The Contribution of the Journal “Educational Research” to the Development of Educational Science in Mongolia
DOI:
https://doi.org/10.65168/bs.226-2Keywords:
Research field, author, research article, methodology, results/findings, analysisAbstract
It has been 25 years since the establishment of the academic journal Educational Studies, and over 30 years since the traditional pedagogical paradigm was expanded and developed into the broader science of educational studies. To further expand and develop this scientific domain, an inherent need has emerged to refine the subject matters, research methodologies, and both theoretical and practical approaches within the sub-disciplines of educational science. In light of this objective, the current study investigates and analyzes the role and impact of the aforementioned journal.
The research findings indicate that although the journal encompasses all 12 sub-disciplines of educational studies, the topical distribution of its publications remains uneven. Specifically, fields such as teaching methodology or didactics (23.4%), educational management and teacher development (13.0%), and educational anthropology (10.9%) predominate. In contrast, the proportion of articles concerning educational law (1.2%), educational sociology (2.7%), and inclusive education (2.8%) accounts for the lowest percentage. However, the combined prevalence of articles on digital education, inclusive education, and educational sociology increased from 9.2% in the 2016–2020 period to 15.9% in 2021–2025. This growth serves as empirical evidence that the journal is successfully broadening the scope of educational science.
References
“Боловсрол судлал” сэтгүүл. (2002–2026). Дугаар 1–222. Улаанбаатар: Соёмбо принтинг.
Боловсролын судалгааны үндэсний хүрээлэн. (2026). Википедиа нэвтэрхий толь. https://mn.wikipedia.org
Бэгз, Н. (2014.11.25). Монголын боловсрол судлалын хөгжлийн асуудлууд. Sonin.mn. https://www.sonin.mn/news/politics-economy/35798
Бэгз, Н., Жадамба, Н., Лхагвасүрэн, П., Итгэл, М. (он заагаагүй). Монголын боловсролын судалгааны хөгжлийн асуудалд. https://www.researchgate.net/publication/369414753
БСШУСЯ, Боловсролын хүрээлэн. (он заагаагүй). Монгол Улсын боловсролын бодлогын тойм шинжилгээ. Улаанбаатар.
Мягмар, О. (1999). Сурагчдын хамт олны сэтгэл зүйн асуудалд. Улаанбаатар.
Мягмар, О., Оюунгэрэл, С. нар. (2023). Боловсролын сэтгэл судлал. Улаанбаатар: Арвайбархан.
Санжаабадам, С. (2026). Монгол Улсад боловсрол судлалын ухаанд “Боловсрол судлал” сэтгүүлийн оруулж буй хувь нэмэр. Боловсрол судлал, 2026/04 (222). Илтгэлийн төсөл.
Цэрэндондов, П. (2001). Танин мэдэхүйн зарим үйл явцыг судлах арга зүй. Улаанбаатар.
Шагдар, Ш. (2009). Монголын боловсролын түүх. Улаанбаатар.
Энхбаяр, Б. (2009). Боловсролын сэтгэл судлал. Улаанбаатар.
Becker, G. S. (1964). Human Capital: A Theoretical and Empirical Analysis. NBER.
Bloom, B. S. (Ed.). (1956). Taxonomy of Educational Objectives. Longmans.
Booth, T., & Ainscow, M. (2000). Index for Inclusion. CSIE.
Callahan, R. E. (1962). Education and the Cult of Efficiency. University of Chicago Press.
Dewey, J. (1916). Democracy and Education. Macmillan.
Mann, H. (1837–1848). Annual Reports of the Board of Education. Massachusetts.
Monroe, P. (1905). A Text-Book in the History of Education. Macmillan.
Montessori, M. (1913). Pedagogical Anthropology. Stokes.
Papert, S. (1980). Mindstorms: Children, Computers, and Powerful Ideas. Basic Books.
Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age. International Journal of Instructional Technology and Distance Learning, 2(1).
Spindler, G. D. (Ed.). (1955). Education and Anthropology. Stanford University Press.
Thorndike, E. L. (1903). Educational Psychology. Lemcke & Buechner.
Tyler, R. W. (1949). Basic Principles of Curriculum and Instruction. University of Chicago Press.
UNESCO. (1994). The Salamanca Statement and Framework for Action on Special Needs Education.
