Abstract The aim of this study is to investigate the curricular diversity of Bachelor of Science (B.Sc.) in Medical Imaging programmes across five universities in the United Arab Emirates (UAE): Liwa University (LU), University of Sharjah (US), Gulf Medical University (GMU), Higher Colleges of Technology (HCT), and Fatima College of Health Sciences (FCHS). By means of comparative document analysis, the study examines 22 core courses, clinical training modules, elective offerings, and accreditation statuses to categorize structural and pedagogical differences. The results showed considerable variations in course content, credit hour allocation, and semester placement, mainly in foundational courses such as Medical Physics and Radiation Protection. Clinical training also varies remarkably, with GMU offering the broadest hands‐on clinical training. Elective courses exist in only a few programmes, restricting flexibility and specialization possibilities. The analysis of Accreditation shows that whereas all universities hold national recognition, international affiliations vary, with US demonstrating the strongest global commitment. Career pathway examination reveals that broader curricula correspond with more varied specialized opportunities, including clinical, academic, and industry roles. The study emphasizes the significance of lining up curricula with international standards and growing technological requirements to confirm graduate readiness. In conclusion, a balanced curriculum combining core competencies, clinical training, and elective flexibility is crucial for building adaptable and trained medical imaging technologists in the UAE's active healthcare landscape.

Abstract Concern over the mental health of young people continues to increase. Over the last few decades, the field of education has been identified as being particularly well placed to promote physical and mental wellbeing through the delivery of preventative measures ‐ such as settings‐based interventions. However, research indicates the benefits derived from this ‘stand‐alone’ measure are inconclusive. It is argued that even the Whole School Approach needs to have a more robust underpinning to its framework. A cohesive, sustainable Model of Best Practice described here was discussed for its merits (and a limitation). Based on philosophical theories and concepts, including those of salutogenesis, social capital and the social model of health promotion, the vital integral components of the model include an emphasis on an all‐inclusive, positive School Culture and eliciting ‘the student voice’ on matters appertaining to students' own mental health needs. An opportunity existed recently to include ‘the student voice’ in a significant revision and remodelling of the RSHE (Relationships, Sex and Health Education) secondary school curriculum, made statutory in 2020. Several additional topics were included for public consultation, and although young people were asked their opinions on the items under review, the matter of the mandatory inclusion of ‘the student voice’ itself was not under consideration. The Department of Education is urged to reconsider this position.

Abstract Science education, both in schools and through literature, fosters critical thinking and idea generation. However, teachers often lack confidence in fully teaching science subjects, resulting in the oversimplification of concepts. The home environment and literature therefore play crucial roles in supplementing children's science education. Despite the importance of mycology (the study of fungi including mushrooms) to both ecosystem and human health, it is often overlooked in schools. We looked at the representation of mycology in children's literature. In our study of 180 non‐fiction science books, only 45% referenced mushrooms or fungi, yet of these, 97% contained inaccurate or missing information. This included misclassification of fungi as plants and failing to correctly label parts of fungal organisms, meaning that even children accessing school, local and home libraries are unlikely to obtain full and accurate information about mycology. As mycology holds immense potential in medicine, agriculture and environmental conservation, we advocate adjustments to curriculum and to learning materials, to inspire future generations of mycologists and advance research in this vital field.

Abstract This article presented an ecological curricular model for teaching and learning English as an international language (EIL). The model focussed on the various types of presentational, interpretive and interpersonal communication and highlights the interplay of communication and interlocutors' cultural perspectives, practices and products. Furthermore, the model underscores the benefits of using EIL for authentic purposes, content learning, language comparisons and use beyond classroom walls. The model is premised on the proposition that English is currently a vital language used in all corners of the globe. While it acknowledges all the varieties of English in the inner, outer and expanded circles, the model does not endorse any variety, nor does it subscribe to a monolithic view of English. Rather, it emphasises learners' needs and purposes for using English and endorses teachers' agency, competencies and local resources. The model recommends cooperative learning (CL), differentiated instruction (DI) and situated assessment and evaluation as instructional frameworks to promote EIL proficiency. Contributions to EIL curriculum theory include focus on communication and linking its types to cultural pragmatics and authentic use in social, academic and professional settings. Implementation challenges pertain to EIL partial neutrality, local language ecologies, national teacher standards, assessment politics and the constraints of differing accountability regimes.

Abstract This study explored how lecturers in a post‐92 UK university conceptualise and enact decolonial curriculum principles within their teaching and programme design. Drawing on semi‐structured interviews with academic staff across multiple disciplines, the research adopts a qualitative, phenomenologically informed approach to examine the interplay between conceptual understandings, structural constraints, professional identities, and pedagogical strategies. Thematic analysis revealed five interconnected themes: diverse and contested definitions of decolonisation; structural and practical constraints; the shaping influence of social identities; strategies for moving beyond tokenism and the role of institutional support in enabling sustainable change. Findings highlight both the opportunities and tensions inherent in translating global decolonial discourses, such as those emerging from South Africa, Australia and Latin America, into the specific context of a UK post‐92 university, where widening participation agendas intersect with resource and regulatory pressures. The study contributes to curriculum studies by extending understandings of curriculum enactment in politically charged contexts and emphasising that meaningful decolonial reform requires alignment between institutional commitment, professional development and the structural conditions of academic work. It concluded by arguing that decolonising the curriculum is an ongoing process of epistemic transformation that must be embedded in institutional structures, cultures and everyday pedagogical practice.

Abstract In the sociology of education, gender education follows current policies developed and promoted through citizenship education. The Sustainable Development Goals (SDGs) of the United Nations addressing global social inequalities include gender equality (SDG 5). This study addresses a critical gap in research by foregrounding gender equality as a central concern, an area often overlooked despite policy emphasis. The Greek case is indicative, with persistently low gender equality indicators compared to other EU countries. The Ministry of Education recently issued a decree on ‘ Active Citizenship Actions ’ requiring schools to implement SDG‐related actions, including the promotion of gender equity. Drawing on feminist theories, European citizenship education guidelines and the Greek educational decree, this qualitative study adopts a transformative worldview interpreting actions of 13 secondary schools in Aitoloakarnania in Western Greece, a region where gender‐sensitive practices remain difficult to implement. Data were collected electronically and analysed critically in terms of framing and critical reflexivity. Findings reveal a disconnection between policy intent and practice, with limited implementation of SDG 5 initiatives. The study concludes that teacher education and training in gender awareness and pedagogy are essential for empowering educators to design and administer effective gender equality actions.

Abstract The Curriculum for Wales intends to help students understand and address climate change, but relies on teachers' knowledge and implementation thereof. This article focuses on “ The Lifecycle of My Clothes ”, a unit of work (UoW) developed by academics and practitioners. The UoW aimed to increase students' awareness of the environmental impact of clothes and facilitate informed climate change action, delivered through cross‐curricular pedagogy methods. Through post‐intervention semi‐structured interviews and focus groups with 17 teachers across four primary schools in South Wales, this article examines how pupils' knowledge, attitudes and behaviours towards clothing and the climate have changed since running the UoW, and whether it has empowered primary school teachers to deliver climate change education (CCE) within the framework of the Curriculum for Wales. Teacher responses were analysed within an interpretivist qualitative framework to identify emergent themes, with a reflexive stance maintained throughout the analysis. After the delivery of the UoW, teachers reported that pupils' knowledge, attitudes and behaviours towards clothing and the climate had improved significantly. Teachers felt more empowered to teach CCE through an increase in awareness and knowledge of how their actions can mitigate climate change, as well as reduced anxiety. The UoW was also cited by teachers as the driver for changes in their personal and professional lives, including their contributions to whole‐school changes. We propose that engaging teachers in CCE can help them feel more confident in their teaching and proactive in climate mitigation.

Abstract Every child across the UK is expected to study English until the age of 16. The subject is understood to be a core and foundational element of pupils' curriculum entitlement across their school lives, and success in English is a key determinant for influencing individuals' future trajectories, and for impacting wider economic and social outcomes at the societal level. Despite the widely accepted significance of subject English and its universality for all young people in the UK, it remains a highly contested area of the curriculum. Since its formal inception as a curriculum subject English has always been a subject with a broad range of aims. Debates concerning its purpose and place within the curriculum persist both within and across the UK's four nations. Despite these tensions, there is currently very little research examining specifically how English is understood and framed within curriculum policy. This paper addressed that gap through a policy discourse analysis of 32 curriculum policy and policy‐related documents. Findings reveal that England diverges from other nations in its emphasis on British literary heritage and Standard English, while the other three nations increasingly foreground issues relating to plurilingualism, multimedia/online literacies and diversity. While all nations' curricula position English as central to civic participation, England appears to offer more directive pedagogy through its knowledge‐focused curriculum and fewer opportunities for engaging with linguistic and literary diversity. The article concluded with discussion of the developing landscape of subject English across the UK and argued for further comparative research in this space.