International journal of educational research open最新文献_第4页

Reading disabilities in Arabic-speaking learners: A comprehensive systematic review of screening tests and challenges ahead 阿拉伯语学习者的阅读障碍：对筛选测试和未来挑战的全面系统回顾

Q1 Social Sciences

International journal of educational research open

Pub Date : 2025-11-03 DOI: 10.1016/j.ijedro.2025.100541

Raji Mohammed , Gassim Zouhair , Bouargane Noureddine , AL-hattab Mohamed

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.

阅读障碍仍然是一个重大的教育挑战，影响着世界各地的许多儿童，包括说阿拉伯语的学习者。早期和可靠的筛查对于及时的教学干预和改善学术成果至关重要。根据PRISMA指南进行的这项系统评价分析了2018年至2025年在Scopus和PubMed上发表的研究，以确定在阿拉伯语环境中使用的筛查工具。这篇综述强调了阿拉伯语中语言、神经认知和教学因素之间独特的相互作用。阿拉伯语是一种以丰富的词法、复杂的正字法和分门别类为特征的语言。主要研究结果表明，语音意识（PA）、快速自动命名（RAN）、语音流畅性和短期言语记忆是最常见的筛查工具，PA+RAN“双缺陷模型”成为阅读障碍的核心标志。一些工具显示出很强的心理测量信度（如RAN， Cronbach’s α = 0.85）。正在探索包括人工智能和虚拟现实在内的创新方法，以提高诊断精度。尽管如此，挑战依然存在，特别是文字方向、形态复杂性、方言差异和技术获取的不平等。地区性的努力，如摩洛哥针对具体情况的筛查系统，标志着可喜的进展。本综述提倡采用文化适应性、多维度和灵活的筛查方法，以确保准确和包容地识别阿拉伯语学习者的阅读障碍。

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引用次数: 0

Transformation of staff employment processes at former South African Model C schools 前南非C模式学校员工就业流程的转变

Q1 Social Sciences

International journal of educational research open

Pub Date : 2025-11-01 DOI: 10.1016/j.ijedro.2025.100542

Karel Prins

Former Model C schools in South Africa face transformational staff employment challenges. These challenges originated from the historical nature and status of such schools, among others, and ranged from racial prejudices, lack of qualified teachers of colour, reduced departmental staff establishment, lack of guidance from the Department of Basic Education on the implementation of transformation policies, and abuse of powers by School Governing Bodies. As a result, this research study aims to provide staff employment strategies and recommendations to assist School Governing Bodies of former South African model C schools in transforming their staff. The study employed a qualitative approach vested in an interpretive and socially constructive paradigm. Research methods used to collect data included critical official departmental document reviews, in-depth individual face-to-face interviews, and focus group interviews with key role players in the employment processes of teachers. The sample consists of three district departmental officials, seven school principals, and five groups of School Governing Bodies, ranging between three and ten members per group. The study's findings reported that the absence of guidance from the Department of Education (DoE), financial barriers, and cultural challenges are significant obstacles for transformation in former Model C schools in South Africa and that no formal process for staff transformation exists at former Model C schools. The study subsequently also reported a vast gap between the number of learners of colour enrolled and the number of teachers of colour employed at these selected schools.

南非的前C模式学校面临着转型中的员工就业挑战。这些挑战源自这些学校的历史性质和地位，其中包括种族偏见、缺乏合格的有色人种教师、部门工作人员编制减少、基础教育司在执行改革政策方面缺乏指导以及学校管理机构滥用权力。因此，本研究旨在提供员工就业策略和建议，以协助前南非C模式学校的学校管理机构改造其员工。本研究采用一种定性方法，赋予解释性和社会建设性范式。收集数据的研究方法包括重要的官方部门文件审查、深入的个人面对面访谈和对教师就业过程中关键角色的焦点小组访谈。样本包括3名地区部门官员、7名学校校长和5组学校管治团体，每组由3至10名成员组成。研究结果表明，缺乏来自教育部（DoE）的指导、财政障碍和文化挑战是南非前C型学校转型的重大障碍，前C型学校没有正式的员工转型流程。该研究随后还报告说，在这些选定的学校里，有色人种学生的入学人数和有色人种教师的聘用人数之间存在巨大差距。

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引用次数: 0

Teacher research self-efficacy and teacher research environment in higher education: University teachers’ perceptions from a social cognitive perspective 高等教育教师研究自我效能感与教师研究环境：社会认知视角下的大学教师感知

Q1 Social Sciences

International journal of educational research open

Pub Date : 2025-10-29 DOI: 10.1016/j.ijedro.2025.100543

Yating Lyu

While university teachers increasingly conduct and publish educational research across disciplines, research on teacher research self-efficacy in university settings remains limited. Grounded in social cognitive theory, this mixed-methods study explores university teachers’ perceptions of teacher research self-efficacy, their teacher research environment, and influencing factors. Using a questionnaire and follow-up interviews, findings revealed significant positive correlations between teacher research self-efficacy and teacher research environment, and between teaching experience and publication output. A significant difference in perceptions of educational research environment was found between those who had and had not participated in professional development programmes. Interview data identified eight key influences on teacher research in higher education: time, funding, policy, leadership, professional development programmes, peer and mentor support, technology, and career progression. By informing professional development and policies, these findings can help universities create ecosystems that balance individual needs with systemic support, enabling university teachers to excel as both educators and researchers.

虽然大学教师越来越多地开展和发表跨学科的教育研究，但对大学教师研究自我效能感的研究仍然有限。本研究以社会认知理论为基础，探讨大学教师对教师科研自我效能感的感知、教师科研环境及其影响因素。通过问卷调查和随访访谈，发现教师科研自我效能感与教师科研环境、教学经验与论文发表量之间存在显著正相关。参加过和没有参加过专业发展方案的人对教育研究环境的看法有显著差异。访谈数据确定了影响高等教育教师研究的八个关键因素：时间、资金、政策、领导力、专业发展计划、同伴和导师支持、技术和职业发展。通过为专业发展和政策提供信息，这些发现可以帮助大学创建平衡个人需求和系统支持的生态系统，使大学教师既能成为教育工作者，也能成为研究人员。

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引用次数: 0

How day-care practitioners support children’s language and play development 日托人员如何支持儿童的语言和游戏发展

Q1 Social Sciences

International journal of educational research open

Pub Date : 2025-10-29 DOI: 10.1016/j.ijedro.2025.100539

Eline van Rossum, Femke van der Wilt, Clasien de Schipper, Chiel van der Veen, Marjolein Dobber

While previous research has linked DCP interaction quality to children's language, social, and cognitive outcomes, its connection to play development remains underexplored. Therefore, this study investigates the interaction quality of day-care practitioners (DCPs) during pretend play and its impact on children's language and play development in early childhood education and care (ECEC) settings in the Netherlands.

Interaction quality was assessed using the Classroom Assessment Scoring System (CLASS) for Toddlers in a pretend play context for 89 DCPs from 45 toddler groups in 33 locations. CLASS scores were matched with 269 children, whose receptive language skills were measured using the Peabody Picture Vocabulary Test. Additionally, 58 pretend play videos were analyzed involving 176 children, for observations of expressive language, play involvement, social- and pretend play development.

Findings indicate that DCPs provided moderate to high emotional and behavioral support but demonstrated lower levels of engaged support for learning. Interestingly, a negative association emerged between emotional support and children's receptive language skills, possibly reflecting higher emotional support for younger children whose language skills are less developed. In contrast, positive associations were found when children engaged socially with DCPs. These results underscore the importance of practitioner involvement in pretend play to enhance developmental outcomes.

虽然之前的研究将DCP互动质量与儿童的语言、社交和认知结果联系起来，但其与游戏发展的联系仍未得到充分探索。因此，本研究调查了荷兰儿童早期教育和护理（ECEC）环境中，日托从业人员（dcp）在假装游戏中的互动质量及其对儿童语言和游戏发展的影响。使用课堂评估评分系统（CLASS）对33个地区45个幼儿组的89名dcp在假装游戏环境下的互动质量进行评估。通过皮博迪图片词汇测试，对269名儿童的接受性语言能力进行了测试。此外，研究人员还分析了涉及176名儿童的58个假装游戏视频，以观察表达性语言、游戏参与、社交和假装游戏的发展。研究结果表明，dcp提供了中高的情绪和行为支持，但表现出较低的学习投入支持水平。有趣的是，情感支持与儿童的接受性语言技能之间出现了负相关，这可能反映了语言技能欠发达的幼儿获得了更高的情感支持。相比之下，当儿童与dcp进行社交活动时，发现了积极的联系。这些结果强调了从业者参与假装游戏以提高发展结果的重要性。

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引用次数: 0

Arts integration with digital tools in primary schools: Innovative pedagogical practices in Catalonia 艺术与数字工具在小学的整合：加泰罗尼亚的创新教学实践

Q1 Social Sciences

International journal of educational research open

Pub Date : 2025-10-28 DOI: 10.1016/j.ijedro.2025.100538

Nella Escala, Teresa Romeu, Montse Guitert

This study explores how integrating the arts into curricular subjects, supported by digital technologies, can foster meaningful learning in primary education. Driven by the need to understand innovative teaching approaches that combine creativity and technology, the research investigates how these practices are implemented in authentic classroom environments. A qualitative methodology was employed, which included participant observations and semi-structured interviews with teachers, school leaders, and representatives from cultural organisations. Five schools in Catalonia were selected as exemplary cases of arts integration using digital tools in responsible and creative ways. The findings reveal that these schools share key features: they implement project-based and interdisciplinary methodologies, foster digital and 21st-century skills such as creativity, collaboration, communication, and critical thinking, and collaborate actively with cultural institutions to align their initiatives with the Sustainable Development Goals. Learning strategies include the use of digital media and recycled materials in various formats. Some schools promote service-learning projects, global themes, and trial-and-error learning to foster community involvement and resilience. Documentation practices, including digital field notebooks, support reflection and continuity of learning. Although these practices have considerable potential, the study concludes that there is a stronger need for a connection between artistic strategies and curriculum goals. Furthermore, systematic documentation guarantees the sustainability of arts-based digital approaches in different educational contexts.

本研究探讨在数位科技的支援下，如何将艺术融入课程科目，以促进小学教育中有意义的学习。由于需要了解结合创造力和技术的创新教学方法，该研究调查了这些实践如何在真实的课堂环境中实施。采用了定性方法，其中包括参与者观察和对教师、学校领导和文化组织代表的半结构化访谈。加泰罗尼亚的五所学校被选为以负责任和创造性的方式使用数字工具进行艺术融合的典范案例。调查结果显示，这些学校具有一些关键特征：它们实施基于项目和跨学科的方法，培养数字和21世纪的技能，如创造力、协作、沟通和批判性思维，并积极与文化机构合作，使其举措与可持续发展目标保持一致。学习策略包括使用各种形式的数字媒体和回收材料。一些学校推行服务学习项目、全球主题和试错学习，以促进社区参与和应变能力。记录实践，包括数字现场笔记本，支持反思和学习的连续性。尽管这些实践具有相当大的潜力，但研究得出的结论是，更需要将艺术策略与课程目标联系起来。此外，系统的文档保证了基于艺术的数字方法在不同教育背景下的可持续性。

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引用次数: 0

Quality improvement strategies for online teaching in post-pandemic education 大流行后教育在线教学质量改进策略

Q1 Social Sciences

International journal of educational research open

Pub Date : 2025-10-23 DOI: 10.1016/j.ijedro.2025.100536

Vemula Anusha , Sathyanarayana Gardasu , Obbu Ramesh , Muhammad Rafiq , Nainaru Tarakaramu , Barno Abdullaeva , Diyorjon Abdullaev , M․Ijaz Khan

The COVID-19 pandemic had adverse impact on all human activities and led to lockdowns throughout the world. The education sector has been one of the worst-affected sectors in both India and the rest of the world. The pandemic accelerated the shift from traditional classroom-based instruction to virtual learning, exposing several challenges such as reduced student engagement, lower attendance rates, inconsistent academic performance, and difficulties in maintaining quality standards. SS is a quality control process adopted to reduce defects. The present paper illustrates the use of (SS) in improving the performance of students in an online teaching mode in an autonomous institution in Telangana state. This study uses (SS) DMAIC methodology to systematically address online learning challenges. Regression analysis shows that 70.20 % of academic success depends on attendance, and also that student academic performance increased from 58.33 % to 81.43 %. Tools like cause-and-effect diagrams and FMEA identify key issues, including technical barriers, lack of interaction, and low motivation. This research offers practical solutions for improving online education by ensuring better student engagement, quality control, and alignment with industrial expectations.

COVID-19大流行对所有人类活动产生了不利影响，并导致世界各地的封锁。教育部门一直是印度和世界其他地区受影响最严重的部门之一。疫情加速了从传统课堂教学向虚拟学习的转变，带来了一些挑战，如学生参与度下降、出勤率下降、学习成绩不一致以及难以保持质量标准。SS是一种用于减少缺陷的质量控制过程。本文阐述了在泰伦加纳邦的一个自治机构中，使用（SS）来提高学生在在线教学模式中的表现。本研究使用（SS） DMAIC方法系统地解决在线学习的挑战。回归分析表明，70.20%的学业成功取决于出勤率，学生的学习成绩也从58.33%增加到81.43%。像因果关系图和FMEA这样的工具确定了关键问题，包括技术障碍、缺乏交互和低动机。这项研究通过确保更好的学生参与、质量控制和符合行业期望，为改善在线教育提供了实用的解决方案。

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引用次数: 0

Integrating technology assessment, systems thinking, and system dynamics in sustainability education: The need for an interdisciplinary framework 可持续发展教育中整合技术评估、系统思考和系统动力学：对跨学科框架的需求

Q1 Social Sciences

International journal of educational research open

Pub Date : 2025-10-22 DOI: 10.1016/j.ijedro.2025.100535

Inga-Maria Eichentopf , Hans Dieter Kasperidus

In today's world, multiple global and national crises are unfolding simultaneously, underscoring the urgent need to prepare professionals for complex sustainability challenges and problem-solving. This article proposes an interdisciplinary educational framework that integrates Technology Assessment (TA), Systems Thinking (ST), and System Dynamics (SD) to support the development of sustainability-related competencies. These approaches facilitate the analysis of socio-technical systems, enable anticipation of long-term impacts, and support informed decision-making under uncertainty. Drawing on these methods, a conceptual model for a holistic academic program is proposed, targeting the integration of ecological, social, and economic dimensions of sustainability within higher education.

To explore expectations on a proposed set of disciplines, a survey was conducted among students and companies. Since the study concept was developed with a view to curricular considerations at Mittweida University of Applied Sciences (Germany), the survey was conducted among fifteen students from the Energy and Environmental Management program and ten Saxony-based companies affiliated with the university. The study investigated which topics both stakeholder groups consider essential for future graduates. Results indicate substantial agreement on the importance of systemic and future-oriented thinking, communication, and interdisciplinary collaboration—core elements of the TA, ST, and SD frameworks. These findings suggest that interdisciplinary methods and the integration of generalist skill profiles may help align educational offerings with societal and labor market needs. The proposed educational approach seeks to foster a generation of professionals equipped to tackle multifaceted climate challenges.

在当今世界，多个全球和国家危机正在同时展开，强调了迫切需要为复杂的可持续发展挑战和解决问题的专业人士做好准备。本文提出了一个跨学科的教育框架，整合了技术评估（TA）、系统思考（ST）和系统动力学（SD），以支持可持续发展相关能力的发展。这些方法有助于分析社会技术系统，预测长期影响，并在不确定的情况下支持知情决策。在这些方法的基础上，提出了一个整体学术计划的概念模型，目标是在高等教育中整合生态、社会和经济层面的可持续性。为了探索对一套拟议学科的期望，在学生和公司中进行了一项调查。由于研究概念是根据德国密特威达应用科学大学的课程考虑而制定的，因此调查是在能源与环境管理专业的15名学生和隶属于该大学的10家萨克森公司中进行的。该研究调查了两个利益相关者群体认为哪些主题对未来的毕业生至关重要。结果表明，系统和面向未来的思维、沟通和跨学科合作的重要性是TA、ST和SD框架的核心要素。这些发现表明，跨学科的方法和通才技能档案的整合可能有助于使教育产品符合社会和劳动力市场的需求。拟议的教育方法旨在培养一代有能力应对多方面气候挑战的专业人士。

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引用次数: 0

The interconnection of STEAM areas in the study of functions 在功能的研究中，STEAM领域的相互联系

Q1 Social Sciences

International journal of educational research open

Pub Date : 2025-10-21 DOI: 10.1016/j.ijedro.2025.100537

Floriano Viseu , Sara Gonçalves , Paula Mendes Martins

Current guidelines for mathematics education recommend carrying out activities within interdisciplinary contexts, specifically from an integrative STEAM perspective. Alongside promoting interdisciplinary contexts, this study implemented the STEAM approach to foster learning through collaborative problem-solving based on real-world scenarios. The aim was to explore the interconnections made in the implementation of STEAM in the learning of 11th-grade students regarding topics on functions. To achieve this objective, the study aims to answer the following research questions: What interconnections are promoted by the adoption of STEAM carried out? Which areas of knowledge and advantages of STEAM are identified by the students in the activities they perform? Employing a qualitative and interpretative approach, data were collected within the context of a pedagogical internship of a prospective mathematics teacher through lesson plans, students’ productions, recorded lessons, and questionnaires. The results indicate that in the learning of functions using the STEAM approach, the interconnection between Science and Mathematics was predominant, although, at times, different combinations included areas such as Technology, Engineering, and/or Arts. The students' identification of these areas reflected this trend, as they primarily recognized the presence of Science and Mathematics, yet all the other areas were also mentioned in their questionnaire responses.

目前的数学教育指南建议在跨学科背景下开展活动，特别是从综合STEAM的角度。除了促进跨学科背景，本研究还实施了STEAM方法，通过基于现实世界场景的协作解决问题来促进学习。目的是探索在11年级学生关于函数主题的学习中实施STEAM的相互联系。为了实现这一目标，本研究旨在回答以下研究问题：采用STEAM促进了哪些互连？学生在他们的活动中发现了哪些知识领域和STEAM的优势？采用定性和解释性的方法，在一名准数学教师的教学实习背景下，通过课程计划、学生作品、课程记录和问卷调查收集数据。结果表明，在使用STEAM方法学习函数时，科学和数学之间的相互联系占主导地位，尽管有时不同的组合包括技术、工程和/或艺术等领域。学生对这些领域的识别反映了这一趋势，因为他们主要认识到科学和数学的存在，但所有其他领域也在他们的问卷回答中被提及。

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引用次数: 0

Collaborative learning and CSCL research trends: A CiteSpace bibliometric review (2000-2023) 协同学习与CSCL研究趋势：CiteSpace文献计量回顾（2000-2023）

Q1 Social Sciences

International journal of educational research open

Pub Date : 2025-10-14 DOI: 10.1016/j.ijedro.2025.100534

Ying Liu

This bibliometric study employs CiteSpace to map the landscape of collaborative learning (CL) research, analyzing 3392 journal articles indexed in the Web of Science (2000–2023). The investigation examines publication patterns, geographic contributions, and influential authors and works. Key findings indicate: (1) sustained growth in CL publications over two decades; (2) the US, China, and UK as primary contributors; (3) significant scholarly influence of Dillenbourg and Vygotsky, alongside highly cited works by Stahl, Johnson, Weinberger, and Chi; (4) dominant research foci on technology-supported CL, its design, and effects; (5) prominent hotspots including evidence-based practices, computer-supported collaborative inquiry learning, and social knowledge construction; and (6) emerging trends concerning student experiences and metacognitive regulation. This analysis provides insights for second language instruction and advances CL scholarship.

本文献计量学研究使用CiteSpace来绘制协作学习（CL）研究的景观，分析了2000-2023年在Web of Science上被索引的3392篇期刊文章。调查考察了出版模式、地域贡献以及有影响力的作者和作品。主要发现表明：(1)近二十年来CL出版物持续增长；(2)美国、中国和英国是主要贡献者；(3)迪伦堡和维果茨基的重要学术影响，以及Stahl、Johnson、Weinberger和Chi的高引用作品；(4)以技术支持型协同学习、设计与效果为研究重点；(5)循证实践、计算机支持的协同探究学习、社会知识建设等突出热点；(6)学生体验与元认知调节的新趋势。这一分析为第二语言教学提供了见解，并推动了CL奖学金的发展。

引用次数: 0

Psychometric evaluation of the Arabic version of the teachers’ evaluation of aural and oral performance of children questionnaire in quiet and noisy educational settings 安静和嘈杂教育环境下阿拉伯语版教师对儿童听力和口语表现评价问卷的心理测量学评价

Q1 Social Sciences

International journal of educational research open

Pub Date : 2025-10-12 DOI: 10.1016/j.ijedro.2025.100532

Safa Alqudah , Mohammed F. ALHarbi , Hind Maher Alenzi

Objective

To translate and validate the Arabic version of the Teachers’ Evaluation of Aural/Oral Performance of Children (TEACH) questionnaire for assessing students with hearing loss in quiet and noisy classroom environments.

Design

A cross-sectional study involving cultural and linguistic adaptation of a teacher-reported assessment tool.

Setting

Specialized schools and centers serving children with hearing loss.

Participants

One hundred fifty-three Arabic-speaking teachers working with students diagnosed with hearing loss.

Measures

The TEACH questionnaire was translated using forward translation, expert panel review, back-translation, pre-testing, and pilot testing. Teachers completed the tool based on classroom observations; a subgroup repeated it to assess temporal stability.

Analytic Approach

Internal consistency was evaluated using Cronbach’s alpha. Test–retest reliability was assessed via intraclass correlation coefficients (ICC). Discriminant validity was examined using the Mann–Whitney test, and Spearman’s rank correlation assessed associations with hearing loss severity.

Results

The Arabic TEACH demonstrated excellent psychometric properties, with Cronbach’s alpha of 0.96 (total), 0.94 (auditory functioning), and 0.95 (ease of listening). Test–retest reliability was also high (ICC = 0.985, 0.971, and 0.991, respectively). The tool effectively distinguished between students with and without hearing loss (p < .001). Negative correlations of small magnitude were observed between hearing loss severity and TEACH scores (rho = –0.13 to –0.16).

Conclusions

The Arabic TEACH questionnaire is a valid, reliable instrument for evaluating auditory performance in Arabic-speaking school-aged children with hearing loss.

目的翻译并验证阿拉伯语版的《儿童教师听力/口语表现评价问卷》（TEACH），用于评估安静和嘈杂课堂环境下听力损失学生的听力。设计一项涉及教师报告评估工具的文化和语言适应性的横断面研究。设立专门的学校和中心，为听力损失儿童提供服务。153名讲阿拉伯语的教师与被诊断患有听力损失的学生一起工作。采用正向翻译、专家小组评审、反向翻译、预测试和试点测试对TEACH问卷进行翻译。教师根据课堂观察完成该工具；另一个小组重复了这个实验来评估时间稳定性。采用Cronbach’s alpha评价内部一致性。通过类内相关系数（ICC）评估重测信度。判别效度采用曼-惠特尼检验，斯皮尔曼等级相关评估与听力损失严重程度的关系。结果阿拉伯语的TEACH表现出优异的心理测量特性，其Cronbach’s alpha值分别为0.96（总分）、0.94（听觉功能）和0.95（听力易用性）。重测信度也较高（ICC分别= 0.985、0.971、0.991）。该工具有效地区分了有听力损失和没有听力损失的学生（p < .001）。听力损失严重程度与TEACH评分呈小幅度负相关（rho = -0.13 ~ -0.16）。结论阿拉伯语TEACH问卷是评价阿拉伯语学龄期听力损失儿童听力表现的有效、可靠的工具。

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引用次数: 0