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

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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引用次数: 0

“Sometimes I just smile, even though I didn’t understand”: Perspectives of students with hearing loss on participation in mainstream schools “有时我只是微笑，即使我不懂”：听障学生对主流学校参与的看法

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-11-19 DOI: 10.1016/j.ijer.2025.102874

Lara Hardebeck , Esther Ruigendijk , Ulla Licandro

Participation in school is crucial for students’ social development and academic success. Students with hearing loss face multiple participation challenges in mainstream schools, affecting personal, social, and educational dimensions. Mainstream classrooms rely heavily on verbal communication, making it challenging for them to follow lessons, interact with classmates, and access curricular content. However, few studies have directly explored students’ own perspectives on these challenges, leaving a gap in understanding the factors that promote or hinder meaningful school participation. This study explores the perspectives of students with hearing loss regarding their participation in mainstream schools, emphasizing both their lived experiences and their recommendations for improving participation. Semi-structured interviews were conducted with 26 German-speaking students aged 7 to 16 to investigate environmental and personal factors that shape school participation. Findings indicate that positive experiences were associated with supportive teacher and peer behaviours, effective classroom management, and the use of adaptive communication strategies. Conversely, key barriers included high levels of background noise, rapid speech, inconsistent implementation of assistive listening technologies, and limited awareness of hearing loss among teachers and classmates. Students described employing a variety of coping strategies—such as self-advocacy, behavioural adjustments, and tailored communication tactics—to navigate these challenges. However, they also reported challenges stemming from listening fatigue, social anxiety, and the emotional strain of feeling different. To improve participation, students proposed several practical strategies, including consistent and correct use of assistive technologies by teachers, structured classroom routines, increased use of visual supports, differentiated instruction, quieter group settings, and scheduled listening breaks. The findings underscore the importance of learner-centred approaches, promoting both academic and social participation. They also highlight the critical role of teachers, peers, and school-wide policies in creating inclusive environments that address the diverse needs of students with hearing loss.

参与学校对学生的社会发展和学业成功至关重要。听力损失学生在主流学校面临多重参与挑战，影响个人、社会和教育层面。主流课堂严重依赖口头交流，这使得他们很难跟上课程，与同学互动，获取课程内容。然而，很少有研究直接探讨学生对这些挑战的自己的观点，在理解促进或阻碍有意义的学校参与的因素方面留下了空白。本研究探讨了听力损失学生在主流学校参与方面的观点，强调了他们的生活经历和他们对改善参与的建议。对26名7至16岁的德语学生进行了半结构化访谈，以调查影响学校参与的环境和个人因素。研究结果表明，积极的体验与支持性教师和同伴行为、有效的课堂管理和适应性沟通策略的使用有关。相反，主要障碍包括高水平的背景噪音、快速说话、辅助听力技术的不一致实施，以及老师和同学对听力损失的认识有限。学生们描述了采用各种应对策略——如自我宣传、行为调整和量身定制的沟通策略——来应对这些挑战。然而，他们也报告了来自听力疲劳、社交焦虑和感觉不同的情绪紧张的挑战。为了提高参与度，学生们提出了一些实用的策略，包括教师一贯正确地使用辅助技术、结构化的课堂程序、增加视觉支持的使用、差异化教学、更安静的小组环境和安排听力休息。研究结果强调了以学习者为中心的方法，促进学术和社会参与的重要性。他们还强调了教师、同伴和全校政策在创造包容性环境以满足听力损失学生的多样化需求方面的关键作用。

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引用次数: 0

From regional alliances to global aspirations: University perspectives from East and Southeast Asia 从地区联盟到全球抱负：来自东亚和东南亚的大学视角

IF 2.5 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Research

Pub Date : 2025-11-14 DOI: 10.1016/j.ijer.2025.102872

You Zhang

Research on higher education regionalization often emphasizes policy influences and regional contexts while overlooking its intricate connections to global processes. This study theorizes the relationship between supra-national regional and global dynamics in higher education by examining the rationales behind university memberships in regional university associations in East and Southeast Asia. Drawing on interviews with 17 leaders from 15 universities in the region, the findings show that universities join regional university associations both to substantively advance internationalization by expanding international opportunities for students, faculty, and institutional partnerships, and to symbolically signal an identity as globally oriented, research-intensive, and multi-disciplinary institutions. Using the concept of cognitive legitimacy from organizational sociology, this study argues that memberships in regional university associations enhance universities’ cognitive legitimacy in the global higher education field through both substantive engagement in internationalization and symbolic alignment with a globally legitimized university model. Ultimately, the findings highlight that higher education regionalization is not merely a regional phenomenon but deeply interconnected with global processes shaping higher education. In practical terms, the study underscores the strategic importance of regional partnerships as pathways for universities to strengthen their influence on both regional and global stages.

高等教育区域化研究往往强调政策影响和区域背景，而忽视了其与全球进程的复杂联系。本研究通过考察东亚和东南亚地区大学协会成员背后的基本原理，将高等教育中超国家、区域和全球动态之间的关系理论化。通过对该地区15所大学的17位领导人的采访，研究结果表明，大学加入地区大学协会，既可以通过扩大学生、教师和机构合作伙伴的国际机会，实质性地推进国际化，也可以象征性地表明其作为面向全球、研究密集型和多学科机构的身份。利用组织社会学的认知合法性概念，本研究认为，区域性大学协会的成员资格通过实质性参与国际化和象征性地与全球合法化的大学模式保持一致，增强了大学在全球高等教育领域的认知合法性。最后，研究结果强调，高等教育区域化不仅是一种区域现象，而且与塑造高等教育的全球进程密切相关。实际上，该研究强调了区域伙伴关系作为大学加强其在区域和全球舞台上影响力的途径的战略重要性。

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引用次数: 0