This study analyses the effect that digital transformation has had on organizational agility in private schools in Guyana from the years 2015–2025. As education systems globally adopt technologies like Learning Management Systems (LMS), data analytics and online collaboration tools, private schools have had to follow suit, and in some cases, have taken the lead. However, most private schools have had to deal with unique challenges in digital adoption, including financial constraints, infrastructure gaps and teacher readiness. This research will aim to assess how digital tools strengthen institutional agility and enable private schools to adapt to technological changes, respond to disruptions and improve academic results of students. The study makes use of a systematic review methodology that is guided by PRISMA guidelines in order to thoroughly synthesize existing literature. This process will help identify the best practices, challenges and strategies that will be particularly relevant to Guyana’s educational context. The study is supported by the Dynamic Capabilities Theory and the Resource-Based View. Both theorize on how organizations, including schools, build up technological competencies to strengthen agility. The findings of this study will provide insights that are actionable for educators, policymakers and school administrators. The subsequent implementation of these lessons will result in effective digital strategies in private education. Since this is a very critical research gap, this study offers practical recommendations that will strengthen digital integration in private schools and guarantee that they remain adaptive, competitive and future-ready in a world where education is increasingly succumbing to the prevalence of technology.

Purpose This study analyzes succession planning in private education by comparing western and eastern leadership philosophies, exploring how cultural values shape leadership and institutional goals. Design/methodology/approach This study analyzes the leadership succession models within the context of the private education sector through a systematic literature review. These findings are complemented by including two case studies, Harvard University (western model) and Keio University (eastern model), to give practical validity. These case studies demonstrate how succession planning is implemented in institutional contexts, drawing a line between theoretical understanding and implementation. Findings The study shows that western institutions focus on innovation and transitions anchored in merit, while eastern institutions care about respecting relational harmony and continuity in ethical terms. Each of the approaches has its merits and limitations. A hybrid model that blends western and eastern strengths may be useful in the increasingly globalized educational environment. Practical implications The findings provide actionable insights for educational leaders and policymakers, emphasizing the need for adaptable yet culturally sensitive succession policies. Recommendations include implementing mentorship programs, balancing internal and external hiring and establishing policies accommodating performance-driven and ethically-rooted leadership. Originality/value The paper tries to offer unique perspectives by integrating eastern and western philosophical insights that may align with global competitiveness and cultural traditions.

The persistent crisis of out-of-school-children (OOSC) reveals deep-rooted structural, social and policy-level barriers that continue to obstruct equitable access to schooling. The challenge extends far beyond the mere availability of schools or financial constraints alone. Instead, it reflects a threefold imbalance: centralized education system that creates a disconnect between policy decisions and their implementation, socio-economic pressures that push children toward labor rather than schools and a public–private education conundrum links quality to private schools, yet high fees make them inaccessible for low-income families. Public schools are free but often lack quality, leaving parents with no viable option. This quality-affordability gap drives children out of school and fuels Pakistan’s OOSC crisis. This integrative research examines these interconnected contributors to Pakistan’s out-of-school children problem. By drawing a comparative lens to the United States, a system with near-universal enrollment and stronger public-school performance, this study seeks to identify structural lessons that may support more inclusive, sustainable and effective education planning in Pakistan.

Korea’s population decline and local extinction pose a serious national crisis that persists despite significant government investment and only limited improvement in fertility rates. More effective policy evaluation and direction are needed, particularly in areas like private education, which remains insufficiently addressed. Experts highlight the need for stronger governance, flexible investment, specialized talent, and evidence-based policy design, emphasizing that uniform regional resource allocation reduces efficiency. Tailored strategies based on regional characteristics-supported by cooperation among population experts, administrators, and community leaders-are essential, with priority given to areas that still maintain population viability, while depopulated regions should receive minimal welfare and medical support. Since the population crisis requires long-term solutions, both immediate and sustained policies must be implemented within a stable, non-politically driven governance framework.

ABSTRACT This study examines how a Swedish government directive regarding professional language support for welfare professionals is implemented and recontextualised at departmental and local levels. The government has consequently allocated resources to strengthen language proficiency, identifying preschool staff as a key target group. Using critical discourse analysis, we investigate this government directive through a specific language support programme carried out by two private education facilitators. These facilitators invite preschools across Sweden to participate. The results show that this directive is implemented through discourses that partially undermine its own intentions. For example, the language programme is characterised by ambiguities regarding its objectives, pedagogy and practical implementation, which could reinforce hierarchies among staff groups rather than reduce them. Furthermore, the programme reflects an emphasis on individual responsibility and educational values based more on professional “know-how” than scientific knowledge.

This article investigates how diversity strategies contribute to the sustainable growth of private schools in Harare Metropolitan Province, with particular emphasis on Chitungwiza, Zimbabwe. Anchored in diversity management theory, ecological systems theory, and sustainability in education, the study adopts a mixed-methods explanatory sequential design. Quantitative data were gathered through structured questionnaires administered to school heads, teachers, parents, and students, while qualitative insights were obtained from semi-structured interviews and focus group discussions. The results demonstrate that intentional diversity strategies—specifically culturally responsive pedagogy, inclusive institutional policies, flexible fee structures, gender-sensitive practices, and targeted support for learners with disabilities—have a statistically significant and positive effect on key sustainability indicators, including enrolment stability, learner retention, academic performance, and institutional reputation. Schools that systematically embedded diversity strategies exhibited stronger community trust and enhanced financial resilience, which are critical attributes for long-term sustainability in economically volatile environments. The study concludes that diversity should be understood not merely as a normative or ethical obligation, but as a strategic resource capable of strengthening organizational performance and sustainability in private education. The findings offer practical and policy-relevant insights for school leaders, regulators, and policymakers seeking to promote inclusive and sustainable growth of private schooling in Zimbabwe.

This paper studies the interaction between the private and the public sector in determining the supply and segmentation of education in modern economies. We develop a theoretical model in which the private and the public sector offer education as a relatively homogeneous good. In our model, the distribution of preferences for the private and public choices determines the stratification of the choice of education. Our analysis shows that increases in income taxation reduce the demand for private and public education but increases tax revenue and the supply of the public sector, showing a tradeoff between access to education and welfare changes associated to the net incidence of taxation and the supply of a public good. In our model, the private sector helps to improve the efficiency in the supply of education while the government intervention improves access leading to a more equitable allocation of resources in education. In our analysis income tax rates are associated to the proportion of households choosing both education in the private and public sector, which might help to evaluate the efficacy of government intervention in education.

This study explores the impact of charismatic leadership on organizational sustainability, emphasizing the mediating role of the “Grey Wolf” approach within the private education sector, specifically among private universities in the Sulaymaniyah Governorate, Kurdistan Region of Iraq. Employing a quantitative case study methodology, data were collected through a pre-tested structured questionnaire distributed electronically and internally to relevant participants. A total of 97 valid responses were obtained and analyzed statistically. The findings reveal that charismatic leadership, particularly its environmental sensing dimension plays a critical and decisive role in advancing organizational sustainability. Moreover, the Grey Wolf approach significantly enhances this effect as a mediating variable. These dynamics reflect a growing organizational emphasis on the efficient and effective use of available resources to achieve sustainable outcomes in increasingly competitive business environments. Based on the results, the study recommends that the administrations of the surveyed private universities prioritize the development of charismatic leadership practices and the integration of the Grey Wolf approach. These elements should be regarded as strategic assets, essential for fostering adaptability, promoting change, and addressing the evolving challenges of sustainability in modern service-oriented institutions.

Employee empowerment has become an important organizational solution in service-based industries where human capital is a decisive factor in service quality, innovation, and sustainability of institutions. As knowledge-oriented and people-focused service industry, the private education sector is becoming more and more reliant on empowered educators and academic administrators in order to attain organizational development and competitiveness in the long run. This theoretical article explores the theoretical basis of employee empowerment and its connection with organization development in the service industry and the focus is on the private educational institutions. The study will be based on the existing theories of empowerment, organizational development, and human resource management to propose an integrated theoretical framework based on the existing literature. The article identifies major dimensions of empowerment, structural, psychological and relational, and deliberates on how these dimensions assist in creating institutional effectiveness, faculty engagement, organizational learning and adaptive change in the private education context. It is concluded in the paper by defining theoretical implications, management insights, and suggestions of enhancing the development of organizations through empowerments in the case of the private educational institutions.

BackgroundSenior dental students’ transition from preclinical education to clinical practice is critical for their preparedness and future career outlook. In Iraq, private dental institutions are increasingly contributing to the dental workforce, but little is known about how well they prepare students for professional practice. This study aims to assess senior dental students’ perceptions of professional preparedness and career outlook at selected private universities in Iraq, and to identify the educational and demographic factors associated with these perceptions.Materials and methodsA cross-sectional survey was conducted in February 2025 among fourth- and fifth-year dental students at three private universities in Baghdad (Al-Esraa, Ashur, and Uruk). A purposive sampling technique was used. The sample size was 1,180 eligible students, of whom 1,041 responded (response rate: 88%). A bilingual, paper-based questionnaire was distributed, covering demographics, educational experiences, and career expectations. Data were analyzed using descriptive statistics, multinomial, and ordered logistic regression models, adjusting for demographic and socioeconomic factors.ResultsA total of 1,041 senior dental students (38.3% males, 61.7% females) participated, mostly aged 21–23 years (85.1%) and single (92.9%). Over half (55.8%) viewed the dental profession as declining, while 48.9% felt somewhat prepared for practice. Significant gender differences appeared in marital and employment status (p < 0.05). Prioritizing job stability (RRR = 2.5, p < 0.001), salary (RRR = 3.0, p < 0.001), and work–life balance (RRR = 2.5, p < 0.001) predicted pessimism. Students rating education as excellent (RRR = 0.1, p < 0.001) or good (RRR = 0.3, p = 0.031) were less likely to perceive decline and more likely to feel prepared (OR = 3.9, p < 0.001). Positive views of private education, experienced faculty (OR = 1.6, p = 0.001), and job stability (OR = 1.3, p = 0.035) further enhanced preparedness and optimism.ConclusionStudents’ perceptions of educational quality and career values significantly influenced their professional outlook and preparedness for practice, highlighting the role of educational experience and career priorities in shaping attitudes toward the dental profession. Incorporating mentorship and market-readiness modules into the curriculum may bridge the gap between clinical competence and employability among future dental graduates.

The script addresses the historical dispute between global curricula and local sociocultural requirements in private schooling in Southeast Asia. With private and international schools adapting more and more to globally inclined curriculums, such as the International Baccalaureate program and the Cambridge International program, the linguistic character, pedagogical practices, and civic engagement criteria introduced by these curricula often differ from the foundations of the local culture, religion, and language. To understand how these conflicts are manifested in language policies, civic consciousness, and educational equity, this research conducts a thematic analysis using the following frameworks: globalism (Hansen, 2008), postcolonial criticism (Joseph &amp; Matthews, 2014), and Confucian globalism (Choo, 2020). By considering four Vietnam, Singapore, Malaysia, and Thailand case studies, it has been argued that private schools cannot be considered a classroom group in joining these global curricula; instead, they are the loci of curriculum negotiation. Private schools thus cannot be assumed to follow global proven norms but take alternative routes. To this end, possible reactions include curriculum integration, stakeholder engagement, and cultural reciprocity. This work belongs to global education research since it is region-based and considers the subject of curriculum globalization via a monistic theoretical background.

The aim of this study is to conduct a needs analysis to determine the awareness and requirements of early childhood education stakeholders regarding social-emotional well-being and the emotion coaching approach. Within this analysis, the case study model, one of the qualitative research methods, was employed. The research was conducted during the 2022-2023 academic year in public and private early childhood education institutions across 12 different regions classified in the statistical regional classification of the Ministry of Development (2013). The study involved 21 preschool teachers, 27 school principals/administrative staff, 26 auxiliary staff, and 19 parents of preschool-aged children. As for the data collection tools, a "Volunteer Stakeholder Identification Form" was used to select participants for focus group discussions, and a "Semi-Structured Focus Group Interview Form" was utilized. The data obtained through these tools were analyzed using the content analysis method. The findings revealed that participants struggled to define the emotion coaching approach and the sub-dimensions of social-emotional well-being. Participants stated that they lacked sufficient knowledge and practical skills regarding these concepts. Additionally, the results indicated a need to enhance awareness of the impact of emotion coaching and social-emotional well-being on individuals' daily lives and social relationships.

As education moves towards further development, many meaningful ways to strengthen learners’ values formation have emerged. One of these is the service-learning method, known for having positive results in terms of character. Similarly, in the Philippine context, the Kariton Klasrum Project (KKP) serves as a service-learning strategy with a lot of potential in values education. However, despite utilizing KKP, no research has captured implementers’ perspectives, leaving no recorded evidence regarding the specific moral outcomes to them. KKP was originally introduced by the Dynamic Teen Company, and with their consent, was adapted and implemented starting in 2011 by Elizabeth Seton School-South, a private basic education institution in Imus, Cavite. The KKP engages the grade 10 learners in an outreach work with the children from Riverside, Imus, a community assisted by the Department of Social Welfare and Development (DSWD). The engagement’s preparation spanned for five months and culminated in a one-day service-learning session that involved teaching the basics of reading and writing, feeding session, and providing medical assistance. In this study, the researcher explored the role of KKP as an initiative that supports values formation among executors. Using the Qualitative Descriptive Research method, the perceptions of 10 participants from grade 10 revealed that KKP contributed to their development of responsibility, compassion, motivation, collaboration, and reflection. The findings add to the limited body of literature on KKP as a service-learning strategy in the Philippine basic education and highlight an emerging strategy for nurturing compassionate, socially responsible learners prepared to make a difference.

Teacher job satisfaction is essential for ensuring high-quality education. While instructional leadership and teacher professional development are widely recognized as influential factors, their interaction remains insufficiently examined, particularly in the context of private primary schools in China. This study investigates how headteachers’ instructional leadership and teachers’ professional development contribute to job satisfaction, using data collected from 350 teachers in private primary schools in Zhengzhou, China. Regression and mediation analyses were conducted with SPSS and PROCESS to assess the direct and indirect relationships among the variables. The findings reveal that both instructional leadership and professional development positively influence teacher satisfaction. Furthermore, teacher professional development partially mediates the effect of instructional leadership on job satisfaction, indicating a dual pathway through which school leaders can enhance outcomes for teachers. These results underscore the importance of supportive leadership and continuous professional opportunities in fostering a satisfied and motivated teaching workforce. The study contributes to the growing body of applied educational research in non-Western contexts and offers practical implications for improving teacher retention and development practices in private education settings.

The aim of this research is to examine the relationship between organizational support and job performance with the indirect role of self-efficacy among employees in the private education sector in Pakistan in their early careers. Based on the social cognitive theory, the study hypothesizes that the perceived organizational support has a positive impact on self-efficacy, which subsequently increases job performance. Two hundred (200) early-career employees (less than three years of experience) of the private educational institutions in Lahore who work in early career were surveyed. The standardized questionnaires were used in data collection and SPSS and Hayes (Model 4) PROCESS Macro were used in analysis. The findings demonstrate that the mediation role of self-efficacy in organizational support and job performance is significant. These results highlight the need to create a positive work atmosphere and build the self-confidence of the employees so as to enable them to perform better.

Purpose Social procurement is an innovative policy tool that integrates social values in public procurement, while leveraging the power of public procurement to address complex social problems. This study aims to examine the implementation of social procurement within the Ministry of Health through cross-sector collaboration among public, private and third-sector organizations. Specifically, the objectives were to analyze how the procurement process contributes to social value creation, identify the main enablers of collaboration and analyze the potential for optimizing social value–based procurement policies. Design/methodology/approach This research used a descriptive qualitative approach, using a case study design. The data collection used was a thematic analysis, conducted through semistructured interviews, focus group interviews and participatory observation, involving 16 stakeholders from government, businesses, community organizations and universities. Data collection focused on cross-sector collaboration through in-house procurement (Swakelola) type III and procurement through suppliers that meet the criteria of Domestic Products and Micro and Small Enterprises (MSEs) and Cooperatives. These mechanisms were evaluated for their potential to create social value. Findings The results show that collaboration between the Ministry of Health and nonprofit social organizations in the procurement of health services through in-house procurement type III produces direct social value. Meanwhile, collaboration between the Ministry of Health and private sector organizations in the procurement of affirmative action policies for MSEs, as well as cooperatives that produce domestic products, creates indirect social value. Leadership, regulations, procurement systems and trust emerged as the primary factors supporting the implementation of social procurement. The strategy for optimizing social procurement is driven by collaborative leadership, which creates collaborative procurement governance and generates social value. Research limitations/implications The limitations of this study include the limited scope of data exploration, which only involved key stakeholders from the public sector, namely, the Ministry of Health and several partners from the nonprofit, private and higher education sectors, including the National Public Procurement Agency. The perspectives of beneficiaries of social programs or services have not been considered, despite their significant role in evaluating the resulting social impact. Similarly, other secondary stakeholders, such as academics, civil society organizations and donor agencies, as well as other key stakeholders, including oversight bodies, have not been adequately accommodated. These limitations in stakeholder exploration and analysis need to be addressed in further research involving multiple stakeholders in assessing social procurement. Practical implications This study recommends that leaders actively encourage cross-sector collaboration in procurement and integrate social values into procurement strategies. Procurement regulations promote collaborative governance in the early stages. Meanwhile, third-sector leaders focus on building internal capabilities, engaging sector dialogue, establishing trust and pursuing social goals. Social implications This study discusses broadening cross-sector stakeholders’ understanding of the importance of governments in developing countries creating social value through the procurement of goods and services. Originality/value This study bridges the gap in social procurement literature by examining its application in Indonesia, providing insight into cross-sector collaboration dynamics and offering policy recommendations. The result contributes to both theory and practice by demonstrating the potential for social procurement to achieve sustainable development goals through leadership.

The UK government's decision to impose a Value Added Tax (VAT) on private school fees represents one of the most significant recent shifts in the country's fiscal policy and approach to education. This policy change has sparked widespread debate among economists, education experts, and policymakers, with particular focus on its potential impact on socioeconomic mobility. This study draws on established theories of tax incidence, human capital, and behavioral economics to explore the broader implications of VAT for education. It examines how the policy affects distributive equity, the affordability of private schools, and its subsequent impact on the public education system. The imposition of VAT would increase the financial burden on families who choose private education and could exacerbate existing inequalities. However, the additional tax revenue generated could be used to improve public education, creating a potential balancing act that could promote greater equity in the long term. This study highlights the complexity of this issue and the need for strategic investment in public education.

Employee Satisfaction in Private Education Colleges in India: A Comprehensive Review

Artificial intelligence has been used increasingly over the past decade in therapy programs for children with neurodevelopmental disorders such as intellectual disabilities and language disorders. In the present study, we propose to investigate the views of specialists in the field of special psychopedagogy regarding the integration of AI/educational software in speech therapy. To achieve this goal, we created a questionnaire, then identified potential predictors of these attitudes. The results revealed a positive attitude towards the integration of educational software in speech therapy among specialists with more than 10 years of experience.

This study explores the perceptions, attitudes, and experiences of English as a Foreign Language (EFL) teachers regarding inclusive education across different educational levels and institutional contexts in Ecuador. Adopting a qualitative, descriptive interpretative research design, data were collected through a focus group involving ten EFL teachers and an online survey administered to a broader group of English teachers from public, private, and higher education institutions. The study aimed to examine teachers’ conceptual understanding of inclusive education, their self-efficacy in adapting instruction, perceived challenges, institutional support, and the role of technology in inclusive English teaching. The findings indicate that participants generally hold positive attitudes toward inclusive education and demonstrate a solid theoretical understanding of its principles, aligned with national and international policy frameworks. However, results reveal a persistent gap between conceptual knowledge and the systematic implementation of inclusive practices in EFL classrooms. Teachers reported moderate confidence in adapting instruction, frequently relying on informal and reactive strategies rather than structured inclusive pedagogical planning. Major barriers identified include time constraints, large class sizes, limited access to resources, insufficient specialized support, and unequal access to technology. While technology was perceived as a valuable facilitator of inclusion, the digital divide remains a significant obstacle. The study concludes that strengthening inclusive EFL education in Ecuador requires sustained professional development, collaboration with specialists, stronger institutional support, and equitable access to technological and pedagogical resources. These measures are essential to bridge the gap between inclusive educational ideals and classroom realities across educational levels.