This paper was undertaken to examine strategies of student teachers for using textbooks during teaching practice lessons. Some student teachers do not understand how and when to use textbooks effectively when conducting lessons during teaching practice. This qualitative study adopted an interpretive paradigm and purposively sampled 10 student teachers for observation. The data were analysed using thematic data analysis. The findings for this study revealed that most student teachers depended heavily on textbooks while conducting lessons. They introduced learners to textbooks at different times of the lesson and mostly inappropriately. Also, some student teachers did not know how to incorporate textbooks into the lesson. Lastly, as student teachers taught learners with their textbooks open, interactions between student teachers and learners became ineffective because learners relied heavily on textbooks for answers. Therefore, the implications of the findings propose that student teachers should understand the role of textbooks in teaching and learning settings and define their role as student teachers in relation to textbooks and teaching. Student teachers should refrain from instructing learners to open their textbooks when they are teaching because, firstly, this interrupts the attention and focus of learners on teachers and, secondly, it tempts learners not to think on their own but to copy answers from the textbooks when student teachers ask them questions.

Supervision is defined as the process of examining and evaluating oneself, one's own work in a group or individually with a trained supervisor. Its’ objective is to facilitate the growth and learning of the participants. The focal point of this study is a particular form of thematic supervision grounded in the theoretical framework of positive leadership and organizational development, known as D-Groups. The objective of this study was to describe how leaders who have participated in the D-Groups perceive the significance of the groups for their own leadership development. The research was conducted as a qualitative study. The data were collected through focus group interviews and subsequently analyzed using a qualitative content analysis. A total of ten participants were interviewed. The primary findings indicate that the D-Groups serve as a valuable source of support, fostering a sense of pause, presence, and reflection. Additionally, the D-Groups were found to advance value-based leadership and support positive leadership in practice. Peer support and a sense of community emerged as key elements in the perceived significance of the D-Groups. The results highlight the D-Groups as a learning environment: a safe space for reflection, a conduit for novel ideas and perspectives, and a catalyst for expansive thinking. The study proposes D-Groups as a means of facilitating positive leadership development among leaders.

Diversity and inclusion (D&I) are highly valued for equitable results in education, healthcare, and workplace domains, as outlined in the United Nations Sustainable Development Goals (SDGs) worldwide. In spite of the increased awareness, many obstacles still stand in the way of authentic inclusion-the unconscious bias and embedded inequality, intersectional exclusion, the symbolic execution of practices without the structure, etc. This systematic review aims to analyze the published empirical studies over the last few years (2019-2025) on the challenges to D&I and assess the efficiency of different strategies used in the world in different contexts. Seven databases, such as PubMed, Scopus, and Web of Science, were screened, and 20 articles were carefully chosen to be peer reviewed. The research cuts across developed and developing countries and covers various sectors. There were four dominant themes, including structural/systemic barriers, cultural insensitivity, intersectional exclusion, and tokenism. Some of the defined interventions, such as inclusive hiring practices, equity-oriented training, and a local policy framework, have a promising nature, whereas the other ones are not context-relevant or focus on causal factors. The results indicate that more complex, context-varying solutions that take into consideration cultural and regional variation as well as variation across institutions, are necessary. The review also indicates areas where research is lacking in areas that are underrepresented, like Africa and the Middle East. To conclude, the discussion of the D&I challenges demands long-term interdisciplinary investigations, the involvement of stakeholders, and global policy engagement to ensure meaningful and lasting inclusion.

Leadership plays a pivotal role in shaping the overall success of educational institutions, as it is not only about managing resources or ensuring compliance with regulations but also about inspiring and guiding staffs and students toward achieving academic and organizational excellence. The aim of this study is to determine the perception of teachers as regards the leadership practices of principals, as well as establish what possible impact the leadership style of school principals may have on student academic achievement. 300 teachers were selected by simple random sampling. Two instruments - the “Principals' Leadership Style Questionnaire (PLSQ)” and the “Teachers' Questionnaire”, were employed for the collection of data. Descriptive statistics such as frequencies and percentages as well as inferential statistics such as ANOVA, and regression were used to analyze the collected data. The results revealed that transformational leadership style was the most frequently utilized by principals of senior secondary schools in Ibadan North Local Government Area, Oyo State, followed by instructional, and lastly transactional. The study revealed that the principal's transformational leadership practices had a significant and positive effect on students' academic achievement, with an overall correlation value of r = 0.779 (p < 0.01). Additionally, the linear multiple regression analysis demonstrated that 61.4% of the variation in student academic performance could be attributed to changes in the principal's transformational leadership approach.

The effectiveness of headteachers is a critical determinant of school success, particularly in Ghana's basic educational system. This study examined the dynamics of school leadership within basic schools in the Tamale Metropolis, stressing how headteachers’ leadership practices impact school performance, teacher motivation, and student outcomes. Employing a quantitative approach, data were collected through questionnaire administration from a sample size of 136 headteacher respondents who were surveyed. Descriptive and inferential statistics were employed in analyzing the data. The findings showed that all twelve (12) considered predictors collectively accounted for a modest 96.8% of the variance observed in the leadership effectiveness of headteachers (f (7.522) = 336.035, p < 0.05). The study further found that the headteachers functioned with a participatory democratic leadership model because they involved the teaching and non-teaching staff, learners, parents, and community stakeholders in their administration and leadership.

In fermentation technology courses, many students from non-engineering backgrounds struggled with the theoretical aspects of fermentation, finding it both challenging and uninteresting. The course's primary focus is on practical beer brewing, supported by partnerships with industry, including companies like Winners and local breweries. These collaborations offer students access to production equipment and real-world industry challenges through an industry-university cooperation model. The course is structured around a Problem-Based Learning (PBL) approach, where students are divided into sub-groups and engage in hands-on experiments to enhance their learning experience. A total of 32 students participated in a survey using a 9-item questionnaire on a 5-point scale. The results highlighted that the course significantly improved students’ biotechnology skills. Guest lectures and direct industry involvement were particularly effective in boosting students’ enthusiasm for learning and helping them understand the importance of theoretical knowledge for their future careers. Hands-on experiences with industry-related products further motivated students to learn. After completing the practical course, students reported a notable increase in their confidence in professional competence and motivation to learn, with female students outperforming male students. The findings offer important insights for improving future teaching strategies and highlight the benefits of industry involvement in academic learning.

According to the communicative approach, the principles of which are integrated in modern curricula, errors serve as useful tools for educators to assess student achievement. They may also give an indication of the students’ gaps in knowledge and/or the challenges they face during the learning process. In this paper, we aim to investigate the attitudes of Greek primary school teachers towards students’ oral errors and the teaching practices they employ towards error management. To achieve the aforementioned research objectives, we collected data via questionnaires and class observations. Questionnaire data allowed us to assess teachers’ attitudes, whereas the observation data shed light on the teaching techniques they use in error correction. Both the teachers’ perceptions as well as their teaching practices generally demonstrate a moderate attitude towards students’ oral errors. Based on the research findings, the teachers do not strictly correct every single mistake students make but they focus on specific types of errors. Moreover, they tend not to correct the errors in a direct way; rather they first provide hints and instructions to the students who try to correct their mistakes on their own. In this way, students may discover knowledge themselves. Finally, it can be concluded that the findings reflect a shift towards modern linguistic approaches, and more specifically towards the communicative approach, as far as error management is concerned.