The paradox of inequality posits that individuals in high-inequality societies paradoxically exhibit stronger meritocratic beliefs, perceiving their societies as systems that reward individuals based on ability and effort rather than social background or connections. This study presents an explanation from the perspective of critical sociology of education, complementing prior research that offers community contextual and psychosocial insights. By analysing the ISSP 2019 dataset, which includes 29 countries or regions, we find that in countries or regions with high income inequality, education serves to legitimise inequality and diminishes individuals' awareness of the structural factors contributing to inequality. Conversely, in those with low inequality, while basic education also functions to legitimise inequality, advanced stages of education possess an enlightening character that enables individuals to be more aware of the structural factors that lead to inequality. Generally, by estimating the interactions between education and country-level income inequality, this study elucidates the factors contributing to the paradox of inequality and reconciles the persistent argument between legitimisation and enlightenment theories of education.

ABSTRACT Introduction. Faculty in academic medicine face increasing clinical and research demands, often limiting time for professional development and identity formation as educators. The ACGME Clinician Educator Milestones offer a structured framework for reflection and self-assessment, but their usefulness for broader applications such as needs assessment and program evaluation remains unexplored. We examined the potential of a milestone-based survey to support program evaluation and needs assessment in faculty development, and to gather preliminary validity evidence for its use beyond self-reflection. Methods. We adapted the ACGME Clinician Educator Milestones into a 20-item survey across four domains: Educational Theory and Practice, Well-Being, Welcoming Learning Environment, and Administration. The survey was administered to three cohorts of interprofessional faculty development participants. Cohort1 (n = 6) completed the survey post-program; Cohort2 (pre n = 10, post n = 14) received an enhanced educator identity curriculum; Cohort3 (n = 27) participated in an international immersive program. Responses were rated on a 6-point proficiency scale. Descriptive statistics and MANOVA were used to analyze changes in self-assessed competence for Cohort2. Results. All cohorts used the full range of proficiency levels. Cohort2 showed significant improvement from pre- to post-program (Wilks’ Lambda = .123; F = 3.207; p = .038). Domains emphasized in the curriculum – such as teaching fundamentals and learning environments – showed the greatest gains. Lower scores were consistently observed in administration and change management. Discussion. Preliminary findings support the use of the milestone-based survey for program evaluation and needs assessment in faculty development. Improvements aligned with curricular emphasis suggest content validity, while similar results across culturally distinct cohorts support external validity. Further research is warranted to explore the relationship between self-assessed competence and educator identity formation as well as the validity of use beyond reflection.

This paper explores the evolution of teaching methods in urban design education within the context of Australia's postgraduate programs. Utilizing phenomenography—a qualitative research methodology grounded in educational science—it is organized into three main sections. The first section delves into the multifaceted drivers of curricular transformation in urban design, encompassing the effects of managerialism, the prevalence of neoliberal ideologies, and the persistent identity crisis facing the field. The second section presents a detailed case study of a particular graduate program, emphasizing its contribution to the discussion of theories of learning and teaching in urban design pedagogy. By analyzing the former Master of Urban Development and Design (MUDD) curriculum at the University of New South Wales (UNSW) Sydney, the final section synthesizes the insights garnered from the structure of the MUDD program, proposing that these can inform refining and enhancing the quality of future Urban Design program models. The MUDD program exemplifies the adoption of transdisciplinary methods and teaching, learning and curricula theories in urban design education, while underscoring the urgent need for improved pedagogical training for faculty. This article not only documents these shifts but also serves as a time capsule, preserving the structure of a distinguished Urban Design curriculum during a tumultuous period in higher education worldwide. Our research identifies three key findings: first, Urban Design Studios (UDS) often operate in disciplinary silos that inhibit the integration of urban systems. Second, although there is some support for transdisciplinary methods, practitioners' understanding of UDS pedagogy remains limited. Third, there is a critical need for educational science training for higher education instructors within the Australian Higher Education Institutional context. These insights underscore the urgency of adopting transdisciplinary approaches in urban design education, with implications for policy development and enhanced educational outcomes within the Built Environment field.

Theory and practice in corporate finance education are often disconnected. Prior research on Problem-Based Learning (PBL) in finance holds some potential, but the evidence for the influence of experiential, data-driven tasks on students’ conceptual understanding and data literacy remains under investigated. The study adopted Kolb’s Experiential Learning Theory and analyzed a PBL project using 59 accounting students representing equity analysts at a Malaysian public university to implement the Efficient Market Hypothesis (EMH) on actual Bursa Malaysia event data. The study is qualitative in design. Descriptive statistics were used to summarise student endorsement of the project, and written reflections collected over five months in 2024 were analysed thematically. Two research questions guided the analysis: (1) how the project shapes students’ understanding of EMH and related corporate finance concepts; and (2) how it influences students’ data literacy, including their use of spreadsheets to analyse and interpret investment outcomes. Results demonstrate strong support for the intervention, with 91.5% of students recommending the project for future cohorts. Six themes were identified: authentic relevance, improved analytical skills and data-handling, theory-to-practice transfer, increased self-confidence and decision-making, stronger communication and collaboration, and perceived deficits in instructional scaffolding. Results show that a systematic interaction with real market data deepens conceptual understanding and enhances the competence of the quantitative evidence used, making visible the design features that can be improved. The study introduces an EMH-based PBL model for corporate finance modules and proposes design protocols for finance educators desiring to cultivate both technical proficiency and workplace skills through experiential techniques.

Objectives: The importance of transition programs for primary school entry globally (not just in Indonesia). Method: A qualitative approach with a descriptive case study design was employed. The research subjects consisted of school principals, early childhood and primary school teachers, and parents from two educational institutions in South Kalimantan, Indonesia. Data were collected through observation, interviews, and documentation, and analyzed using Miles and Huberman’s model. Results: The research findings indicate that the Early Childhood Education -Primary School transition program generally changes the perceptions and practices of teachers and parents, shifting the focus from early academic achievement to the holistic development of children, including social-emotional and character aspects. Theoretical Contribution: This strengthens the theory of Islamic education, which emphasizes a balance between the spiritual, social, and intellectual aspects of learners. The AGIL approach becomes a relevant conceptual framework to understand how Islamic educational institutions can function systemically. Implication: The program successfully builds better collaboration among stakeholders and strengthens parental involvement, thereby contributing to structural and cultural transformations in the early childhood education system and supporting children’s readiness to enter formal education.

Against the backdrop of the Belt and Road Initiative (BRI) promoting in-depth educational and cultural exchanges among participating countries, English edu-cation, as a core vehicle for cross-cultural communication, faces various chal-lenges in its poverty alleviation efforts. These challenges include uneven distri-bution of educational resources, insufficient teaching capacity, ineffective ped-agogical outcomes, and inadequate cultural adaptation. Grounded in the concept of international cooperation under socialism with Chinese characteristics, this study constructs a three-dimensional analytical framework integrating "Cross-Cultural Adaptation Theory—Socialist International Cooperation Theo-ry—Educational Poverty Alleviation Theory." Employing literature review and case analysis methods, it systematically explores how to apply cross-cultural adaptation theory to assist in English education poverty alleviation practices. By analyzing the existing foundations and core challenges of English education in BRI countries, and drawing on relevant cases such as China-Thailand cooper-ation, the study summarizes four key pathways: cultural integration, teaching optimization, systematic curriculum construction, and resource optimization and empowerment. The research indicates that cross-cultural adaptation theory aligns well with the principles of "mutual benefit and win-win cooperation" and the "community with a shared future for mankind," effectively enhancing the inclusion and effectiveness of educational poverty alleviation. Future efforts should further leverage institutional strengths, deepen the "universi-ty-government-enterprise-local community" collaborative mechanism, and op-timize practical pathways by integrating the cultural characteristics and devel-opment needs of different countries, thereby contributing Chinese wisdom to promoting educational equity within the BRI framework and the global cause of educational poverty alleviation.

Ophelia, a central character in Shakespeare’s tragedy Hamlet, has long been regarded as a symbol of innocence, beauty, and obedience. However, her tragic fate reveals deeper structures of patriarchal oppression and the deprivation of female discursive power. This paper conducts a close textual reading to analyze Ophelia’s “silenced” state within her family, romantic relationship, and broader social structure, arguing that her madness is, in fact, a form of passive resistance and final self-expression. From the perspective of educational theory, her fate prompts us to reexamine the importance of cultivating subjectivity among students—especially female students—by challenging gender stereotypes and empowering their rights to voice and agency. Through the method of textual analysis, this study aims to provoke critical reflection on student discourse rights, gender education, and culturally responsive pedagogy.

Following the implementation of the 2015 Revised National Curriculum, process-oriented assessment has become established as an approach that emphasizes the learning process rather than merely outcomes. However, insufficient attention has been paid to whether it genuinely evaluates “education” itself. This study employed Jang Sang-ho’s (2023) typology of educational perspectives as an analytical framework to examine the fundamental assumptions about “education” underlying process-oriented assessment. The analysis categorized these assumptions into four types: education premised on school conventions, education interpreted from external academic perspectives, education defined from a result-oriented viewpoint, and education that confuses phenomena with their manifestations. The findings revealed that many studies presuppose “education” as equivalent to school systems or adopt concepts from external disciplines such as psychology, while others conflate education with goal-oriented processes or with mixed aspects of everyday practices. Such tendencies have led to conceptual ambiguity regarding the notion of education and have obscured the identity of process-oriented assessment. Therefore, it is more appropriate to refer to process-oriented assessment according to its actual domain-such as school assessment or learning assessment-rather than as “educational assessment.” To function as a genuine educational assessment, process-oriented assessment must be grounded in a distinctive educational theory that enables the evaluation of the educational process itself.

Malaysia’s Technical and Vocational Education and Training (TVET) has been positioned as a national priority for strengthening workforce readiness and industrial competitiveness. However, in textile design education, there remains no comprehensive, discipline-specific framework for assessing competencies that integrates national standards with evolving industry requirements. Existing models are largely generic, emphasising employability skills and accreditation compliance, while overlooking hybrid competencies such as creativity, sustainability, and digitalisation. This concept paper proposes an industry-aligned competency assessment framework for textile design education in Malaysian TVET. Guided by Competency-Based Education (CBE) theory and Constructive Alignment, the framework synthesises workplace requirements, MQF 2.0 outcomes, NOSS descriptors, and authentic teaching and assessment practices. It identifies five competency domains: technical, creative, transversal, sustainability, and digital structured through performance indicators, rubric-based assessments, and work-based evidence. Conceptual validation is achieved through expert review, consensus methods, and alignment audits. The proposed framework contributes to both theory and practice: theoretically, it advances the integration of CBE and alignment principles in creative vocational education; practically, it provides policymakers, institutions, and industry stakeholders with a tool for curriculum design, accreditation, and programme review. Future research will pilot and empirically validate the model, supporting Malaysia’s broader TVET transformation agenda.

Modern educational practices are deeply rooted in the ideas of earlier philosophers. Some 18th-century thinkers have not been fully explored. One such thinker is David Hume. Hume is better known as a philosopher than an educator or educational thinker. Due to the limited research on Hume's thoughts on education, this paper examines his views on education and their relevance to the educational context of the 21st century. This study uses a qualitative, descriptive-philosophical approach using textual analysis and historical interpretation. The primary sources are Hume's original works, such as A Treatise of Human Nature (1739–1740), An Inquiry Concerning Human Understanding (1748), and An Inquiry Concerning the Principles of Morals (1751). The analysis is conducted by interpreting Hume's ideas within the framework of contemporary educational theory, particularly those related to experiential learning, moral education, and the integration of technology into the learning process. The results of the study show that Hume's thoughts are still very current for educational practice in this era. The influence of Hume's thinking on educational practice is evident in how his ideas are applied in various aspects of education, such as a curriculum based on real-life experiences and social morality; teachers acting as facilitators of experience and moral guides; democratic school management based on social reflection; and authentic and reflective learning evaluation. Hume inspired progressive educational figures such as John Dewey, Jean Piaget, and Carl Rogers, who emphasized experiential learning and humanistic education.

This study aims to clarify the concept of adab in Islamic learning by developing a structured conceptual model grounded in Kitāb al-ʿIlm of Ṣaḥīḥ al-Bukhārī. While existing scholarship has widely discussed adab within Islamic education, its components are often presented in a fragmented and normative manner, resulting in limited conceptual organisation for contemporary Islamic Education. Addressing this gap, the article conceptualises adab as an integrative moral–epistemic framework that connects classical Islamic sources with modern educational theory. Methodologically, the study employs a qualitative conceptual design using an integrative literature review combined with directed content analysis. The data consist of selected ḥadīth from Kitāb al-ʿIlm of Ṣaḥīḥ al-Bukhārī as the primary textual source, supplemented by authoritative classical commentaries. Data were collected through systematic identification and thematic extraction of adab-related materials and analysed by organising concepts into predefined analytical categories while allowing relevant themes to emerge. Analytical rigour was ensured through transparent source selection, consistent transliteration, and triangulation with classical interpretations. The analysis identifies three core dimensions of adab in learning: ethical relations between teachers and learners, the order and norms governing learning settings, and the ethics of inquiry, listening, referencing, and knowledge transmission. These dimensions operate alongside enabling conditions, namely intention, teacher exemplarity, and institutional culture, which together shape educational outcomes such as learner engagement, the quality of scholarly discourse, and the formation of a stable ethical disposition rooted in adab. The article further proposes four theory-driven propositions to guide future empirical research. As a text-based conceptual study, the model invites empirical testing across diverse educational contexts and contributes a transferable analytical framework for Islamic education research.

This study aims to develop and evaluate a printable reading comprehension test specifically designed for pesantren students in low-technology learning environments. Utilizing the ADDIE instructional design model—comprising Analysis, Design, Development, Implementation, and Evaluation—the research addresses the digital divide and material constraints often found in religious educational settings. The methodology employed a Research and Development (R&D) design involving ten students from MA Al Mahrusiyah at Daru Zainab, selected through purposive sampling. Data collection involved a printable closed-test format, specifically a fill-in-the-blank assessment, supplemented by semi-structured interviews to capture qualitative insights. Quantitative results indicated a significant improvement in reading proficiency, with mean scores rising from 5.40 in the pretest to 9.10 in the post-test. A paired-sample t-test confirmed this improvement was statistically significant (p < 0.05). Qualitative findings further revealed that the structured, context-sensitive nature of the test helped students focus on deeper meaning rather than guessing. While the study is limited by its small sample size and short-term scope, it demonstrates that systematic instructional design can bridge the gap between pedagogical theory and real-world educational constraints. Ultimately, this research provides a feasible and effective alternative for fostering reading comprehension in under-resourced environments where digital tools are impractical.

This special issue, Feeling Forward: Contemporary Nordic perspectives on emotion, affect and feeling in philosophy of education, brings together contributions that examine the role of emotion, feeling and affect in educational theory and practice from diverse philosophical perspectives. Drawing on examples from Norwegian, Danish, and Swedish contexts, the articles engage with contemporary thinkers such as Martha Nussbaum, Charles Taylor, Sara Ahmed, Karen Barad, and Rosi Braidotti. The issue explores how emotions and affect intersect with questions of politics, ethics, and education, while also reflecting on the methodological dimensions of philosophical explorations of education, affect, emotion and feelings. Through the contributions in this special issue, we seek to highlight the breadth and diversity of contemporary philosophical thinking on emotions, affect, and feelings within the field of philosophy of education.

Introduction Teaching and learning are not often highlighted in research-intensive science,technology, engineering, and mathematics (STEM) graduate training. Thus, many faculty in STEM fields are unfamiliar with the ways educational theories can inform how to transform their teaching to reflect the contextual awareness and critical sensibilities needed to lead diverse groups of students. Professional development has traditionally served as the “on-the-job training” for faculty and instructors to improve their teaching skills, and communities of practice, such as faculty learning communities (FLCs), have emerged as a promising training outlet, including for inclusive teaching practices. Methods To explore faculty’s implementation of inclusive practices, we convened inclusivity-focused FLCs at three partner institutions across different institutional levels (i.e., department-, school-, and institution-wide). To this end, we conducted surveys and experiential interviews with faculty participants, including those who also served as FLC facilitators, from each institution. Results The faculty participants reported positively on their experiences within their FLCs, and they provided feedback that resulted in three key findings: (1) institutional context must be considered when developing and planning FLCs, (2) catalyzing trust and vulnerability are required for inclusivity-focused FLCs, and (3) sustaining active engagement from FLC members can be difficult given institutional opportunities and faculty demands. Discussion These findings can help inform improvements to FLC implementation and support faculty in adopting inclusive strategies in their classrooms, ultimately creating better learning environments for students. This study’s findings, discussion, and conclusions are likely to be interesting to engineering and STEM faculty, faculty developers, and university leadership seeking to weave inclusivity into their classroom culture.

The purpose of the article is to actualize the problem of the development of continuing art education in the system of “Additional education - university” at the city level. The article analyzes the regulatory framework for career guidance work of schoolchildren and resources for its development in continuous art education of the system “Additional education - university” in the context of the implementation of the federal project “Professionalism” and the “Education program of the educational organization of basic and secondary general education”. Emphasis is placed on the importance of interaction in career guidance work between the educational organization and the student’s family, and proposals are formulated for improving this partnership. The purpose of the article is to update the problem of regulatory and legal support for continuous art education in the system of “Additional education – higher education institution” at the federal level. To achieve the set goal, the following were analyzed: the state of legislation regulating career guidance work with schoolchildren (normative and legal method); the theory of continuous education (theoretical generalization method); regional models of career guidance for schoolchildren with the participation of Russian universities (comparative-analytical method). The conducted analysis of the regulatory framework for career guidance work with schoolchildren allowed us to identify the most important aspects of more effective use of the federal project “Professionalism” and “Education Programs for Basic and Secondary General Education Organizations” in career guidance work in continuous artistic education of the system “Additional education - university”. In conclusion, the author concludes that urban cultural and creative projects will enhance the process of developing continuing art education in the system of “Additional Education - university” at the city level, subject to the interaction of interested subjects of education; the creation of a coordination center; the availability of information about their conduct and registration forms; as well as the correspondence of the content and form of conduct to the interests of and the needs of all participants.

Abstract In higher education, where we investigate emotional competencies, we displayed 1045 questionnaires, 817 of which were ultimately processed, with 779 students and 38 teachers from 9 architectural and engineering schools in Spain. We designed the Empathic Survey by asking teachers how they considered their students had answered to the questions. Thirty-eight variables were employed: 32 first-generation variables (22 operationalized emotion items and 10 sociodemographic items), 4 s-generation variables, and 2 third-generation variables. The second- and third-generation variables were inferred. We conducted an initial psychometric validation focused on reliability and internal structure. The results of the statistical analyses revealed several items with p-values less than 0.001. The values depict a sigmoidal shape whose interpretation fits with the literature about bright and dark narcissism. The Stela Effect name comes from the fact that it explains the behavior of students fascinated by teachers with narcissistic traits as if they were attracted to a comet tail. To contrast its meaning and coherence, as it is a graphic representation without antecedents, we present its correlations in various areas of knowledge and disciplines, such as Theory of Mind (ToM), Attachment, the Unconscious, Self-esteem, Dissociation, Shame, Empathy, Teaching, different aspects and approaches to Narcissism (continuous and dual) and its measurement, and the field of Contradictions. At the same time, we discuss its meaning from biases and different schools of psychological thought. We consider the Stela Effect the operationalization of a dual and dynamic model of narcissism sustained by several authors, and it helps us to understand many contradictions around narcissistic behavior. We conclude the presentation of the study in its current state with a practical implication: as an educational innovation, we propose using the Stela Effect framework as a pedagogical enhancement. Specifically, we outline a six-phase intervention protocol designed to help individuals develop awareness of their maladaptive tendencies and work through them, thereby transitioning toward more collaborative and effective modes of functioning.

In the current era of the quick information technology advancement, the intersection of digital technology and arts education has resulted in a transformation shift within pedagogic methodologies. This paper explores the multifaceted impacts of digital technology on music education models, aiming to identify both its contributions to innovative music learning approaches and the challenges arising therefrom. It examines how tools such as Artificial Intelligence (AI), Virtual Reality (VR), and cloud-based collaborative platforms are transforming the traditional master-apprentice model into an inclusive, collaborative, and information-rich new system. Furthermore, an analysis of the shift from passive reception to active creation demonstrates the effectiveness of adaptive learning systems in enhancing musical literacy and skills. but they do come with significant friction, issues around the digital divide, the possibility of eroding emotional nuance from automatic feedback, and changes to the role of the educator are all critically assessed. By means of a mix of literature examination and quantitative information evaluation, the present piece claims that though digital empowerment improves educational efficiency and access, this calls for a readjustment of educators' pedagogical theories to make sure that humanistic parts of music that were once expressed and communicated are retained. The findings suggest that what’s needed is a hybrid model that uses the efficiencies of the algorithm but still has the humans be mentors is the direction for the field.

Modern higher education emphasizes the development of key competencies and comprehensive problem-solving abilities in students, including innovation, goal-oriented mentality, and initiative. This article explores a pedagogical approach that integrates two educational theories—research-led learning (RLL) and project-based learning (PBL)—to create an open exploratory environment aimed at enhancing these student qualities. A case study was conducted with a group of architecture students who followed a structured PBL process, completing tasks toward predefined goals under faculty supervision. Their design proposals were developed as a solution to the project, based on a series of research activities, including desktop studies and fieldwork. Both students and educators evaluated the effectiveness of this pedagogical approach, assessing its impact on learning outcomes and the development of students' comprehensive competencies. The findings suggest that this methodology fosters the integration of research and practice, significantly enhancing students' ability to address real-world problems and promoting self-directed learning within the context of modern architectural education.

Although the development of human potential in education has been widely studied, research that specifically integrates the concepts of Multiple Intelligences, Spiritual Quotient, and Adversity Quotient within the context of Islamic education remains limited and tends to be partial. This study aimed to analyze the relevance and integration of these three concepts in developing human potential in Islamic education. It employed a qualitative approach with an analytical–critical literature study design. Data sources were obtained from nationally accredited journals and reputable international journals, academic books, and relevant scientific documents published within the last 5–10 years, selected using purposive sampling techniques. Data were collected using a document review instrument and analyzed through critical thematic analysis. The findings indicate that Multiple Intelligences is relevant for accommodating the diversity of learners’ potentials and fitrah, Spiritual Quotient functions as the foundational value system and transcendental orientation of Islamic education, and Adversity Quotient plays an important role in shaping learners’ resilience and perseverance in facing learning and life challenges (Gardner, 2018; Zohar & Marshall, 2019; Stoltz, 2017). These results contribute to the development of Islamic education theory by proposing an integrative conceptual framework that holistically links intellectual intelligence, spirituality, and psychological resilience (Muhaimin, 2020; Suyadi, 2020). The study concludes that integrating these three concepts in Islamic education is essential for forming intelligent, virtuous, and resilient individuals. The implications of this research include theoretical contributions to enriching the literature on Islamic education and practical implications for educators and administrators of Islamic educational institutions in designing holistic, value-oriented learning, as well as opening opportunities for further empirical studies to examine the implementation of this integrative framework in Islamic educational practice.

As AI becomes deeply integrated into education, college English teaching faces the challenge of overcoming monotonous interaction modes and insufficient personalization. Supported by multimodal teaching theory and blended learning theory, this paper explores the path of multimodal interaction design for AI-integrated blended English teaching in higher education, constructs an "AI + multimodal" interaction system from three dimensions of pre-class, in-class and post-class sessions, and proposes supporting teaching reform strategies. Teaching practice verifies that the proposed design effectively enhances students' engagement in English learning and their comprehensive application competence, thus providing practical reference for college English teaching reform.