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Education Sciences
Special Issues
Education Policy: Analysis and Practice for Persisting Educational Issues
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Education Policy: Analysis and Practice for Persisting Educational Issues

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (1 January 2024) | Viewed by 5879

Special Issue Editors

Prof. Dr. Ibrahim Duyar

E-Mail Website
Guest Editor
Center for Excellence in Education, Arkansas State University, Jonesboro, AR 72401, USA
Interests: work psychology; organizational behavior and leadership in educational settings; educational policy; change management
Prof. Dr. Amany Saleh

E-Mail Website
Guest Editor
Center for Excellence in Education, Arkansas State University, Jonesboro, AR 72401, USA
Interests: comparative education; educational policy; curriculum and instruction; educational leadership
Prof. Dr. Ahmet Aypay

E-Mail Website
Guest Editor
Graduate School of Education, Nazarbayev University, Astana 010000, Kazakhstan
Interests: higher education organizations; graduate education; educational leadership; educational policy; sociology of education

Special Issue Information

Dear Colleagues,

We are pleased to invite you to submit your research to this Special Issue of Education Sciences, titled Education Policy: Analysis and Practice for Persisting Educational Issues.

Educational policies have always had great prominence within public policy. Global trends and the current pandemic climate presented educators with multiple, complex and, sometimes, contradictory challenges. Policymakers are in constant search of reform initiatives to address these persisting or emerging educational policy issues. Persistent waves of reform initiatives have become permanent fixtures of educational policy and practice (Hargreaves, Lieberman, Fullan and Hopkins, 2005). Increasingly, uncertainty has been named as an inevitable by-product of education policy and reform initiatives (Frykholm, 2004; Villaume, 2000). While efficiency has also been a great concern in educational policy, scholars warned us about the widening gaps in persisting equity-based educational issues in turbulent times (Darling-Hammond, 2002).

This Special Issue calls for empirical studies focusing on different aspects of educational policy in times of turbulence. For instance, studies may choose to focus on policy formation, implementation, efficacy or the evaluation of a select educational policy issues. Studies addressing implementation and efficacy issues in the field are encouraged. Questions such as “how do implementors (both administrative and professional staff) respond to policy initiatives”, “how do they cope with the stress they experience” and “what support mechanisms do administrators or educational organizations provide implementors to alleviate their stress and maintain their well-being” can be addressed. Similarly, studies targeting persisting equity issues in times of turbulence are also encouraged. Both K-12 and higher education levels can be studied. Quantitative, qualitative or mixed methodologies are equally welcome. Conceptual studies and comprehensive reviews may also be considered only if they offer novel frameworks in dealing with policy issues.

We look forward to receiving your contributions.

Prof. Dr. Ibrahim Duyar 
Prof. Dr. Amany Saleh 
Prof. Dr. Ahmet Aypay
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • educational policy
  • policy analysis
  • policy formation
  • policy implementation and efficacy
  • policy evaluation
  • equity
  • persisting educational issues
  • uncertainty/turbulent times

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Published Papers (3 papers)

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Research

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17 pages, 1977 KiB  
Article
Multitrack Educational Programs as a Method of Educational Process Personalization at Universities
by Aleksandr Volkov, Yury Rishko, Diana Boboshko, Evgeniya Eliseeva, Dmitrii Treistar and Antonina Kulapova
Educ. Sci. 2024, 14(1), 22; https://doi.org/10.3390/educsci14010022 - 25 Dec 2023
Cited by 1 | Viewed by 1381
Abstract
This study analyzes the approach towards educational process organization at a university. We study existing practices of educational program personalization (and the relevant existing limitations) in the Russian system of university-level education. This study reviewed the general trends in university program personalization and [...] Read more.
This study analyzes the approach towards educational process organization at a university. We study existing practices of educational program personalization (and the relevant existing limitations) in the Russian system of university-level education. This study reviewed the general trends in university program personalization and performed an in-depth analysis of actual cases of personalized study plan implementation at Russian universities (we compared the declared objectives of such programs with their real-life implementation results). In this article, the authors also highlight the limitations affecting the maximum attainable level of personalization of study programs (such as the minimum number of students enrolled in a course in a given semester, problems of resource reallocation between different chairs at the university and administration costs of digitalization of a personalized study process). Based on our research, a model of study process organization (based on multitrack educational programs) has been developed and implemented. The article describes an algorithm for implementation of multitrack educational programs, highlights the limitations that this model of educational process complies with and formulates the advantages of this approach towards organization of the university-level study process compared to models employing individual educational trajectories. Full article
(This article belongs to the Special Issue Education Policy: Analysis and Practice for Persisting Educational Issues)
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20 pages, 1253 KiB  
Article
Education Policy Institutions’ Comprehension of the School as a Learning Organisation Approach: A Case Study of Latvia
by Gunta Siliņa-Jasjukeviča, Agnese Lastovska, Svetlana Surikova, Oskars Kaulēns, Inga Linde and Inese Lūsēna-Ezera
Educ. Sci. 2023, 13(9), 907; https://doi.org/10.3390/educsci13090907 - 7 Sep 2023
Cited by 3 | Viewed by 1481
Abstract
The economic crises of recent years, the COVID-19 pandemic and growing dissatisfaction with the quality of education have proved that national education systems throughout the world require large-scale transformations. Effective implementation of these large-scale reforms also requires highly qualified professionals. Latvia has introduced [...] Read more.
The economic crises of recent years, the COVID-19 pandemic and growing dissatisfaction with the quality of education have proved that national education systems throughout the world require large-scale transformations. Effective implementation of these large-scale reforms also requires highly qualified professionals. Latvia has introduced reforms targeting issues in educational philosophy, teaching content, pedagogical approach and school management. The School as a Learning Organisation (SLO) model, which envisages continuous individual and collective learning of all stakeholders involved in the education process, has currently come into the spotlight of policy makers. The SLO consists of seven dimensions: (1) developing and sharing a vision centred on the learning of all students; (2) creating and supporting continuous learning opportunities for all staff; (3) promoting team learning and collaboration among all staff; (4) establishing a culture of inquiry, innovation and exploration; (5) embedding systems for collecting and exchanging knowledge and learning; (6) learning with and from the external environment and larger learning system; and (7) modelling and growing learning leadership. It is characterised by a broad set of performance indicators, the deeper understanding of which requires academic and practical knowledge. The purpose of the current study is to examine the perceptions of representatives of education policy institutions to predict the efficacy of the SLO implementation in Latvia. Three semi-structured focus group discussions were conducted with the participants and deductive and inductive content analyses were carried out. The findings showed that policy makers highlighted “promoting team learning and collaboration among all staff” and “modelling and growing learning leadership” dimensions as the most important and best understood dimensions of the SLO. On the contrary, “embedding systems for collecting and exchanging knowledge and learning” was the least understood dimension by education policy makers. The results of the study indicate that a comprehensive understanding of the SLO model is necessary in order to implement it effectively and for its implementation to promote the transformation of education in Latvia. Full article
(This article belongs to the Special Issue Education Policy: Analysis and Practice for Persisting Educational Issues)
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Review

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24 pages, 3865 KiB  
Review
A Bibliometric Study of Issues in Educational Policy
by Tamer Sarı and Ahmet Aypay
Educ. Sci. 2024, 14(6), 568; https://doi.org/10.3390/educsci14060568 - 24 May 2024
Cited by 1 | Viewed by 1418
Abstract
Education policies help to improve society by decreasing inequities and establishing effective learning environments. Periodic assessments can help researchers and policymakers uncover new obstacles and ensure progress on these ever-changing education policy concerns using critical theory. Bibliometric studies, a type of periodic study, [...] Read more.
Education policies help to improve society by decreasing inequities and establishing effective learning environments. Periodic assessments can help researchers and policymakers uncover new obstacles and ensure progress on these ever-changing education policy concerns using critical theory. Bibliometric studies, a type of periodic study, emphasize the importance of data-driven approaches in the formulation and implementation of education policies. This study conducts a bibliometric analysis of education policy issues from 2000 to 2023. Based on keywords, we initially selected 931 articles from the Web of Science (WoS) database. Only articles in English were included, and we used PRISMA guidelines to reduce the number of articles to 363. We focused on citations, publication frequency, topics, trends, and issues. Two independent researchers analyzed the documents for reliability. For validity, we used transferability. We also used a content analysis of frequently cited articles. Our analysis revealed three prominent trends. The first trend pertained to controversial environmental issues and sustainability concepts in education policy. The second theme was professional development, special education, and school choice. The third one was science, vocational education, special education, and ICT. The content analysis results indicated that teaching and learning, professional development, science education, subject matter teaching, and mobile learning were the topics of the content analyzed articles. We found that relying solely on bibliometric review resulted in broad conceptualizations of educational policy issues, focusing primarily on efficiency and effectiveness. Additionally, we applied critical theoretical frameworks to conduct a more comprehensive analysis of the emergent issues identified through bibliometric analysis. Full article
(This article belongs to the Special Issue Education Policy: Analysis and Practice for Persisting Educational Issues)
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