Objective and Method: This review unravels the complexity of trust in home–school contexts across the globe by drawing on 79 peer-reviewed quantitative empirical studies spanning over two decades (2000–2020). The goal is to refocus attention on how trust has been defined and operationalized in recent scholarship.Findings: The findings reveal four essential pillars in the conceptualization of trust: the trustor’s propensity to trust, shared goals, the trustor–trustee relationship, and the trustee’s trustworthiness. However, the operationalization of trust in existing measures does not fully capture these essential pillars, as it is mainly based on trustee characteristics of benevolence, reliability, openness, competence, and honesty rather than on the trustor’s actual trust behavior.Conclusion: Most “trust studies” are essentially measuring trustworthiness and not the purported trust. Therefore, a shift in the conceptualization and measurement of trust is proposed. The review contributes to the understanding and assessment of home–school and workplace relationships.

This paper critically reflects on the implementation of the Sustainable Development Goal on education (SDG4) in the Global South amid apparent donor fatigue. It also highlights international observers’ concerns about a huge funding gap in the implementation of SDG4 in the Global South. With the COVID-19 pandemic currently ravaging the world, this funding gap will only widen. In the face of these challenges, low-income countries with a high dependency on aid remain at risk of defaulting on most SDG4 targets. While reflecting on what the decline in education aid might mean for low-income countries, the paper argues that a truly transformative approach can help these countries achieve SDG4 and its sustainability agenda despite funding challenges.

This study investigated the relationship between parenting styles and educational achievement with respect to intrinsic motivation to achieve. A total of 38 female students from Africa and Asia in a Chinese university filled in a self-reported questionnaire and six among them were interviewed to examine their perceptions on parenting styles as impelling factor of intrinsic motivation. The results revealed that authoritarian parenting style is exercised mostly in Africa and Asia; however mothers were perceived more authoritative and authoritarian whilst fathers were authoritative and permissive. Authoritarian typology was found to have a positive association with intrinsic motivation (r = .434, p =.007); but not with permissive (r = .019, p =.909), and authoritative (r =-.032, p=.847). Punishment, negligence and autonomy from parenting styles were echoed as intrinsic motivation drives henceforth internal satisfaction, perceived to be a key towards education accomplishment. The study concluded that one reason for denying girls and women their right to education which is rarely articulated in our society is the fear of "losing" them. Thus; the perception that educational victory of women will give them power that might cloud their "traditional identity" of serving as family caretakers; however, their contribution in the wellbeing of the society-from few who had an opportunity to access and survives-is profoundly commendable.