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In this work, a bibliometric analysis of the investigations of the last 54 years focused on the teaching of topology and its applications in the learning of other areas of knowledge was carried out. The articles that appear in the SCOPUS database were taken into account under the search criteria of the words topology and teaching, connected with the Boolean expression AND in the search field ABS. As a result, 329 articles were obtained which, based on the PRISMA methodology, were reduced to 74 papers. In them publication trends, impact of publications, citation frequencies, among others, were compared. In addition, its use was identified for learning topology at different levels of training, areas of knowledge where this discipline is most applied and strategies used to teach these applications.

The article addresses the issues surrounding the importance and impact of 'hinterlands' in the construction of European higher education systems and in the formation of sectoral policy. It draws on studies of Germany, Hungary, Ireland, Norway, Portugal and the United Kingdom to illustrate different policy approaches and shows how in some countries 'hinterland' issues have been the major factor in the reconstruction of national higher education systems. It draws a distinction between the past, where policies were essentially based on the growth of student numbers, and the present, where the drivers are much more related to regional social and economic factors and, in some countries, to public good policies on equalising opportunities between deprived and affluent areas. It suggests that 'hinterland' issues are now central to how higher education systems are constructed. As a result, systems will become more complex to manage but that regional and institutional 'bottom up' determination may offer better prospects for innovation and flexibility in the face of societal change.

International student mobility has been rising as a global phenomenon in the last few decades, while its impact could be various in different contexts. For the European Union (EU), studying in another EU member country could be regarded as an important factor for the solidarity and integrity of the Union. The current study elaborates on the role of studying abroad regarding the attitudes of people toward immigration in the EU. It shows that people who are studying in an EU member country, belonging to higher social classes and from EU15 countries, are more likely to have positive attitudes toward immigration. But after controlling several socio-demographic variables studying abroad still contributes positively to the attitudes of EU citizens toward immigration. Accordingly, current study provides promising pieces of evidence on the social contribution of studying abroad for both future research and policymakers.

The UK government identified 'improving support within the criminal justice systems' as a priority for autistic people. There is a lack of quantitative research to enable policymakers to make evidence-based decisions on how to improve access to justice for autistic people. This study used a case-comparison design to compare the experiences of 145 autistic and 116 non-autistic adults who had been arrested at some point in their life. Autistic participants were nearly five times more likely to state that they were not given an appropriate adult even though they believed they needed one and felt less able to communicate with the police. Autistic participants felt less able to cope with stress, twice as likely to have experienced meltdowns and five times more likely to have experienced shutdowns because of their criminal justice involvement. We conclude that there are inequalities that autistic people face when navigating the criminal justice system and the degree to which they can participate effectively in the justice process. This has an impact on their mental health. Policy recommendations are discussed based on this evidence.

Several studies have been published on disengaged test respondents, and others have analyzed disengaged survey respondents separately. For many large-scale assessments, students answer questionnaire and test items in succession. This study examines the percentage of students who continuously engage in disengaged responding behaviors across sections in a low-stakes assessment. The effects on calculated scores of filtering students, based on their responding behaviors, are also analyzed. Data of this study came from the 2015 administration of PISA. For data analysis, frequencies and percentages of engaged students in the sessions were initially calculated using students' response times. To investigate the impact of filtering disengaged respondents on parameter estimation, three groups were created, namely engaged in both measures, engaged only in the test, and engaged only in the questionnaire. Next, several validity checks were performed on each group to verify the accuracy of the classifications and the impact of filtering student groups based on their responding behavior. The results indicate that students who are disengaged in tests tend to continue this behavior when responding to the questionnaire items in PISA. Moreover, the rate of continuity of disengaged responding is non-negligible as can be seen from the effect sizes. On the other hand, removing disengaged students in both measures led to higher or nearly the same performance ratings compared to the other groups. Researchers analyzing the dataset including achievement tests and survey items are recommended to review disengaged responses and filter out students who are continuously showing disengaged responding before performing further statistical analysis.

Globalisation and policy transfer in education make it incumbent upon decision makers to prioritise among competing policy options, select policy initiatives that are appropriate for their national contexts, and understand how system-specific factors moderate the relationship between those policies and student outcomes. This study used qualitative comparative analysis and correlational analyses to explore these relationships with publicly available data on socio-economic, cultural, and education conditions, and their association with PISA 2015 results in 49 countries. Findings show that gender and income equality, human development, and individualism were outcome-enabling conditions for PISA 2015 results, and gender equality was the most consistent of these conditions. These factors significantly moderated the relationships between education policy and PISA results. Implications for the identification of meaningful peer countries for comparative educational research, policy transfer, and the future expansion of PISA are discussed.

This empirical article presents student affairs and services practitioners' perceptions regarding the sense of accomplishment they feel in their job. Results show helping students, collaborating among colleagues, contributing positively to a broader community, and the autonomous and engaging nature of the work itself provided SAS staff across countries and regions with a sense of accomplishment. Authors discuss findings in terms of supporting SAS practitioners in light of changes globally in higher education's expectations and culture.

Academic libraries, apart from their main function, which is to provide information services to academic communities, may also perform a number of social roles in the broad meaning of the term. Accordingly, they now tend to serve as the third place offering inclusion and animation activities to academic as well as local communities (including potential students) and to groups in risk of social exclusion (immigrants, persons with disabilities, senior citizens, etc.) or in need of various kinds of care and support. However, for libraries to be able to fulfil those tasks, they need properly trained staff who not only have the required competencies but also the right social attitudes. The paper presents an analysis of the social attitudes of academic librarians from twenty countries across the world as compared to the personnel of other types of libraries. The level of individual social capital, activity in social networks, aspirations in life and social and civic engagement were investigated. It was noted that the respondents tend to undervalue the importance of the work done by libraries for local communities. At the same time, the research showed that academic librarians have a somewhat lower level of individual social capital and trust than public librarians and less extensive social networks. Nonetheless, they are open to relationships with others, which enables them to engage in various social projects.

Post-pandemic, there is a growing recognition that higher education needs to take a more proactive role in addressing the United Nations' Sustainable Development Goals -- the 17 goals for 2030 that aim to balance global economic development with the need to tackle climate change and protect our natural ecosystems. This change of focus has profound implications for international higher education. For universities in countries like Australia, New Zealand and the UK, internationalisation has underpinned a successful business model. Recruiting children of wealthy elites in developing countries and charging them high tuition fees allows universities to invest in research and facilities and drive themselves up global rankings tables. But recruiting students from the Global South imposes an environmental cost in terms of the carbon footprint and perpetuates structural inequality. This article explores solutions to moving beyond the current business model and adopting an internationalisation strategy that prioritises social justice and environmental sustainability.

In this study, we investigated factors predictive of disconnection, or not being in education, employment, or training (NEET), among young adults with at least a 2-year college degree. We also explored the extent to which disconnection influences civic participation and well-being among NEETs with and without college degrees. The authors used 2012 and 2015 Organisation for Economic Co-operation and Development (OECD) data from the Survey of Adult Skills in the Program for the International Assessment of Adult Competencies (PIAAC) for 29 countries, including the United States, along with US 2012 data from the Education Longitudinal Study of 2002 (ELS:2002), collected by the National Center for Education Statistics (NCES). Results highlight that college-educated individuals whose parents have low levels of educational attainment actually have a higher likelihood of becoming NEET relative to college-educated individuals whose parents are more highly educated. Study findings also emphasize the influence of economic and geographic differences (country-level for OECD and county-level for United States) on NEET rates, in addition to the extent to which mothers have a higher likelihood and fathers have a lower likelihood of being NEET relative to their childless peers and the influence of country-level family leave policies on the odds of being NEET across the OECD. College field of study also emerges as an important influence on disconnection across the 29 OECD countries in the study, but not in the United States separately. Finally, comparing results for college-educated NEETs and NEETs without degrees, we found that higher education appears to reduce the likelihood of community disengagement and reports of poor health among NEETs across the OECD countries. However, this is not the case within the United States where NEETs are less likely to be engaged in their communities and more likely to describe themselves as in poor health regardless of their educational attainment.

Education is the core of the factors that improved people for a better lifestyle and increases the level of society' development. Quality education is one of the most vital goals of Sustainable Development Goals (SDGs) due to actualizing these factors. Using relational network data envelopment analysis (DEA), which have three interrelated substages, this current paper computes the educational economy efficiency of the Organisation for Economic Co-operation and Development (OECD) countries bearing in mind the characteristics related to SDGs. The contribution of our study is the use of a novel approach to computing the educational economy efficiency using relational network DEA with GAMS. Even though some interesting differences reveal in the efficiency of the countries, the findings show that countries with high-efficiency scores are clustered around countries like Latvia, Slovenia, and Korea.

This article models the migration flow of EEA students who graduated from masters and doctoral programmes in UK universities. The increased intra-European mobility of students and graduates is claimed to have crucial positive influence on building Europe's high-skill labour force, which in turn would strengthen its competency in the global knowledge economy. However, the absence of accurate quantitative data on degree-mobile students makes it difficult to track and investigate their post-study mobility patterns. Six one-year extracts from the DLHE dataset were analysed (2011/2012-2016/2017) using cross-classified multilevel modelling in order to investigate which group of EEA graduates were more likely to remain and work in UK, and how the patterns were changing in the long-term. The stay rates of students from four countries (Romania, Bulgaria, Italy, and Greece) were found to have stable growth between 2011/2012 and 2016/2017. Graduates who received degrees in Medicine & Dentistry and Computer Sciences were found to have the highest and the most stable stay rates among all graduates. Multilevel modelling results show that, at domicile-level, the difference between home and host country in GDP per capita could be an effective predictor in analysing student post-graduation movement. At HEI-level, the prestige level of HEI could not effectively predict students' stay rate. At individual-level, students' education background and gender identity were significant in predicting stay rate. Results imply that group effects at neither HEI-level nor domicile-level should be ignored. This study provides an empirical foundation for evidence-based decision-making in a field that is heavily contested in policymaking.

A central objective of schooling processes at the international level is reading skills development. Unfortunately, many students in the European Union underperform at this, and these low performances can be more pronounced in countries with lower Human Development Index (HDI) values. This study analysed the contextual effect of school socioeconomic status (SES) on reading performance using PISA data from 27 countries. We found that school SES had a positive contextual effect on student reading performance, especially countries with lower HDI values, via reading self-competence. However, in middle and higher HDI countries, the contextual effect was smaller, and we did not observe an indirect effect via reading self-competence. We conclude that school SES, rather than student SES, matters the most. Therefore, the modification of school composition and resources might act as a buffer for low student SES, particularly in lower HDI countries.

Identifying illicit behavior in survey research is inherently problematic, since self-reports are untrustworthy. We argue that fraudulent interviewers can, however, be identified through statistical deviance of the distributional parameters of their interviews. We document that a high proportion of the variation in the data is due to the interviewer. In addition, we show that the incidence of interviewer-induced anomalies is strongly associated with the perceived level of corruption across the countries participating in the European Social Survey 2010. The major implication of the findings is that the data from some countries cannot be used fruitfully for cross-national comparative research.

In this study, the variables having impact on the student motivation have been analyzed based on the articles, conference papers, master's theses and doctoral dissertations published in the years 2000-2017. A total of 165 research papers were selected for the research material and the data were collected through qualitative research techniques through document review and content analysis. According to the research results, the most important factors affecting student motivation are the fields of teacher, teachers' classroom management skills and their teaching methods. In this research, factors having less influence on the student motivation are parental communication, student characteristics and study fields. In addition, relational search type was used more than others, mostly students were selected as the study group and most researches were conducted in USA and Turkey.

We examine recent research across countries and cultures in regard to the issues related to the formation of gifted and talented education perspectives, policies, and practices. Many modern cultures and subcultures have developed formal and informal definitions of what it means to be gifted and talented, and when we compare the perceptions, policies, and practices across nations, we discover very different constructs of intelligence and ability. These understandings of giftedness and gifted and talented education can be grouped into four binary dimensions, scholarly versus co-curricular capabilities, aptitude versus achievement, nature versus nurture, and individualistic versus collective, that have significant implications for policy and practice. These constructs can serve as a foundation for countries that are looking to formalize or expand their gifted and talented education models or can be used to challenge the norms of established systems. We put forward recommendations to address some of the challenges in advancing gifted education cross-nationally, an area that is often assumed to introduce risks of enlarging social inequity. We also provide a cross-national matrix that captures known elements of gifted education policies and programs from over 20 subnational jurisdictions, countries, and world regions.

Introduction: The prevalence rates of bullying vary significantly across countries and continents. Specifically, UNESCO estimates that the prevalence rates vary from 22.8% (CentralAmerica) to 48.2% (Sub-Saharan Africa). Recently these differences among countries andregions have been attributed to culture- and country-level variables. Thus, the first purpose ofthis study is to examine the comparability of bullying in schools across countries. Secondly, across-cultural comparison of the latent mean scores of bullying is implemented. Method: The data of 286,481 adolescent students (M=15.78, SD=0.29) from 32 countrieswere analyzed using multilevel confirmatory factor analyses (MLCFA) and multigroup factoralignment. Results: Results indicated that the meaning of bullying is equivalent within and between cultures. However, cross-cultural differences in bullying are apparent. East Asian countries havethe lowest latent means of bullying, while Southeast Asian countries have the highest means.Anglo-Saxon, Eastern European, Mediterranean, South American, and Middle East countriesdisplayed rather higher scores. Discussion and Conclusion: These findings underscore the existence of cross-cultural differential responding in bullying measures. Further, the implicit role of culture as an importantvariable that determines the rates of bullying is underscored.

In large-scale assessments, performance differences across different groups are regularly found. These group differences (e.g., gender differences) are often relevant for educational policy decisions and measures. However, the formation of these group differences usually remains unclear. We propose an approach for investigating this formation by considering behavioral process measures as mediating variables between group membership and performance on the 2012 Programme for International Student Assessment complex-problem solving (CPS) items. We found that across all investigated countries interactive behavior can fully explain gender differences in CPS, but cannot explain differences between students with and without a migration background. However, in some countries these results differ from the cross-country results. Our results indicate that process measures derived from log data are useful for further investigating and explaining performance differences between girls and boys and students with and without migration background.

In this paper, I examine whether generalized trust and education, as well as social security policies of welfare state institutions matter for cross-national differences in subjective well-being (SWB), because knowledge on this issue is still lacking. For this purpose I integrated the insights of two sociological theories: Social Function Production theory and Actor-Centred Institutionalism. Based on these theoretical notions we derived several hypotheses, which I tested using multilevel analysis of the data from the European Social Survey (2006), in a sample of 37,237 respondents from 22 European countries. My findings indicate that various extensiveness of social security policies matter for the level of SWB, and for the impact of education on SWB. I found negative impact of low education on SWB in all countries, except in Northern and Western European countries. This might suggest that social security policies of the latter countries have diminished the negative impact of low education on SWB. Moreover, my findings indicate positive relationship between individual education and generalized trust; as well as between generalized trust and SWB in countries with all five types of social security policies.

This article explores how higher education institutions (HEIs) internationalize, employing information on the internationalization activities (IA), context and organizational characteristics of 431 HEIs from 33 European countries. A latent cluster analysis identifies three distinct clusters of HEIs with distinct portfolios of IA: "basic, academic and entrepreneurial." The "basic" portfolio includes the most common IA, whereas IA requiring larger organizational capacity are rare. The "entrepreneurial" portfolio distinguishes from the "academic" portfolio as it also includes IA aimed to attract resources. We explore what contextual and organizational traits characterize HEIs with different IA portfolios. Small HEIs tend to display a "basic" portfolio, without national variations. On the contrary, strong national variations exist in the frequency of "academic" and "entrepreneurial" portfolios, which strongly relate to the actual and potential importance of tuition fees as a source of revenues.

Higher education systems globally have seen major increases in women's participation and the overall trend in OECD countries has been a transition from the traditional male majority in enrolments to a substantial female majority. Prompted by a recent reversal of this trend, this paper explores gender differences in participation in higher education in 27 OECD countries between 1971 and 2015. While increased participation by women was thought to be part of the solution to persistent gender inequalities we argue that this is not an inevitable outcome. Our argument is based on an analysis of changes in the gender composition of the student population, using available secondary data. We explore how changing gender differentials are linked to the concurrent massification of HE, changing distribution of enrolments by field of study, changes in sex segregation by field, features of national education systems and wider social structural differences related to gender. Our analysis examines the complex interaction between discipline-specific levels of sex segregation and overall levels of gender parity. We argue that that sex segregation needs to be considered alongside women's long-standing higher participation rates to understand why the latter has not triggered a transformation in the gendered division of labour.

The article analyzes the results of the international survey "Synthesis of Media Literacy Education and Media Criticism in the Modern World," conducted by the authors in May-July 2014. 64 media educators, media critics, and researchers in the field of media education and media culture participated in the survey, representing 18 countries: the USA, the UK, Canada, Australia, New Zealand, Germany, Ireland, Spain, Portugal, Sweden, Finland, Greece, Cyprus, Hungary, Ukraine, Serbia, Turkey, and Russia. Analysis of the data shows that the international expert community on the whole shares the view that the synthesis of media education and media criticism is not only possible, but also necessary, especially in terms of effectively developing the audience's critical thinking skills. However, only 9.4% of the experts believe that media critics' texts are used in media literacy education classes in their countries to a large extent. Approximately one-third (34.4% of the polled experts) believe that this is happening at a moderate level, and about the same number (32.8%) believe that this is happening to a small extent. Consequently, media education and media criticism have a lot of work to do to make their synthesis really effective in the modern world.

It is the objective of this paper to explore the definitions of financial education, as well as of financial literacy, in order to reveal the many dimensions that these terms comprise. Furthermore, the paper is intended to present, analyze, and discuss recent empirical research findings on various dimensions of financial literacy in an international context. The paper is concluded by summarizing the most important implications for future work and future research and development in this field.