ABSTRACT This qualitative study explores the perspectives of Kazakhstani mothers who enrol their children with special educational needs (SEN) in fee-paying private tutoring, commonly known as shadow education. Framed by the ideology of parentocracy, the study examines how families respond to the limitations of inclusive education in mainstream schools by turning to shadow education as a compensatory strategy. Data were collected through in-depth interviews with eight mothers from Astana whose primary school-aged children have diverse learning difficulties. Thematic analysis revealed that private tutoring is viewed not only as academic support but also as a vital intervention providing personalised instruction, emotional security, and social development. However, the findings also highlight systemic inequalities, as access to high-quality tutoring is influenced by socioeconomic status and limited by a largely unregulated market of shadow education. Participants reported challenges, including financial pressure, inconsistent tutor quality, and limited collaboration between schools and tutoring providers. The study advocates for improved teacher training in inclusive pedagogy, regulation of the tutoring sector, and state-supported tutoring initiatives to promote educational equity. It provides new insights into the intersection of shadow education and inclusion, emphasising the role of parental agency in shaping educational pathways for children with SEN in under-resourced systems.

Adults with intellectual disabilities (IDs), particularly those who reside in community living arrangements (CLAs), are at high risk for these chronic diseases. Sedentary behaviour (SB) is an emergent, independent risk factor for several chronic diseases including cardiovascular and metabolic conditions. SB may represent a potent behavioural target to mitigate chronic disease risk in adults with ID who live in CLAs. Limiting the development of interventions to address SB is a lack of understanding of device-estimated SB patterns. Also not clear are the individual-level determinants of SB in this high-risk group of CLA residents with ID. The current study sought to address these knowledge gaps. A cross-sectional observational study design was used to characterize SB patterns and individual-level determinants of SB in adults with ID living in CLAs. Thirty-eight adults from 24 different CLAs wore activPAL devices for 1 week to enable device estimates of SB. activPAL data were processed, and the study outcomes of daily time spent in SB, SB bout lengths, sedentary breaks and prolonged SB were generated. Participants also completed an online survey to assess individual factors, which included demographics, independence, programming and health status. Univariate statistics were used to describe SB patterns and logistic regression models were used to ascertain the association between individual factors and SB variables. On average, the sample were aged 44.79 years (SD = 14.9), and 60.53% were male. The sample were highly sedentary: 47.37% engaged in prolonged SB, the daily average time in SB was 7.46 h (SD = 2.18), and an average of 32.4 daily SB bouts (95% CI = 28.9, 35.9) lasted 17.7 min (95% CI = 13.8, 21.7). Participants requiring more assistance with ADLs were more likely to have longer uninterrupted sedentary bouts (95% CI = 0.169, 1.721; β = 0.945; p = 0.018) and total daily duration of SB (95% CI = 4.58, 20.21; β = 12.394; p = 0.003). Those with less than a high school education had sedentary bouts that were ~15 min longer (95% CI = 3.21, 25.69; p = 0.013). Adults with ID living in CLAs spent almost 8 h of their waking day in SB. Those with lower levels of independence and education were more likely to have higher levels of SB. CLAs may represent a critical opportunity for targeted, place-based interventions to reduce time spent in SB.

This study critically examines Islamic discourse in the English textbooks prescribed for middle and secondary school students in Sindh, Pakistan. It explores how these textbooks shape learners’ religious and national identities by encouraging pan-Islamic connections. The research highlights recurring themes drawn from textbook excerpts that are used by key actors in Sindh’s education system to promote a sense of Pakistani patriotism grounded in religion, rooted in the historical legacy of Pan-Islamism. Using a qualitative design, the study applies thematic analysis to selected content from the English textbooks. Its analytical framework is informed by Foucault’s discourse theory, particularly his ideas of the technologies of power and the self in producing subjects. The theoretical perspective also incorporates debates surrounding pan-Islamic thought. The findings suggest that within school education, textbooks function as influential tools that present Islam as an all-encompassing metaphor for Pakistan’s national identity. The study situates these textbooks within schools as sites of discursive social practices. It argues that by presenting discourse as legitimate knowledge, the textbooks lead students to construct an imagined “us” from a religious standpoint—both as Pakistanis in particular and as part of a broader Muslim brotherhood in general.

Introduction The expansion of inclusive education in secondary schools has increased professional demands on teachers, especially regarding support for students with special educational needs. However, empirically validated models that integrate neurodidactic principles into inclusive teaching remain limited. This study aimed to theoretically substantiate and experimentally validate a neurodidactic support model for inclusive education. Methods A quantitative design was applied, combining diagnostic assessment, teacher surveys, expert evaluation, and structural equation modeling (SEM). Standardized questionnaires and rating scales operationalized teachers’ neurodidactic readiness. Data were analyzed using IBM SPSS Statistics (v23) and AMOS. Results An integrative model of neurodidactic support was developed and empirically validated, comprising motivational–value, cognitive, affective, and operational components, with inclusive teaching practice specified as the outcome. Operational readiness played a central mediating role in translating methodological knowledge and inclusive values into effective inclusive practice, while affective readiness showed an indirect effect. Discussion The findings support a comprehensive, empirically tested neurodidactic framework for inclusive education and clarify direct and indirect pathways among readiness components. The model can inform teacher education and professional development programs focused on strengthening neurodidactic competence and sustaining inclusive teaching practice.

This study aims to comprehensively analyze the nature of learning and instruction in elementary schools through a literature study approach. The review was conducted by examining various classical and modern learning theories, concepts of 21st-century learning, and the practical implications that emerge within the context of basic education. The data were obtained from academic books, national and international scientific journals, research reports, and various digital publications relevant to the topic. Based on the literature review, learning is understood as a complex process that results in changes in behavior, knowledge, skills, values, and attitudes through direct experience or social interaction. Effective instruction requires a paradigm shift from teacher-centered learning to student-centered learning, where teachers are no longer merely transmitters of information but act as facilitators, motivators, and guides in the learning process. The study also shows that the implementation of 21st-century learning in elementary schools demands the application of instructional strategies that stimulate critical thinking, creativity, collaboration, and digital literacy. Learning must be designed to accommodate the developmental needs of children, particularly because elementary students are at the concrete operational stage, requiring real and contextual learning experiences. This study emphasizes that instructional quality will improve when planning, implementation, and evaluation are developed based on a deep understanding of children’s learning characteristics. Thus, this literature study provides a comprehensive overview of the importance of understanding the nature of learning and instruction as the foundation for developing effective, relevant, and sustainable educational practices in elementary

Vocabulary knowledge plays a decisive role in the development of communicative competence in secondary EFL education; however, vocabulary instruction in many Vietnamese high schools continues to rely heavily on repetition-based exercises that often lead to limited retention and superficial processing. This study therefore investigates the effectiveness of the Memrise platform, a mobile-assisted learning application integrating spaced repetition and gamified practice, in enhancing vocabulary acquisition among Grade 10 students at The Asian International School in Vietnam. A pre-test–post-test quasi-experimental design was implemented with two intact classes (N = 58) over a ten-week intervention period, in which the experimental group received Memrise-supported instruction while the comparison group followed conventional textbook-based activities. Vocabulary achievement was measured using equivalent pre-test and post-test instruments, and semi-structured interviews were conducted with selected students from the experimental group to explore their learning experiences. Statistical analysis revealed that the Memrise group achieved significantly greater vocabulary gains than the comparison group, indicating a measurable instructional advantage. Interview findings further suggested increased engagement, perceived autonomy, and improved confidence in lexical recall, particularly due to structured review cycles and interactive task design. Collectively, the results support the pedagogical value of Memrise as a supplementary vocabulary tool in Vietnamese upper-secondary EFL contexts, while indicating the need for future research on long-term retention across broader educational settings.

The Uganda National Examinations Board (UNEB) 2025 Primary Leaving Examination (PLE) release statement provides rich administrative data on candidature, participation, performance, and equity-related dimensions over the 2020–2025 period. This manuscript synthesises these data into an integrated analysis of trends in access, learning outcomes, and inclusion in Uganda’s primary education system, framed by the UNEB Chair’s remarks emphasising both “cause for celebration and cause for concern.” Candidature rose steadily to 817,883 in 2025, with 63.8% from Universal Primary Education (UPE) schools and a persistent pattern of more girls than boys reaching the end of the primary cycle. Absenteeism declined and stabilised at 1.3% in 2024–2025, despite expanding enrolment and recurring logistical constraints, reflecting the system's resilience, as highlighted by the Chair. Proficiency profiles indicate that fewer than one in five candidates attain higher-ability levels in any subject, with the majority concentrated in medium-ability bands. Subject-specific patterns are mixed: English shows improved performance relative to 2024, whereas Social Studies with Religious Education records a downturn. Divisional outcomes indicate an increased share of candidates in Division 1 and a higher absolute number of passes in 2025, suggesting modest gains in attainment at the top and middle of the distribution. Gender-disaggregated analyses reveal that boys continue to outperform girls in higher divisions and in Science, Social Studies, and Mathematics, even as girls constitute the majority of candidates. Participation among learners with special needs and among prison inmates increased over the period, signalling incremental progress toward more inclusive assessment, in line with the Chair’s call to “leave no learner behind.” The analysis underscores that while access and completion have expanded, persistent learning deficits, gendered achievement gaps, and uneven subject performance require targeted instructional support, gender-responsive interventions, and sustained investment in foundational learning to realise equitable, high-quality outcomes in Uganda’s basic education

The implementation of inclusive education in Special Needs Schools (SNS) in Indonesia continues to face enduring challenges, particularly in the contextualization of school-based curricula and developmental strategies. This study investigates the impact of instructional leadership and innovativeness among school principals on their ability to formulate responsive School-Based Curriculum (SBC) and School Development Plans (SDP) within SNS environments. A mixed-methods approach with a contemporaneous triangulation design was employed to collect data via questionnaires from five principals and 77 teachers, in-depth interviews with four principals and four teachers, and document analysis of SBC and SDP materials. Quantitative findings indicated a substantial association between instructional leadership and curricular planning competence (r = 0.377, p < 0.001), as well as between innovativeness and planning competence (r= 0.253, p=0.022). Qualitative findings indicated that although school leaders shown dedication to instructional leadership and pursued several innovations, these initiatives were frequently disjointed and devoid of institutional backing. Document analysis revealed a discrepancy between policy aims and actual planning practices. The study indicates that successful curriculum development in SNS necessitates robust individual leadership, methodical innovation, and organizational commitment. These findings provide guidance for policy reform, leadership development, and the creation of inclusive educational planning frameworks.

Mathematics education in elementary schools often encounters challenges, especially in teaching fractions that are many students difficult to understand it. These challenges need for more interactive and contextual teaching methods that can improve students' comprehension of fractions. The purpose of study to evaluate the effectiveness of Wayground media based on local wisdom, in increasing fraction problem-solving skills in primary school students. The Method of research employed a quantitative pre-experimental design with a one-group pretest and posttest, conducted on fifth-grade students at SD Islam Sabilillah Malang. Instruments based on Polya's problem-solving indicators were used to measure students’ abilities, beside their validity and reliability were tested using Cronbach's Alpha. Additionally, a questionnaire was administered to assess student responses to the Wayground media. Data analysis was performed using Microsoft Excel, including normality tests and calculation of the N-Gain Score. The results indicated a significant improvement in students' problem-solving skills, with pretest scores averaging 42.57 and posttest scores increasing 74.77. The N-Gain score of 0.5573 placed the media in the "moderately effective" category. Students' responses to the media were also very positive, with motivation and material understanding scores exceeding 80%. In conclusion, Wayground media based on local wisdom effectively improves fraction problem-solving skills, making learning more engaging and culturally relevant. This research contributes to the development of innovative and contextually relevant teaching methods in mathematics education.

This descriptive case study examined 16 educators’ perspectives of a yearlong trauma-informed training delivered in a public charter school system. Thematic analysis revealed one meta-theme: the centrality of the educator-student relationship. Four other themes were identified and included: safety, educator changes, resistance, and thriving. Each theme is detailed with rich descriptions from participants. Implications for teacher preparation programs and school administration are discussed with recommendations for fostering safe relationships and addressing training challenges. Limitations and suggestions for future research are provided.

School grants and education outcomes: The impacts of a non-salary budget reform in Punjab Pakistan

The objective of this study was to explore Black women's perspectives on the management of recurrent UTIs to inform the development of digital interventions. This qualitative study included 12 Black-identifying women with recurrent UTIs. Participants completed a demographic survey and a semistructured interview conducted by a Black physician. Socioeconomic disadvantage was assessed using the Area Deprivation Index (ADI). Interviews, guided by the Digital Healthcare Equity and Reach, Effectiveness, Adoption, Implementation, and Maintenance (RE-AIM) frameworks, addressed the use of digital health technology, knowledge, cultural factors, social support, and barriers/facilitators to care. Three coders analyzed transcripts using grounded theory with excellent interrater reliability. Participants had a median age of 60 years; 75% were postmenopausal, and more than 90% had at least a high school education. Half were sexually active in the past year. The median ADI was in the 70th percentile, indicating high socioeconomic disadvantage. Common UTI prevention strategies included increased fluid intake (83%), over-the-counter products (58%), and prescription treatments (41%). Four key themes emerged: (1) despite socioeconomic disadvantage, most participants used a digital health portal to access care and online sources of information, (2) UTIs were viewed as sexually transmitted infections, fueling shame and isolation, (3) participants focused on treatment rather than prevention, and (4) participants recommended early education about UTIs for younger women. Despite high levels of disadvantage, Black women use digital health technology around UTIs. By centering patient voices, these findings highlight the need to develop culturally responsive care models that integrate digital technology and reframe UTI as a chronic condition, emphasizing prevention over episodic treatment.

The relationship between psychological resilience and learning engagement of college students: A moderated mediation model.

Background: Islamic Religious Education in elementary school plays a vital role in instilling faith, moral values, and religious principles in students from an early age. However, in practice, Islamic Religious Education is often delivered through conventional lecture methods and textbooks, resulting in low student interest and limited understanding of the material, particularly Asmaulhusna. Objective: This study aimed to determine the improvement in students’ Aqidah learning outcomes through the implementation of the Make a Match method at SDN 11 Bengkulu Selatan. Method: This research employed a Classroom Action Research (CAR) approach conducted in three cycles during the first semester of the 2024–2025 academic year, specifically in September. The research subjects consisted of 20 fourth-grade students at SDN 11 Bengkulu Selatan. Data were collected through written tests to measure learning outcomes and classroom observations conducted by the teacher during the learning process. Findings: The results showed that implementing the Make a Match method significantly improved students’ learning outcomes. The percentage of mastery learning increased from 55% in Cycle I to 75% in Cycle II and to 90% in Cycle III. These findings indicate that the Make a Match method is effective in helping students understand Aqidah material, particularly Asmaulhusna, in a more interactive and enjoyable way. Conclusion: The Make a Match method significantly enhances students’ Aqidah learning outcomes and can serve as an effective alternative instructional strategy. Contribution: This study contributes by providing an innovative instructional model that teachers can use to enhance student engagement, motivation, and understanding of Islamic Religious Education in elementary school. It also offers a foundation for further research in similar religious education contexts.

Increasing use of artificial intelligence in education has transformed the instructional practices and teaching learning resources. This study aims to explore the perceptions, practices and challenged faced by primary school science teachers for developing instructional material at district Lahore. Globally use of AI tools is increasingly incorporating in teaching learning process. This study is conducted by using descriptive survey research. Data was collected through questionnaire via online form. This study is guided by Technology Acceptance Model (TAM) by Fred D. Davis 1989, focusing on perceived usefulness and perceived ease of use to understand adoption of AI tools for developing instructional material. Population of the study were primary school science teachers. 306 teachers were the sample of the study. Findings revealed that teachers have a positive attitude regarding use of AI in their instructional practice. They are using it for making their daily lesson plans and other personalized learning material. Still, they are facing some challenges in use of AI. These include limited AI access to digital resources in some schools. Teachers also have identified need professional development training for AI. They have also showed concerns regarding ethical use of AI. The study conclude that AI holds significant importance for developing science AI instructional material. This research contributes to the growing body of literature on AI integration in school education and offers practical implications for policymakers, teacher educators, and school administrators.

The purpose of this study was to investigate the utilization of environmental films through the animation genre environmental films content analysis for effective environmental education in elementary school. To this end, the 2022 revised curriculum achievement standards for elementary school and 29 environmental films in the animation genre submitted to the Seoul International Eco Film Festival from 2016 to 2023 were analyzed based on the standard for classification of environmental education subject tailored to the life cycle. The conclusions obtained through this study are as follows. First, as a result of analyzing the environmental education content area of the 2022 revised curriculum achievement standards, 97 achievement standards were analyzed. In the environmental education content area, local (ecological) environment was the highest at 37.1%, followed by the global environment(32.0%), cultural environment(24.7%) and living environment(6.2%). Second, among the 29 environmental films suitable for environmental education in the animation genre submitted to the Seoul International Eco Film Festival, 36 content areas were analyzed in the order of local (ecological) environment(41.7%), global environment(36.1%), living environment(19.4%) and cultural environment(2.8%). Third, the analysis of the connection between 2022 revised curriculum achievement standards and the environmental education-related content inherent in environmental films revealed that environmental films not only supplement the learning content lacking in the elementary school achievement standards but also help students indirectly experience the environment. Therefore, it appears that they will be useful materials for operating in-curricular and extracurricular classes. In conclusion, this study is significant in that it suggested a plan to effectively utilize environmental films can help students have interesting and indirect experiences.

ABSTRACT The 2023 U.S. Supreme Court decision to end race-conscious admissions practices at colleges and universities dismantled decades of sluggish progress toward establishing institutions that reflect the diverse demographics and lived experiences of the U.S. Threats to revoke federal funding by the current presidential administration have led many educational institutions to preemptively halt diversity, equity, and inclusion (DEI) programs, further threatening progress in education, social justice, and DEI in schools. Children, parents, and educators are experiencing the consequences of these political and legal decisions in their ability to access education and educational opportunities that tell the inclusive history of the U.S. As the nation grapples with the fallout of these challenges to DEI, the path forward requires a sustained commitment to engage with children and families to promote equity and social justice. In the growing absence of opportunities for children to learn about equity and social justice in some schools, parents can play a vital role in filling the gap. This article outlines the 6 Building Blocks of Anti-Racist Parenting as a model to be used by teachers, parent educators, and other professionals to engage parents in the work of nurturing children to become socially conscious, anti-racist individuals.

The purpose of this study is to examine how responsible grade-level instruction in Korean elementary schools is enacted and reconstructed through teachers’ interpretations and practices. Eight third-grade teachers at ○○ Elementary School in Gwangju participated in the study. Data were collected through in-depth interviews and non-participant observations and were analyzed using an interpretive qualitative approach grounded in hermeneutic inquiry. The findings reveal that the enactment of responsible grade-level instruction unfolds as an interpretive cycle consisting of constraint–discretion–adaptation–sharing. Teachers did not implement institutional guidelines in a mechanical manner; instead, they recontextualized the policy by attending to students’ emotional and relational conditions as well as classroom dynamics. Through this interpretive work, the policy was reconstructed as an educational practice rather than an administrative directive. Such enactment functioned as a meaning-making process rooted in teachers’ professional judgment and collaborative engagement, enabling the policy to operate as a “living institution” within the school. These findings offer practical, policy, and scholarly implications for the design and implementation of responsible grade-level instruction and provide a conceptual basis for extending future discussions on the contextual enactment of foundational learning policies.

Purpose: Research on depressive symptoms among older workers is limited. This study aimed to explore the relationships between demographics, job characteristics, psychosocial work environment factors, and depressive symptoms in older workers, and to identify the factors that influence these symptoms.Methods: This secondary analysis used data from the 7th Korean Working Conditions Survey, focusing on 7,238 workers aged 55 years or older, after excluding missing values from an initial sample of 10,778 individuals. Depressive symptoms were assessed using the Korean version of the World Health Organization-Five Well-Being Index. Data analysis involved cross-tabulation, general linear modeling, and both univariate and multivariate logistic regression analyses using complex sample designs.Results: Depression scores were categorized into depressed (n=2,490, weighted %=35.3%) and non-depressed (n=4,748, weighted %=64.7%) groups based on a cutoff score of less than 13, which indicates poor mental well-being. Complex-sample multivariate logistic regression analysis identified several significant factors influencing depressive symptoms, including education level (middle school odds ratio [OR]=1.56), perceived health status (fair OR=1.63, poor OR=2.95), reflection of opinions and taking breaks during work (OR=0.93 and OR=0.97, respectively), colleagues’ support (OR=0.85), job insecurity (OR=1.04), and satisfaction with the work environment (OR=1.47).Conclusion: Older workers, especially people with a middle school education or less, were more vulnerable to the risk of developing depression. To mitigate and prevent depressive symptoms, it is essential to implement individual-level strategies—such as health promotion and employee assistance programs, and counseling services—alongside organizational-level measures, including the expansion of job autonomy and supportive workplace policies for older workers.

Background: Invasive procedures such as bone marrow aspiration (BMA) and lumbar puncture (LP) are essential in the management of pediatric leukemia but often induce significant state anxiety. This cross-sectional study aimed to evaluate procedural state anxiety using the Chinese Version of the State Anxiety Scale for Children (CSAS-C) and identify associated socio-demographic and clinical factors in Chinese pediatric leukemia patients. Methods: A convenience sample of 119 patients aged 8-18 years with acute lymphoblastic leukemia (ALL) or acute myeloid leukemia (AML) undergoing BMA or LP was recruited from a tertiary pediatric oncology center in China. State anxiety was assessed via the CSAS-C (score range: 20-60, higher scores indicating greater anxiety). Socio-demographic (gender, age, education) and clinical data (diagnosis, treatment history, procedural type, site, history) were collected. Data were analyzed using R software (version 4.4.3). Non-normally distributed variables were presented as median (P25, P75). Group comparisons employed the Mann-Whitney U test for two groups and Kruskal-Wallis test with Dunn's post-hoc for multiple groups, with P < 0.05 considered significant. Results: The overall median CSAS-C score was 27.0 (21.0, 32.0), indicating mild to moderate anxiety. Significant higher anxiety was associated with younger age (8-12 years; P < 0.001), primary school education (P < 0.001), AML diagnosis (P = 0.004), hospitalization setting (P < 0.001), and first-time procedures (P < 0.001). No significant differences were observed by gender (P = 0.439), treatment history (P = 0.066), or procedural type (P = 0.238). Conclusion: Procedural state anxiety is prevalent among pediatric leukemia patients undergoing BMA or LP, particularly in younger, less educated, AML, inpatient, and novice patients. These findings underscore the need for tailored anxiety-reduction interventions in pediatric oncology to improve patient experience and compliance.