Abstract Under neoliberalism, instrumentalization of education for economic purposes has been intensely accentuated in post-industrial societies, necessitating critical reflection on both educational practice and theory. How should a theory of education be structured as to consider both societal needs and the individual's right to develop as a cultural subject and political citizen? Non-Affirmative Theory of Education (NAT) and Educational Subject Philosophy (ESP) represent theoretical attempts to address the question in Europe and China. This study undertakes a comparative analysis of the two approaches that seek to respond to the same educational problem from different perspectives. The comparative analysis reveals that ESP conceptualizes the nature of education as subjectivity and NAT as non-affirmativity . Both approaches emphasize education as a specialized activity aimed at cultivating individuals, advocating for the development of culturally reflective and self-determining subjects. They acknowledge that such education must function by summoning students' self-activity or leading their instructional cognition. Crucially, educators cannot provide answers on behalf of the learners. However, regarding how to address the relationship between education and other social practices, NAT advocates for clarifying the boundaries between educational practice and other social practices, while ESP proposes a functionalist approach, emphasizing that respecting the independence of education means nurturing autonomous and responsible social subjects, thereby contributing to the collective progress of various societal domains in the long run. NAT illustrates that the knowledge economy era requires non-affirmative education, whereas ESP's perspective reminds educational researchers that in an age where economic practices are amplified and human economic attributes are emphasized, it is essential to consider the essence of education from a three-dimensional standpoint—encompassing education, human development, and social progress—so that education can unify its functions of promoting the development of individuals' inner powers and fostering societal advancement.

Abstract This study aims to systematically examine teacher attitudes toward multicultural education in Türkiye between 2000 and 2024, with a specific focus on the impact of the Syrian Civil War. It seeks to understand how socio-political changes have shaped educators' perspectives and practices regarding cultural diversity in classrooms. The research builds on the premise that multicultural education has gained increased relevance in Türkiye, particularly due to the influx of Syrian refugee students. However, institutional responses and teacher preparedness remain inconsistent across regions. Using the PRISMA framework, 56 empirical, peer-reviewed studies were selected from 1,035 records screened across Google Scholar, EBSCO, and Dergipark. Studies were included if they focused on Türkiye and addressed teacher attitudes or experiences with multicultural education. Findings indicate a dominance of quantitative methods (65.5%), with fewer qualitative (24.1%) and mixed-methods (6.9%) studies. Thematic patterns reveal shifting attitudes post-Syrian conflict, significant regional disparities, and a pressing need for teacher training. Despite growing awareness of cultural diversity, structural limitations—such as inadequate support and resources—impede effective multicultural practices. The study concludes by recommending more qualitative and mixed-methods research to better inform inclusive educational policies and teacher development in Türkiye.

Abstract Concerns have been raised by scholars over unethical use of ChatGPT in academic settings. While some institutions have condemned or even banned its use, integrating it into classroom instruction could help mitigate these unethical practices. One effective approach is ChatGPT-Flipped Instruction. This study examines the effects of ChatGPT-Flipped Instruction on the Academic Performance and Self-regulated Skills of L2 Pre-Service Teachers at Adekunle Ajasin University, Ondo state, Nigeria. A quasi-experimental research design was adopted with subjects randomly assigned to the experimental groups (n = 150) which received varying levels of ChatGPT exposure across six instructional phases and the control group (n = 150). The research instruments were the English for Specific Purposes Test (ESPT, r = 0.81) and the Self-Regulation Skills Questionnaire (SSSQ, r = 0.76). Among other findings, the results revealed that ChatGPT-Flipped Instruction had a more significant relative effect on students' performance with a mean post-test score of M = 89.94 (SD = 3.04) compared to M = 69.99 (SD = 3.04) for students taught using traditional methods. Multivariate analysis revealed a significant effect of ChatGPT-Flipped Instruction levels on both academic performance (F(5, 143) = 13.594, p < 0.001, η2 = 0.322) and self-regulated learning (F(5, 143) = 9.790, p < 0.001, η2 = 0.255). On the basis of these findings, among others, this study recommends that ChatGPT-Flipped Instruction should be integrated into the core curriculum for English education to enhance student learning outcomes and foster self-regulation skills.

Abstract Lesson study (LS) became popular as a teacher professional development practice in the educational science field. LS originates in Japan and spreads beyond Japan due to its positive impacts on teaching and learning. The ASEAN countries have adopted Lesson study (LS) as a teacher professional development practice in their contexts. Although several literature reviews were conducted on the spread and adoption of LS all over the world and in developing countries, there is hitherto no geographically scoped study on LS in the ASEAN countries. This study geographically scopes eight countries out of ten ASEAN countries, namely Indonesia, Singapore, Philippines, Malaysia, Thailand, Brunei D, Myanmar, and Laos People's Democratic Republic. This study aims to overview the practice of LS and its development track in ASEAN context. The objective of the study is to point out how LS implementation has been practiced in the culturally and geographically closed ASEAN countries over time. In this study, by applying a semi-structured literature review method, the data are extracted to (1) demographic information of the reviewed articles, (2) approaches of LS adoption in each country (3) LS model structure of ASEAN countries. This study provides the overview of the developmental tracks of LS implementation in ASEAN context and overviews that the implementation of LS in ASEAN context has been introduced since 2000s and evolved over time although the developmental paces differ in each country.

Abstract This article connects two fields of applied linguistics: research into the role of the social context in learning additional languages and Language Policy and Planning. It introduces Family Additional Language Policy and Planning as an approach to analysing parental role in children's additional language learning. We applied Family Additional Language Policy and Planning in empirical research, and through conducting and analysing interviews with 28 Hungarian parents whose children attended schools with a pupil composition of lower-than-average socioeconomic status, found that they exercised conscious and overt Family Additional Language Policy and Planning, which can be labelled as ‘maximising options’, aiming to provide their children with symbolic linguistic capital parents might not possess and that can be converted to economic, social, and cultural capital parents lack. In families where members communicate solely in one language, they create and encourage a quasi-bi- or multilingual environment by using available and affordable technological advances and plan a multilingual future for their children, assuming that their children belong to a generation of bi- and plurilingual ‘natives’ that naturally acquires languages not spoken by the family or surrounding community.

Abstract International student numbers are growing globally, yet their inclusion and engagement within university communities remain underexplored. Existing research highlights the importance of international students' participation in extracurricular activities (ECAs) and student government organisations (SGOs) in fostering inclusion and belonging. However, gaps persist in understanding how cultural and systemic barriers impact their experiences. This study focuses on international students at Eötvös Loránd University (ELTE), Hungary, addressing these gaps by examining their participation in ECAs and SGOs and identifying factors influencing their engagement. Using a quantitative methodology, data from 77 international students were collected via a structured questionnaire. Analysis revealed significant challenges, including language barriers, limited awareness of SGOs, and disparities in engagement opportunities compared to local students. While over 50% of respondents reported recent participation in ECAs, their involvement in SGOs was minimal. The findings underscore the need for improved communication strategies, targeted inclusion policies, and tailored support systems to enhance international students' integration and engagement at ELTE. Addressing these issues can strengthen their sense of belonging, contributing to the university's broader internationalization goals.