Abstract Book of the Global Conference on Education
The Abstract Books of the Global Conference on Education (GCEDU) presents carefully peer-reviewed research presented at the annual Education conference organized by Proud Pen. This collection captures original work across the field of Education, spanning theoretical frameworks to applied studies. Each volume serves as a reference for ongoing research and study in the discipline.
A Qualitative Study of Black Women Superintendents’ Use of Critical Spirituality as Leaders
Black women comprised only 1.4% of superintendents leading school districts in the United States as of 2021 (Grogan & Nash, 2021). These professionals face challenges to their leadership driven by systemic inequities deeply embedded in traditional leadership perceptions regarding race and gender, and contend with being undervalued and overlooked, overwhelming exhaustion, stress, burnout, strain on the health and well-being, and unfair job expectations (Kingsberry & Jean-Marie, 2022). These challenges prompt the question: How do these women persist and prevail, seemingly against the odds? The purpose of this qualitative study was to amplify the voices of Black female superintendents by chronicling their experiences of professional advancement in public education. Drawing on Dantley's (2003a) theoretical framework of critical spirituality, this qualitative study sought to understand the ways in which Black women used spirituality as they encountered challenges and barriers in superintendent leadership. Informed by narrative inquiry, this study collected data through multiple semi structured interviews with Black female superintendents to uncover challenges to their leadership and identify how spirituality was a strategy for overcoming challenges. The findings of the study revealed four themes: (a) Servant Leadership, prioritizing the needs of others as a "calling" for their leadership, (b) Identity Matters, how Black women leaders centered their race and gender in voicing their commitments, (c) Spiritual Leaders, the role of spirituality in their leadership, and (d) Equity Warriors, how these leaders sought to dismantle systemic educational inequities. Following a discussion of these findings, this study provides recommendations for local school districts and leadership professional development programs.
Copyright (c) 2025 Dr. Stephanie Gumbs-Bennett (Author) https://creativecommons.org/licenses/by/4.0
Case Study for Developing a Supportive Model for Linguistic Accessibility for Students
The purpose of the study was to identify a structure and process that would support students from minorities who are not native Hebrew speakers in successfully integrating into academia. The college developed and established mechanisms to support diverse students. However, dropout rates in the first year remain high, especially among Arab students who have had minimal exposure to Hebrew. The research involved a small pilot group of students with significant language barriers. The goal was to make Hebrew based learning more accessible by implementing a new, individualized support model. The model was applied during the 2022–2023 academic year, with continuous monitoring to assess how this guidance led by a researcher fluent in both Arabic and Hebrew impacted the students’ academic performance and successful integration into their degree program. Although the researchers initially focused primarily on language difficulties, the findings showed that the language barrier was not the only one. It is not expressed merely through challenges in reading, writing assignments, and exams; rather, it creates additional obstacles, such as difficulty forming social connections, navigating administrative processes independently, and weakened self-confidence. During the study, further challenges also emerged, including severe socioeconomic hardships, complex emotional relationships with family members, and financial pressures. The intersection of language difficulties with these other issues intensified the students’ struggles and made the type of support required more complex. A central and significant finding is the holistic nature of the model, which was successful not only in providing support but also in enabling students to create their own drivers for success. One surprising development was the involvement of students’ family members in the process. They frequently communicated with the researcher, stayed informed, and sought academic guidance to ensure continuity and support at home. Their involvement provided a holistic support system for the students, increasing both motivation and sense of belonging. Bringing the students’ personal circles of belonging into the academic space without judgment helped acknowledge essential aspects of their identities and challenges. This, in turn, encouraged them to seek help and contributed to outcomes such as one student saying at the end of the year, “I love the college.” As a key conclusion, portions of the model are being applied this year to larger first-year cohorts, which is considered the most critical year in their academic journey.
Copyright (c) 2025 Dr. Rachel Hillel Avraham, Rana Hussein Shorph (Author) https://creativecommons.org/licenses/by/4.0
“Yedah Or” (the Light of Knowledge) - Program with Hope for the Student and Society
The humanistic approach emphasizes every person’s right to determine his own needs and to develop according to his aspirations. For people with intellectual developmental disability there is difficulty actualizing this right, and therefore, it is the responsibility of the community to help them achieve this goal. Research has shown that attaining education and learning from institutions along the path of one’s life is an effective way for personal development in this population. In light of this, we have opened a program called “Yedah Or” (the Light of Knowledge) which is for young adults with intellectual developmental disability who have finished their studies under the auspices of the Ministry of Education. The program has been built on the principle of equal opportunity for education and employment. Its purpose is the improvement of the quality of life of these young adults, in addition to contributing to their integration into society. Both parents and students were integral in determining the contents of the program. The program is carried out on an academic campus. It includes courses and workshops to develop personal and social skills which are necessary for integration into society and the workplace. Research accompanying the program showed that there was a significant improvement in the communication skills of the students in their self - efficacy, in both examining reality and their own identities. The central conclusion, which has come out of the application of this program, emphasizes the importance of the educational continuum for people with intellectual developmental disability in retention existing knowledge and in the acquisition of new knowledge and new skills.
Copyright (c) 2025 Dr. Carmella Igell , Miller Yona (Author) https://creativecommons.org/licenses/by/4.0
Unearthing EFL Learners’ Reading Attitudes in the Age of AI
The instant integration into and prevalent use of artificial intelligence (AI) tools in higher education has had a reformative impact on how English as a Foreign Language (EFL) learners access, process, and engage with written texts. This study examines tertiary-level EFL students’ reading attitudes in AI-mediated learning environments, with a focus on the relationship between motivation, anxiety, strategy use, and behavioral intentions. A 16-item Reading Attitudes and Motivation Survey, which was grounded in established theoretical constructs from adult reading attitude, motivation, and strategy frameworks, was administered to measure learners’ perceptions of reading in English. The survey addresses five key dimensions: general attitude, motivation, reading anxiety, strategy use, and future reading intention. Data will be analyzed to identify learners’ attitudes and explore how they cope with reading requirements in an era where AI-assisted tools can both support and hinder deeper reading engagement. By unveiling learners’ attitudes toward English reading within this transforming digital ecosystem, the study aims to contribute to pedagogical practices and provide a more refined understanding of how AI influences EFL students’ reading behaviors, confidence, and academic literacy development.
Copyright (c) 2025 Havva Kurt Taspinar (Author) https://creativecommons.org/licenses/by/4.0
Іinnovative Educational Ecosystem: Developing Future Competencies and the Intellectual Potential of Universities
The article presents the findings of a comprehensive study on contemporary trends in educational development and the variables influencing the establishment of innovative educational ecosystems. A systematic mapping and review of publications from 2020 to 2025, encompassing scientific papers, analytical reports, and strategic documents from prominent international organizations, was conducted utilizing systematic, institutional, competence-based, and comparative methodologies. The synthesis of theoretical sources facilitated the identification of pivotal global trends: the digitalization of educational processes, the proliferation of hybrid learning models, the enhancement of methodological innovations, and the growing significance of digital and creative competencies, alongside the transformation of the teacher's role towards mentoring and moderating learning. We provide a comparative analysis of the growth of the Republic of Kazakhstan's education system in reference to international practices. We have discerned the external and internal elements affecting the current condition of the industry and assessed the efficacy of governmental regulatory mechanisms. According on comparative analytical data, the concept of "holistic e-learning" is suggested as a national paradigm for an integrated educational ecosystem encompassing macro, meso, and micro levels. The empirical component of the study encompasses a sociological survey involving students, educators, and employers, in addition to focus groups. The findings indicated a significant desire for experiential learning, digital resources, and the enhancement of research and professional skills. Employers underscore the significance of extensive professional expertise, digital proficiency, and collaborative abilities. The established conclusions and recommendations seek to enhance educational ecosystems and augment the competitiveness of human capital within the framework of digital transformation.
Copyright (c) 2025 Minazheva G.S. , Shabdenova A.В. , Amandykova M.Т. , Yesenova K.A. , Kudaibergenova A.M. , Seidikenova A.S. , Turebaeva K.Zh. , Anarbek N. (Author) https://creativecommons.org/licenses/by/4.0
Building Future-Ready Societies with Human Values Refactoring Education
As the world navigates the twin transitions toward a digital and green economy, there is an urgent need to root the future in universal human values. “Building Societies with Human Values Refactoring”, developed by Sathya Unar Charitable Trust, is a grassroots education model that re-engineers character, citizenship, and sustainability consciousness among youth. The curriculum is adaptable across age groups and program durations, bridging the value gap in education by cultivating empathy, responsibility, and resilience. Structured around a developmental flow from “Self → Society → Sustainability,” the curriculum integrates introspection, journaling, storytelling, and project-based learning with self-reflection.Modules such as “Self-discovery”, “Sustainable Relationship management”, “Mindful morality in socio-digital ecosystems”, “Human-Nature Integration”, “Financial Management”, and many more guide learners through deeply personal and social inquiries. The capstone involves real-world field immersion and community engagement, enabling learners to translate inner transformation into social contribution and sustainable futures.
Copyright (c) 2025 Dr. Durga Rathinasamy (Author) https://creativecommons.org/licenses/by/4.0
Navigating the Complexities of Industry- Academia Partnerships
Industry- academia partnerships have the potential to transform educational experiences by combining academic rigor with real-world relevance. Yet, these collaborations are rarely straightforward. This talk offers a candid exploration of the strengths and challenges inherent in co-designing and co-delivering education across sectors. Drawing on practical insights and lessons learned from a sustained cross-sector collaboration, this talk will explore strategies for maintaining shared ownership, balancing power dynamics, and embedding reflective practice. Attendees will gain a realistic yet empowering perspective on what it takes to build meaningful and sustainable partnerships that benefit learners, educators, and industry alike.
Copyright (c) 2025 Dimitra Mitsa (Author) https://creativecommons.org/licenses/by/4.0
Preservice Teachers’ Experiences with Eco-Innovative Learning in Oman
This study investigates the integration of sustainability principles into STEAM (Science, Technology, Engineering, Arts, Mathematics) education through the design and evaluation of eco-innovative learning modules for preservice teachers at Sultan Qaboos University, Sultanate of Oman. Addressing the limited integration of sustainability themes in teacher education, the project engaged preservice teachers (n ≈ 42) enrolled in Educational Curriculum for Primary Science and Mathematics and Development of Scientific and Mathematical Concepts and Skills courses. Participants specialized in Primary Education and Early Childhood Education, providing a diverse foundation for exploring how sustainability can be embedded across disciplines. Qualitative data were collected through focus group interviews and reflective journals to capture participants’ experiences, attitudes, and pedagogical reflections during an 8–10-week intervention featuring hands-on STEAM activities (e.g., solar-powered models, recycling-based engineering projects, and art-science sustainability exhibits). Thematic analysis revealed three major themes: (1) Transformative awareness, as participants developed a deeper understanding of environmental issues and their educational relevance; (2) Pedagogical innovation, demonstrating increased creativity, collaboration, and confidence in designing sustainability-infused STEAM lessons; and (3) Contextual challenges and opportunities, including curriculum constraints, resource limitations, and the potential of interdisciplinary, project-based learning. Findings inform the development of a contextually grounded framework for integrating sustainability within STEAM teacher education in Oman. The study advances eco-innovative pedagogical practices that prepare future teachers to promote sustainable thinking in primary classrooms, aligning with UN SDG 4 (Quality Education) and SDG 13 (Climate Action).
Copyright (c) 2025 Ilyas Karadeniz (Author) https://creativecommons.org/licenses/by/4.0
Shifting Tongues, Shaping Selves: Language Loss and Translanguaging in North America English Spanish Classrooms
This paper revisits a question that keeps returning in my daily work with children: what happens to a young learner’s first language when school routines insist that English is the only acceptable medium? The study grows out of long-term classroom observations at Wilburn Elementary School in Raleigh, North Carolina, a school where Spanish, English, and several other languages mix naturally in hallways and playground conversations, even when official instruction does not fully acknowledge that diversity. Drawing on sociolinguistic and neurolinguistic research, I examine how Spanish-speaking students gradually narrow the functional space of their home language. The evidence appears in small, almost unremarkable moments pauses when looking for a Spanish word they once used easily, simplified grammar in writing tasks, or the switch to English whenever a task feels “serious.” These moments, when read together, point toward a slow but steady process of language loss that also touches identity and confidence. Many students begin to associate Spanish with family warmth and English with academic legitimacy, a split that shapes how they see themselves as learners. Yet the same classrooms also offer counterexamples, brief, powerful translanguaging episodes where students move across languages to explain an idea, help a classmate, or connect a concept to something heard at home. These moments reveal what becomes possible when students are not asked to choose one linguistic world over another. I argue that schools need pedagogical models that make such practices intentional rather than occasional. A translanguaging-first approach can interrupt subtractive patterns and open a path toward additive, identity-affirming bilingual learning.
Copyright (c) 2025 M.A. Maria Alejandra Mareco (Author) https://creativecommons.org/licenses/by/4.0
Empowering Young Minds: The Role of Parents in Cultivating a Growth Mindset in Children
Home is the first learning space for any child and parents have a very important role in their child’s holistic development. Parents want their children to achieve their goals and perform at their fullest potential. Parenting plays a crucial role in shaping a child's mindset, their approach will influence their child’s ability to embrace challenges, persist through difficulties, and develop a love for learning. This study explores the impact of parenting styles, communication strategies, and reinforcement techniques on fostering a growth mindset in children. A growth mindset, as proposed by Carol Dweck, emphasizes the belief that abilities and intelligence can be developed through effort, learning, and perseverance. Parents who encourage resilience, provide constructive feedback, and model adaptive thinking help their children develop confidence and a positive attitude toward challenges. The study also highlights the significance of praise of efforts, outlook towards failure, and emotional support in nurturing a child’s belief in self-improvement. By understanding the role of parenting in developing a growth mindset, caregivers can adopt strategies that empower children to approach learning with curiosity, resilience, and a willingness to grow.
Copyright (c) 2025 Swathi Nair (Author) https://creativecommons.org/licenses/by/4.0
“Cartonero” books: a collaborative pedagogical alternative for revitalizing indigenous languages
Teaching indigenous languages in early childhood education, preschool and elementary school is challenging, particularly due to the lack of specialized didactic resources and materials. Typically, they do not correspond to communities’ language, their language varieties, the students’ proficiency level of language or their sociocultural context. However, teachers from different indigenous communities in State of Mexico face this difficulty by creating their “cartonero” books. They are crucial for revitalizing their languages: Matlatzinca, Mazahua, Náhuatl, Otomí and Tlahuica, thanks to their unique characteristics. They are the result of a collaborative process involving the collection, writing and illustration of traditional or new communities’ narratives and stories, as well as creating handmade books. Thus, these materials support language teaching within the learners’ own cultural and social framework, strengthening the link between linguistic knowledge and local context. This pedagogical practice is one of the most significant findings from the diagnostic, which is the first stage of a Participatory Action Research project conducted with teachers of indigenous education. To develop part of this stage, twenty-five teachers participated in focus groups to talk about their main challenges, needs and alternatives solutions they had implemented. Collected data were analyzed and discussed with teachers, highlighting the potential of “cartonero” books as a relevant didactic material for language revitalization and grounded education.
Copyright (c) 2025 Nohemí Preza Carreño (Author) https://creativecommons.org/licenses/by/4.0
Artificial Intelligence in STEM Education: Challenges, Inequities, and the Need for Responsible Integration
The growing role of artificial intelligence in STEM education brings both transformative opportunities and significant challenges. This paper examines the complex risks and unintended consequences associated with the use of artificial intelligence in STEM education. Key issues include the threat of students becoming overly reliant on the generative tools offered by artificial intelligence, inequalities in access to technology, and the loss of critical thinking skills. The PRISMA approach systematically examines these issues via a clear and reproducible analysis of 24 relevant articles. The analysis examines the impact of artificial intelligence on learning outcomes across learning environments, driven by disparities in students’ digital literacy and socio-economic background. We identify these parameters as important in shaping students’ interactions with AI-based tools. Research shows that, while AI has the potential to promote interaction and provide tailored learning processes, incorporating it into STEM education requires prudence and long-term planning. The study highlights the importance of appropriate pedagogical frameworks, well-defined codes of ethics, and appropriate teacher training initiatives to mitigate potential risks. The lack of these frameworks can lead to AI widening the gap between inequalities and hindering the development of essential cognitive and problem-solving skills rather than helping them. This paper strongly recommends a fair and cautious approach to incorporating AI into STEM education – the dual role of AI as an enabler of innovation and a future disruptor. By recognising this dual role, educators are better able to develop safe and productive AI-based learning environments that truly promote student growth and align with long-term learning goals.
Copyright (c) 2025 Jelena Ilić (Author) https://creativecommons.org/licenses/by/4.0
Inclusive Education in Kuwait: Addressing the Needs of Elementary Students with Disabilities
This research explores the current landscape of special education for elementary students in Kuwait, focusing on inclusive practices, teacher competencies, parental attitudes, and systemic challenges. Although Kuwait has implemented policies supporting inclusive education such as Law No. 49 (1996) and Law No. 8 (2010) data shows a limited number of students with disabilities are enrolled in special education programs at the elementary level. This study investigates the gap between policy and practice, drawing on statistical data, surveys, and qualitative interviews with teachers, parents, and school administrators. The research aims to understand how Individual Education Plans (IEPs), curriculum modifications, and teacher preparedness influence the success of inclusive education in Kuwaiti elementary schools. It also examines how societal and institutional factors affect the integration of students with special needs. Using a mixed-methods approach, the study provides evidence-based insights and policy recommendations to enhance educational equity for students with disabilities. The findings contribute to the regional dialogue on inclusive education in the Gulf and offer actionable strategies for educators and policymakers in Kuwait.
Copyright (c) 2025 Hessah Mansour Alfadhli (Author) https://creativecommons.org/licenses/by/4.0
Understanding the Links Between Punishment Practices, Student–Teacher Relationships, and Positive School Climate in Senior High Schools
Disciplinary practices in schools remain a contested issue in Ghana, particularly after the Ghana Education Service banned corporal punishment in 2017. Despite the ban, which actually sought to promote safe learning environments, anecdotal reports suggest that various forms of punishment persist in senior high schools, raising questions about their impact on student–teacher relationships and the overall school climate. However, empirical evidence on the types of punishment currently used and their impact on student-teacher relationships and school climate is limited. Meanwhile, knowledge of these dynamics is crucial for developing context-appropriate policies that will promote discipline and at the same time safeguard positive learning environments. The present study, therefore, seeks to examine the correlates of punishment, school type, student–teacher relationship quality, and positive school climate in senior high schools within the Cape Coast Metropolis. Specifically, the study seeks to identify the types of punishment currently in use, explore differences across school types, and analyze how punishment relates to relational trust and perceptions of a positive school climate. A mixed-methods approach will be employed. Qualitative data will be analyzed thematically, and quantitative data will be analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to test hypothesized relationships. The outcome of the study is expected to inform policymakers, educators, and school leaders on sustainable and context-sensitive strategies for promoting discipline while safeguarding positive learning environments in Ghanaian Senior High schools.
Copyright (c) 2025 Rev. Dr. Martin Owusu, Dr. Ernest Nyamekye (Author) https://creativecommons.org/licenses/by/4.0
The Role of School Leadership in Inclusive Education:A Policy Framework Towards Academic Success
This study evaluated school administrators’ challenges in implementing inclusive education and described their experiences managing these programs. Employing a qualitative design with a case study method, the research aimed to co-construct meaning with participants to understand their perspectives as leaders of inclusive schools. The findings highlighted that leadership vision and commitment, collaborative decision-making, and professional growth are critical factors influencing the success of inclusive education initiatives. These elements together serve as core pillars, forming a policy framework for inclusive education programs within educational institutions and impacting their efficacy and sustainability. Leadership vision and commitment ensure that inclusive practices are prioritized and integrated into the school’s culture. Collaborative decision-making fosters a shared responsibility among stakeholders, enhancing the implementation process and ensuring that diverse perspectives are considered. Professional growth opportunities enable educators to develop the necessary skills and knowledge to support all students effectively. The study describes a policy framework that promotes the essential roles of leadership vision, collaborative decision-making, and professional growth in supporting academic success in inclusive education environments. By focusing on evidence-based strategies, stakeholder engagement, and a commitment to quality, inclusive education can enhance academic achievements for all students.
Copyright (c) 2025 Susan Vicente D. Villarente, Vania Mercy N. Durante (Author) https://creativecommons.org/licenses/by/4.0
The Views of Early Career Primary Teachers on the Impact of an Undergraduate Specialism in Special Education on Their Work as Class Teachers
This paper explores the perspectives of five primary school teachers who had completed a specialism in special education, as part of their initial teaching degree. Along with two core modules focusing on inclusive education for all students, these students completed an additional five modules in the area of special education. All five teachers were at the early stage of their careers and worked as class teachers. A focus group was set up and participants were invited to share their experiences and thoughts about the impact of the specialism on their practice. The findings indicate that the specialism had a positive impact on the teachers’ professional practice, particularly in terms of skill development, confidence, having a whole school approach and acknowledging the need for continuing professional learning. The participants also spoke positively about the two core modules on inclusive education, which they claimed laid the foundation for subsequent learning.
Copyright (c) 2025 Prof. Dr. Trevor O' Brien (Author) https://creativecommons.org/licenses/by/4.0
Sustainable Learning for Young Learners in Classroom Activities
The evolving nature of teaching has resulted in a greater emphasis on retaining and actively engaging teachers in the classroom. The current implementation of educational change emphasises the significance of supporting teachers in their profession. Moreover, recognising the importance of early childhood education has highlighted the need for early childhood teachers to maintain sustainability in their teaching practices and effectively engage in the learning processes of young children. This research explores the factors influencing the sustainability of early childhood classroom activities and teachers in their profession. The study utilised a mixed-method approach, collecting both quantitative and qualitative data through a survey conducted with early childhood teachers. The survey considers various aspects such as the teachers’ demographic profile and job satisfaction, while identifying key factors affecting early childhood teachers’ commitment and productivity. Furthermore, it identifies the factors influencing the sustainability of classroom activities for young children. The research was conducted in the Eastern Province of Sri Lanka, and the survey participants were selected from a random sample of teachers working in preschools located in the Manmunai Southwest Education / D.S. Division of Batticaloa district, Sri Lanka. Several factors that sustain classroom activities have been identified, including inadequate technological aids, the absence of a standard curriculum, and a lack of training programs. Finally, the research recommends that early childhood education teachers sustain their classroom activities.
Copyright (c) 2025 Soba Balasundaram (Author) https://creativecommons.org/licenses/by/4.0
Applying the QFT method in physics lessons: An example from gifted lyceum students
This study investigates the effectiveness of the Question Formulation Technique (QFT) in enhancing conceptual understanding among gifted 7th-grade students in lyceums through the topic of “The motion of objects in water” The QFT model, emphasizing inquiry-based learning, was applied using the real-life phenomenon of a fresh apple sinking and an old apple floating in water. This visual trigger (Q-focus) initiated a student-driven process of generating, classifying, and prioritizing open and closed questions. The intervention involved 32 students from The Modern Educational Complex Named in Honour of Heydar Aliyev, who participated in a structured QFT-based lesson. A pre-test/post-test design was used to assess conceptual gains before and after the lesson. The pre-test showed that only 73% of students could correctly identify the relationship between object density and buoyancy. After engaging in the QFT process, 82% of students demonstrated a clear understanding of Archimedes' principle and the effect of air content on object behavior in water. Paired sample t-test analysis revealed a statistically significant improvement in students' scores (p < 0.01), validating the impact of QFT on developing critical thinking and scientific reasoning skills. These findings highlight the potential of QFT as a powerful strategy for engaging talented students in lyceums by promoting deeper inquiry, metacognition, and collaborative learning in physics education.
Copyright (c) 2025 Galib Sharifov (Author) https://creativecommons.org/licenses/by/4.0
Learning Against the Algorithm: AI, Gender, and the New Frontiers of Education
The advent of AI and popularisation of generative AI in UK higher education classrooms has been as rapid as the ascent of AI into mainstream. Questions around access, equity, and digital fluency are taking on new urgency – especially in the context of lifelong learning. As the digital gender gap in the UK narrows, women are taking charge of economic and career stability. There is a case to be made in favour of an AI-integrated curriculum for women in the UK for lifelong learning practices, enhanced student satisfaction and career progression. This paper explores the impact that Generative AI platforms like ChatGPT and Gemini can have on the lived experiences of mature women returning to education, particularly those over the age of 35, navigating business and education in the UK. Drawing on classroombased reflections and over years of teaching, I examine how generative AI can serve as a barrier but also as a bridge for women learners with diverse digital literacy levels and nonlinear educational journeys. The uses of generative AI rely heavily on the algorithmic systems which assumes all learners have surplus time as well as technological understanding. The socio-cultural nuances, existing gendered norms around use and access to technology, and factors as care responsibilities of women are not factored. Yet, generative AI can be easily ‘conditioned’ to scaffold confidence, support academic writing, customise feedback and ‘buddy’ up in the independent learning system. This paper seeks to explore an altered role of AI, one of a co-learner and an active participant in inclusive education. To provide practical insights into AI-integrated learning environments focussing on gendered and age-specific experiences that empower, rather than exclude, the lifelong learner.
Copyright (c) 2025 Susmita Mukherjee (Author) https://creativecommons.org/licenses/by/4.0
EMI in Algerian Higher Education: Exploring Opportunities and Challenges
Recently, Algeria has been actively promoting English as a medium if instruction (EMI) as a crucial step to internationalize its higher education. This study aims to explore the advantages and opportunities of EMI inside higher education institutions. It is also aimed to depict challenges associated with EMI that students and teachers may encounter, as well as providing a set of solutions to guide teachers and educators towards effective EMI practices. This research adopts a descriptive design and employs a quantitative approach to analyze collected data. The primary measurement tool is a questionnaire administered to twenty Algerian university teachers from different fields of specialism. The findings unveiled that while EMI can present several advantages like enhancing students’ English language proficiency and preparing them for international competitiveness, its implementation is faced by various challenges. Lack of training and professional development, lack of English language proficiency of both students and teachers, limited resources are among the challenges reported by Algerian teachers when dealing with EMI. Implications for policy makers, educators and teachers to properly reflect the pedagogy of EMI in the Algerian context were discussed.
Copyright (c) 2025 Dr. Cherik Louiza (Author) https://creativecommons.org/licenses/by/4.0
Developing Primary School Students Towards Naturalism: A Comparative Study of Nature Education in Sweden, the United Kingdom and Japan
This article investigates the development of naturalist competencies among primary school students through a comparative study of nature education practices in Sweden, the United Kingdom, and Japan. Employing policy transfer theory, the research highlights how cultural, environmental, and educational contexts shape the effectiveness of nature education initiatives. In Sweden, a robust outdoor education framework fosters deep nature connections and environmental stewardship, integrating natural experiences into everyday learning. Conversely, the UK faces urbanization challenges that necessitate innovative strategies, including technology-enhanced learning and community engagement, to provide meaningful nature experiences for students in urban settings. Japan presents a unique blend of traditional ecological wisdom and contemporary educational practices, emphasizing experiential learning that cultivates a strong sense of place and respect for nature. The findings reveal that successful nature education across these countries shares critical elements such as contextual adaptation, stakeholder collaboration, and a focus on experiential learning. These components are essential for nurturing a profound connection to nature and instilling responsible environmental behaviors in students. This study emphasizes the importance of understanding local contexts in shaping effective nature education policies and illustrates the potential for cross-national policy learning to enhance educational practices. Ultimately, this research aims to contribute to the cultivation of environmentally conscious individuals capable of addressing the pressing ecological challenges of the future.
Copyright (c) 2025 Chenyang Yin (Author) https://creativecommons.org/licenses/by/4.0
Restorative Justice in Education as a Framework for Student Mental Health: A Contextualized Model for Asian Higher Education
In East Asian higher education contexts, particularly in Chinese universities, student mental health concerns are increasingly urgent yet remain inadequately addressed by traditional treatment-centered approaches. These systems often struggle with challenges such as stigma, low help-seeking behavior, and insufficient institutional resources. This study introduces Restorative Justice in Education (RJE) as a culturally sensitive, relationship-oriented framework for campus mental health support. Drawing on survey data collected from Chinese university students, and informed by RJE practices in Hong Kong, the study proposes a localized intervention model grounded in the Chinese sociocultural environment. The model is structured around three pillars: academic departments, counselors, and students. A phased implementation strategy is recommended, beginning with pilot programs in departments with positive climates or existing mental health infrastructure. Tools such as circle dialogues, peer support networks, and faculty communication training are adapted to foster trust, early intervention, and a supportive campus culture. Additionally, a standardized, low-threshold toolkit is developed to facilitate practical application. Findings suggest that RJE offers significant potential in East Asian university settings by enhancing interpersonal trust, reducing student isolation, and promoting a relational approach to well-being. This study contributes a culturally informed, practice-oriented framework for advancing mental health support in Asian higher education.
Copyright (c) 2025 Chen Chen (Author) https://creativecommons.org/licenses/by/4.0
Exploring School Counselors’ Engagement with Anti-racist Behaviors and the Impact of Self-Care Practices
School counselors' well-being is closely related to their capacity to successfully promote anti-racist behaviors and advance equity in schools, highlighting the need for self-care and wellness initiatives. Promoting antiracism behaviors requires a comprehensive approach that addresses individual, interpersonal, and systemic levels within the school environment. School counselors play a pivotal role in facilitating difficult conversations about race and racism, creating safe spaces for students and staff to share their experiences and perspectives. School counselors also support diversity and inclusion initiatives, challenge discriminatory policies and procedures, and advocate for policies that advance equity and social justice. Additionally, school counselors support underrepresented students, close achievement gaps, and foster a feeling of belonging for all students by encouraging anti-racist practices. To investigate the intricate relationship between self-care practices and the frequency of engaging in anti-racism behaviors, a survey research design was employed with correlation, regression, and t-test analyses. With a sample of 188 US school counselors in western Massachusetts and New York City schools, significant correlations revealed relationships among school counselors’ spiritual practices and differences among religious affiliations. The results of the quantitative analysis revealed significant positive correlations between specific self-care practices and the adoption of anti-racism behaviors among school counselors, highlighting the potential of self-care as a catalyst for promoting equity and inclusion within educational settings. By identifying these relationships, appropriate interventions can be implemented at multiple levels—for individual school counselors, within school systems, and in counselor education training programs. Suggestions for improved self-care practices and well-being are also discussed.
Copyright (c) 2025 Dr. Jonique R. Childs (Author) https://creativecommons.org/licenses/by/4.0
Knight Tour’s Game to complement the learning of metabolic pathways
The movement rules of the Knight chess piece generated an amusing mathematical challenge named the Knight Tour’s Game. It consists of going through all the squares of the chessboard (8x8 grid), by using knight's movement, visiting each one only once. Evidence that this is feasible appears reported in the literature for the first time in an Arabic manuscript written by Abu Zakariya Yahya ben Ibrahim al-Hakim. In this IX century document two possible solutions, proposed by Ali C. Mani and Al-Adli ar-Rumi, have been reported. Nowadays, a game using knight's movement, aiming to discover a sentence hidden in a 5x5 grid, has become popular in the entertainment section in magazines. Here, we developed some games to be used to teach metabolic pathways to biochemistry students based on unveiling hidden sentences containing basic metabolic concepts. We illustrate here some examples useful to teach glycolysis pathway. For the sake of simplicity, all the games start in the upper left corner box of the grid which is marked by a knight figure to make the game more visual. The method to implement it in the classroom will be with grids of 5x5, 4x5 and 4x4. The students will be organized into teams and will receive the same grid simultaneously. The first team to complete will get a point. The process will be repeated up to 15 times. The points will be accounted in the continuous evaluation plan. Through these games we expect the students will acquire basic concepts on the different metabolic pathways.
Copyright (c) 2025 Marta Cascante, Pedro R. de Atauri, Santiago Imperial, Estefanía Moreno, Sergio Madurga, Francesc Mas, Silvia Marin, Josep J. Centelles (Author) https://creativecommons.org/licenses/by/4.0
Towards an Integrated Quality Assurance Model: Insights from European Centers of Vocational Excellence
INAPP conducted qualitative research on quality assurance measures implemented by Centres of Vocational Excellence (CoVEs), key players in the European Education and Training agenda. This research focused on two expert-led focus groups involving professionals engaged in managing and participating in various European CoVEs. These discussions revealed a variety of approaches and distinctive quality assurance strategies while also highlighting shared perspectives and opportunities for collaboration and mutual learning. By closely listening to professionals from diverse sectors, INAPP initiated a reflection on quality assurance mechanisms rooted in the actual practices of CoVEs. This reflection, shaped by the focus group participants, offers an initial framework for understanding how quality processes are co-developed within these centres. The research findings first capture the insights of selected CoVEs representatives and then compare them with existing studies on quality assurance in the Higher Education sector. This comparison aimed to deepen the analysis and broaden the discussion. The emerging reflections have allowed INAPP to identify tools and methodologies that could serve as a foundation for further investigation and collective action. Ultimately, these results suggest pathways toward a more integrated quality assurance model tailored to Higher Education Institutions involved in European Centres of Vocational Excellence.
Copyright (c) 2025 Laura Evangelista, Concetta Fonzo (Author) https://creativecommons.org/licenses/by/4.0
Advancing Education in the Digital Age: Exploring the Potential and Challenges of Technology-Enhanced Learning
Technology-Enhanced Learning (TEL) has revolutionized education by providing novel tools and approaches that improve teaching and learning experiences. This article examines the incorporation of emerging technologies, including mobile learning, artificial intelligence, and gamification, in various educational contexts. The study used a mixed-method approach, integrating quantitative analysis of learner performance metrics with qualitative feedback obtained from educators and students via questionnaires and focus group discussions. Importance of findings indicate TEL's effectiveness in enhancing learner engagement, customizing instructional trajectories, and promoting collaboration via interactive platforms. In this study identifies substantial obstacles, including the necessity for comprehensive teacher training, equitable access to technology, and ethical dilemmas related to AI implementation. This paper will offer practical recommendations for instructors, legislators, and technology developers by addressing those lacking’s. Moreover, this study highlights TEL's capacity to encourage inclusive, accessible, and future-oriented educational frameworks.
Copyright (c) 2025 Emon Ahmed, Shahinur Rahman (Author) https://creativecommons.org/licenses/by/4.0
"Getting Out of My Skin": Embodying Identity in Theatre Classes for 12th Grade Female Students
This qualitative study explores the gender performances of 12th grade females in high school theatre classes as they construct a character for the stage. Female teenage studies show that student performances in public spaces are disciplined and constructed. My presentation will focus on the formation of the 'female' gender by examining their bodies as a matter under their control. I am asking: What social, gendered, and aesthetic discourses shape the female interactions with the character and her own body? And how do elements of agency and freedom challenge—or fail to manifest in—her aesthetic practices and performances? The significant emphasis placed on stringent peer suppression in the discipline of female bodies indicates the role of the school in shaping the interactions between females and their bodies. This, in turn, impacts shaping 'feminine' performance within pedagogical spaces, and in their strategies to navigate adolescence. While conceptualizing the body as an aesthetic site where subject-object relations unfold between the female and her fictional character from the play, this research explores: (1) How body, gaze, and agency interact in theatrical spaces in pedagogical sites; (2) How acting provides young females students with opportunities to examine feminine identity through embodied performance. And (3) How the controlling social gaze transforms into a tool for dialogue and identity formation in theater classes, revealing how females create complex gender performances through combined physical and vocal expressions in response to external perspectives.
Copyright (c) 2025 Sara Erlich Rozansky (Author) https://creativecommons.org/licenses/by/4.0
The Brain Behind Language: Executive Functions in Young Learners' Success
Learning an additional language in primary school is a complex process that relies on key executive functions (EFs) such as working memory, inhibitory control, and cognitive flexibility. These cognitive skills are essential for vocabulary retention, sentence processing, and attention regulation. However, the development of EFs varies among young learners, and individual differences—particularly those linked to ADHD and other learning challenges—can significantly impact language learning. This presentation explores the critical role of executive functions in additional language learning, focusing on how deficits in working memory hinder listening comprehension and word retrieval, how poor inhibitory control affects attention and language switching, and how limited cognitive flexibility challenges adaptation to new grammatical structures. Drawing from recent research and classroom experiences, this session will provide educators with practical, research-based strategies to support diverse learners. Topics include scaffolding techniques for memory enhancement, self-regulation strategies to improve focus, and adaptive learning approaches to foster linguistic flexibility. By bridging cognitive science and language pedagogy, this session aims to equip educators with effective, inclusive strategies that enhance language learning outcomes for all students.
Copyright (c) 2025 MA Gisele Marçon Bastos Périgo (Author) https://creativecommons.org/licenses/by/4.0
A First Look at Using the Flipped Classroom Method for Chinese Teaching in Irish Secondary Schools
Chinese officially became one of the Irish Leaving Certificate subjects in 2022, but the current Chinese language curriculum in Irish secondary schools shows shortcomings such as short class periods and few lessons, which do not meet the needs of students and examinations. This article aims to develop a flipped Chinese teaching and learning model suitable for Irish secondary schools and apply it to practical teaching. The researchers used this model and methodology to teach 20– hour Chinese course to 20 transition year students of an Irish secondary school. Students' satisfaction and acceptance of the flipped classroom approach to Chinese language teaching was investigated through a questionnaire, and the approach's effectiveness was assessed through a test. The results showed that this flipped Chinese course helped the students achieve the intended objectives, met their learning needs, improved their self-learning ability, and was well received. Meanwhile, the researchers also identified some difficulties and problems encountered in their teaching practice and made recommendations. The researchers hope that this study will facilitate the development of Chinese language programmes in Irish secondary schools, create a suitable Chinese teaching method for Irish secondary schools and promote the localisation of Chinese language programmes in Ireland.
Copyright (c) 2025 Xizi Lei (Author) https://creativecommons.org/licenses/by/4.0
Leadership and Teacher Agency in Inclusive Education: Insights from International Schoolson Supporting Students with Disabilities
As international schools expand, they must address the inclusion of students with diagnosed learning needs. Teacher agency plays a critical role in implementing inclusive practices, yet limited empirical research explores its relationship with school leadership in international schools. This qualitative study examines how school leaders promote teacher agency to support inclusive education. Through in-depth interviews with three school leaders, six primary class teachers, and six learning support specialists from three international schools in Europe, the research identifies key factors influencing teacher agency: participation in policy development, collaboration structures, professional development, self-advocacy, colleague influence, and leadership support. Findings highlight that school leaders enhance teacher agency by fostering trust, prioritizing interdisciplinary collaboration, integrating learning support specialists in decision-making, and providing meaningful professional development. These leadership practices contribute to more effective implementation of inclusive strategies and support educators in meeting diverse student needs. This study fills a gap in the literature by examining the intersection of leadership, teacher agency, and inclusion in international schools. It offers insights for school leaders, policymakers, and educators aiming to strengthen inclusive practices through leadership-driven support. Future research should explore these dynamics across diverse educational contexts to further understand effective leadership strategies in fostering teacher agency for inclusion.
Copyright (c) 2025 Chad Franklin Wood (Author) https://creativecommons.org/licenses/by/4.0