Editorial

The proposed paper will address itself to the changing relationship between educational theory and practice in response to the challenge of postmodernism. The formulation of universal theoretical framework to distinct universalia from accidentia both in physical and social world can be traced to the legacy of the Enlightenment. For the philosophers of Enlightenment, the whole world is nothing but a mechanical mathematical structure. Thus the events of the world can be explained, predicted and even controlled by a universal law. Cartesian mathesis universalis and Leibnitzian characteristica universalica represent the scientific ideal of the Enlightenment. The rise of modern social sciences began with the need to understand modernization following the Enlightenment ideals for transforming society. Prediction and control of social development were called for the transformation of society. The rigorous scientific theory was thus required within the context of social modernization. Within the larger context of social modernization resulted from the Enlightenment, there arose a need to establish rational educational science for predicting the changes of humanity, fully developing human perfectibility and thus creating a world better to live. Immanuel Kant (1724-1804) and Ernst Chritian Trapp (1745-1818) were two prominent representatives of the trend towards exact and precise educational science that, analogously to physical sciences, could offer universally valid educational knowledge. The Enlightenment scientific ideal was brought by the educational positivists in 1960's to an extreme, where the quantitative data were used to test rigorously the hypothesis and to formulate nomological theory for the prediction of educational development. Once the rigorous theory was established, it would be served as a scientific basis for identifying the one best policy and practice for all contexts. Educational practice in such a circumstance would be degenerated into technique neglecting the reflection and choice of the subject resonanting the situational changes. constitution of those things that flow upon(the body) and impinge upon it, as ancient Greek philosopher Democritus (Diels & Kranz, 1956, 68 Dem. B9) would say. The universality of knowledge claim and ahistorical epistemological foundation are refuted by postmodernists. An intensive awareness of the significance of language, discourse and socio-cultural locatedness has been arising in the making of any knowledge-claim. As J. -F. Lyotard (1984) properly observes, ”for the last forty years the «leading» sciences and technologies have had to do with language and scientific knowledge has been nothing but a kind of discourse in addition to, and in competition and conflict with another kind of knowledge-narrative knowledge”. Thus scientific knowledge has lost its monopolistic legitimation authority. If the reality is questioned and knowledge ligitimation is floating as a myriad of meaning changes, how can an avowed universally, or at least generally, valid educational theory be set up to regulate educational practice? Education is, as R. Usher and R. Edwards (1994: 24) correctly observe, ”very much the dutiful child of the Enlightenment and, as such, tends to uncritically accept a set of assumptions deriving from Enlightenment thought.” For the philosophers of Enlightenment, the whole world is nothing but a mechanical mathematical structure. Thus the events of the world can be explained, predicted and even controlled by a universal law. Cartesian mathesis universalis and Leibnitzian characteristica universalica represent the scientific ideal of the Enlightenment. The rise of modern social sciences began, as Hollinger (1994: 3) observes, with the need to understand the social and cultural transformation, specifically of modernization, following the Enlightenment ideal of perfecting social development. Within the larger context of social modernization resulted from the Enlightenment, there arose a need to establish rational educational science for predicting the changes of humanity, fully developing human perfectibility and thus creating a world better to live. Immanuel Kant (1724-1804) and Ernst Christian Trapp (1745-1818) were two prominent representatives of the trend towards exact and precise educational science that, analogously to physical sciences, could offer universally valid educational knowledge. The Enlightenment scientific ideal was brought by educational posititivists in the 1960s to an extreme, where the quantitative data were used to test rigorously the hypothesis and to formulate nomological theory for the prediction of educational development. Once the rigorous theory was established, it would be served as a scientific basis for identifying the one best policy and practice for all contexts. Educational practice in such a circumstance would be degenerated into technique neglecting the reflection and choice of the subject resonanting the situational changes. The process of modernization in the western world since the Enlightenment reached its zenith in the last few decades. The abstract nomologocal theories based on western rational logic and experience have been universalized to such an extreme that postmodern decentralism, aestheticism, pluralism have been disseminated in response to modern logocentrism, eurocentrism and totalianism in scientific discourse. Under the impacts of postmodern anti-foundationalism, epistemological pluralism and logic of merchantile and performativity, the relationship between educational theory and practice should be reevaluated to determine what kinds of knowledge are appropriate to actualize educational objectives with a view to emancipating humanity from inner and exterior domination and thus leading to the realization of authentic self. This paper aderesses itself to this debatable issue facing the dialectical confrontation and synthesis of modernity and postmodernity. Educational Theory and Practice of the Enlightment Legacy Education was deemed as worthy vehicle by the Enlightenment philosophers to substantiate and realize the ideals of critical reason, humanistic individual freedom and benevolent progress of that time. Towards actualizing these ideals, the establishment of rational educational science was thought essential to investigate suitable educational methods (H. Blankertz, 1982: 28-29). 1. Kant (1804: 444), as an heir of the Enlightenment, proposed first: The mechanism of educational art must be transformed into a kind of The process of modernization in the western world since the Enlightenment reached its zenith in the last few decades. The abstract nomological theories based on western rationalistic logic and experience have been universalized to such an extreme that postmodern decentralism, aestheticism, pluralism have been disseminated in response to modern logocentrism, eurocentrism and totalitarianism in scientific discourse. Under the impacts of postmodern incredulity to the totalizing metanarrtives pluralistic stance, and logic of merchantile and performativity, the relationship between educational theory and practice should be reevaluated to determine what kinds of knowledge are appropriate to actualize educational objectives with a view to emancipating humanity from inner and exterior domination and thus leading to the realization of authentic self.

Universities are grappling with the issue of broadening the knowledgebases of their students to achieve excellence in education through the development and enhancement of intellectual power and capacities, preparing students to shoulder their civil and ethical responsibilities through a sense of personal growth and self-direction that can have real impact. Yet the demand for high impact practices in education is in a constant state of flux due to the ever-evolving reality of today's interconnected world. How can universities develop realistic opportunities through high impact learning and what can be the expected outcome of such learning? Collating various case studies, policies and other empirical research, High Impact Practices in Higher Education: International Perspectives examines effective high impact learning practices and demonstrates approaches that promote learning communities and common intellectual experiences. Contributors consider theoretical frameworks as well as applied models in terms of benefits gained and challenges encountered for the sake of educators, faculty members and students. With relevance for every area and discipline within higher education, High Impact Practices in Higher Education: International Perspectives facilitates the advice and support a university may need in its journey towards becoming a progressive, high impact institution.

Correspondence on “Ensuring best practice in genomics education and evaluation: Reporting item standards for education and its evaluation in genomics (RISE2 Genomics)” by Nisselle et al

This thesis examines the relationship between race and education in Colombia. The study focuses on teachers’ perceptions of racial identities and educational practices. Through conceptualising educational practice at a multi-level approach of macro (policies and curriculum), meso (media) and micro levels (teaching practice), the study explores how (racial) discourses and practices at these levels may come to affect teachers’ understanding of racial identities and how this may be manifested in their understanding of teaching practices. An empirical approach based on interviews with sixteen state school teachers in the city of Bogota is used to analyse teachers’ experiences and ideas on issues of race and education. The study contributes to the field of education in Colombia by introducing the discussion of race which, up to now, has been underexplored. More specifically, this study identifies through critical discourse analysis how teachers make sense of dominant racial structures and how their understandings bear on their perceptions of educational practices. The analysis of these issues draws on a powerful theoretical framework which combines insights from critical race theory (CRT), whiteness and postcolonialism. CRT and Whiteness, in particular, seek to explore how racial identities are structurally constituted while postcolonialism facilitates the critical interrogation of constructions of those identities in relation to colonial historical events. This approach is very innovative, as CRT and Whiteness Studies have rarely been applied to explore educational issues in Colombia. It is argued that racist discourses in Colombia tend to be reproduced through educational practices since racist structures maintain power relations and those relations shape teachers’ views. The findings strongly suggest that whiteness-centred discourses present in public policies and in the media, seem to impact on teachers’ perspectives of racial identities and on educational practices. In relation to policy, this appears to be the case firstly because policies are usually imposed rather than discussed and this leads teachers to accept policy demands as regimes of truth; and secondly because whiteness involves a dysconscious racism that obscures the power relations in asymmetric relations. Furthermore, racial structures (namely whiteness) also appear to shape teachers’ educational practices by producing discriminatory practices towards students and 3 teachers themselves. More particularly, in the construction of racial identities, the findings suggest that white privilege is present in teachers’ self-identifications and that this privilege produces exclusionary practices. Consequently, white privilege appears to affect teachers’ views of racial identities and leads them to essentialise identities as fixed and unchangeable. These essentialisations also reflect discriminatory and exclusionary practices which also shape educational practices.

Indigenous, African and Western cultures, along with Christianity form the cultural background of almost all countries that have gone through the process of European colonization. In all these countries the popular, social and community education has been made since its discovery and there is consensus on the quality, relevance and impact of educational practices in the constitution of the identity of their people. Each country and each people have their own historicity, motivation and strategies but all educational practices that they develop are structured from the same anthropological and cultural matrices that form their social structures, characterizing them as strategies of resistance and cultural survival, alternative to official ideology. These elements common to many peoples and countries allow to conceive to the popular, social and community education, in which a same theoretical framework is developed - the Social Pedagogy - whose most prominent theorist is undoubtedly Paulo Freire, without disregarding the contribution of many others theorists that are important for each context and specific country. Discuss about the possibility of a Social Pedagogy perspective based on Paulo Freire means to redesign the scope of Social Pedagogy itself discuss the role that it can play into the consolidation of the process of liberation of people under slavery, genocide, cultural domination and economic exploitation, as well as carry out the efforts of systematization and theorizing of different educational practices that can benefit from the same theoretical and methodological framework that can offer bases to the research, teaching and work of a large number of educators that today are not recognized as such by national education systems.

Digitalization is the ongoing trend of recent years. It covers all areas of business, society and research. This paper makes a contribution to that discourse focusing on engineering education research and practice. The contribution aims at generating new insights in a threefold way: (1) by analyzing the significance of digitalization in the research area, (2) by describing an example of the implementation of digital methods in education practice, and (3) by presenting the theoretical and methodological framework of a course that covers the digital transformation and backlash effects on society. This approach generates empirically grounded knowledge on the state-of-the-art and contributes to the translation of engineering education research to practice.

Objective: This study aims to emphasize the importance of Education for Sustainability and the Sustainable Development Goals (SDGs), with a specific focus on SDG 4: Quality Education. It explores how psychological research has contributed to inclusive and innovative educational methodologies that promote healthy habits and the physical and mental well-being of primary school students. Theoretical Framework: The research is based on recent developments in educational psychology that advocate for inclusive, student-centered learning environments. It also incorporates the principles of the 2030 Agenda for Sustainable Development, particularly the integration of sustainability into educational practices. The framework supports the idea that fostering well-being and sustainable behaviors in students is essential for achieving long-term educational and societal transformation. Method: A mixed-method approach was adopted. The first phase involved a qualitative literature review to identify key variables related to sustainability and student well-being. Based on this analysis, dichotomous and multiple-choice questionnaires were designed to quantitatively assess the extent to which students exhibit behaviors aligned with the 2030 Agenda. Results & Conclusions: Initial qualitative findings suggest that students show varying degrees of alignment with sustainable behaviors, particularly in areas related to health and well-being. The study concludes that there is a strong correlation between the identified variables and the European guidelines of the 2030 Agenda. Research Implications: This research highlights the need for educational policies and practices that embed sustainability and well-being into the curriculum.

<p><b>This applied thesis explores why continued access to Pacific language education is of importance in mainstream secondary education in Aotearoa. With a specific focus on gagana Tokelau and lea faka-Tonga, this research examines how mainstream secondary schools can provide continued access to language education in schools where immersion or bilingual education is not currently available. The impetus driving this research comes from my professional experience as a secondary school language teacher. Students I teach want to learn and/or maintain their heritage Pacific languages as part of their education but are often not able to within the curriculum. This is despite several current policies which explicitly promote the use of Pacific languages and cultures within the education system (Ministry of Education, 2019; 2020a). Furthermore, current interdisciplinary research informing educational policy and practice indicates that students thrive in their education, and experience a positive sense of wellbeing when they are strong in their own cultural identities (Franken et al, 2008; Ladson-Billings, 2017; Paris & Alim, 2017). In contrast, negotiation of strong cultural identities is challenging in the face of increasing language shift, such as is present in Tokelauan and Tongan communities in Aotearoa (Hunkin, 2012; McCaffery & McFall, 2010; Parsons, 2020).</b></p> <p>To address these issues, I locate my study by drawing on cross-disciplinary, international, and local literature, exploring the fields of critical education, Indigenous education, and applied critical sociolinguistics. My research questions are underpinned by three theoretical frameworks: (1) social justice (Freire, 1973; Phipps, 2019); (2) sociolinguistic (Norton, 2013) and Pacific (Anae, 2016; Mila-Schaaf, 2011; Tupuola, 2004; Vaai & Nabobo-Baba, 2017) theories of identity; and (3) edgewalking (Krebs, 1999). These theories support the investigation of the research questions, which explore (1) connections between language, culture, identity, and wellbeing; (2) how secondary school experiences of Pacific language education connect with future imagined identities; and (3) reported experiences and beliefs about challenges related to school-based continued access to Pacific language education. The research questions apply a critical strengths-based approach which allows for a positive focus on current efforts and initiatives in communities as a platform for further development, whilst not ignoring struggle (Blackledge & Creese, 2010; Heller et al, 2018; Mila, 2014).</p> <p>The theoretically driven methodological approach looks to relational vā-inspired and critical ethnographic methodologies to support and place the caring and nurturing of relationships and community driven outcomes at the centre of the project (Airini et al, 2010; Anae, 2016; Ponton, 2018). Working together with communities, I am guided by two Tokelauan values: tautua (to serve) and alofa ki te tamā manu (nurturing those in need). In this way, the thesis is about the critical act of partnering ‘doing’ or ‘praxis’ (Freire, 1973; Phipps, 2019) with research. Multiple participant perspectives (community members, students, teachers, and school leaders) and a bricolage of methods (talanoa-inspired interviews and focus group discussions, participant observations, fieldnotes, ongoing service in communities) capture the voices of different stakeholders to contribute a community-centred, complex data set.</p> <p>Findings illustrate how Tokelauan and Tongan community members, and secondary students connect language and culture with (1) confidence and self-esteem, (2) Indigenous understandings of identity and wellbeing, and (3) authentic cultural identity with wellbeing. In addition, data show how multilingualism is the norm in Pacific identities and how the (de)valuing of multilingualism in education can enhance or hinder identity and wellbeing. Exploration of future imagined identities indicates how access to Pacific language education in secondary school supports increased cultural, social, and material capital; language maintenance; and valuing of language. Furthermore, access to language education provides a safe space to critically explore issues of language, culture, and identities and enables community and school partnerships to support sustainable speech communities. Analysing challenges experienced in relation to provision of Pacific language education, specifically gagana Tokelau and lea faka-Tonga highlight the many local and systemic-level issues within communities, the education system, and wider society that need to be addressed if equity and social justice in language education is to prevail.</p> <p>Theoretical insights, and analysis of affordances and challenges from the findings provide suggestions for potential ways forward in both educational practice and policy. Moreover, the research process documents my own journey in attempting to decolonise approaches to language education in my practice as a teacher. Working together with communities, and guided by two Tokelauan values: tautua (to serve) and alofa ki te tamā manu (nurturing those in need), I hope this project can further support community efforts by adding to the growing body of research (Bland, forthcoming; May, 2020; Milne, 2017; Si‘ilata et al, 2019) calling for a systemic approach to nurturing Pacific languages in Aotearoa through education.</p>

This study investigates the influence of technology in the world of education. With the rapid advancement of digital technology, its impact on educational practices and outcomes has become increasingly significant. Through a comprehensive review of existing literature, this research explores the multifaceted influence of technology on various aspects of education, including teaching methods, learning experiences, student engagement, and educational outcomes. The study examines how technology has transformed traditional classroom settings, facilitating the adoption of innovative teaching strategies such as flipped classrooms, blended learning, and personalized instruction. Additionally, it investigates the role of educational technology tools such as learning management systems, interactive whiteboards, and educational apps in enhancing instructional delivery and facilitating student learning. Furthermore, the research explores the broader implications of technology in education, including its potential to democratize access to education, bridge learning gaps, and foster lifelong learning. It also addresses challenges associated with technology integration, such as digital divide, privacy concerns, and the need for teacher professional development. Moreover, the study discusses emerging trends in educational technology, such as the use of artificial intelligence, virtual reality, and gamification, and their potential to revolutionize educational practices and outcomes. By synthesizing empirical evidence and theoretical frameworks, this research provides insights into the transformative power of technology in education and its implications for educational policy and practice. Ultimately, this study contributes to a deeper understanding of the influence of technology in the world of education and highlights the opportunities and challenges associated with its integration into teaching and learning environments. It serves as a foundation for future research and informs evidence-based strategies for leveraging technology to enhance educational outcomes and promote lifelong learning.

<p><b>This applied thesis explores why continued access to Pacific language education is of importance in mainstream secondary education in Aotearoa. With a specific focus on gagana Tokelau and lea faka-Tonga, this research examines how mainstream secondary schools can provide continued access to language education in schools where immersion or bilingual education is not currently available. The impetus driving this research comes from my professional experience as a secondary school language teacher. Students I teach want to learn and/or maintain their heritage Pacific languages as part of their education but are often not able to within the curriculum. This is despite several current policies which explicitly promote the use of Pacific languages and cultures within the education system (Ministry of Education, 2019; 2020a). Furthermore, current interdisciplinary research informing educational policy and practice indicates that students thrive in their education, and experience a positive sense of wellbeing when they are strong in their own cultural identities (Franken et al, 2008; Ladson-Billings, 2017; Paris & Alim, 2017). In contrast, negotiation of strong cultural identities is challenging in the face of increasing language shift, such as is present in Tokelauan and Tongan communities in Aotearoa (Hunkin, 2012; McCaffery & McFall, 2010; Parsons, 2020).</b></p> <p>To address these issues, I locate my study by drawing on cross-disciplinary, international, and local literature, exploring the fields of critical education, Indigenous education, and applied critical sociolinguistics. My research questions are underpinned by three theoretical frameworks: (1) social justice (Freire, 1973; Phipps, 2019); (2) sociolinguistic (Norton, 2013) and Pacific (Anae, 2016; Mila-Schaaf, 2011; Tupuola, 2004; Vaai & Nabobo-Baba, 2017) theories of identity; and (3) edgewalking (Krebs, 1999). These theories support the investigation of the research questions, which explore (1) connections between language, culture, identity, and wellbeing; (2) how secondary school experiences of Pacific language education connect with future imagined identities; and (3) reported experiences and beliefs about challenges related to school-based continued access to Pacific language education. The research questions apply a critical strengths-based approach which allows for a positive focus on current efforts and initiatives in communities as a platform for further development, whilst not ignoring struggle (Blackledge & Creese, 2010; Heller et al, 2018; Mila, 2014).</p> <p>The theoretically driven methodological approach looks to relational vā-inspired and critical ethnographic methodologies to support and place the caring and nurturing of relationships and community driven outcomes at the centre of the project (Airini et al, 2010; Anae, 2016; Ponton, 2018). Working together with communities, I am guided by two Tokelauan values: tautua (to serve) and alofa ki te tamā manu (nurturing those in need). In this way, the thesis is about the critical act of partnering ‘doing’ or ‘praxis’ (Freire, 1973; Phipps, 2019) with research. Multiple participant perspectives (community members, students, teachers, and school leaders) and a bricolage of methods (talanoa-inspired interviews and focus group discussions, participant observations, fieldnotes, ongoing service in communities) capture the voices of different stakeholders to contribute a community-centred, complex data set.</p> <p>Findings illustrate how Tokelauan and Tongan community members, and secondary students connect language and culture with (1) confidence and self-esteem, (2) Indigenous understandings of identity and wellbeing, and (3) authentic cultural identity with wellbeing. In addition, data show how multilingualism is the norm in Pacific identities and how the (de)valuing of multilingualism in education can enhance or hinder identity and wellbeing. Exploration of future imagined identities indicates how access to Pacific language education in secondary school supports increased cultural, social, and material capital; language maintenance; and valuing of language. Furthermore, access to language education provides a safe space to critically explore issues of language, culture, and identities and enables community and school partnerships to support sustainable speech communities. Analysing challenges experienced in relation to provision of Pacific language education, specifically gagana Tokelau and lea faka-Tonga highlight the many local and systemic-level issues within communities, the education system, and wider society that need to be addressed if equity and social justice in language education is to prevail.</p> <p>Theoretical insights, and analysis of affordances and challenges from the findings provide suggestions for potential ways forward in both educational practice and policy. Moreover, the research process documents my own journey in attempting to decolonise approaches to language education in my practice as a teacher. Working together with communities, and guided by two Tokelauan values: tautua (to serve) and alofa ki te tamā manu (nurturing those in need), I hope this project can further support community efforts by adding to the growing body of research (Bland, forthcoming; May, 2020; Milne, 2017; Si‘ilata et al, 2019) calling for a systemic approach to nurturing Pacific languages in Aotearoa through education.</p>

The key aim of this study was to investigate the efficacy of the student-centric Integrated Teaching and Learning Model Using Assessment (ITLMUA) to enhance the effectiveness, efficiency and quality of student learning and teaching in a Clinical Technology programme. The ITLMUA provides a pragmatic theoretical framework for developing and enhancing perceptions and conceptions of pedagogics and associated educational and psychological theories, particulary assessment information to review, reflect and improve educational constructs of teaching, learning, assessment and educational research. The efficacy of ITLMUA uses effectiveness, usability and participants’ satisfaction as the key criteria in evaluating the impact of ITLMUA on the quality of student learning. The ITLMUA’s efficacy is judged in terms of participants finding it academically beneficial, valuable, suitable, useful and meaningful to instructional strategies and practices in higher education (HE). The motivation for the study is premise on lecturers’ adherence to conventional instructional strategies and practices and lack of instructional model that guides and measures the effectiveness and the quality of student learning and teaching. Increased workloads and superfluity of academic gatherings are some of the factors that exacerbate adherence to conventional instructional practices, including lack of academic qualification to understand the princples of educational practice in HE. This study promote and encourage integrated, authentic, dynamic and innovative instructional practices that demonstrate theoretical interest and practical relevance, such as active learning (AL) that is underpinned by learning theories and pedagogical principles. Furthermore, the study analyzed and identified some of the implementation challenges in introducing the integrated instructional model in a conventional learning environment in order to justify how and why it is imperative to adopt an integrated performance-based instructional model in the face-to-face (F2F) learning environment. The study proposed to provide an instrument that can be utilized to enhance the quality of student learning and teaching. The integrated instructional model can assist lecturers to reflect on their pedagogical practices with the intention of enhancing their subsequent pedagogical practices and strategies. The theoretical and conceptual framework of ITLMUA offered the lecturers an opportunity to integrate conventional and contemporary instructional practices. These frameworks have previously been underpinned by learning theories and pedagogical principles to enhance the quality of learning and teaching. Design-based research (DBR) methodology was utilized as it offered a systematic, flexible methodology that is theory-driven, and involves contextually-sensitive design principles and theories of the learning environment. It also offers the opportunity to review and redesign the ITLMUA as the research process develops, and new theoretical and conceptual framework information emerges. In addition, the DBR integrates research, design and practice into a single useful process which results into a usable product that is supported by a theoretical framework. Active learning is one of the teaching strategies that is supported and promoted by this study to improve quality learning and teaching in order for students to comply with and satisfy the academic quality standards and learning outcomes expected of them. This is can be achieved through meaningful engagement and active involvement in academic activities that promote critical analytical skills and competencies through collaborative and cooperative learning, and within a structured, supportive and facilitated learning environment. The learning environment should be characterized by student-centered and lecturer-facilitated instructional practices such as active learning teaching strategies. To enhance the quality of learning and teaching, lecturers attempt to match and modify their teaching strategies to accommodate the wide range of students in their classes, all of whom have different needs and expectations. Qualitative and quantitative research methods were used to gather data. Data analysis techniques included content analysis, the constant comparative method, factor analysis (FA) to reduce data in order to correlate and relate variables to components. Cronbach’s alpha was used to determine reliability of items. The study has demonstrated the utility, usability and efficacy of the ITLMUA as indicated, in the main, by participants’ satisfaction with the instructional model. The study reports on some of the enablers and barriers in the implementation and evaluation of the integrated instructional model and articulated the lessons that have been learned in this academic journey.

Conceptions about mathematics are crucial as they are conscious formations that convey personal meanings towards mathematics. They are critical for teaching and learning and need to be addressed in teacher education. Many student teachers who enter teacher education struggle to pass the national O level mathematics examinations, sitting at least twice to gain entry into teacher training. Such experiences may shape their conceptions regarding mathematics, and consequently influence learning and teaching of mathematics when they qualify as teachers. This study sought to understand student teachers’ conceptions of and experiences during mathematics pedagogical practices in mathematics education in teacher training. It was those student teachers who struggled to pass O level mathematics to gain entry into teacher training colleges in Zimbabwe who were investigated in this study. This qualitative study was located in the interpretive paradigm, and adopted a multiple-site case design where data were generated from 40 student teachers and four lecturers. Sampling of participants involved convenience and purposive selection for student teachers and self-selection for lecturers. A questionnaire served as the springboard to determine the number of sittings for purposive sampling of the student teachers and data were generated through focus group discussions, individual face-to-face interviews and lecture observations. Data analysis employed manual, eight-step open coding. Theoretical frameworks: Conceptions about mathematics (Dionne 1984) and Socio-constructivist theory (Vygotsky 1978; Kim 2001) guided the study. Findings showed that the student teachers held traditionalistic conceptions about mathematics, but conceived interactive, student-centred pedagogies as crucial during mathematics pedagogical practices. However, student teachers across the four colleges explored were only exposed to the lecture method where there was no student engagement during mathematics pedagogical practices, and only experienced interactive strategies in research. Drawing on the conceptions theory, I argue that student teachers were exposed to traditionalist classrooms (Dionne 1984) where they passively received mathematical knowledge during pedagogical practices. Findings also revealed that these student teachers who struggled to pass mathematics at O level were exposed more to pedagogical knowledge than to mathematics content knowledge which they needed. Private colleges were grossly structurally and materially under-resourced and students did not experience use of technology during lectures. The student teachers explored, who struggled to pass O level mathematics to enter teacher education still struggled with the subject in teacher training. Their conceptions and prior experiences strongly influenced their cognitive and behavioural engagement during mathematics pedagogical practices. They feared mathematics and only studied it because they had to, given that primary school teachers were required to teach all curriculum subjects to the primary school child. The student teachers viewed mathematics as a difficult subject, meant for ‘a select few’. The study recommends bridging programmes for student teachers who struggled to pass mathematics at O level to enter teacher education, and adoption of constructivist pedagogies with active ‘noisy’ classrooms in mathematics education, contrary to the dominant lecture method. The study further recommends provision of adequate physical and material resources in private colleges to ensure student comfort, and enhance learning effectiveness and engagement, during mathematics pedagogical practices. In relation to the theoretical framework (Dionne 1984) my argument is that the framework provides a useful generic, analytical tool for thinking through conceptions about mathematics in pedagogical practices in mathematics education. However, on its own it does not provide a complete lens to make sense of the variations in students teachers’ learning experiences. The thesis therefore argues for an additive model to Dionne’s conceptions theory that may expand the framework and deepen its applicability specifically, in trying to understand issues around student teacher conceptions and experiences during pedagogical practices in mathematics education. The thesis therefore suggests the need for more studies, drawing on the framework and developing it to determine its applicability beyond this particular inquiry.

Globally, there are policy and practice efforts to mainstream inclusive education in different sub-fields of education. Part of the efforts have focused on investigating and finding practical mechanisms for the mainstreaming process in teacher education. Anecdotally, Education for Sustainable Development (ESD), with its focus on transformative education, collaborative learning, the community of practice and the whole institution approach, has the potential to mainstream inclusive education in teacher education practices if grounded in sociocultural realities rather than mere ideological framing. This situation is related to the need for more transformative capabilities for teacher educators to prepare teachers for inclusive pedagogical proficiency. However, in a southern African context, the outlook of the potential of pedagogical proficiency from the nexus of inclusive education, ESD and teacher education is disjointed. As such, this study focused on investigating the mainstreaming of inclusive education in teacher education practice for pedagogical proficiency through ESD Change Projects in Southern Africa, examining cases from Malawi, Tanzania and Eswatini. The study intended to gain an understanding of inclusive education and ESD in these countries, identify areas for strengthening inclusive education in teacher education practice, collaborate with teacher educators to develop strategies for mainstreaming inclusive education, and generate indicators for monitoring and evaluating inclusive education in teacher education contexts. The study used Urie Bronfenbrenner’s bioecological theory of human development and Lev Vygotsky’s sociocultural theory of learning as theoretical and analytical frameworks. The study also employed Roy Bhaskar’s critical realism philosophy as an underlabourer or a meta-theoretical framework. The study further adapted the Vygotsky-informed Engestrom’s expansive learning as a methodological torch. Together, these frameworks were used to analyse selected Change Projects within Sustainability Starts with Teachers (SST) programme, which focused on ESD capacity building in teacher educators from 11 southern African countries. In this regard, the research utilised a qualitative nested case study design. A formative interventionist research approach supported the cases in Malawi, Tanzania and Eswatini, with the study selecting SST Change Projects dealing with inclusive education through an initial scoping questionnaire. Data were generated through 12 in-depth interviews, nine workshops (involving 24 participants), document reviews, observations and reflective journals. Thematic ii analysis, employing a critical realist approach with abductive and retroductive reasoning, guided the reflexive presentation and discussion of research findings. The research findings revealed a common understanding of inclusive education as providing equal educational opportunities, ESD as supporting sustainable development, and teacher education as skill development. The research findings also highlighted the influence of teacher educators’ biopsychosocial characteristics on their perceptions of inclusive education, ESD and teacher education. Areas requiring improvement in teacher education systems included resources, attitude change, financing, cooperation, collaboration and leadership. Strategies for mainstreaming inclusive education in teacher education practice for pedagogical proficiency included curriculum implementation, policy shift, contextualisation and interactive systems. Monitoring and evaluation in all three cases focused on teaching practice, assessment, feedback tools, forums and curriculum implementation, but the absence of specific indicators for monitoring and evaluation was evident. These findings suggest multi-layered and complex implications for policy formulation, implementation practices and future research. Therefore, this thesis argues that, in a southern Africa context, the potential of pedagogical proficiency from the nexus of inclusive education, ESD and teacher education involves considering biopsychosocial characteristics to facilitate the capabilities of teacher educators. This situation necessitates utilising inclusivity mechanisms in pre-service teacher training grounded in biosocial and psychocultural realities of the region’s educational challenges. Consequently, this thesis proffers the Sustainable Inclusive Pedagogical Proficiency Process (SIP3) model as a framework to actualise the nexus of inclusive education, ESD and teacher education, and bring into focus its pedagogical proficiency potential which eventually helps with the mainstreaming process in teacher education practice via ESD. The study reported in this thesis contributes to international theory and practice development for inclusivity and ESD in teacher education practice, provides indicators for monitoring inclusive quality education in teacher education practice, and introduces a contextual dynamics model for comparative education research. The thesis is structured in eight chapters, introducing the study context, addressing literature gaps, presenting the theoretical framework, detailing research design, exploring specific cases in Malawi, Tanzania and Eswatini, discussing the research findings and its implications, and concluding with recommendations for change and future research.

Globally, there are policy and practice efforts to mainstream inclusive education in different sub-fields of education. Part of the efforts have focused on investigating and finding practical mechanisms for the mainstreaming process in teacher education. Anecdotally, Education for Sustainable Development (ESD), with its focus on transformative education, collaborative learning, the community of practice and the whole institution approach, has the potential to mainstream inclusive education in teacher education practices if grounded in sociocultural realities rather than mere ideological framing. This situation is related to the need for more transformative capabilities for teacher educators to prepare teachers for inclusive pedagogical proficiency. However, in a southern African context, the outlook of the potential of pedagogical proficiency from the nexus of inclusive education, ESD and teacher education is disjointed. As such, this study focused on investigating the mainstreaming of inclusive education in teacher education practice for pedagogical proficiency through ESD Change Projects in Southern Africa, examining cases from Malawi, Tanzania and Eswatini. The study intended to gain an understanding of inclusive education and ESD in these countries, identify areas for strengthening inclusive education in teacher education practice, collaborate with teacher educators to develop strategies for mainstreaming inclusive education, and generate indicators for monitoring and evaluating inclusive education in teacher education contexts. The study used Urie Bronfenbrenner’s bioecological theory of human development and Lev Vygotsky’s sociocultural theory of learning as theoretical and analytical frameworks. The study also employed Roy Bhaskar’s critical realism philosophy as an underlabourer or a meta-theoretical framework. The study further adapted the Vygotsky-informed Engestrom’s expansive learning as a methodological torch. Together, these frameworks were used to analyse selected Change Projects within Sustainability Starts with Teachers (SST) programme, which focused on ESD capacity building in teacher educators from 11 southern African countries. In this regard, the research utilised a qualitative nested case study design. A formative interventionist research approach supported the cases in Malawi, Tanzania and Eswatini, with the study selecting SST Change Projects dealing with inclusive education through an initial scoping questionnaire. Data were generated through 12 in-depth interviews, nine workshops (involving 24 participants), document reviews, observations and reflective journals. Thematic ii analysis, employing a critical realist approach with abductive and retroductive reasoning, guided the reflexive presentation and discussion of research findings. The research findings revealed a common understanding of inclusive education as providing equal educational opportunities, ESD as supporting sustainable development, and teacher education as skill development. The research findings also highlighted the influence of teacher educators’ biopsychosocial characteristics on their perceptions of inclusive education, ESD and teacher education. Areas requiring improvement in teacher education systems included resources, attitude change, financing, cooperation, collaboration and leadership. Strategies for mainstreaming inclusive education in teacher education practice for pedagogical proficiency included curriculum implementation, policy shift, contextualisation and interactive systems. Monitoring and evaluation in all three cases focused on teaching practice, assessment, feedback tools, forums and curriculum implementation, but the absence of specific indicators for monitoring and evaluation was evident. These findings suggest multi-layered and complex implications for policy formulation, implementation practices and future research. Therefore, this thesis argues that, in a southern Africa context, the potential of pedagogical proficiency from the nexus of inclusive education, ESD and teacher education involves considering biopsychosocial characteristics to facilitate the capabilities of teacher educators. This situation necessitates utilising inclusivity mechanisms in pre-service teacher training grounded in biosocial and psychocultural realities of the region’s educational challenges. Consequently, this thesis proffers the Sustainable Inclusive Pedagogical Proficiency Process (SIP3) model as a framework to actualise the nexus of inclusive education, ESD and teacher education, and bring into focus its pedagogical proficiency potential which eventually helps with the mainstreaming process in teacher education practice via ESD. The study reported in this thesis contributes to international theory and practice development for inclusivity and ESD in teacher education practice, provides indicators for monitoring inclusive quality education in teacher education practice, and introduces a contextual dynamics model for comparative education research. The thesis is structured in eight chapters, introducing the study context, addressing literature gaps, presenting the theoretical framework, detailing research design, exploring specific cases in Malawi, Tanzania and Eswatini, discussing the research findings and its implications, and concluding with recommendations for change and future research.

Objetive: The research aims to examine current educational practices related to the understanding and utilization of artificial intelligence (AI) in the educational field. Theoretical framework: The research collects information related to the conceptual framework, detailing concepts involving the research variables; likewise, a compilation of background research from similar studies in the years 2022 and 2023 is conducted. Method: The research employs a mixed methodology, incorporating qualitative and quantitative data collection methods. A comprehensive review of academic literature and official documents is conducted to identify prevalent educational practices in the field of AI. Additionally, surveys and interviews are designed targeting teachers, students, and AI experts to gather detailed information about their experiences, knowledge, and perceptions regarding AI in education. Results and conclusion: The results of the study reveal a diverse range of educational practices related to AI. These practices include the use of AI tools for personalized learning and the integration of AI concepts into the school curriculum. Common challenges such as the lack of resources and adequate training for teachers, as well as ethical and privacy concerns surrounding AI use in the classroom, are identified. Research implications: The findings of this research have significant implications for educational practices related to AI. They underscore the need for enhanced teacher training, the development of ethical guidelines, and the promotion of digital literacy in educational settings. Additionally, the study highlights the importance of addressing challenges such as resource constraints and privacy concerns to facilitate the effective integration of AI into education. Originality/Value: This research contributes to the existing literature by providing insights into current educational practices regarding AI. By employing a mixed methodology approach, the study offers a comprehensive understanding of the subject, identifying common practices and challenges. Moreover, the research suggests practical recommendations for promoting the responsible use of AI in education and calls for further exploration of innovative approaches in this field.