Educational Mobility Research Articles

Career counsellors’ perspectives on educational mobility in Denmark

AbstractThis article explores career guidance counsellors’ (GC) perspectives on their role in relation to social mobility, presenting a thematic analysis based on 14 in-depth interviews with Danish upper secondary school GCs and managers. The analysis included Watts’ typology on the socio-political function of career guidance and generated three perspectives on social mobility: (a) an upward mobility perspective, (b) an alternative mobility perspective and (c) an equality perspective. The implications for career counselling in upper secondary schools in Denmark are considered and possible avenues for further research on social mobility and social justice in career guidance are identified.

Educational Mobile Apps Enhancing Communication Skills in Children With Autism in Arab Countries

This exploratory literature review investigates the landscape of educational mobile applications designed for children with autism spectrum disorder (ASD) in Arab countries, with a specific focus on their efficacy in improving communication skills. After a comprehensive search of academic databases and digital libraries, nine studies were reviewed. These studies discussed seven Arabic-language applications designed for ASD children. Consistent with previous research findings, these applications were found to be effective in enhancing communication skills among ASD individuals. By shedding light on the few existing Arabic-language educational mobile applications for ASD children in Arab countries, this comprehensive review contributes significantly to the discourse surrounding ASD interventions. Additionally, it highlights the immediate need for linguistically and culturally sensitive educational applications, designed for a specific population of Arab children with ASD.

Apriori Algorithm-Based Learning Behavior Mining for Mobile Education Platforms

Apriori Algorithm-Based Learning Behavior Mining for Mobile Education Platforms

Protocol for a Randomized Controlled Trial on the Development and Effectiveness of an Educational Mobile Application Using an Integrated Change Model to Prevent Atherosclerotic Cardiovascular Disease Risk Factors

Background: An effective approach to preventing cardiovascular issues is the use of mobile health applications to improve modifiable risk factors. This protocol for a randomized controlled trial aims to evaluate the development and effectiveness of an educational mobile app that employs an integrated change model to reduce risk factors for atherosclerotic cardiovascular disease (ASCVD) among individuals aged 20 to 69 years. Methods: This study will be a parallel, randomized, single-blind clinical trial utilizing the randomized block design involving 430 participants. The participants will be divided into a control group receiving standard clinical care and an intervention group receiving standard clinical care along with app-based education, over approximately 6 months. Conclusion: This application has been designed to enhance motivation, awareness, and positive habits to reduce risk factors in individuals at increased risk of ASCVD. Consequently, the results could improve cardiovascular health knowledge, manage biological risk factors, and modify cardiac behaviors through mobile applications. This research is expected to present a promising approach to utilizing mobile apps for managing cardiovascular health and contribute to the growing body of research on digital health interventions.

Tracing the educational journey of Indian women across generations: A study of multigenerational education mobility in India

This study investigates intergenerational mobility and socioeconomic disparities in women's education in India, utilizing data from the Longitudinal Ageing Study in India (LASI) Wave 1. It uniquely examines three generations of women: the second generation (G2), aged 45–75, who reported on their own education, their mother's education (G1), and their daughter's education (G3). Despite India's economic growth over the past three decades, women's educational status remains poor, influenced by enduring gender discrimination. The study constructs educational transition matrices and measures two mobility indices: M1, which represents the expected proportion of daughters transitioning from their mother's educational level, and M2, which measures the extent of transitions between educational categories. M1 is further broken down into upward and downward mobility. The findings highlight significant progress in educational mobility across generations, with notable increases in upward mobility from the grandmother-mother to the mother-daughter generations, indicating a positive trend. Urban women show significantly higher levels of educational mobility compared to their rural counterparts. However, the study also identifies a decline in multigenerational educational mobility among Muslim women. Persistent caste-based disparities in education are observed, although there is a promising trend of narrowing gaps in recent years. Additionally, the study reveals substantial progress in educational attainment among the most economically disadvantaged groups compared to previous generations.

Materializing global academic mobility through the eyes of program coordinators: Comparative insights from a Romanian-U.S. institutional Erasmus+ agreement

Erasmus+, the European Union’s mobility program has been researched extensively (e.g., De Wit, 2020), yet mobility program coordinators at higher education institutions responsible for student, faculty, and staff exchanges remain under-researched. This comparative study showcases a Romanian-U.S. Erasmus + partnership established between Universitatea Babeş-Bolyai in Cluj-Napoca, Romania, and North Dakota State University in Fargo, United States. The study draws on (auto-)ethnographic explorations to investigate two coordinators’ roles, responsibilities, and experiences and explores the infrastructure and qualifications needed to facilitate mobility programs. It concludes that the materialization of mobility agreements relies on a combination of personal and institutional motivations, interests, and goals. High levels of individual initiative, linguistic/cultural knowledge, connections, and consistent involvement on the part of the coordinators facilitating the process are required. We advocate for more institutionalized incentives and recognition for coordinators to continue shaping the future of global mobility in higher education.

Teachers and Students’ Awareness of Re-Entry of Mother-Students Policy in Public Secondary Schools in Dodoma City, Tanzania

This study investigates the awareness levels among teachers and students regarding the re-entry policy for mother-students in public secondary schools in Dodoma City, Tanzania. The study employed a descriptive research design. A purposive sampling method was employed to select 10 of these 35 schools, ensuring a diverse representation from different areas within the city. The selected schools' population included 11,329 students and 512 teachers, from whom a sample of 489 students and 104 teachers was drawn. Data was collected using a self-administered questionnaire and analyzed through descriptive statistics and the Chi-square test. Based on the findings, the study concludes that gender and students’ education level determine the awareness of re-entry policies. Those students in higher classes had greater exposure to the policies than those in lower classes. Therefore, educational mobility expands individuals' access to policy discussion, calling for specific interventions among females and lower classes. The study suggests that professional development programs must increase teachers’ understanding of the re-entry policies, especially for female teachers. The school curriculums should introduce an extensive advocacy program for lower-level classes and girls. A fair outreach must be undertaken so that students, regardless of their socio-economic background, can know about reentry policies.

Using Survey Data to Estimate Intergenerational Mobility in Income and Education in Portugal

AbstractPrevious studies about intergenerational mobility for the Portuguese economy find that education and income persistence is very high in comparison with other developed economies. We construct relative, absolute, global and local measures of mobility for Portugal, comparing them with existing evidence for this and other countries. These are the intergenerational income elasticity (computed using the two-sample two-stage least squares method), income correlation, rank-rank slope, bottom to top income level probability, the share of individuals earning more than their fathers and also the intergenerational education correlation, the low to high education level probability, and the share of individuals with a higher education level than their fathers. We consider the 1968–1988 cohorts and the 1995 and 2019 waves of the European Community Household Panel and the European Union Statistics on Income and Living Conditions, respectively. Overall, based on the point estimates, women seem to present more mobility in income. Upward income mobility is verified at the bottom while persistence exists at the top. Women present a greater absolute educational mobility. More than 80% of individuals have a higher education than their fathers and full upward education mobility exists for children of low-educated fathers. Mobility in education is higher for the offspring of medium–high-income fathers. Individuals with a high education level, in the medium–high income level or with occupations requiring a higher education level show higher mobility.

Projecting the impact of COVID-19 on education and intergenerational mobility in Sub-Saharan Africa

AbstractUsing microsimulations, we project the effect of instructional losses caused by COVID-19 on secondary school completion rates and intergenerational mobility of education in eight countries in Sub-Saharan Africa. On average, secondary school completion rates could decrease by 12 percentage points overall and by 16 points for children with low-educated parents. Interestingly, in most countries the gender gap diminishes because, for men, the projected decrease in secondary school completion is higher. A small additional impact on girls’ education due to the potential rise in teenage pregnancy is observed in some countries. Intergenerational mobility of education in the eight Sub-Saharan countries in our sample is expected to decrease, on average, by 10%.

Skill-biased technological change and intergenerational education mobility

This paper analyses the impact of skill-biased technological change (SBTC) on intergenerational education mobility. I set up an SBTC model with an overlapping-generations framework, where high and low-income households invest in their children’s skill development. Technology incentivizes these investments by raising the skill-premium and improving life-skills; it constrains investments by increasing inequality. I find that, for SBTC shocks within a critical range, intergenerational investments by both household-types are higher in the new steady-state, with the relative increase being larger for the low-income group. I use cross-U.S. commuting-zone data to examine if education mobility outcomes are better in locations characterized by (1) higher STEM-shares, and (2) larger shifts in the demand of relative skills. I empirically find that children from low-income households are not only more likely to attend college if they live in high-tech areas, but this likelihood increases by a larger margin compared to children from higher-income households.

The Impact of Social Class Solidification on the Educational Opportunities of the Next Generation in the Philippines and the Barriers to Social Mobility in Primary Education

This paper explores the impact of social class solidification on the educational opportunities of the next generation in the Philippines, focusing specifically on primary education and the barriers to social mobility faced by children from low-income families. Despite recent economic growth, the Philippines remains deeply stratified, with income inequality and social class divisions reinforcing each other. This entrenched disparity limits access to quality education for disadvantaged students, exacerbating the cycle of poverty. Key barriers include economic constraints, underfunded public schools, language mismatches, and limited access to early childhood education, all of which contribute to lower academic achievement and higher dropout rates among poor students. The long-term effects of these barriers perpetuate inequality, hinder the development of a skilled workforce, and contribute to social instability. The paper argues that systemic reforms, such as increased investment in public education, targeted support for disadvantaged students, language and curriculum reforms, and expanded access to early childhood education, are critical to breaking this cycle. By addressing these barriers, the Philippines can create a more equitable education system that enables upward social mobility and promotes long-term social and economic stability.

A Study of Mobility as a Service for Mobility Management System in the Education Sector

The initiative of the Peru provides robust assistance for promoting mobility to facilitate the discovery of training or employment prospects. It is imperative to discover solutions for limited mobility during widespread disease outbreaks. A practical approach would be establishing a collaborative platform that facilitates cooperation in both professional and educational domains. This research seeks to determine the essential elements to develop a new ecosystem to promote Peru’s academic mobility. This research utilized qualitative and quantitative techniques, specifically interviews, to gather data from 150 participants. The researchers employed the NVivo applications, notably its Word Frequency Query tool, to discern pertinent attributes within the four primary groups: competency acquisition, teaching methods, organization, and technologies. The results indicate that focusing on acquiring skills relevant to the future job marketplace is essential. Learners show a preference for activities that incorporate gamification. The platform ought to be designed to facilitate effortless searching for jobs and training opportunities. In general, learners have a good perception of material that focuses on the future, motivates them, and includes various technical activities. The user experience study might be expanded to encompass a cohort of educators and administrative staff involved in educational Mobility as a Service (MaaS) endeavors.

A Life's Work? Unpacking the Existential Meaning of Educational Mobilities for Migrant Families

ABSTRACTIt is axiomatic that middle‐class Asian migrant families invest heavily—practically and emotionally—in their children's education. Scholarship has linked this investment to strategies of capital accumulation. There has been little discussion, however, about the transformative nature of these strategies and how they might be framed in terms of migrants' whole lives. This paper applies theoretical concepts from migration studies and a framework proposed by philosopher Charles Taylor, to argue that educational migration should be seen as profoundly life shaping.

A Study on the Key Factors for the Sustainable Development of Shared Mobility Based on TDM Theory: The Case Study from China

This study is based on an investigation of shared mobility in Chinese cities, which identifies the factors affecting the sustainable development of shared mobility based on the theoretical framework of TDM (travel demand management). Through a literature review and expert interviews, the FUZZY-DEMATEL-ISM-MICMAC integration model was used to screen 21 influencing factors from aspects that fit the research theme. Triangular fuzzy numbers are used to quantify the subjective scores of nine expert groups and weaken the subjective influence of expert scores. The logical relationships among DEMATEL technology-building factors and ISM technology-based factors are divided into levels. The MICMAC technique is used to divide the types of factors according to the driving power and dependency. The results show that (1) the influence factors of the “soft strategy” and “hard strategy” in the framework of TDM are determined. In the soft strategy, we should focus on “shared mobility education” (shared mobility education, shared mobility publicity and shared mobility “environment” information) and “community organization” (community organization and advocacy and organizational interaction). In the hard strategy, we should focus on “traffic planning and measures”, “dedicated lanes”, “parking facilities”, and “financial subsidies”. (2) The ISM recursive structure model is divided into five layers. Among them, shared mobility education, shared mobility operating technology, and organizational interaction are at the deep root level, which can continuously influence other factors in the long run. (3) In MICMAC, the number of related factors is large. When making decisions on these factors, managers should comprehensively consider the correlation of factors and adjust the use of factors from an overall perspective. This study can help managers identify the key factors affecting the sustainability of shared mobility and make targeted recommendations.

Therapist-led Microlearning Curriculum for Resident Mobility Education

Therapist-led Microlearning Curriculum for Resident Mobility Education

Special issue: Middle‐class Indian students: Migration recruiters and aspirations

AbstractThis paper explores the perspectives and hopes of the Indian middle class regarding international migration, specifically focusing on educational mobility. It discusses the obstacles that students encounter in a fluctuating economy, their dependence on family resources and financial support for studying abroad, as well as the importance of social networks. Furthermore, it analyses how social media platforms aid migration and addresses the influence of privatisation and global mobility on student decision‐making. The paper also highlights Indian students' desires to embody ideal neoliberal characteristics to secure prestigious employment while fulfilling cultural expectations within middle‐class households. Additionally, it investigates how migration facilitation and migrants' actions contribute to new migration routes. The research contextualises these changes in students balancing conflicting pressures and ambitions across different locations with cosmopolitan migrant ideals at its core.

THEORETICAL BASIS OF EDUCATIONAL TOURISM: INTERNATIONAL ASPECT

International educational mobility plays a crucial role in the advancement of science and education, with far-reaching implications for socio-economic development. The growing number of internationally mobile students intensifies competition among host countries, which goes beyond the market for educational services. In the long run, it is the competition for human capital that is crucial for economic development. This study aims to deepen the understanding of educational tourism as a distinct form of educational mobility. The article reviews the literature and analyses existing approaches to the definition of educational tourism. By analysing different types of educational mobility, the paper proposes a classification based on the goals, age of travellers and stages of career development that better emphasises the unique features of educational tourism. Taking into account the interdisciplinary nature of educational tourism, the paper considers it within the framework of the concept that the authors call "MET: Mobility, Education, Tourism". This approach allowed the authors to propose a definition of educational tourism that better reflects the nature of this phenomenon and distinguishes it from other types of educational mobility. The authors have identified key factors that influence the development of educational tourism, including technological progress, globalisation of education, economic factors, government initiatives, educational innovations and current trends in the labour market. Based on the findings, this paper offers principles for promoting educational tourism, emphasising the concept of Tourist Lifetime Value (TLV). This approach takes a long-term view of educational travel, taking into account the potential for lifelong learning and repeat visits. This research contributes to a deeper understanding of educational tourism, providing a basis for developing effective strategies to stimulate its growth and enhance its positive socio-economic impact on both host and home countries.

Uncovering the Nexus of Identity and Forced Migration: A Collaborative Autoethnographic Study of Afghan Women’s Experiences in Diaspora

This qualitative research investigates the educational mobility of Afghan women in diaspora, particularly those who have experienced forced migration following the Taliban's takeover of Afghanistan in 2021. The study delves into how their intersectional identities, including gender, ethnicity, religion, and socioeconomic status, shape their educational experiences. These Afghan women's educational journeys are further complicated by the challenges posed by political and economic conditions in refugee communities, which limit their access to education and employment opportunities while increasing the risk of discrimination and violence. Using an autoethnographic approach, we leverage our personal experiences as Afghan women who immigrated to Canada during two distinct Taliban occupation eras. Through self-reflection, journaling, and daily life observation, we provide nuanced insights into the multifaceted challenges faced by Afghan women during their forced displacement and migration.

Learning mobility in European higher education: How has the Union’s flagship initiative progressed?

AbstractIn 2010, the European Commission set out the development of an economy based on knowledge and innovation as one of the priorities of its Europe 2020 strategy for smart, sustainable, and inclusive growth. This culminated in the ‘Youth on the Move’ flagship initiative, aimed at enhancing the performance and international attractiveness of Europe’s higher education institutions and raising the Union’s overall education and training levels. Therefore, it is relevant to assess the performance of the ‘Youth on the Move’ initiative via the creation of composite indicators (CIs) and, ultimately, monitor the progress made by European countries in creating a positive environment supporting learner mobility. For this reason, we make use of the CI-building ‘Benefit-of-the-Doubt’ approach, in its robust and conditional setting to account for outliers and the human development of those nations, to exploit the European Commission’s Mobility Scoreboard framework between 2015/2016 and 2022/2023. Furthermore, we incorporate the value judgements of experts in the sector to construct utility scales and compute weight restrictions through multi-criteria decision analysis. This enables the conversion of ordinal scales into interval ones based on knowledgeable information about reality in higher education. In the end, the results point to a slight performance improvement, but highlight the need to improve the ‘Recognition of learning outcomes’, ‘Foreign language preparation’, and ‘Information and guidance’.

Intergenerational educational mobility and family economic vulnerability: Evidence based on the CHFS study

This paper examines how intergenerational educational mobility affects family economic vulnerability using China Household Finance Survey (CHFS) data. The results show that higher educational mobility significantly reduces family economic vulnerability, confirmed by robustness tests. The effect is stronger in regions with higher marketization and among lower-income families. These findings offer valuable insights for policymakers to enhance economic stability by improving educational resources and supporting reforms, addressing educational development, and economic vulnerability issues.