This study presents a scoping review of recent empirical research on entrepreneurship education, examining how different pedagogical approaches develop entrepreneurial attributes among university students. Based on 45 peer-reviewed studies (2022–2026), a frequency-based analytical matrix was constructed to map the relationships between teaching strategies and entrepreneurial attributes. Grounded in the Theory of Planned Behaviour (TPB) and competency-based frameworks, the findings reveal a structural imbalance, characterized by a dominant focus on psychological constructs, such as entrepreneurial intention, mindset, and self-efficacy, relative to competency-based, digital, and sustainability-oriented attributes. Formal course-based approaches primarily reinforce intention-related outcomes, whereas experiential and innovation-driven pedagogies (e.g., project-based learning, STEM programs, and simulations) are more strongly associated with competency development, including creativity, problem-solving, and risk-taking. Digital and AI-based interventions enhance technological readiness, while sustainability-oriented education remains underrepresented. The study contributes an integrated analytical framework linking pedagogical approaches to entrepreneurial attributes and highlights the need for a shift toward capability-centered and sustainability-integrated entrepreneurship education, with implications for curriculum design and future research.

The present study aimed to analyze the possible pedagogical pathways for managing crises in Autism Spectrum Disorder (ASD) within the school context, articulating the challenges and perceptions of the school and the family in the inclusion process. The research was developed through an integrative literature review, including academic publications published between 2020 and 2025, focusing on studies that address school inclusion, emotional dysregulation, and crisis management in students with ASD. The results indicate that inadequate crisis management is often associated with the lack of specific training for education professionals, insufficient adapted pedagogical resources, and fragile communication between school and family. It was observed that pedagogical strategies based on welcoming practices, organization of the school environment, predictability of routines, and strengthening emotional self-regulation contribute to reducing the intensity of crises and to the more effective participation of students with ASD in the educational process. It is concluded that the partnership between school and family constitutes a central element for the construction of inclusive pedagogical practices, fostering the educational, social, and emotional development of children with Autism Spectrum Disorder in the school context.

Moral and religious development in early childhood remains a significant pedagogical concern, particularly in classroom settings where values are often introduced through routine instruction rather than through active meaning-making. This study examined whether a scientific approach could support children’s moral and religious development in an early childhood classroom in Indonesia. A quantitative pre-experimental design with a one-group pre-test post-test format was employed in Group B1 at Tunas Harapan Kindergarten, Purwakarta. The analytic sample consisted of 24 children aged 5 to 6 years. Data were collected through an observation sheet covering five indicators: mentioning important religious days, demonstrating polite behavior, identifying places of worship and religion, demonstrating patience, and respecting peers in ways consistent with religious teachings. The data were analyzed using descriptive statistics, N-gain analysis, and a paired-samples t-test. The findings showed an increase in the mean score from 12.62 at pre-test to 17.79 at post-test. The mean N-gain score of 0.70 indicated a moderate level of improvement, and the paired-samples t-test revealed a statistically significant difference between the two measurements (p < 0.001). Sub-indicator analysis further showed that improvement in the moral domain was stronger than in the religious domain. These findings suggest that a structured sequence of observing, asking, trying, reasoning, and communicating can provide a meaningful pedagogical pathway for values-oriented learning in early childhood education. Although the evidence is context-bound, the study contributes to wider global discussions on how inquiry-oriented pedagogy can be extended beyond cognitive learning to support moral and religious development in culturally and religiously plural early childhood settings across diverse educational contexts worldwide today.

ABSTRACT Background Physical education is frequently criticized for limited transfer of learning beyond school and for experiences that do not sufficiently reflect students’ lives and communities. Grounded in sociocultural learning theory, contextualized instruction has been proposed as a pedagogical framework that supports teachers in being intentional in how they draw on students’ identities and local resources. Silseth and Erstad ([2018]. ‘Connecting to the Outside: Cultural Resources Teachers Use When Contextualizing Instruction.’ Learning, Culture and Social Interaction 17: 56–68). offer five orientations for contextualized instruction: local community, everyday practices, personal issues, concrete objects, and knowledge from abroad. Purpose This research examines how a sample of four primary physical education teachers enact contextualized instruction. Methods A generic qualitative design was used to examine how four primary school physical education teachers (ages 5-13) in Canada enacted contextualized instruction. Following a professional development initiative focused on contextualized instruction, in which teachers developed a unit of work, data were generated from 20 non-participant observations and 8 semi-structured interviews gathered over seven months. Data were analyzed deductively using Silseth and Erstad’s (2018) five orientations of contextualized instruction and inductively through reflexive thematic analysis within each orientation. Findings Teachers most frequently enacted contextualized instruction by orienting their teaching practices toward students’ local community resources, everyday movement practices, and personal issues related to students’ interests and movement identities. Strategies included community mapping, photovoice tasks, partnerships with local organizations, and modifications to games using familiar or accessible equipment. Orientations involving concrete objects and knowledge from abroad were minimally evident. Discussion and Conclusion These findings suggest that contextualized instruction offers practical pedagogical pathways centred on and relevant to students’ lived realities, particularly through making explicit connections to local communities, everyday practices, and personal interests. In doing so, contextualized instruction acted as a guide for teachers to create personally relevant learning experiences and conditions for transferable engagement with physical activity beyond school.

Engineering education is increasingly shaped by two converging developments: accelerating sustainability transitions and rapid advances in artificial intelligence (AI). However, in many application-oriented undergraduate programs, sustainability learning remains fragmented, methodologically limited, and weakly connected to authentic engineering decision-making. To address this gap, this study proposes AI-SEE (Artificial Intelligence-Integrated Sustainable Engineering Education), a pedagogical framework that integrates AI across the curriculum as both a cognitive scaffold and a resource for system-level analysis. Emphasizing human–AI collaboration, AI-SEE is designed to be feasible and scalable within application-oriented higher education contexts. The framework comprises four interrelated pillars: intelligence-driven, green-empowered, responsibility-leading, and practice-integrated. Drawing on an empirical case from transportation-related programs at Nantong University, the study employs a qualitative comparative design and conducts semi-structured interviews with 144 undergraduates at the end of their eighth semester (control group n = 70; pilot group n = 74). Interview data were analyzed using thematic analysis informed by constructivist grounded theory and the Gioia coding approach. The findings suggest that participation in AI-SEE is associated with differentiated patterns of sustainability consciousness. At the knowledge level, students reported more systematic and interdisciplinary understandings that extended beyond environmentally reductionist perspectives to include life-cycle thinking, social equity, and long-term considerations. At the attitudinal level, students described enhanced ethical reflexivity and evolving professional self-concepts, shifting from a focus on technical execution toward broader value-oriented roles. At the behavioral level, students reported more extensive knowledge-to-action translation across personal, academic, and career-related domains. Overall, AI-SEE provides a transferable pedagogical pathway for integrating AI into engineering education to support the development of sustainability consciousness in higher education.

Globalization has heightened the need for higher education institutions to cultivate culturally inclusive environments that prepare students for increasingly diverse societies. This study examines the role of higher education institutions in Kuwait in promoting cultural diversity from the perspective of faculty members. Grounded in James Banks’ five-dimensional model of multicultural education, the research operationalized these dimensions across four institutional domains: administration, faculty members, curricula and activities, and obstacles. A quantitative descriptive design was used, and data were collected through a validated questionnaire administered to 97 faculty members across universities and higher education institutes. The results indicated a moderate overall institutional role in promoting cultural diversity (M = 3.57), with curricula and activities rated highest and faculty engagement rated lowest. Significant differences appeared by academic specialization, favoring humanities faculty, while gender and workplace showed no statistically significant effects. These findings reveal a gap between ethical commitment and pedagogical practice, reflecting limited intercultural training and the absence of systematic diversity measurement mechanisms. The study validates Banks’ framework in a Gulf context and offers an empirically tested model for assessing multicultural education in non-Western systems. Implications include the need for institutionalized intercultural pedagogy training, development of diversity dashboards, and integrating inclusion metrics into accreditation standards. Overall, the findings highlight that cultural diversity in Kuwaiti higher education is ethically supported yet structurally underdeveloped.

This article examines the concept of deep learning as a contemporary pedagogical approach and critically relates it to the praxis of Islamic Education. Deep learning emphasizes conceptual understanding, critical reflection, learner engagement, and the construction of meaningful knowledge, rather than rote memorization or surface-level comprehension. In this framework, learning is understood as a transformative process that enables learners to internalize knowledge, connect ideas across contexts, and apply their understanding to real-life situations. Such an orientation aligns closely with the philosophical foundations of Islamic Education, which seeks to develop the human being holistically through the integration of intellectual, spiritual, moral, and social dimensions. Islamic Education is positioned in this article as a strategic and fertile domain for the implementation of deep learning, as its educational objectives inherently encompass cognitive, affective, and psychomotor development. The Islamic pedagogical tradition emphasizes processes of understanding (tafahhum), contemplation (tadabbur), and practice (‘amal ṣāliḥ), which resonate strongly with the principles of deep learning. Through reflective engagement with Qur’anic texts, Prophetic traditions, and socio-cultural realities, learners are encouraged to move beyond textual knowledge toward ethical awareness and responsible action. Employing a conceptual analysis supported by relevant educational and Islamic scholarship, this article argues that deep learning is highly compatible with the fundamental aims of Islamic Education. Specifically, it supports the formation of individuals who are not only intellectually competent, but also spiritually grounded and morally upright. Consequently, the integration of deep learning within Islamic Education offers a promising pedagogical pathway for cultivating meaningful learning experiences that contribute to personal transformation and social responsibility in contemporary Muslim societies.

"Teaching Law in a Time of Retrenchment": A Reflection from the Editors of Discourse Volume 72

This study explores the perceptions and challenges faced by early-career English as a Foreign Language (EFL) teachers in integrating digital tools into their professional practice. Using an exploratory mixed-methods design with surveys and semi-structured interviews, data were collected from 11 teachers with one to five years of experience. The findings reveal a paradox: while teachers strongly recognize the potential of digital tools to enhance lesson planning, creativity, and student engagement, they also face persistent barriers such as limited institutional support, insufficient training, and unreliable internet connectivity. Importantly, participants emphasized the need for training that goes beyond technical skills, focusing instead on pedagogical integration and meaningful classroom application. The study highlights that digital competence should not be equated with familiarity with tools, but must include an understanding of how technology can enrich pedagogy. This study recommends that teacher education programs embed digital pedagogy into curricula through sustained, practice-based training and institutional investment in infrastructure, ensuring that early-career teachers are not only confident but also pedagogically competent in using digital tools.

Abstract: Introduction. The integration of digital tools and gamification in physical education (PE) has proven to be a revolutionary approach to increase student engagement, motivation, and performance. Recent studies highlight the potential of digital education. applications, exergames, mobile apps, and virtual reality to stimulate active participation, improve skill acquisition, and foster psychological well-being. These innovations align with global educational challenges, particularly the shift towards online and blended learning models after the COVID-19 pandemic. Material and Methods. This study is a theoretical review of relevant literature, analyzing recent systematic reviews, empirical findings, and conceptual frameworks on the role of digital technologies in PE. Sources include research focused on gamification, exergames, wearable technologies, mobile tracking applications, flipped learning strategies, and artificial intelligence applied to physical education. Results. The synthesis of findings reveals that digital tools positively influence both intrinsic and extrinsic motivation, leading to higher participation rates, improved physical fitness, and enhanced learning outcomes. Evidence suggests that gamified approaches reduce anxiety, foster collaboration, and improve classroom climate, while digital feedback systems (e.g., heart rate monitoring, mobile applications) increase self-efficacy and performance. However, barriers persist, including teacher digital competence, unequal access to technology, and concerns regarding psychological wellbeing. Conclusions. The adoption of digital tools into PE presents a promising pedagogical pathway for improving motivation and performance in students. Success depends on strategic implementation, teacher training, and adequate infrastructure. A balanced approach, combining digital innovation with traditional methods, ensures relevance and sustainability in PE while promoting lifelong engagement with physical activity. Keywords: physical education, gamification, digital tools, motivation, performance

Teacher pedagogical competence in practice constitutes a key to the quality of madrasah graduates. Practicing needs to be integrated into the religious culture and the supported madrasah environment, as well as entrepreneurial leadership. The research objective is to describe quality teaching practices integrated with entrepreneurial leadership and religious cultures that lead to higher graduate quality. This research employed a mixed-methods approach. This study involved a 349-teacher proportional stratified random sample. Participatory observation, in-depth interviews, and documentation are also employed to adopt a qualitative approach in describing each variable. Quantitative data were analyzed using path analysis to determine the contribution of each coefficient to the causal relationships among variables. Pedagogical competence exhibits the strongest and most significant influence on graduate quality, as indicated by its t-value. This research indicates that teacher pedagogical competences are integrated into the religious culture program as the basis of madrasah principles and polices. Madrasahs need to focus on teacher pedagogical skills, Islamic pedagogy, and integration of religious values into subject teaching. Principals must be visionary on curriculum integration, such as designing a holistic curriculum that blends general education with Islamic teachings, using local wisdom and religious culture as contextual learning tools, and promoting interdisciplinary approaches where Islamic values are embedded across subjects. Ultimately, transformative and visionary leadership in madrasahs is necessary to inspire religious commitment and academic rigor, facilitate innovation, and maintain the quality of madrasah graduates.

Abstract This study explores how environmental agents in schools transform reflexive internal conversations into external communication oriented toward achieving shared understandings in climate change action. This conceptual framework combines Margaret Archer’s modes of reflexivity (communicative, autonomous, meta-reflexive, and fractured) with Jürgen Habermas’s typology of communicative action (instrumental, communicative, and strategic). The reflexivity layer assesses how agents think and act, while the communicative action layer assesses the importance of knowledge and the direction of action. Using a critical ethnographic approach, this study uncovers hidden realities through offline and online conversations between environmental agents during school climate action. The results reveal teacher-student interactions that can be empowering and limiting, shifting between dominance, interdependence, connectedness, and disconnection. These conditions are influenced by the extent to which opportunities for reflective monitoring are provided through dialogue, discussion, and deliberation. Key findings reveal that silent communication connects internal reflection with external dialogue as a bridge between personal agency and collective action. This study highlights the pedagogical implications of integrating communicative action with reflexivity in strengthening Education for Sustainable Development through climate change action in schools.

ABSTRACT Intercultural communication competence comprises multidimensional capabilities essential for global engagement. Despite acknowledged importance of intercultural communication competence, the development of intercultural sensitivity among Chinese learners, particularly regarding the Developmental Model of Intercultural Sensitivity, remains insufficiently studied. Grounded in Chen and Starosta's intercultural sensitivity framework, this study investigated the intercultural sensitivity of Chinese learners and the stages of DMIS. Data collected from the questionnaire and sensitivity checklist were analysed using descriptive statistics, one-way ANOVA, and Pearson correlation. The results showed that the mean value of interaction attentiveness was the highest. Intercultural sensitivity profiles and DMIS developmental stages exhibited non-proportional variation across Chinese learners. In addition, the study found that interaction attentiveness varied the most across the DMIS stages, while interaction engagement showed the least variability among these stages. Interaction enjoyment demonstrated statistically significant correlations with DMIS progression. A three-phase developmental framework supported by five intercultural sensitivity components and metacognitive skills delineates pedagogical pathways for sustainable intercultural competence enhancement. The results highlighted that the sustainable development of intercultural sensitivity is of great significance for enhancing the intercultural communication competence of Chinese learners.

This article presents a pedagogical proposal grounded in the Translanguaging Learning Movement Framework (TLMF), developed through collaborative teacher education sessions from the Translinguar Project in southern Brazil. Comprising seven flexible pedagogical movements, the TLMF was co-constructed through educators’ reflections and draws on translanguaging theory. The article outlines a teaching unit on climate justice, a pressing theme marked by environmental disasters disproportionately affecting migrant communities. The proposal offers strategies for implementing translanguaging pedagogy in multilingual classrooms, fostering linguistic, social, and climate justice. It contributes to critical language education by connecting diverse linguistic repertoires with context-responsive and socially engaged teaching practices.

ABSTRACT This study explores how Peer-Assisted Learning (PAL), embedded within a Participatory Action Research (PAR) framework, can foster intercultural competence (IC) among design students—an area largely overlooked in existing design education literature. Unlike previous models emphasizing instructor-led or study abroad approaches, this research presents PAL as a peer-driven, campus-based alternative for developing IC through student-centered dialogue and collaboration. A mixed-methods design was employed with 33 undergraduate and graduate design students, combining structured questionnaires and semi-structured interviews. Results reveal that PAL significantly enhances cultural adaptability, communication skills, and creative problem-solving through sustained intercultural peer interactions. Students also reported increased motivation, emotional resilience, and belonging. While challenges such as language barriers and divergent communication styles emerged, the study highlights the effectiveness of scaffolded peer-learning environments. Anchored in Byram’s IC model and Vygotsky’s sociocultural theory, this research introduces a new pedagogical pathway for embedding IC development into design curricula. It advocates for PAL as a scalable, inclusive strategy to promote intercultural learning and interdisciplinary collaboration without reliance on mobility-based programs. Future studies should examine the long-term impact of PAL on intercultural readiness within professional design contexts.

Abstract This corpus-based study investigates the distribution of lexical verbs (LVs) within Pakistan’s government-mandated English textbooks by analyzing a dataset comprising 79,499 words from the Pakistan English Textbook Bank (PETB). The results identify notable lexical asymmetries, with merely 4% of all LVs (59 lemmas) accounting for approximately 45% of all verb instances. This indicates a concentration of a limited set of verbs, predominantly transactional or general-purpose verbs such as "say," "make," and "tell." Conversely, discipline-specific academic verbs, including "discuss,' 'evaluate,' and "analyse," are infrequently employed, each appearing no more than five times. A comparative analysis with the British Academic Written English (BAWE) and British Academic Spoken English (BASE) corpora demonstrates that the verb "say” appears over four times more frequently in PETB than in BAWE and 3.7 times more often than in BASE, suggesting an overreliance on narrative and conversational verbs. Juilland’s dispersion index (D = 0.31) reveals that these verbs tend to cluster in storytelling or anecdotal sections rather than being evenly distributed across expository or academic segments. This lexical imbalance raises concerns regarding the extent to which the textbooks align with the cognitive and linguistic objectives articulated by Pakistan’s National Curriculum Framework (2021). To address this issue, the development of a Pedagogical Verb Index (PVI) is proposed to assist textbook authors in fostering more balanced and academically appropriate verb usage.

This study explores the theoretical integration of James A. Banks’ Approaches to Multicultural Curriculum Reform—particularly the Transformative and Social Action approaches— with the principles of Critical Service-Learning (CSL), in an effort to enhance the practical implementation of multicultural education. Through an in-depth review of key theories and prior research in both domains, the study examines how these two frameworks can complement one another. While Banks’ model promotes a developmental sequence of “Knowing-Caring- Acting” to cultivate students’ critical consciousness and civic engagement, its implementation in educational practice has often been hindered by institutional and structural constraints. In response, this study proposes a conceptual, integrated instructional model—Critical Multicultural Service-Learning (CMSL)—which synthesizes CSL’s focus on social justice, critical analysis of power structures, and mutuality with the staged learning goals of Banks’ framework. The CMSL model is presented as a hypothetical design intended to foster multicultural awareness and civic responsibility through both curricular and co-curricular learning experiences. Ultimately, this study argues that integrating Banks’ multicultural curriculum approaches with CSL offers a meaningful pedagogical pathway for advancing multicultural education. It also emphasizes the need for further theoretical refinement and the establishment of institutional supports to enable the model’s effective implementation.

As sustainability becomes a core driver of regulatory compliance, market differentiation, and environmental accountability, technical education must evolve to equip future professionals with ecolabel literacy. Ecolabels—voluntary certifications denoting environmental performance—are increasingly central to procurement, design, and policy decisions in architecture, civil engineering, and sustainability domains. This paper explores the strategic rationale for integrating ecolabel education into higher education curricula, particularly in India, where regulatory frameworks like Eco-Mark and IGBC Green Pro are gaining traction. Through secondary research and curriculum mapping, the paper identifies pedagogical pathways, institutional benefits, and implementation challenges. It argues that embedding ecolabel literacy fosters regulatory fluency, market readiness, and systems thinking—transforming sustainability from a compliance checkbox into a strategic capability

This article explores the conceptual intersection between Carlos Franchi’s notion of vertical creativity and Noam Chomsky’s hierarchical model of generative grammar, aiming to articulate perspectives from Brazilian interactional linguistics and cognitive-generative linguistics. Based on bibliographic and documentary research, the study argues that the cognitive and expressive potential present in Chomskyan recursion significantly aligns with Franchi’s view of linguistic creativity as a vertical, contextual, and innovative process. By analyzing how recursion not only generates syntactic complexity but also enables original linguistic expression, the study proposes a synthesis between creativity and formal structure. Methodologically, a theoretical and analytical approach is adopted, combining interpretive readings of foundational texts with selected linguistic examples. Special attention is given to Franchi’s reflections in his 1991 and 1992 articles, particularly episodes involving Father Matos, which illustrate language as a creative act rooted in cultural and dialogical contexts. These are examined in light of the cognitive perspective developed by Hauser, Chomsky, and Fitch (2002), who position recursion as the core of the faculty of language. The results suggest that Chomsky’s theory of hierarchical recursion provides a strong foundation for understanding how linguistic creativity operates. Syntactic operations are shown not to be merely mechanical but deeply linked to semantic and pragmatic processes. Therefore, creative grammar teaching should highlight the mutual constitution between form and meaning, opening new emancipatory pedagogical pathways.

The tensions between global metrics like the Human Development Index and local pedagogical approaches situate the study reported on in this article, introducing the concept of Sumud (“resilience”) as a pivot point. The study addresses the importance of having critical research for building capacity and competence for early childhood education and care in Palestine, which got its first national strategy and framework in 2017. Data from workshops with stakeholders, field visits and policy documents reveals that systemic challenges such as limited resources, untrained staff and the impact of external donor-driven policies inhibit practices in early childhood education and care in Palestine. The study highlights Sumud as a potential foundation for a locally grounded pedagogy that emphasises resilience, community and collective resistance. As a critical concept, it argues that addressing early childhood education through this lens may better align with the lived realities of Palestinian children and their need for justice, hope and steadfastness amidst adversity. This perspective challenges universal educational frameworks, advocating for critical, contextualised approaches to early childhood education and care.