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}
Pub Date : 2025-06-12DOI: 10.1016/j.ijedro.2025.100495
Maryam Bojulaia
Saudi educational documents have recently emphasized creativity and considered it a fundamental skill in K-12 education. Accordingly, this study assumed that Saudi teachers encourage and teach creativity in science classrooms. However, it remains unclear how STEM (Science, Technology, Engineering, and Mathematics) teachers develop students' creativity. Thus, the current study utilized Lin's (2009) creative pedagogy model, including creative teaching, teaching for creativity, and creative learning to describe and compare the creative pedagogy of a Saudi high school STEM educator in two learning contexts: 1) a Mawhiba classroom (a customized classroom for creative and gifted students) and 2) a public classroom (for average students) within a single case study. The study focused on how a teacher of gifted students plans, implements, and evaluates creative pedagogy within these two science classrooms. The study used a descriptive qualitative approach by triangulating data from multiple sources (observations, interviews, and documents). The analysis approach was a priori coding. The study's findings indicate that planning for creative pedagogy is identical in both classrooms. However, there are several differences between the learning contexts. Firstly, the participating teacher lacks confidence in the creative abilities of average students in the public classroom compared to those of gifted students in the Mawhiba classroom. Secondly, average students in the public classroom experience passive learning, while gifted students in the Mawhiba classroom engage more actively. Thirdly, the participating teacher faced more challenges in the public classroom. Finally, the study's results suggest further interpretations and recommendations to enrich creative pedagogy in STEM education.
{"title":"Understanding creative pedagogy of Saudi high school STEM teacher: A case study of Mawhiba and public science classes","authors":"Maryam Bojulaia","doi":"10.1016/j.ijedro.2025.100495","DOIUrl":"10.1016/j.ijedro.2025.100495","url":null,"abstract":"<div><div>Saudi educational documents have recently emphasized creativity and considered it a fundamental skill in K-12 education. Accordingly, this study assumed that Saudi teachers encourage and teach creativity in science classrooms. However, it remains unclear how STEM (Science, Technology, Engineering, and Mathematics) teachers develop students' creativity. Thus, the current study utilized Lin's (2009) creative pedagogy model, including creative teaching, teaching for creativity, and creative learning to describe and compare the creative pedagogy of a Saudi high school STEM educator in two learning contexts: 1) a <em>Mawhiba</em> classroom (a customized classroom for creative and gifted students) and 2) a <em>public</em> classroom (for average students) within a single case study. The study focused on how a teacher of gifted students plans, implements, and evaluates creative pedagogy within these two science classrooms. The study used a descriptive qualitative approach by triangulating data from multiple sources (observations, interviews, and documents). The analysis approach was a priori coding. The study's findings indicate that planning for creative pedagogy is identical in both classrooms. However, there are several differences between the learning contexts. Firstly, the participating teacher lacks confidence in the creative abilities of average students in the <em>public</em> classroom compared to those of gifted students in the <em>Mawhiba</em> classroom. Secondly, average students in the <em>public</em> classroom experience passive learning, while gifted students in the <em>Mawhiba</em> classroom engage more actively. Thirdly, the participating teacher faced more challenges in the <em>public</em> classroom. Finally, the study's results suggest further interpretations and recommendations to enrich creative pedagogy in STEM education.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100495"},"PeriodicalIF":0.0,"publicationDate":"2025-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144272580","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 : 2025-06-10DOI: 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":"2025-06-10","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}
Pub Date : 2025-06-09DOI: 10.1016/j.ijedro.2025.100486
Jonghyun Jun , Kane Meissel , Maria Cooper , Georgia Rudd
Parental perspectives on school readiness reflect diverse changing and sustained beliefs as children move from home life or early childhood education (ECE) to school. This review analysed parental perspectives in pre- and post-transition periods captured within the qualitative and quantitative literature over the past two decades. This paper presents a systematic review of 71 studies that drew conclusions about parental perspectives on the school readiness of children who were about to or had just started formal schooling. Employing reflexive thematic analysis, the studies were categorised into four main themes across the two time points: socio-emotional development, academic development, physical development, and collaborative school readiness. The findings suggest that parents frequently emphasised socio-emotional and academic development over physical development and collaborative school readiness at both time points. The review offers important insights about parents’ concerns before their child’s transition to school and their experiences once they begin.
{"title":"A systematic review: Parental perspective on school readiness during the pre- and post-transition periods","authors":"Jonghyun Jun , Kane Meissel , Maria Cooper , Georgia Rudd","doi":"10.1016/j.ijedro.2025.100486","DOIUrl":"10.1016/j.ijedro.2025.100486","url":null,"abstract":"<div><div>Parental perspectives on school readiness reflect diverse changing and sustained beliefs as children move from home life or early childhood education (ECE) to school. This review analysed parental perspectives in pre- and post-transition periods captured within the qualitative and quantitative literature over the past two decades. This paper presents a systematic review of 71 studies that drew conclusions about parental perspectives on the school readiness of children who were about to or had just started formal schooling. Employing reflexive thematic analysis, the studies were categorised into four main themes across the two time points: socio-emotional development, academic development, physical development, and collaborative school readiness. The findings suggest that parents frequently emphasised socio-emotional and academic development over physical development and collaborative school readiness at both time points. The review offers important insights about parents’ concerns before their child’s transition to school and their experiences once they begin.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100486"},"PeriodicalIF":0.0,"publicationDate":"2025-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144241788","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 : 2025-06-07DOI: 10.1016/j.ijedro.2025.100492
L.G.A. de Putter-Smits , C.F.J. Pols , P.J.J.M. Dekkers , P.R. Runhaar , M. Timmer , J.T. Van der Veen
The introduction of transformative generative open AI (GenAI) has impacted science education, presenting opportunities for students and teachers to enhance teaching and learning efficiency. Equally GenAI poses challenges, including risks such as plagiarism and superficial engagement with content. Science teacher education programs play a key role in the way these opportunities are realized and how challenges are dealt with through educating the future generation of science teachers. Science teacher educators face the challenge to remodel their teaching program to showcase how GenAI is used appropriately. Their student teachers face the challenge of working with GenAI in their own learning, but also in their classroom teaching where their students in secondary education might be using GenAI. This interview study explored how science teacher educators and student-science teachers in the teacher training programs of the four technical universities in The Netherlands envisage the potential impact of GenAI on university science teacher education. Few of the teacher educators had actually used GenAI, compared to the number of student teachers that had used GenAI. Potential uses for GenAI in science teacher education and for science teaching in general were identified, as well as desired new learning goals. A strong need for a policy on the use of GenAI was expressed, including a need for clear guidelines and rules. The conclusion presents possible design characteristics for science teacher education to benefit from the advent of GenAI and circumvent associated risks.
{"title":"Exploring the role of generative AI in science teacher education programs: a qualitative study","authors":"L.G.A. de Putter-Smits , C.F.J. Pols , P.J.J.M. Dekkers , P.R. Runhaar , M. Timmer , J.T. Van der Veen","doi":"10.1016/j.ijedro.2025.100492","DOIUrl":"10.1016/j.ijedro.2025.100492","url":null,"abstract":"<div><div>The introduction of transformative generative open AI (GenAI) has impacted science education, presenting opportunities for students and teachers to enhance teaching and learning efficiency. Equally GenAI poses challenges, including risks such as plagiarism and superficial engagement with content. Science teacher education programs play a key role in the way these opportunities are realized and how challenges are dealt with through educating the future generation of science teachers. Science teacher educators face the challenge to remodel their teaching program to showcase how GenAI is used appropriately. Their student teachers face the challenge of working with GenAI in their own learning, but also in their classroom teaching where their students in secondary education might be using GenAI. This interview study explored how science teacher educators and student-science teachers in the teacher training programs of the four technical universities in The Netherlands envisage the potential impact of GenAI on university science teacher education. Few of the teacher educators had actually used GenAI, compared to the number of student teachers that had used GenAI. Potential uses for GenAI in science teacher education and for science teaching in general were identified, as well as desired new learning goals. A strong need for a policy on the use of GenAI was expressed, including a need for clear guidelines and rules. The conclusion presents possible design characteristics for science teacher education to benefit from the advent of GenAI and circumvent associated risks.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"9 ","pages":"Article 100492"},"PeriodicalIF":0.0,"publicationDate":"2025-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144231844","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 : 2025-06-07DOI: 10.1016/j.ijedro.2025.100489
Jose Wilmar Quintero Pena , Louis Volante , Kristof De Witte
This study examines the impact of the COVID-19 pandemic on non-cognitive skills using survey data from the Programme for International Student Assessment (PISA). We analyzed survey findings from PISA 2022 and compared these results with previous test administrations to evaluate the influence of school closures on non-cognitive outcomes across Canada, the United States, Australia, New Zealand, and Europe. Our findings indicate that students in the 2022 PISA cohort experienced a contrasting short- and-long term effect on their sense of belonging. In the short term, there was a loss of 0.040 standard deviations (SD) in their sense of belonging to school. However, in the long term, there is evidence of a recovery of 0.049 SD, particularly in the USA and Canada. Additionally, the pandemic was associated with a 0.08 SD decline in growth mindset and a 5 % reduction in the likelihood of being frequently bullied, compared to past student cohorts. The study reveals that the COVID-19 pandemic disproportionately affected non-cognitive skills among girls, migrants, and economically disadvantaged students, exacerbating bullying and prompting a shift towards a fixed mindset, particularly among female students.
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