 6; and the new cohort—those recruited in Form One as a control group in 2019.

Results

The follow-up cohort had significantly higher scores at the 75th percentile, signifying a positive impact of the intervention on numeracy scores among higher achievers. Older learners performed worse in numeracy and literacy, particularly among higher achievers. Moreover, the benefits of reading at home for performance in literacy were more pronounced among lower and middle-achieving learners. In addition, in households where the head had a primary level of education, children showed significant positive effects on numeracy achievement at lower quantiles, suggesting that basic education for the household head has a positive impact on numeracy, particularly among lower and middle achievers.

Overall

The results show the need for tailoring interventions to the needs of different cadres of learners to improve the learning outcomes of students in marginalized contexts.

本研究的目的是确定推进学习成果和转型变革（LOT）变革干预对肯尼亚城市非正式住区青少年男女识字和计算能力的影响。数据收集自ALOT Change III研究，包括基线和终点，随访和新队列。方法采用分次回归法评估干预对低、中、高表现青少年的影响。影响由相互作用项来建模，它是基线和终点时间的函数；还有那些从小学六年级开始跟踪的人群；以及2019年新招募的一年级学生作为对照组。结果随访队列在第75百分位的得分显著提高，表明干预对高成就学生的计算成绩有积极影响。年龄较大的学生在计算和读写能力方面表现较差，尤其是在成绩较高的学生中。此外，在中低水平的学习者中，在家阅读对读写能力的好处更为明显。此外，在户主受过初等教育的家庭中，儿童在较低分位数的计算能力方面表现出显著的积极影响，这表明户主的基础教育对计算能力有积极影响，特别是在中低成就者中。总体而言，研究结果表明，需要针对不同骨干学习者的需求定制干预措施，以改善边缘化背景下学生的学习成果。

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引用次数: 0

(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