Pub Date : 2026-01-01Epub Date: 2026-02-28DOI: 10.1016/j.ijer.2026.102968
Peter Yang , Chih-Chien Yang
Understanding how social relationships shape students’ transitions from education to work is critical for supporting human development within higher education systems. This study investigates how three dimensions of social support (perceived, received, and provided) relate to undergraduate students’ career decision status, including both decision-making and implementation. Survey and peer network data were collected from 191 students across four university classes. Perceived support was assessed for family and friends, while received and provided support were captured through classroom peer networks. Logistic regression analyses indicate that providing instrumental support was consistently associated with higher odds of achieving key indicators of career decision status. In contrast, providing affective support was linked to lower odds of successful outcomes, suggesting that emotional labor may constrain students’ career management capacities. Perceived family support was positively associated with students’ ability to manage expectations, whereas perceived friend support showed limited effects. The results highlight the differential influence of support types and sources, revealing that received support plays a less consistent role than support provision. The study contributes to understanding how relational dynamics shape students’ career development in higher education and discusses implications for educational practices aimed at strengthening student support systems.
{"title":"Relational support dynamics and career decision status in higher education: Implications for student development and educational change","authors":"Peter Yang , Chih-Chien Yang","doi":"10.1016/j.ijer.2026.102968","DOIUrl":"10.1016/j.ijer.2026.102968","url":null,"abstract":"<div><div>Understanding how social relationships shape students’ transitions from education to work is critical for supporting human development within higher education systems. This study investigates how three dimensions of social support (perceived, received, and provided) relate to undergraduate students’ career decision status, including both decision-making and implementation. Survey and peer network data were collected from 191 students across four university classes. Perceived support was assessed for family and friends, while received and provided support were captured through classroom peer networks. Logistic regression analyses indicate that providing instrumental support was consistently associated with higher odds of achieving key indicators of career decision status. In contrast, providing affective support was linked to lower odds of successful outcomes, suggesting that emotional labor may constrain students’ career management capacities. Perceived family support was positively associated with students’ ability to manage expectations, whereas perceived friend support showed limited effects. The results highlight the differential influence of support types and sources, revealing that received support plays a less consistent role than support provision. The study contributes to understanding how relational dynamics shape students’ career development in higher education and discusses implications for educational practices aimed at strengthening student support systems.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"137 ","pages":"Article 102968"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147397121","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 : 2026-01-01Epub Date: 2026-02-20DOI: 10.1016/j.ijer.2026.102956
Yusuf Sayed , Mythili Ramchand , Cina P. Mosito , Raquel Milani , Luciane de Fatima Bertini
This paper studies three university-based Initial Teacher Education (ITE) programmes – at the University of São Paulo (Brazil), Mumbai University (India), and Nelson Mandela University (South Africa) – focusing on how each institution’s school-university partnerships (SUPs) are structured to support the teaching practicum. These three programmes, selected from BRICS nations, represent contexts where teacher education is primarily university-based and share comparable socio-political features, including federal and democratic systems and diverse political economies . They are further united by a shared belief in educational transformation, which guides the delivery of teacher education.
Drawing on data from documentary analysis and interviews with lecturers, school mentors, and student teachers, the paper examines three elements of effective partnerships that support a meaningful teaching practicum. First, it considers the structures and processes governing school-university collaborations and their impact on the practicum. Second, it analyses the nature of the relationships between schools and universities in delivering the practicum component. Finally, it assesses the physical and human resources that shape the effectiveness of the practicum experience for student teachers.
The paper argues that while effective SUPs are essential for quality teaching practicum experiences, key challenges impede their realisation in the three programmes studied. These challenges pertain to the governance of school-university relationships, the dynamics between school-based and university-based mentors, and the availability of resources. This research enriches the existing literature on effective SUPs by providing a nuanced, fine-grained analysis of the teaching practicum from the perspectives of lecturers and student teachers. Consequently, the paper advocates for effective strategies to strengthen school-university collaborations, ensuring the teaching practicum effectively supports the development of student teacher competence for high-quality and equitable learning for all.
{"title":"School-university partnership for effective teaching practicum experiences: A study of an initial teacher education programme from Brazil, India and South Africa","authors":"Yusuf Sayed , Mythili Ramchand , Cina P. Mosito , Raquel Milani , Luciane de Fatima Bertini","doi":"10.1016/j.ijer.2026.102956","DOIUrl":"10.1016/j.ijer.2026.102956","url":null,"abstract":"<div><div>This paper studies three university-based Initial Teacher Education (ITE) programmes – at the University of São Paulo (Brazil), Mumbai University (India), and Nelson Mandela University (South Africa) – focusing on how each institution’s school-university partnerships (SUPs) are structured to support the teaching practicum. These three programmes, selected from BRICS nations, represent contexts where teacher education is primarily university-based and share comparable socio-political features, including federal and democratic systems and diverse political economies . They are further united by a shared belief in educational transformation, which guides the delivery of teacher education.</div><div>Drawing on data from documentary analysis and interviews with lecturers, school mentors, and student teachers, the paper examines three elements of effective partnerships that support a meaningful teaching practicum. First, it considers the structures and processes governing school-university collaborations and their impact on the practicum. Second, it analyses the nature of the relationships between schools and universities in delivering the practicum component. Finally, it assesses the physical and human resources that shape the effectiveness of the practicum experience for student teachers.</div><div>The paper argues that while effective SUPs are essential for quality teaching practicum experiences, key challenges impede their realisation in the three programmes studied. These challenges pertain to the governance of school-university relationships, the dynamics between school-based and university-based mentors, and the availability of resources. This research enriches the existing literature on effective SUPs by providing a nuanced, fine-grained analysis of the teaching practicum from the perspectives of lecturers and student teachers. Consequently, the paper advocates for effective strategies to strengthen school-university collaborations, ensuring the teaching practicum effectively supports the development of student teacher competence for high-quality and equitable learning for all.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"137 ","pages":"Article 102956"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147397125","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 : 2026-01-01Epub Date: 2026-02-16DOI: 10.1016/j.ijer.2026.102960
Lucija Batinović , Marta Topor , Ida Henriksson , Marcus Allgulin , Xandee Pescador , Elin Jonsson , Catriona Windsor , Ana Krilanovic , Rickard Carlsson , Henrik Danielsson
This scoping review mapped school-based interventions for K-12 students with intellectual disability (ID; IQ ≤75 or a diagnosed intellectual disability), focusing on outcomes, theoretical frameworks, study designs, and research transparency. A systematic search across six databases identified 952 studies, published 2000-2023. The most common interventions were assistive or instructional, primarily targeting academic outcomes. Multiple probe designs were the most prevalent study method, with frequent reliance on non-standardized measures. Reporting on theoretical frameworks was limited, and adherence to open science practices, including data sharing and ethics statement reporting, was minimal. The findings highlight the need for improved methods to synthesize prevalent single-case evidence in this field. Furthermore, the limited engagement with open science practices warrants exploration of barriers to and support for their implementation.
{"title":"School-based interventions for primary and secondary school students with intellectual disability: A scoping review","authors":"Lucija Batinović , Marta Topor , Ida Henriksson , Marcus Allgulin , Xandee Pescador , Elin Jonsson , Catriona Windsor , Ana Krilanovic , Rickard Carlsson , Henrik Danielsson","doi":"10.1016/j.ijer.2026.102960","DOIUrl":"10.1016/j.ijer.2026.102960","url":null,"abstract":"<div><div>This scoping review mapped school-based interventions for K-12 students with intellectual disability (ID; IQ ≤75 or a diagnosed intellectual disability), focusing on outcomes, theoretical frameworks, study designs, and research transparency. A systematic search across six databases identified 952 studies, published 2000-2023. The most common interventions were assistive or instructional, primarily targeting academic outcomes. Multiple probe designs were the most prevalent study method, with frequent reliance on non-standardized measures. Reporting on theoretical frameworks was limited, and adherence to open science practices, including data sharing and ethics statement reporting, was minimal. The findings highlight the need for improved methods to synthesize prevalent single-case evidence in this field. Furthermore, the limited engagement with open science practices warrants exploration of barriers to and support for their implementation.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"137 ","pages":"Article 102960"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147397113","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 : 2026-01-01Epub Date: 2025-12-12DOI: 10.1016/j.ijer.2025.102901
Andrea Carrick , Ryan Chen , David Littlefair , Samantha Friedman , Kirstin Mulholland , Karen Hudson , Pamela Graham , Pamela L. Graham , Caleb Davies , Lucy Barker , Reinie Cordier
Secondary school absenteeism in the UK arises from complex, interconnected issues within and beyond school systems, making it difficult for some pupils to attend full-time. This study adopted an ecosystemic approach to examine factors related to pupils' absence from caregivers’ perspectives. Caregivers (N = 198) completed online surveys. Multivariate logistic regression analysis was used to determine how school participation, absenteeism, pupil and caregiver characteristics, and caregivers’ attitudes predict absenteeism severity among UK pupils aged 11–16. Results show that habitual absence increases with age, particularly for pupils with co-occurring conditions, those who faced exclusion, and caregivers who are doubtful about the benefits of education. The beliefs held by some caregivers that school do not constitute part of the solution may result in insufficient support for students' reintegration into the school, thereby perpetuating absenteeism. National policies should address overlapping issues outside education that contribute to the resource gap for pupils facing attendance barriers.
{"title":"Exploratory analysis of inter-connected factors related to secondary school absenteeism: Caregivers’ perspectives","authors":"Andrea Carrick , Ryan Chen , David Littlefair , Samantha Friedman , Kirstin Mulholland , Karen Hudson , Pamela Graham , Pamela L. Graham , Caleb Davies , Lucy Barker , Reinie Cordier","doi":"10.1016/j.ijer.2025.102901","DOIUrl":"10.1016/j.ijer.2025.102901","url":null,"abstract":"<div><div>Secondary school absenteeism in the UK arises from complex, interconnected issues within and beyond school systems, making it difficult for some pupils to attend full-time. This study adopted an ecosystemic approach to examine factors related to pupils' absence from caregivers’ perspectives. Caregivers (<em>N</em> = 198) completed online surveys. Multivariate logistic regression analysis was used to determine how school participation, absenteeism, pupil and caregiver characteristics, and caregivers’ attitudes predict absenteeism severity among UK pupils aged 11–16. Results show that habitual absence increases with age, particularly for pupils with co-occurring conditions, those who faced exclusion, and caregivers who are doubtful about the benefits of education. The beliefs held by some caregivers that school do not constitute part of the solution may result in insufficient support for students' reintegration into the school, thereby perpetuating absenteeism. National policies should address overlapping issues outside education that contribute to the resource gap for pupils facing attendance barriers.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"136 ","pages":"Article 102901"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145750251","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 : 2026-01-01Epub Date: 2025-12-11DOI: 10.1016/j.ijer.2025.102902
Antonin Charret, Maia Chankseliani, Alis Oancea
In 2018, the European Commission launched a competitive call, the European Universities Initiative, to prioritise and reconfigure higher education cooperation in the European Union through the formation of transnational university alliances. This paper explores the recent dynamics of the European Universities Initiative by analysing 26 policy documents and 70 semi-structured interviews with key stakeholders operating at local, national, and European levels. It aims to offer empirical insights to interdisciplinary research in comparative and international higher education and public policy. This research uses a dance analogy to explore the impact of this competitive process for the formation of the alliances and the way in which collaboration has been incentivised and organised in this initiative. In the formation of some alliances, the search for partnerships was smooth, with partners coming together and potentially moving from one to the next in an orderly fashion; in other cases, the partnerships were more unexpected and the relationships more serendipitous. During the analysis, these processes reminded us of a dancing metaphor. We refer to the former through the metaphor of a ballroom dance such as a waltz, and to the latter through that of a mosh pit: contrasting dance forms that illustrate different configurations and dynamics of partnership initiation or consolidation. The paper also reflects on the consequences of this competition beyond the temporality of these first calls and explores shifts in alliance membership as well as the decision of certain institutions to remain formed as alliances despite not being selected in the framework of the call and remaining outside the Erasmus+ funding and its prestige.
{"title":"Choreographing collaboration in European higher education through competition in the European Universities Initiative","authors":"Antonin Charret, Maia Chankseliani, Alis Oancea","doi":"10.1016/j.ijer.2025.102902","DOIUrl":"10.1016/j.ijer.2025.102902","url":null,"abstract":"<div><div>In 2018, the European Commission launched a competitive call, the European Universities Initiative, to prioritise and reconfigure higher education cooperation in the European Union through the formation of transnational university alliances. This paper explores the recent dynamics of the European Universities Initiative by analysing 26 policy documents and 70 semi-structured interviews with key stakeholders operating at local, national, and European levels. It aims to offer empirical insights to interdisciplinary research in comparative and international higher education and public policy. This research uses a dance analogy to explore the impact of this competitive process for the formation of the alliances and the way in which collaboration has been incentivised and organised in this initiative. In the formation of some alliances, the search for partnerships was smooth, with partners coming together and potentially moving from one to the next in an orderly fashion; in other cases, the partnerships were more unexpected and the relationships more serendipitous. During the analysis, these processes reminded us of a dancing metaphor. We refer to the former through the metaphor of a ballroom dance such as a waltz, and to the latter through that of a mosh pit: contrasting dance forms that illustrate different configurations and dynamics of partnership initiation or consolidation. The paper also reflects on the consequences of this competition beyond the temporality of these first calls and explores shifts in alliance membership as well as the decision of certain institutions to remain formed as alliances despite not being selected in the framework of the call and remaining outside the Erasmus+ funding and its prestige.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"136 ","pages":"Article 102902"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145750253","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 : 2026-01-01Epub Date: 2025-11-14DOI: 10.1016/j.ijer.2025.102864
Tuyen Quang Tran , Lan Anh Tran , Ngoc Bich Thi Vu , Dao Van Le
This study examines the impact of overeducation on wages among young university graduates in Vietnam from 2018 to 2022. Using an instrumental variable (IV) approach to address potential endogeneity, the findings reveal that graduates in jobs not requiring a university degree face a wage penalty of approximately -30 %. Significant gender and regional disparities in wage penalties are also observed: female graduates experience a larger penalty (-42 %) compared to male graduates (-24 %), and urban graduates incur a higher penalty (-40 %) than rural graduates (-22 %). These differences suggest that factors such as gender discrimination, occupational segregation, and regional labor market conditions contribute to the wage effects of overeducation. The study further highlights the roles of gender, field of study, and employment sector in wage determination and overeducation. Male graduates are more likely to be overeducated than females, and graduates in most fields (except health and medicine) are more prone to overeducation compared to those in education. The effects of field of study on overeducation vary by gender and region, particularly in health and medicine, science and technology, and agriculture.
{"title":"Overeducation and wage penalties among young university graduates in Vietnam","authors":"Tuyen Quang Tran , Lan Anh Tran , Ngoc Bich Thi Vu , Dao Van Le","doi":"10.1016/j.ijer.2025.102864","DOIUrl":"10.1016/j.ijer.2025.102864","url":null,"abstract":"<div><div>This study examines the impact of overeducation on wages among young university graduates in Vietnam from 2018 to 2022. Using an instrumental variable (IV) approach to address potential endogeneity, the findings reveal that graduates in jobs not requiring a university degree face a wage penalty of approximately -30 %. Significant gender and regional disparities in wage penalties are also observed: female graduates experience a larger penalty (-42 %) compared to male graduates (-24 %), and urban graduates incur a higher penalty (-40 %) than rural graduates (-22 %). These differences suggest that factors such as gender discrimination, occupational segregation, and regional labor market conditions contribute to the wage effects of overeducation. The study further highlights the roles of gender, field of study, and employment sector in wage determination and overeducation. Male graduates are more likely to be overeducated than females, and graduates in most fields (except health and medicine) are more prone to overeducation compared to those in education. The effects of field of study on overeducation vary by gender and region, particularly in health and medicine, science and technology, and agriculture.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"135 ","pages":"Article 102864"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145521125","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}
Teachers as key actors play key role in implementing inclusive education in early childhood education. This study examines pre-primary teachers’ understanding of inclusive education and pedagogy and its implementation for literacy acquisition in diverse classrooms. Thirty teachers from 16 pre-primary schools in Tanzania were interviewed, and the data were analysed using content analysis and inductive reasoning. The study revealed that teachers had varied understandings of inclusive education and pedagogy for literacy acquisition. Some viewed inclusive education as education for all without segregation, and inclusive pedagogy (IP) as a set of strategies to support inclusion by addressing students’ diverse learning needs. Others were unfamiliar with these concepts and lacked standardized strategies for identifying learners’ needs. In implementing inclusive pedagogy, teachers emphasized the use of teaching materials and environments, differentiation and individual support, lesson assessment and feedback, collaborative and participatory learning, and emotional pedagogical love as inclusive strategies for teaching literacy to diverse learners. This work calls for professional development programmes on inclusive pedagogy for pre-primary teachers and the provision of proper teaching and assistive resources for learners with diverse literacy needs. Furthermore, structured inclusive pedagogy frameworks and practical guidelines should be integrated into teachers’ education curricula and pre-primary education policies to create a more inclusive early childhood education for literacy acquisition.
{"title":"Pre-primary teachers’ understanding and implementation of inclusive pedagogy for literacy acquisition in Tanzania","authors":"Veronica Kamanzi, Tuomo Virtanen, Marja-Kristiina Lerkkanen, Sirpa Eskelä-Haapanen","doi":"10.1016/j.ijer.2025.102884","DOIUrl":"10.1016/j.ijer.2025.102884","url":null,"abstract":"<div><div>Teachers as key actors play key role in implementing inclusive education in early childhood education. This study examines pre-primary teachers’ understanding of inclusive education and pedagogy and its implementation for literacy acquisition in diverse classrooms. Thirty teachers from 16 pre-primary schools in Tanzania were interviewed, and the data were analysed using content analysis and inductive reasoning. The study revealed that teachers had varied understandings of inclusive education and pedagogy for literacy acquisition. Some viewed inclusive education as education for all without segregation, and inclusive pedagogy (IP) as a set of strategies to support inclusion by addressing students’ diverse learning needs. Others were unfamiliar with these concepts and lacked standardized strategies for identifying learners’ needs. In implementing inclusive pedagogy, teachers emphasized the use of teaching materials and environments, differentiation and individual support, lesson assessment and feedback, collaborative and participatory learning, and emotional pedagogical love as inclusive strategies for teaching literacy to diverse learners. This work calls for professional development programmes on inclusive pedagogy for pre-primary teachers and the provision of proper teaching and assistive resources for learners with diverse literacy needs. Furthermore, structured inclusive pedagogy frameworks and practical guidelines should be integrated into teachers’ education curricula and pre-primary education policies to create a more inclusive early childhood education for literacy acquisition.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"135 ","pages":"Article 102884"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145615727","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 : 2026-01-01Epub Date: 2026-01-22DOI: 10.1016/j.ijer.2026.102952
Sina Westa , Benedikte Custers
In discussions on academic freedom, the concept often remains undefined. In this article, we focus on academic freedom’s entanglement with the varying purposes of the university. We approach this by distinguishing between a universalistic purpose of the university and particularistic interests imposed upon the university. The former refers to the disinterested pursuit of knowledge and is autotelic, having a purpose in and of itself. The latter involves external demands placed on the university by actors such as the state, the church or society more broadly. In our empirical case studies, we examine a range of actors to explore how different conceptions of the university’s purposes are employed in justifying infringements on academic freedom. Based on our empirical material, we argue that academic freedom is frequently invoked by university actors to defend the universalistic purpose of the university against particularistic pressures. From the cases analysed we conclude that academic freedom is intrinsically linked to the universalistic purpose of the university, and that maintaining this link serves the wider interests of society.
{"title":"Academic freedom under strain: Navigating the universalistic ideal and particularistic pressures","authors":"Sina Westa , Benedikte Custers","doi":"10.1016/j.ijer.2026.102952","DOIUrl":"10.1016/j.ijer.2026.102952","url":null,"abstract":"<div><div>In discussions on academic freedom, the concept often remains undefined. In this article, we focus on academic freedom’s entanglement with the varying purposes of the university. We approach this by distinguishing between a universalistic purpose of the university and particularistic interests imposed upon the university. The former refers to the disinterested pursuit of knowledge and is autotelic, having a purpose in and of itself. The latter involves external demands placed on the university by actors such as the state, the church or society more broadly. In our empirical case studies, we examine a range of actors to explore how different conceptions of the university’s purposes are employed in justifying infringements on academic freedom. Based on our empirical material, we argue that academic freedom is frequently invoked by university actors to defend the universalistic purpose of the university against particularistic pressures. From the cases analysed we conclude that academic freedom is intrinsically linked to the universalistic purpose of the university, and that maintaining this link serves the wider interests of society.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"137 ","pages":"Article 102952"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146038562","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 : 2026-01-01Epub Date: 2025-12-08DOI: 10.1016/j.ijer.2025.102889
Jennifer Johnston , Terence Karran
This paper examines the extent to which universities in the USA align with the American Association of University Professors’ 1940 Statement on the Principles on Academic Freedom and Tenure, acting as a professional “common” or customary law for the protection of academic freedom. Utilising a sample of circa 200 universities, comprising the largest and most research active private and public universities in each state (and representing >23 % of the USA university student population), the alignment with the different elements of the AAUP Statement is assessed, and the differences in the degree of alignment between private and publicly funded universities explored. The results show that alignment is below 50 % of the sample universities and is highest with respect to teaching and extramural utterance, and lowest with respect to governance. Moreover, full alignment with all the relevant elements of the Statement is relatively low (29 %), while publicly funded universities are more likely than privately funded universities to align their policies with the AAUP guidelines
{"title":"Protecting academic freedom in the USA: Assessing the effectiveness of the American Association of University Professors’ Statement","authors":"Jennifer Johnston , Terence Karran","doi":"10.1016/j.ijer.2025.102889","DOIUrl":"10.1016/j.ijer.2025.102889","url":null,"abstract":"<div><div>This paper examines the extent to which universities in the USA align with the American Association of University Professors’ 1940 Statement on the Principles on Academic Freedom and Tenure, acting as a professional “common” or customary law for the protection of academic freedom. Utilising a sample of circa 200 universities, comprising the largest and most research active private and public universities in each state (and representing >23 % of the USA university student population), the alignment with the different elements of the AAUP Statement is assessed, and the differences in the degree of alignment between private and publicly funded universities explored. The results show that alignment is below 50 % of the sample universities and is highest with respect to teaching and extramural utterance, and lowest with respect to governance. Moreover, full alignment with all the relevant elements of the Statement is relatively low (29 %), while publicly funded universities are more likely than privately funded universities to align their policies with the AAUP guidelines</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"136 ","pages":"Article 102889"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145750257","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}
The COVID-19 pandemic has transformed the landscape of education, accelerating the adoption of online and blended learning models. This study examines post-Soviet Georgia, where universities implemented online and blended learning solely as an emergency pandemic response, providing an opportunity to study initial digital learning exposure in a traditionally face-to-face system. Utilizing latent class analysis (LCA), the research explores how students’ experiences with online and blended learning during this period shaped their future preferences for learning formats.
In 2023, an online survey (N = 875) was conducted across seven universities in Georgia, followed by 14 student focus groups. The analysis identifies distinct student groups based on priorities such as learning quality, environment, social interaction, and affordability. Logistic regression and qualitative insights highlight key factors shaping preferences, including travel costs, home study conditions, digital literacy, and ICT experience.
The findings suggest that, contrary to global trends that mostly highlight high student satisfaction with blended learning, a majority of students in this higher education context continue to prefer face-to-face instruction. Blended and online formats are preferred primarily when tied to specific student needs, such as financial constraints or geographic accessibility.
Apart from the cost and flexibility, which drive a significant portion of students towards online and blended learning, a supportive home environment and strong academic performance during the pandemic also increase the preference for these formats.
These results underscore the need for traditional higher education systems to align their offerings with students' economic needs, thereby enhancing inclusivity and satisfaction in the post-pandemic era.
{"title":"Beyond preference: Economic and contextual drivers of learning format choices","authors":"Gorgodze Sophia, Alagardashvili Shorena, Giunashvili Zakaria","doi":"10.1016/j.ijer.2025.102910","DOIUrl":"10.1016/j.ijer.2025.102910","url":null,"abstract":"<div><div>The COVID-19 pandemic has transformed the landscape of education, accelerating the adoption of online and blended learning models. This study examines post-Soviet Georgia, where universities implemented online and blended learning solely as an emergency pandemic response, providing an opportunity to study initial digital learning exposure in a traditionally face-to-face system. Utilizing latent class analysis (LCA), the research explores how students’ experiences with online and blended learning during this period shaped their future preferences for learning formats.</div><div>In 2023, an online survey (<em>N</em> = 875) was conducted across seven universities in Georgia, followed by 14 student focus groups. The analysis identifies distinct student groups based on priorities such as learning quality, environment, social interaction, and affordability. Logistic regression and qualitative insights highlight key factors shaping preferences, including travel costs, home study conditions, digital literacy, and ICT experience.</div><div>The findings suggest that, contrary to global trends that mostly highlight high student satisfaction with blended learning, a majority of students in this higher education context continue to prefer face-to-face instruction. Blended and online formats are preferred primarily when tied to specific student needs, such as financial constraints or geographic accessibility.</div><div>Apart from the cost and flexibility, which drive a significant portion of students towards online and blended learning, a supportive home environment and strong academic performance during the pandemic also increase the preference for these formats.</div><div>These results underscore the need for traditional higher education systems to align their offerings with students' economic needs, thereby enhancing inclusivity and satisfaction in the post-pandemic era.</div></div>","PeriodicalId":48076,"journal":{"name":"International Journal of Educational Research","volume":"136 ","pages":"Article 102910"},"PeriodicalIF":2.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145798493","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}
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