The expansion of ethics review, beyond its origins in medical research, is the subject of growing critical analysis internationally, especially from social science researchers. Our study builds on this analysis by considering ethics review specifically within tertiary-based educational research. As a foundation for a larger study, we explore the reporting of ethics review within articles from a snapshot of education journals. A cross-sectional review considered 125 articles from 24 journals spanning medical and nurse education, the Scholarship of Teaching and Learning, and educational technology. Among similar types of research our findings highlight variation in institutional ethical review processes and outcomes. Despite most journals providing guidelines for reporting ethics review, adherence to these guidelines by authors or editors was not always evident, but more likely in health-related education journals. We argue that identified areas of variation may reflect the differing influence and proximity of biomedical values. This influence has been under examined in tertiary-based educational research but may contribute to inequitable learning, researching and publishing experiences, potentially adding to negative sentiment about ethics review.

伦理审查的扩展，超越其起源于医学研究，是国际上日益增长的批判性分析的主题，尤其是社会科学研究人员。我们的研究建立在这一分析的基础上，特别是在基于高等教育的教育研究中考虑伦理审查。作为更大研究的基础，我们探索了教育期刊快照中文章中的伦理审查报告。一项横断面审查考虑了来自 24 种期刊的 125 篇文章，涵盖医学和护士教育、教学和学习奖学金以及教育技术。在类似类型的研究中，我们的研究结果突出了机构伦理审查过程和结果的差异。尽管大多数期刊都提供了报告伦理审查的指南，作者或编辑对这些指南的遵守并不总是很明显，但在与健康相关的教育期刊中更有可能。我们认为，确定的变异区域可能反映了生物医学价值的不同影响和接近程度。这种影响在基于高等教育的教育研究中得到了研究，但可能会导致不公平的学习、研究和出版经验，可能会增加对道德审查的负面情绪。