International journal of educational research open最新文献

{"title":"Regional inequities in school attendance in Somalia: evidence from spatial statistics and multilevel modeling","authors":"Jibril Abdikadir Ali ,&nbsp;Tawakal Abdi Ali ,&nbsp;Hodo Abdikarim Mohamed ,&nbsp;Mustafe Khadar Abdi ,&nbsp;Abdisalam Hassan Muse ,&nbsp;Mukhtaar Axmed Cumar","doi":"10.1016/j.ijedro.2025.100549","DOIUrl":"10.1016/j.ijedro.2025.100549","url":null,"abstract":"<div><div>School attendance in Somalia remains critically low and is marked by significant regional disparities, hindering national development and perpetuating cycles of poverty. This study investigates the individual, household, and geographical determinants of school attendance and maps its spatial patterns across Somalia to inform targeted interventions. Utilizing data from the 2023 Somalia Integrated Household Budget Survey (SIHBS) covering 13,329 children, this research employed multilevel logistic regression and spatial statistical techniques (Global Moran’s I, Local Moran’s I, and Getis-Ord Gi*). Results revealed profound geographical clustering of school non-attendance (Global Moran’s <em>I</em> = 0.597, <em>p</em> &lt; .001). Significant hot spots of non-attendance were identified in southern and southwestern regions, including Bakool (76.6% non-attendance) and Shabeellaha Dhexe (87.3% non-attendance), while cold spots with better attendance were found in areas like Woqooyi Galbeed (43.1% non-attendance) and Sool (42.9% non-attendance). Multilevel models indicated that older age (attendance drops from 93.9% for 5–10 year-olds to 35.9% for 21–25 year-olds), being female (β = -0.307, <em>p</em> &lt; .001), qat consumption (β = -3.422, <em>p</em> &lt; .001), and working for pay (β = -1.955, <em>p</em> &lt; .001) were significantly associated with lower school attendance. Conversely, literacy (β = 5.816, <em>p</em> &lt; .001) was a strong positive predictor. A substantial portion of the variance in attendance was attributable to household-level differences (ICC = 52.5% in the full model). The findings underscore that school attendance in Somalia is shaped by a complex interplay of multi-level factors and exhibits stark spatial inequities. This evidence highlights the necessity for geographically targeted, context-specific policies that address both individual/household vulnerabilities and broader structural barriers to improve educational access and equity across Somalia.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"10 ","pages":"Article 100549"},"PeriodicalIF":0.0,"publicationDate":"2025-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145618221","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}

{"title":"Pedagogical approaches in intra-language dialect teaching: A study on non-native instructors","authors":"Gülhiz Pilten ,&nbsp;Merve Yorulmaz Kahve ,&nbsp;Pusat Pilten","doi":"10.1016/j.ijedro.2025.100555","DOIUrl":"10.1016/j.ijedro.2025.100555","url":null,"abstract":"<div><div>This qualitative research examines the pedagogical and linguistic challenges faced by non-native speakers of the target dialect in teaching Turkish to learners of different Turkish dialects, such as Kazakh, Kyrgyz, Uzbek, Turkmen and Azerbaijani. The study was designed with a phenomenological approach; data were collected through semi-structured interviews with 30 instructors working at a university in Kazakhstan. The findings show that linguistic proximity between dialects facilitates vocabulary learning and oral communication; however, misleading similarities such as “false equivalence” lead to ambiguities and conceptual errors. Phonetic and grammatical differences create significant difficulties, especially in listening and writing skills. Instructors’ perception of inadequacy in the target dialect causes them to prefer textbook-dependent and controlled teaching practices. The strategies developed by the instructors are grouped under four main themes: inter-dialect transfer, structured guidance, realistic goal setting and conservatism in the use of materials. While common language roots support teaching, structural and phonological differences necessitate learner-centered and flexible approaches. This study offers original contributions to the literature by focusing on the role of non-native instructors in intra-dialect teaching contexts. It highlights the importance of pedagogical flexibility, cultural sensitivity and comparative language strategies. Accordingly, the study seeks to answer the following research questions: (1) What are the linguistic and pedagogical difficulties and conveniences encountered by non-native instructors? (2) Which dialects are found most difficult in terms of language features? (3) Which language skills are most challenging? (4) What are the instructors’ self-efficacy perceptions? (5) What strategies do they employ?</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"10 ","pages":"Article 100555"},"PeriodicalIF":0.0,"publicationDate":"2025-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145618224","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}

{"title":"Dutch pre-service teachers’ retrospective perceptions of their own academic tracking experiences","authors":"Charlie Robinson-Jones ,&nbsp;Joana Duarte","doi":"10.1016/j.ijedro.2025.100529","DOIUrl":"10.1016/j.ijedro.2025.100529","url":null,"abstract":"<div><div>Early academic tracking, in which students are placed into different classes or tracks based on academic ability, has been shown to reproduce social inequalities and shape long-term educational opportunities. Although the effectiveness of tracking has been widely studied, less is known about how future teachers recall and interpret their own tracking experiences, who may unintentionally perpetuate inequalities they themselves have possibly experienced. This study investigated retrospective perceptions of full-curriculum tracking experiences to explore issues related to educational equity. A content analysis of 93 questionnaire responses from pre-service primary teachers enrolled in non-academic bachelor’s degree programmes in the Netherlands revealed positive socio-affective, cognitive, and relational perceptions, along with negative perceptions regarding (academic) self-concept and identity. Trends across three retrospective moments were also identified and categorised as consistently positive, consistently negative, and mixed perceptions. Most respondents reported mixed perceptions, suggesting that tracking experiences are highly individualised and shaped by a combination of interrelated factors. These findings highlight the need for teacher education programmes to encourage critical reflection on tracking and its implications for educational equity.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"10 ","pages":"Article 100529"},"PeriodicalIF":0.0,"publicationDate":"2025-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145618220","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}

{"title":"Bridging the gap between creativity theory and practice: Insights from Valais secondary school teachers","authors":"Amalia Terzidis,&nbsp;Erica Borloz","doi":"10.1016/j.ijedro.2025.100557","DOIUrl":"10.1016/j.ijedro.2025.100557","url":null,"abstract":"<div><div>This article examines the gap between the theory and practice of creativity in education. While creativity is valued as a key 21st-century skill, misconceptions and lack of training hinder its implementation in schools. The study investigates how Swiss secondary school teachers perceive and apply creativity in teaching, using both quantitative and qualitative methods. It explores teachers’ understanding of creativity, existing pedagogical practices, and challenges faced. Findings reveal that while teachers acknowledge creativity’s importance and strive to integrate it, they encounter obstacles such as limited resources, time constraints, and insufficient institutional support. The study highlights the need for better training and systemic changes to enhance creativity in education.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"10 ","pages":"Article 100557"},"PeriodicalIF":0.0,"publicationDate":"2025-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145579838","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}

{"title":"Topic-authentication with narratives as a teaching technique: Creating a context for task-based EFL teaching in Japan","authors":"Junko Takahashi,&nbsp;Mika Ishino","doi":"10.1016/j.ijedro.2025.100551","DOIUrl":"10.1016/j.ijedro.2025.100551","url":null,"abstract":"<div><div>Although task-based language teaching (TBLT) has long been the approach of choice for many second- and foreign-language educators, researchers have continued to examine ways to enhance student task engagement in that setting. This study employs multimodal conversation analysis (MCA) to explore one such strategy: the incorporation of an experiential narrative as a “topic-authentication” practice in TBLT classrooms. We first focus on the significance of inserting a task preliminary in the pre-task segment, followed by the use of topic authentication as a task preliminary—a practice in which the teacher shares a question, account, or narrative relevant to the topic of the task prior to initiating it. Our particular emphasis is on instructors’ provision of experiential narratives as topic authentication. By collecting 58.5 h of videotaped data from EFL classes and English-teacher training courses at Japanese universities, our objective of this study is to uncover whether topic-authenticating narratives used as task preliminaries can (a) elicit students’ interest and motivation in the task; (b) facilitate topic accessibility between students and the topic, furthering their comprehension and sparking connections to their own lives; and, (c) increase students’ focused engagement in the task. Closely analyzing the naturally-occurring, multimodal phenomena in real-life classrooms, we seek to answer if a topic-authenticating narrative can be an effective practice for task-based language classes, fostering students’ deeper and more active involvement—notably, among students who tend to participate less actively in class discussions.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"10 ","pages":"Article 100551"},"PeriodicalIF":0.0,"publicationDate":"2025-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145579875","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}

{"title":"Assessing teacher resilience and its protective factors: A systematic review","authors":"Edouard Munezero ,&nbsp;Ágnes Hódi ,&nbsp;Edit Tóth","doi":"10.1016/j.ijedro.2025.100561","DOIUrl":"10.1016/j.ijedro.2025.100561","url":null,"abstract":"<div><div>Teacher resilience (TR) has become a prominent research construct globally owing to the necessity to reduce teacher attrition, improve teacher effectiveness, and enhance student academic achievement. However, a comprehensive synthesis of how TR is defined, assessed, and supported remains limited. This systematic review aimed to examine how TR is conceptualized and defined, identify the instruments used to assess TR, explore the validated dimensions of TR, and determine the key protective factors contributing to TR among in-service elementary and secondary school teachers. A systematic literature search was conducted in Scopus and Web of Science for empirical studies published in English between 2010 and 2022. Eligibility screening and data extraction were performed independently by two reviewers. A narrative synthesis approach was used to analyze and organize the findings. Out of 1805 identified records, 52 studies met the inclusion criteria. Quantitative methods dominated, though qualitative or mixed-method approaches were also employed. TR was predominantly conceptualized as a multidimensional construct, with 25 validated dimensions clustered into five themes: personal competence and coping style, psychological and emotional resilience, professional competence and motivation, social support and interactions, and adaptability and adjustment. Protective factors influencing TR were grouped into individual factors (e.g., personal traits, coping strategies) and contextual factors (e.g., collegial support, school culture and administrative support). TR is a complex, multidimensional construct shaped by both personal and environmental factors. The findings provide a foundation for future research, policies, and practical interventions aimed at promoting teacher well-being, resilience, and long-term retention in the profession.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"10 ","pages":"Article 100561"},"PeriodicalIF":0.0,"publicationDate":"2025-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145579877","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}

{"title":"Unveiling the Veil: Exploring ethical leadership in a context of abuse and depravity","authors":"Solomon Chibaya Dr","doi":"10.1016/j.ijedro.2025.100558","DOIUrl":"10.1016/j.ijedro.2025.100558","url":null,"abstract":"&lt;div&gt;&lt;div&gt;This paper is generated from a more extensive PhD study that explored ethical leadership amidst turbulent circumstances and widespread deprivation in four purposively selected Zimbabwean high schools. The study employed the African Philosophy of Ubuntu as its theoretical foundation, which values human dignity and ethical values. This paper explores ethical leadership in the context of depravity and abuse in four Zimbabwean schools. The participants were drawn from four Zimbabwean high/secondary schools. These included the four school heads (Principals), eight department heads (two from each school) and 16 teachers (four from each school), all of whom were interviewed. An open-ended questionnaire was administered to 11 teachers from each school, giving a total of 44 questionnaire responses. Utilising a qualitative multiple-case study approach rooted in social constructivism, data were collected through semi-structured interviews, document analysis and open-ended questionnaires. Thematic analysis revealed the blurred lines between discipline and abuse, highlighting the detrimental impact of abusive practices on both students and staff. The study uncovered instances of abuse within the schools. Physical abuse mainly targeted learners, while verbal and sexual abuse occurred among teachers and between teachers and learners. This paper underscores the importance of ethical leadership in addressing these challenges and calls for disciplinary practices focusing on dignity, respect, and compassion within educational settings. To ameliorate abusive practices, it advocates for ethical disciplinary measures and harsher sentences on those found guilty of abuse, hence&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Introduction&lt;/h3&gt;&lt;div&gt;In the pursuit of fostering an ethical educational environment, leaders within schools encounter a myriad of challenges; these include dealing with depravity and managing different forms of abuse. Guided by the African Philosophy of Ubuntu as its theoretical foundation, which values human dignity and ethical values, this paper, extracted from a larger PhD study on ethical leadership amidst turbulence and deprivation, explores ethical leadership in the context of depravity and abuse in four Zimbabwean schools.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Methods&lt;/h3&gt;&lt;div&gt;A qualitative multiple-case study, underpinned by social constructivism, was conducted across four purposively selected Zimbabwean high/secondary schools. Participants included four school heads, eight department heads (two per school) and 16 teachers (four per school) who took part in semi-structured interviews. An open-ended questionnaire was administered to 11 teachers per school (&lt;em&gt;n&lt;/em&gt; = 44). Document analysis complemented primary data. Thematic analysis was employed to identify the patterns related to leadership, discipline and abuse.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Results&lt;/h3&gt;&lt;div&gt;The study uncovered instances of abuse within the schools and the blurred lines between discipline and abuse, highlighting th","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"10 ","pages":"Article 100558"},"PeriodicalIF":0.0,"publicationDate":"2025-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145579876","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}

{"title":"The EQUAL model for equity: A systems-based design to prevent school dropout in Thailand","authors":"Kittipong Pearnpitak","doi":"10.1016/j.ijedro.2025.100556","DOIUrl":"10.1016/j.ijedro.2025.100556","url":null,"abstract":"<div><div>This study examined the multifaceted factors influencing school dropout among vulnerable children in Thailand and analyzed mechanisms of Thailand Zero Dropout (TZD) policy implementation. Drawing on Bronfenbrenner’s ecological systems theory, the international Zero Dropout approach, and the principle of educational equality, it developed the EQUAL model (Equity for Quality Access and Uplifted Learning) as a systemic framework to address educational inequality. Qualitative data from in-depth interviews, focus groups, and policy document analysis with 49 informants in 10 high-risk areas revealed that poverty, family instability, and mental health issues, together with systemic barriers such as rigid bureaucracy, limited resources, and fragmented coordination, increase dropout risks. Effective solutions require accurate databases, flexible budgeting, and strong collaboration among schools, families, and local authorities. The EQUAL model reduces structural resistance and builds policy momentum through equity-based design, quality access, holistic support, adaptive systems, and integrated networks, linking policy and practice to strengthen educational equity and reintegrate out-of-school children sustainably.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"10 ","pages":"Article 100556"},"PeriodicalIF":0.0,"publicationDate":"2025-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145579874","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}

{"title":"Teachers’ use of humor to support students’ emotional regulation: A grounded theory approach","authors":"Martin Stokke,&nbsp;Tove Anita Fiskum","doi":"10.1016/j.ijedro.2025.100560","DOIUrl":"10.1016/j.ijedro.2025.100560","url":null,"abstract":"<div><div>Humor can be a powerful educational tool for helping students manage their emotions. This grounded theory study examines how teachers describe using humor to assist students in shifting between emotional states and meta-motivational moods. Fourteen teachers from Norwegian primary and lower secondary schools were interviewed individually, and their responses were used to create a theory regarding teachers' humor use.</div><div>This study presents a theoretical framework that draws on key implications from reversal theory (Apter, 2007), illustrating how humor can be employed by teachers as a tool to help students manage their emotions and mental states. For example, humor is used to help transition between emotional pairs (e.g., from sadness to joy, stress to calm) and motivational states (e.g., from goal-oriented to playful). The theory explains how humor, applied with contextual sensitivity, can support students in regulating their emotions and meta-motivational states.</div><div>These findings emphasize the importance of timing and teacher-student relationships in determining when and how humor can effectively support emotional regulation. The theoretical framework offers insights into how teachers can intentionally use humor to promote emotional flexibility and well-being in the classroom.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"10 ","pages":"Article 100560"},"PeriodicalIF":0.0,"publicationDate":"2025-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145521241","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}

{"title":"Internal effectiveness of secondary education in Alibori (Benin): Diagnosis and analysis of associated factors","authors":"Abraham Agbadjé","doi":"10.1016/j.ijedro.2025.100553","DOIUrl":"10.1016/j.ijedro.2025.100553","url":null,"abstract":"<div><h3>Background</h3><div>Internal effectiveness within educational systems remains a major challenge in Sub‑Saharan Africa, where many countries struggle to transform educational resources into sustainable learning outcomes. This issue is particularly acute in Alibori, a department in northern Benin, which faces high rates of grade repetition and school dropout.</div></div><div><h3>Objective</h3><div>This study assesses the level of internal effectiveness in the secondary education subsector of Alibori and identifies the factors influencing it.</div></div><div><h3>Methods</h3><div>The analysis draws on administrative data (2007–2025) and surveys conducted in 2020 among 167 students in the commune of Gogounou. Descriptive statistics, Multiple Correspondence Analysis (MCA), and logistic regression were used to measure internal effectiveness and identify its main associated factors .</div></div><div><h3>Results</h3><div>The Internal Effectiveness Index (IEI) stands at 66.7%, revealing significant resource losses due to grade repetition and dropout. The students’ level of learning outcomes is moderate. Students younger than the expected age for their grade and those with a good proficiency in the language of instruction (French) are more likely to contribute positively to the internal effectiveness of the subsector.</div></div><div><h3>Conclusion</h3><div>Two key measures can strengthen this internal effectiveness: (1) enforcing the official school entry age and ensuring close monitoring of students’ trajectories to reduce repetition and dropout; (2) implementing targeted linguistic support programs from the primary level, providing continuous teacher training in the didactics of French for multilingual contexts, and promoting extracurricular activities in French (reading clubs, school newspapers, debates).</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"10 ","pages":"Article 100553"},"PeriodicalIF":0.0,"publicationDate":"2025-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145521242","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}