ABSTRACT Background Although initiatives aimed at fostering inclusion in higher education (HE) are increasing, progress is slow. Many teachers feel unprepared, and opportunities to develop inclusive practices are scarce. This is the case even in institutions adopting student-centred educational approaches, which are arguably well suited to fostering inclusive learning environments. Purpose Insights into HE teachers’ perspectives, practices and teacher professional development (TPD) needs relating to inclusive education are limited. This study sought to address this gap by addressing the following research objectives: 1) to gain a better understanding of HE teachers’ perceptions of inclusive education and their inclusive teaching practices; and 2) to explore their TPD needs related to inclusive education. Method This qualitative descriptive study was based on interviews with 18 experienced teachers from one Dutch university which adopted a student-centred approach to teaching. Interview data were analysed thematically. Findings The teachers valued diversity and inclusion in HE. They believed their role in establishing an inclusive learning environment was important, but noted the need for joint responsibility between teachers and students and boundaries in terms of what could be expected of teachers. They encouraged students to learn from each other, providing several examples of how they fostered safe learning spaces. In relation to TPD, they particularly valued opportunities for peer support and reflection. They would have appreciated an expert point of contact within the university and the integration of inclusion-related issues into existing TPD initiatives. Conclusion The study contributes to the existing literature on inclusive HE by exploring teachers’ perceptions, practices and TPD needs within the context of student-centred education. The findings related to the value of integrated, rather than stand-alone, TPD workshops have important practical implications, as stand-alone sessions are currently the most typical form of support provided in HEIs.

ABSTRACT Background Research indicates that students’ physical attendance at lectures in higher education institutions (HEIs) is declining internationally, despite recognised benefits for student learning and achievement. This study investigates university students’ motivation for attending on-site lectures. It draws on expectancy-value theory, which holds that students’ decisions depend on how much they value the learning experience. Purpose The study explores the motivations of a group of Finnish university students to attend lectures by analysing the values they attributed to these, alongside the role of socialisers (peers and teachers), and teachers’ pedagogical methods, in their decision-making process. Method The qualitative study adopted an abductive coding approach to analysing data from interviews with 28 students from three different disciplines (medicine, educational sciences and economics) at two universities in Finland. Findings Students attended lectures primarily for their utility value—especially when lectures provided essential, profession‑relevant knowledge. They preferred practical, student‑centred teaching methods and valued lectures with a positive classroom climate. A desire to fit in also motivated attendance. Conversely, lectures perceived as irrelevant, repetitive, or lacking new or practical content were negatively valued. Conclusion Educators may wish to emphasise the utility value of lectures, clearly communicating their relevance. By addressing the role of emotional costs and fostering supportive learning environments, teachers can help students feel valued and comfortable, encouraging active participation. Presenting information in various formats may also accommodate different learning preferences. Universities can support teachers’ pedagogical development through institutional measures such as structured pedagogical guidance, peer observation, and regular feedback.

ABSTRACT Background Children’s cognitive development includes key skills such as creativity, verbal fluency and executive functions, essential for academic performance, social interaction and adaptive behaviour. Educational interventions that integrate cognitive and physical stimulation have shown potential in supporting these developmental processes. Purpose This study adopted a randomised controlled trial (RCT) design to examine the effects of a combined abacus training and physical exercise intervention on 82 children aged six to 12 in Andalusia, Spain. The intervention lasted 12 weeks and consisted of twice weekly sessions integrating physical activity and abacus-based cognitive tasks. The study hypothesised that: Children who participated in the combined intervention would demonstrate significantly greater improvements in creativity, executive functioning, and verbal fluency compared with children in the control group. Method Participants were randomly assigned either to receive the intervention (experimental group), or to a control group. The three outcomes of interest were evaluated as follows: Creativity – through the Creative Intelligence Test (CREA); executive functions – through the Behaviour Rating Inventory of Executive Function (BRIEF); and verbal fluency – through phonological and semantic subtests of the Wechsler Intelligence Scale for Children – Fifth Edition (WISC-V). Findings Children in the experimental group showed statistically significant improvements compared with their baseline performance and, in several outcomes, compared with the control group. Improvements were observed in creativity; executive functioning domains such as behavioural regulation, planning, and working memory; and phonological and semantic verbal fluency. Conclusions These findings provide promising evidence that combining physical exercise with abacus-based cognitive training may support the development of key cognitive skills in children. Further research involving larger samples, longer interventions, and longitudinal follow-up is recommended to confirm and extend these findings.

ABSTRACT Background In the 21st century, school building design is increasingly expected to be inclusive, adaptive and capable of supporting evolving pedagogical demands. As educational paradigms shift towards learner-centred and flexible approaches, the built environment plays a critical role in shaping students’ experiences and learning outcomes. Despite growing recognition of this relationship, scholarly attention to school building design remains limited within mainstream educational research. To ensure future learning environments stay responsive to all users’ needs, it is important to examine how the field is evolving. Purpose This study employed bibliometric analysis to investigate research trends in school building design and projects throughout the 21st century, identifying key themes, underexplored topics, and potential areas for future research. Method Using descriptive performance analysis and science mapping techniques, a total of 1942 academic papers indexed in the Scopus database were reviewed to examine the growth trajectory, leading contributors, and thematic focus of school building design research. Findings School building design research has grown steadily from 2001 to 2024. Although research output is geographically diverse, the most highly cited work is concentrated in developed countries and emerging economies. It is primarily focused on themes related to energy efficiency, indoor environmental quality, and sustainability; rather than on topics such as student well-being, spatial experience or pedagogical needs. There is an overemphasis on technical and environmental aspects, with dominant topics including structural safety and disaster risk management, environmental sustainability, indoor environmental quality, occupant comfort, and building performance and evaluation. Conclusion These findings suggest that school building design research is expanding but thematically unbalanced. This indicates a need for a broader research agenda that encompasses socially based perspectives and core architectural concerns in future school building design research.

ABSTRACT Background Teacher workload is a persistent challenge globally, often linked to long hours, stress and teacher attrition. Evidence shows that teachers in England work longer hours per week, on average, than their counterparts in other countries. Research indicates that it is not only the total hours worked but also the nature and complexity of tasks that contribute to workload pressures. Excessive workload has consequences for teacher wellbeing, professional satisfaction and recruitment and retention. Purpose This systematic literature review examined teacher workload in England in the period 2010–2024, identifying key components of workload and their perceived contribution to excessive working hours. It evaluated policies and initiatives aimed at managing workload and explored their impact on teacher recruitment and retention, providing insights relevant to education systems facing similar workforce challenges. Method The review assessed a large number (1,839) of peer-reviewed articles and grey literature on teacher workload in England, 64 of which were considered eligible for analysis. Data from these were extracted and inductively synthesised through thematic analysis. Findings Key drivers of excessive workload included: marking and feedback; lesson planning; data management; administrative responsibilities; external accountability; and limited professional autonomy. These factors were found to increase working hours and negatively affect wellbeing, job satisfaction, and career intentions. Workload-reduction initiatives exist, but adoption is inconsistent and effects are limited. Workload emerges both as a key factor in teacher attrition and a potential barrier to attracting new entrants. Conclusion Addressing teacher workload requires coordinated action at policy, institutional, and preparation levels. Professional development and early career support can enable teachers to manage their workload effectively. Reducing excessive workload is essential for teacher retention, as autonomy and a sustainable worklife balance underpin wellbeing and the profession’s future sustainability. Although the review focuses on England, the findings offer valuable insights for international policymakers and education leaders.

ABSTRACT Background The rapid integration of generative artificial intelligence (AI) in higher education is reshaping teaching, learning and assessment practices worldwide. While these technologies hold promise for inclusive education, their implications for students with disabilities remain unknown, especially in resource-limited settings such as those in sub-Saharan Africa. Understanding how students with disabilities experience generative AI is critical for advancing equitable digital transformation in universities. Purpose This study aimed to explore the challenges and opportunities experienced by Tanzanian university students with disabilities when using generative AI tools. It focused on how these technologies influenced learning, accessibility and participation in higher education. Method A qualitative research design was employed, with data collected through semi-structured interviews and focus group discussions from 18 students with visual, hearing and physical impairments from one public and one private university in Tanzania. Data were analysed using thematic analysis to generate themes that captured students’ lived experiences with generative AI tools. Findings Key challenges included limited institutional awareness of and guidance on the use of these tools, insufficient AI accessibility and customisation features, privacy concerns and financial barriers related to the cost of subscriptions, assistive technologies and internet access. Concurrently, generative AI offered important opportunities by enabling personalised and inclusive learning, enhancing autonomy and confidence, providing timely feedback that supported engagement and motivation and strengthening digital competence and career readiness. Conclusion The findings suggest that while generative AI has the potential to promote inclusion for students with disabilities, its benefits are unevenly realised. Clear institutional policies, accessible infrastructure and inclusive pedagogical integration are essential to ensure that generative AI contributes to equitable participation, rather than reinforcing existing inequalities in higher education.

ABSTRACT Background School choice is framed in global education policy as a mechanism for enabling equitable access to schools. However, research shows that choice is often shaped by racialised, class-based and spatial inequalities. In South Africa, historical state control and its enduring apartheid legacies continue to inform how school choice is practised. Although studies have focused on parental decision-making, there is limited empirical research examining school choice as an agential process involving both parents and teachers navigating a stratified public schooling system. Purpose This article examines how racial, economic, and geographical factors continue to structure school choice in an urban town in South Africa (Stellenbosch), despite post-apartheid reforms aimed at educational equality. It positions that there are few studies in the country that prioritise parents’ and teachers’ agency in the school choice debate. It is essential to consider their perspectives in tangent to each other to understand the embedded racial, economic and spatial reasoning that guides their decision-making around school selection. Method The study made use of qualitative evidence from 11 semi-structured interviews conducted across three High Schools in the town of Stellenbosch, South Africa with parents and teachers. The schools were categorised as either fee paying or no-fee paying. The data were analysed thematically. Findings Parents’ decisions to select schools were influenced by the school’s reputation, wherein they considered safety, resources, discipline, and the symbolic power of historically privileged schools in white and coloured neighbourhoods. Teachers viewed public schooling as an enabling space to support learners to facilitate community upliftment. These divergent but connected forms of agency reflected and responded to the practice of school choice while navigating historical and contemporary inequalities. Conclusion By focusing on parents’ and teachers’ agency in understanding the process of school choice, this research offers an understanding of how educational inequalities persist and are resisted by these two stakeholder groups. School choice practice in Stellenbosch challenges traditional perceptions of schools in township and suburban areas and reframes a social justice analysis where parents and teachers are regarded as informed and engaged in shifting what school choice means in the town and broadly in the country.

ABSTRACT Background Subject aversion – a persistent emotional or cognitive resistance towards specific academic subjects – is a barrier to effective learning in sub-Saharan Africa, rooted in emotional, pedagogical, and contextual dynamics. It often results in lowered engagement, performance and self-efficacy, affecting students’ motivation and long-term learning trajectories. While traditional surveys provide limited insights into students’ views and experiences of schooling, social media offers a rich, naturalistic window into public sentiment. Purpose This study investigates patterns of subject aversion among Ghanaian learners, identifying the subjects which elicited the strongest negative emotional responses, and examining the underlying instructional and socio-emotional factors that sustained these. Method Drawing on 2900 Facebook comments from 955 users responding to a post on TV3 Ghana in April 2025 – a widely followed media platform with large national reach – the study employed a mixed-method design integrating quantitative frequency analysis and qualitative thematic interpretation. Comments, primarily in English, were cleaned, coded and analysed sequentially. Findings Technical Studies, Mathematics and French emerged as the most frequently disliked subjects. Aversion was driven by fear-based discipline, cognitive abstraction, perceived irrelevance, rote instruction and peer ridicule. Five core themes were identified: teacher-driven fear and punishment; cognitive complexity and abstraction; perceived irrelevance; an overloaded curriculum and rote learning; and peer and social influence. Conclusions Subject aversion in Ghana arises less from the inherent difficulty of subjects than from pedagogical and emotional factors embedded in classroom culture. Promoting learner-centred pedagogy, empathetic teacher training and emotionally supportive classrooms is essential for reducing aversion and fostering long-term engagement.

Creatures of the talented great philosopher Aristotle have covered all the knowledge sectors of that period including the education sector. The creature and ideas of Aristotle evidence that he has considered and explained the education as the vital and necessary value for the personal complex development of people and highly estimated this sector. Aristotle has considered the education as a guarantee of full happy life and the only chance to reach the satisfaction of people.

The updated program was developed by comparing it with the programs of universities such as University of Sydney, Oregon Tech, and Montana Tech. The updated program has a total of 120 hours and is in line with the Order of the Minister of Education and Science No. A/147 and the IT Curriculum Guide 2017. It is characterized by the development of specialization courses in the fields of health data processing, information system organization, and computer networks.