This qualitative research examines experiences of pre-service teachers studying Citizenship Education Courses in a women’s university and the meaning-making processes they experience as they work with each other during their learning. This study employs Interpretative Phenomenological Analysis to analyse the experiences, conception and sense-making across five pre-service teachers and their experiences in learning through peer interactions in the context of citizenship education. The activities that were decided to be the focus of the semi-structured interviews included the following: instructional activities, lesson planning, microteaching activities, presentation activities, and classroom observation, as well as the specifics of the collaboration by the participants. The review revealed three Group Experiential Themes, namely, navigating the dynamics of relational spaces in collaboration, transformative meaning-making peer dialogue and the embodied growth of pedagogical identity. According to the participants, collaborative learning was the place of vulnerability, as well as development, where disagreements acted as the engine of further knowledge and where peer comments were the mirror of self-reflection of a professional. The results shed light on the phenomenological nature of peer-mediated learning in which the cultural and institutional implications of learning influence the experiential environment of teacher learning. This research adds to the topic of the necessity to design citizenship education courses that consider the complexity of peer interactions and their contribution to the development of critically reflective teachers.

ABSTRACT This article examines professional learning and development (PLD) for secondary classroom music teachers in Wales at a time of curriculum reform. Using complexity theory as a theoretical lens, the study explores how teachers navigate the interrelated political, pedagogical, and professional contexts that shape their classroom practice. Semi-structured interviews were undertaken with nine secondary classroom music teachers, focusing on their lived experiences and conceptualising the factors that should inform PLD design. Findings reveal that the teachers operate within complex adaptive systems characterised by feedback, self-organisation, and contextual responsiveness. While participants valued the autonomy and professional agency afforded by curriculum reform, they reported frustration with externally imposed, generic PLD that failed to address subject-specific or school-level needs. The paper argues for the curriculum framework’s subsidiarity model to be reflected in a locally determined model of PLD, grounded in teachers’ subject and contextual expertise. Such an approach re-positions teachers as co-constructors of professional knowledge, enabling PLD to evolve organically within the dynamic ecologies of practice that underpin contemporary educational reform.

Background Culture plays a powerful role in shaping teaching, learning, and professional relationships in medical education. Hierarchical norms, communication styles, and expectations of respect influence not only formal curricula but also the hidden curriculum, with significant implications for learner engagement, feedback, and patient care. Aim This reflective, theory-informed narrative compares cultural influences on medical education in West Africa and the United Kingdom, drawing on personal experience and informal peer reflections, and explores how these experiences have shaped the author’s evolving teaching practice. Methods The paper adopts a reflective approach grounded in experiential learning, supported by relevant educational theory and literature. Comparisons are made between undergraduate and postgraduate medical training in West Africa and current practice in the UK, with particular attention to hierarchy, learner–teacher relationships, evaluation, feedback, and the hidden curriculum. Findings In West African medical education, strong cultural emphasis on hierarchy and reverence for seniority creates clear authority structures but may inhibit bidirectional learning, critical questioning, and feedback. These norms contribute to a hidden curriculum that can foster intimidation, teaching by humiliation, and limited learner agency. The UK medical education is characterised by flatter hierarchies, first-name professional relationships, and formalised mechanisms for feedback and evaluation, promoting psychological safety, reflective practice, and patient-centred care. These differences influence learner confidence, engagement, and educational outcomes. Discussion Cultural values deeply shape the hidden curriculum, affecting behaviours, expectations, and professional identity formation. Integrating principles of andragogy and reflective practice offers a framework for bridging cultural differences and enhancing teaching effectiveness across contexts. Conclusion Awareness of cultural influences is essential for effective medical education in increasingly globalised healthcare systems. By critically reflecting on and selectively integrating positive elements from both West African and UK educational cultures, medical educators can foster respectful, inclusive, and learner-centred environments that support professional development, patient safety, and high-quality care.

This article examines how adaptive leadership practices enacted by Indonesian school principals contribute to improving education quality within the implementation of Kurikulum Merdeka. Kurikulum Merdeka is a national curriculum reform that grants schools and teachers greater flexibility to design learning, emphasizes essential content, and promotes project-based learning to strengthen the Profil Pelajar Pancasila. Anchored in adaptive leadership theory, the study employs a qualitative phenomenological approach to explore principals’ lived experiences in navigating complex curricular changes, resource constraints, and heterogeneous learner needs. Data are conceptualized as in-depth narratives from principals, vice-principals, and senior teachers in basic education settings implementing Kurikulum Merdeka. Thematic analysis, informed by Miles and Huberman’s interactive model, generates an integrative model comprising four dimensions of adaptive principal leadership: diagnosing contextual and curricular challenges, orchestrating teacher learning, reconfiguring school structures and resources, and cultivating collaborative learning communities. These practices align with prior Indonesian evidence that principal leadership significantly shapes teacher quality, instructional practices, and school effectiveness. The article concludes with theoretical and practical implications for leadership preparation, district support, and policy design to strengthen adaptive capacity of school leaders under Kurikulum Merdeka.

Student-Centric Learning (SCL) has become a central paradigm in contemporary educational reform, yet its empirical impact on adult learners in upper-secondary education remains insufficiently examined. This study investigates the effectiveness of SCL in reducing dropout rates and enhancing study completion within the context of adult upper-secondary education. Using a comparative design, two independent cohorts were analysed: a traditional distance study model (n = 6,723) and a student-centric model (n = 1,310). Completion rates differed dramatically between the two groups: 67.28% of learners graduated in the distance model, compared to 94.66% in the SCL cohort, a difference of 27.38 percentage points. Statistical testing confirmed the robustness of this effect (z = 20.135; p < 0.001), with learners in the SCL model being 1.41 times more likely to complete their studies and exhibiting 8.62 times higher odds of completion. The findings reveal that SCL functions as a synergistic constellation of pedagogical, relational, and organisational mechanisms including adaptive pacing, personalisation, continuous formative feedback, and high teacher–learner interaction, creating an environment that significantly strengthens learner persistence. Interpreted through a cultural-sociological lens, SCL emerges not only as a pedagogical approach but as an institutional and cultural intervention that enhances recognition, agency, and belonging, particularly for adult learners navigating complex life circumstances and historically higher rates of educational discontinuity. The study offers important implications for educational policy and institutional practice, demonstrating that learner-centred models can substantially reduce dropout, increase retention, and align with European strategies promoting inclusion, resilience, and lifelong learning. While limitations arise from the use of aggregated datasets and contextual differences between cohorts, the results provide strong quantitative evidence of the transformative potential of SCL in upper-secondary adult education. The study contributes to current debates on educational equity and institutional culture, showing that SCL constitutes a highly effective pathway towards more inclusive, adaptive, and socially responsive educational systems.

Abstract The rapid advancement of digital technologies has fundamentally transformed educational systems worldwide, significantly impacting teacher professional development (TPD). This analytical study explores how digital transformation reshapes teacher learning processes, structures, and outcomes in contemporary educational environments. The increasing integration of Learning Management Systems (LMS), Massive Open Online Courses (MOOCs), mobile learning applications, artificial intelligence (AI), and virtual collaborative platforms has shifted TPD from traditional, workshop-based models to more flexible, personalized, and continuous learning frameworks. Digital TPD empowers teachers to access high-quality training resources, engage in self-paced learning, collaborate through online communities, and implement innovative pedagogical strategies in the classroom. Despite these advancements, the study highlights several challenges that hinder the successful adoption of digital TPD. These include disparities in digital infrastructure, variations in teachers' technological capabilities, the increased workload associated with digital content creation, and limited institutional support. Overall, the analysis suggests that a blended, holistic, and inclusive approach to digital TPD is capable of meeting the learning demands of the 21st century and can significantly contribute to the development of a future-ready teaching workforce. Keywords: Digital transformation, Teacher professional development (TPD), Educational technology, Learning Management Systems (LMS), Massive Open Online Courses (MOOCs), Virtual learning environments, Digital pedagogy, Online training, Professional learning communities (PLCs), ICT integration, Digital competence, Blended learning, E-learning platforms, Continuous professional development (CPD)

This study investigated the impact of utilising community as a classroom approach on learning in a Dzongkha module (mindfulness and awareness) among pre-service B.Ed First-year students across science and arts streams, framed within the principles of place-based education. Employing a quasi-experimental design, students from the History/English and Biology/Chemistry courses formed the treatment group (n = 61), while those from the English/Geography and Physics/Mathematics served as the control group (n = 52). The intervention engaged students in structured community-based activities, such as visits to the local Dratshang (monastery) and interactive lectures by the Lam Neten (head of the monastery), designed to enhance authentic language engagement, cultural appreciation, and applied learning. Descriptive statistics revealed higher mean scores for the treatment group (M = 14.77, SD = 3.45) compared with the control group (M = 13.15, SD = 2.52). Levene’s test indicated unequal variances, F (1, 111) = 4.97, p = .028, and an independent-samples t-test assuming unequal variances confirmed a significant difference, t (108.64) = 2.87, p = .005, mean difference = 1.62, 95% CI [0.50, 2.73]. Perception data collected from the treatment group only indicated strong agreement regarding the approach’s relevance, engagement, and practicality (M = 4.04–4.22), with moderate challenges reported (M = 2.88, SD = 1.01). Findings affirmed that using community as a classroom approach enhances learning, reflection, and professional readiness through culturally grounded, place-based pedagogy.

The purpose of the article is to study the possibilities and directions of using Google services and social networks in project-based learning of future technology teachers. The features of individual Google services and online platforms under project-based learning conditions are characterized. The system of organizing and managing project-based learning of future technology teachers using Google services and social networks has shown significant effectiveness in activating individual and group project-based learning activities of students, which revealed an increase in their academic achievements and creative abilities in: using decorative properties of materials; artistic design of products; ensuring that the decoration of the product corresponds to its functional purpose. It was determined that group STEAM projects using Google services and the online platform Canva are five-stage, namely: forming project teams, generating ideas using creative teaching methods (project technology, brainstorming, simulation and role-playing games, etc.), designing the structure and design, technological manufacturing of the product (practical implementation), presentation of results. The main features of experimental training on the use of Google services and social networks in project-based learning of future technology teachers are as follows: integrative content, collective cloud communication, use of creative technologies and interactive teaching methods, high mobility on the Internet, teaching creative practical activities. The methods of theoretical and empirical research used in the work are as follows: analysis and synthesis to clarify the main concepts, categories regarding the use of Google services and social networks in project-based learning; study of psychological, pedagogical and scientific and methodological literature and advanced pedagogical experience on the problems of implementing STEAM projects using cloud services; study of activity products, pedagogical experiment; identification of patterns and formulation of conclusions on the problem under study.

ABSTRACT Modelling is a central scientific practice, yet many science teachers still present models as fixed depictions rather than tentative, evidence-constrained tools. This reflects both teachers’ pedagogical content knowledge (PCK) for modelling and their epistemologies of models (EoM). Professional development addressing both dimensions remains limited. This study investigates Lesson Study (LS) as a mechanism for reshaping EoM and strengthening modelling-specific PCK. Five secondary science teachers engaged in two LS cycles over five months. Data from lesson observations, reflective dialogues, and interviews were inductively analysed to identify mechanisms of teacher learning. Four features of LS proved powerful: (1) self-reteaching, where teachers re-implemented revised lessons to transform reflection into enacted change; (2) critical reflection and dialogue, which tied instructional adjustments to student evidence; (3) knowledgeable others as catalysts, who injected theoretical clarity and challenged assumptions; and (4) master teachers as anchors, who grounded discussions in pedagogical expertise. These mechanisms shifted instruction from transmissive presentations of models towards constructivist engagement in generating, evaluating, and revising models. The study contributes a process model of LS as “plan – do – see–(self)reteach,” positioning self-reteaching as a novel catalyst of growth. Findings highlight how epistemological aims can be embedded in LS to support sustainable teacher learning.

Leadership in the education sector plays a pivotal role in improving the quality, equity, and effectiveness of the education systems. However, in Nepal, there is still, much to do for the expansion of educational access and to increase literacy rates, and the quality of education. The study analyses perspectives on educational leadership in Nepal. It evaluates the educational situation and performance in terms of leadership, examines the leadership theories in corporations and educational frameworks on an international scale, and explores the leadership practices in the local Nepali context, specifically the rural and decentralized contexts. A qualitative, secondary-data-based research method is employed in this study. Nepal has an administrative and compliance-based educational leadership. There is a low level of instructional and distributed leadership practices, which are inconsistently used. The systems of governance in schools are neither continuous, nor clear, nor leadership-driven. Leadership training is not well institutionalized in the education system. There is underutilization of global leadership models, even though they are relevant to the Nepal context. The development of educational leadership should be officially incorporated into the national and provincial education reforms. Clear policies to institutionalize leadership preparation and lifelong learning of head teachers and local education officials motivate and give pressure for the right output. The appointment, transfer, and evaluation of teachers’ policies must focus on leadership competence, accountability, and instructional performance. Moreover, schools’ management must establish well-structured roles and responsibilities for School Management Committees and Parent-Teacher Associations to ensure transparency and continuity. The study proposes the reforms in context sensitivity and emphasizes the fact that the professionals should be constantly developed, the administrative load should be minimalized, the ethical responsibility and the system coherence must be taken into consideration, and the school leaders should enhance the quality of education.

Instructional leadership is crucial for improving teaching quality and student academic performance, especially in secondary schools where Heads of Department (HoDs) play a vital role. Despite this, there is no empirical evidence on how Science HoDs provide instructional leadership in Lesotho. This study looked at the self-reported instructional leadership techniques of Science HoDs in Lesotho secondary schools and whether they vary based on specific demographic and workload criteria. Using a quantitative descriptive survey approach, data were obtained from 67 Science HoDs using a paper-based questionnaire adapted from the Principal Instructional Management Rating Scale (PIMRS). Descriptive statistics and inferential analysis were employed (t-tests and ANOVA). The data indicate that Science HoDs frequently used tactics such as goal planning and communication, curriculum coordination, learner progress monitoring, teaching time management, and instructional resource availability. However, high-impact pedagogical approaches, such as classroom observation, formal written feedback, and systematic evaluation of teacher learning, were less frequently implemented. Except for the number of courses taught, instructional leadership strategies showed no significant differences by age, gender, qualification, experience, teaching load, or school location. The study reveals a preference for administrative rather than pedagogical instructional leadership, highlighting the need for targeted professional development and policy support to improve HoDs’ capacity for sustained instructional practices in science education.

ABSTRACT This study explores the integration of video-based reflection in pre-service language teacher education as a means to support teacher candidates in developing reflective skills. Adopting a qualitative action research design, two teacher educators from different institutional contexts incorporated video-stimulated reflection into their methodology courses, centred around microteaching tasks. Twelve teacher candidates, working in pairs, recorded their lessons and participated in stimulated recall interviews with their teacher educators. This cycle of teaching and reflection, spanning 3 months, was repeated twice. The findings suggest that video-based reflections can evolve into a dialogic and collaborative space where teacher candidates learn to reflect both on and for action, especially when guided by teacher educators. The study also highlights that solid pedagogical content knowledge and language proficiency are prerequisites for meaningful reflection, and that peer dialogue plays a key role in facilitating teacher learning.

Professional development is situated within the concept of teacher learning, recognizing that professional development is a solution to increase teacher and student learning. However, despite the importance of professional development, there is little evidence of best practices in SBAE. The purpose of this systematic literature review was to examine the literature related to the professional development of school-based agricultural educators since 2000 to gain a broad perspective of the professional learning of SBAE teachers. We reviewed 32 articles related to professional development, excluding needs assessments and philosophical papers, to identify trends, describe the purpose of the research, and synthesize findings. We found that most articles were quantitative and published in the past decade, using a variety of frameworks and focusing on evaluating specific professional development programs. We offer recommendations for researchers and practitioners to ensure quality teacher learning for the future.

Introduction: the role of affect in STEM teacher learning

Substantial research has been dedicated to the study of transnational students' language, education, and identity development in order to cultivate their funds of knowledge and to improve their schooling experiences. However, as this Special Issue points out, a more holistic and transdisciplinary approach is needed. The present paper does just this, zooming in on teacher education programs designed to prepare teachers to work with transnational students using transdisciplinary arts-based approaches, and in particular, Augusto Boal's Forum Theater. Employing collective autoethnography and building on a larger research study that explores participant reflections on experiences engaging in Forum Theater, we reconsider three scenarios from arts-based workshops conducted with transnational learners and preservice/inservice teachers (aka teacher learners). In doing so, we deconstruct exactly how the exploration and brainstorming of effective responses to transnational youth experiences of discrimination, stereotyping, and racism in the Forum Theater workshops are harnessed to help participants understand the psychological, cognitive, and behavioral factors at play that impact transnational youth language, education, and identity development. Findings show how each scenario could lead to greater understanding of transnational youth experiences, and the development of teacher learners' critical consciousness in working with these students.

Purpose This study reinterprets a year-long Lesson Study dataset to examine how instructional vision is collaboratively co-constructed. Using a retrospective conjecture map and an operational matrix that links elements, mechanisms, and indicators, the theory of change is made explicit for tracing vision management across cycles. Design/methodology/approach A qualitative secondary analysis of an existing corpus (lesson plans, observation notes, videos, artefacts) from a one-year Lesson Study in a Japanese elementary classroom. The analysis preserves the original coding pipeline and aligns data excerpts with E/M/I identifiers. Findings Across four phases, collaborative construction and inclusive epistemic expectations primarily supported equitable talk moves (I1/I2); flexible adaptability enabled the relaxation of time-bounded rules (I2/I4); and role-switching routines widened entry points (I3). Mechanisms overlap and reconfigure rather than progress linearly, forming a mechanism-centred process model of teacher learning and vision evolution. Research limitations/implications A single-site, single-teacher case based on retrospective analysis provides existence-proof support for several observed links among elements, mechanisms, and indicators, while leaving others provisional for future testing. Findings are framed for analytic rather than statistical generalisation. Practical implications The contribution is procedure-level: teams can adapt routines (co-authored norms, paraphrasing before adding, time-bounded relaxations, rotated roles, and public criteria discussion) within local constraints to address the exact mechanisms and indicators. These serve as resources for co-design, not programme prescriptions. Social implications Making mechanisms for equitable participation visible and discussable can support inclusive classroom cultures through collaborative inquiry, without assuming uniform effects across sites. Originality/value The paper integrates Utopian Pedagogy with Lesson Study to offer a mechanism-centred, traceable account of instructional vision management.

This study aims to analyze the implementation of differentiated learning in elementary schools through a qualitative literature review approach and to offer a conceptual contribution to existing scholarship on differentiated instruction (DI) within the Indonesian educational context. Using thematic analysis, the study systematically reviewed national and international articles published between 2020 and 2025, focusing on coding, categorizing, and synthesizing recurring patterns related to content, process, and product differentiation. Synthesising the literature led to the development of a conceptual framework illustrating the interaction among teacher readiness, instructional design, school support systems, and digital resource integration as core components shaping the effective implementation of DI. The findings highlight several novel insights, including the identification of digital-supported differentiation as an emerging practice and the articulation of collaborative teacher learning communities as a structural enabler for sustainable DI practices. This study provides practical implications for educators, policymakers, and school leaders, particularly in strengthening professional development programs, designing supportive school policies, and integrating adaptive learning resources to optimise student-centred learning in the Merdeka Curriculum era. Keywords: differentiated learning, elementary school, independent curriculum, literature study, adaptive learning strategies

ABSTRACT Early childhood education plays an important role in developing a child's cognitive, social, and emotional abilities; hence, the ECE should be provided by capable and flexible educators. Continuous professional development is, therefore, indispensable for augmenting the teaching standards. Despite various professional development initiatives undertaken, barriers remain before such professional growth can bring about actual change in teaching practices. Existing studies indicate the need for CPD to be considered in tandem with other factors affecting emotional competence, reflective practice, and contemporary methodologies in ECE. Past studies have developed frameworks for improving teacher self‐efficacy, emotional intelligence, and curriculum integration attributed to pedagogic areas such as STEM, arts, and social–emotional learning. To date, though, the frameworks have left a void of a more holistic and China‐specific one that takes into consideration the cultural context and educational reforms in China. This research proposes a CPD Transformation Model for the Chinese early childhood education system. The attempt is to investigate how CPD promotes teacher growth along with reflection and other factors of technology literacy and culturally responsive pedagogy. Emphasis is on continuous collaborative teacher learning, with the intent to eliminate the existing gap between policy and its actual classroom application. In the process of developing this model through a six‐stage cycle, the study would examine the impact of CPD on teacher effectiveness and children's outcomes, thus revealing the ways in which systematic and culturally relevant professional development can have favourable effects on both teaching and early childhood learning in China.

Professional learning of late-career teachers: A systematic literature review

Abstract Culturally Nourishing Schooling is a research-practice partnership project between Australian schools and universities. In this partnership, cultural mentors’ knowledge, university educators’ guidance, and teachers’ expertise are shared through professional learning contextualised across eight schools using five interwoven strategies. We focus on one strategy, culturally nourishing pedagogies, through a case study aimed at developing teaching practices and increasing teachers’ self-efficacy for supporting Aboriginal and Torres Strait Islander students. Within the context of the larger project, this study applies social cognitive theory to understand the professional learning experience of three teachers in one remote government school. With results from multiple sources of qualitative data collected across three school terms (2023–2024), we argue that professional learning in culturally nourishing pedagogies needs to be more than a one-off experience. For change in practice to occur, participating teachers identified enablers (a supportive learning community, time for critical reflection) and barriers (remote location, teaching expectations, competing priorities). Conclusions include practical recommendations for schools and future research for partnerships aimed at providing time, support, and tools for ongoing professional learning for teachers to develop in their confidence with applying culturally nourishing pedagogies.