Search Results (19)

Reducing urban–rural income inequality is a central objective of sustainable development and a critical challenge for inclusive growth in emerging economies. This study examines the impact of the digital economy on urban–rural income inequality in China. Using panel data across 279 cities in China and Chinese Household Income Project (CHIP) data, we find that the digital economy significantly widens urban–rural income inequality. Specifically, digital industries and innovations are the main drivers, contrasting with inclusive infrastructure. Although we observe a positive association between the digital economy and educational attainment among rural residents, such improvements do not appear to be fully translated into higher income. One possible explanation is that the digital economy is more effective in alleviating skill mismatch among urban residents than among their rural counterparts. Finally, our results suggest that Public Employment Services may help mitigate this negative effect through channels such as fiscal subsidies and improving skills training accessibility. Our findings highlight the need for caution regarding the inequality implications of digital economy development in emerging economies and underscore the crucial role of institutional arrangements in promoting socially sustainable and inclusive development. Full article

The article discusses the challenges faced by primary and secondary school students in North Macedonia, focusing on the availability of textbooks for those receiving instruction in minority languages. Although some materials are available for download on the E-učebnici platform operated by the Ministry of Education and Science, this does not encompass all didactic resources required for instruction. Cataloging of the materials on the platform reveals that while electronic versions of many textbooks in Macedonian are freely accessible, students studying in Albanian (a co-official language) and minority languages such as Turkish, Bosnian, and Serbian have considerably fewer digital resources. The data indicate that disparities begin from the fifth grade and widen in higher grades, with Bosnian- and Serbian-speaking students particularly disadvantaged. In vocational education, Macedonian-speaking students have the broadest access to electronic materials, while Albanian and especially Turkish speakers have far fewer options, and no digital textbooks are available in Serbian. The analysis demonstrates that a semi-official hierarchy of languages persists within North Macedonia’s educational system, privileging Macedonian and, to a lesser extent, Albanian, while marginalizing other minority languages both institutionally and technologically. The article concludes by outlining the challenges and implications of implementing digital resources as a means to address linguistic inequality in education. Full article

This review examines how demographic knowledge is framed and reimagined within a Scottish widening access higher education programme. Drawing on my positionality as a former international student and widening access graduate, alongside over 15 years of community-based work with disadvantaged Roma populations, I reflect on how notions of population “need” are often shaped by national policy priorities and narrow imaginaries of populations—typically white, Scottish, and urban. While these narratives reflect lived realities, they risk overlooking multilingual, racialised, and globally mobile populations increasingly present in both the student body and the communities that graduates will serve. Based on my work since 2021 in placement coordination and teaching, I outline how applied changes to placement partnerships, thematic content, and assessment practice can challenge and reframe these dominant narratives. Drawing on Foucault’s concepts of population, discipline, and control, and Esposito’s theorisation of community, immunity, and exclusion, and coupled with anti-oppressive pedagogies, I argue for a reorientation of demographic literacy toward more plural, critically engaged, and globally attuned understandings of population. In reframing demographic literacy as a site of justice, I move it beyond a technical skill of interpreting population data toward a critical practice of interrogating how populations are constructed, which groups are rendered visible or invisible, and how imaginaries of “need” shape inclusion and exclusion in higher education. Such a shift positions international students not only as beneficiaries of widening access but as active population actors whose experiences and knowledges expand the terms of justice and belonging in higher education. Full article

The rapid advancement of emerging technologies is reshaping industries, widening skills gaps, and increasing the demand for technology talent. Limited university–industry collaboration further constrains the alignment between educational outcomes and labor market needs. This study proposes an Integrated Competency-Based Framework for Employability and the Sustainability of Higher Education, focusing on institutional and knowledge sustainability. The Framework integrates a Competency Map that establishes a university–industry shared language and a Digital Platform that facilitates actor interactions, strengthening the characterization, visibility, and connection of student talent and industry opportunities through digital portfolios. The research followed a two-phase approach: design and pilot implementation. During the pilot, the core components of the Framework were developed, and its initial feasibility and potential relevance were assessed through a survey, a workshop, and semi-structured interviews with students, professors, and industry stakeholders. The findings suggest that the Framework may enhance student employability, access to industry opportunities and talent identification, and strengthen institutional processes that support teaching, curriculum development, academic quality enhancement, and accreditation, thus highlighting the potential contribution of the Framework to institutional, knowledge, and socio-economic sustainability. The study makes theoretical, empirical, and practical contributions by advancing competency-based education for employability and the sustainability of higher education. Full article

This study examines university teachers’ digital competences during Emergency Remote Teaching at three Spanish institutions—the University of La Laguna, the University of Extremadura, and the University of Valladolid—and, from the faculty perspective, appraises hybrid teaching experiences and institutional support services. We employed a qualitative multi-case design using semi-structured focus-group interviews and discussion groups with 57 instructors from Social Sciences and Humanities, Engineering, and Health Sciences, selected via purposive sampling. Data were deductively coded in Atlas.ti 24. Faculty perceive hybrid teaching as useful for widening access and repositioning the virtual campus as a communicative hub; they highlight Moodle, videoconferencing, content-authoring tools such as H5P, and methodologies like gamification and flipped learning to enhance motivation. Nonetheless, generational gaps and concerns about the authenticity of online assessment persist, supporting continued reliance on in-person examinations. Technical and training support services are viewed positively, yet respondents call for more staffing and stronger dissemination of teaching resources. Consolidating teachers’ digital competences requires institutional policies that integrate robust infrastructure, contextualized continuous professional development, and communities of practice to ensure the sustainability of hybrid models in higher education at the national level. Full article

Background/Objectives: Equitable access to childhood vaccines remains a challenge in many low- and middle-income countries. This study assessed coverage of WHO-recommended childhood vaccines in Cambodia and the Philippines, focusing on urban–rural and wealth disparities, and examined maternal demographic and socioeconomic factors influencing vaccination coverage. Methods: Cross-sectional data from Demographic and Health Surveys from Cambodia (2000–2021/22) and the Philippines (2003–2022) were used. Descriptive analyses were performed to elucidate vaccination coverage trends (BCG, hepatitis B birth dose, DTP, OPV, PCV, and measles). Urban–rural and wealth-related disparities were assessed by calculating absolute differences and Slope Index of Inequality. Logistic regression was used to analyze the impact of maternal demographics and socioeconomic status on vaccination coverage. Results: Cambodia showed significant increases in BCG, DTP, and OPV coverage over the past two decades, whereas those coverage in the Philippines declined slightly since 2017. In 2022, 75.2% of Filipino children received the BCG and hepatitis B (birth dose) vaccines, and around two-thirds completed DTP, OPV, and PCV vaccinations on schedule, lower than the rates in Cambodia. Only half of the children completed measles vaccination in both countries. Urban–rural disparities declined over time in both countries, but wealth inequalities persisted and widened in the Philippines between 2017 and 2022. Women with higher education attainment, from a wealthy household and having fewer children, was associated with increased likelihood of completing childhood vaccinations in both countries. Conclusions: Persistent socioeconomic disparities in childhood vaccination in low- and middle-income countries highlight the need for targeted pro-poor and community-based strategies to ensure equitable access. Full article

School refusal behavior, defined as a child’s prolonged voluntary absence from school for reasons unrelated to illness and/or economic hardship, is a growing concern in Japan. The COVID-19 pandemic has worsened this issue by disrupting children’s lives. This review summarizes the prevalence, contributing factors, and health implications of school refusal, particularly in the context of COVID-19. A literature review of government reports and PubMed-indexed studies indicates that school refusal in Japan has been rising for eleven years, reaching a record 340,000 cases in 2023. Middle school students (6.7%) were the most affected, followed by elementary school students (2.1%). The pandemic intensified school-related, family-related, and child-related risk factors. School closures disrupted routines, reduced peer interactions, and increased social isolation, contributing to higher rates of anxiety and depression. Reports of suicides and mental health disorders among children have also surged. Family stressors, including economic hardship and parental mental health struggles, further exacerbate school refusal. Additionally, remote learning has widened socioeconomic disparities in access to education, leaving vulnerable children at greater risk. Addressing school refusal requires a multifaceted approach involving schools, families, healthcare providers, and policymakers. School-based interventions, mental health approach, and flexible educational programs would be essential. The Japanese government’s “COCOLO Plan” represents progress toward a more inclusive education system, and a comprehensive, interdisciplinary strategy is needed. Ensuring all children receive the necessary support to reengage with education is critical to overcoming the long-term challenges posed by school refusal. Full article

Background: The COVID-19 pandemic magnified long-standing health disparities in the United States, particularly among rural, disadvantaged populations. These communities experience greater barriers to healthcare access, a higher prevalence of chronic illness, and increased vaccine hesitancy factors that collectively contribute to poorer health outcomes. Methods: This narrative review examines rural–urban disparities in COVID-19 vaccine uptake and their impact on mortality, with a focus on cardiovascular disease (CVD) outcomes. We synthesized the peer-reviewed literature, CDC data, and U.S. Census reports to assess factors contributing to vaccine hesitancy, vaccination coverage, COVID-19-related mortality, and CVD mortality trends. Results: Rural residents were less likely to initiate COVID-19 vaccination, showed greater vaccine hesitancy, and experienced higher rates of both COVID-19 and CVD mortality. These disparities were further driven by safety concerns surrounding mRNA technology, misinformation, infrastructural barriers, and sociodemographic factors including political affiliation, education, poverty, and religion. Notably, pre-existing CVD increased vulnerability to severe COVID-19 outcomes in rural communities. Conclusions: Expanding vaccination efforts and improving healthcare infrastructure are essential for addressing these widening health inequities. Future public health strategies should prioritize culturally tailored interventions and rural-specific outreach to reduce vaccine hesitancy and improve mortality outcomes in underserved populations. Full article

The COVID-19 pandemic led to the widespread closure of educational systems, prompting a shift to online learning methods for instructors and students in higher education institutions. This study explores how pedagogical instructors supported accessibility to online pedagogical training during this crisis. This qualitative investigation employed a case study methodology, focusing on the high school training program at a multicultural college of education in Israel. Semi-structured interviews were conducted with six pedagogical instructors to explore their roles as educators, their oversight of pedagogical training, the implementation of didactic workshops and practical work, and their responses to the COVID-19 pandemic across technological, pedagogical, and emotional dimensions. Findings underscore the critical role of pedagogical instructors during the shift to remote learning. They facilitated communication using digital tools among pre-service teachers, coaching professors, and students, akin to conducting an orchestra with multiple participants. Amid widening educational, technical, and social disparities among students, pedagogical instructors and their pre-service teachers played a pivotal role in curriculum adaptation and crisis management within the school setting. Full article

This paper reviews policies affecting domestic students in the higher education system in Australia over the last several decades. It examines the implementation and expansion of Australia’s student loan program and policies to encourage widening participation in the higher education sector among equity or target groups, including those from low socioeconomic backgrounds. Using quantitative data from Australian government and university sources as well as the Household Income and Labour Dynamics in Australia survey, this research seeks to assess whether equity and inclusion in higher education over this period has improved or been maintained. The findings show that while the conditions under which students are able to access higher education in Australia remain relatively generous, the participation rates of equity groups have not substantially improved over the last two decades. Further, the less advantaged circumstances of equity students continue to predict their outcomes prior to and beyond degree completion. Full article

While it is evident that Ireland has the ambition to widen access to higher education, there are challenges; especially regarding the decision-making process of socio-economically disadvantaged youth when selecting subjects for transition into higher education. This is of particular concern when there are abundant science-related courses in higher education, as well as careers, which are fundamental to the global economy, and a cohort of Ireland’s youth is disadvantaged in choosing this pathway. National statistics highlight the disproportionate participation rate across genders in upper secondary school science education. Extensive research has been invested in exploring supporting female access into male-dominated science fields (e.g., physics) but less so regarding male access into female-dominated science fields (e.g., biology) to achieve gender equity. Thus, this paper uses the Theory of Planned Behaviour as a theoretical framework to examine the possible psychosocial elements affecting the decision-making process of socio-economically disadvantaged male students attending DEIS schools in the Republic of Ireland and their intent to study biology as a subject at the upper secondary school level. Data collected from 344 secondary school-level students from 20 schools across nine Irish counties, and subsequently descriptively analysed, revealed that male students were considerably less likely than female students to choose biology at upper secondary level education. Many male students expressed anxiousness and hopelessness when evaluating the study of biology. Teachers were identified as lead influencers and self-efficacy was highlighted as a significant factor in male affinity to the subject. Finally, higher levels of female students’ intent to study biology at upper second level suggested the familial influence of parents and wider family contributes to their overall perspective on the relevance of science to their future prosperity. Considering the various factors influencing intent, the authors suggest that a targeted pedagogical intervention that includes the promotion of self-efficacy; male student mastery experiences through assessment; emphasis on scientific knowledge; and raising the awareness of the various career pathways that studying biology affords could ameliorate this trend amongst teenage males. Additionally, targeted messaging for parents and the wider family as well as continuous professional development for teachers should be integral to any work conducted in this area. Full article

Despite increasing efforts to improve their access, students facing socio-economic disadvantages are still underrepresented in UK higher education. In this paper, we study whether behavioural nudging with information provision through text messages, embedded within a larger programme of widening participation activities, can be effective at increasing higher education application rates. We conducted two randomised control trials in which final year students in schools and further education colleges in areas with low higher education participation rates in the East of England region received a series of text messages that prompted thinking and/or action regarding the process of applying to higher education. We find null and statistically insignificant effects on application outcomes, suggesting that behavioural nudging in a setting where it is implemented as part of a more intensive widening participation programme is not effective at increasing higher education application rates. These results add to recent evidence regarding the potential impact of nudging in education by studying such interventions within a busy intervention space. Full article

School closures during pandemics raise important concerns for children and adolescents. Our aim is synthesizing available data on the impact of school closure during the coronavirus disease 2019 (COVID-19) pandemic on child and adolescent health globally. We conducted a rapid systematic review by searching PubMed, Embase, and Google Scholar for any study published between January and September 2020. We included a total of ten primary studies. COVID-19-related school closure was associated with a significant decline in the number of hospital admissions and pediatric emergency department visits. However, a number of children and adolescents lost access to school-based healthcare services, special services for children with disabilities, and nutrition programs. A greater risk of widening educational disparities due to lack of support and resources for remote learning were also reported among poorer families and children with disabilities. School closure also contributed to increased anxiety and loneliness in young people and child stress, sadness, frustration, indiscipline, and hyperactivity. The longer the duration of school closure and reduction of daily physical activity, the higher was the predicted increase of Body Mass Index and childhood obesity prevalence. There is a need to identify children and adolescents at higher risk of learning and mental health impairments and support them during school closures. Full article

This conceptual paper offers a reconsideration of the application of Novakian concept mapping to higher education research by putting to work the Deleuzian concept of the rhizome. We ask: what does thinking with Deleuze’s concepts offer researchers interested in concept mapping, and what conceptual, and terminological, obstacles might be created through such a reconceptualization? We have focused on the rhizomatic principles of mapping and tracing in the context of concept mapping. We contend that Deleuze offers a fresh line of flight with the potential to deterritorialise the discourse surrounding concept mapping, thus widening its applicability and increasing its accessibility to researchers who do not necessarily share the same arborescent concept mapping heritage: with its roots in science education. Exploring the overlap between rhizomatics and concept mapping also allows for the reappraisal and blurring of the boundary between structural and post-structural discourses—breaking down an unproductive binary in the literature. Full article

Since the mid-1970s, the higher education system in the UK has massified. Over this period, the government policy drivers for higher education have shifted towards a homogenised rationale, linking higher education to the economic well-being of the country. The massification of higher education has involved a widening of participation from traditional students to new and diverse student cohorts with differing information needs. The increased positioning of students as consumers by higher education means the student choice process has become complex. Drawing on a recently conferred doctorate, this article asks whether the messages sent by institutions about the motivation for undertaking a degree have changed during the recent period of massification of UK higher education. It asks how such changes are reflected, overtly or in coded form, in the institutional pre-entry ‘prospectus’ documents aimed at students. Taking a discourse-historical approach, the work identifies six periods of discourse change between 1976 and 2013, analysing prospectuses from four case-study institutions of different perceived status. The research finds that the materials homogenise gradually over the period and there is a concordant concealment of the differential status, purpose and offer of the institutions, alongside an increase in the functional importance of the coded signalling power of the differential prestige of undergraduate degrees within the UK. This research’s finding that the documents produced by institutions have become increasingly difficult to differentiate highlights equity issues in provision of marketing in terms of widening participation and fair access aims. Full article