A comprehensive view of trust in education: Conclusions from a systematic literature review

Abstract

Trust is considered to be a crucial element of social cohesion. At the same time, as research has shown, education can be understood as an important precondition of trust. Furthermore, contextual conditions are important for the development of trust. In spite of this, the role of trust in the multi‐level education system has been scarcely investigated. This paper introduces a comprehensive model of trust in the education system, based on a systematic literature review of 183 recent peer‐reviewed articles following a thematic and interpretive review approach. The suggested model consists of four interconnected elements (generalised trust, educational governance, educational settings, educational attainment). By introducing a comprehensive model of trust in multi‐level education systems the paper aims at opening up perspectives for future theoretically driven, interdisciplinary comparative research that may shed further light on the role of trust in education systems. The paper proceeds as follows. First, trust is discussed as a complex subject in research, policy and practice in multi‐level education systems, and key research questions are derived from this. Second, the methodology of the systematic literature review is explained. Third, results from the literature review are presented, focusing on three domains of trust and their interrelations. Fourth, the comprehensive model of trust in multi‐level education systems is introduced. The fifth section discusses the findings and explores how future research could advance a comprehensive understanding of trust in education.

COVID-19 and its effects: On the risk of social inequality through digitalization and the loss of trust in three European education systems

“…Institutional trust in connection with education is at the center of this paper. Institutional trust is more or less clearly addressed in educational research that discusses the wide range of new public management issues (Ehren et al, 2020; Niedlich et al, 2021: 134; O’Neill, 2013). In this paper we refer to institutional trust as trust in institutions because of the relationship of guiding principles and the competent, efficient and legitimate actions that sustain them (Lepsius, 2017: 81).…”

“…The paper introduces the so far under-represented concept of trust into the discussion on the nexus of education, governance and government (Niedlich et al, 2021). In addition, it provides preliminary insights into a little-noticed area of the short-term side-effects of the COVID-19 pandemic (événement) in education that may, however, play a prominent role in the long term (longue durée) in terms of societal cohesion.…”

White educators working with Black parents: Resistance and trust

“…A recent review of research into the role of trust in education (Niedlich et al, 2021) suggests that we have a great deal to learn in this area. Much of the research to date has been conducted outside the U.S., relies on survey data, and focuses on distinct segments of the population (e.g., parents of kindergarten students, immigrant families, or parents of children with disabilities).…”

How does research knowledge about social inequality in education matter during the pandemic? Results of an analysis of a public discourse in Germany

“…Because changes and their side effects challenge trust and since trust fosters change-with both affecting trust in educational settings-in general (Niedlich et al, 2021) threats to trust should be taken seriously in educational management and policy. Instead of looking at them individually, both the strands revealed by the analysis of public discourse shown here should be interconnected as an educational response to the need for digitalization as revealed and accelerated by the pandemic.…”