Education Policy Research Articles

ABSTRACT U.S. adult and workforce education (AWE) policy was created to support improved economic integration and social mobility for vulnerable populations. The primary framing of legislation has been articulated in terms of helping individuals become more financially self-sustaining (and thus not an economic burden on the state and wider society) through the selection of various educational and career pathways. The purpose of this paper is to explore the political framing and rationale of AWE policies through the theoretical lens of individualisation of social risk, using Critical Discourse Analysis (CDA) to examine national-level policy. Individualisation, as a theoretical concept, refers to structural changes to the relations between individuals and society where the notion of ‘the individual’ takes precedence over society. Opportunities, dangers, and life’s uncertainties must be negotiated by individuals, instead of by traditional social institutions. Core aspects of the theory are presented and four examples to illustrate how this ‘individualization’ rationale is embedded in AWE policy. We argue that this ‘individualization’ of public programs may become a form of reverse accountability that moves social risks away from the state and employers by offloading the burdens onto the individuals who have the fewest resources to ‘choose’ and manage the risks.

Purpose This study examines how generative AI tools affect business students’ academic performance by investigating whether flexible AI policies promote deeper learning, enhance self-efficacy and facilitate tacit knowledge acquisition in a Middle Eastern context, while ensuring efficiency and academic integrity. Design/methodology/approach A qualitative, exploratory study observed 20 final-year business students in Kuwait during five in-class activities using generative AI tools. Semi-structured interviews complemented the researcher’s observations. Thematic analysis revealed patterns in benefits, challenges and learning processes, leading to the development of the AI-powered learning loop framework to explain academic performance outcomes. Findings The study indicates that generative AI tools assist students by saving time, organizing ideas and enhancing understanding. While they reduce cognitive load and boost confidence, concerns about accuracy and ethical implications remain. A structured AI policy can promote responsible use and improve academic performance, supporting the proposed AI-powered learning loop model. Research limitations/implications The exploratory design and small sample size limit the findings to a private business college in Kuwait, reducing generalizability to broader higher education. Despite relying on self-reported data, the AI-powered learning loop framework provides a basis for future validation and research across diverse contexts. Practical implications Higher education institutions can promote integrity by requiring students to explain and defend their AI-assisted work. This approach reduces academic dishonesty and enhances critical thinking. Faculty should integrate discussions and source validation into assessments. Clear AI policies from policymakers can alleviate student anxiety and foster essential skills for an AI-driven workplace. Originality/value This study explores the effects of tolerant AI policies in Middle Eastern higher education by introducing the AI-powered learning loop, a framework connecting cognitive load, self-efficacy, tacit knowledge and academic performance. It offers insights for academics and policymakers on responsibly integrating generative AI to enhance sustainable learning outcomes.

Purpose Although Indonesia has long promoted multicultural education, Papuan students studying in Java are still often positioned as a “different,” “unique” or even “exotic” group. This condition makes Papuan students face not only academic challenges, but also social and psychological pressures that can trigger culture shock and acculturation stress. This study aims to examine how the practice of cultural essentialism shapes the social experiences, integration processes and perceptions of self-identity of Papuan students on urban Javanese campuses. This study also aims to understand how they negotiate cultural expectations and the adaptation strategies used in dealing with dominant norms in the campus environment. Design/methodology/approach This study was conducted using a qualitative phenomenological research method with in-depth interview techniques and observation as data collection methods. Findings Exoticism toward Papuan students in higher education is a form of symbolic power that appears inclusive, but reproduces existing inequality. They are often used as a symbol of diversity ceremonially without equal access to intellectual forums, academic resources or leadership spaces. In this context, campus multiculturalism functions more as symbolic legitimacy than as a real effort to create social justice. Originality/value This research reflects the dynamics of multicultural education that are developing in Indonesia. By revealing the struggles experienced by Papuan students in Java, this research contributes to helping open up discourse on structural inequality that has so far been ignored in the campus inclusive narrative. The findings of this research can be the basis for the development of higher education policies that are more socially just.

Introduction: Individuals with ASC experience poorer health outcomes globally, yet healthcare professionals often lack adequate ASC knowledge [1]. Simulation-based learning enhances recall and practice [2], though resource limitations often restrict its use. Mental health nursing simulations are less developed compared to other fields, leaving a gap in training. Our co-created 360-degree video aims to address this by providing realistic scenarios that enhance students’ empathy and confidence in working with ASC patients. Methods: This research aimed to co-create real-time scenarios filmed in 360-degree video to help students understand how a person with ASC experiences hospital admission or clinical procedures. Working with qualified nurses and individuals with lived experience, we developed a 360-degree video of an ASC patient being assessed in a hospital setting. The video was embedded in a Complex Health Care teaching unit and viewed by third-year nursing students using Oculus Quest™ devices. Data were collected via an online survey and focus group discussions (with students and staff) and thematically analysed [3]. Ethical clearance was obtained from our university’s ethics committee. Results: Eighty students responded to our survey (32% response rate), with 65% reporting no prior ASC training. Seventy-four per cent found the VR resource useful, and 66% felt it would benefit their clinical practice. The small sample size is a limitation, and responses may not be fully representative of the broader student population. Ongoing focus group analysis suggests that the VR exercise helps increase students’ confidence, knowledge, and empathy, as evidenced by comments like: “This was excellent as it put you in the shoes of someone with ASC.” Staff facilitators provided insights into running VR sessions with large cohorts, including the need for preparatory and debriefing sessions, managing background noise, appropriate staff-to-student ratios, and addressing students entering the session late. Discussion: This study highlights a significant educational gap, with many students lacking prior ASC training. The positive response to the VR experience suggests it can improve understanding, empathy, and confidence, which may translate to better clinical interactions with ASC patients. Facilitators also identified key considerations for optimizing VR sessions, such as session preparation, managing group dynamics, and debriefing for knowledge consolidation and reflective practice. These findings have implications for nursing education policies, emphasizing the need for structured VR training in mental health curricula. Future research should explore the long-term impact of VR training on knowledge retention and clinical practice, as well as best practices for large-group VR training. Ethics Statement: As the submitting author, I can confirm that all relevant ethical standards of research and dissemination have been met. Additionally, I can confirm that the necessary ethical approval has been obtained, where applicable

ABSTRACT In this article, we draw on Foucault’s concept of rapport á soi to examine how teachers constitute themselves in response to a national schooling reform agenda. We explore this through the use of composite narratives of teacher interviews in the post-qualitative tradition of storying. The narratives stem from conversations with 25 teachers across different schooling sectors in Queensland, Australia, and relate how teacher engagement with national policy has been affected by their limited knowledge of national policy, their perception that it lacks teacher voice, and because the ‘why’ of policy is not shared with them. Each of these themes affects how teachers constitute themselves within education policy reform regimes, which provide insights into the ways in which policy flows from national level to the subjective constitution of teachers.

BackgroundThe implementation of China’s “Double Reduction” (DR) policy, which aims to alleviate academic and extracurricular burdens, has received considerable attention. However, there has been limited evaluation of public satisfaction with the policy, particularly from a regional and multi-dimensional support perspective. This study aims to assess DR policy satisfaction from Chinese public, through a comprehensive “government–market–school” perspective.MethodsCombining the web scraping technology and sentiment analysis technology, this study captures 2,475,833 Weibo posts from 31 provinces in China related to DR policy. The causal relationship is discussed through spatial regression after controlling for spatial endogeneity.ResultsThe findings indicate that Chinese residents generally express positive satisfaction with the DR policy, however, substantial regional disparities persist. Provinces in the western and central regions exhibit lower increases in DR policy satisfaction (DRS) compared to those in the eastern region. All three dimensions—political, market, and educational support—have significant positive effects on DRS. Moreover, the results reveal positive moderations among the three types of support. Political support exerts a stronger influence on DRS in western provinces, whereas market support plays a more prominent role in eastern provinces. No significant interprovincial variation is observed for the effects of educational support.ConclusionsThe study highlights the crucial role of political, market, and educational support in shaping public satisfaction with the DR policy. These findings suggest that targeted interventions are needed to address regional disparities, particularly in underdeveloped areas. Future research should focus on the long-term effects of the DR policy across diverse socio-economic contexts.

Abstract Over the last few decades, considerable attention has been directed towards formative assessment as a means of enhancing educational institutions. However, in Italy, this form of assessment has received comparatively little attention from researchers and has been identified as an underdeveloped educational practice when viewed in the context of other national school systems. Despite the recent reform in primary schools, which made formative assessment mandatory, it appears that the longstanding gap between educational research and policy has not been fully addressed, thus limiting the potential for transforming teacher assessment practices. The passage, in 2020, of the last school reform in this school system dramatically changed the assessment practices teachers are expected to enact in the classroom. More specifically, teachers switched from summative assessment, which had been extensively used for decades, to formative assessment. In light of growing concerns about teacher assessment literacy and the increased focus on formative assessment within this school system, a phenomenological interview study was conducted to examine how Italian teachers understand and implement formative assessment, in the context of the national professional development programme they attended. Three rounds of interviews were performed with 10 expert teachers. Interpretative Phenomenological Analysis (IPA) revealed an unclear conceptual understanding of the theory and practice of formative assessment. While the interviewees reported difficulties in putting the ambiguous policy requirements into practice, they also emphasised that the professional development programme offered little help. Finally, implications for research and practice in supporting teacher assessment literacy are discussed.

Purpose This article analyses the relationship between the overeducation gap in recent university graduates and parental educational attainment in Spain. Design/methodology/approach We explore a subsample from the 2019 Survey on the Labour Insertion of University Graduates. We first test how the influence of parental background on young recent graduates is largely explained by observable intervening channels. Then, group-specific overeducation risks are estimated separately for first-generation graduates (whose parents do not hold university degrees) and non-first-generation graduates (with at least one parent who is a university graduate). Finally, a Blinder–Oaxaca approach is used to decompose the overeducation gap into two segments: one (explained) based on observed factors, and another (unexplained) based on unobserved factors. Findings We find a relevant disadvantage among first-generation graduates due largely to the differences in the assignment across field of studies, type of university, access to graduate education, command of the English language and geographical mobility to study and work. Practical implications Our results indicate the scope for equalising action from institutions of higher education and labour market policies to palliate this gap oriented towards geographical mobility, preparation of public exams, internships and foreign language skills acquisition, together with affordable graduate studies. Originality/value This study decomposes the overeducation penalty that results from not having highly educated parents into two parts: one that results from the endowments of human, social and cultural capital and another that results from non-observable features. Peer review The peer review history for this article is available at: https://publons.com/publon/10.1108/IJSE-11-2024-0921

Bibliometric indicators play a key role in assessing research performance at individual, departmental, and institutional levels, influencing both funding allocation, and university rankings. However, despite their widespread use, bibliometrics are often applied indiscriminately and without discrimination, overlooking contextual factors that affect research productivity. This research investigates how gender, academic discipline, institutional location, and academic rank influence bibliometric outcomes within the Greek Higher Education system. A dataset of 2015 faculty profiles from 18 universities and 92 departments was collected and analyzed using data from Google Scholar and Scopus. The findings reveal significant disparities in publication and citation metrics: female researchers, faculty in peripheral institutions, and those in specific disciplines (such as humanities) tend to score lower values across several indicators. These inequalities underscore the risks of applying one-size-fits-all evaluation models in performance-based research funding systems. The paper moves beyond a one-size-fits-all perspective and proposes that bibliometric evaluations should be context-sensitive and grounded in discipline and rank-specific benchmarks. By establishing more refined and realistic expectations for researcher productivity, institutions and policymakers can use bibliometrics as a constructive tool for strategic research planning and fair resource allocation, rather than as a mechanism that reinforces the existing biases. The study also contributes to ongoing international discussions on the responsible use of research metrics in higher education policy.

This article explores the influence of neoliberalism on the Brazilian high school curriculum, with a particular focus on the concept of "Life Project". It analyzes how neoliberal characteristics, such as individual autonomy, preparation for the job market, meritocracy, curricular flexibility, entrepreneurship, the reduction of the role of the State and results-based assessment, shape education. The study uses a qualitative approach, based on analysis of educational policies, bibliographic and documentary research. It is concluded that, although the Life Project in Brazilian high school reflects neoliberal trends, it is essential to seek a balance. It is necessary to ensure that, in addition to preparing students for the job market, the educational system also enables them to act as critical and responsible citizens, equipped to face the challenges of an ever-changing world. The study reveals that the Life Project, while aligned with neoliberal philosophy, presents both potentialities and limitations. On the one hand, it promotes skills relevant to the job market and emphasizes individual autonomy. On the other hand, it can lead to limited education, excessively focused on measurable results and preparation for the market, to the detriment of the student's integral development. Keywords: education; high school; life project; neoliberalism.

Background The National Association of Colleges and Employers (NACE) recommends that colleges help prepare students for their careers through the utilization of core competencies. These competencies involve experiential learning approaches, fostering civic and community engagement, and communication skills. Purpose The purpose of this project is to examine the components of experiential learning activities that help prepare students for the workforce and which activities students find most engaging. Method This research utilizes a transverse study approach to determine student perceptions of career readiness, activities that help with workforce development, and students’ perceived impact of experiential learning programs. Students across multiple disciplines partaking in a myriad of experiential learning activities were surveyed. Findings The study's findings offer actionable insights for higher education administrators and educators, providing guidance on how to enhance experiential learning programs and improve their effectiveness in preparing students for successful careers. Implications The findings contribute to a deeper understanding of how experiential learning programs function and their effects on student perceptions of high-impact practices, which is crucial for shaping future educational policies.

The European Union (EU) embodies one of the world’s most linguistically diverse regions, encompassing 24 official languages, more than 60 regional and minority languages, and a wide array of immigrant and sign languages. This diversity reflects not only Europe’s cultural and historical pluralism but also its ongoing political and educational challenges. This paper examines the complex landscape of linguistic diversity and language varieties in the EU, analyzing how language policy frameworks, educational initiatives, and institutional practices interact with broader questions of identity, integration, and governance. Drawing on official EU documents, sociolinguistic research, and legal frameworks such as the Charter of Fundamental Rights and the European Charter for Regional or Minority Languages, the study explores the evolution of the EU’s multilingualism policy and its implications for linguistic equality and cohesion. The analysis highlights the persistent tension between the EU’s official commitment to multilingualism and the pragmatic dominance of a few major languages—most notably English, French, and German—within institutions, academia, and international communication. It also considers the sociolinguistic implications of this hierarchy for regional, minority, and immigrant languages. Special attention is given to language education policies and the implementation of the Common European Framework of Reference for Languages (CEFR) as a tool for standardizing learning outcomes across member states. Ultimately, the paper argues for a more inclusive, dynamic, and equitable language policy—one that values all language varieties as integral to the EU’s democratic and cultural fabric and recognizes multilingualism not merely as a policy objective, but as a vital resource for social cohesion, intercultural understanding, and European identity.

Bilingual sign language has emerged as a critical tool for the linguistic, cognitive, and educational development of learners with hearing impairment, offering a pathway to equity and inclusion in diverse societies. This paper examines the imperatives of bilingual sign language in Nigeria, emphasizing its role in promoting language development, literacy outcomes, social integration, and communication competence among deaf learners. Anchored on Cummins’ Linguistic Interdependence Hypothesis, the paper highlights how a strong foundation in Nigerian Sign Language (NSL) can transfer to mastery of written English, thereby enabling academic progression and lifelong learning. While significant challenges persist including the lack of formal recognition of NSL, inadequate teacher training, insufficient learning resources, negative societal attitudes, and limited funding emerging opportunities and policy windows provide grounds for optimism. These include global disability rights frameworks, rising advocacy movements, the growth of digital learning tools, reforms in teacher education, and momentum toward inclusive education policies. The paper argues that the institutionalization of bilingual sign language in Nigerian schools is both a linguistic right and a developmental necessity. It concludes that by fostering cognitive growth, literacy advancement, social inclusion, and communicative competence; bilingual sign language can bridge the gap between deaf learners and their hearing peers, positioning them for meaningful participation in national development. The paper recommended amongst others that Non-Governmental Organizations should strengthen partnerships with organizations like the Nigerian National Association of the Deaf (NNAD) to combat stigma and promote societal acceptance of bilingual sign language as a tool for inclusion.

The Indian government's groundbreaking educational endeavor is the National Education Policy 2020. The old borders of a country's educational system have vanished in today's postmodern, virtual world, becoming enhanced by a variety of global viewpoints. India has a distinguished history in this discipline and a rich educational legacy. Over time, the nature of education has changed in response to social, political, and economic problems. The New Education Policy 2020's multidisciplinary and comprehensive features will be investigated in this study. The researcher will examine how a holistic approach to education greatly enhances children's "all-round development" and evaluate the applicability of a multidisciplinary approach in the current educational system, particularly in light of global education.The study's conclusions will help readers comprehend the circumstances surrounding the government's implementation of NEP 2020. In addition to learning a little bit about the history of education, readers will receive insight into the development of educational policy. To communicate both the philosophy of life and the philosophy of education, the researcher has used a philosophical research approach. The study is distinctive because it acknowledges the need of a holistic approach in the contemporary curriculum and educational system. As survival is the ultimate purpose of education, this will allow readers to evaluate the significance of a diverse educational approach.

Analysis and prospect of ‘Chinese Educational Modernization Policy’: a textual study based on 155 policy documents

This paper presents the design and architectural approach of a Power BI-based data analytics system that evaluates the performance of global universities. The model integrates data from multiple international ranking sources including Times Higher Education (THE), Shanghai ARWU, and CWUR, and processes it through data collection, cleaning, normalization, and computation layers. The system architecture ensures accurate visualization of university ranking performance across various metrics. The proposed framework highlights how effective data visualization can assist in academic benchmarking and global education policy analysis

Abstract Arguments that link education to development are overwhelmingly rooted in functionalism as a grand theory and lean heavily on modernisation and human capital theory, with the assumption that African societies must be modernised and that education paves the way to a modernised Africa. However, the concept of what is modern and what constitutes valid and viable ways of modernising often conform to Western notions of modernity, emphasising the human capital development orientation of educational policies. In this context, Africa’s historical conceptions of her modernisation processes have been undermined. Through an analysis of articles from the International Review of Education from the past 70 years, this article explores the link between education and development in Africa and illustrates how colonialism is manifest in and perpetuated through education, thus creating a myth of development. The authors’ analysis of articles shows that education intended to support modernisation in postcolonial Africa has ultimately led to continued cultural and economic dependency while alienating African societies from their roots. The elevated status of European languages at the expense of vernacular languages has played a particularly important role in this process. This article relies on the African philosophy of uBuntu and theory of Cosmo- uBuntu to point us towards a system of education and development in Africa that is rooted in ancestral wisdom and that allows for the creation of an African future not bound by Western notions of modernity.

In an era defined by profound digital transformation, China's national strategy for vocational education reform calls for talent cultivation models that are not only deeply integrated with industry but are also inherently forward-looking. This paper presents a descriptive and theoretical case study of an evolved pedagogical framework for Business English majors: the Post-Course-Competition-Certificate-Intelligence (PCCCI) model. This five-dimensional, synergistic framework enhances the established four-pillar integration of Professional Posts, Competency-based Courses, Skills Competitions, and Industry Certificates with a crucial fifth element that serves as its core: Digital Intelligence. This new dimension represents the systematic infusion of digital literacy, data analysis capabilities, and intelligent technology application across the entire educational ecosystem, transforming it from a linear process into an adaptive, dynamic system. The study eschews empirical pedagogical data, focusing instead on a rigorous theoretical and structural analysis of the PCCCI model's design and conceptual underpinnings. We analyze its direct alignment with contemporary educational policies, such as the "1+X" certificate system, and its capacity to address the escalating demands of the global digital economy for multifaceted, tech-savvy, and application-oriented talent. The conceptual foundations of each of the five pillars and their dynamic interplay are explored in depth, arguing that the PCCCI model provides a holistic and replicable pathway for cultivating future-proof Business English professionals. A detailed narrative description of the model’s conceptual graph is provided to visually articulate the integrated workflow and the student's developmental trajectory within this enhanced framework. Ultimately, this case study contributes a detailed blueprint to the discourse on vocational education reform, offering a cohesive, competency-driven educational model that not only bridges the persistent gap between academic learning and professional practice but also strategically prepares students for the future of work in an age of intelligence.

ABSTRACT This study explores how queer and trans youth construct their lives in relation to narratives of crisis and resiliency in schools. It seeks to contribute to the emerging field of queer joy studies, which challenges portrayals of queer and trans individuals as subjects of adversity. I facilitated two participatory collage-making workshops and two focus group interviews with four queer and trans students from a rural high school in New Brunswick, Canada, to learn more about how these young people shape and were shaped by their school’s constructions of them. Through their collages and conversations, the youth resisted simplistic celebrations and alarmist constructions of themselves—foregrounding ambivalence and active social lives while challenging normative constructions of gender and sexuality within their school. My work with these young people suggests that educational policy and practice have overdetermined what life looks like for young queer and trans people in New Brunswick schools. Further, I argue that queer joy can emerge as a powerful framework for understanding and teaching when it foregrounds the everyday and often contradictory realities of 2SLGBTQIA+ life.

ABSTRACT Once an epicentre of higher learning, Afghanistan has been constructed as ground zero for globalisation and competing militaristic projects. Focusing on the privatisation of higher education, this paper examines how military occupation instilled neoliberal economic and educational policies. With the rise of the private higher education landscape, the paper illuminates how Afghans grew dissatisfied with private higher education due to compromised educational quality, emphasis on economic profits and increasing alignments with foreign interests. The withdrawal of the US Military, unravelling of the neoliberal economic system, adoption of the America First agenda and increasingly restrictive educational policies for women have led to a state of free fall of higher education in the country.