Pub Date : 2025-12-01Epub Date: 2025-03-31DOI: 10.1016/j.ijedro.2025.100462
Maryam Esfandiari , Beatrice Sciacca , Sandra Feijóo , Derek Alan Laffan , Tijana Milosevic , Carol O'Toole , James O'Higgins Norman
This scoping review aims to identify trends in studies related to children's online safety education facilitated by digital technologies. The review is guided by the five-stage framework developed by Arksey and O'Malley. We searched in four electronic databases: ERIC,Web of Science, Scopus, and the Association for Computing Machinery (ACM). The studies identified in the search were independently reviewed by two authors using the PRISMA checklist for scoping reviews and the Rayyan software. Following the study's inclusion and exclusion criteria, we incorporated 34 papers into the scoping review. Our analysis revealed a growing number of educational technologies designed for children's Internet safety education over the years. Among various approaches, game-based learning emerged as the most popular method for delivering educational content within the broader domain of online safety education for children. The majority of the studies focused on children aged 11–14 years old, with sample sizes ranging from 6 to 976 child participants. Additionally, intervention-based research designs were the most frequently employed methodology. Our study advances the knowledge base on technology-based education in online safety training of children by mapping the literature of this field and unveiling the trends over the past decade. These insights can shape future research directions in online safety education and inform the educational technology industry.
本范围审查旨在确定与数字技术促进的儿童在线安全教育相关的研究趋势。该评估以Arksey和O'Malley开发的五阶段框架为指导。我们检索了四个电子数据库：ERIC、Web of Science、Scopus和美国计算机协会（ACM）。检索中确定的研究由两位作者使用PRISMA清单进行范围审查和Rayyan软件进行独立审查。根据该研究的纳入和排除标准，我们将34篇论文纳入范围评估。我们的分析显示，多年来为儿童互联网安全教育设计的教育技术越来越多。在各种方法中，基于游戏的学习成为最受欢迎的方法，在更广泛的儿童在线安全教育领域提供教育内容。大多数研究集中在11-14岁的儿童身上，样本量从6到976名儿童参与者不等。此外，基于干预的研究设计是最常用的方法。我们的研究通过绘制这一领域的文献并揭示过去十年的趋势，推进了儿童在线安全培训技术教育的知识库。这些见解可以塑造未来在线安全教育的研究方向，并为教育技术行业提供信息。
{"title":"Trends in digital technologies to address children's online safety education: A systematic scoping review","authors":"Maryam Esfandiari , Beatrice Sciacca , Sandra Feijóo , Derek Alan Laffan , Tijana Milosevic , Carol O'Toole , James O'Higgins Norman","doi":"10.1016/j.ijedro.2025.100462","DOIUrl":"10.1016/j.ijedro.2025.100462","url":null,"abstract":"<div><div>This scoping review aims to identify trends in studies related to children's online safety education facilitated by digital technologies. The review is guided by the five-stage framework developed by Arksey and O'Malley. We searched in four electronic databases: ERIC,Web of Science, Scopus, and the Association for Computing Machinery (ACM). The studies identified in the search were independently reviewed by two authors using the PRISMA checklist for scoping reviews and the Rayyan software. Following the study's inclusion and exclusion criteria, we incorporated 34 papers into the scoping review. Our analysis revealed a growing number of educational technologies designed for children's Internet safety education over the years. Among various approaches, game-based learning emerged as the most popular method for delivering educational content within the broader domain of online safety education for children. The majority of the studies focused on children aged 11–14 years old, with sample sizes ranging from 6 to 976 child participants. Additionally, intervention-based research designs were the most frequently employed methodology. Our study advances the knowledge base on technology-based education in online safety training of children by mapping the literature of this field and unveiling the trends over the past decade. These insights can shape future research directions in online safety education and inform the educational technology industry.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100462"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143739845","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}
Pub Date : 2025-12-01Epub 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":"2025-12-01","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 : 2025-12-01Epub Date: 2025-09-02DOI: 10.1016/j.ijedro.2025.100514
Mohammad Fraiwan , Fidaa Almomani , Hanan Hammouri
The metacognitive and social cognition dysfunction is marked by challenges in planning, time management, attention, and emotional regulation due to impaired executive functions. It poses significant obstacles for university students, affecting both academic success and social well-being. This study aimed to examine the prevalence of and factors contributing to this syndrome in students. Conducted as a cross-sectional survey with 1,204 participants, the study used the local language (Name Anonymized) version of the dysexecutive questionnaire alongside demographic and lifestyle questions. The findings indicate that certain modern lifestyle habits are associated with increased metacognition and social cognition dysfunction symptoms. Specifically, high smartphone use (), the number of social media platforms used (p = 0.0258), frequent fast food consumption (), daily hours on social media (), and weekly hours spent gaming (p = 0.0121) were significantly linked to greater metacognitive and social cognition impairments. These habits, prevalent among Generation Z, may contribute to difficulties in sustaining focus, managing impulses, and organizing tasks effectively. Additional factors such as weak relationships with extended family (p = 0.0002), working during study years (p = 0.0075), urban residence (p = 0.0007), and prior mental health consultations (p = 0.0003) also correlated with higher levels of metacognition and social cognition dysfunction symptoms. Students with reduced social support and greater urban stressors may be especially vulnerable, impacting their cognitive and emotional functioning. The study’s findings underscore the need for universities to support students’ cognitive and emotional health by promoting digital well-being, reducing screen time, and encouraging healthy social media habits. Strengthening social support through resources that help students maintain family and community ties could improve executive functioning. Tailored mental health services, particularly for those with a history of mental health needs, can be critical in managing metacognition and social cognition dysfunction symptoms. Finally, universities should address demographic disparities, designing programs that target the specific challenges faced by high-risk groups. Such comprehensive strategies can enhance cognitive resilience, emotional regulation, and academic performance among students.
{"title":"Metacognition and social cognition dysfunction symptoms in university students: Prevalence and correlation with demographic and personal factors","authors":"Mohammad Fraiwan , Fidaa Almomani , Hanan Hammouri","doi":"10.1016/j.ijedro.2025.100514","DOIUrl":"10.1016/j.ijedro.2025.100514","url":null,"abstract":"<div><div>The metacognitive and social cognition dysfunction is marked by challenges in planning, time management, attention, and emotional regulation due to impaired executive functions. It poses significant obstacles for university students, affecting both academic success and social well-being. This study aimed to examine the prevalence of and factors contributing to this syndrome in students. Conducted as a cross-sectional survey with 1,204 participants, the study used the local language (<em>Name Anonymized</em>) version of the dysexecutive questionnaire alongside demographic and lifestyle questions. The findings indicate that certain modern lifestyle habits are associated with increased metacognition and social cognition dysfunction symptoms. Specifically, high smartphone use (<span><math><mrow><mi>p</mi><mi><</mi><mn>0</mn><mo>.</mo><mn>0001</mn></mrow></math></span>), the number of social media platforms used (p = 0.0258), frequent fast food consumption (<span><math><mrow><mi>p</mi><mi><</mi><mn>0</mn><mo>.</mo><mn>0001</mn></mrow></math></span>), daily hours on social media (<span><math><mrow><mi>p</mi><mi><</mi><mn>0</mn><mo>.</mo><mn>0001</mn></mrow></math></span>), and weekly hours spent gaming (p = 0.0121) were significantly linked to greater metacognitive and social cognition impairments. These habits, prevalent among Generation Z, may contribute to difficulties in sustaining focus, managing impulses, and organizing tasks effectively. Additional factors such as weak relationships with extended family (p = 0.0002), working during study years (p = 0.0075), urban residence (p = 0.0007), and prior mental health consultations (p = 0.0003) also correlated with higher levels of metacognition and social cognition dysfunction symptoms. Students with reduced social support and greater urban stressors may be especially vulnerable, impacting their cognitive and emotional functioning. The study’s findings underscore the need for universities to support students’ cognitive and emotional health by promoting digital well-being, reducing screen time, and encouraging healthy social media habits. Strengthening social support through resources that help students maintain family and community ties could improve executive functioning. Tailored mental health services, particularly for those with a history of mental health needs, can be critical in managing metacognition and social cognition dysfunction symptoms. Finally, universities should address demographic disparities, designing programs that target the specific challenges faced by high-risk groups. Such comprehensive strategies can enhance cognitive resilience, emotional regulation, and academic performance among students.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100514"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144925611","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 : 2025-12-01Epub Date: 2025-10-04DOI: 10.1016/j.ijedro.2025.100530
Siddiqui Nadia, Carolina Gazmuri
The early years of childhood substantially shape cognitive development and long-term achievements. Synthesis of longitudinal studies is mainly based on different cohort study datasets; therefore, it lacks consistent cohort study protocols and measures of assessment. We selected two early-life cohort-based longitudinal studies conducted in Chile and China and reviewed 9 out of 75 research papers in which the two cohort study datasets were analyzed to assess the impact of attending formal school in early life. The selection of these 9 research pieces was based on stringent quality assessment criteria for reporting the analysis. None of the studies achieved the highest rating on the quality criteria. We synthesised findings from 9 studies, of which only 2 received a moderate quality rating, while 7 were rated low in quality. Therefore, claims on the role of factors remain inconclusive. The synthesis suggested that cognitive abilities in early childhood show positive associations with factors such as being a female child, having an older mother, high family income, and receiving cognitive stimulation at home. Conversely, negative factors such as low family income, being a left behind child, and maternal cigarette consumption are associated with adverse outcomes. Mixed factors such as early school attendance and maternal employment can have both positive and negative effects on child development, highlighting the intricate nature of the process.
{"title":"What do longitudinal studies from Chile and China tell us about early childhood and cognitive abilities?","authors":"Siddiqui Nadia, Carolina Gazmuri","doi":"10.1016/j.ijedro.2025.100530","DOIUrl":"10.1016/j.ijedro.2025.100530","url":null,"abstract":"<div><div>The early years of childhood substantially shape cognitive development and long-term achievements. Synthesis of longitudinal studies is mainly based on different cohort study datasets; therefore, it lacks consistent cohort study protocols and measures of assessment. We selected two early-life cohort-based longitudinal studies conducted in Chile and China and reviewed 9 out of 75 research papers in which the two cohort study datasets were analyzed to assess the impact of attending formal school in early life. The selection of these 9 research pieces was based on stringent quality assessment criteria for reporting the analysis. None of the studies achieved the highest rating on the quality criteria. We synthesised findings from 9 studies, of which only 2 received a moderate quality rating, while 7 were rated low in quality. Therefore, claims on the role of factors remain inconclusive. The synthesis suggested that cognitive abilities in early childhood show positive associations with factors such as being a female child, having an older mother, high family income, and receiving cognitive stimulation at home. Conversely, negative factors such as low family income, being a left behind child, and maternal cigarette consumption are associated with adverse outcomes. Mixed factors such as early school attendance and maternal employment can have both positive and negative effects on child development, highlighting the intricate nature of the process.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100530"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145227224","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 : 2025-12-01Epub Date: 2025-03-27DOI: 10.1016/j.ijedro.2025.100461
Nereshnee Govender , Elisha Didam Markus
The pressure to increase the number of postgraduate qualifications in South Africa has intensified the need for quality supervision within universities. Supervisors often engage with their students based on their own prior experiences as postgraduate students. This has the potential of enabling and validating postgraduate students' learning and success or could constrain and subdue it. This study acknowledges the supervisor-student nexus in contributing to a new generation of academics as key agents in the development of a knowledge economy. Using an autoethnographic inquiry approach we reflect on our supervisory experiences at two universities of technology in South Africa, unpack power relations in the supervision process and critique the models and styles of supervision. We use reflective narratives to unpack the complexities of the student-supervisor journey that can be dark, rough, and lonely. The principles of participatory learning environments and the tenets laid down by the Freirean notion of a Humanising Pedagogy is adopted as a framework underpinning this paper. The findings show that postgraduate supervision should be viewed as a facilitative process that provides supportive and inclusive spaces for student participation in academic practice.
{"title":"The bumpy road to postgraduate supervision in South Africa: A collaborative autoethnography","authors":"Nereshnee Govender , Elisha Didam Markus","doi":"10.1016/j.ijedro.2025.100461","DOIUrl":"10.1016/j.ijedro.2025.100461","url":null,"abstract":"<div><div>The pressure to increase the number of postgraduate qualifications in South Africa has intensified the need for quality supervision within universities. Supervisors often engage with their students based on their own prior experiences as postgraduate students. This has the potential of enabling and validating postgraduate students' learning and success or could constrain and subdue it. This study acknowledges the supervisor-student nexus in contributing to a new generation of academics as key agents in the development of a knowledge economy. Using an autoethnographic inquiry approach we reflect on our supervisory experiences at two universities of technology in South Africa, unpack power relations in the supervision process and critique the models and styles of supervision. We use reflective narratives to unpack the complexities of the student-supervisor journey that can be dark, rough, and lonely. The principles of participatory learning environments and the tenets laid down by the Freirean notion of a Humanising Pedagogy is adopted as a framework underpinning this paper. The findings show that postgraduate supervision should be viewed as a facilitative process that provides supportive and inclusive spaces for student participation in academic practice.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100461"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143705187","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}
Pub Date : 2025-12-01Epub Date: 2025-03-03DOI: 10.1016/j.ijedro.2025.100453
Arwa Alzahrani
This study employs a systematic review approach to evaluate how preschool children interact with Information Communication Technology (ICT) Including augmented reality (AR) in the acquisition of scientific concepts. The study also aims to identify preschool teachers' attitudes, perceptions, and opinions about applying technology. To achieve the study's aims, this systematic review examined 9,196 papers from four databases during 2000–2024. Having applied inclusion, exclusion, and quality criteria to the reviewed studies, 23 studies were identified for inclusion in this systematic review. The results indicate that most preschool teachers believe that technology has significant potential for enhancing learning. This is even if the technology they use empathy for traditional methods. In addition, some teachers successfully used technology despite the challenges they faced. Children's interaction with ICT Including AR led to scientific concepts and social communication. In addition, it stimulates learning and interest in further education. This study concludes that ICT Including AR should be incorporated into science education for preschool children. However, teachers must be offered appropriate support and professional development to ensure this happens. Based on the results of this study, recommendations were made for future research on pre-school teachers' perceptions and beliefs regarding augmented reality in teaching science.
{"title":"A systematic review of the use of information communication technology, including augmented reality, in the teaching of science to preschool children","authors":"Arwa Alzahrani","doi":"10.1016/j.ijedro.2025.100453","DOIUrl":"10.1016/j.ijedro.2025.100453","url":null,"abstract":"<div><div>This study employs a systematic review approach to evaluate how preschool children interact with Information Communication Technology (ICT) Including augmented reality (AR) in the acquisition of scientific concepts. The study also aims to identify preschool teachers' attitudes, perceptions, and opinions about applying technology. To achieve the study's aims, this systematic review examined 9,196 papers from four databases during 2000–2024. Having applied inclusion, exclusion, and quality criteria to the reviewed studies, 23 studies were identified for inclusion in this systematic review. The results indicate that most preschool teachers believe that technology has significant potential for enhancing learning. This is even if the technology they use empathy for traditional methods. In addition, some teachers successfully used technology despite the challenges they faced. Children's interaction with ICT Including AR led to scientific concepts and social communication. In addition, it stimulates learning and interest in further education. This study concludes that ICT Including AR should be incorporated into science education for preschool children. However, teachers must be offered appropriate support and professional development to ensure this happens. Based on the results of this study, recommendations were made for future research on pre-school teachers' perceptions and beliefs regarding augmented reality in teaching science.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100453"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143549906","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}
Reading disorders remain a major educational challenge, affecting many children worldwide, including Arabic-speaking learners. Early and reliable screening is essential for timely pedagogical interventions and improved academic outcomes. This systematic review, conducted under PRISMA guidelines, analyzed studies published between 2018 and 2025 in Scopus and PubMed to identify screening tools used in Arabic-speaking contexts. The review highlights the unique interaction of linguistic, neurocognitive, and pedagogical factors in Arabic—a language marked by rich morphology, complex orthography, and diglossia. Key findings show that phonological awareness (PA), rapid automatized naming (RAN), phonological fluency, and short-term verbal memory are the most common screening tools, with the PA+RAN “double-deficit model” emerging as a core marker of dyslexia. Some tools show strong psychometric reliability (e.g., RAN, Cronbach’s α = 0.85). Innovative approaches, including AI and virtual reality, are being explored to enhance diagnostic precision. Nonetheless, challenges persist, notably script direction, morphological complexity, dialect variation, and unequal access to technology. Regional efforts, such as Morocco’s context-specific screening battery, mark promising progress. This review advocates for culturally adapted, multidimensional, and flexible screening approaches to ensure accurate and inclusive identification of reading disorders among Arabic-speaking learners.
{"title":"Reading disabilities in Arabic-speaking learners: A comprehensive systematic review of screening tests and challenges ahead","authors":"Raji Mohammed , Gassim Zouhair , Bouargane Noureddine , AL-hattab Mohamed","doi":"10.1016/j.ijedro.2025.100541","DOIUrl":"10.1016/j.ijedro.2025.100541","url":null,"abstract":"<div><div>Reading disorders remain a major educational challenge, affecting many children worldwide, including Arabic-speaking learners. Early and reliable screening is essential for timely pedagogical interventions and improved academic outcomes. This systematic review, conducted under PRISMA guidelines, analyzed studies published between 2018 and 2025 in Scopus and PubMed to identify screening tools used in Arabic-speaking contexts. The review highlights the unique interaction of linguistic, neurocognitive, and pedagogical factors in Arabic—a language marked by rich morphology, complex orthography, and diglossia. Key findings show that phonological awareness (PA), rapid automatized naming (RAN), phonological fluency, and short-term verbal memory are the most common screening tools, with the PA+RAN “double-deficit model” emerging as a core marker of dyslexia. Some tools show strong psychometric reliability (e.g., RAN, Cronbach’s α = 0.85). Innovative approaches, including AI and virtual reality, are being explored to enhance diagnostic precision. Nonetheless, challenges persist, notably script direction, morphological complexity, dialect variation, and unequal access to technology. Regional efforts, such as Morocco’s context-specific screening battery, mark promising progress. This review advocates for culturally adapted, multidimensional, and flexible screening approaches to ensure accurate and inclusive identification of reading disorders among Arabic-speaking learners.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100541"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145473749","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}
The purpose of this study was to analyse how the perception of the concepts of inclusion and exclusion has evolved based on individuals’ personal narratives. A participatory study was designed using Photovoice methodology, which enabled the collection of visual-narrative representations from 190 university students regarding their experiences of inclusion and exclusion throughout their educational trajectories. A total of 1520 personal productions were generated and analysed using Maxqda22 software. The results delve into the meaning and key elements that constitute inclusion, demonstrating that the concept varies according to intrinsic factors related to the individual or peer group, as well as extrinsic factors linked to the teaching staff and classroom methodologies. The study concludes that inclusion is not a fixed, complete, or permanent concept, but one that evolves over the course of an individual’s educational journey.
{"title":"\"Inclusion is not just not excluding\". Snapshots that tell us about inclusion","authors":"Silvia Sierra-Martínez , Isabel Fernández-Menor , María-Esther Martínez-Figueira , Irene Crestar-Fariña","doi":"10.1016/j.ijedro.2025.100545","DOIUrl":"10.1016/j.ijedro.2025.100545","url":null,"abstract":"<div><div>The purpose of this study was to analyse how the perception of the concepts of inclusion and exclusion has evolved based on individuals’ personal narratives. A participatory study was designed using Photovoice methodology, which enabled the collection of visual-narrative representations from 190 university students regarding their experiences of inclusion and exclusion throughout their educational trajectories. A total of 1520 personal productions were generated and analysed using Maxqda22 software. The results delve into the meaning and key elements that constitute inclusion, demonstrating that the concept varies according to intrinsic factors related to the individual or peer group, as well as extrinsic factors linked to the teaching staff and classroom methodologies. The study concludes that inclusion is not a fixed, complete, or permanent concept, but one that evolves over the course of an individual’s educational journey.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100545"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145473750","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 : 2025-12-01Epub Date: 2025-05-27DOI: 10.1016/j.ijedro.2025.100483
Roeline A. Bijl , Linda van den Bergh , Anouke W.E.A. Bakx
Educational inequality can persist when students face low academic expectations, often shaped by teachers’ implicit biases related to their socioeconomic status or ethnic background, regardless of intent. Professional development (PD) interventions targeting teacher expectations and differential behavior can support educational equality. This systematic review, using the I/M/T/P framework, provides an overview of 59 recent PD intervention studies. Results indicate the effectivity of various PD interventions including varying mechanisms on teacher expectations, differential behavior, and students’ cognitive outcomes. This underscores the necessity for further research to identify the most impactful (combination of) mechanisms. Additionally, incorporating awareness besides the I/M/T/P mechanisms is recommended for future PD interventions to enhance their effectiveness.
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Pub Date : 2025-12-01Epub Date: 2025-06-10DOI: 10.1016/j.ijedro.2025.100488
Marta Dormal
Demand for Early Care and Education (ECE) services for children under three has increased in many Majority World countries, but research on how to measure ECE quality in these contexts is limited. This study investigated the measurement properties of the Classroom Assessment Scoring System Toddler version (CLASS-T) in its first application to Peru’s national ECE program for children under three, using data on 582 classrooms and educators and 2,198 children. Confirmatory factor analyses showed that the measure’s original framework had acceptable model fit with minor adjustments. Statistically significant (but small) positive associations between the CLASS-T domains were found with educators’ years of education and with children’s cognitive and fine motor skills, but not communication skills. Taken together, these findings showed that the CLASS-T may provide an appropriate option for measuring emotional and instructional support domains of toddler and infant ECE quality in a Peruvian sample. Implications for policy and practice are discussed.
{"title":"Measuring early care and education quality in Peru: Validation of the CLASS toddler","authors":"Marta Dormal","doi":"10.1016/j.ijedro.2025.100488","DOIUrl":"10.1016/j.ijedro.2025.100488","url":null,"abstract":"<div><div>Demand for Early Care and Education (ECE) services for children under three has increased in many Majority World countries, but research on how to measure ECE quality in these contexts is limited. This study investigated the measurement properties of the Classroom Assessment Scoring System Toddler version (CLASS-T) in its first application to Peru’s national ECE program for children under three, using data on 582 classrooms and educators and 2,198 children. Confirmatory factor analyses showed that the measure’s original framework had acceptable model fit with minor adjustments. Statistically significant (but small) positive associations between the CLASS-T domains were found with educators’ years of education and with children’s cognitive and fine motor skills, but not communication skills. Taken together, these findings showed that the CLASS-T may provide an appropriate option for measuring emotional and instructional support domains of toddler and infant ECE quality in a Peruvian sample. Implications for policy and practice are discussed.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100488"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144241789","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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