Pub Date : 2026-01-01DOI: 10.1016/j.ijer.2026.102959
Jalpa Ruparelia, Juliet Thondhlana
How can university-school partnerships be navigated through students on an M level programme globally? In this paper, we discuss the purposes of University-School partnerships and the challenges of managing these when there is no formal arrangement to establish these partnerships. The Postgraduate Certificate in Education international (PGCEi) attracts students who are employed at various educational establishments globally and want to develop their understanding of educational concepts and theories. We explore the challenges of supporting their PGCEi journeys when there is no formal University-School partnership in place, and evaluate the role of PGCEi tutors as they progress through the course. PGCEi tutors play a critical role in navigating the space between the student and the School’s expectations. We question the students on the purposes of teaching in international schools and challenge them to consider how knowledge and power are connected as part of a decolonial approach to learning and teaching. The process is grounded in the concept of epistemic dependence in which PGCEi students and tutors can co-create a space to develop a decolonial approach as part of a broader focus on social and global justice.
{"title":"Negotiating informal partnerships between universities and international schools for social and global justice; what role do PGCEi tutors have on this journey?","authors":"Jalpa Ruparelia, Juliet Thondhlana","doi":"10.1016/j.ijer.2026.102959","DOIUrl":"10.1016/j.ijer.2026.102959","url":null,"abstract":"<div><div>How can university-school partnerships be navigated through students on an M level programme globally? In this paper, we discuss the purposes of University-School partnerships and the challenges of managing these when there is no formal arrangement to establish these partnerships. The Postgraduate Certificate in Education international (PGCEi) attracts students who are employed at various educational establishments globally and want to develop their understanding of educational concepts and theories. We explore the challenges of supporting their PGCEi journeys when there is no formal University-School partnership in place, and evaluate the role of PGCEi tutors as they progress through the course. PGCEi tutors play a critical role in navigating the space between the student and the School’s expectations. We question the students on the purposes of teaching in international schools and challenge them to consider how knowledge and power are connected as part of a decolonial approach to learning and teaching. The process is grounded in the concept of epistemic dependence in which PGCEi students and tutors can co-create a space to develop a decolonial approach as part of a broader focus on social and global justice.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"137 ","pages":"Article 102959"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146189027","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 : 2026-01-01DOI: 10.1016/j.ijer.2026.102943
Yuqing Wu , Dongfang Zhao , Qian Zhao
Given the global prevalence of high-stakes teacher reforms, this study examines the effectiveness and underlying mechanisms of such policy borrowing in promoting teacher work engagement in rural China. Drawing on longitudinal data from a rural county in Beijing where a three-year personnel reform prioritizing competition and individual accountability was implemented, we adopted qunji relationships, a classic Confucian concept, to examine the role of teachers' psychological and behavioral logic in responding to the reform logic. Multilevel modeling analysis revealed a U-shaped relationship between occupational stress and work engagement, with stress predominantly exerting negative effects throughout the reform. Employing the cross-lagged panel model (CLPM), our findings further showed that reform-induced stress significantly disrupted teachers’ qunji relationships, which in turn negatively impacted their work engagement over time. The results imply the need to consider individual behavioral logic shaped by local socio-cultural contexts when implementing educational reforms and advocate for co-progressive, group-based incentives to foster collaboration and sustainable development of rural teachers.
{"title":"Does smashing teachers' iron rice bowl stimulate their work engagement? The mediating role of Chinese traditional qunji values in teacher personnel reform","authors":"Yuqing Wu , Dongfang Zhao , Qian Zhao","doi":"10.1016/j.ijer.2026.102943","DOIUrl":"10.1016/j.ijer.2026.102943","url":null,"abstract":"<div><div>Given the global prevalence of high-stakes teacher reforms, this study examines the effectiveness and underlying mechanisms of such policy borrowing in promoting teacher work engagement in rural China. Drawing on longitudinal data from a rural county in Beijing where a three-year personnel reform prioritizing competition and individual accountability was implemented, we adopted <em>qunji</em> relationships, a classic Confucian concept, to examine the role of teachers' psychological and behavioral logic in responding to the reform logic. Multilevel modeling analysis revealed a U-shaped relationship between occupational stress and work engagement, with stress predominantly exerting negative effects throughout the reform. Employing the cross-lagged panel model (CLPM), our findings further showed that reform-induced stress significantly disrupted teachers’ <em>qunji</em> relationships, which in turn negatively impacted their work engagement over time. The results imply the need to consider individual behavioral logic shaped by local socio-cultural contexts when implementing educational reforms and advocate for co-progressive, group-based incentives to foster collaboration and sustainable development of rural teachers.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"137 ","pages":"Article 102943"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145978877","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 : 2026-01-01DOI: 10.1016/j.ijer.2026.102953
Fatma Nurcan PINAR , GÜRBÜZ OCAK
In the rapidly evolving technological landscape of the 21st century, creativity and problem-solving skills have become fundamental cognitive competencies, particularly for middle school students, where fostering these abilities at an early stage is crucial. Within this process, self-determined learning plays a pivotal role by enabling students to set their own learning goals, manage and personalize their learning processes, act independently, and effectively utilize their creative thinking skills. Thus, self-determined learning can function both as a mediator and a moderator in the relationship between creative thinking and problem-solving.
The purpose of this study is to examine the relationships among creative thinking, self-determined learning, and problem-solving skills in sixth-grade middle school students, and to evaluate the mediating and moderating role of self-determined learning in the effect of creative thinking on problem-solving. A relational survey model was employed. The study population consisted of sixth-grade students enrolled in middle schools in the Türkiye. The sample, selected through convenience sampling, included 432 sixth-grade students from four different schools. Data were collected using the “Problem-Solving Inventory for Children (PSI-C),” the “Self-Determined Learning Skills Scale,” and the “Marmara Creative Thinking Tendencies Scale.” Structural Equation Modeling (SEM) was applied to analyze the data.
Findings indicate that creative thinking significantly and positively predicts problem-solving skills, with a direct and meaningful effect. Self-determined learning was also found to significantly predict problem-solving skills, and a significant relationship was established between the two variables. Moreover, self-determined learning demonstrated a partial mediating role in the relationship between creative thinking and problem-solving, with 15.6% of the total effect occurring indirectly, underscoring its central role as a mediating variable. On the other hand, the moderating effect of self-determined learning in this relationship was not statistically significant at the general model level. However, simple slope analyses revealed that the effect of creative thinking on problem-solving varied according to self-determined learning levels; specifically, the relationship was stronger and more meaningful among students with higher levels of self-determined learning.
These findings highlight the importance of integrating creative thinking with self-determined learning strategies in educational contexts, emphasizing that fostering creativity alone may be insufficient without simultaneously enhancing students’ capacity to regulate and take responsibility for their own learning processes.
{"title":"The mediating and moderating role of self-determined learning in the relationship between creative thinking and problem-solving skills among sixth-grade students","authors":"Fatma Nurcan PINAR , GÜRBÜZ OCAK","doi":"10.1016/j.ijer.2026.102953","DOIUrl":"10.1016/j.ijer.2026.102953","url":null,"abstract":"<div><div>In the rapidly evolving technological landscape of the 21st century, creativity and problem-solving skills have become fundamental cognitive competencies, particularly for middle school students, where fostering these abilities at an early stage is crucial. Within this process, self-determined learning plays a pivotal role by enabling students to set their own learning goals, manage and personalize their learning processes, act independently, and effectively utilize their creative thinking skills. Thus, self-determined learning can function both as a mediator and a moderator in the relationship between creative thinking and problem-solving.</div><div>The purpose of this study is to examine the relationships among creative thinking, self-determined learning, and problem-solving skills in sixth-grade middle school students, and to evaluate the mediating and moderating role of self-determined learning in the effect of creative thinking on problem-solving. A relational survey model was employed. The study population consisted of sixth-grade students enrolled in middle schools in the Türkiye. The sample, selected through convenience sampling, included 432 sixth-grade students from four different schools. Data were collected using the “Problem-Solving Inventory for Children (PSI-C),” the “Self-Determined Learning Skills Scale,” and the “Marmara Creative Thinking Tendencies Scale.” Structural Equation Modeling (SEM) was applied to analyze the data.</div><div>Findings indicate that creative thinking significantly and positively predicts problem-solving skills, with a direct and meaningful effect. Self-determined learning was also found to significantly predict problem-solving skills, and a significant relationship was established between the two variables. Moreover, self-determined learning demonstrated a partial mediating role in the relationship between creative thinking and problem-solving, with 15.6% of the total effect occurring indirectly, underscoring its central role as a mediating variable. On the other hand, the moderating effect of self-determined learning in this relationship was not statistically significant at the general model level. However, simple slope analyses revealed that the effect of creative thinking on problem-solving varied according to self-determined learning levels; specifically, the relationship was stronger and more meaningful among students with higher levels of self-determined learning.</div><div>These findings highlight the importance of integrating creative thinking with self-determined learning strategies in educational contexts, emphasizing that fostering creativity alone may be insufficient without simultaneously enhancing students’ capacity to regulate and take responsibility for their own learning processes.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"137 ","pages":"Article 102953"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146189534","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 : 2026-01-01DOI: 10.1016/j.ijer.2025.102908
Miri Yemini
{"title":"Youth activism in schools: transforming education for social change","authors":"Miri Yemini","doi":"10.1016/j.ijer.2025.102908","DOIUrl":"10.1016/j.ijer.2025.102908","url":null,"abstract":"","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"136 ","pages":"Article 102908"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145925661","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 : 2026-01-01DOI: 10.1016/j.ijer.2026.102950
Satyam Verma , Alok Gardia , Bipasha Das
This review paper systematically examines the connection between youth social media use and political participation, synthesizing findings from 21 empirical studies selected according to PRISMA guidelines. The paper analyzes the relationship between the two variables, estimates the overall effect size, and explores potential moderators of the relationship between social media and political participation. A systematic literature review revealed mixed findings regarding the relationship between these two variables, along with many factors influencing it. Meta-analysis results indicate a moderate positive correlation between social media use and political participation among young people. Meta-regression indicates that data collection method and sample size significantly moderate the effect: studies using online surveys report stronger links than those using offline methods, and larger samples tend to show more robust effects. In contrast, neither measurement type nor survey year has a significant impact on the relationship. Grounded in the shift from collective to connective action theory, this review draws on a theoretical framework that explains how personalized, decentralized, and digitally networked forms of participation increasingly characterize youth engagement. These findings underscore the importance of methodological rigor and theoretical framing in advancing research on digital political behavior.
{"title":"A meta-analytic review of social media usage and political participation among youth","authors":"Satyam Verma , Alok Gardia , Bipasha Das","doi":"10.1016/j.ijer.2026.102950","DOIUrl":"10.1016/j.ijer.2026.102950","url":null,"abstract":"<div><div>This review paper systematically examines the connection between youth social media use and political participation, synthesizing findings from 21 empirical studies selected according to PRISMA guidelines. The paper analyzes the relationship between the two variables, estimates the overall effect size, and explores potential moderators of the relationship between social media and political participation. A systematic literature review revealed mixed findings regarding the relationship between these two variables, along with many factors influencing it. Meta-analysis results indicate a moderate positive correlation between social media use and political participation among young people. Meta-regression indicates that data collection method and sample size significantly moderate the effect: studies using online surveys report stronger links than those using offline methods, and larger samples tend to show more robust effects. In contrast, neither measurement type nor survey year has a significant impact on the relationship. Grounded in the shift from collective to connective action theory, this review draws on a theoretical framework that explains how personalized, decentralized, and digitally networked forms of participation increasingly characterize youth engagement. These findings underscore the importance of methodological rigor and theoretical framing in advancing research on digital political behavior.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"137 ","pages":"Article 102950"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145978878","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}
Mobile-based communication is an increasingly viable strategy for delivering educational and parenting interventions in low-resource contexts. This study reports findings from a randomized controlled trial (N = 525; Mage = 36.9 years) in Mumbai, India, evaluating a low-cost parenting program delivered via audio and video messages during COVID-19 school closures. The intervention targeted families with young children (ages 3–7; 48% girls), with a focus on promoting early learning among low-literacy caregivers through a deliberately designed audio- and video-based format that required no reading. The program had no statistically significant impact on the primary outcome of parental cognitive stimulation (d = 0.10, ns). However, small-to-moderate improvements in children’s socioemotional skills were detected (d = 0.28, p < 0.05), though these effects only reached marginal statistical significance after adjusting for multiple comparisons (q = 0.05–0.07). There were no impacts on children’s academic skills, engagement with educational materials, or internalizing/externalizing behaviors. Exploratory analyses showed no differential impacts by maternal education or household food insecurity, but larger impacts on socioemotional outcomes for older children. Within the treatment group, message satisfaction and comprehension were not associated with any outcomes. Findings highlight the promise and limitations of brief, mobile-based interventions in low-resource settings. Implications are discussed for designing more intensive or interactive supports to strengthen foundational learning and parenting practices in similar contexts.
{"title":"Supporting early learning: An audio-video program for low-literate parents of young children in urban India","authors":"Anahita Kumar , Sharon Wolf , Berta Bartoli , Jasmine Bala , Vishvesh Varma , Elaine Zanutto","doi":"10.1016/j.ijer.2025.102926","DOIUrl":"10.1016/j.ijer.2025.102926","url":null,"abstract":"<div><div>Mobile-based communication is an increasingly viable strategy for delivering educational and parenting interventions in low-resource contexts. This study reports findings from a randomized controlled trial (<em>N</em> = 525; M<sub>age</sub> = 36.9 years) in Mumbai, India, evaluating a low-cost parenting program delivered via audio and video messages during COVID-19 school closures. The intervention targeted families with young children (ages 3–7; 48% girls), with a focus on promoting early learning among low-literacy caregivers through a deliberately designed audio- and video-based format that required no reading. The program had no statistically significant impact on the primary outcome of parental cognitive stimulation (<em>d</em> = 0.10, ns). However, small-to-moderate improvements in children’s socioemotional skills were detected (<em>d</em> = 0.28, <em>p</em> < 0.05), though these effects only reached marginal statistical significance after adjusting for multiple comparisons (<em>q</em> = 0.05–0.07). There were no impacts on children’s academic skills, engagement with educational materials, or internalizing/externalizing behaviors. Exploratory analyses showed no differential impacts by maternal education or household food insecurity, but larger impacts on socioemotional outcomes for older children. Within the treatment group, message satisfaction and comprehension were not associated with any outcomes. Findings highlight the promise and limitations of brief, mobile-based interventions in low-resource settings. Implications are discussed for designing more intensive or interactive supports to strengthen foundational learning and parenting practices in similar contexts.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"137 ","pages":"Article 102926"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145940290","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 : 2026-01-01DOI: 10.1016/j.ijer.2026.102954
Hector V. Ramos , Krystle P. Cobian , Patricia Martín , Sylvia Hurtado
Undergraduate research programs are often structured to provide support and professional development, with the aim of encouraging and sustaining diverse trainees’ sense of belonging and their retention in science majors. To assess the effect of science training interventions, data from the National Institutes of Health-sponsored initiative Building Infrastructure Leading to Diversity (BUILD) were used to document students’ sense of belonging in the first year of college. We used propensity scores to create balanced groups among student participants and a control group at four universities (N=1,223). After controlling for selection effects, multiple regression analyses revealed that students involved in the training program reported a significantly higher sense of belonging in college than the control group (p<.004). However, analyses also revealed that students’ mentoring experiences explain variation in sense of belonging attributable to the program and suggest that all students who receive mentoring from a senior mentor in the first year of college are likely to have higher student sense of belonging (p<.001). This study supports the value of programs that offer mentorship for first-year aspirants in natural and social sciences to enhance sense of belonging on campus.
本科研究项目通常是为了提供支持和专业发展，目的是鼓励和维持不同的学员的归属感，并使他们留在科学专业。为了评估科学训练干预措施的效果，研究人员使用了美国国立卫生研究院（National Institutes of health）发起的“建设多元化基础设施”（Building Infrastructure Leading To Diversity， BUILD）的数据来记录学生在大学一年级的归属感。我们使用倾向得分在四所大学的学生参与者和对照组之间创建平衡组（N=1,223）。在控制了选择效应后，多元回归分析显示，参与培训计划的学生报告的大学归属感显著高于对照组（p< 0.004）。然而，分析还显示，学生的师徒经历解释了归属于该计划的归属感差异，并表明所有在大学一年级接受师徒指导的学生都可能具有更高的学生归属感（p<.001）。这项研究支持了为自然科学和社会科学一年级学生提供指导的项目的价值，以增强他们对校园的归属感。
{"title":"Research training interventions and undergraduate sense of belonging in the first year of college","authors":"Hector V. Ramos , Krystle P. Cobian , Patricia Martín , Sylvia Hurtado","doi":"10.1016/j.ijer.2026.102954","DOIUrl":"10.1016/j.ijer.2026.102954","url":null,"abstract":"<div><div>Undergraduate research programs are often structured to provide support and professional development, with the aim of encouraging and sustaining diverse trainees’ sense of belonging and their retention in science majors. To assess the effect of science training interventions, data from the National Institutes of Health-sponsored initiative Building Infrastructure Leading to Diversity (BUILD) were used to document students’ sense of belonging in the first year of college. We used propensity scores to create balanced groups among student participants and a control group at four universities (N=1,223). After controlling for selection effects, multiple regression analyses revealed that students involved in the training program reported a significantly higher sense of belonging in college than the control group (p<.004). However, analyses also revealed that students’ mentoring experiences explain variation in sense of belonging attributable to the program and suggest that all students who receive mentoring from a senior mentor in the first year of college are likely to have higher student sense of belonging (p<.001). This study supports the value of programs that offer mentorship for first-year aspirants in natural and social sciences to enhance sense of belonging on campus.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"137 ","pages":"Article 102954"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146189025","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 : 2026-01-01DOI: 10.1016/j.ijer.2026.102955
Lisette J.M.E. van Bruggen , Despoina Georgiou , Nico den Breejen , Marieke F. van der Schaaf , Helena J.M. Pennings
In today’s rapidly changing society, professionals across domains, including education, must demonstrate flexibility and adaptability. This study aimed to compare perceptions on adaptive performance in teaching among novice (n = 18) and experienced (n = 20) university teachers. The methods included interviews regarding perceptions on adaptive performance in teaching and lived examples of situations that required adaptive performance. Results showed that teachers view adaptivity as a constant necessity in teaching practice. Their perceptions were linked to characteristics like flexibility, creativity, open mind, situation awareness; and experienced as being developed through experience and reflection. Novice teachers more frequently described situations involving classroom management or uncertainty regarding content knowledge. Experienced teachers mainly shared more examples involving complex interactions with students or conflicts within student groups. These findings contribute to a better understanding of how adaptive performance in teaching is perceived by teachers and how teacher development programs might contribute to its development.
{"title":"Dealing with the unexpected: Perceptions of novice and experienced teachers on adaptive performance in teaching","authors":"Lisette J.M.E. van Bruggen , Despoina Georgiou , Nico den Breejen , Marieke F. van der Schaaf , Helena J.M. Pennings","doi":"10.1016/j.ijer.2026.102955","DOIUrl":"10.1016/j.ijer.2026.102955","url":null,"abstract":"<div><div>In today’s rapidly changing society, professionals across domains, including education, must demonstrate flexibility and adaptability. This study aimed to compare perceptions on adaptive performance in teaching among novice (<em>n</em> = 18) and experienced (<em>n</em> = 20) university teachers. The methods included interviews regarding perceptions on adaptive performance in teaching and lived examples of situations that required adaptive performance. Results showed that teachers view adaptivity as a constant necessity in teaching practice. Their perceptions were linked to characteristics like flexibility, creativity, open mind, situation awareness; and experienced as being developed through experience and reflection. Novice teachers more frequently described situations involving classroom management or uncertainty regarding content knowledge. Experienced teachers mainly shared more examples involving complex interactions with students or conflicts within student groups. These findings contribute to a better understanding of how adaptive performance in teaching is perceived by teachers and how teacher development programs might contribute to its development.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"137 ","pages":"Article 102955"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146189026","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 : 2026-01-01DOI: 10.1016/j.ijer.2025.102924
Arouna KOUANDOU , Inès Pérolde ZEH
This paper investigates the impact of household participation in non-farm enterprises on children’s school enrolment in Côte d’Ivoire, focusing on children aged 3 to 12—the formative years for early learning and cognitive development. Using household-level panel data and two rigorous empirical strategies, we examine whether engaging in non-agricultural income-generating activities improves educational outcomes. Our findings indicate that participation in rural non-farm enterprises significantly reduces the number of out-of-school children, suggesting a positive link between income diversification and educational investment. Disaggregating results by location and gender reveals important differences. Non-farm entrepreneurship is positively associated with boys’ school enrolment in both rural and urban areas, whereas the positive effect for girls is observed only in urban settings. This highlights a persistent gender gap in rural education access that non-farm income alone may not fully address. These results have clear policy implications. Promoting non-farm enterprise development—particularly in rural areas—can improve school participation rates, especially for boys. However, complementary interventions may be needed to ensure girls benefit equally. Overall, the study underscores the role of rural non-farm entrepreneurship in advancing human capital through enhanced educational outcomes.
{"title":"Non-farm entrepreneurship and children's schooling: Panel data evidence from rural Côte d'Ivoire","authors":"Arouna KOUANDOU , Inès Pérolde ZEH","doi":"10.1016/j.ijer.2025.102924","DOIUrl":"10.1016/j.ijer.2025.102924","url":null,"abstract":"<div><div>This paper investigates the impact of household participation in non-farm enterprises on children’s school enrolment in Côte d’Ivoire, focusing on children aged 3 to 12—the formative years for early learning and cognitive development. Using household-level panel data and two rigorous empirical strategies, we examine whether engaging in non-agricultural income-generating activities improves educational outcomes. Our findings indicate that participation in rural non-farm enterprises significantly reduces the number of out-of-school children, suggesting a positive link between income diversification and educational investment. Disaggregating results by location and gender reveals important differences. Non-farm entrepreneurship is positively associated with boys’ school enrolment in both rural and urban areas, whereas the positive effect for girls is observed only in urban settings. This highlights a persistent gender gap in rural education access that non-farm income alone may not fully address. These results have clear policy implications. Promoting non-farm enterprise development—particularly in rural areas—can improve school participation rates, especially for boys. However, complementary interventions may be needed to ensure girls benefit equally. Overall, the study underscores the role of rural non-farm entrepreneurship in advancing human capital through enhanced educational outcomes.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"137 ","pages":"Article 102924"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145886028","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 : 2026-01-01DOI: 10.1016/j.ijer.2026.102944
David Kyei-Nuamah
Academic freedom has recently declined due to government and other actors’ interference in university affairs. Although these acts occur in different dimensions, an elite perspective is needed in the discourse and from the leading actors at the helm of higher education governance. To this end, I present an exploratory qualitative study with 9 educational elites: a former minister of education, vice-chancellors and university presidents, and officials from educational organisations. Additionally, I examine the interrelationships between these external and internal acts that hinder academic freedom. To these elites, the problem of academic freedom mainly stems from universities’ administrative autonomy, national governments’ interference in university governance, and the permeation of external funders that run counter to academic interests. Participants rarely framed accountability and trust as the primary drivers of academic freedom. Instead, they reveal that it is closely related to political interference, funding issues that compromise academic interests, and a lack of academics’ involvement in decision-making. To protect the interests of academics and support the university, it is important to have policies and laws that shield universities from ongoing interference. Accordingly, these regulations should hold academics accountable to safeguard universities’ interests.
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