ABSTRACT This study examines the relationship between high-school students’ political orientation and their stereotypical perceptions of teachers with disabilities. A closed-ended questionnaire was administered to 202 students in Israel, evaluating their willingness to study with teachers who have disabilities, are of Arab nationality, or identify as LGBTQ. The findings reveal a significant pattern: students with right-wing political views expressed notably lower willingness to engage with teachers from marginalized groups compared to their center-left peers. Among the three categories, teachers with disabilities were viewed most ambivalently, highlighting persistent social stigmas. The results indicate that political orientation plays a central role in shaping students’ openness to diversity, not only in ethnic or gender-related terms, but also in relation to physical and developmental differences. These findings underscore the importance of addressing political-social factors in shaping educational inclusion. The study contributes to understanding how ideological dispositions affect student attitudes and provides important insights for teacher education programs and policy-making aimed at promoting inclusive, democratic school cultures.

ABSTRACT This study reconceptualizes peer feedback literacy (PFL) as a multilevel practice situated within multilingual academic ecologies. Extending Carless and Boud’s (2018) model, it incorporates multilingual socialisation, identity positioning, and institutional mediation to explain how learners internalise peer feedback in EFL (China) and ESL (Malaysia) contexts, focusing on academic writing pedagogy. A longitudinal mixed-methods design integrated questionnaire data, coded peer comments, revision analysis, and semi-structured interviews. Repeated-measures ANOVA and ANCOVA revealed significant improvements in learners’ feedback engagement (e.g. large effects for EFL learners in ‘Taking Action,’ η² = 0.32, p < .01), while qualitative analysis illuminated their evolving academic identities and agentive participation. EFL learners, initially constrained by hierarchical norms, gradually adopted advisory feedback, while ESL learners demonstrated stable fluency. The study shows that PFL is a socially negotiated literacy shaped by pedagogy, identity, and policy. It advocates for culturally responsive feedback practices and teacher education to promote inclusive participation across diverse policy contexts.

ABSTRACT Teacher education, reflective of the wider educational context, is becoming increasingly digitised. While digital tools have potential for developing practice, they also act on practice. This qualitative research study examined the use of a digital portfolio on a teacher education programme, applying postdigital and posthuman analytic frames to deepen understanding and identify pertinent factors. The digital portfolio was observed to be embedded in the social, cultural and material systems of its use. As a technological tool it sat in relation to the social and material classroom. It nudged practice in a new direction by fore-fronting digitally reified evidence. This subtly changed the nature of the related assessment practice. As digital technologies continue to shape education, this research provides an examination of a specific aspect of practice, identifying ways in which digital tools can act in, and on, the systems in which they are used.

This paper has discussed how Dagbani-English bilingual education will impact the maths performance of senior high school students in the Tamale Metropolis of northern Ghana. The study conceptualised bilingual instruction as a pedagogic scaffold that facilitates conceptual knowledge and mathematical reasoning guided by the theory of academic language proficiency and the sociocultural theory. Quantitative descriptive survey design was used. One hundred senior high school students were chosen purposely from the public senior high schools were used to collect the data in Tamale Metropolis. Data on the perceived performance of the students in mathematics under Dagbani-English bilingual instruction were collected using structured questionnaires. The instruments were tested by expert evaluation as well as pilot testing with the Cronbach (and hence reliability) alpha of 0.82. Descriptive statistics, such as means and standard deviations, were used in analysing data. The findings showed that bilingual instruction had the same positive effect on the performance of the students in mathematics. The mean scores of all of the performance-related items were greater than 4.00 on a five-point scale, indicating a high degree of agreement with the fact that bilingual instruction increased conceptual understanding, problem-solving capability, confidence and test performance. Accounts given in Dagbani were said to be especially helpful in helping one grasp the abstract mathematical ideas. The results are consistent with the current Ghanaian and other African literature about the mediation of the first language in order to decrease the linguistic barriers to learning mathematics. It is concluded that Dagbani-English bilingual education is an effective pedagogical aid, and not a substitute for the English language. It enhances the access of the students to mathematical concepts and maximises their performance. It suggests the implementation of organised bilingual instruction methods in senior high school mathematics classes and incorporating bilingual pedagogy into teacher education and language in education policy debate in Ghana.

This article examines the strengthening of moral values through digital-based Islamic Religious Education (IRE) learning within the rapidly transforming landscape of contemporary education. The study aims to understand how digital platforms, learning media, and pedagogical designs contribute to the internalization of moral values among students. The topic is significant because digitalization not only creates new opportunities for value-oriented learning but also introduces risks that may weaken students’ moral awareness. Using a systematic literature review, this study analyzed eight primary research articles published within the last decade. No hypothesis was tested, as the study relied entirely on qualitative and conceptual analysis. The findings reveal a surprising paradox: digital learning can strengthen moral values when guided pedagogically, yet it can also diminish them when students interact with digital content without ethical supervision. The study contributes to the discipline by offering a conceptual model that positions digital ethics and moral habituation as key mediating variables in value internalization. The conclusion highlights the urgent need for ethical-oriented digital pedagogy and capacity building for teachers in designing value-integrated digital learning. These results underscore the importance of rethinking digital IRE not merely as a technological shift but as a moral-educational transformation.

This study aims to map the thematic development of research on Problem-Based Learning (PBL) in the context of Visual Communication Design (VCD) education linked to critical thinking and visual/creative thinking over the period 2015–2025, while identifying potential areas for research novelty. A bibliometric approach was employed by retrieving data using Publish or Perish (PoP) with Google Scholar as the data source and the following query: ("problem-based learning" OR "PBL") AND ("critical thinking") AND ("visual thinking" OR "creative thinking") AND ("visual communication design" OR "graphic design education" OR "design education"). Retrieved metadata were exported in .RIS format and analyzed using VOSviewer to generate term-mapping visualizations, including density, network, and overlay maps. The results indicate a corpus of 500 documents with 11,988 citations, an average of 23.98 citations per paper, and impact indices of h-index = 52 and g-index = 99. VOSviewer mapping shows “critical thinking” as the most dominant and central node, surrounded by pedagogical implementation and design terms such as implementation, model, and effect, as well as educational context terms including teaching, teacher, and higher education. The terms technology and collaboration also appear connected within the network, while visual-creative outcome terms such as creative thinking ability and students' creative thinking emerge as part of the thematic structure. Overall, these findings suggest that the retrieved research landscape is strongly centered on critical thinking and pedagogical implementation, with notable links to higher-education contexts and technology–collaboration supports.

Abstract This paper presents a conceptual–historical analysis of a long-standing university–school partnership between the University of Wollongong and Fairy Meadow Demonstration School in New South Wales, Australia, offering a design-oriented model for embedding student voice in initial teacher education. Drawing on over 2 decades of collaborative practice, the study foregrounds the development of a third space for work-integrated learning, where pre-service teachers (PSTs) engage in culturally responsive mentoring, co-designed practice opportunities, and relational feedback loops. Student voice is represented through longitudinal anonymous subject evaluation data, which provide reflective insights into the lived experiences of PSTs within this embedded learning environment. Rather than reporting new empirical data, the paper synthesizes partnership artefacts, institutional documentation, and previously published accounts to examine how student voice is operationalised within this sustained model. Key findings highlight the sustainability of the model, its responsiveness to diverse learner needs, and its alignment with national teaching standards and global educational priorities. The paper contributes to scholarship on teacher education by offering a replicable framework for conceptualising and sustaining third space partnerships that centre student voice and pedagogical innovation.

Social competence, outcome expectations, and social media use among pre-service teachers: Implications for digital-age teacher education.

The rapid proliferation of artificial intelligence technologies in educational contexts demands a nuanced understanding of how future educators perceive and position themselves in relation to these tools. This study adopts a person-centred approach to identify latent attitudinal profiles among Turkish pre-service teachers concerning AI integration in education. Utilizing a cross-sectional survey design, data were collected from 529 participants and analysed through Latent Profile Analysis, complemented by confirmatory factor analysis, ANOVA, and chi-square tests. The results uncovered three distinct profiles: AI-Confident Advocates, Balanced Readiness, and Low-Readiness Sceptics. Each profile demonstrated unique patterns of AI-related self-efficacy, pedagogical technology engagement, and attitudinal orientation, indicating substantial intra-group variation. While the majority exhibited moderate openness to AI, only a small subgroup reported the confidence and practical readiness necessary for meaningful classroom integration. Notably, demographic predictors such as gender, age, and program type did not significantly influence profile membership, whereas academic seniority emerged as a differentiating factor. These findings underscore the limitations of one-size-fits-all approaches in teacher education and highlight the necessity of differentiated profile-sensitive training models. Furthermore, the study suggests that fostering AI readiness requires not only technical proficiency but also the cultivation of pedagogical confidence and reflective engagement with emerging technologies. By mapping the attitudinal landscape of pre-service teachers, this research offers critical insights for curriculum developers, educational policymakers, and teacher educators seeking to align technological innovation with human-centred pedagogical capacity.

The second edition of English Phonetics and Pronunciation Practice (EPaPP) by Paul Carley and Inger M. Mees offers a thoroughly updated and methodically reorganized guide to the sounds and rhythm of contemporary British English, with a clear pedagogical orientation. The book, which was first published in 2018 by Carley, Mees, and the late Beverley Collins, has become widely adopted in linguistics and teacher education programs. Since 2018, pronunciation pedagogy has increasingly prioritized intelligibility, functional-load considerations, and L2–L2 interaction. Coupled with sustained classroom adoption and instructor feedback, these shifts have created a clear need for a revised edition that sharpens theory-to-practice connections and broadens coverage of connected speech and prosody. This new edition strengthens the structure, updates content on connected speech and prosody, and is supported by extensive online audio material, thereby confirming its relevance for instructors and learners of English pronunciation worldwide. [First paragraph of review]

The development of EFL teacher agency for research in a domestic visiting scholar program in China: A case study.

Educational systems and the competence of Technical and Vocational Education and Training (TVET) teachers play a crucial role in shaping the quality of human resources and national competitiveness. This study aims to comparatively analyze the education systems and TVET teacher competencies in Indonesia and Malaysia, two neighboring countries with similar cultural backgrounds but different educational governance and policy orientations. The study adopts a qualitative descriptive approach based on document analysis of laws, regulations, policy reports, and relevant literature related to national education systems and TVET teacher development in both countries. The findings indicate that Indonesia and Malaysia differ significantly in terms of educational structure, governance, funding mechanisms, and curriculum implementation, particularly at the secondary and vocational education levels. Malaysia demonstrates a more centralized and systematically evaluated education policy framework, supported by higher public investment in education. In contrast, Indonesia faces challenges related to educational quality, equity, and consistency in policy implementation. At the TVET level, both countries encounter similar issues, especially regarding teacher quality, uneven distribution of vocational teachers, and limited industry experience among educators. In Indonesia, the Professional Teacher Education Program (PPG) is expected to address shortages and improve the quality of vocational teachers. Meanwhile, Malaysia emphasizes the Modern Apprenticeship or dual system to enhance teachers’ industry exposure and practical competence. Despite differences in terminology, both countries recognize four essential domains of TVET teacher competence: pedagogical, professional, personal, and social or communication competence. The study concludes that strengthening industry collaboration and continuous professional development is essential to improving TVET teacher competence and aligning vocational education outcomes with labor market needs.

In our previous issue, we considered the importance of creative collaboration to sustain our community of mathematics teacher educators (MTEs). In this issue, we take a broader view to consider what it means to be a member of such a community.

Epistemology courses are increasingly used to cultivate critical thinking and responsible knowledge use, yet international and national implementations may reflect different curricular logics. Comparing the International Baccalaureate (IB) Theory of Knowledge (TOK) and Turkish Ministry of National Education (MEB) Theory of Knowledge illuminates how global inquiry and local civic aims are translated into design and assessment. This matters for curriculum theory and practice because it clarifies actionable levers for balancing international-mindedness with cultural grounding in secondary education. The purpose of this study is to conduct a systematic comparative document analysis of the IB Theory of Knowledge and the Turkish Ministry of National Education’s Theory of Knowledge curriculum in order to identify their underlying curricular logics, points of convergence and divergence, and implications for curriculum design and epistemology education. A qualitative document analysis was conducted on the official IB TOK Guide (first assessment 2022) and the MEB Theory of Knowledge instructional guide (2009). Using comparative thematic coding across four categories: (1) aims and vision, (2) content/structure, (3) pedagogy, and (4) assessment, the data were synthesized into comparative matrices to identify convergences and divergences. Thus, the findings solely reflect the intended curriculum rather than classroom enactment. Both curricula promote critical reflection and ethical responsibility. However, IB’s TOK emphasizes open-ended inquiry, interdisciplinarity, and international-mindedness, operationalized through a globally standardized essay and exhibition. MEB’s Theory of Knowledge foregrounds structured epistemology, civic/national values, and applied learning, assessed via projects, portfolios, and examinations aligned with national priorities. Epistemology can be embedded through distinct yet complementary logics, inquiry-oriented globalism and value-grounded civic education. The study offers design principles for curriculum developers and teacher educators seeking to integrate both approaches, enabling secondary curricula that prepare learners for participation in both global and national communities.

The goal of an examination is to evaluate learning outcomes. However, traditional education systems evaluate mainly lower-order skills compared to higher-order skills. NEP 2020 focuses on the development of higher-order cognitive skills. Therefore, NEP 2020 speculates that curriculum, pedagogy, and assessment may inculcate creativity, critical thinking, higher-order thinking, and problem-solving abilities among students. Therefore, an evaluation system that could evaluate and ensure the achievement of higher-order skills needs to be adopted. An open-book exam is an approach that shifts the focus from memorization to deeper understanding, in which the assessment focuses on assessing the application of knowledge in real-world contexts. Particularly at the higher education level, encourage students to engage more critically with learning materials. Although, teacher educators had not real experiences about open book examinations but their extensive teaching experience, proper knowledge of philosophy, modus of operandi of open-book exams and online assessments during COVID 19 provided a relevant foundation to explore perceived self-efficacy towards adopting open book examinations. An online survey was conducted on the teacher educators from the Department of Education. The study found that teacher educators possess a favorable perception of open-book exams and suggest that the organization of training programs to strengthen their competencies in aligning assessment with learning outcomes and integrating digital tools meaningfully.

This study aims to find out the Difference in Mid-Semester Exam Scores (UTS) and Final Semester Exam Scores (UAS) Mathematics Learning for Elementary -1 Students in Semester III of the Elementary School Teacher Education Study Program (PGSD), Teacher Training and Education College of Terang Bangsa (STKIP) for the 2025/2026 Academic Year. The research used was an independent sample t-test to see if there was a difference or comparison between the Mid-Semester Exam (UTS) and the Final Semester Exam (UAS) of the elementary -1 mathematics learning course. A sample of 11 third semester students consisting of 3 males and 8 females data was taken from the Mid-Semester Exam Score (UTS) and Final Semester Exam Score (UAS) of the mathematics learning course for the elementary school -1 Academic Year 2025/2026. The results of the analysis show that the Mid-Semester Exam Score (UTS) is in the poor category, the Final Semester Exam (UAS) score is in the fairly good category. The results of the study showed that there was a significant difference between the Mid-Semester Exam Score (UTS) and the Final Semester Exam (UAS) Grade for Elementary School Mathematics Learning -1 Academic Year 2025/2026. The recommendation in this study is that there is a significant difference between the mid-semester exam score (UTS) and the Final Semester Exam (UAS) score, so it is highly expected that the relevant parties will improve it even more.

This study investigates current tendencies in undergraduate research in English Language Teaching (ELT) in Türkiye by analysing project titles accepted under the TÜBİTAK 2209-A Research Project Support Programme for Undergraduate Students between 2021 and 2024. A total of 301 project titles were examined using qualitative document analysis and thematic analysis. The findings reveal a diverse research landscape in which undergraduate students engage with both established and emerging areas of ELT. Traditional concerns such as methods and techniques, materials development, language skills, assessment, curriculum design, and psychological constructs remained prominent. At the same time, newer orientations were observed in projects on technology and artificial intelligence, inclusivity and social justice, responses to emerging crises (COVID-19, 2023 earthquake), and alignment with the Sustainable Development Goals (SDGs). Undergraduate researchers also demonstrated attention to professional contexts through projects on English for Specific Purposes (ESP) and teacher education. These findings illustrate how undergraduate ELT research in Türkiye both reflects long-standing scholarly traditions and adapts to global, technological, and social developments. The study highlights the value of undergraduate research in fostering reflective and innovative future teachers, while recommending further inquiry through in-depth interviews and comprehensive project analysis to complement title-based thematic mapping.

ABSTRACT This qualitative study examines how students in higher music education recognise and articulate self-identified learning needs in style-bound improvisational contexts. Data were gathered through four workshops using semi-structured interviews, reflective diaries, classroom observations, video recordings, and participant feedback. Following Grounded Theory methodology, the analysis derived, using constant comparison, four overarching categories of learning needs through a systematic category-guided approach: (1) Self-Regulatory–Introspective Dimension, (2) Musical-Technical Dimension, (3) Social–Interactive Dimension, and (4) Cultural–Aesthetic Dimension. These domains reveal how learning needs act as diagnostic markers linking self-reflection, emotional regulation, and social interaction, while shaping the development of self-directed artistic development. Across data sources, learning needs became salient at moments where learners experienced breakdowns in confidence, fluency, role negotiation, or stylistic orientation and translated these difficulties into articulated targets for action. The findings suggest that addressing these needs can support psychological safety, collaborative creativity, and artistic responsibility. This model offers a transferable framework for curriculum design, teacher education, and assessment in style-bound improvisation by foregrounding learners’ diagnostic competence as a central mechanism of improvisational learning, and by informing curricula that harmonise reflective practice, inclusive pedagogy, and practice-oriented learning environments across diverse cultural and stylistic contexts.

The research presented in this article analyzed a teacher's reflective narrative on teaching non-Euclidean Geometries in Basic Education. Her experience is tied to her practice in schools, teacher education, and engagement with Mathematics Education. Qualitative analysis of the narrative showed that the inclusion of this content can broaden understanding of geometry, promote interdisciplinary connections, and contribute to citizenship education. However, challenges are highlighted, such as the scarcity of this content in textbooks, school curriculum, and Mathematics teacher’s education, as well as tensions between Euclidean and non-Euclidean concepts. It is concluded that working with this content in Basic Education can stimulate critical thinking, creativity, and the view of Mathematics as a human construct.

The purpose of this study was to comprehensively investigate the effects of a digital music production course on pre-service early childhood teachers’ musical teaching competence, learning satisfaction, and educational perceptions. The participants were 66 second-year early childhood education majors who engaged in 10 weeks of process-oriented production activities based on digital tools including generative AI. Data were analyzed using a one-group pretest–posttest design with paired t-tests, and qualitative content analysis of open-ended responses was conducted to explore the meaning behind quantitative results and changes in participants’ perceptions. The findings were as follows. First, significant improvements were found in practical teaching competencies such as “guiding children’s direct music production” and “activity planning,” indicating that the technical scaffolding provided by digital tools effectively mitigated pre-service teachers’ functional anxieties. Second, overall learning satisfaction was high, and participants reinterpreted music learning not as an evaluative task but as a playful exploratory activity that allows failure, facilitated by the ease of revision and immediate feedback afforded by digital tools. Third, participants developed prompt literacy—the ability to structure musical intentions in language—through efforts to address inconsistencies in AI-generated outputs, and experienced a shift from being passive consumers to active designers. This study demonstrates that a digital music production course can function as an educational mechanism that fosters the restoration of musical agency in pre-service early childhood teachers, and offers practical implications for future early childhood teacher education.