International Journal of Changes in Education
The International Journal of Changes in Education (IJCE) is a peer-reviewed open access journal dedicated to advancing research particularly on pedagogical change and student-centered innovation. The journal provides a platform for scholars, educators, and policymakers to share insights on how teaching practices, learning environments, and institutional strategies evolve to meet the needs of diverse learners in the 21st century. By highlighting pedagogical change and student-centered innovation, IJCE captures the dynamic changes reshaping education and fosters dialogue on how these transformations can contribute to more equitable, engaging, and future-ready learning environments. The journal is a Gold Open Access journal, online readers don't have to pay any fee. Internatioanl Journal of Changes in Education is now archived and no longer receiving submissions with this publisher. All articles published in the journal during its time with Bon View Publishing will remain fully searchable through our websites.
Portfolio Assessment as Reflective Practice: Documenting Metacognitive Growth in Language Teacher Education
Traditional assessment models in higher education often prioritize content recall, failing to measure the complex, adaptive competencies, such as metacognition and cultural competence, essential for future educators and global citizens. This study documents the implementation of process-oriented portfolio assessment within a Language and Cultures teacher education program in Portugal. A two-year sequential explanatory mixed-methods study (2023/2024 to 2024/2025) involved one undergraduate cohort (N = 81) in English Culture and two graduate cohorts (N = 40) in Citizenship and Intercultural Education, totaling approximately 121 students. Descriptive quantitative analysis documented consistent performance patterns across cohorts when using structured, process-oriented rubrics. Qualitative analysis, focusing on reflective writing and critical thinking criteria, demonstrated significant metacognitive development and self-regulated learning, substantiated by student reflections and instructor observations. The findings affirm that portfolios can serve as an effective mechanism for fostering and documenting the process of learning rather than merely measuring its outcomes. The paper argues that integrating reflective portfolio assessment into teacher training curricula offers a pedagogically valuable alternative to traditional grading paradigms in higher education. Received: 11 November 2025 | Revised: 5 January 2026 | Accepted: 5 February 2026 Conflicts of Interest The author declares that she has no conflicts of interest to this work. Data Availability Statement The data that support this work are available upon reasonable request to the corresponding author. Author Contribution Statement Patrícia Ferreira: Conceptualization, Methodology, Software, Validation, Formal analysis, Investigation, Resources, Data curation, Writing – original draft, Writing – review & editing, Visualization, Supervision, Project administration, Funding acquisition.
Copyright (c) 2026 Author https://creativecommons.org/licenses/by/4.0/
Student Engagement with ChatGPT and Teacher Feedback in L2 Writing
The emergence of ChatGPT has stimulated interest in its application to second language writing in higher education. While previous studies have compared ChatGPT feedback with that of teachers and examined student engagement with automated, teacher, and peer feedback, little attention has been paid to student engagement specifically with ChatGPT feedback. This study explores student engagement with both ChatGPT and teacher feedback in a college EFL (English as foreign language) argumentative writing class. The participants were 46 second-year English majors who completed two writing tasks. One essay received feedback from ChatGPT, generated with prompts related to both content and language, while the other received teacher feedback. Students revised their essays based on these two feedback types. Analysis of students' revisions, questionnaire responses, and interview data indicated that students actively engaged with both forms of feedback. Interviews further revealed that students found both ChatGPT and teacher feedback to be understandable and acceptable. In light of these findings, the study suggests that teachers can effectively integrate ChatGPT feedback into teacher feedback in L2 writing classrooms to enhance student engagement and writing proficiency. Received: 23 July 2025 | Revised: 10 November 2025 | Accepted: 23 December 2025 Conflicts of Interest The author declares that she has no conflicts of interest to this work. Data Availability Statement The data that support this work are available upon reasonable request to the corresponding author. Author Contribution Statement Jiaying Liang: Conceptualization, Methodology, Validation, Formal analysis, Investigation, Resources, Data curation, Writing – original draft, Writing – review & editing, Visualization.
Copyright (c) 2025 Author https://creativecommons.org/licenses/by/4.0/
My Disconnected World: A Study on Students’ Perceptions of Mobile Phone Ban and Digital Well-Being in Urban and Rural Schools
This study analyses students’ perceptions of the Brazilian Law No. 15.100/2025, which prohibits mobile phone use in basic education, and explores its relation to screen time and digital well-being in urban and rural schools. Data were collected through a structured questionnaire with multiple-choice, Likert-scale, and open-ended questions, administered face-to-face to 199 students from grades 6–9 (100 rural – RA, 99 urban – UA). Descriptive and inferential analyses (t-tests and chi-square tests) were applied to compare groups. Results showed that RA students agreed more strongly that the ban helps concentration (mean = 3.26 vs. 2.29; t = 4.55; p < 0.001) and perceived it more positively overall (mean = 2.93 vs. 2.20; t = 3.73; p = 0.0003). Both groups, however, recognised the pedagogical potential of mobile phones when purposefully integrated into lessons (76.4% agreement). Open-ended responses revealed mixed experiences in reducing screen time, with reports ranging from anxiety to improved focus and social interaction. This exploratory classroom-based report combines quantitative data and pedagogical reflection to illustrate students’ attitudes toward digital well-being and promote conscious technology use in education. Received: 5 September 2025 | Revised: 7 November 2025 | Accepted: 14 January 2026 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement Data are available from the corresponding author upon reasonable request. Author Contribution Statement Franciely Pereira Moreira: Conceptualization, Methodology, Investigation, Data curation, Writing – original draft. Danielli Araújo Lima: Validation, Formal analysis, Writing – review & editing, Visualization, Supervision, Project administration, Funding acquisition.
Copyright (c) 2026 Authors https://creativecommons.org/licenses/by/4.0/
Being a “Mentor”: A Study on the Contributions of Experienced Teachers to the Development of Beginning Teachers
In this text, we address issues related to the beginning of the teaching career, exploring mentoring as an important support in this initial phase of teaching practice. Understanding the relevance of the process of initiation to the teaching profession, we seek to emphasize the relationship between experienced teachers and beginners, considering the involvement between these professionals as a valuable way to overcome the adversities of this initial moment. The research is methodologically based on narratives and multiple case studies, bringing the experiences of a group of nine teachers working in early childhood education in a city in the interior of Rio de Janeiro in Brazil (a country that does not have a national professional teaching induction program and has few local initiatives of this type), and from them, we seek to reflect and dialogue with some authors who discuss the theme, among them, Marcelo, Nóvoa, and Reali et al.. In this way, we show that the relationships built between experienced and novice teachers were vital for their permanence in the profession and contributed immensely to their professional development, even in the absence of a formal and official mentoring program. Received: 3 June 2025 | Revised: 23 October 2025| Accepted: 11 December 2025 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement The data that support this work are available upon reasonable request to the corresponding author. Author Contribution Statement Débora Nascimento de Lima: Conceptualization, Methodology, Validation, Formal analysis, Investigation, Resources, Data curation, Writing – original draft, Writing – review & editing. Amanda Oliveira Rabelo: Writing – original draft, Writing – review & editing, Visualization, Supervision, Project administration, Funding acquisition.
Copyright (c) 2025 Authors https://creativecommons.org/licenses/by/4.0/
Empowering Young Minds: Strategies for Incorporating DEI in Early Childhood Centers
The birth-to-five-year period is a critical stage in a child's development. Most brain growth occurs during this time, laying the foundation for future learning. Early childhood education plays a pivotal role in shaping early development. Diversity, equity, and inclusion (DEI) are essential components of early childhood education, influencing children's identities and socio-cultural development. Introducing DEI concepts at an early age equips children with the knowledge and skills needed to navigate a globalized world while fostering an appreciation for diverse perspectives. Children exposed to multiple languages and cultures tend to develop empathy and acceptance of others. This qualitative study explores how educators integrate DEI into early childhood settings through semi-structured interviews and document analysis. Teachers and administrators from Belize, Canada, the United States of America, Egypt, the United Kingdom, India, Pakistan, and the United Arab Emirates share their approaches toward promoting DEI in early childhood programs and the challenges they face in implementation. Purposeful, convenience, and snowball sampling were utilized to recruit participants. Findings demonstrate that while educators value DEI and aim to foster inclusive learning environments, the manner in which DEI is implemented varies. Recommendations will equip educators and policymakers with best practices for fostering inclusive, respectful learning environments that support all children and their families. Future research examining the intersectionality of educators' identities, including gender, sexual orientation, race, culture, and professional roles, may offer deeper insight into how lived experiences shape DEI understanding and practices in early childhood education. Received: 1 December 2025 | Revised: 12 January 2026 | Accepted: 13 February 2026 Conflicts of Interest The author declares that she has no conflicts of interest to this work. Data Availability Statement The data that support this work are available upon reasonable request to the corresponding author. Author Contribution Statement Fawzia Reza: Conceptualization, Methodology, Formal analysis, Investigation, Data curation, Writing – original draft, Writing – review & editing, Visualization.
Engaging Student Teachers in Reflective Practice Through Photovoice
This study explores the use of photovoice as a reflective practice tool for early childhood student teachers in a teacher preparation program. Reflective practice is crucial for professional growth, yet traditional journaling often feels disconnected from real-world experiences for student teachers. Photovoice, which encourages participants to capture and reflect on meaningful classroom moments through photography, offers an engaging alternative. This research investigates the aspects of student teaching that candidates find reflective, how their images express satisfaction and dissatisfaction, and how group discussions develop shared understanding. Using a constructivist framework, seven student teachers participated in a semester-long photovoice project. Data were collected through over 350 images, descriptions, and four group discussions. Findings reveal four key reflective themes: instructional resources, student engagement, classroom environment, and relationships. While photovoice enhanced critical reflection and community building, participants were hesitant to openly discuss negative experiences, reflecting challenges in developing self-assessment. The study concludes that photovoice holds significant promise for enriching reflective practice in teacher education by integrating visual analysis and group dialogue and recommends its inclusion in teacher preparation curricula as a strategy for fostering critical reflection and community building. Received: 25 February 2025 | Revised: 3 June 2025 | Accepted: 12 September 2025 Conflicts of Interest The author declares that she has no conflicts of interest to this work. Data Availability Statement The data that support this work are available upon reasonable request to the corresponding author. Author Contribution Statement Amy Kelly: Conceptualization, Methodology, Investigation, Formal analysis, Writing – original draft, Writing – review & editing, Supervision, Project administration.
Generative AI as a Personal Tutor for English Language Learning: A Review of Benefits and Concerns
This review article aims to discuss the role of generative artificial intelligence (AI) as a personal tutor, particularly for learning English. Drawing on secondary sources, the article examines the potential of AI tools like Chat Generative Pre-Trained Transformer (ChatGPT) to function as personal tutors in English language learning. To achieve its aim, the article explores various functions of generative AI as a personal tutor. It then outlines key benefits of AI as a personal tutor in the context of English language teaching before briefly discussing three case studies of AI tools, such as ChatGPT, Gemini, and Khanmigo, which can be used as a personal tutor for language learning. The article then turns the discussion into several concerns associated with the use of generative AI as a personal tutor. Key concerns were related to academic dishonesty; false information; biased assessment; a lack of quality feedback and interaction; accessibility issues; psychological and social concerns; challenges concerning identity, diversity, and culture; teachers' and students' lack of preparedness; and AI overuse and overreliance. The article concludes with recommendations for policy, practice, and research. Specifically, it is suggested that teachers and students should experiment with AI tools and make use of AI technology to their advantage. Received: 30 June 2024 | Revised: 14 March 2025 | Accepted: 6 May 2025 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement Data sharing is not applicable to this article as no new data were created or analyzed in this study. Author Contribution Statement Samarnh Pang: Conceptualization, Investigation, Formal analysis, Writing - original draft, Writing - review & editing. Engheang Nol: Conceptualization, Investigation, Formal analysis, Writing - original draft, Writing - review & editing. Kimkong Heng: Conceptualization, Formal analysis, Writing - original draft, Writing - review & editing.
Profiling Differences in Burnout Among Senior High School Teachers in Ghana Based on Their Demographic Characteristics
Globally, the issue of burnout persists among educators, giving rise to feelings of anxiety and depression. The implications of burnout on teachers' health are significant, posing a risk to both their physical and mental well-being. This study examined burnout among Senior High School (SHS) teachers in Ghana, with a specific focus on investigating the potential influence of gender, educational qualification, and teaching experience on burnout levels. The study adopted a descriptive cross-sectional survey design, employing the census method to involve all 520 teachers from the chosen public Senior High Schools in the Cape Coast Metropolis. The data collection instrument used in this study was an adapted version of the Maslach Burnout Inventory-Educators’ Survey. Inferential statistics, specifically, Multivariate Analysis of Variance (MANOVA), was used to analyse the research hypotheses. The study revealed that there were significant differences in burnout among teachers based on their gender, educational qualification, and teaching experience. In light of our findings, we recommend that Senior High Schools prioritise the enhancement of their counseling services. Specifically, we suggest organising gender-specific seminars and workshops to empower both male and female teachers. These initiatives should focus on promoting coping strategies that are attuned to gender-related nuances and reinforcing their individual masculine and feminine identities. Received: 27 September 2023 | Revised: 16 November 2023 | Accepted: 22 November 2023 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement The data that supports the findings of this study are available from the corresponding author on reasonable request.
Copyright (c) 2023 Authors https://creativecommons.org/licenses/by/4.0
Exploring the Relationship Between Technology Skills and Research Perception Among Postgraduate Students in Indian Higher Education
This study examines the relationship between postgraduate students' technology skills and their perceptions of research, utilizing two psychometrically validated tools: the Technology Skills Assessment Tool (TSAT) and the Research Perception Scale (RPS). The research was conducted among 117 Master of Arts MA and M.Ed. students across government and private higher education institutions in India. The study employed a purely quantitative design using random sampling. Results from reliability analysis and exploratory factor analysis confirmed the internal consistency and construct validity of both instruments. Descriptive statistics indicated a moderate to high level of technology proficiency and positive research perception among students. Pearson's correlation revealed significant associations between key technology domains (e.g., digital literacy, data analysis) and research confidence, motivation, and aspirations. Multiple regression analysis further established that digital skills significantly predicted students' perceptions across different dimensions of research engagement. Additionally, no significant differences were observed across gender, program, or institution type. These findings highlight the relevance of embedding digital skill development into postgraduate curricula to strengthen research competence. The study concludes with implications for curriculum planners, teacher educators, and researchers, recommending the adoption of digitally enriched, practice-oriented research training in higher education. Received: 8 July 2025 | Revised: 27 August 2025 | Accepted: 10 October 2025 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement The data that support this work are available upon reasonable request to the corresponding author. Author Contribution Statement Adit Gupta: Conceptualization, Methodology, Software, Validation, Formal analysis, Writing - original draft, Writing - review & editing. Bindu Dua: Conceptualization, Methodology, Investigation, Resources, Data curation, Writing - review & editing, Supervision, Project administration.
Exam Anxiety Among Turkish Middle School Students
The purpose of this study is to investigate the anxiety levels of eighth-grade students in Nevşehir province during the high school entrance exam year and to assess the correlation between these anxiety levels and demographic factors such as gender, sibling count, parental education, and socioeconomic status. A correlational survey design was employed with a sample of 157 eighth-grade students. Data were collected using the Westside Test Anxiety Scale and a Demographic Information Form and analyzed using one-way analysis of variance, Pearson correlation tests, descriptive statistics, and SPSS version 27. The scale's dependability coefficient was determined to be 𝛼 = 0.904. According to the studies, there were no statistically significant differences (p > 0.05) between the test anxiety levels of the students and demographic factors such as the number of siblings, parental education, and economic status. However, gender was positively and significantly associated with test anxiety, with female students exhibiting higher anxiety levels than male students (r = 0.350, p < 0.01). These results demonstrate that while most demographic variables do not predict exam anxiety, gender remains a critical factor. The study underscores the urgent need for schools and policymakers to design and implement gender-sensitive counseling programs and prevention strategies that specifically target the heightened vulnerability of female students to exam-related stress. By highlighting regional patterns in Nevşehir and integrating classical anxiety theories with contemporary educational practice, this study offers evidence-based guidance for shaping more equitable and supportive school-based mental health policies. Received: 19 August 2025 | Revised: 14 October 2025 | Accepted: 28 November 2025 Conflicts of Interest The author declares that she has no conflicts of interest to this work. Data Availability Statement The data that support this work are available upon reasonable request to the corresponding author. Author Contribution Statement Ayşe Çiftci: Conceptualization, Methodology, Software, Validation, Formal analysis, Investigation, Resources, Data curation, Writing – original draft, Writing – review & editing, Visualization, Supervision, Project administration.
Teachers' Negotiations of Trust When Integrating Generative AI into a Teaching Practice
This study investigates teachers' reasoning around implementing generative AI (GenAI) in education. It aims to increase under-standing of the importance of collective negotiation of trust that arises when teachers collectively explore generative AI as a pedagogical tool for teaching and learning. Data collected through a longitudinal focus group study comprising four workshops and two SWOT analyses conducted over nine months were analyzed using inductive thematic analysis. Trust was used as a theoretical lens to interpret the results. The results indicate that teachers negotiate trust in generative AI at three levels. At the instrumental level, negotiations concern the usability of the tool in terms of quality and efficiency, the reliability of different tools, and regulatory limitations on their use. At the pedagogical level, negotiations emerge overtrust in human-AI communication and interaction, focusing on linguistic precision and the importance of human presence in learning, alongside discussions about future teacher proficiency. At the systemic level, negotiations about trust occur in relation to beliefs about a future educational context and the teacher's role within it, where reasoning about the socializing function of education becomes evident. The study emphasizes the importance of continuous professional dialogue and critical reflection to build collective trust in generative AI as an educational tool and ensure a responsible integration into the teaching practice. The research highlights the need for balanced, well-founded approaches to this integration, involving negotiations of trust across multiple levels and perspectives. Received: 15 August 2025 | Revised: 28 October 2025 | Accepted: 9 December 2025 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement The data that support this work are available upon reasonable request to the corresponding author. Author Contribution Statement Sara Ekström: Conceptualization, methodology, resources, investigation, formal analysis, validation, writing – original draft, writing – review & editing, visualization, project administration and funding acquisition. Anna Roumbanis Viberg: Conceptualization, methodology, resources, investigation, formal analysis, validation, writing – original draft, writing – review & editing, visualization, project administration and funding acquisition.
The Role of AI in Shaping Future Educators: Ethics, Instructional Design, and Lifelong Learning
The rapid integration of artificial intelligence (AI) into higher education is reshaping how future educators are prepared for multilingual, multicultural, and ethically complex environments. This study employed a mixed-methods sequential explanatory design to investigate how educators and students in Luxembourg and Ukraine perceive and adopt AI in teacher preparation. In Luxembourg, AI was largely framed as a tool to extend inclusive, multilingual practices and institutional innovation, whereas in Ukraine, it was often adopted out of necessity under conditions of crisis and infrastructural disruption. Quantitative analyses demonstrated that perceived benefits of AI were positively correlated with readiness for instructional integration (r = 0.61, p < .001), while ethical concerns were negatively correlated with willingness to adopt AI (r = –0.45, p < .001). No significant group differences were observed in overall reported levels of ethical concern (t(140) = 1.25, p = .21), though qualitative findings revealed striking contrasts in the nature of these concerns. Luxembourgish participants expressed preventative concerns about quality and pedagogy, while Ukrainian participants described immediate ethical dilemmas shaped by wartime conditions, including studying in bomb shelters and balancing personal safety with academic integrity. Findings highlight that while AI can enhance instructional innovation, it simultaneously amplifies inequalities through language bias and access gaps. The study contributes by linking empirical insights to instructional design frameworks (ADDIE, TPACK) and multicultural education theory, offering concrete guidance for teacher preparation in both stable and crisis-affected contexts. Received: 5 August 2025 | Revised: 9 October 2025 | Accepted: 5 November 2025 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement The data that support this work are available upon reasonable request to the corresponding author. Author Contribution Statement Oksana Chaika: Conceptualization, Methodology, Validation, Investigation, Resources, Data curation, Writing – original draft, Writing – review & editing, Visualization, Supervision, Project administration. Serhii Kubitskyi: Methodology, Validation, Formal analysis, Investigation, Data curation. Natalia Berezovska-Savchuk: Validation, Investigation, Data curation.
Designing School Policy and Practice for Academic Integrity in the Age of GenAI: A Design-Based Research Project in a Regional School
The widespread free access to generative artificial intelligence (GenAI) has radically shifted the educational landscape. Schools find themselves largely unprepared to navigate this new terrain: both in understanding how to harness the potential of GenAI for educational enhancement and developing strategies to ensure student integrity in demonstrating authentic learning outcomes. This study reports on a design-based research collaboration between a regional Australian university and a secondary school to address these challenges through policy and practice innovation. The aim was to both promote and maintain academic integrity, alongside considering how GenAI might be harnessed for educational benefit and lifelong learning. Over six months, researchers and educators worked collaboratively to analyze school staff needs using a whole-school survey and focus groups, followed by co-design of policy and pedagogical responses, which were iteratively tested and refined. Key findings revealed that staff required clear guidance on acceptable GenAI use, consistent policy enforcement, and professional learning. The project has resulted in the development of policy, procedure, and support resources that have been released as an Open Education Resource. The findings offer practical insights for schools navigating GenAI integration and contribute to broader discussions on educational change, assessment validity, and ethical technology use. Received: 24 July 2025 | Revised: 9 October 2025 | Accepted: 7 November 2025 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement The data that support this work are available upon reasonable request to the corresponding author. Author Contribution Statement Katie Burke: Conceptualization, Methodology, Formal Analysis, Investigation, Writing – original draft, Writing – review & editing, Supervision, Project Administration. Alison Bedford: Conceptualization, Methodology, Formal Analysis, Investigation, Writing – original draft, Writing – review & editing, Supervision, Project Administration. Rian Roux: Conceptualization, Methodology, Formal Analysis, Investigation, Writing – original draft, Writing – review & editing, Supervision, Project Administration. Emily Scott: Conceptualization, Investigation, Writing – original draft. Jasmine Thomas: Conceptualization, Methodology, Formal Analysis, Investigation, Writing – review & editing. Tracy Chamlin: Conceptualization, Formal Analysis, Investigation, Writing – review & editing
Use of Working Time in the Teaching Profession in Spain: The Cases of Galicia and the Basque Country
Within the framework of studies on teacher professionalization, this study aims to analyze and compare the degree of professional dedication among non-university teachers in two autonomous communities of Spain: Galicia and the Basque Country. Data were collected through a questionnaire—previously validated by external experts—comprising 18 items grouped into four domains (1–5 school-teacher domain, 6–10 technical-political domain, 11–14 teacher training domain, and 15–18 scientific-academic domain). A total of 1,318 non-university teachers responded to the survey (742 from Galicia and 576 from the Basque Country). Inferential analyses were conducted using the nonparametric Mann–Whitney U test for independent samples, and various Chi-Square Automatic Interaction Detector (CHAID) classification trees were generated to identify patterns in teachers' work dedication. The results reveal highly similar work dedication patterns in both regions, with only minor differences observed in the scientific-academic domain. Overall, the findings suggest a fragmented structure of the educational field with a hierarchical distribution of tasks, although a widespread, emerging involvement of teachers in nontraditional activities—beyond the school and classroom settings—is also evident. Among other conclusions, the study emphasizes the benefits of teachers expanding their roles outside of school. Received: 19 June 2025 | Revised: 13 August 2025 | Accepted: 29 August 2025 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement The data supporting this work will be available in the “e-ciencialDatosrepository” (https://edatos.consorciomadrono. es/dataverse/UAM) after an embargo from the date of publication until the end of the project (September 2025). Author Contribution Statement Roberto Sánchez-Cabrero: Methodology, Software, Validation, Formal analysis, Investigation, Data curation, Writing – original draft, Writing – review & editing, Visualization, Supervision, Project administration. Francisco Javier Pericacho-Gómez: Validation, Formal analysis, Investigation, Resources, Writing – original draft, Writing – review & editing, Visualization, Supervision. Raquel Moraleda-Esteban: Conceptualization, Methodology, Software, Formal analysis, Investigation, Writing – original draft, Writing – review & editing. Héctor Monarca: Conceptualization, Validation, Investigation, Resources, Writing – original draft, Writing – review & editing, Visualization, Supervision, Project administration, Funding acquisition.
Solar Energy and Inquiry-Based Learning: A Pathway to Scientific Competencies in Secondary Education
The fundamentals of experimental science didactics have proven that compulsory education students need to develop skills such as critical thinking. Guided inquiry is a practical methodology for developing various science skills. Moreover, current legislation establishes a series of specific competencies that students must develop. This work presents research carried out with students aged 13–14 years. A project, based on the problem-based learning methodology, on a real-world topic close to the students was implemented to assess the development of critical thinking and specific competencies outlined in legislation. For this purpose, a teaching-learning sequence was developed, and the students’ outputs were collected through questionnaires and teacher observation sheets. The results show that students can answer each of the problems encountered during the project, posing researchable questions and finding solutions through experimentation. Each of the sessions has demonstrated clear progress in several key areas such as the development of some of the required competencies and overall scientific skills, thereby facilitating overall development. Received: 11 May 2025 | Revised: 27 August 2025| Accepted: 21 October 2025 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement The data that support this work are available upon reasonable request to the corresponding author. Author Contribution Statement Jorge Pozuelo-Muñoz: Conceptualization, Methodology, Validation, Formal analysis, Investigation, Writing - original draft, Writing - review & editing, Visualization, Supervision, Project administration. Esther Cascarosa Salillas: Conceptualization, Methodology, Validation, Formal analysis, Investigation, Data Curation, Writing - original draft, Writing - review & editing, Visualization, Supervision, Project administration. Elena Calvo Zueco: Conceptualization, Software, Validation, Formal analysis, Investigation, Resources, Visualization, Supervision, Project administration. Ester Sánchez Sánchez: Conceptualization, Software, Validation, Formal analysis, Investigation, Resources, Visualization, Supervision, Project administration.
Distance Learning and Multilingual Education: A Case Study of Challenges and Pedagogical Perspectives in the Greek Border Region
In increasingly multicultural and multilingual societies, foreign language learning has become essential not only for communication but also for social cohesion and professional advancement. Distance education has emerged as a flexible and accessible solution, particularly for adults seeking to enhance their linguistic and intercultural competencies. This study explores the views of foreign language teachers regarding the role of distance education in promoting multilingualism, with a specific focus on culturally diverse border regions. Conducted in the Regional Unit of Evros, Greece, the research adopts a qualitative methodology based on semi-structured interviews with five language educators working in public and private education. Findings reveal that teachers recognize the potential of digital tools such as Massive Open Online Courses, machine translation applications (e.g., Google Translate, DeepL), and adaptive learning platforms to support multilingual learning, particularly when used as supplementary resources. However, concerns were raised about the lack of personalized feedback, limited interactivity, and the absence of culturally contextualized content on existing platforms. Teachers emphasized the importance of digital literacy, pedagogical training, and culturally inclusive design to ensure effective implementation. The study highlights the need for targeted support for educators in border regions and calls for more locally adapted digital resources that reflect linguistic diversity. These findings offer insights for policymakers and educational technology developers aiming to improve the quality and reach of multilingual education in remote or underserved areas. Received: 31 May 2025 | Revised: 11 July 2025 | Accepted: 4 September 2025 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement The data that support this work are available upon reasonable request to the corresponding author. Author Contribution Statement Ariadni Mandala: Formal analysis, Investigation, Data curation, Writing – original draft, Writing – review & editing, Visualization. Alexandros Gazis: Software, Validation, Formal analysis, Investigation, Resources, Writing – original draft, Writing –review & editing, Visualization. Theodoros Vavouras: Conceptualization, Methodology, Software, Validation, Formal analysis, Investigation, Resources, Data curation, Writing – original draft, Writing – review & editing, Supervision, Project administration.
Fear of Loss of Face Among Instructors on Adoption of eLearning in Tanzanian Higher Learning Institutions
This study was about the low uptake of eLearning in Tanzanian higher learning institutions. A lack of investment in equipment, poor internet services, and a lack of technical skills among instructors are mentioned as the major factors for the low uptake of eLearning in Tanzania and worldwide. To the contrary, the study found that 100% of instructors in Tanzania used PowerPoint presentations, which is one major aspect of eLearning, while only 2% of them used videos. Even after improving computer availability, internet connection, and training, 98% of instructors still did not adopt video content. It is concluded that, due to fear of loss of face among instructors, the pace of adoption of video content as part of eLearning is slow. From the Technology Acceptance Model (TAM) perspective, even if perceived usefulness (PU) and perceived ease of use (PEU) are favorable, unless fear of loss of face is reduced, acceptance will be slow. In addition to PU and PEU, fear of loss of face is recommended to be included as one of the constructs of the TAM. When striving to adopt eLearning, institutional administrators are advised to pay attention to psychological barriers in addition to PU and PEU. Received: 17 May 2025 | Revised: 17 September 2025 | Accepted: 7 November 2025 Conflicts of Interest The author declares that he has no conflicts of interest to this work. Data Availability Statement The data that support the findings of this study are all included in the article. Author Contribution Statement Leonard J. Mselle: Conceptualization, Methodology, Validation, Formal analysis, Investigation, Resources, Writing – original draft, Writing – review & editing, Visualization.
Tuning into Learning: Student Narratives from an Augmented Podcasts Intervention
This study explores learner experiences with augmented podcasts (APs), an innovative multimodal learning format that uses two formats in this case: MP3 file + PDF file of the screenshots used in the lecture. Situated within a larger mixed method study, this qualitative analysis is an extension of the earlier quantitative findings that evaluated effectiveness of APs through test scores. The present study delves into the uncaptured nuances of learner engagement—examining how students interact with, experience, and make meaning from this novel format. Using purposive sampling from Tier 2 and Tier 3 Indian cities, the study makes use of interviews conducted with 20 students to identify perceived facilitators and barriers to AP use. Findings of this study reveal that this experience of learning using APs which encourage learner autonomy, fostered enhanced cognitive engagement, multisensory integration, and deeper involvement. It was noted that students valued the format's integrated cues and layered delivery, which encouraged focused learning and sustained attention. However, issues with pacing, language accessibility, and digital fatigue were mentioned by some students. This study adds to the growing discourse about inclusive, scalable, and learner-informed digital innovations in education by elevating the voices of students while confirming the pedagogical value of APs. Received: 12 May 2025 | Revised: 23 June 2025 | Accepted: 24 July 2025 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement The data that support this work are available upon reasonable request to the corresponding author. Author Contribution Statement Ajita Deshmukh: Conceptualization, Methodology, Validation, Formal analysis, Data curation, Writing – original draft, Writing – review & editing. Dhairya Pandya: Methodology, Formal analysis, Investigation, Data curation, Writing – original draft, Visualization, Project administration. Sameer Sahasrabudhe: Conceptualization, Writing – review & editing, Supervision, Project administration, Funding acquisition.
Recent Advances in the Greek Special Education System: A Critical Review
Over the past decade, Greece has implemented significant reforms in its special education system, driven by a national commitment to promote inclusive education and ensure equitable access for students with disabilities and special educational needs. This critical literature review explores the key developments shaping this transformation, including recent legislative initiatives, evolving policy frameworks, and the practical deployment of support services within mainstream educational settings. The review synthesizes findings from current academic research, government reports, and educational policy documents to evaluate the effectiveness of these reforms. While notable progress has been made—particularly in the areas of parallel support, early intervention, and teacher training, ongoing challenges persist. These include uneven resource distribution, infrastructural limitations, and societal attitudes that continue to hinder full inclusion. The review concludes by emphasizing the need for sustained investment, better implementation strategies, and expanded research to inform future policy. It offers insights that are valuable for educators, policymakers, and stakeholders committed to advancing inclusive education in Greece. Received: 8 May 2025 | Revised: 30 June 2025 | Accepted: 16 September 2025 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement Data sharing is not applicable to this article as no new data were created or analyzed in this study. Author Contribution Statement Natalia Kougia: Conceptualization, Methodology, Validation, Formal analysis, Investigation, Resources, Data curation, Writing – original draft, Writing – review & editing, Supervision, Project administration. Lambrini Seremeti: Conceptualization, Methodology, Validation, Formal analysis, Investigation, Resources, Data curation, Writing – original draft, Writing – review & editing, Supervision, Project administration. Ioannis Kougias: Conceptualization, Methodology, Validation, Formal analysis, Investigation, Resources, Writing – original draft, Writing – review & editing, Supervision, Project administration.
How to Make Lesson Study Work in a One-Year University-Level Initial Teacher Education: Conditional Input Factors, Challenges, and Suggestions
Lesson Study (LS) is a methodology that enables student teachers (STs) to gain insights into their pupils' learning processes during their practicum, thereby improving their instructional practices and supporting their professional learning throughout teacher education. However, "time" has emerged as a critical factor for the successful implementation of LS, particularly within the context of a one-year university-based initial teacher education program. To address this challenge, an integrated LS model was designed and implemented within the curriculum, specifically in relation to a thesis component and the practicum experience. This model was evaluated with a focus on professional learning, with the aim of fine-tuning the conditional input factors necessary for its effectiveness. The conceptual framework of Kager guided this evaluation, identifying input factors across three levels: compositional (team level), structural (LS process level), and contextual (organizational level). STs were consulted through questionnaires, individual interviews, and focus group discussions to explore which factors at these three levels either enhanced or hindered their professional learning. In addition, a document analysis of the thesis projects was conducted to triangulate the findings. The results indicate that the three levels interact and mutually influence each other. At the compositional level, interpersonal dynamics—such as trust, dysfunctional collaboration skills, and open communication—as well as limited teaching experience, prior knowledge, and group composition, were found to impede professional learning. At the structural level, STs reported time pressure due to the duration of the entire LS cycle, and some LS groups failed to make sufficient use of the provided tools and support, suggesting a limited understanding of LS. At the contextual level, misalignments in support systems created difficulties for STs in navigating and planning the LS process. This study sheds light on the complex interplay between team composition, contextual support, and structural guidance in the implementation of LS within a one-year university teacher education program. It further provides practical recommendations for improving the integration of LS into the curriculum in order to enhance STs' professional learning and overall engagement with the LS process. Received: 21 April 2025 | Revised: 25 June 2025 | Accepted: 10 October 2025 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement The data that support the findings of this study, as well as the measurement instruments used, are openly available in Figshare at https://doi.org/10.6084/m9.figshare.30149167 Author Contribution Statement Iris Willems: Conceptualization, Methodology, Formal analysis, Investigation, Writing - original draft, Writing - review & editing, Visualization, Project administration. Wouter Schelfhout: Writing - review & editing. Elke Struyf: Writing - review & editing, Supervision.
The Professional Development of Gifted Students in Mathematics: A Follow-Up Study of the Winners of Mathematics Competitions
Mathematics competition winners are key subjects in research on mathematically gifted education. This study examined thecareer trajectories, academic achievements, and personal traits of 116 high school mathematics competition winners (graduating from 2008 to 2015) through the longitudinal questionnaire analysis. The key findings are as follows: (1) career clustering in STEM fields (technology, academia, finance) and advanced degree pursuits (81 participants); (2) high academic productivity, with 43 participants publishing as first authors and 13 holding patents; (3) income polarization (22.4% earning >¥40,000 vs. 12.1% earning <¥5,000 monthly); (4) elevated perfectionism (95.6%) and creativity (96.6%) in self-assessments; and (5) perceived benefits of competition experiences, including enhanced learning skills (87.9%) and academic growth (76.7%). The results highlight the strong correlation between mathematical talent and STEM-oriented careers, exceptional scholarly output, and the enduring impact of personal traits (e.g., perfectionism) and environmental factors on professional success. This work offers empirical insights into cultivating mathematically gifted individuals and assessing the long-term effectiveness of competition-based education. Received: 16 April 2025 | Revised: 6 June 2025 | Accepted: 15 August 2025 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement Due to the involvement of participants' private data in this study, data sharing is not applicable to this article. Author Contribution Statement Peijie Jiang: Conceptualization, Methodology, Validation, Formal analysis, Investigation, Data curation, Writing – original draft, Writing – review & editing, Project administration, Funding acquisition. Wenqian Lin: Conceptualization, Methodology, Formal analysis, Investigation, Writing – original draft, Writing – review & editing, Visualization.
Seeing the Invisible: Reflective Inquiry into Universal Design for Learning and Learner Diversity
In Japan's increasingly diverse higher education landscape, universal design for learning (UDL) has emerged as a promising framework for promoting inclusive learning environments. While existing applications of UDL tend to focus on structural strategies, this small-scale inquiry examines how an instructor's reflective practice plays a central role in realizing UDL's full potential. Grounded in Schön's model of reflective practice and informed by Brookfield's framework of critically reflective teaching, this research investigates how the instructor's perceptions of learner diversity evolved over a semester-long universal design course attended by 11 second-year students at a Japanese college. Data sources included students' learning logs and survey responses regarding barriers to learning and course evaluations. The analysis revealed various invisible barriers that students experienced, such as anxiety about communication, discomfort with group activities, and sensitivity to environmental factors. Concurrently, students showed diverse and less visible forms of engagement that occurred outside of classroom settings. Through critical self-examination, the instructor developed a deeper awareness of individual learning differences and began to challenge earlier assumptions that relied on observable behaviors as the primary indicator of student engagement. This metacognitive shift prompted changes in instructional decisions and teaching philosophy, illustrating how engagement with the UDL framework can stimulate critical awareness and evolving instructional perspectives. The study suggests that reflective practice may play an important role in helping instructors to fully engage with UDL and respond effectively to learner diversity. It also contributes to faculty development discourse by highlighting the potential of UDL to foster instructor transformation through reflective engagement toward more inclusive teaching. Received: 14 April 2025 | Revised: 25 June 2025 | Accepted: 19 August 2025 Conflicts of Interest The author declares that he has no conflicts of interest to this work. Data Availability Statement The data that support this work are available upon reasonable request to the corresponding author. Author Contribution Statement Atsunori Fujii: Conceptualization, Methodology, Formal analysis, Investigation, Data curation, Writing – original draft, Writing – review & editing, Visualization, Supervision, Funding acquisition.
From Agile Principles to Agile Classrooms: A Structured Curriculum for Educator Upskilling
This research proposes a curriculum designed to promote the application of agile methodologies in classrooms. It identifies the key skills secondary school teachers need and categorizes them into three main areas: understanding the foundational concepts of agile methodologies, developing essential soft skills such as communication and teamwork, and enhancing digital proficiency. Guided by Gagné's instructional design model, these competencies were systematically integrated into a well-structured curriculum with clearly defined modules and units. By focusing on these three areas – agile methodologies, transversal skills, and digital competences – the curriculum aims to help teachers embrace and apply agile principles in practical, meaningful ways. It supports teachers in actively integrating agile practices into their classrooms and equips them with tools to create dynamic, collaborative learning environments where students can develop important 21st-century skills, such as adaptability and problem-solving. By empowering teachers with these skills, the curriculum establishes a pathway to transform education, making it more responsive, student-centered, and prepared for the future. It bridges the gap between traditional teaching methods and the agile practices required in today's rapidly evolving world, ensuring a smoother transition toward innovative and effective educational practices. Received: 1 April 2025 | Revised: 25 June 2025 | Accepted: 24 July 2025 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement The data that support this work are available upon reasonable request to the corresponding author. Author Contribution Statement Panos Fitsilis: Conceptualization, Verification, Writing - original draft, Writing - review & editing, Supervision, Funding acquisition. Evangeli Boti: Validation, Resources, Writing - original draft, Writing - review & editing. Vyron Damasiotis: Methodology, Validation, Writing - original draft, Writing - review & editing, Visualization, Project Administration.
Students' Perceptions of AI-Powered Feedback in English Writing: Benefits and Challenges in Higher Education
Collaboration between humans and artificial intelligence (AI) has the power to transform education, but research has yet to fully address how students engage cognitively with AI-powered feedback. Although studies suggest that AI can improve writing, few explore how students perceive and interact with AI tools. To fill this gap, the present study investigated Chinese university students' perceptions and experiences of using AI-powered English writing feedback tools: automated writing evaluation, generative AI, and corpora. Two hundred and ten student reflective journals were subjected to qualitative thematic analysis using NVivo software, along with analysis of classroom observations and students' writing. The students evaluated AI-powered feedback tools in three dimensions: content quality, delivery method, and overall effectiveness. They felt that these tools provided better grammar correction, instant feedback delivery, and an enhanced user experience, but challenges included vague explanations, limited emotional connection, and risks of overreliance. Based on these insights, this study introduces the Student-Teacher-AI Collaboration Model for feedback writing, which is designed to enhance collaboration between students, teachers, and AI in foreign language education. The findings have practical implications for the integration of AI tools into writing instruction and will inform policymaking in the rapidly evolving educational field. Received: 6 March 2025 | Revised: 6 May 2025 | Accepted: 30 May 2025 Conflicts of Interest The author declares that she has no conflicts of interest to this work. Data Availability Statement The data that support this work are available upon reasonable request to the corresponding author. Author Contribution Statement Qianshan Chen: Conceptualization, Methodology, Validation, Formal analysis, Investigation, Resources, Data curation, Writing – original draft, Writing – review & editing, Project administration, Funding acquisition.
Navigating Cultural Differences in Education: Chinese Students' Perspectives on Classroom Dynamics and Mental Health in Traditional and International Settings
This study examines the educational experiences of Chinese students amid China's sociocultural evolution from Gemeinschaft (community with informal education, simple technology, rural residence) toward Gesellschaft (society with formal education, complex technology, urban residence, economic prosperity). Through qualitative interviews with 10 high school students (aged 15–16) in Wuxi, China, we investigated differences in teachers' interpretations of help, student–teacher dynamics, and mental health support across these educational settings. Findings reveal that teachers' cultural backgrounds more strongly influenced their perspectives on help than did institutional environments. Traditional schools maintained teacher-centered hierarchical structures reflecting collectivistic values, while international settings fostered student autonomy and more egalitarian teacher–student relationships aligned with individualistic principles. Though mental health awareness was similar across settings, international school teachers demonstrated greater concern for students' overall well-being. Students in international programs initially experienced unique transition stresses but ultimately reported feeling more relaxed than their peers in traditional schools. These findings highlight the complex interplay between educational systems and cultural values in China's evolving society while underscoring the need for enhanced mental health resources in Chinese schools. Received: 16 February 2025 | Revised: 28 April 2025 | Accepted: 2 July 2025 Conflicts of Interest The author declares that she has no conflicts of interest to this work. Data Availability Statement In accordance with the stipulations of the UCLA IRB and to protect the identity of the ten participants who provided the qualitative data reported in this paper, the data are available only to the research team. Author Contribution Statement Ruochen Yang: Conceptualization, Methodology, Formal analysis, Investigation, Resources, Data curation, Writing – original draft, Writing – review & editing, Visualization, Project administration.
A Longitudinal Analysis of Early School Leaving in a Tourism-Oriented Rural Island: The Case of Crete
Early school leaving (ESL) is a critical educational and social issue, reflecting the number of students who exit the education system prematurely and often face long-term socioeconomic challenges. This longitudinal analysis investigates ESL rates in Greece, spanning from the 2008/2009 to the 2021/2022 school years. The purpose of this study is to examine the extent and determinants of ESL in Greece, with a focus on identifying regional and gender-based disparities. The study begins with an overview of ESL rates across various regions of Greece and then narrows the focus to Crete, the country's largest island, known for its tourism-oriented economy, rural landscapes, and agricultural development. By comparing ESL rates both between different regions and within the regional units of Crete, as well as analyzing gender-based differences, the research aims to elucidate ongoing trends within the socioeconomic context of the area. In summary, while our interpretative assumptions include differences between regional units linked to cultural peculiarities, the currently available data are insufficient to provide a thorough and well-founded response and do not allow us to discern differences between regional units. Received: 26 September 2024 | Revised: 8 January 2025 | Accepted: 3 March 2025 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement The data that support the findings of this study are openly available in Hellenic Statistical Authority at https://www.statistics.gr/. Author Contribution Statement Nikolaos Bitsakos: Conceptualization, Methodology, Validation, Formal analysis, Investigation, Resources, Writing - original draft, Writing - review & editing. Stamatina Kaklamani: Conceptualization, Methodology, Validation, Investigation, Resources, Writing - original draft.
Socioemotional Development, Pedagogical Actions, and Educational Practices: Perspectives of Teachers Working in Deep Brazil
In deep northeast Brazil, pedagogical actions, educational practices, and socioemotional development are at a crossroad. The return to in-person classes after the COVID-19 pandemic was marked by reports of emotional crises, where cases of anxiety and depression prevailed among students. Therefore, this study aimed to analyze the dynamic and creative process of pedagogical actions and perceived students' socioemotional development with teachers working in Itabaiana, a small city 60 kilometers off the coast, in Sergipe state's backlands. This is a region that has lived with social, economic, and political problems for centuries. The methodology was qualitative and divided into two stages. The first stage consisted of three 90-minute art-education workshops with two groups of ten teachers, where Vygotsky's mediation was an essential component. In the second stage, individual semi-structured interviews were conducted. The data collected in the workshops indicated that reading, whether on psychological topics or other areas of knowledge, is not part of teachers’ daily lives. Paradoxically, participants also demonstrated a strong need for these readings. They also revealed that thinking of the classroom as a zone of proximal development is still a distant reality. This phenomenon is associated with the lack of adequate training on psychology topics in teacher training and the absence of psychologists in schools. This lack of knowledge was also present in the interviews. Of these, three categories emerged as crucial: (a) pedagogical actions in the post-pandemic; (b) knowledge of psychology; and (c) socioemotional development of students. Results showed that pedagogical actions in the post-pandemic marked by readaptation and by an intense emotional burden and socioemotional development of students were perceived as negative emotions. Opportunities for progress are limited to private conversations undertaken without assistance from psychology professionals. Although this study was done with a limited number of participants, the results point to two recommendations to policymakers: (a) bring psychology closer to schools and (b) provide extensive training in socioemotional development for teachers who work in public schools. These recommendations are of paramount importance for the future of Brazil. Received: 5 February 2025 | Revised: 6 May 2025 | Accepted: 1 July 2025 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement The data that support the findings of this study are openly available at https://drive.google.com/drive/folders/1MiUSaPN3Y7YLvHB3DT5lz9hmni2VUk6c. Author Contribution Statement Maria Helena Almeida Carvalho: Formal analysis, Investigation, Writing – original draft, Writing – review & editing, Visualization. David Santos Silvino: Formal analysis, Investigation, Writing – original draft, Writing – review & editing, Visualization. Rosalia Tayna Conceição da Silva: Formal analysis, Investigation, Writing – original draft, Writing – review & editing, Visualization. Matheus Batalha Moreira Nery: Conceptualization, Methodology, Formal analysis, Investigation, Resources, Data curation, Writing – original draft, Writing – review & editing, Visualization, Supervision, Project administration, Funding acquisition.
pedagogical actions in the post-pandemic
Online Learning as a Resilient Approach During COVID-19 Pandemic: Reviewing the Challenges with Prospects
It is important to observe the effectiveness of online learning (OL) as a resilient approach for the smooth functioning of the educational systems in the post-pandemic for resilience purposes. This paper defines resilience as learners' capacity to cope with a crisis like COVID-19 and recover quickly from the challenges and prospects caused by the pandemic. Hence, this paper aims to find out the extent to which the use of OL in higher education institutions (HEIs) has served as a resilient means of accessing education in selected South and South East Asian countries during the COVID-19 pandemic. This paper uses a literature review method and adopts the integrative literature review approach. The reviewed literature was subjected to a content analysis method in order to provide the themes relevant to address the objectives of this paper. The results indicate that in the context of South and South East Asia, particularly in Afghanistan, Bangladesh, China, India, Japan, South Korea, Malaysia, Nepal, Pakistan, and Sri Lanka, there are country-specific differences in adopting OL as a resilient approach in HEIs. For instance, in China, OL was a "forced innovation" during the pandemic. However, this paper concludes that nearly all South Asian nations took recourse to OL during the pandemic without a proper understanding of the pedagogical implications of OL. Hence, the recommendation is that OL cannot be fully utilized unless critical issues like learners' engagement, investments, digital divides, infrastructure, and governmental and leadership support are properly addressed and assessed. Another recommendation is for policy guidance, especially in the South Asian developing countries in the post-pandemic contexts, to consider the best practices of OL as resilient strategies for sustainable education in HEIs. Received: 1 February 2025 | Revised: 21 April 2025 | Accepted: 7 July 2025 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement Data sharing is not applicable to this article as no new data were created or analyzed in this study. Author Contribution Statement Ritimoni Bordoloi: Conceptualization, Methodology, Validation, Formal analysis, Investigation, Resources, Data curation, Writing – original draft, Writing – review & editing, Visualization, Supervision, Project administration. Prasenjit Das: Conceptualization, Validation, Writing – original draft, Writing – review & editing, Supervision, Project administration. Kezia Herman Mkwizu: Conceptualization, Methodology, Validation, Formal analysis, Investigation, Resources, Data curation, Writing – original draft, Writing – review & editing, Visualization, Supervision, Project administration.
Undercover Advocates: Secondary Teachers Empowering English Learners in Mainstream Classrooms
This study examines the experiences of nine secondary content teachers who report high self-efficacy in working with English learners (ELs) in mainstream classrooms. As the number of ELs in US schools grows, many content area teachers feel unprepared to support these students effectively. Grounded in the theoretical frameworks of culturally responsive pedagogy and teacher self-efficacy, this phenomenological study focuses on mathematics, science, and social studies teachers in Florida public schools. The research employs in-depth, semi-structured interviews to explore teachers' perceptions and lived experiences. Significant themes that emerged from the analysis include (a) undercover advocacy, (b) ethic of care, and (c) leveraging student achievement data. A common thread woven through all narratives was the integration of students' native languages through translation and translanguaging practices while leading with empathy. Participants created more equitable learning environments for ELs in mainstream classrooms through multifaceted, often covert, advocacy efforts. Implications for teacher preparation programs and school districts are discussed, including professional development initiatives to cultivate teachers' asset-based ideologies toward ELs and improve their pedagogical practices. Recommendations for state and national policymakers include modifications to ESOL certification requirements. This research informs efforts to foster mainstream teacher preparedness and efficacy in working with linguistically diverse student populations. Received: 22 January 2025 | Revised: 4 March 2025 | Accepted: 14 May 2025 Conflicts of Interest The author declares that she has no conflicts of interest to this work. Data Availability Statement Data are available from the corresponding author upon reasonable request. Author Contribution Statement Carla Huck: Conceptualization, Methodology, Software, Validation, Formal analysis, Investigation, Resources, Data curation, Writing - original draft, Writing - review & editing, Visualization, Project administration.
Technology as a Tool to Reduce School Dropout Rates in Costa Rica
This study aimed to research the factors that cause school dropout and whether technology can positively influence the reduction of this phenomenon in adolescents. The research method was conducted using a qualitative-exploratory approach. The sample was 92 students from two schools located in two different regions in Costa Rica for the year 2021. The results show that the gender distribution and the dropout rate in the selected sample indicate that the male gender has the highest dropout rate at 65.22%. This result shows the abundance of unskilled jobs for men and the value system associated with the male gender. The findings evidence that the female gender has a higher level of dropouts in rural areas (53.12%), and one important reason is teenage pregnancy. In conclusion, students who drop out of the school system do so mainly because of a lack of interest in classes and economic problems in the family environment. Finally, it is concluded that for a virtual education process to be successful, it is not only enough to use technology as a tool, but the teacher must also establish a teaching model that is agile, flexible, and dynamic to maintain the student’s interest. Among the recommendations, measures are proposed to reduce school dropout rates in institutions. Received: 15 January 2025 | Revised: 5 March 2025 | Accepted: 22 April 2025 Conflicts of Interest The author declares that he has no conflicts of interest to this work. Data Availability Statement Data sharing is not applicable to this article as no new data were created or analyzed in this study. Author Contribution Statement Gabriel Silva-Atencio: Conceptualization, Methodology, Validation, Investigation, Resources, Data curation, Writing – original draft, Writing – review & editing, Visualization, Supervision, Project administration.