Homework: A necessary evil or a development opportunity? An international perspective on the essence of homework in comparative education research

Abstract

Article analyzes existing comparative education research on homework, presenting both its positive and negative aspects from the perspective of the school, student and family. The analysis is based on national and international research and creates a comparative table of arguments. Despite the fragmentary nature of these studies, it allows us to understand the main directions of analysis in the literature on the subject. The article uses the method of content analysis of written documents, such as articles, books and publications. Then, the history of homework and its evolution in the context of changes in the culture of education and family were discussed. International studies, including PISA research, show diverse approaches to homework and their impact on students’ results. Positive homework practices, such as providing after-school study rooms, which can reduce socioeconomic disparities in student achievement, are also discussed. The discussion of homework highlights the need to contextualize educational practices and take into account diverse perspectives and social values. The conclusions of the analysis indicate the complexity of the homework debate and the need to take into account local conditions and social needs when making decisions about education.