Education & Pedagogy

Global education policy discourse is based on an unshakable belief that more and improved skills will promote economic prosperity, global competitiveness and social inclusion. In England, the Further Education and Skills sector (FES) has emerged as the vehicle to deliver these skills. However, the portrayal of FES as focusing primarily on vocational education for people often adjudged to be 'not academic' positions the sector at the bottom of the educational hierarchy, with negative ramifications for those who teach and study in it. This paper applies a case study approach to explore the lived experiences of five trainee FES teachers completing their initial teacher education (ITE). Drawing on contemporary interpretations of Bourdieu's theory of habitus, I develop Morrin's notion of hauntings to explain the psycho-social, historical and spatial influences on the trainees' responses as they re-enter the field of education as teachers.

Informed by Charles Wright Mills' sociological imagination and the Technology Acceptance Model, this qualitative study was undertaken to report the emergence of Shadow Education (SE) in teacher education in Zimbabwe amid COVID-19. WhatsApp discussions and Google interviews generated data from 12 lecturers and 12 students, selected using snowball sampling. The thematically analysed data reveal that behind the lecturers' and students' engagement in SE were wider societal problems. Lecturers engaged in SE not only because they were hungry for money but were knee-deep sunk in poverty and incapacitated to support their families. Rather than adopting online teaching and learning to continue education during COVID-19, students who lacked technological skills disapproved of it and turned to SE. The study recommends that employers must review lecturers' remunerations to motivate them to provide quality online teaching and learning. This study extends the conversation on SE, which had been confined to primary and high schools.

Lack of sexual health knowledge among Saudi Arabian adolescents suggests the need for investigation into the sexual health education curriculum provided in schools. This study explored the dominant ideologies that shape sexual health education discourse in Saudi Arabia. To date, there have been few analyses of the ideologies underpinning Saudi Arabia's school curriculum and the approach that is taken to teaching about sexual health. Examining the ideologies informing sexual health education in Saudi schools can assist in a shift towards more comprehensive approaches. In this study, critical discourse analysis was used to identify the underlying ideologies present within Saudi school curricula as they relate to sexual health education. Our findings suggest that conservative ideology dominates sexual health education discourse. Significantly, it is more strongly present in the curricula available to girls and young women. Sexual health education's discourse currently reflects social/cultural perspectives and avoids the inclusion of more comprehensive health-related information that would better enable young people to protect their health.

Medical education in Jordan has evolved rapidly in the last 50 years as successive governments and higher education leaders have responded swiftly to developing healthcare sector demands. Despite significant progress being made, there remain a substantial number of challenges for the Jordanian medical education system that require careful attention in the years and decades ahead. This article provides a historical summary of medical education in Jordan, outlines some of the important areas that require development, and describes plans for a new medical school and teaching hospital in Amman at the newly established Kingdom University of Health Sciences, due to open in 2026. This ambitious project is being funded by the Saudi Jordanian Investment Fund and is being supported by partnerships with high-ranking, well-established institutions in the UK and USA. This article highlights the significant value in a partnership approach to developing a medical education program as it strives to overcome some of the existing challenges facing medical education in Jordan.

The lack of support for equitable learning outcomes is a long-standing issue in mathematics education. As there has been significant attention from professional organizations to address issues of access and equity within mathematics education, there has been an emphasis on creating classrooms that are responsive to students' backgrounds, experiences, cultural perspectives, and traditions. However, this is nearly impossible without the ability to first see culture and recognize the backgrounds and lived experiences of others. This study reports on an approach to developing the cultural competencies of preservice mathematics teachers--education abroad--with the notion that as teachers develop a sense of culture, they will have the potential to place it front and center in their instruction. Following one preservice teacher's journey through a semester-long education abroad program, we find that education abroad can positively influence cultural perspectives and philosophies of mathematics teaching.

This study describes teachers' neglect vis-à-vis building students' civic disposition in civic education learning in junior high schools during the coronavirus disease 2019 (COVID-19) pandemic. Employing a mixed methods approach, the research focuses on civic education teachers in junior high schools in Padang, West Sumatra, Indonesia. Data collection involved surveys, focus group discussions, interviews, and documentation, subsequently analyzed through descriptive statistical and qualitative methods. The findings highlight three primary facets. First, the teachers did not conduct the students' civic disposition building in civic education learning during the COVID-19 pandemic, specifically based on the lesson plan, implementation, and assessment, which are inappropriate for values-based education; second, the factors that contribute to such neglect are teachers' inadequate competencies, online learning, and the assessment system that focuses on cognitive learning outcomes; third, teachers' neglect has implications for the building of student character, the existence of civic education as values-based education, and the obstruction of the national-character-building program.

This study evaluates the pedagogical tolerance qualities of heads in higher education institutions in Kazakhstan. The qualitative research design, grounded in the interpretative paradigm, was adopted for this study, utilising a case study approach for data collection from a small sample consisting of three Vice Rectors Academic, three Deans of Faculties and three Heads of Departments from three universities. The social cognitive behavior theory serves as the theoretical framework. The study's results reveal that heads of higher education institutions are aware of and possess some elements of pedagogical qualities. However, there is a deficiency in core pedagogical tolerance qualities. Participants also disclosed that education for tolerance has not been effectively implemented in higher education institutions, as there is no specific mechanism within the curriculum and pedagogical practices that promote tolerance. Based on the outcomes of this study, the need for heads of higher education institutions to take proactive measures in implementing and promoting tolerance education within the higher educational space was suggested.

Background/purpose: This article aims to analyze the scientific literature on Global Citizenship Education (GCE) to examine whether it has educated critical citizens capable of transforming the world. Materials/methods: This article conducts a systematic review of the existing literature on CGE in the primary social science databases in Ibero-America until 2022, using the PRISMA method (Urrutia & Bonfill, 2010). The selected documents are analyzed quantitatively and qualitatively using Atlas software, which allows for identifying the main themes prevalent in research on CGE. Results: The results showed how GCE research became more relevant over time. However, several aspects still require further research, such as GCE in formal education at non-university levels, GCE in informal and non-formal education, or educational resources for working on GCE. Conclusion: In conclusion, it has been possible to glimpse gaps that represent new lines of research necessary to promote the formation of global citizenship that acts to transform the world into a more sustainable and humane place.

This study aims to delve into the specific components of the Actiotope Model, which emphasizes the role of learning resources in education. It seeks to explore how these components are presented in the Chilean context of gifted education, while examining the current state of gifted education in the country. The methodology was a qualitative document analysis that included an active search for existing documents on gifted education and document analysis in the field of giftedness in Chile. The country owes a debt to the education of these students and urgently requires a broad vision of inclusion that truly addresses diversity and a legislation that makes them visible and establishes a framework to regulate their educational care. The findings of the study will contribute to a better understanding of the challenges and opportunities in gifted education in Chile and provide insights into how learning resources can be effectively utilized in this context.

This paper aims to explore the philosophy that is embedded in the Philippine higher education system, and to locate the country's philosophy of education within the global context. The Philippine higher education is marked by complexity in terms of governance and organization. More importantly, its origin and development are deeply implicated in the country's colonial history, which in turn significantly impacted how the aims and purposes of higher education are defined and perceived by various stakeholders. Such a condition has resulted in specific social practices, and in a specific understanding of what higher education must contribute to the society. This paper thus examines a 'distinct' Filipino philosophy of higher education, the narratives that formed it, and the tensions that surround it. Moreover, it brings the field of Filipino philosophy in conversation with postcoloniality and the emerging field of philosophy of higher education. Analysis of the data shows consistency of the discourse topics, and the concept of nation-building as fundamental in understanding the mandate of higher education institutions.

Purpose: While numerous studies have explored the challenges of teaching physical education during COVID-19, there is a gap in research on physical education post-COVID-19. Therefore, this study aimed to examine physical education practices post-COVID-19, focusing on the changes in curriculum, instruction, and assessment. Method: A mixed method with a concurrent triangulation design was utilized in this study. The participants included 94 physical education teachers. Descriptive statistics were used to analyze quantitative data, while open and axial coding techniques were employed for qualitative data analysis. Results: The results underscore the shifts in the emphasis on the three learning domains in curriculum, instruction, and assessment across various time periods, with a focus on the affective learning domain in postpandemic physical education. Discussion/Conclusions: This study provides insights into teaching physical education post-COVID-19, including adaptation to physical education practice, enhancement of student affective learning, continuity in physical activity promotion, and integration of technology.

A modern specialist's ability to self-educate is a valuable professional quality. Education has been given the essential responsibility to develop the learners' readiness for self-education (RSE). However, university students experience difficulties organizing and implementing self-educational activities. The study's goal is to investigate the development of students' RSE and the impact of interactive training methods (ITMs) on ensuring the development of self-education skills in future elementary school (FES) teachers. The study used a pre- and post-test design for FES teachers' readiness for self-education (RSE). The study involved 240 learners at E. Buketov Karaganda University, Karaganda, Kazakhstan. The study found that university students experienced difficulties in organizing and implementing self-educational activities. The findings revealed that using integrative teaching methods increased students' readiness for self-education which is a significant improvement over traditional methods. This paper contributes to the methodological potential of university education by providing an innovative approach to improve university students' self-education preparation.

Artificial intelligence (AI) is transforming multiple facets of the competitive business world and education. Despite this, the full potential of AI applications within education remains unclear because of the lack of a comprehensive framework on how to use AI in developing assessments across various academic disciplines. While incorporating AI into assessment design can streamline the integration of diverse learning components, it is essential to establish clear performance criteria to ensure the validity of these assessments. In engineering education, the integration of AI in assessment design poses ethical concerns, accountability issues, and limitations in capturing diverse learning forms, and therefore careful consideration is required to ensure fairness and pedagogical value are maintained. This paper aims to conceptualise effective assessment processes using AI in engineering education and demonstrate the potential of various validity techniques, providing a comprehensive framework for leveraging AI to enhance assessment accuracy and effectiveness in engineering education. The discussion elucidates the key components necessary for developing effective assessments through the application of AI capabilities.

For more than 20 years, there has been effort made within primary and secondary classrooms and curricula to include Indigenous peoples' perspectives. This has been met with mixed reactions from classroom teachers. Initial teacher education academics and providers have also been slow to implement and transform their teaching and learning despite the shift in policy rhetoric. This paper reports on a small pilot study conducted at a Queensland university exploring how academics perceive the inclusion of Indigenous Knowledges within both institutional and professional contexts and initial teacher education programs. Findings varied, however, they generally indicate a lack of institutional and individual responsibility to embed Indigenous Knowledges in initial teacher education. The paper argues for the urgency for change and the need for non-Indigenous academics and initial teacher education providers to begin critical conversations about how Indigenous Knowledges are being silenced within their current practices, and ways in which they can do better.

Drawing on official data, this article looks at the phenomenon of teacher shortage in Portugal and its implications for teacher education. It includes a quantitative analysis of needs of the system to renew the teaching workforce alongside aspects of mass teacher retirement and a decline in teaching candidates. Issues such as negative media portrayal, intensification of teachers' work, and reactive policies to teacher recruitment and teacher education have contributed to the declining status of the teaching profession. The paper discusses the danger of adopting a 'deficit discourse' in teacher education along with the shift towards managerial professionalism, which could erode the quality and status of the profession. It is argued that there is a need to go beyond quick-fixes and emergency responses and to invest in a comprehensive, long-term strategy that balances both the quantitative and qualitative aspects of teacher recruitment and teacher education.