International Journal of Educational Research最新文献

This study introduces an innovative AI-facilitated interview-like survey system generating a combination of qualitative and quantitative data insights for higher education research. We employed a goal oriented adaptive AI-based Conversational Agent (AICA) which collected data directly from 1223 participants globally and ran a double-blind true social experiment online. During interviews, the AI established strong rapport with the participants, offering them personalized guidance while fostering comfort, ownership, and commitment to the study. In this entirely automated experiment, we empirically tested 8 hypotheses related to students' university selection. The results confirmed 5 of these hypotheses while refuting 3 factors previously identified in the literature. The study showcases the potential of AICAs to efficiently collect and analyse data from substantial sample sizes in real-time, fostering a streamlined and harmonious research process producing results that are not only statistically reliable and bias-free but also broadly generalizable.

The study explores the complexities Arab-Bedouin students face in balancing modern academic life with traditional societal norms, based on interviews with 30 students from education colleges in southern Israel.

The study highlights the pivotal role of education as a symbol of pride among students and their families, and emphasizes the significant impact of parental support, through financial aid and provision of educational resources, on students' academic achievements. A unique finding in this study concerned students from unrecognized villages, who reported that their parents contributed greatly to their progress and made internet accessible to them through cellular services despite the problematic conditions of non-regular power supply from the State.

A significant finding that emerges from the present study is the uniqueness of the teaching profession, as it allows women to fulfill their professional aspirations as educated women while presenting no conflict with the values of the Bedouin society and its views of women.

The present study aims to investigate how teachers interpret real-life situations in which children display intense emotions in classrooms, and how they explain their situation-specific decisions in their emotional interactions with these children. The study draws on research that acknowledges a teacher's role as a co-regulator of children's emotions and as a supporter of children's emotional development. The data material consists of seven stimulated recall interviews based on 103 hours of video recordings of actual everyday classroom teaching. The results indicate that a teacher's knowledge of the child was the foundation of their interpretation of the situations in which children displayed intense emotions. The teachers’ decision-making was based on this knowledge, as well as on the reported quality of their relationships with the children. Their decisions were also affected by the dilemma of where to focus during emotionally intense situations. The results indicate a need to focus on teachers’ decision-making processes in classroom interactions, and to find ways to enhance teachers’ abilities to support children's emotional development.

The posthumanist perspective implies a change in the consideration of the non-human and more-than-human in literacy practices from an ethical-onto-epistemological approach. This research is a systematic review that aims to understand how literacy studies with a posthuman lens host literacy practices at a young age from the relational-material language model, in a broad domain where the human, more-than-human and non-human are connected. This is developed according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) method, with a selection of 15 research articles from the WOS and Scopus databases. This review highlights the (re)conceptualisation of children's literacy practices from the understanding of the role of the human, non-human and more-than-human, that materials and discourse and literacy practices are indivisible and give rise to the configuration of new narratives - integrating movement, sound, digital, space, time, improvisation, sensations and affections, etc. - and the challenge to the humanist assumptions of literacy practices.

This research explored parental perspectives and engagement in the home literacy environment amid the backdrop of the COVID-19 pandemic. Utilizing a theoretical framework integrating Bronfenbrenner's Ecological Model and Bourdieu's Theory of Capital, the study conducted a case-study analysis involving eight parents, with reflexive thematic analysis applied to their interview data. The findings affirmed existing urban-rural literacy disparities while also shedding light on similar disparities in parental cultural capital. Further, the study revealed a more intricate reality of the Chinese home literacy environment, depicted as a multifaceted mosaic shaped by economic reforms, sociocultural shifts, and cross-generational influences. The evidence demonstrates that the formation and expression of cultural capital by individual parents are profoundly influenced by their socio-cultural contexts, leading to diverse home literacy practice. This suggests that the home literacy experience is intricately linked with various layers of socio-cultural contexts, revealing a dynamic and interconnected framework rather than a static or isolated view. This dynamic nature challenges the conventional notion propagated by large-scale quantitative projects, which tend to portray rural areas as inherently disadvantaged compared to urban areas. Instead, this study suggests that the home literacy environment holds the possibility to be conceptualized beyond simplistic urban-rural dichotomies, resisting an understanding of their relationship as comparable entities evaluated by quantifiable data. Therefore, this research underscores the importance of adopting ecologically comprehensive and culturally responsive approaches in promoting the Chinese home literacy environment. Furthermore, it calls for in-depth qualitative research to capture the vast and diverse facets of Chinese families, aiming not for conclusive definitions but rather for the exploration of alternative narratives that run parallel to each other.

This study aims to examine the perspectives of relevant stakeholders within Cambodian higher education on recent efforts to promote research and development in higher education in Cambodia. It draws on one-on-one interviews with 13 Cambodian policymakers, educational leaders, lecturers, and university students to collect in-depth qualitative data to understand how these stakeholders perceive the recent initiatives or projects to advance higher education research and development in Cambodia. The findings showed that all stakeholders were generally aware of the progress in research and development in Cambodian higher education; however, some of them could not identify specific initiatives or projects that had recently been introduced to promote research and development. The study highlighted major challenges that have constrained the advancement of research and development in Cambodian higher education, highlighting the challenging realities facing higher education in developing countries. It also offered some suggestions to foster greater research engagement and productivity of academics in Cambodia, which may be applicable to other countries with similar socioeconomic characteristics. The study concludes with a summary of key findings and discusses the study's limitations and implications for future research.

This article examines the patterns and trends of undergraduate post-graduation outcomes among nine top Chinese universities (the C9 League) over the past decade against the broader context of geo-politics and COVID-19 pandemic. Analyzing data from the institutional report of graduate placement from 2013 to 2022, we find that most C9 university graduates choose to continue education immediately after receiving their bachelor's degree. There is a marked trend that more students choose to further their education domestically rather than study abroad after the COVID-19 pandemic, particularly staying at the same university from which they received their bachelor's. The US is losing its advantage as the top destination country for Chinese education elites whereas the UK, Hong Kong, and Singapore are receiving more Chinese students. The COVID-19 pandemic has significantly impacted the post-graduation decisions of Chinese elite graduates, who demonstrated a clear shift towards choices associated with lower risk and uncertainty.

Girls’ education has been understood as an issue pendulating between the girls as a subject and their socio-economic conditions. Countries such as Pakistan have historically struggled to ensure equal access and quality of education to girls, who have been made even more vulnerable in the wake of recent crises like the 2022 floods. In the absence of adequate state support, the potentialities of community as social support need to be considered. In this paper, we seek to centre girls’ experiences of constructing the meaning of their desire for education rooted in the networks of social relations and connections, without losing sight of the structural constraints that were exacerbated after the floods. This paper asks the question: how are girls in Pakistan experiencing intersectional issues of education after the devastating 2023 floods?

This paper, focused on three flood affected villages in Pakistan, explores educational access and exclusion as a collective experience of girls and their communities. A qualitative multi-method design was utilised, including interviews and informal group-discussions with girls, male and female community members as well as experts (in education, health, and politics). The findings follow a temporal sequence, i.e., looking at the legacies of girls’ exclusion from educational opportunities pre-dating the floods, the post-flood devastation and then, the experiences and emerging potential of relationality. It is argued that such crises require appropriate support from the state and community levels, whilst also urging a deeper engagement with how girls’ aspirations for education contribute to a process of self-enrichment amidst a crisis.