Integrating digital technology into education is increasingly important to enhance learner engagement and improve academic performance, especially in subjects such as Geography, which depend heavily on spatial reasoning and visualisation. This study investigated how CBAM influences teachers' integration of tablets and the effect of this integration on student performance in Mkalama District, Tanzania. It followed a mixed-methods design involving 12 Geography teachers and 180 Form Three students from six public secondary schools. Data collection instruments included questionnaires, interviews, classroom observations, and assessment records. Quantitative data were analyzed using descriptive statistics, ANOVA, and t-tests, while qualitative data were organized thematically by the CBAM dimensions of Stages of Concern, Levels of Use, and Innovation Configurations. Findings indicated that the majority of teachers (80%) belonged to the early stages of CBAM, informational (50%) and personal (30%), reflecting interest in using the tablets but with several concerns regarding competence, workload, and classroom management. Few teachers reached the collaborative stage (15%) and refocusing stage (5%) that characterised student-centred, technology-enhanced pedagogic practices. As for Levels of Use, 40% of the teachers mainly used tablets for content display, 25% for routine interactive activities, and 35% for preparation. Student achievement under tablet-supported instruction increased by 11.4% compared to traditional teaching. The study suggests that effective tablet integration depends on teachers' progression through the CBAM stages, supported by continuous school-level professional development and adequate infrastructure.

Purpose This research was performed to get a better understanding of social safety factors that impact students pursuing higher education degrees in engineering and technology fields and to understand what might be done to encourage students to begin and then complete the degrees. Design/methodology/approach A mixed-methods research design was used to examine student perceptions of social safety within engineering and technology-related academic programs. A survey that incorporated both quantitative and qualitative data was developed and administered via Qualtrics. The survey underwent an alpha and a beta version. Likert-scale questions assessed perceptions of respect, support and experiences with bias or discrimination within academic settings. Demographic questions were left open-ended, allowing students to self-identify using their own terms for gender, ethnicity, sexual orientation, religion and academic program. Open-ended questions were also used for students to provide detailed qualitative information about their personal social safety experiences. Findings Social safety and comfort levels reported by students include notable gender-based differences. When examined solely by religious affiliation, notable differences in comfort levels were observed. Students’ comfort within academic environments is shaped not only by structural or demographic factors but also by a variety of personal and internal experiences. Imposter syndrome and social anxiety were the most prevalent. Social and cultural factors most prevalent were instructor personality and academic pressure. The most impactful factors in supporting student comfort include inclusive pedagogical practices such as clear expectations, a welcoming atmosphere, encouragement of questions and celebration of success. Research limitations/implications The research investigates how institutional frameworks and personal relationships between students and faculty members affect students’ academic experiences in engineering and technology higher education. It establishes that social safety development stands as a fundamental requirement instead of an optional factor for student engagement and academic persistence. The research uses student perspectives to reveal institutional obstacles and also to recommend methods for building more socially safe academic spaces. Practical implications The results of this research can be used by higher education faculty, administrators and even students to better understand impacts on social safety in engineering and technology fields, including when differing demographics play a role and also offers practical and actionable recommendations for improvement by the student survey participants. Social implications The results of this research help express disparities in social safety based on gender, ethnicity and other personal characteristics. It demonstrates that there are various personal as well as structural barriers that impede a sense of comfort and social safety and offers recommendations for addressing them. Originality/value The research provides an original contribution through its study of social safety, which combines psychological internal factors with external structural elements, in STEM fields in dual-mission higher education. The research examines how gender identity, ethnicity and religion interact to produce specific patterns of student comfort and bias. The research identifies essential personal, classroom and environmental factors that affect student’s sense of belonging and offers practical recommendations from the survey participants, which helps advance STEM education equity understanding and creates a framework for future assessment and institutional improvement.

ABSTRACT This paper investigates a principled approach to integrating Gospel-inforned content with English as a Second Language instruction from the perspective of a Christian educator. Employing a John 3:16 cloze activity, it demonstrates how spiritually meaningful material can be embedded in pedagogical practices for low proficiency learners. Grounded in theories of language ideology, intersectionality, World/Asian Englishes, critical pedagogy, and plurilingualism, this paper argues that faith-informed teaching can be both pedagogically rigorous and inclusive. Findings indicate that incorporating Gospel themes through culturally and linguistically resposnive strategies- such as leveraging learners’ first languages and promoting voluntary engagement- supports identity affirmation and inclusive classroom practices. The use of John 3:16 in multiple languages exemplifies a plurilingual orientation, while emphasis on learner agency aligns with critical pedagogy principles. This research contributes to scholarship on inclusive language education by proposing a Gospel-informed pedagogy model that validates multilingual identities and fosters holistic learner development.

ABSTRACT This paper presents a decolonial childist critique of pedagogical psychology in Norwegian teacher education, with relevance beyond Norway. Decolonial childism rethinks adultist structures by addressing not only children but also all individuals marginalised as ‘child-like’, regardless of age. By recognising the constructed ‘figure of the child’ as a symbol of inferiority within Eurocentric coloniality, this lens reveals the inseparable colonial relationship between ideas of childhood and education. We conduct a preliminary deficit reading of Gunn Imsen’s Elevens Verden (The Pupil’s World), a key textbook in the foundational, obligatory subject Pedagogikk og Elevkunnskap (Pedagogy and Knowledge about the Pupil) in Norwegian teacher education. Our preliminary deficit reading of six editions of the textbook uncovers a persistent absence of diverse knowledges, perpetuating an infantilized ‘figure of the child’. By foregrounding non-perception as a legitimate epistemological point of departure, we call for pedagogical practices and psychologies that embrace the complexity of childhoods.

Purpose: To present an editorial and analytical synthesis of the 2025 issue (Volume 6) of the Review of Artificial Intelligence in Education, highlighting conceptual, methodological, and thematic trends emerging across the international studies published on AI in education. Methodology: An integrative review of all articles in the edition was conducted, examining theoretical perspectives, methodological designs, explanatory models, institutional diversity, and cross-national contributions. The synthesis draws on comparative analysis of findings from Europe, Asia, Latin America, the Caribbean, Africa, and Brazil. Findings: The issue reveals four major axes: (1) AI governance and ethics, with growing emphasis on regulation, explainability, and compliance frameworks (EU; ISO 42001). (2) Pedagogical practices and real-world AI use by students and educators, showing tensions between efficiency gains and educational risks. (3) Student vulnerability and digital inequality, underscoring the need for inclusive policy frameworks. (4) Methodological diversification, marked by PLS-SEM, Social Network Analysis, PRISMA-based reviews, normative-institutional analyses, and conceptual modeling in generative AI. Conclusion: The 2025 edition reinforces the journal’s role as a global reference in AI-in-education research, combining scientific rigor, methodological plurality, and commitment to open science. The contributions deepen international dialogue on responsible AI governance, innovative teaching practices, and equitable digital transformation.

This study examines the implementation of the Al-Islam and Kemuhammadiyahan (AIK) curriculum at SMP Muhammadiyah 01 Medan, focusing on its relevance, pedagogical practices, assessment systems, and supporting institutional factors. Using a qualitative case-study design, data were collected through interviews, classroom observations, and document analysis involving teachers, students, parents, and school documents. The findings reveal that the AIK curriculum is perceived as normatively strong, emphasising akhlaq, ibadah, and Qur’anic understanding, yet remains limited in addressing contemporary issues, particularly digital ethics and media-literacy challenges commonly experienced by adolescents. Classroom practices were dominated by lecture-based instruction, although discussion and project-based learning were present in several sessions. Parental involvement in religious activities was relatively high, but communication regarding students’ behavioural development was inconsistent. Assessment practices largely relied on written examinations, with minimal use of authentic or performance-based evaluations. Structural constraints including outdated textbooks, limited teacher professional development, and low technological integration, further hindered optimal curriculum enactment. Overall, the study concludes that while the AIK curriculum provides a solid normative foundation, its effectiveness is constrained by pedagogical, structural, and contextual limitations. The study recommends enriching the curriculum with contemporary Islamic digital-ethics content, strengthening teachers’ capacities in student-centred and technology-supported pedagogies, improving communication systems with parents, and expanding authentic assessment methods. These improvements are expected to enhance the curriculum’s relevance and its capacity to cultivate holistic Islamic character development aligned with the demands of the digital era.

As AI adoption accelerates in organizations and business operations, it is important that higher education continue to study its impact on teaching and learning. Following the formal introduction of two AI applications at a 23-campus university system, this work-in-progress research aimed to understand business faculty pedagogic response to AI and employer needs at one institution. Given that curricula design involves multifactorial thinking, this report is part of a larger study involving a sequenced set of data analyses. On the higher education side, for this study, current syllabi of courses in the General Management concentration in the undergraduate business program were analyzed. General Management was the most popular business concentration last year. As the technology continues to evolve, any study provides only a snapshot in time. Given higher education’s role in the economic sector, at this transformative juncture, modernizing academic understanding of the workplace needs to examine pedagogical practice relating to graduate preparation for new opportunities and challenges.

This explanatory sequential mixed-methods study investigated how English language exposure, communicative engagement, and mentorship influence shape internship preparedness among 69 pre-service English teachers from a state university in Iloilo City, Philippines. The quantitative phase measured students’ levels of exposure, engagement, mentorship experience, and perceived readiness for teaching using validated Likert-type instruments, while the qualitative phase explored contextual factors that clarified emerging statistical patterns. Findings indicated that the participants demonstrated moderate English language exposure, largely derived from digital and entertainment media, whereas interpersonal and home-based communicative use remained limited. Despite this moderate exposure, students reported high levels of internship preparedness, although significant differences were observed between sections, signaling uneven developmental opportunities. Correlation analysis revealed no significant relationship between exposure and preparedness, indicating that passive or input-dominant exposure does not directly foster teaching confidence or pedagogical readiness. Qualitative insights emphasized the critical role of communicative engagement and mentorship particularly consistent modeling, structured feedback, and guided pedagogical practice in shaping students’ readiness for classroom realities. Overall, the study underscores that internship preparedness is a multifaceted construct influenced more by quality engagement and mentorship depth than by the frequency of language exposure. Implications highlight the need for teacher education programs to enhance communicative practice, structured learning experiences, and supervisory systems that strengthen the transition from coursework to professional teaching.

This article investigates the role of inclusion in kindergarten education through qualitative interviews with kindergarten teachers and parents. Drawing on the sociological work of Zsuzsa Ferge, we examine how kindergarten institutions contribute to the reproduction of social boundaries along ethnic and class lines. Our analysis focuses on how inclusion is understood and enacted in everyday pedagogical practice, and how institutional narratives and routines participate in shaping distinctions between social groups. Complementing Norbert Elias’s theory about the process of civilization, Bourdieu’s concept of symbolic violence provides a central analytical lens to reveal the subtle and often invisible mechanisms through which power operates in early childhood education. As a second interpretive framework, Michael Lipsky’s notion of street-level bureaucracy enables us to distinguish between the formal, colourblind discourse of “integration” and the more personal, often contradictory, voices of kindergarten teachers. Through this dual framework, we demonstrate how institutional practices and professional narratives, while framed as inclusive, often reproduce hierarchical relations and cultural otherings. Our findings suggest that the rhetoric of inclusion, rather than dismantling social inequalities, contributes to the re-ethnicization of Roma children and their families. In this way, the study highlights the ambivalent role of early childhood education as both a site of care and a mechanism for the subtle reproduction of social and ethnic boundaries.

This study explores the perspectives of children at risk of social exclusion (RSE) regarding their everyday experiences in kindergarten. Using semi-structured, developmentally appropriate interviews, we examined the views of 48 children (M = 70.32 months) identified by teachers as vulnerable due to social, emotional, or contextual circumstances. Overall, children described kindergarten as a generally positive and enjoyable environment, emphasizing friendships, play, and familiar routines. However, many also expressed concerns related to limited autonomy and agency. Rules were frequently perceived as restrictive rather than supportive, and penalties often involved social or physical constraints, such as exclusion from activities or temporary isolation. Children also reported difficulties identifying consistent encouragement or available support from teachers, except during moments involving strong emotional distress. These findings highlight the ongoing need for inclusive, responsive, and autonomy-supportive pedagogical practices in early childhood education. The results suggest that children not only desire opportunities for participation but also need to feel visible, recognized, and respected as legitimate contributors to the educational process. Such reflections indirectly point to possible gaps in the quality of educational practice and the professional competencies of educators. Adults’ assumptions about knowing what is best for children may unintentionally restrict children’s participatory rights, particularly for those already at risk of social exclusion, who may have fewer opportunities to influence their learning environment.

This study was conducted with the purpose of documenting the Puerto Rico–Guatemala Reading Alliances Project (PAL), which aims to promote reading and the development of readers and writers at a Maya Kaqchikel rural school in Guatemala. The foundation of this qualitative study is Vygotsky’s historical-cultural theory (in particular the concept of zone of proximal development) and the Funds of Knowledge perspective coined by Luis Moll and his collaborators. Ethnographic and action-research methodology was used, with the participation of students and their families. Anchored in the zone of proximal development, the PAL developed pedagogical practices focused on constructing meanings based on linguistic and cultural knowledge, the Funds of Knowledge of the children, their families and their community. This article presents how this community’s knowledge was used for academic purposes for curricular design, reading development and especially text production. The researchers, professors at the University of Puerto Rico, are former students of Luis Moll.

This study investigates the integration of Artificial Intelligence (AI) technologies, with a particular emphasis on AI-based chatbots, to enhance metacognitive interactions in the learning of integral calculus, specifically within the domain of integration methods. By cultivating learners’ capacities for planning, monitoring, and evaluating their problem-solving strategies, AI-driven interventions act as catalysts for the development of metacognitive awareness in advanced mathematics instruction. Metacognition, which entails both the awareness and regulation of one’s cognitive processes, constitutes a critical determinant of effective problem-solving proficiency. Employing a case study design, this research explores the utilization of interactive AI chat prompts to deliver real-time guidance, thereby encouraging students to engage in reflective evaluation of their strategies and cognitive approaches. The efficacy of the AI platform is assessed through targeted interventions aimed at fostering metacognitive engagement and enhancing learning outcomes. The findings demonstrate that AI integration significantly supports students in identifying their cognitive strengths and limitations, while promoting the deployment of effective, adaptive problem-solving strategies. By reinforcing metacognitive interaction, this approach equips learners with the cognitive flexibility necessary to navigate complex mathematical tasks, simultaneously contributing to the progression of innovative, technology-enhanced pedagogical practices. Furthermore, the study highlights the role of AI-facilitated personalized learning and adaptive learning environments in supporting differentiated instruction tailored to individual learner profiles.

The relevance of the study is stipulated by the growing need to train future primary school teachers who are able to effectively use language and communication skills in the context of digitalisation of education. Given the challenges of modern pedagogical practice in Ukraine, it is important to explore approaches to improving language competence in order to facilitate teachers’ adaptation to digital technologies and ensure quality education in the context of rapid changes in the information space. The aim of the study was to conduct a detailed analysis of the peculiarities of forming the linguistic and communicative competence of future primary school teachers, taking into account the current state and potential of the digital sector in Ukraine, as well as the introduction of modern virtual technologies. The study used a number of psychological and pedagogical scientific methods, such as analysis, synthesis, comparison, classification, systematisation and generalisation of information contained in scientific and educational literature on the chosen topic. Based on the generalisation of scientific works, the author proposed a definition of the concept of “linguistic and communicative competence of a future primary school teacher”. The features of the digital transformation of higher pedagogical education are determined on the basis of an analysis of the experience of foreign countries (Great Britain, Estonia). The main problems of digitalisation and digital transformation of vocational teacher education in Ukraine were described. The introduction of online training of future primary school teachers was actualised, in particular in the context of improving their linguistic and communicative competence. The article revealed the peculiarities of using a number of educational digital services and platforms (G-suit for Education, Moodle, Classcraft, Learningapps, Coursera, Prometheus and EdEra, etc.) in the context of improving the language and communication competence of future primary school teachers in Ukraine. The results of the study can be used to improve the curricula in pedagogical universities of Ukraine and to improve the quality of teacher training.

Recent declines in student ethics and learning diligence indicate deeper systemic challenges within the contemporary educational ecosystem. This situation prompts critical inquiry into the respective contributions of school governance, teacher practices, and familial environments in shaping student’s learning orientations. This study seeks to identify the principal determinants of learning diligence from the perspectives of teachers, parents, and students, employing a qualitative exploratory–interpretive design. Data were elicited through narrative stimuli intended to provoke reflective and affectively grounded responses, which were subsequently examined using inductive–thematic analysis. The findings demonstrate that structural weaknesses within school systems, particularly ambiguous policy direction, inconsistent institutional regulations, and ineffective evaluative mechanisms—constitute dominant factors undermining student’s motivation and academic discipline. Parental influences also play a substantive role; insufficient parental engagement and inadequate developmental guidance contribute to weakened responsibility and diminished learner commitment. Some students report withdrawing from academic engagement due to unclear expectations and the absence of supportive school conditions. Moreover, perceptions of automatic grade promotion and guaranteed graduation exacerbate motivational decline. Collectively, these findings indicate that learning diligence emerges from a complex interplay between institutional structures, pedagogical practices, family dynamics, and student’s psychosocial conditions. Addressing these issues thus requires coordinated, systemic, and multi-stakeholder intervention.

Clinical training is a fundamental pillar in the development of professional competencies among students in health sciences. In the Democratic Republic of Congo (DRC), where the healthcare system faces a shortage of qualified personnel and inconsistent quality of care, improving clinical supervision has become a strategic priority. This dissertation aims to evaluate pedagogical supervision practices during clinical placements at the Institut Supérieur des Techniques Médicales (ISTM) of Kikwit, in order to identify existing shortcomings and propose avenues for improvement to enhance the acquisition of professional skills. A quantitative, descriptive, and analytical study was conducted with a sample of 120 students and 25 supervisors selected from various clinical placement sites. Data were collected using self-administered questionnaires and observation checklists. The variables examined included supervisor availability, the quality of explanations provided, the teaching methods used, and the evaluation practices during placements. Findings show that only 33.3% of students received regular follow-up from their supervisors. Furthermore, 37.5% reported limited access to their supervisors, and 20.8% considered the explanations received to be insufficient. Despite these challenges, 91.7% of students acknowledged that clinical placements strengthened their self-confidence and contributed to their professional development. The study highlights significant gaps in clinical supervision that may hinder the effectiveness of training. It recommends the implementation of continuous training programs for supervisors, increased on-site presence, and the standardization of pedagogical practices to sustainably improve the quality of clinical education in the DRC.

The aim of this research was to evaluate the theoretical and conceptual conceptions of 9th grade teachers of Environmental Education and Science subjects from municipal schools in Barreirinhas, Maranhão, about solid waste. The research is qualitative and data collection was carried out through a semi-structured form with 12 teachers about teacher training, knowledge about solid waste, pedagogical practices, environmental education actions, challenges and difficulties. It was found that most of the teachers do not have specific training and do not feel prepared to develop environmental education activities, but they understand the importance of developing the theme of solid waste in school.

This study examines a library-based study on socio-cultural perspectives concerning IT-driven language teaching in pesantren-linked higher education institutions. It underscores the correlation between traditional pesantren values and current educational methods. Facing the increasing influence of digital technology in language learning, pesantren institutions must balance the integration of technological tools—such as chatbots and virtual reality—with the need to uphold their religious identity and cultural heritage. The study uses a qualitative approach, analyzing extensive literature from academic sources such as Google Scholar, Scopus, and DOAJ. Through critical review and thematic analysis, relevant scholarly works are examined to understand how socio-cultural values are expressed and negotiated in IT-based language education within Islamic contexts. The results show that technology increasingly influences the development of culturally responsive teaching strategies and materials. Simultaneously, the review highlights the importance of maintaining pedagogical practices aligned with the epistemological and ethical principles of pesantren education. Overall, this study contributes to discussions on how digital tools can be effectively incorporated into language instruction while maintaining cultural authenticity in Islamic higher education.

The intensive exploitation of natural resources has increased environmental impacts, making Environmental Education (EE) essential for fostering critical awareness and promoting sustainable practices. This article analyzes EE concepts from a political and educational perspective, aiming to understand the influence of public policies, legal frameworks, and socio-environmental movements on educational processes. In Brazil, a conservative approach predominates, influenced by neoliberal policies, which limits the effectiveness of transformative EE. Despite the legal framework that mandates the inclusion of environmental topics in education, its implementation remains limited, highlighting the need to strengthen critical pedagogical practices aligned with sustainability.

The study aimed to understand the factors that enable the connection between a conservation unit (CU) and schools, as well as the processes of school environmentalization. The research followed an ethnographic approach, including participant observation, structured questionnaire and document analysis. It was found that several factors contribute to the valorization of environmental education in schools: the commitment of the institutions’ managers; the motivation of teachers; the organization of school events and activities within the CU; integrated pedagogical practices; school documents that address environmental education and highlight the CU; and the geographical proximity between the school and the CU.

Student success is vital to higher education (HE) stakeholders, regardless of how it is measured or defined, highlighting the need for efficient pedagogic practices to successfully achieve intended educational and student outcomes. This research comprises examples of sound pedagogical practices from the success stories of teaching academics in a Humanities Faculty. It explores characteristics of practices that could enhance academic performance and foster student success by analysing eight (n=8) Humanities lecturers' successes in university teaching experiences. The qualitative narrative inquiry used semi-structured interviews, narrative analysis methods, and a reflective narrative analysis lens to unpack some distinctive features of impactful higher education pedagogies from South African higher education settings. Theories of reflection frame the study, permitting reflection, narration, and sharing of instructive approaches based on critical reflection. Findings suggest that the purposeful, selective use of learning tools and integration into apt working student-centred practices positively impact undergraduate learning, academic performance and success.