Education Policy Research Articles

A tale of two languages: charting Chinese parents’ beliefs about and engagement with Chinese and English language learning

ABSTRACT This study investigates Chinese parental beliefs about and engagement with their children’s Chinese and English language learning in Yinchuan, China, utilizing the theory of planned behaviour as an analytical framework and a mixed-methods approach. Quantitative data from 879 parents reveals a strong preference for Chinese language education based on its perceived utility, cultural identity, and socioeconomic returns, contrasting with an ambivalent stance towards English. Qualitative insights highlight the influences of nationalism, anti-Western sentiments, and the COVID-19 pandemic on parental attitudes. These findings underscore the dominance of top-down language policies and societal expectations in shaping parental choices, often leading to contradictions between expressed attitudes and realized engagement. Perceived behavioural control emerges as a critical factor, with parents navigating challenges such as resource limitations, policy instability, and the dynamics of child autonomy. This study offers valuable insights into the evolving landscape of parental involvement and the factors shaping language learning priorities, thus contributing to the growing body of literature on language education in China. These findings can inform language education policies and practices, emphasizing the need for accessible home-based resources, cultural understanding, and open dialogue to support effective and equitable language learning outcomes for Chinese children.

The role of school leaders in developing inclusive practices in Icelandic compulsory schools

ABSTRACT Icelandic education policy has a strong focus on inclusive education, but available Icelandic evidence indicates a lack of well-defined procedures in schools and municipalities aimed at inclusive education. Research literature has placed emphasis on the central role that school leaders play in developing inclusive schools. The purpose of this qualitative case study is to develop an understanding of school leaders’ role in developing inclusive practices in Icelandic compulsory schools. Inclusive practices refer to the strategies, approaches, and frameworks created to ensure that all students, regardless of their abilities, backgrounds, and learning needs, can participate fully in educational opportunities. Data collection took place between May 2022 and January 2023. Interviews were conducted in two compulsory schools and in this paper, we build on 8 interviews with 14 teachers and school directors. The interviews were recorded and then transcribed verbatim before the thematic analysis commenced. The findings are introduced according to three main themes: Inclusive school leaders’ role in setting direction, Inclusive school leaders’ role in organisational development and Inclusive school leaders’ role in human development.

Educational boundaries explain strength and variation in global fertility convergence

This paper shows that the level and timing of fertility are converging strongly over different measures of educational attainment using 65 years of data from 146 countries. Global convergence patterns are primarily driven by high-income societies, while sub-Saharan Africa is the world region that is converging most slowly, if not converging at all. Most importantly, levels of education matter heavily for explaining strength and variation in global fertility convergence, with two intersecting educational gradients suggesting: (i) stronger convergence over tertiary education followed, in turn, by secondary and primary; (ii) stronger convergence over education completed relative to education attended. Our findings provide important insights for addressing key challenges in global development and demography, and for informing policymakers as they evaluate the suitability of specific educational policies aimed at further narrowing inequalities between societies—such as supporting higher education as well as the successful completion of targeted educational cycles.

Language Policy under NEP: 2020 – A Critical Analysis

Education is the backbone of a country. Education also plays vital role to upload national unity. Thus education policy always plays a congruent role in the spread of education in a country. Education policy acts as a basic requirement of a country. Any education policy sets on the analysis of the past. It deals with the need of the present days and also focuses on the possibilities of the future. Like the other countries, India also felt the need of a well- planned education policy to ensure all-round development of our society at large. The new education policy of India enlightens preservation as well as development of all Indian languages but the problem lays in the fact that India being a multilingual and multicultural country will select which particular language as a medium of instruction in the education system. NEP 2020 for the first time harps on introducing mother tongue as a medium of instruction at the primary level. All the relevant aspects of language issues are carefully integrated from paragraphs 4.11 to 4.22 very carefully under the heading ‘Multilingualism’ in NEP 2020. The inclusion of many vernacular languages in educational curriculum will definitely protect endangered languages in India. It will also help the students to be connected with the culture of the nation. Indirectly, this will help our students to increase qualitative creative skills. NEP 2020 has proposed to implement ‘Three-Language-Formula’ to promote multilingualism from the school level. The objective of NEP 2020 is to make the students proficient in different languages and also know the mother tongue to be respectful and knowledgeable about the ancient literature. The objective of this study is to identify the necessity of new education policy (NEP 2020) and its impact on education system of our country for holistic development of the students from primary to higher education. Key Words: Education system, Multilingualism, Multicultural, Holistic Development, Three-Language Formula.

“We learn Latin, they learn to cook”: students', principals', and teachers' coproductions of exclusive public secondary schools

Abstract. Recent years have seen growing interest in the role of selective public secondary schools as places of state-funded privilege production. Students' experiences in and perceptions of these schools are still under-researched. Focusing on the transition to Gymnasium, highly selective public secondary schools in Zurich, this article analyses how students are addressed by principals, teachers, and education policies and how they perceive the Gymnasium and its students. Drawing on a 13-month ethnography with eight students, the article shows that students learn to see the Gymnasia as stellar schools for hard-working and intelligent students who have earned their privileges. Students play an important role in coproducing and legitimizing their privileged status in the educational field by drawing on the notion of merit. Most students distanced themselves from the non-Gymnasium “other”, labeling them as less hard-working and less intelligent. These processes ultimately contribute to a hierarchization and division of Zurich's secondary schooling landscape.

The impact of virtual laboratories on the academic performance of grade 12 learners in impulse and momentum

Virtual laboratories (labs) have evolved as an important tool in the sciences, delivering interactive and engaging platforms for learners to conduct experiments and comprehend complex concepts without the limitations of physical resources. They are an emerging teaching tool that offers interactive and immersive experiences that improve comprehension of complicated scientific concepts. This study assesses the impact of virtual labs on the academic achievement of Grade 12 learners on the topic of impulse and momentum in physics. It uses a quasi-experimental methodology to compare the performance of learners who used virtual labs to those who learned in the prevailing theoretical settings. A pre-test and post-test were used to assess learners’ academic success, and surveys were used to gather learner feedback on the learning tool. Preliminary data analysis indicates a statistically significant improvement in the test scores of learners using virtual labs, corroborating earlier studies that highlight the advantages of technologically enhanced learning environments. Furthermore, qualitative feedback indicates that learners found virtual labs more interesting and accessible, resulting in a more conducive learning environment. This work adds to the expanding body of evidence supporting the use of virtual labs in science teaching, especially in resource-constrained contexts where traditional laboratory equipment is limited or non-existent. The implications for curriculum design and educational policy are examined, with a focus on the importance of investing in digital infrastructure to support innovative teaching approaches.

Factors Influencing Teacher Enthusiasm: A Qualitative Study in Turkish Context

This study explores the factors influencing teacher enthusiasm in Turkish public schools through a qualitative, exploratory case study design conducted in two provinces in the northwestern region of Türkiye. Data were collected from 28 teachers using semi-structured interviews, with participants selected through convenience and maximum variation sampling methods. Content analysis was employed to analyze the data. The research identified three primary themes: personal factors, contextual factors, and external factors. Personal factors include motivation, affection for teaching and job satisfaction. Contextual factors encompass students’ academic performance and behaviors, school leadership practices, relationships with colleagues, and working conditions. External factors involve parental attitudes, educational policies, the value perception of the teaching profession, and incentives and rewards. The findings emphasize the critical role of personal motivation, affection for teaching, and job satisfaction in fostering teacher enthusiasm. Additionally, supportive leadership, positive student interactions, and a collaborative work environment are crucial contextual factors. External factors such as positive parental attitudes, consistent educational policies, societal recognition of the teaching profession, and appropriate incentives and rewards also play a vital role in fostering teacher enthusiasm. These results suggest that policymakers should prioritize consistent educational policies as well as recognition and rewards for teachers, while school principals should create supportive and collaborative environments. By addressing these areas, stakeholders can enhance teacher enthusiasm, ultimately improving teaching quality and student outcomes.

Spatial Transformation of the Higher Education System: Threats and Challenges to Single-Industry Towns

The article proposes an approach to analyzing the spatial organization of the Russian higher education system. Methodologically, the study relies on the theory of structural functionalism. In order to solve the stated research problems, the authors used comparative historical and economic-statistical analyses, as well as the quick survey method. The study characterizes the specifics of the Russian system of single-industry towns and justifies the role of a single-industry town as an integral and essential element of the settlement system. The study also reveals structural and functional changes inthe Russian system of higher education that significantly limit the possibility of preserving universities and/or their branches in single-industry towns. It was proved that the functions of higher education institutions in a single-industry town are multifaceted, complex in nature, and not limited only to the sphere of education. In spite of this, the higher education system in single-industry towns downsizes at a significantly faster rate than in the country as a whole. The performed analysis shows that the persisting trend toward increasing territorial concentration in the country’s system of higher education can create a set of negative effects that have a disruptive impact on the national settlement system, the continuity of complex value chains, and the social stability of local communities in single-industry towns. A conclusion is made about the need for comprehensive solutions regarding the development of higher education in single-industry towns that combine both national mechanisms for achieving national goals and the toolkits of regional, industrial, educational, and corporate policies.

The Role of the Federal Institutes of Education, Science and Technology in Forming a Workforce Aligned with Circular Economy Principles and Strategies

Objective: This study aims to assess the adherence of the themes and the current curricular matrices of the courses after high school at the Brazilian Federal Institutes of Education, Science, and Technology regarding the principles and strategies of the Circular Economy (CE). Theoretical Framework: In the current scenario of resource scarcity and climate emergency, CE emerges as a viable alternative. In Brazil, the Federal Institutes (FIs) can play a crucial role in training a qualified workforce for CE, offering professional education that meets market demands. Method: The methodology adopted is classified as qualitative and applied. Regarding its classification, it is descriptive. Regarding the design, it is classified as a documentary since the primary data source was the IFs' websites. Results and Discussion: The results reveal that 26.17% of the 554 courses evaluated have content related to CE. The analysis showed a predominance of disciplines, such as Environmental Management, but a gap in specific CE courses. Research Implications: From a practical perspective, this study provides insights into the need for changes in the current economic model regarding public education policies adopted in Brazil to prioritize areas of study. As for the theoretical contribution, the study discusses conceptual issues of CE based on findings from the Brazilian context in order to fill a research gap. Originality/Value The research highlights the importance of training professionals with critical and practical skills in CE, highlighting the need for curricular reform that meets new market demands and promotes a circular mindset.

“Social Elevator”: Research of Affirmative Action Program

This work investigates the academic performance of students enrolled in the “Social Elevator” program at Higher School of Economics (HSE University), which operates under the principle of affirmative action and aims to assist those students who have lower chances of admission due to various social reasons in a highly competitive environment. Objective admissions in Russian universities and the high selectivity of the HSE University, discussed in this paper, do not confidently allow the application of conclusions from foreign studies to the Russian experience. The program had not been previously researched. It was assumed that students of the program would show higher performance than their peers admitted on a general basis – this assumption follows from qualitative research that found that students of this program possess a progressive narrative of overcoming inequality. Regression with dummy variables based on administrative data on student performance and survey data on the socio-economic status of students are used for the analysis. According to the regression analysis results, all else being equal, students of the “Social Elevator” program demonstrate lower performance than students admitted on budgetary places on general grounds, although they average grades at the “good” level and therefore have a chance to get a return to education and overcome inequality. Further research on the topic is required to separate the secondary effects of inequality, as well as to assess the actual social mobility of students participating in the program. The results can be useful in designing educational policy in the field of expanding access to higher education.

Implementation of Committee Partnerships on AI-Based School Policies at Public Junior High School

In the increasingly sophisticated digital era, artificial intelligence (AI) technology has significantly changed various fields, including education. In Indonesia, secondary schools have begun implementing AI technology to improve the quality of teaching and school management. Implementing this technology includes using AI-based systems for personalized learning, student data analysis, and more efficient school administration management. Implementing AI-based policies requires a strong partnership between the school committee and the school. This includes monitoring technology implementation, providing teacher training, and involving parents in the technology-based learning process. This study aims to identify and analyze the role of partnerships between school committees and schools in implementing AI-based policies at SMP Negeri 3 Tanjungsari. To ensure effective policy implementation, various stakeholders, including school committees, must support advancing AI technology in education. This study employs a qualitative approach, incorporating a case study method. It obtained the collected data through in-depth interviews, participant observation, and document analysis. The study results indicate that strong partnerships between school committees and schools play a significant role in supporting the implementation of AI policies. However, some challenges are still faced, such as the committee's lack of understanding of AI technology. This study also offers strategies to improve the effectiveness of these partnerships, including training and enhancing communication between the committee and the school. These findings significantly contribute to developing educational policies that are more adaptive to technological advances.

Factors Associated with Effectiveness of Comprehensive Sexuality Education in Secondary Schools in Luanshya District, Zambia

Purpose: The purpose of this study is to examine the effectiveness of sexuality education policy in secondary schools. Methodology: Its school based cross-sectional study which was conducted among secondary school teachers and secondary school going pupils in an urban area of Luanshya district. A self-administered semi structured questionnaire was used to collect data. Students were to answer one option unless specified otherwise. Open-ended questions were given wherever description of answers was required. The questions were framed in English. Completed questionnaires were compiled and entered into Epi data and analyzed using Stata 12. Descriptive and inferential statistics such as frequency tables, percentages and correlation tests were also be used. Findings: This study allowed for a better understanding of the teachers’ and pupils’ attitude, knowledge levels, curriculum appropriateness and cultural influence towards provision of sexuality education in secondary schools. Majority of respondent had positive attitude towards the provision of sexuality education and generally majority of respondents had low knowledge levels on sexuality education. Furthermore, most respondent indicated that culture has negative influence towards provision of sexuality education and majority of respondents indicated that the curriculum was appropriate for the delivery of sexuality education. Each school has a different outlook and direction on the subject of sexual education programs; therefore, it is crucial to understand what, where, and why it is being offered. Unique Contribution to Theory, Practice and Policy: Teachers need training in sexuality education in order to overcome their anxieties about sexuality education and rid them of any negative cultural beliefs they may have regarding sexuality education. In addition, the government should organize trainings and workshops for teachers intermittently to improve their teaching skills in sensitive areas like adolescent sexual health. Lastly Sexuality education should start in primary schools.

Interpretation and Translation: How an Education Policy Is Distorted and Reoriented by Official Education Systems

Interpretation and Translation: How an Education Policy Is Distorted and Reoriented by Official Education Systems

Observations on China's Educational Discipline Policies: Taking Japan and South Korea's Educational Discipline as a Reference

Educational discipline refers to the process of educational behavior to stop and eliminate students' misbehavior, to help students correct their mistakes for the purpose of punishment as a characteristic of a form of education. The study analyzes the current situation of Educational discipline in China and its shortcomings, categorizes and analyzes the abuse of Educational discipline in China, the lack of use of Educational discipline, and the blurring of the concepts of Educational discipline and corporal punishment, punishment, and so on. At the same time, the study analyzes the policies related to Educational discipline in Japan and South Korea, and puts forward suggestions for the future development of China's Educational discipline policy and the problems that need to be avoided through the clear breakdown of the rules of corporal punishment in Japan and the infringement of the right to Educational discipline in South Korea due to the Human Rights of Students Ordinance.

Turkey’s higher education boom: the ‘one university in every city’ policy in small cities

ABSTRACT Over the past two decades, Turkey’s higher education system has undergone a massive and globally unprecedented transformation. Enrollment rates increased more than fivefold, driven by the government’s comprehensive policy of establishing ‘one university in every city.’ As a result, new universities were instituted in 41 small cities that previously lacked independent higher education infrastructure. The Justice and Development Party (AKP) governments framed this initiative as a key ideological distinction from their predecessors, emphasizing it as a cornerstone of their educational and social policy, particularly targeting small cities across the country as well as the country’s youth. While the ideological divergence between the AKP and prior governments played a critical role in justifying this expansion, the establishment of universities in small cities had both intended and unintended consequences. These institutions became place-making anchors in otherwise economically and demographically stagnant regions, fostering a new social life centered around the youth.

Harnessing Artificial Intelligence to Transform Secondary Education in India: Innovations, Challenges, and Future Directions

India's National Education Policy (NEP) 2020 envisions a comprehensive education system that is inclusive, fair, and geared towards lifelong learning. Artificial Intelligence (AI) has a pivotal role in achieving these goals by enhancing personalized learning experiences, streamlining assessments, and promoting inclusivity within secondary education. This paper explores the integration of AI in Indian secondary education, analyzing its alignment with NEP 2020 objectives. It highlights AI innovations, such as adaptive learning platforms and automated grading systems, while also addressing challenges like data privacy, infrastructure limitations, and the need for teacher training. Through a review of recent literature and case studies, this paper offers recommendations for the responsible adoption of AI in India, underscoring the importance of policy support, ethical standards, and regional infrastructure development.

‘For the first time in my career, I exploded’: a situational approach to emotional deviance in ‘difficult’ PE teaching context

ABSTRACT Compensatory education policies aim to reduce the impact of inequalities on students’ engagement and performance at school. Nevertheless, this context is composed of mostly disadvantaged children who live with adversity and poverty. These difficulties are likely to be very testing for teachers’ emotions. Since the 2000s, teachers’ emotional labor has been the subject of a significant number of studies. A number of them have focused on physical education (PE), based on the idea that this school subject is particularly challenging for teachers’ emotions. However, we do not know what happens when teachers fail to regulate their emotions. Based on a situational approach to emotional labor, the present study aimed to analyze critical incidents in which teachers’ emotional deviance can be seen (i.e. when the emotions felt and expressed are at odds with the display rules). The study was conducted in collaboration with 22 PE teachers working in ‘difficult’ context. At every break in the school year, each teacher wrote about one critical incident (110 in total) and accepted to take part in an interview at the end of the year. An inductive data analysis made it possible to identify six cases of emotional deviance (5.5%), represented, in the present article, by portrait vignettes based on creative nonfiction. Each of them presents an enacted form of emotional deviance: (1) Ranting and seeking revenge on a disruptive student; (2) Exhibiting impulsive verbal violence towards a disruptive student; (3) Violently excluding a disruptive student; (4) Withdrawing and disengaging from disruptive students; (5) Involving the class as witnesses to a student’s misbehavior; (6) Breaking the rule of secularism to promote a student’s engagement. Three main highlights are therefore discussed: (1) Altercation with students is the main inducer of emotional deviance; (2) Emotional deviance results from negative emotions of varying intensity; (3) Emotional deviance takes various enacted forms as a last resort.

Evidence use in higher education decision-making and policy: a scoping review of empirical studies from 2010 to 2022

In this article, we review empirical studies on the use of evidence in higher education decision-making and policy from 2010 to 2022. In our scoping review, we identify 77 studies in English or German, of which 69 meet minimum quality standards. We map the current state of knowledge on the use of data and research evidence in higher education and research institutions, and higher education and research policy, using qualitative coding. The results depict a growing, US-dominated, research field characterised by a large variety of methodological approaches, influenced by heterogeneous sets of paradigms and shaped by professional publications. We compare studies on evidence use in higher education and research institutions, and higher education and research policy, and find conceptual and empirical differences regarding the studied dimensions of evidence use, the types of evidence taken into account, and factors influencing evidence use. Our review highlights the need for comparative organisational research on evidence use, further research on mechanisms and pathways of evidence uses and a closer linkage between concepts and empirical findings.

El diseño de proyectos educativos en contextos comunitarios. Un estudio de caso en Celrà (Cataluña, España)

Previous works have shown the need to contextualize learning in community settings to strengthen identity and social cohesion in culturally diverse contexts. Recently, the “Community Funds of Knowledge and Identity” approach has been suggested with the dual purpose of linking school work with the local context and fostering shared identifications; however, its implementation process has not been described. The objective of this design-based research was to illustrate the creation of an educational project by a study group formed by different social, educational, and community agents in the municipality of Celrà (Catalonia, Spain). Results show the need to foster ecological leadership, recognize previous work, and set a community milestone to articulate the collaborative work. Implications for school and public policies in education derived from the study are also discussed.

(Re)configurations of public education: marketisation, teacher professionalism, and individual rights of students and educators in Norway and Sweden

ABSTRACT This article studies the (re)configurations of ‘public education’ in Norway and Sweden by empirically unpacking connections between marketisation, teacher professionalism and schools’ mandate to secure the individual rights of students and teachers. These countries share considerable common cultural and political history; however, they display varying trajectories and configurations in both educational policy and practice. This makes these cases particularly useful for comparing how ‘publicness’ and ‘public education’ are (re)configured in the two Nordic welfare states. This comparative exploration is framed by four dimensions of public schooling regarding national policy set-ups expressed through control, access, funding, and teaching. The data includes official policy documents, such as legislation and government reports. We unpack and discuss commonalities and differences by relating them to multiple issues of (re)configured ‘publicness’ and its implications. Moreover, we argue that the differences in the degrees to which inflows have shaped the Norwegian and Swedish education systems (despite their similarities) offer valuable opportunities for exploring (re)configurations of the notion of publicness.