In this article, we analyze a case study of an Italian secondary school mathematics teacher engaged in the European project STEAM-Connect. The teacher designed a STEAM activity with colleagues of different disciplines, involved in the project by researchers. The aim of this qualitative study is to elaborate on the evolution of the investigated collaborative design work from a multidisciplinary to an interdisciplinary and, in the end, towards a transdisciplinary approach. The collected data come from two interviews with the mathematics teacher and the activity described through a design template shared within the “STEAM-Connect” project. In the concluding discussion we outline the several levels of connection, horizontal and vertical, national and international, between the teachers and the researchers involved in the project. Such connections triggered and sustained the evolution of the design of the STEAM activity towards a transdisciplinary approach, that is based on a real-world problem that can be approached from the perspective of different disciplines.
{"title":"Towards a transdisciplinary approach in a mathematics teacher’s design of a STEAM activity","authors":"Livia Silvestri , Sara Bagossi , Gabriella Pocalana , Ornella Robutti","doi":"10.1016/j.ijedro.2025.100490","DOIUrl":"10.1016/j.ijedro.2025.100490","url":null,"abstract":"<div><div>In this article, we analyze a case study of an Italian secondary school mathematics teacher engaged in the European project STEAM-Connect. The teacher designed a STEAM activity with colleagues of different disciplines, involved in the project by researchers. The aim of this qualitative study is to elaborate on the evolution of the investigated collaborative design work from a multidisciplinary to an interdisciplinary and, in the end, towards a transdisciplinary approach. The collected data come from two interviews with the mathematics teacher and the activity described through a design template shared within the “STEAM-Connect” project. In the concluding discussion we outline the several levels of connection, horizontal and vertical, national and international, between the teachers and the researchers involved in the project. Such connections triggered and sustained the evolution of the design of the STEAM activity towards a transdisciplinary approach, that is based on a real-world problem that can be approached from the perspective of different disciplines.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100490"},"PeriodicalIF":0.0,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144471975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-06-24DOI: 10.1016/j.ijedro.2025.100502
Jennifer E.V. Lloyd, Jennifer Baumbusch
A paucity of research explores the high school completion rates and earned credentials among students with various disabilities and learning exceptionalities. We fill this gap by conducting secondary data analyses of a longitudinal, population-based administrative database of individual educational records for 68,815 inclusive education students with assorted categories of support needs (‘designations’), followed longitudinally from Kindergarten (school entry, approximately 5/6 years of age) to Grade 12 (when students typically complete high school). Data spanned 19 years (1999/2000 to 2018/2019, inclusive), and were collected by the British Columbia Ministry of Education and Child Care (BC MEDCC) in Canada, who flagged individual student records with one of 12 designations they annually track for school district funding allotments. Specific objectives were, by designation: (1) to explore the specific high school leaving credential students earned; and (2) to investigate associations among seven sociodemographic predictors (cohort, Ever ESL, gender, number of designations, grade-to-grade transition pace, time to initial designation, and school system) with students’ earned credential. Included are designation-specific descriptive analyses, as well assorted multinomial logistic regressions in which students’ earned credential was regressed onto the sociodemographic variables. Across designations, results showed tremendous variation in students’ earned credential and credential data missingness. This study advances knowledge about the educational journeys and eventual high school completion outcomes of inclusive education students, helps grow the literature on education as a social determinant of health for inclusive education students, and serves to guide inclusive education policy and programs to support students in Canada and elsewhere around the world.
{"title":"High school completion of students across multiple inclusive education categories: A longitudinal, population-based analysis from British Columbia, Canada","authors":"Jennifer E.V. Lloyd, Jennifer Baumbusch","doi":"10.1016/j.ijedro.2025.100502","DOIUrl":"10.1016/j.ijedro.2025.100502","url":null,"abstract":"<div><div>A paucity of research explores the high school completion rates and earned credentials among students with various disabilities and learning exceptionalities. We fill this gap by conducting secondary data analyses of a longitudinal, population-based administrative database of individual educational records for 68,815 inclusive education students with assorted categories of support needs (‘designations’), followed longitudinally from Kindergarten (school entry, approximately 5/6 years of age) to Grade 12 (when students typically complete high school). Data spanned 19 years (1999/2000 to 2018/2019, inclusive), and were collected by the British Columbia Ministry of Education and Child Care (BC MEDCC) in Canada, who flagged individual student records with one of 12 designations they annually track for school district funding allotments. Specific objectives were, by designation: (1) to explore the specific high school leaving credential students earned; and (2) to investigate associations among seven sociodemographic predictors (cohort, Ever ESL, gender, number of designations, grade-to-grade transition pace, time to initial designation, and school system) with students’ earned credential. Included are designation-specific descriptive analyses, as well assorted multinomial logistic regressions in which students’ earned credential was regressed onto the sociodemographic variables. Across designations, results showed tremendous variation in students’ earned credential and credential data missingness. This study advances knowledge about the educational journeys and eventual high school completion outcomes of inclusive education students, helps grow the literature on education as a social determinant of health for inclusive education students, and serves to guide inclusive education policy and programs to support students in Canada and elsewhere around the world.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100502"},"PeriodicalIF":0.0,"publicationDate":"2025-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144471976","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-06-24DOI: 10.1016/j.ijedro.2025.100494
Shelly Kelly , Jeremy Kerr , Janice Rieger , Debra Flanders Cushing
School playground design does not always reflect the needs of the children who play there, particularly neurodivergent children. This leads to exclusion and limited opportunities for skill development and peer relationships. This research engages children with neurodivergent conditions, who are rarely asked for their opinions, to conceptualise their vision of their ideal school playground. It demonstrates what is required in play environments to make them inclusive and why neurodivergent children should be included in research.
This qualitative research involved two groups of children aged 10–12. Seven ‘predominantly neurodivergent’ (ND) students and six ‘predominantly neurotypical’ (NT) students, across two public, government-run schools in Brisbane, Australia. Play-based workshops used a co-design methodology to create play prototypes, drawings and journals, alongside interactions with a sensory sculpture on the school playground.
Guided by the social model of disability and a strengths-based neurodivergent approach, thematic analysis revealed what play features were necessary to support more inclusive play. Participants developed four key design principles from play features that included sensory, social, challenge and nature as priority areas for inclusive playground design. Further, Biophilic, Salutogenic and Prospect-Refuge theories validate what play features are essential to sustain ND children’s involvement at play. These elements fostered physical, social, and emotional inclusion, enabling children to play for longer, promoting positive social outcomes.
Affordance theory underscores the value of these features in meeting neurodivergent children's needs and enhancing their play experiences. This research highlights opportunities for more inclusive playgrounds and for designers to create environments that support diverse users.
{"title":"Let’s Play: Co-designing inclusive school playgrounds with neurodivergent children","authors":"Shelly Kelly , Jeremy Kerr , Janice Rieger , Debra Flanders Cushing","doi":"10.1016/j.ijedro.2025.100494","DOIUrl":"10.1016/j.ijedro.2025.100494","url":null,"abstract":"<div><div>School playground design does not always reflect the needs of the children who play there, particularly neurodivergent children. This leads to exclusion and limited opportunities for skill development and peer relationships. This research engages children with neurodivergent conditions, who are rarely asked for their opinions, to conceptualise their vision of their ideal school playground. It demonstrates what is required in play environments to make them inclusive and why neurodivergent children should be included in research.</div><div>This qualitative research involved two groups of children aged 10–12. Seven ‘predominantly neurodivergent’ (ND) students and six ‘predominantly neurotypical’ (NT) students, across two public, government-run schools in Brisbane, Australia. Play-based workshops used a co-design methodology to create play prototypes, drawings and journals, alongside interactions with a sensory sculpture on the school playground.</div><div>Guided by the social model of disability and a strengths-based neurodivergent approach, thematic analysis revealed what play features were necessary to support more inclusive play. Participants developed four key design principles from play features that included sensory, social, challenge and nature as priority areas for inclusive playground design. Further, Biophilic, Salutogenic and Prospect-Refuge theories validate what play features are essential to sustain ND children’s involvement at play. These elements fostered physical, social, and emotional inclusion, enabling children to play for longer, promoting positive social outcomes.</div><div>Affordance theory underscores the value of these features in meeting neurodivergent children's needs and enhancing their play experiences. This research highlights opportunities for more inclusive playgrounds and for designers to create environments that support diverse users.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100494"},"PeriodicalIF":0.0,"publicationDate":"2025-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144471973","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-06-24DOI: 10.1016/j.ijedro.2025.100497
Kerstin Erdal , Gordon Adami , Petra Gelléri , Jan Dettmers
Background
Adults with elevated symptoms of attention-deficit hyperactive disorder (ADHD) are at high risk for stress and burnout, involving negative academic and social outcomes. For university students with subclinical traits of ADHD the correlation between ADHD-like symptoms, stress and burnout so far is not well understood. Additionally, also their reaction to daily stress events in stressful times, such as exam times, has so far not received much attention.
Objective
This study examines effects of stressful events on university students during exam periods, with a focus on differences between those with elevated and those with low ADHD-symptoms. It aims to identify differences in stress experience, coping strategies, and burnout risk, and to investigate stress events on experience of daily stress and burnout.
Methods
149 university students who were also employed were screened for ADHD symptoms using a clinical screener and grouped into high versus low symptom categories. Participants first completed an online baseline survey assessing perceived stress, burnout, and coping styles, based on their experiences over the past three weeks. During a subsequent ten-day period coinciding with university exams, a potentially stressful time, they reported their daily experiences of stress, burnout, and stress-related events.
Results
At baseline (before exams), university students with elevated ADHD-symptoms showed significantly higher stress and burnout levels compared to their peers with low ADHD-symptoms, and they remembered significantly more stressful situations over the past month. Contrary to expectations, multi-level multi-group comparison revealed no significant difference between the groups regarding daily stress and burnout risk during the 10-day diary period during exam times.
Conclusions
Working university students with elevated ADHD-symptoms might be a vulnerable student group at risk for high chronic stress level and burnout risk. Negative memory bias, influenced by coping style, might feed into negative academic self-esteem among students with ADHD-symptoms and should be addressed in university counselling and healthcare.
{"title":"Stress and burnout in university students with ADHD-like symptoms: The role of memory bias and daily stress","authors":"Kerstin Erdal , Gordon Adami , Petra Gelléri , Jan Dettmers","doi":"10.1016/j.ijedro.2025.100497","DOIUrl":"10.1016/j.ijedro.2025.100497","url":null,"abstract":"<div><h3>Background</h3><div>Adults with elevated symptoms of attention-deficit hyperactive disorder (ADHD) are at high risk for stress and burnout, involving negative academic and social outcomes. For university students with subclinical traits of ADHD the correlation between ADHD-like symptoms, stress and burnout so far is not well understood. Additionally, also their reaction to daily stress events in stressful times, such as exam times, has so far not received much attention.</div></div><div><h3>Objective</h3><div>This study examines effects of stressful events on university students during exam periods, with a focus on differences between those with elevated and those with low ADHD-symptoms. It aims to identify differences in stress experience, coping strategies, and burnout risk, and to investigate stress events on experience of daily stress and burnout.</div></div><div><h3>Methods</h3><div>149 university students who were also employed were screened for ADHD symptoms using a clinical screener and grouped into high versus low symptom categories. Participants first completed an online baseline survey assessing perceived stress, burnout, and coping styles, based on their experiences over the past three weeks. During a subsequent ten-day period coinciding with university exams, a potentially stressful time, they reported their daily experiences of stress, burnout, and stress-related events.</div></div><div><h3>Results</h3><div>At baseline (before exams), university students with elevated ADHD-symptoms showed significantly higher stress and burnout levels compared to their peers with low ADHD-symptoms, and they remembered significantly more stressful situations over the past month. Contrary to expectations, multi-level multi-group comparison revealed no significant difference between the groups regarding daily stress and burnout risk during the 10-day diary period during exam times.</div></div><div><h3>Conclusions</h3><div>Working university students with elevated ADHD-symptoms might be a vulnerable student group at risk for high chronic stress level and burnout risk. Negative memory bias, influenced by coping style, might feed into negative academic self-esteem among students with ADHD-symptoms and should be addressed in university counselling and healthcare.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100497"},"PeriodicalIF":0.0,"publicationDate":"2025-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144471977","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-06-24DOI: 10.1016/j.ijedro.2025.100500
Hyunwoo Yang , Haram Jeon , Soobin Choi
Background
While educational policy emphasizes the importance of strong school–family relationships in enhancing student outcomes, their impact on teachers has been less thoroughly examined. Understanding how time spent on parent communication influences teacher self-efficacy and stress can provide valuable insights into teacher well-being.
Purpose/Focus of Study
This study investigates the relationship between the time teachers spend communicating with parents and its effects on teacher self-efficacy and stress. Additionally, it examines whether participation in professional development programs focused on teacher-parent collaboration moderates these effects.
Research Design
Using data from 122,584 teachers in the Teaching and Learning International Survey (TALIS) 2018, this study employs quantitative analysis to explore associations between communication time, teacher self-efficacy, and parent-related stress. It also evaluates the role of professional development in mitigating stress linked to parent communication.
Conclusions
Findings indicate that one hour of communication with parents is associated with increased teacher self-efficacy but also heightened parent-related stress. Participation in professional development programs targeting teacher-parent collaboration alleviates the negative stress effects of parent communication. These results underscore the multifaceted nature of teacher-parent relationships and highlight the importance of targeted professional development in supporting teacher well-being.
{"title":"Associations between time spent communicating with parents, teacher self-efficacy, and stress: The role of professional development","authors":"Hyunwoo Yang , Haram Jeon , Soobin Choi","doi":"10.1016/j.ijedro.2025.100500","DOIUrl":"10.1016/j.ijedro.2025.100500","url":null,"abstract":"<div><h3>Background</h3><div>While educational policy emphasizes the importance of strong school–family relationships in enhancing student outcomes, their impact on teachers has been less thoroughly examined. Understanding how time spent on parent communication influences teacher self-efficacy and stress can provide valuable insights into teacher well-being.</div></div><div><h3>Purpose/Focus of Study</h3><div>This study investigates the relationship between the time teachers spend communicating with parents and its effects on teacher self-efficacy and stress. Additionally, it examines whether participation in professional development programs focused on teacher-parent collaboration moderates these effects.</div></div><div><h3>Research Design</h3><div>Using data from 122,584 teachers in the Teaching and Learning International Survey (TALIS) 2018, this study employs quantitative analysis to explore associations between communication time, teacher self-efficacy, and parent-related stress. It also evaluates the role of professional development in mitigating stress linked to parent communication.</div></div><div><h3>Conclusions</h3><div>Findings indicate that one hour of communication with parents is associated with increased teacher self-efficacy but also heightened parent-related stress. Participation in professional development programs targeting teacher-parent collaboration alleviates the negative stress effects of parent communication. These results underscore the multifaceted nature of teacher-parent relationships and highlight the importance of targeted professional development in supporting teacher well-being.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100500"},"PeriodicalIF":0.0,"publicationDate":"2025-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144471974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-06-23DOI: 10.1016/j.ijedro.2025.100493
Dr Tanya Richardson , Dr Anthony Stepniak
This qualitative ethnographic study investigates the effectiveness of the Personal Academic Tutor (PAT) role in supporting student retention and progression from level 4 to level 5 at a widening participation university in the East Midlands, England. The research, framed within an interpretivist paradigm, gathers perspectives through semi-structured interviews with key stakeholders (n = 7), focus groups with level 4 PATs (n = 14), and a survey of level 4 home students (n = 57). The study recognizes the varied implementation of the PAT role across Higher Education Institutions (HEIs), influenced by factors such as university policy, workload, and student demographics. It builds on Earwalker's (1992) three models of personal tutoring (pastoral, professional, and curricular) highlighting the evolution towards a hybrid model combining these approaches. The paper argues for the critical importance of institutional-level implementation and measurement of PAT, using key sector metrics like retention, progression, continuation, and student satisfaction. It posits that the PAT role should enhance the overall student experience and be integral to the academic role within contemporary HEIs. The findings suggest that a multi-faceted approach to PAT, incorporating pastoral and academic support, is vital for improving student outcomes.
{"title":"Proactive academic tutoring? Uniting the pastoral and the professional: a critical approach to the PAT role in the contemporary HEI landscape","authors":"Dr Tanya Richardson , Dr Anthony Stepniak","doi":"10.1016/j.ijedro.2025.100493","DOIUrl":"10.1016/j.ijedro.2025.100493","url":null,"abstract":"<div><div>This qualitative ethnographic study investigates the effectiveness of the Personal Academic Tutor (PAT) role in supporting student retention and progression from level 4 to level 5 at a widening participation university in the East Midlands, England. The research, framed within an interpretivist paradigm, gathers perspectives through semi-structured interviews with key stakeholders (<em>n</em> = 7), focus groups with level 4 PATs (<em>n</em> = 14), and a survey of level 4 home students (<em>n</em> = 57). The study recognizes the varied implementation of the PAT role across Higher Education Institutions (HEIs), influenced by factors such as university policy, workload, and student demographics. It builds on Earwalker's (1992) three models of personal tutoring (pastoral, professional, and curricular) highlighting the evolution towards a hybrid model combining these approaches. The paper argues for the critical importance of institutional-level implementation and measurement of PAT, using key sector metrics like retention, progression, continuation, and student satisfaction. It posits that the PAT role should enhance the overall student experience and be integral to the academic role within contemporary HEIs. The findings suggest that a multi-faceted approach to PAT, incorporating pastoral and academic support, is vital for improving student outcomes.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100493"},"PeriodicalIF":0.0,"publicationDate":"2025-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144365214","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-06-23DOI: 10.1016/j.ijedro.2025.100501
Mona Najjarpour
Cultivating social-emotional competence is crucial for equipping English as a Foreign Language (EFL) teachers to navigate the intricate socio-emotional demands of the classroom. While fostering Social and Emotional Learning (SEL) within the teacher community offers a promising strategy, a significant gap exists in the dearth of such specialized programs designed to cultivate social-emotional well-being in EFL teachers. This lack of tailored initiatives raises question about the challenges hindering the integration of SEL-based professional development in EFL teacher training programs. To explore these challenges, this qualitative study elicited the perceptions of 18 Iranian EFL teachers, selected through convenience sampling. Participants completed an online open-ended questionnaire and participated in four online focus group discussions. Content and thematic analysis of the responses revealed several key challenges, including content deficiency, resource scarcity, educational system priorities, limited acceptance, neglect of SEL value, and chronological constraints. These findings advocate for a transformative shift in EFL teacher training, emphasizing the importance of teacher SEL and requiring authorities to prioritize its integration, embrace innovation, and allocate necessary resources. The implications of these findings are far-reaching, affecting materials developers, teacher professional development programs, authorities, and policymakers. By promoting SEL awareness and investing in relevant resources, these stakeholders can collectively enhance EFL teachers' social-emotional well-being, improving their ability to manage classroom challenges.
{"title":"Teachers' perceptions of challenges to integrating social emotional learning professional development into EFL teacher training programs","authors":"Mona Najjarpour","doi":"10.1016/j.ijedro.2025.100501","DOIUrl":"10.1016/j.ijedro.2025.100501","url":null,"abstract":"<div><div>Cultivating social-emotional competence is crucial for equipping English as a Foreign Language (EFL) teachers to navigate the intricate socio-emotional demands of the classroom. While fostering Social and Emotional Learning (SEL) within the teacher community offers a promising strategy, a significant gap exists in the dearth of such specialized programs designed to cultivate social-emotional well-being in EFL teachers. This lack of tailored initiatives raises question about the challenges hindering the integration of SEL-based professional development in EFL teacher training programs. To explore these challenges, this qualitative study elicited the perceptions of 18 Iranian EFL teachers, selected through convenience sampling. Participants completed an online open-ended questionnaire and participated in four online focus group discussions. Content and thematic analysis of the responses revealed several key challenges, including <em>content deficiency, resource scarcity, educational system priorities, limited acceptance, neglect of SEL value</em>, and <em>chronological constraints</em>. These findings advocate for a transformative shift in EFL teacher training, emphasizing the importance of teacher SEL and requiring authorities to prioritize its integration, embrace innovation, and allocate necessary resources. The implications of these findings are far-reaching, affecting materials developers, teacher professional development programs, authorities, and policymakers. By promoting SEL awareness and investing in relevant resources, these stakeholders can collectively enhance EFL teachers' social-emotional well-being, improving their ability to manage classroom challenges.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100501"},"PeriodicalIF":0.0,"publicationDate":"2025-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144365215","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-06-23DOI: 10.1016/j.ijedro.2025.100498
Annegien Langeloo, Elanor Kamans
When examining enrollment and graduation grades, higher education remains less accessible for first-generation students. Dutch first-generation students are also less likely to attend honors talent programs. However, not much is known what is driving these effects. First-generation honors students might face identity-related and psychological challenges, such as identity incompatibility, which is associated with low levels of sense of belonging and self-efficacy. This study investigates what identity-related psychological obstacles first-generation students experience in honors talent programs through three studies using a mixed-method approach. Results showed that psychological identity factors are obstacles for first-generation students in honors talent programs, though these obstacles vary over time. First-generation students in honors talent programs experience more identity incompatibility than their continuing-generation peers. However, identity incompatibility does not influence their reasons for not participating in honors programs; instead, (lack of) self-efficacy does. Moreover, quantitative data showed that higher levels of identity incompatibility before and during the honors talent program relate to lower levels of (anticipated) sense of belonging and self-efficacy. However, the qualitative part of the study showed that students generally report relatively high levels of sense of belonging and self-efficacy in the honors talent program. Together, these results show that even though the honors talent program can be a warm and welcoming safe space for first-generation students, there also is a need for honors educators in The Netherlands and abroad to become more aware of the struggles of first-generation students and actively invest in recruiting and supporting this group of students in honors talent programs.
{"title":"First-generation students’ identity compatibility, sense of belonging and self-efficacy going to and through honors talent programs: a mixed-method study","authors":"Annegien Langeloo, Elanor Kamans","doi":"10.1016/j.ijedro.2025.100498","DOIUrl":"10.1016/j.ijedro.2025.100498","url":null,"abstract":"<div><div>When examining enrollment and graduation grades, higher education remains less accessible for first-generation students. Dutch first-generation students are also less likely to attend honors talent programs. However, not much is known what is driving these effects. First-generation honors students might face identity-related and psychological challenges, such as identity incompatibility, which is associated with low levels of sense of belonging and self-efficacy. This study investigates what identity-related psychological obstacles first-generation students experience in honors talent programs through three studies using a mixed-method approach. Results showed that psychological identity factors are obstacles for first-generation students in honors talent programs, though these obstacles vary over time. First-generation students in honors talent programs experience more identity incompatibility than their continuing-generation peers. However, identity incompatibility does not influence their reasons for not participating in honors programs; instead, (lack of) self-efficacy does. Moreover, quantitative data showed that higher levels of identity incompatibility before and during the honors talent program relate to lower levels of (anticipated) sense of belonging and self-efficacy. However, the qualitative part of the study showed that students generally report relatively high levels of sense of belonging and self-efficacy in the honors talent program. Together, these results show that even though the honors talent program can be a warm and welcoming safe space for first-generation students, there also is a need for honors educators in The Netherlands and abroad to become more aware of the struggles of first-generation students and actively invest in recruiting and supporting this group of students in honors talent programs.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100498"},"PeriodicalIF":0.0,"publicationDate":"2025-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144338952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-06-20DOI: 10.1016/j.ijedro.2025.100496
James Deehan, Sarah Redshaw, Lena Danaia, Freyja Postlethwaite, Alison Donnelly, Christopher Morris
STEM education is vitally important to long-term global prosperity, but it is not well understood beyond our metropolitan centres. If STEM education is to uphold principles of equity and inclusion, then robust knowledge of non-metropolitan STEM education is necessary to appreciate unique opportunities and address entrenched disadvantage. To this end, this paper presents a comprehensive scoping review of demographics, research methods, teaching approaches and emergent themes in non-metropolitan STEM education research. Following the PRISMA protocol, a 4-phase selection process identified 229 relevant research outputs. Priori and priori coding processes were applied collaboratively. Findings show that research in this field has increased significantly since 2020 and that 75% of all outputs originate from Australia and the USA. Engineering and technology are underrepresented and most research focuses on primary and secondary school contexts. Qualitative and quantitative methods were typically observed in cross sectional, case study and quasi-experimental designs. Themes of relevance, collaboration, student-centred learning and technological support emerged across the 18 STEM instructional approaches. Thematic analyses showed that the core focus on teacher and student traits was supplemented by wider contextual foci, such as culture/ community, metro/non-metro comparison and partnerships. Limitations and directions for future work will be discussed.
{"title":"Understanding STEM beyond the cities: A comprehensive review of non-metropolitan STEM education research","authors":"James Deehan, Sarah Redshaw, Lena Danaia, Freyja Postlethwaite, Alison Donnelly, Christopher Morris","doi":"10.1016/j.ijedro.2025.100496","DOIUrl":"10.1016/j.ijedro.2025.100496","url":null,"abstract":"<div><div>STEM education is vitally important to long-term global prosperity, but it is not well understood beyond our metropolitan centres. If STEM education is to uphold principles of equity and inclusion, then robust knowledge of non-metropolitan STEM education is necessary to appreciate unique opportunities and address entrenched disadvantage. To this end, this paper presents a comprehensive scoping review of demographics, research methods, teaching approaches and emergent themes in non-metropolitan STEM education research. Following the PRISMA protocol, a 4-phase selection process identified 229 relevant research outputs. Priori and priori coding processes were applied collaboratively. Findings show that research in this field has increased significantly since 2020 and that 75% of all outputs originate from Australia and the USA. Engineering and technology are underrepresented and most research focuses on primary and secondary school contexts. Qualitative and quantitative methods were typically observed in cross sectional, case study and quasi-experimental designs. Themes of relevance, collaboration, student-centred learning and technological support emerged across the 18 STEM instructional approaches. Thematic analyses showed that the core focus on teacher and student traits was supplemented by wider contextual foci, such as culture/ community, metro/non-metro comparison and partnerships. Limitations and directions for future work will be discussed.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100496"},"PeriodicalIF":0.0,"publicationDate":"2025-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144330141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-06-19DOI: 10.1016/j.ijedro.2025.100499
Ana María Suárez-Mesa, Ricardo L. Gómez
Colombia’s armed conflict has profoundly affected the lives and education of its youth. This study investigates the impact of armed conflict on educational outcomes by using a three-level hierarchical linear model (HLM) to analyze students’ academic performance at the municipal school and individual levels. Data were gathered for the years 2002, marked by the highest conflict intensity, and 2017, the lowest conflict intensity following the peace agreement.
A municipal-level conflict intensity index was created by integrating data on homicides, forced disappearances, kidnappings, displacement, and the recruitment of minors, resulting in a more accurate assessment of violence in each municipality.
The enrollment of conflict victims at the school level captures the direct impact of violence on students, serving as an additional lens through which to assess the conflict’s influence on educational outcomes. The measure of academic performance was the Saber 11 results, Colombia’s national large-scale assessment program, which evaluates all graduating high school students in core competencies, including reading, quantitative reasoning, science, English as a Foreign Language (EFL), and civics and citizenship.
The findings reveal a significant impact of violence on educational outcomes in both years. Additionally, while the enrollment of conflict-affected students negatively predicted academic performance in 2002, this effect was not significant in 2017, despite a higher proportion of victimized students enrolled in schools. The results also align with previous research indicating that female students, those from low socio-economic backgrounds, and those attending public or rural schools consistently perform at lower levels. In contrast, male students, those from wealthier families, private schools, and urban areas tend to achieve higher educational outcomes.
This research enhances the understanding of how armed conflict influences education and provides evidence to guide targeted interventions, particularly in post-conflict regions. The findings aim to inform strategies for conflict prevention and resolution within Colombia’s educational system, supporting equitable and resilient learning environments.
{"title":"The impact of armed conflict on educational outcomes in Colombia: A multilevel analysis using open data from periods of high and low conflict intensity","authors":"Ana María Suárez-Mesa, Ricardo L. Gómez","doi":"10.1016/j.ijedro.2025.100499","DOIUrl":"10.1016/j.ijedro.2025.100499","url":null,"abstract":"<div><div>Colombia’s armed conflict has profoundly affected the lives and education of its youth. This study investigates the impact of armed conflict on educational outcomes by using a three-level hierarchical linear model (HLM) to analyze students’ academic performance at the municipal school and individual levels. Data were gathered for the years 2002, marked by the highest conflict intensity, and 2017, the lowest conflict intensity following the peace agreement.</div><div>A municipal-level conflict intensity index was created by integrating data on homicides, forced disappearances, kidnappings, displacement, and the recruitment of minors, resulting in a more accurate assessment of violence in each municipality.</div><div>The enrollment of conflict victims at the school level captures the direct impact of violence on students, serving as an additional lens through which to assess the conflict’s influence on educational outcomes. The measure of academic performance was the Saber 11 results, Colombia’s national large-scale assessment program, which evaluates all graduating high school students in core competencies, including reading, quantitative reasoning, science, English as a Foreign Language (EFL), and civics and citizenship.</div><div>The findings reveal a significant impact of violence on educational outcomes in both years. Additionally, while the enrollment of conflict-affected students negatively predicted academic performance in 2002, this effect was not significant in 2017, despite a higher proportion of victimized students enrolled in schools. The results also align with previous research indicating that female students, those from low socio-economic backgrounds, and those attending public or rural schools consistently perform at lower levels. In contrast, male students, those from wealthier families, private schools, and urban areas tend to achieve higher educational outcomes.</div><div>This research enhances the understanding of how armed conflict influences education and provides evidence to guide targeted interventions, particularly in post-conflict regions. The findings aim to inform strategies for conflict prevention and resolution within Colombia’s educational system, supporting equitable and resilient learning environments.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100499"},"PeriodicalIF":0.0,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144313387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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