International journal of educational research open最新文献

{"title":"Exploring students’ lived experience in online learning during Covid-19 pandemic through a phenomenological hermeneutic perspective","authors":"Wiwiek Afifah ,&nbsp;Soeharto Soeharto ,&nbsp;Lucia H. Winingsih ,&nbsp;Budi Kadaryanto ,&nbsp;Sabar Budi Raharjo ,&nbsp;Fitria Arifiyanti ,&nbsp;Zsolt Lavicza","doi":"10.1016/j.ijedro.2025.100444","DOIUrl":"10.1016/j.ijedro.2025.100444","url":null,"abstract":"<div><div>The exploration of students’ lived experiences in online learning during the Covid-19 pandemic is crucial as it offers values that can elicit a sense of better understanding of the world or situation of how Indonesian EFL students experienced their online learning during the pandemic. Many studies on how students learn during the pandemic have been undertaken. However, examining EFL students’ lived experiences in university has not been found in the literature. For the reasons, this study aims to investigate the fundamental aspects of lived experience, how students experienced and responded to online learning, and how the experience shaped their understanding of the world. To know the three points, hermeneutic phenomenology under qualitative research was applied with one hundred and three students’ writings which were collected. Out of the number of participants, fifty-one writings were selected and considered to represent EFL students’ lived experiences. The selected writings then were analysed by using van Manen's method consisting of six steps. The findings revealed that in online learning, the fundamental aspects of students’ lived experience were language acquisition, language learning, interaction, presence, emotional connection, engagement, and memory. To pertain the success of EFL online learning, most of the students’ writing showed pessimist to master and achieve the learning targets as the real interaction was very minimum. Lastly, students' experience greatly influenced by the way they perceived the teaching material being taught in online class. EL students’ perceptions and interpretations of the experiences impacted on their attitudes, values, and beliefs. Their decisions and actions were also influenced by their lived experience.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100444"},"PeriodicalIF":0.0,"publicationDate":"2025-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143420968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teachers’ perceptions about online teaching: Analysis of their experiences and opportunities for knowledge sharing","authors":"Jamie Verstraeten ,&nbsp;Annemieke van Dongen-Leunis ,&nbsp;Renee Scheepers ,&nbsp;Marloes L. Nederhand ,&nbsp;Bjorn B. de Koning ,&nbsp;Welmoed K. van Deen","doi":"10.1016/j.ijedro.2025.100450","DOIUrl":"10.1016/j.ijedro.2025.100450","url":null,"abstract":"<div><div>This study investigates teachers' experiences and perspectives on online education to enhance teachers’ wellbeing across the globe. Through interviews and focus groups with university teachers, positive aspects such as increased efficiency and creative opportunities were found. Simultaneously, challenges of online teaching were identified, such as declining student engagement, shifts in teacher identity, and weakened informal connections with students. Job resources in online teaching include knowledge exchange, autonomy and support, whereas job demands encompass time constraints and students’ dissatisfaction. Creating informal moments and establishing a knowledge-sharing infrastructure are conducive to teachers’ well-being in online education.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100450"},"PeriodicalIF":0.0,"publicationDate":"2025-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143420967","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enhancing skills for scientific writing: A mixed-methods study at the faculty of health sciences, damascus university","authors":"Mohammed Alshafie ,&nbsp;Laila Yakoub Agha ,&nbsp;Lujain Nahass ,&nbsp;Mhd Basheer Alameer ,&nbsp;Jad Samaan ,&nbsp;Jameel Soqia ,&nbsp;Samer Mohsen","doi":"10.1016/j.ijedro.2025.100451","DOIUrl":"10.1016/j.ijedro.2025.100451","url":null,"abstract":"<div><h3>Background</h3><div>The increasing importance of scientific publications to promote community health and academic advancement highlights the need to evaluate the effectiveness of courses addressing academic writing skills, especially among Syrian students. To address this issue, we conducted a mixed-method study.</div></div><div><h3>Methods</h3><div>Before a workshop on scientific writing, we distributed a pre-workshop questionnaire to assess participants' sociodemographic information and their knowledge of scientific writing principles. After the workshop, we administered a second questionnaire with the same sections to measure improvements in participants' knowledge. Additionally, we introduced a scale to evaluate the workshop's effectiveness. A one-way ANOVA test was used to assess differences in attitude among participants based on their departments, and the Wilcoxon Signed test was conducted to ascertain the difference between the test results before and after the workshop.</div></div><div><h3>Results</h3><div>There was a significant statistical relationship between the participants’ test scores before and after the workshop for ten questions of the questionnaire (8 of which showed an increased response rate, while 2 decreased). However, there was no significant statistical relationship for the remaining five questions. There was a medium positive attitude towards the workshop which didn't have any significant statistical relationship with the participant's department at the faculty. Also, there was no significant statistical relationship between the amount of increased knowledge of the participant and their department affiliation, academic score, or the number of communication tools they possess.</div></div><div><h3>Conclusion</h3><div>The workshop was effective in enhancing the participants’ baseline knowledge in manuscript writing skills.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100451"},"PeriodicalIF":0.0,"publicationDate":"2025-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143420966","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluation of policies for disability and social inclusion in Colombian higher education","authors":"Catalina López Gómez ,&nbsp;Alejandro Farieta-Barrera ,&nbsp;María Patricia Sarmiento","doi":"10.1016/j.ijedro.2025.100454","DOIUrl":"10.1016/j.ijedro.2025.100454","url":null,"abstract":"<div><div>The proportion of people with disabilities in higher education is growing worldwide. However, they continue to face inadequate conditions and discriminatory attitudes that hinder their academic careers. This study evaluates the policy for disability and social inclusion in the Colombian higher education system using the scores and socioeconomic information of students who presented the <em>Saber Pro</em> exam from 2013 to 2016 and 2019, available from the Colombian Institute for the Evaluation of Education (ICFES). During this period, the number of students with disabilities has increased almost five times. In general, they have lower prior academic achievement and inferior socioeconomic conditions (parents’ education and neighborhood's socioeconomic level) compared to students without disabilities. The policy evaluation assesses the academic achievement gap between students with and without disabilities and its reduction over time. The methodological design implements exact matching with propensity score matching and regression adjustment. Results show that, over the years, there has been a reduction in the performance gap, and in 2019, there were no significant differences in scores between students with and without disabilities, except in the quantitative reasoning test. The findings demonstrate the effectiveness of policy and institutional improvements for these students and point out routes to improve their academic success.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100454"},"PeriodicalIF":0.0,"publicationDate":"2025-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143420742","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development and validation of an attitudinal mathematics word problems scale for secondary school learners in Nigeria","authors":"Deborah O. Tobih ,&nbsp;Musa Adekunle Ayanwale ,&nbsp;Mdutshekelwa Ndlovu","doi":"10.1016/j.ijedro.2025.100440","DOIUrl":"10.1016/j.ijedro.2025.100440","url":null,"abstract":"<div><div>Mathematics word problems (MWPs) are essential for cultivating learners’ problem-solving skills. However, many learners perceive them as challenging and anxiety-inducing, leading to negative attitudes towards mathematics. Although various scales have been developed to assess learners’ attitudes towards mathematics, there is a lack of validated scales focusing specifically on MWPs. In this study, we developed and validated an Attitudinal Mathematics Word Problem Scale (AMWPS) for secondary school learners. We employed a comprehensive scale development process using a sample of 958 secondary school learners, including item generation, exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and multidimensional graded response modelling. Our results revealed a nine-factor structure comprising 58 items representing distinct dimensions: passion, emotional connection, cognitive skills, relational support, sarcasm, presumption, engagement, evasion, and pessimism. The AMWPS exhibited strong psychometric properties with good reliability (Composite Reliability ≥ 0.70) and validity (Average Variance Extracted ≥ 0.50). Furthermore, measurement invariance was established across gender and school type, ensuring the scale's robustness in diverse educational contexts. Our study bridges the gap in attitudinal assessments by offering a reliable and valid scale to evaluate learners’ attitudes toward mathematics word problems. We provide a foundation for future research and practical interventions to improve learners’ engagement and performance in mathematics.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100440"},"PeriodicalIF":0.0,"publicationDate":"2025-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143395038","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Shaping generative AI governance in higher education: Insights from student perception","authors":"Okky Putra Barus ,&nbsp;Achmad Nizar Hidayanto ,&nbsp;Eko Yon Handri ,&nbsp;Dana Indra Sensuse ,&nbsp;Chairote Yaiprasert","doi":"10.1016/j.ijedro.2025.100452","DOIUrl":"10.1016/j.ijedro.2025.100452","url":null,"abstract":"<div><div>This study explores student perspectives on generative AI governance in higher education to ensure responsible and ethical AI integration. Employing a mixed-methods approach with an explanatory sequential design, the study gathered data from 111 undergraduate students at Universitas Pelita Harapan through an online survey and semi-structured interviews with 53 students. The study covered key aspects of AI governance, such as ethics, curriculum integration, misuse detection, and academic sanctions, which are crucial for ensuring responsible AI implementation. The findings reveal that students are highly aware of the potential benefits of Generative AI and support its integration into the curriculum. However, they also emphasize the need for clear guidelines, ethics training, and plagiarism detection mechanisms to prevent misuse and uphold academic integrity. These findings provide valuable insights for higher education institutions to develop a comprehensive AI governance framework that balances the potential of Generative AI with the ethical considerations of its use.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100452"},"PeriodicalIF":0.0,"publicationDate":"2025-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143387792","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Breaking barriers in STEAM education: Analyzing competence acquisition through project-based learning in a European context","authors":"Paula García-Llamas ,&nbsp;Angela Taboada ,&nbsp;Patricia Sanz-Chumillas ,&nbsp;Luísa Lopes Pereira ,&nbsp;Roberto Baelo Álvarez","doi":"10.1016/j.ijedro.2025.100449","DOIUrl":"10.1016/j.ijedro.2025.100449","url":null,"abstract":"<div><div>Project-Based Learning (PBL) is a widely applied methodology to foster professional competencies, especially when integrated with STEAM education. This study assesses the impact of a STEAM PBL activity on higher education students and academics, regarding competence acquisition (i.e., personal, professional, academic, and social competences). Additionally, it explores how participants' profiles and learning backgrounds shape their perceptions of PBL benefits by analyzing their motivations, expectations, and attitudes toward the methodology. Participants included higher education students and academics from six universities across five European countries. Data was collected through questionnaires across four domains: expectations and motivation, self-perception, competence acquisition, and satisfaction. Responses were analyzed using GLM to evaluate the influence of gender and academic role, and program modality (national or international) on participants' perceptions. Results show that both students and academics perceived similar benefits from PBL, regardless of their background or study modality. They reported high satisfaction and significant competency acquisition across all areas, with no significant differences based on gender, academic role, or prior experience, which highlights PBL as an inclusive methodology for diverse participants’ profiles. The primary motivation for participation was to gain practical skills and engage in international collaboration, with minimal influence from external rewards. The findings stress the effectiveness of the PBL approach in STEAM education for fostering key competencies in higher education, promoting personal and professional growth, collaboration, and practical application of STEAM disciplines. The inclusiveness and effectiveness of PBL for diverse profiles supports its broader implementation in STEAM education to better prepare students for global challenges.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100449"},"PeriodicalIF":0.0,"publicationDate":"2025-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143372064","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluating the effectiveness of a health and environmental education training program for Syrian teachers in Northern Syria","authors":"Mervan Y. Huseyin ,&nbsp;Abdulmuhaimen Dershewi ,&nbsp;Debbi Marais ,&nbsp;Marwan Albuhtori","doi":"10.1016/j.ijedro.2025.100448","DOIUrl":"10.1016/j.ijedro.2025.100448","url":null,"abstract":"<div><div>In alignment with UNESCO's directives for ongoing teacher development in environmental awareness to achieve sustainable development goals, this study developed and evaluated a 14-week training curriculum aimed at enhancing Environmental and Health Education awareness among Syrian teachers. Fifty educators of both genders were selected to partake in a program tailored to their needs. The study employed a sequential explanatory mixed methods approach, which included pre- and post-testing; an online satisfaction survey as well as focus group discussions to explore the impact of the training. The findings revealed a statistically significant improvement in knowledge post-training, with average scores doubling from 31% to 65. The program received a high satisfaction rating of Very good-Excellent. Five themes emerged, namely acquired knowledge and skills, values instilled, personal and professional development and emerging topics. Participants overwhelmingly affirmed the training's value and impact, noting significant knowledge and value integration in Environmental and Health Education.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100448"},"PeriodicalIF":0.0,"publicationDate":"2025-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143372660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A long road to educational equity: Tracking trends through PISA 2000–2018","authors":"Ekaterina Enchikova ,&nbsp;Tiago Neves ,&nbsp;Cibelle Toledo ,&nbsp;Gil Nata","doi":"10.1016/j.ijedro.2025.100445","DOIUrl":"10.1016/j.ijedro.2025.100445","url":null,"abstract":"<div><div>The OECD's Programme for International Student Assessment (PISA) has reported on the levels of educational equity in participating countries since its inception in 2000. However, little attention has been paid to changes in equity levels over time. This study analyses data from the 2000 to 2018 PISA rounds, offering an overview of educational socioeconomic-related equity — specifically equality of opportunity (assessed through the relationship between R-squared and ESCS) — trends across 87 countries, comprising 37 OECD members and 50 partner countries. It provides insights into the dynamics of equity levels at the country level, the stability of these trends, and the consistency of the changes. By using all available PISA waves for each participating country, calculating an average R-squared between subjects (Reading, Math and Science), and combining the “absolute” position in the equity indicator with the change over time in that same indicator, this study presents the first comprehensive picture of the evolution of equality of opportunities (assessed through the R-squared indicator) in all PISA-participating countries. Results show that, on average, PISA-participating countries have only slightly improved their equality of opportunity. Additionally, there is an absence of clear patterns regarding the relationship between equity levels and equity change, highlighting the diversity of national pathways to equity and underscoring the importance of analysing specific contexts when assessing equity. Lastly, this study also helps to identify successful country cases that have demonstrated more solid and coherent positive trends in improving educational equity over the last two decades.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100445"},"PeriodicalIF":0.0,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143141182","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching accounting principles using augmented reality and artificial intelligence-generated IsiZulu language translations","authors":"Abejide Ade-Ibijola ,&nbsp;Aneetha Sukhari ,&nbsp;Solomon Sunday Oyelere","doi":"10.1016/j.ijedro.2025.100447","DOIUrl":"10.1016/j.ijedro.2025.100447","url":null,"abstract":"<div><div>One of the sustainable development goals identified by the United Nations (UN) aims to ensure inclusive, equitable, quality education and promote lifelong learning opportunities for all. The report issued by the UN in 2022 highlighted that the global education crisis for vulnerable groups has worsened due to the COVID-19 pandemic, war, lack of infrastructure, and little or no psychosocial support. The prevalence of English as the medium of instruction in higher education, is a challenge for students who speak English as a second language. In South Africa, and Africa as a whole, the majority of the population speak in their mother tongue as a first language, which is problematic for students enrolled at English medium universities. This study focuses on accounting education from a South African perspective. Earlier research found that the number of African chartered accountants in South Africa are inadequately represented and cited one of the reasons as being a language barrier. We propose that the translation of accounting concepts into indigenous African languages can improve the understanding of accounting principles which will allow for inclusive, equitable, and quality education for all. In doing so, we develop a prototype application, which encompasses augmented reality and artificial intelligence-generated language translation functionalities to teach accounting principles in an indigenous African language, namely, IsiZulu. The application, named Zulu Augmented Reality Translation (ZART), aids the learning process of accounting principles, by providing an engaging and interactive learning experience in IsiZulu. The paper commences with a literature review on the teaching pedagogy and challenges in accounting education. Thereafter, the design science research applied in the development of ZART is discussed. Using questionnaires, an experiment is conducted to evaluate the usability of ZART, students’ perceptions and pedagogical experiences of using ZART. The results of the evaluation show that ZART was easy to install and use; students were captivated with the avatars in ZART; and the language translation functionality was useful for learning the basics of accounting. ZART is of importance to policy makers and standard setters in the accounting profession, accounting academics, and accounting students. This study provides a platform for the translation of the accounting curriculum into numerous indigenous African languages.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"8 ","pages":"Article 100447"},"PeriodicalIF":0.0,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143234296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}