International Journal of Educational Research最新文献_第5页

An innovative model for integrating urban and rural compulsory education in multi-ethnic regions of China: A longitudinal case study from the perspective of actor-network theory 中国多民族地区城乡义务教育整合的创新模式——行动者网络理论视角下的纵向个案研究

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-12-05 DOI: 10.1016/j.ijer.2025.102887

Honghui Lin

The integration of urban and rural compulsory education is a common challenge in the field of global educational equity. In China, this challenge is more complex in ethnically mixed residential areas, leading many regions into a cycle of high investment and low effectiveness. Existing research predominantly approaches the issue from the perspectives of macro-level policies or resource allocation, with limited in-depth exploration of how multiple actors construct integration models through micro-level interactions. To address this gap, this study employs actor-network theory as an analytical framework and adopts a longitudinal case study method to systematically trace the construction process of the urban-rural compulsory education collaboration network in Jingning She Autonomous County, China. The study identifies three key stages in the integration process: in the initial collaboration stage, a three-tier education community model of "County-Township-School " was formed, breaking down urban–rural resource barriers through administrative leadership; in the deepening integration stage, a "three-dimensional integrated" teaching and research community was established, promoting collaborative lesson preparation and resource sharing between urban and rural teachers, achieving a leap from organizational linkage to professional symbiosis; in the integration leap stage, a model of mutual learning and integration emerged between rural "Three Essences " education and urban "Three Qualities" small-class education, facilitating a shift from one-way support to two-way construction and value co-creation in urban and rural education. The contribution of this study lies in expanding the localized application of actor-network theory in the field of educational integration and revealing the dynamic process through which multiple actors reconstruct urban-rural educational relationships via "translation" mechanisms. The research not only offers practical pathways for ethnically mixed residential areas but also provides a new theoretical perspective for understanding collaborative governance in urban and rural education.

城乡义务教育一体化是全球教育公平领域面临的共同挑战。在中国，这一挑战在多民族居住区更为复杂，导致许多地区陷入高投入低效益的循环。现有研究主要从宏观层面的政策或资源配置角度切入，对多主体如何通过微观层面的互动构建整合模型的深入探索有限。为了弥补这一空白，本研究以行动者-网络理论为分析框架，采用纵向案例研究方法，系统地追踪了静宁畲族自治县城乡义务教育协同网络的构建过程。研究确定了整合过程中的三个关键阶段：在合作初期，形成了“县-乡-校”三级教育社区模式，通过行政领导打破城乡资源壁垒；在深化融合阶段，建立“立体一体化”教研共同体，促进城乡教师协同备课和资源共享，实现了从组织联动到专业共生的跨越；在融合飞跃阶段，农村“三精”教育与城市“三质”小班教育形成了相互借鉴、相互融合的模式，推动城乡教育从单向支持向双向建设和价值共创转变。本研究的贡献在于拓展了行动者网络理论在教育整合领域的本土化应用，揭示了多行动者通过“翻译”机制重构城乡教育关系的动态过程。本研究不仅为民族混合居住区提供了实践路径，也为理解城乡教育协同治理提供了新的理论视角。

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引用次数: 0

Where is Russian higher education? The spatial imaginaries and realities of internationalization policy 俄罗斯的高等教育在哪里？国际化政策的空间想象与现实

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-12-04 DOI: 10.1016/j.ijer.2025.102860

Svetlana Shenderova , Jeremy Morris , Giorgio Comai

The article considers how and at which recent historical and political junctures documents, experts and academics frame the internationalization of Russian higher education (HE) in the course of neoliberal reforms. Asking how new boundaries for Russian HE have re-emerged, re-imaged and aligned with internationalization policy, we explore whether the current trend of isolation for Russian HE is realistic. For this purpose, we examine the regional spaces and spatial imaginaries of Russian HE, investigate how and why they contradict with the principles and particularly, implementation of internationalization policy. We develop the concept of ‘shadows in internationalization’, exploring how a privileged internationalization, understood as a set of deliberately built decision-making mechanisms to provide the rent extraction for policy insiders, hinders quality and equity in Russian HE and its regional spaces outside. We outline how and why Russia’s leadership have incorporated quantitative evaluation criteria for internationalization policy amidst neoliberal reforms, and juxtapose them with implementation realities. In doing so, we focus on internationalization activities which Russian universities are obliged to develop in HE and dynamics of related publications of Russia-affiliated scholars to reveal their alignment with the spatial imaginaries. We conclude that implementation of internationalization policy based on Western criteria, coupled with monopolisation of privileges and a traditional rigidity of university governance, contradict spatial imaginaries of a globalising and internationalising of Russian HE in prioritised regional spaces and worldwide. We argue that this contradiction continues to undermine the quality and cohesion of national and regional spaces of Russian higher education from inside.

本文探讨了在新自由主义改革的过程中，文献、专家和学者如何以及在何种历史和政治关头构建俄罗斯高等教育的国际化。在询问俄罗斯高等教育的新边界如何重新出现、重新塑造并与国际化政策保持一致时，我们探讨了俄罗斯高等教育目前的孤立趋势是否现实。为此，我们研究了俄罗斯高等教育的区域空间和空间想象，调查它们如何以及为什么与原则相矛盾，特别是与国际化政策的实施相矛盾。我们提出了“国际化阴影”的概念，探索特权国际化如何阻碍俄罗斯高等教育及其外部区域空间的质量和公平。特权国际化被理解为一套刻意建立的决策机制，为政策内部人士提供租金提取。我们概述了俄罗斯领导人如何以及为什么在新自由主义改革中纳入国际化政策的量化评估标准，并将其与实施现实并列。在此过程中，我们关注俄罗斯大学有义务在高等教育中开展的国际化活动，以及俄罗斯附属学者的相关出版物的动态，以揭示它们与空间想象的一致性。我们的结论是，基于西方标准的国际化政策的实施，加上特权的垄断和大学治理的传统僵化，与俄罗斯高等教育在优先区域空间和全球范围内的全球化和国际化的空间想象相矛盾。我们认为，这种矛盾继续从内部破坏俄罗斯高等教育的国家和地区空间的质量和凝聚力。

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引用次数: 0

Affect, behaviour, cognition: To what extent can a randomised controlled trial of a Philosophy 4 Children intervention change young children’s attitudes and responses to Special Educational Needs and disabilities? 情感、行为、认知：哲学4儿童干预的随机对照试验能在多大程度上改变幼儿对特殊教育需求和残疾的态度和反应？

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-12-04 DOI: 10.1016/j.ijer.2025.102856

Diana Fields, Kathryn Asbury

Countering widespread negative attitudes towards disability is understood to be a universal and critically important societal matter. Peer attitudes are important to inclusion within classrooms. However, we currently know very little about how young children perceive others with special educational needs and disabilities , or about how malleable these beliefs are. To understand whether children’s attitudes towards those who learn and behave differently from themselves can be changed, we designed a Philosophy for Children (P4C) intervention and evaluated it using a randomised control trial. The participants were children from two primary schools based in the north of England (n = 165). All children, irrespective of special educational needs and disabilities (SENDs), were invited to participate in the study. In total (n = 39) children, 24% of the sample had been diagnosed with SENDs. Two non-gendered puppet characters, Zig and Zag represented learning and behavioural differences to participants. Those in the experimental group took part in one-hour weekly P4C intervention sessions designed to enhance understanding and acceptance of special educational needs and disabilities, and their attitudes were measured pre- and post-intervention, along with those children in the control group. The Chedoke-McMaster Attitudes Towards Children with Handicaps Scale (CATCH) was used to assess older children’s attitudes (affective, behavioural and cognitive) and a measure developed by the researchers was used for the youngest children. Baseline pre-test scores for affective, behavioural and cognitive attitudes showed the intervention had a significant positive effect on affective attitudes towards those with learning disabilities. At 12 weeks delayed post-testing these effects had faded. The study offers preliminary evidence that a brief four-week P4C intervention can significantly alter children’s affective attitudes towards others with learning differences. Achieving longer-lasting effects will require further sustained, age-appropriate, multi-modal intervention. These findings also demonstrate very young children can meaningfully share their perspectives.

消除对残疾普遍存在的消极态度被认为是一项普遍和极其重要的社会问题。同伴的态度对课堂包容很重要。然而，我们目前对幼儿如何看待其他有特殊教育需要和残疾的人知之甚少，也不知道这些信念有多大的可塑性。为了了解儿童对那些学习和行为与自己不同的人的态度是否可以改变，我们设计了一个儿童哲学（P4C）干预，并使用随机对照试验对其进行评估。参与者是来自英格兰北部两所小学的儿童（n = 165）。所有儿童，不论是否有特殊教育需要或残疾，均获邀参与这项研究。在总共（n = 39）名儿童中，24%的样本被诊断为send。两个没有性别的木偶角色，Zig和Zag代表了参与者的学习和行为差异。实验组的孩子每周参加一小时的P4C干预课程，旨在提高对特殊教育需求和残疾的理解和接受程度，他们的态度在干预前和干预后与对照组的孩子一起被测量。切多克-麦克马斯特对残疾儿童的态度量表（CATCH）用于评估年龄较大的儿童的态度（情感、行为和认知），研究人员开发的一种测量方法用于最小的儿童。情感态度、行为态度和认知态度的基线测试前得分表明，干预对学习障碍学生的情感态度有显著的积极影响。延迟12周后测试，这些影响已经消退。这项研究提供了初步的证据，表明为期四周的P4C干预可以显著改变儿童对其他有学习差异的人的情感态度。要实现更持久的效果，需要进一步持续、适龄的多模式干预。这些发现还表明，很小的孩子可以有意义地分享他们的观点。

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引用次数: 0

‘What do I do now?’ Vocational students’ perceptions of the (Un)feasibility of higher education “我现在该怎么办？”高职学生对高等教育（不）可行性的认知

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-12-04 DOI: 10.1016/j.ijer.2025.102885

Maria João Antunes , Orlanda Tavares , Carla Sá , Ana Rita Luz

Vocational education in Portugal has improved secondary school qualifications, but its impact on higher education remains limited. Government efforts to facilitate this transition have been only partially successful. This paper explores vocational students' perceptions of the accessibility and relevance of HE, with a particular focus on how socio-economic background, educational pathways and labour market challenges influence their aspirations. Using a qualitative approach, data was collected through focus groups and interviews. Findings highlight systemic inequalities, financial constraints and limited cultural capital as key barriers to participation in HE. Economic pressures lead students to prioritise immediate employment and practical skills, while social influences, particularly from family and peers, reinforce doubts about the value of higher education. Many see it as unattainable or unnecessary. To reduce inequalities and improve access, targeted interventions such as improved careers guidance, financial support and better integration of theory and practice in the curriculum are essential.

葡萄牙的职业教育提高了中学学历，但对高等教育的影响仍然有限。政府促进这一转变的努力只取得了部分成功。本文探讨了高职学生对高等教育的可及性和相关性的看法，特别关注社会经济背景、教育途径和劳动力市场挑战如何影响他们的愿望。采用定性方法，通过焦点小组和访谈收集数据。研究结果强调，系统性不平等、财政约束和有限的文化资本是参与高等教育的主要障碍。经济压力导致学生优先考虑立即就业和实用技能，而社会影响，特别是来自家庭和同龄人的影响，加剧了对高等教育价值的怀疑。许多人认为这是无法实现的或不必要的。为了减少不平等现象和改善机会，有针对性的干预措施，如改善职业指导、财政支持和更好地将理论与实践结合到课程中是必不可少的。

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引用次数: 0

Restricted learning, engaged student. Understanding the effects of academic freedom violations on youth education and activism 有限的学习，投入的学生。了解侵犯学术自由对青少年教育和行动主义的影响

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-12-03 DOI: 10.1016/j.ijer.2025.102873

Ester Gallo, Cristina Mazzero

This article investigates the relationship between student academic freedom, educational experiences, and activism within authoritarian contexts, adopting a socio anthropological lens. Drawing on an ex-post comparative analysis of studies on Turkey and Belarus, the research is grounded in in-depth interviews with 47 students (29 from Turkey, 18 from Belarus). First, the study develops a typology of academic freedom violations that students encounter, identifying variations along two critical axes: the source of the violations and their visibility. Each type significantly yet differently impacts students’ capability development and membership to the academic community. Secondly, the article examines the resultant forms of student mobilization, fruitfully distinguishing between activism as academic freedom and activism for academic freedom. Student experiences reveal how these interrelated strategies, employed both nationally and transnationally, evolve across time and contexts. Ultimately, this article advocates for a holistic and relational understanding of academic freedom. Such an approach acknowledges the mutual dependencies and potential discrepancies between diverse members of university communities (students, faculty, staff, governance) and recognizes the significance of experiences and responses that transcend national borders. It underscores the need to consider student perspectives and transnational dimensions in defense of academic freedom, particularly in restrictive political environments.

本文采用社会人类学的视角，考察了专制背景下学生学术自由、教育经历和行动主义之间的关系。根据对土耳其和白俄罗斯研究的事后比较分析，该研究基于对47名学生（29名来自土耳其，18名来自白俄罗斯）的深度访谈。首先，该研究发展了一种学生遇到的侵犯学术自由的类型，确定了两个关键轴的变化：侵犯的来源和侵犯的可见性。每种类型对学生的能力发展和学术团体成员的影响显著而不同。其次，本文考察了学生动员的最终形式，卓有成效地区分了作为学术自由的行动主义和为学术自由的行动主义。学生的经历揭示了这些相互关联的策略是如何随着时间和环境的变化而发展的，这些策略在国内和跨国都被采用。最后，本文主张对学术自由有一个整体的、关联的认识。这种方法承认大学社区不同成员（学生、教师、员工、管理）之间的相互依赖和潜在差异，并认识到超越国界的经验和反应的重要性。它强调在捍卫学术自由方面，特别是在限制性的政治环境中，需要考虑学生的观点和跨国层面。

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引用次数: 0

Teachers’ and prospective teachers’ perspectives on their readiness to address child neglect 教师和准教师对解决儿童忽视问题的准备情况的看法

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-12-03 DOI: 10.1016/j.ijer.2025.102891

Ibtisam Marey-Sarwan , Eran P. Melkman , Daphna Gross-Manos

The severe consequences of child neglect highlight the crucial role of educators in early identification and effective intervention, underscoring the need for them to be well-prepared and confident. This qualitative study, conducted in Israel, examined the preparedness of 110 Arab and Jewish teachers and prospective teachers (ages 23 to 58; 70 % female) to address child neglect, drawing on data from 17 focus groups analyzed through thematic analysis. The findings show that, although participants agreed their professional roles should include responding to child neglect and acknowledged its importance, they reported insufficient training, especially in practical experience, within their teacher preparation programs. Participants offered several recommendations to strengthen teachers’ readiness to address child neglect, including mandatory practice-oriented training, greater collegial support, and improved teacher–parent collaboration. The recommendations are essential for shaping educational policy and practice, ensuring that educators are equipped to safeguard the well-being of vulnerable pupils.

儿童被忽视的严重后果突出了教育工作者在早期识别和有效干预方面的关键作用，强调了他们需要做好充分准备和自信。这项定性研究是在以色列进行的，研究了110名阿拉伯和犹太教师以及未来的教师（年龄在23岁至58岁之间，70%为女性）在解决儿童忽视问题方面的准备情况，利用了通过专题分析分析的17个焦点小组的数据。调查结果显示，尽管参与者同意他们的职业角色应该包括应对儿童忽视，并承认其重要性，但他们报告说，在教师培训计划中，他们缺乏培训，特别是在实践经验方面。与会者提出了几项建议，以加强教师对解决儿童忽视问题的准备，包括强制性的以实践为导向的培训、更多的学院支持和改进教师与家长的合作。这些建议对于制定教育政策和实践至关重要，确保教育工作者有能力保护弱势学生的福祉。

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引用次数: 0

Student mobility in the (dis-)United Kingdom: Policy developments in England, Scotland, Wales, and Northern Ireland in the post-Brexit era （非）联合王国的学生流动性：后英国脱欧时代英格兰、苏格兰、威尔士和北爱尔兰的政策发展

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-12-01 DOI: 10.1016/j.ijer.2025.102869

Anna P. Lohse

The 2016 Brexit vote greatly unsettled longstanding student mobility policies involving the United Kingdom (UK) and the European Union, leading to the UK’s exit from the Erasmus programme. This paper explores how student mobility policies evolved across the UK's constituent countries in the post-Brexit and post-Erasmus era. It uses sociological institutionalism to investigate how Brexit affected policies, norms, and cultural-cognitive ideas (Scott, 2008) surrounding student mobility in the higher education (HE) space of the UK. Based on expert interviews and document analysis, the study finds that Brexit contributed to a further divide of higher education policy across the UK nations England, Scotland, Northern Ireland, and Wales. Normatively, Brexit intensified tensions between the UK government’s predominantly competitively oriented internationalisation approach, and preferences for more collaborative student mobility policies on the part of the English HE sector and the governments and HE sectors of Scotland, Northern Ireland, and Wales. In the cultural-cognitive realm, Brexit represents a continuation of the UK’s perennially competing logics of British exceptionalism vs European integration, with quarrels over higher education policy contributing to national self-determination claims on the part of the devolved UK nations.

2016年英国脱欧公投极大地动摇了涉及英国和欧盟的长期学生流动政策，导致英国退出了伊拉斯谟项目。本文探讨了在英国脱欧后和后伊拉斯谟时代，学生流动政策如何在英国各组成国家演变。它使用社会学制度主义来调查英国脱欧如何影响英国高等教育（HE）空间中围绕学生流动的政策、规范和文化认知观念（Scott, 2008）。在专家访谈和文献分析的基础上，该研究发现，英国脱欧导致英格兰、苏格兰、北爱尔兰和威尔士等英国国家的高等教育政策进一步分化。从规范上讲，英国脱欧加剧了英国政府主要以竞争为导向的国际化方法之间的紧张关系，以及英国高等教育部门与苏格兰、北爱尔兰和威尔士政府和高等教育部门对更具合作性的学生流动政策的偏好。在文化认知领域，英国脱欧代表了英国例外论与欧洲一体化的长期竞争逻辑的延续，在高等教育政策上的争吵助长了被下放的英国国家的民族自决主张。

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引用次数: 0

Social-emotional competencies and bullying victimization among students of grade 3-5 in Shanghai: A moderated mediation model of peer acceptance and school climate 上海市3-5年级学生社会情绪能力与欺凌受害：同伴接纳和学校氛围的中介模型

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-11-27 DOI: 10.1016/j.ijer.2025.102871

Su Xu , PanPan Yang , Yiting Chen , Lingling Xu , Bowen Xiao , Yan Li

Guided by Bronfenbrenner’s ecological systems theory and the protective-protective factor model, this cross-sectional study examined how social-emotional competencies, peer acceptance and school climate relate to bullying victimization among students in Shanghai, China. Specifically, it examined the association between social-emotional competencies and bullying victimization with the mediating role of peer acceptance and the moderating role of school climate. The final sample included 885 students (47.23 % girls, M age =10.927 years, SD = 0.786) drawn from 21 classes (average class size = 46) in Grade 3 to 5 of two public elementary schools. Participants completed validated measures assessing social-emotional competencies, bullying victimization, peer acceptance, and school climate. Moderated mediation analysis using PROCESS macro with 5000 bootstrap resamples was conducted. Results showed that social-emotional competencies are negatively associated with bullying victimization, with peer acceptance mediating this association. School climate moderated the relation between peer acceptance and bullying victimization. These findings highlighted the nuanced interrelations of individual, peer, and school-level factors in bullying victimization, and underscored the need for culturally responsive and multi-level interventions.

在Bronfenbrenner的生态系统理论和保护-保护因子模型的指导下，本研究考察了社会情感能力、同伴接纳和学校氛围对上海学生欺凌受害的影响。具体而言，本研究考察了社交情绪能力与欺凌受害之间的关系，同伴接纳的中介作用和学校氛围的调节作用。最终样本包括来自两所公立小学三至五年级21个班级（平均班级人数为46人）的885名学生，其中女生占47.23%，年龄=10.927岁，SD = 0.786。参与者完成了评估社会情感能力、欺凌受害者、同伴接受和学校氛围的有效测量。使用PROCESS宏对5000个bootstrap样本进行了有调节的中介分析。结果表明，社会情绪能力与欺凌受害呈负相关，同伴接受在其中起中介作用。学校氛围调节同伴接纳与霸凌受害的关系。这些发现强调了欺凌受害的个人、同伴和学校层面因素之间微妙的相互关系，并强调了文化响应和多层次干预的必要性。

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引用次数: 0

Pre-primary teachers’ understanding and implementation of inclusive pedagogy for literacy acquisition in Tanzania 坦桑尼亚学前教师对全纳教学法的理解与实施

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-11-26 DOI: 10.1016/j.ijer.2025.102884

Veronica Kamanzi, Tuomo Virtanen, Marja-Kristiina Lerkkanen, Sirpa Eskelä-Haapanen

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.

教师作为关键行为者，在幼儿教育中实施全纳教育发挥着关键作用。本研究考察了学前教师对全纳教育和教学法的理解及其在不同课堂中对识字习得的实施。对来自坦桑尼亚16所幼儿园的30名教师进行了访谈，并采用内容分析和归纳推理对数据进行了分析。研究发现，教师对全纳教育和扫盲习得教学法的理解存在差异。一些人将全纳教育视为无隔离的全民教育，将全纳教学法（IP）视为一套通过满足学生多样化学习需求来支持全纳的战略。其他教师则不熟悉这些概念，缺乏识别学习者需求的标准化策略。在实施全纳教学法时，教师强调使用教材和环境、差异化和个人支持、课程评估和反馈、合作和参与式学习以及情感教学爱作为向不同学习者教授素养的全纳策略。这项工作要求为学前教师制定包容性教学法的专业发展计划，并为具有不同识字需求的学习者提供适当的教学和辅助资源。此外，应将结构化的全纳教学法框架和实践指南纳入教师教育课程和学前教育政策，为扫盲习得创造更具包容性的幼儿教育。

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引用次数: 0

From hosting to regional engagement: A capability approach to understanding international education and public diplomacy from the Indo Pacific community perspective 从主办到区域参与：从印太社区的角度理解国际教育和公共外交的能力方法

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-11-21 DOI: 10.1016/j.ijer.2025.102865

Ly Thi Tran , Diep Thi Bich Nguyen , Huyen Bui

There has been a growing body of the literature on outbound student mobility, particularly around major programs such as ASEAN International Mobility for Students (AIMS), Australia’s New Colombo Plan (NCP), Europe’s Erasmus+, the UK’s Turing Scheme, the US’s Global Undergraduate Study Abroad Programme, and the University Mobility in Asia and the Pacific (UMAP). However, most research has focused on the experiences of students in host regions, primarily from the perspectives of students, academics, and stakeholders in the sending countries. Less attention has been given to the views and experiences of the host communities. This article addresses this critical gap in the literature by using empirical evidence from interviews with host communities in the Indo-Pacific and applying Amartya Sen’s capability approach to conceptualise the act of hosting Australian outbound students. It focuses on the voices of the host communities engaged in the New Colombo Plan (NCP), which is an Australian government initiative launched in 2014 to enhance knowledge of the Indo-Pacific region among Australian undergraduates by supporting their study and internships in the region. This article explores how host institutions and organisations benefit from hosting NCP students and analyses the tensions they encounter in the process. The study’s findings deepen our understanding by conceptualising hosting as connecting, internationalising, and becoming. This framework provides valuable perspectives on how North-South study-abroad programs influence regional engagement, public diplomacy and capabilities from the viewpoint of host communities.

关于海外学生流动的文献越来越多，特别是围绕东盟国际学生流动（AIMS）、澳大利亚的新科伦坡计划（NCP）、欧洲的伊拉斯谟+、英国的图灵计划、美国的全球本科海外学习计划和亚洲及太平洋地区的大学流动（UMAP）等主要项目。然而，大多数研究都集中在接收地区学生的经历上，主要是从派遣国的学生、学者和利益相关者的角度出发。对收容社区的观点和经验的关注较少。本文通过对印度-太平洋地区接待社区的访谈得出的经验证据，并应用Amartya Sen的能力方法，将接待澳大利亚出境学生的行为概念化，从而解决了这一文献中的关键空白。它侧重于参与新科伦坡计划（NCP）的东道社区的声音，该计划是澳大利亚政府于2014年发起的一项倡议，旨在通过支持澳大利亚大学生在该地区的学习和实习，提高他们对印度太平洋地区的了解。本文探讨了主办机构和组织如何从接待NCP学生中受益，并分析了他们在此过程中遇到的紧张关系。该研究的发现通过将托管概念化为连接、国际化和成为，加深了我们的理解。该框架从东道国的角度为南北留学项目如何影响区域参与、公共外交和能力提供了有价值的视角。

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