Abstract Background and purpose This paper examines the evolution of academic freedom in Hungary from the political regime change of 1990 to the present, based on an analysis of higher education legislation. It aims to assess the extent to which changes in academic freedom correlate with the performance of the Hungarian government and broader autocratization processes. Theoretical framework The analysis builds on the findings of Lyer et al. (2023), which suggest that the decline of university autonomy is associated with wider political trends, particularly autocratization and political polarization. Accordingly, the central hypothesis is that academic freedom in Hungarian higher education co-moves with the degree of governmental autocratization. Methods The study applies a legal–institutional analysis of the main higher education acts (1993, 2005, 2011) and their major amendments (1996, 2015, 2021, 2022). On this basis, a composite indicator of academic freedom in Hungary is constructed and compared over time with the Government Watch Index (GWI). The results are further validated using Hungary’s annual values of the international Academic Freedom Index (AFI). Results The findings reveal a strong and robust correlation between the decline of academic freedom and the deterioration of government performance. This relationship also holds when academic freedom is measured using the AFI. The erosion of academic freedom is particularly pronounced over the past decade. Conclusions The study concludes that the erosion of academic freedom in Hungarian higher education over the past three decades—especially since 2010—has closely tracked Hungary’s broader dynamics of governmental autocratization.

Abstract Enhancing the digital competences of teachers remains a critical and pressing issue, despite that fact almost two decades have passed since their inclusion in education legislation. The emergence of concerning and challenging scenarios, such as the widespread use of social media among minors and the rapid proliferation of disinformation, underscores the necessity for ongoing vigilance and adaptation in this domain. The present study is particularly significant as it examines the support provided to secondary education teachers in addressing the issue of disinformation and fake news in social media. This study has two primary objectives: first, to explore and describe the differences and similarities between teachers and students in terms of their digital competences, use of social media, and the management of disinformation; second, to design training materials for use in the classroom based on the findings. To achieve the first objective, a quantitative methodology was applied to a convenience sample comprising 1,186 students aged 12 to 18 and 166 secondary education teachers. Given the sample distribution, non-parametric statistical analyses were conducted, using the Mann–Whitney U test to compare independent groups. The results provide a basis for an educational approach that aims to improve three distinct areas of digital competence for teachers, as identified in the DigCompEdu framework: facilitating learners´ digital competence, supporting teaching and learning, and empowering learners. Findings from the second stage present a detailed guide for secondary education teachers, including innovative training materials and methodological support for effectively developing and integrating digital competences in the classroom.

This research contributes to those seeking to better understand the relationship between companies and schools in relation to socio-environmental issues. The aim was to identify and analyze the views of school-based education professionals and other professionals from public administration and program management involved in the Pró-Mananciais program, funded by the mixed-capital Minas Gerais Sanitation Company (Copasa), regarding educational initiatives addressing socio-environmental issues related to water and sewage. In addition to interviews with these participants, we also observed community meetings involving residents, educators, public agencies, and university representatives. We adopted content analysis, specifically thematic analysis, as the methodological procedure for data systematization and interpretation. We identified the reproduction of corporate narratives within the school, aimed at legitimizing the company’s involvement in the community, promoting pro-environmental narratives grounded in individualism and behavioral change, and reinforcing the company’s authority through its technical expertise. At the same time, these initiatives may be associated with the obstruction of educational practices aimed at fostering critical questioning of socio-environmental injustices in order to promote collective participation in decision-making processes in defense of fundamental rights. Therefore, it is essential that educational legislation and the curricula of both basic education schools and teacher education programs address and regulate corporate involvement.

This article analyzes the process of privatization and capitalization of the provision of the Technical and Professional Training Pathway within Brazil’s New Upper Secondary Education reform, taking Law No. 13,415/2017 as its reference framework. It examines the meanings assumed by the privatization of education in articulation with the contemporary process of financialization, under the hegemony of fictitious and speculative capital. In the Brazilian context, the expansion and regulation of public–private partnerships intensified from the 1990s onward, in connection with state reform guided by the principles of New Public Management. Methodologically, the study combines documentary analysis of educational legislation and regulatory frameworks governing upper secondary education with the analysis of data from the Novotec Program, implemented by the Government of the State of São Paulo. The findings indicate that the upper secondary education counter-reform, particularly regarding the Technical and Professional Training Pathway, expanded opportunities for private contracting by introducing flexible arrangements for fulfilling curricular workload requirements and certification processes. The analysis of the program reveals the central role of private companies and institutions in delivering courses within public secondary schools, as well as the predominance of specific technological fields aligned with the new morphology of work and the ongoing process of deindustrialization in the country. The study concludes that the participation of publicly traded private companies in the program expresses a dynamic of privatization and capitalization associated with the cost reduction of course provision, the precarization of teachers’ work and students' education.

This article examines the pivotal role of non-governmental organizations (NGOs) in advancing inclusive education in Montenegro, tracing its development from the late 20th century to the present, through a theoretical-descriptive approach, employing content analysis of legal frameworks, strategic documents, and secondary sources and implemented projects. Following the national normative framework of Montenegro, the study highlights how NGOs, despite their limited mention in core education legislation, bridge gaps in policy and practice through implementing projects as well as participating in shaping of state legislation and strategies. The article provides an overview of the manner in which NGO’s contributed to the shaping and implementation of Inclusive Education Strategies of Montenegro from 2008 to 2025, influencing numerous important advancements in inclusive education. It pays special attention to projects which have been implemented in relation to children with developmental disabilities and Roma/Egyptian communities in Montenegro. The discussion points out to the general advancements but also to the shortcomings of the inclusive education in Montenegro and the NGO’s role in relation to it. The study concludes that NGOs are indispensable in fostering equitable education, advocating for sustained state – NGO collaboration to address systemic disparities and enhance monitoring through longitudinal research.

In support of advocacy efforts, this article reports and highlights publicly available data related to the access of physical education services for students with disabilities. To contextualize these data, special education legislation and current socio-politics of U.S. federal agencies are discussed before drawing from the interactive School Health Map dashboard to provide an overview of physical education access for students with disabilities at both the national and state levels. Advocacy strategies are integrated into these discussions before concluding with suggestions for future efforts that scholars and practitioners may consider for the betterment of these students’ access to physical education.

The reflections of physical education teachers working in basic education in the context of the New Mexican School on their continuing education are crucial for undertaking relevant, meaningful, ongoing, consistent, and effective initiatives that improve their teaching practice. Therefore, physical educators, defined as elementary school teachers specializing in physical education, must have a clear understanding of the knowledge, skills, attitudes, and values necessary to perform their duties and strengthen them in order to effectively combine both aspects and develop relevant, meaningful, and effective teaching practices with students. They must also generate adequate interaction with the teaching communities in their schools and thereby achieve teaching-learning processes that contribute to the comprehensive training of their students and the attainment of maximum learning achievement, contributing to the graduate profile characteristics in force in the 2022 Study Plan of the New Mexican School. In view of the above, an analysis is made of various documents on Mexican education legislation, institutional documents, publications, and research on the subject, to contribute to the reflection of Physical Education Teachers, in order to recognize what their Continuing Education should focus on in order to improve their professional development throughout their working lives.

This paper examines the views of various authors and the relevant educational legislation, highlighting the importance of education in fostering democracy and civil society. This should help young people to face the many social challenges they will encounter. Serbian educational policies are geared towards equipping students with the skills necessary for participating actively in a democratically organised society. Consequently, this paper explores how faculties that educate future primary school teachers in Serbia address this objective. The aim is to present a model for introducing theoretical and practical content related to democracy and civic values through the subject of Civic Education at the Faculty of Education in Sombor. A syllabus analysis reveals that the course is grounded in a pertinent theoretical framework and compares recent research findings on the state of democracy and participation in education. It also identifies a variety of practical student activities within the course. The model is i

Since the beginning of the 21st century, there has been a phenomenon in Spain of revitalizing movements in favor of the recovery of historical and democratic memory, with special attention on the Civil War (1936-1939), repression, and the Franco dictatorship. As a result of the rise of these social movements, we see how they have permeated both academic research and teaching. The current educational legislation in Spain, as well as the 2022 Democratic Memory Law, emphasize the necessary inclusion of this memory in educational curricula to foster a critical understanding of the recent past, especially in relation to the Civil War and the dictatorship. The case of Madrid during the conflict, due to the bombings suffered, is presented as an ideal didactic example to develop skills in handling historical sources and promote democratic values among students. The full integration of memory and the heritage associated with it in education contributes to forming critical and aware citizens, prepared to face current and future challenges.

Queer youth and their families are frequently denied the fundamental human right to an inclusive, high-quality education. Schools, which should serve as safe and welcoming spaces for all children and families, often perpetuate exclusion and discrimination. Additionally, well-intentioned yet ineffective educational policies further restrict this right. This paper examines LGBTQIA+ educational legislation and policy in Australia to assess the cis/heteronormative impact of policy development that excludes the diverse voices of lived experience. It also explores the perspectives of individual in-service educators and their support for LGBTQIA+ inclusion in West Australian schools, focusing on how and where LGBTQIA+ issues are addressed within the curriculum and school environment. The survey dataset includes numerous language educators and librarians, offering a large-scale stakeholder perspective on inclusive education across the school environment and beyond traditional subjects. Implications for future inclusive education and strategies to support queer youth in feeling welcomed and being their authentic selves within the classroom and school environments are discussed in the context of educational policy, curriculum, and school settings.

The article examines legislative changes in the field of preschool education in Ukraine within the process of updating the regulatory and legal framework. It highlights the dynamics of legislative transformations aimed at ensuring equal access of children to preschool education, expanding the types of educational process organization, and developing an inclusive environment in the management of educational institutions. The impact of legislative changes on certain organizational, content-related, and managerial foundations of preschool education attainment has been identified. According to the current legislation, both traditional (nursery, kindergarten, special kindergarten) and alternative forms of preschool education in Ukraine (mobile kindergarten, family or home kindergarten, mini-kindergarten, pedagogical partnership center, child development center) are defined. This indicates the adaptability of preschool education institutions in organizing educational activities under modern crisis challenges. The study revealed that legislative changes have become a prerequisite for the possibility of organizing the educational process under martial law conditions and have also laid the foundation for the further development and restoration of the preschool education system in the post-war period. The article analyzes the forms of preschool education through the lens of learning under martial law conditions. It characterizes the organization and functioning of alternative preschool education structures introduced by the new Law of Ukraine «On Preschool Education». Each of these structures is analyzed in the context of the individual needs and capacities of children and their families. At the same time, attention is drawn to possible difficulties in implementing legislative innovations, such as the imperfect mechanisms for establishing, organizing, managing, and monitoring the quality of educational services within the proposed alternative preschool education models. Prospects for further scientific inquiry lie in analyzing the best international practices of similar flexible educational structures to identify the potential for adopting the most effective approaches to the implementation of national legislative changes.

Spanish educational legislation on cultural diversity has shifted in five decades from homogenizing frameworks to an explicit commitment to inclusion and interculturality. This article reports a qualitative documentary analysis of state laws and Royal Decrees from the Ley 14/1970 General de Educación to the Ley Orgánica 3/2020, de 29 de diciembre, por la que se modifica la Ley Orgánica 2/2006, de Educación to examine how cultural and linguistic diversity is conceptualized, how it is embedded in a competence-based curriculum, and which tools are provided for its implementation. The analysis addresses three dimensions: (a) policy conceptions of diversity, (b) curricular instruments (competences, learning situations, assessment), and (c) implementation mechanisms (resources, teacher development, equity monitoring). Results indicate a move from compensatory and assimilationist logics to rights-based, competence-based formulations, with clearer references to dialogue, mediation, and non-discrimination, but also a persistent gap between legal texts and school realities. The study concludes that the current framework enables more observable and assessable intercultural aims, while its impact depends on concrete support for school and teachers. This diachronic perspective on a medium-sized European system offers transferable insights for other countries seeking to embed intercultural competences and equity in curriculum assessment and teacher development.

The article examines the features of legal regulation of the emergence of labor legal relations with scientific and pedagogical workers as a special category of employees who perform a socially significant labor function in the field of education. The attention is focused on the problems of formation of Ukrainian educational legislation in terms of defining criteria for admission to scientific and pedagogical activities. It is indicated that scientific and pedagogical activities, according to Art. 54 of the first edition of the Law of Ukraine «On Education», adopted in 1991, could be admitted to persons with high moral qualities, who have appropriate education, professional and practical training, whose physical condition allows them to perform official duties, etc. Scientific and pedagogical workers are hired by concluding an employment contract, including a contract as a special type of employment contract. It is emphasized that Ukraine’s accession to the Bologna Process in 2005 has set our state the task of urgent modernization of educational legislation, in particular in terms of legal regulation of the work of scientific and pedagogical workers. The advantages and disadvantages of legal regulation of competitive filling of scientific and pedagogical positions are studied. Positive trends in recent changes in legislation regarding the formation of a competitive commission for competitive selection when filling vacant positions of scientific and pedagogical workers are noted. The question of the expediency of refusing a contract with scientific and pedagogical workers in modern conditions is raised. The issue of replacing a contract with scientific and pedagogical workers with a «classical» fixed-term employment contract is studied. The compliance of the practice of refusing indefinite employment contracts with scientific and pedagogical workers with the general principles of protection of labor rights of employees is analyzed. The position is defended that, based on the positions set forth in separate Decisions of the Constitutional Court of Ukraine regarding the application of fixed-term employment contracts in the field of education, the established approach of the impossibility of concluding an employment contract for an indefinite period by scientific and pedagogical workers requires revision and rethinking.

Assessment represents an essential element in the Primary Years Programme (PYP) of schools offering an International Baccalaureate education. This study explores the perspectives of four physical education (PE) teachers from an international school in Spain, through a phenomenographic analysis using in-depth interviews as the data collection tool. The results, organised around categories of description, show a number of tensions between national educational legislation and PYP guidelines. Some dysfunctions in the use of formative assessment and the pedagogical treatment of the assessment instruments used are also analysed. The problems encountered in the journey from assessment to marking are also explored, and finally the need is acknowledged for specific in-service training in assessment in the area of PE in the PYP. To date, we believe this is the first research worldwide on PE teaching in the PYP.

This study critically analyzes Municipal Law No. 1138/2021, which establishes the creation and implementation of CENAMBS, discussing its alignment with legislations that encompass inclusive education and multiprofessional care, such as the National Education Guidelines and Framework Law (LDB) and the Statute of the Child and Adolescent (ECA). To this end, it addresses these laws and the relevance of these centers. It conducts a qualitative, exploratory study based exclusively on document analysis. Thus, it verifies that the law in question contributes to ensuring the rights established in educational legislation. However, its effectiveness depends on several factors, including how the law is implemented and its articulation with other educational policies. Therefore, future research should assess the extent to which CENAMBS meets the demands of inclusive education and identify possible challenges or limitations that may compromise its implementation.

The article explores the objectives and impacts of the Secondary Education Reform and its consolidation as an educational policy aimed at removing autonomy and intensifying control in educational institutions, as well as fragmenting the curriculum. To this end, it uses as its main methodological procedure the reading of scientific articles, official documents, educational legislation, and recent reports on the Secondary Education Reform. Using this material, it addresses the profound links between this educational policy, the precariousness of work, and the prohibition of alternatives for young people who face a future devoid of meaning and job prospects, using the concept of capitalist realism. As a counterpoint, the article offers, through the memory and analysis of the Secondary School Occupations of 2015 and 2016, a scenario composed of other ways of organizing schools and curricula. Finally, it concludes that the New Secondary Education deepens educational inequalities, naturalizes the precariousness of unregulated and intermittent work, and establishes itself as a model that prohibits the political organization of young people in schools.

ABSTRACT The crucial role of education in the transformation towards more sustainable and equitable societies has been increasingly recognised over the last two decades. In Spain, the integration of Sustainability into the national curriculum has been changing over time, acquiring more weight in the latest education law. This research has analysed a total of 247 curricular units of Spanish educational legislation and of STEM disciplines in Compulsory Secondary Education and Baccalaureate, to deepen the knowledge of the opportunities offered by these disciplines to address Sustainability. The results show how there is coherence between the competences required in STEM subjects and those set out in the European reference document GreenComp, highlighting the attention paid to the area related to embodying sustainability values, but detecting shortcomings in the area related to foreseeing sustainable futures. Therefore, recommendations for promoting these competences in classroom practice are included.

This paper provides an in-depth analysis of the role of education law as a pivotal regulatory instrument of the State in implementing Resolution No. 71-NQ/TW of the Politburo, which outlines the agenda for a fundamental and comprehensive reform of the education and training system. Resolution 71 calls for a paradigm shift in the State’s function from conventional administrative management to a model of developmental governance and macro-level regulation centering on three strategic pillars: the development of an open and flexible education system; the advancement of institutional autonomy paired with robust accountability mechanisms; and the refinement of the legal framework to establish an enabling legal environment for reform initiatives. Education law is conceptualized as the institutional bedrock through which the State articulates direction, exerts regulatory influence, and exercises oversight over the education sector. Through legislative instruments, the State codifies standards pertaining to quality, equity, and transparency, while safeguarding the fundamental right to education for all citizens. The State’s regulatory capacity is further manifested in rational decentralization, the fostering of fair competition, the protection of learners' rights and interests, and the mitigation of risks associated with the socialization of education. The paper also puts forward a set of policy recommendations, including the formal legal codification of emerging policy orientations; the stratification and differentiation of the legal framework; the enhancement of regulatory and supervisory capacities; the institutionalization of social oversight and policy critique; and the strengthening of implementation mechanisms thereby enabling education law to effectively fulfill its regulatory function in the new phase of national development.

This article's main objective is to analyze educational legislation from the promulgation of the organic law on industrial education and the law creating the National Industrial Learning Service (SENAI), which occurred in January 1942 until 1961, when the Law of Guidelines and Bases (LDB) 4,024/1961. As categories of analysis, we seek to clarify the development of industrial education in the proposed section from two aspects: I – in relation to the articulation between teaching levels, in particular, in the possibilities of verticalization of teaching to graduates of different industrial courses; II – in relation to the issue of public and private institutions responsible for industrial education, with a focus on technical schools in the federal network and SENAI. The article is divided into three parts. The first part seeks to contextualize the organization of industrial education that occurred due to the promulgation of Decree-Law 4,073, of January 30, 1942, the Organic Law of Industrial Education and Decree-Law 4,048, of January 22, 1942, which created SENAI. The second part analyzes the trajectory of industrial education during the 1950s, and finally, the third part analyzes EPT within the scope of LDB 4,024/1961. The period analyzed covers the trajectory of the verticalization of industrial education, starting with the organic law of industrial education, which allowed the possibility of entering a higher education course in a related area and consolidating in LDB 4,024/1961, with total articulation between levels.

This article is devoted to legal issues and problems of maintaining social networks by teachers, which are considered from three sides — in terms of compliance with education legislation, labor legislation, intellectual property legislation.