This study examined the psychological impact of bullying on primary school students using intervention techniques. A total of 124 students were divided into an intervention and a comparison group (62 each). Both groups were assessed before and after the intervention, which included coping strategies, mental health awareness, and resilience training. Post-intervention analysis showed significant improvement in the intervention group, while the comparison group saw no change. The study concludes that targeted training effectively reduces bullying’s psychological effects on victims, bullies, and bystanders. Future research should refine interventions and explore additional factors in bullying prevention.

To raise students as qualified individuals and increase their success levels, education systems must be transformed according to current skills. In this context, the potential of school principal leadership in increasing student success is considered essential, and it is noted that leadership practices related to increasing teacher capacity are significantly related to student success. Therefore, the research aims to determine the relationship between the instructional leadership behaviors of secondary school principals and students’ academic achievements through teacher autonomy and teacher self-efficacy and to examine in depth the effect of the school principal on increasing students’ academic behaviors according to teachers’ opinions. The research data was obtained from 906 teachers working in 30 public secondary schools in 12 districts in Ankara, Türkiye’s capital city. The authors conducted a mediation analysis of structural equation modeling to test the proposed model. The analysis confirms that teacher autonomy and teacher self-efficacy are significant mediators of the relationship between principal instructional leadership and student academic achievement. This study is expected to contribute to research focusing on the effects of instructional leadership on students’ academic achievement.

In this paper, we respond to the challenge presented by Valverde in his Presidential Address to CIES in 2013, to recognise the (albeit limited) agency of weak states facing large international organisations. We do this by introducing a model based on catastrophe theory. The catastrophe theory model is introduced theoretically, as a way of describing what is involved as individual nations decide whether to engage with, or disengage from international large scale assessment, exemplified by PISA. The model is then populated by looking at the cases of India and Peru, two countries that have been involved in PISA, then disengaged, and subsequently either re-engaged or committed to re-engaging. We argue that the model shows itself to be a valuable framework for describing situations of asymmetrical power, where outcomes depend on historical paths, and where policy solutions are contested. We also acknowledge that more work needs to be done testing the model more fully.

To understand the willingness of Chinese EFL learners to communicate in synchronous online learning, it is essential to examine which variables affect and determine learners’ readiness to do so. Specifically, this study aims to examine Chinese EFL learners’ willingness to communicate in the English language in synchronous online learning by developing a questionnaire and an interview protocol based on the model of MacIntyre, Clément, Dörnyei & Noels (1998). Statistical analysis indicated that the most significant variables affecting learners’ willingness to communicate were self-confidence, contextual factors, and internal attributes and motivation. These results were further explained by the qualitative results showing that culture ‐ particularly ‘face’ (respect) ‐ was a key reason for reserved behaviour, a behaviour which preserves harmony, dignity and prestige. Furthermore, an inability to proficiently speak standard English decreases learners’ willingness to communicate in English, i.e., they tend to do so only if they have strong confidence in their language accuracy and are able to communicate with the right interlocutors at a desirable time and context.

This study explores the transformative impact of authentic assessments on student engagement, empowerment, and inclusivity in higher education. Traditional assessment methods often fail to adequately assess diverse skill sets and prepare students for real-world professional demands. In contrast, authentic assessments allow students to demonstrate their knowledge and skills in meaningful, context-rich tasks that mirror professional challenges. Through the perspectives of six experienced academics, this mixed-methods study explores how authentic and flexible assessments promote student agency, inclusivity, and engagement. The findings highlight the importance of aligning assessments with clear learning objectives, offering students choices, and embedding real-world relevance to foster deeper learning and equitable opportunities. However, the study also reveals tensions between the inclusivity offered in academic settings and the less flexible demands of the professional world, suggesting a need for ongoing reflection in assessment design. Ultimately, the study calls for reimagined assessment practices that empower students and better prepare them for future success.

This research is an investigation on the EI challenges on higher educational institution academicians in Oman. This is an empirical study and quantitative. The study evaluates the EI level of academicians in higher education institutions, Oman. Primary data for the study are collected from faculty members of higher educational institutions in Oman. The factors of EI self-awareness, managing emotions, motivating oneself, empathy and social skills. The study provides strategies for effective management of EI among higher educational academicians in Oman for academic excellence.

Teachers’ professional development has been an important educational reform contributing to improving the quality of education, both in Israel and Nepal. The article reviews future teachers ‘needs from both countries that necessitate changes in the education provided by teacher training colleges. It describes research examining teachers’ professional identity development and desirable characteristics for the future teachers of both countries. participants were 40 Israeli student-teachers studying in an M. Teach degree course and 63 Nepali student-teachers participating in teacher training programs and M.Ed degree courses. The research investigated their attitudes and perceptions concerning the image of the future teacher.

This article explores the African moral ethic of Ubuntu as a potential model to advance a critical democratic global citizenship education for formal K-12 education. While neoliberal and conflict discourses offer competing conceptions of global citizenship education (GCE), there is growing interest in a decolonial approach from the critical theoretical camp to disrupt the GCE status quo and to implement more empowering ways of being. Ubuntu (humanity/humanness), a non-Western epistemology, is brought into conversation with Freire’s process of conscientization to pose a GCE praxis for formal schooling focused on critical consciousness and power, recognition and respect, and agency and empowerment.

COVID-19 and artificial intelligence have thrust institutions of higher education toward Internet-based technologies across many dimensions. Although researchers can evaluate Internet metrics (traffic, search volume, webpages) given advances in digital measurement technologies, organizational theory in higher education has not addressed institutional Internet metrics toward understanding organizational change. This empirical treatise updates Clark Kerr’s (1963, 2001) notion of the multiversity and translates the multiversity into a 21st century metaversity by defining and measuring its physical and digital institutional characteristics to understand and measure how technological advancements have altered the higher education marketplace. Then, the authors report empirical research meant to explain how metaversities can measure their digital characteristics and thus understand their organization’s digital change. Such an understanding could inform how institutions respond to a crisis such as COVID-19 or a technology revolution such as the rise of AI to understand an institution’s digital positioning within a higher education marketplace. Implications for marketplace economics, organizational change, and educational theory are addressed.