Education & Pedagogy

Children with disabilities remain among the most excluded from education in Global Partnership for Education (GPE) partner countries and other lower-income countries. Despite considerable activity funded both through GPE and by other donors, as well as by partner countries themselves, the level of international support to inclusive education remains too low and patchy for countries to transform their education systems so they are fully inclusive of children with disabilities. Development partners need to coordinate; help to build a stronger evidence base at global, regional and national levels; and go beyond isolated interventions to support reforms that have the potential to make the whole system more inclusive. To do this, development partners need to share knowledge on their activities globally and at the country level. This paper, and the underlying mapping exercise, aims to facilitate knowledge sharing in the sector by analyzing thematic and geographic focus areas of major development partners supporting inclusive education.

Over the last year, interest in and use of generative artificial intelligence (GenAI) has rapidly increased. Although GenAI is not new, recent advances in the underlying technology and greater accessibility mean that the public can now use it more easily. This poses opportunities and challenges for the education sector. The Digital Strategy Division in the Department for Education (DfE) asked HM Government's Open Innovation Team (OIT) to explore the opportunities and risks for GenAI in education. This report contains insights from interviews with teachers and educators at 23 educational institutions, 14 interviews with experts from academia and the education technology (EdTech) industry, a range of quantitative data sources, and key themes from academic and grey literature. This report covers: (1) How the sector has responded to and adopted GenAI technology; (2) Applications and opportunities for GenAI in education; (3) Reported impact and benefits of GenAI use in education; (4) Barriers to adoption and risks that GenAI presents for education; and (5) Support the sector would like to receive from the DfE and government.

Every year, State of the State addresses offer time for new and incumbent governors to outline policy priorities and celebrate state accomplishments. Since 2005, we've tracked, analyzed and identified education policy trends in governors' State of the State addresses to help you understand trending education issues across states. This year's Special Report includes 42 addresses that highlight a continued focus on expanding workforce development, increasing funding investments and building a strong teacher workforce. The full report highlights the top six trends we found across state education-related proposals and features state examples of each. The trends are: (1) Workforce development and career and technical education; (2) K-12 funding; (3) Teacher workforce; (4) Early care and education; (5) Academic achievement and literacy; and (6) Physical and mental health. Use our interactive map to find complete summaries of education policy priorities outlined in each governor's State of the State address. This report is a collaboration with the National Governors Association. We're grateful for this partnership.

This study aims to explore the challenges and opportunities of using digital technology in English teaching in higher education. Transforming the teaching and learning process from face-to-face to online learning by utilising digital technology devices and internet connectivity becomes challenging for lecturers and students. However, there are many opportunities of integrating digital technology and education. This study uses narrative literature reviews to identify the challenges and opportunities of utilising digital technology in English teaching in higher education institutions. A number of challenges and opportunities are found in using digital technology in English teaching, including digital technology access, flexibility, engagement, pedagogical dimension, personal dimension, range of sources and cultural awareness. Furthermore, this research can provide significant insight and understanding regarding the difficulties and benefits of integrating digital technology and education in higher education institutions, particularly since the COVID-19 pandemic. It also recommends further research regarding integrating digital technology and education, particularly in English teaching in higher education institutions. [For the full proceedings, see ED654100.]

Education Development Trust collaborated with the Ministry of Education Jordan, INJAZ and Education for Employment (EFE) to co-develop and pilot a whole-school careers education and guidance intervention in Jordan, called Future Ready. The pilot took place over 12 weeks (February to June 2022) with grade 9 students in Amman and Zarqa. The model integrated the following components of effective careers education and guidance: (1) careers guidance and counselling (one-to-one, or with peer groups); (2) a whole-school approach to careers education (enriching careers learning with subject curriculums); (3) experiential learning (co- and extra-curricular activities); and (4) information (labour market information and education pathways options). Surveys and interviews were conducted throughout with participants on process and programme impact, with key findings reported in relation to student development of career management skills and working towards social, economic and educational impact. The pilot was found to have a positive impact on students across all metrics, from increasing motivation for learning to starting to shift gender limiting stereotypes about appropriate jobs.

Embracing up-to-date topics, ranging from worldview education and socio-scientific issues to accreditation processes and 21st century skills, this comprehensive volume includes 10 chapters and stands out as reflecting the scholarly perspectives and research of academics in the field of teacher training. This volume contains the following chapters: (1) Worldview Education in Teacher Training Programs (Halil Turgut); (2) The Need for Learning in the 21st Century (Özkan Akman and Fatmanur Sahan); (3) Sustainable Development and Education (Pelin Koseoglu); (4) Socio-Scientific Issues in Teacher Training (Aysun Öztuna Kaplan); (5) Instructional Technologies (Hüseyin Karaaslan); (6) The Role of Distance Education in Teacher Training (Aysin Gaye Üstun); (7) Measurement and Evaluation Processes in Teacher Training (Kagan Buyukkarci); (8) How to Teacher, under the Influence of Praxis Shock (Ahmet Önal); (9) Establishment of Teacher Academy (Ali Bozkurt and Mustafa Çagri Gurbuz); and (10) Accreditation in Teacher Training Programs: Ensuring Globality (Ayfer Su Bergil).

Women in higher education institutions (HEIs) in East Africa and elsewhere face unique challenges in the workplace. These women need to be equipped with the right tools to succeed in both their professional and personal life while also lifting other women at multiple levels of society. This book delves into the mission and accomplishments of the Higher Education Resource Services--East Africa (HERS-EA), an organization dedicated to advancing gender parity in leadership roles within higher education and significantly increase the number of girls and women completing their education. The authors discuss barriers faced by women in higher education that limit their progress to career advancement and leadership positions and offer innovative solutions for addressing the challenges using evidence-based strategies for reimaging leadership for sustainable community engagement and development.

One hundred fifty-eight years into its statehood, the knowledge, skills, and discoveries that result from postsecondary education are more critical than ever to Nebraska's well-being as it faces forces such as global competition, technological innovation, and social change. To their great credit, Nebraskans have valued postsecondary education since before statehood, and they have created and supported a comprehensive network of colleges and universities that has continuously developed to meet the needs of students, communities, and the state. The constitution and statutes of Nebraska assign the Coordinating Commission for Postsecondary Education the responsibility for comprehensive planning for postsecondary education in Nebraska. The purpose of this plan is to provide direction for the future of postsecondary education in Nebraska. It identifies goals that will lead to an educationally and economically sound, vigorous, progressive, and coordinated higher education network throughout the state. It is used by the Coordinating Commission to facilitate most of its statutory decision-making processes.

As the demand for educators continues to grow, teacher preparation programs must evolve to equip future teachers with the skills and confidence needed for today's dynamic classrooms. Using innovative technologies such as virtual simulations, augmented reality, and AI platforms has transformed teacher education. These immersive tools provide safe, controlled spaces where aspiring educators can practice, reflect, and refine their instructional strategies in real time. By bridging theory and practice, immersive learning empowers teacher candidates to develop critical competencies and adapt more effectively to the realities of diverse educational settings. "Immersive Learning in Teacher Education: Simulated Environments, Tools, and Practices" explores the use of immersive technology in higher education. The book uses examples from accredited governments and education departments from around the world and serves as a source of possibility and inspiration for academics and faculties across the higher education landscape as well as for classroom teachers working in schools and other educational settings. Covering topics such as AI, gamification, and virtual reality, this book is an excellent resource for teachers, higher education faculty, and policymakers, academicians, researchers, and more.

This book centers and amplifies the voices and complex lived experiences of Asian Americans in bilingual education. Drawing from the fields of bilingual education and ethnic studies, the chapters discuss language ideologies, anti-racist pedagogies, language loss and teacher and student experiences to explore how multilingualism is experienced distinctly by Asian Americans. Recognizing the heterogeneity within Asian American communities, the book highlights underrepresented Asian languages such as Hmong and Khmer and discusses both formal and informal education settings. It showcases a wide range of narratives and qualitative methodologies, employing critical theoretical frameworks such as AsianCrit, decoloniality, intersectionality, critical refugee studies, raciolinguistics, counterhegemonic pedagogies, humanization and transnationalism. As the first book fully dedicated to Asian American experiences in bilingual education, it broadens understandings of multilingualism and appeals to researchers, teacher educators and postgraduate students in applied linguistics, Asian American studies, higher education and bilingual education.

The 2025 Illinois Career and Technical Education Report is submitted in compliance with Illinois School Code 105 ILCS 435/2(e), which requires a written career and technical education (CTE) report to be issued to the governor annually. This report describes the establishment of and delivery of CTE in Illinois, the existing condition of Illinois CTE based on school year 2024-25 data (fiscal year 2025), and the future developments and recommendations for CTE in the state as required by Illinois School Code 105 ILCS 435/2(e). Further, this report provides an update on the police academy program in Illinois as required 105 ILCS/5/22-83. The work of the Gender Equity Advisory Committee and other Illinois State Board of Education (ISBE) initiatives also are referenced within the report.

President Donald Trump has instructed U.S. Department of Education Secretary Linda McMahon to "take all necessary steps to facilitate the closure of the Department of Education" using her authority to "the maximum extent appropriate and permitted by law." As Secretary McMahon considers such steps, she has already indicated that some department functions will be maintained and moved to other agencies. Some responsibilities will be transferred to other federal offices, such as adult education programs, which department officials moved to the U.S. Department of Labor under an inter-agency agreement. This Issue Brief provides policy guidance on the future of programs maintained by the Institute of Education Science (IES). The IES is the research arm of the Education Department. The office gathers data on students and schools, including data on K-12 schools and postsecondary institutions. IES officials also commission evaluations of education policies and practices from third parties and recommend best practices for educators and education policymakers.

This paper provides an overview of the United States higher education system. It gives readers introductory information about the size, scope and governance model of US higher education. This is a challenging task because higher education in the US is highly decentralized with no single 'system' coordinating all institutions of higher education (IHEs). Instead, 50 states, the federal government and dozens of accreditation agencies create a policy ecosystem that supports both public and private institutions of higher education. The US has no national university, no national agency overseeing all of higher education, no national policy on what professors can or cannot teach. There are no national price controls establishing how much tuition institutions can charge. And there is no national admissions policy sorting students into institutions. [This paper was coproduced by the Richmond American University London.]

Background: A major consequence of the neo-liberal ideology underpinning recent reforms in higher education in the Western world has been the significant increase in the competitiveness of institutions to recruit students in the marketplace of education and to keep them. Accordingly bachelor degrees relating to physical education teacher education (PETE) at Norwegian university colleges are being adapted and developed in order to appeal to today's market--conscious, educational consumers interested not only in PETE, but also in a physically active lifestyle, sports and outdoor pursuits. Purpose: This study problematizes how the awareness and logic of the marketplace act in the social construction of PETE curricula and content. The paper asks to what degree programs within Norwegian PETE are more a reflection of surviving in the education marketplace than of meeting the needs of physical education teachers in the knowledge society? Applying Bernstein's theoretical framework and terms, I intend to analyze how a regulated market in the national context of higher education forms the conditions for production, reproduction and transformation of PETE knowledge. Participants and setting: Four Norwegian university colleges in the field of physical activity (sport sciences, outdoor pursuits and PETE) comprise the "purposeful sample". Research design: The qualitative study applies Bernstein's conceptual framework for analyses of conditions for production, reproduction and transformation of knowledge to explore how some forms of knowledge become more valued than others, and asks who and what, are defining what is seen as important content knowledge in PETE. Data collection: Data were collected via higher education policy documents, PETE curricula, the university colleges' information texts on their websites, institutional education policy texts and program guides. Data analysis: By using a content analysis approach, discourses embedded in the texts were analyzed. In the discourse analysis what is said, not said and the discourses' "surrounding texts" in an education market, regulated by the State, have been related to Bernstein's concepts of regulative and instructional discourse. Findings: The analysis of the texts unveils how content knowledge in PETE degrees is produced and reproduced among competing interests in the field of sport sciences and physical activity. Data in this paper strongly indicate that recruitment and management discourses hold a strong position within the instructional discourse framing professional programs and courses in a variety of ways. The analyzed texts provide examples of how meanings and values in the education market, as raw materials within regulative discourse, underpin the university colleges' instructional discourse. There is remarkably little evidence of discourses about essential knowledge for quality physical education (PE) teaching and learning, or PE teacher professionalism. Conclusion: Due to the increased competition for institutions to recruit and retain students, this paper problematizes how the logic of the education market contributes to the social construction of PETE curricula and content knowledge. Within the context of deregulated academic autonomy in the Norwegian higher education system, the content in PETE seems legitimated by the local institutions' strategic moves in the market to recruit students and secure their institutions' economic growth.

Scholarly analysis in the sociology of education has burgeoned in recent decades. "Frontiers in Sociology of Education" aims to provide a roadmap for sociologists and other social scientists as they set bold new directions for future research on schools. In Part 1 of this forward-looking volume, the authors present cutting-edge research to set new guidelines for the sociological analysis of schools. In Part 2, notable social scientists, historians, administrators and educators provide a wide-ranging array of perspectives on contemporary education to insure that scholars make creative and broadly informed contributions to the sociological analysis of schools. The contributors to this volume examine events currently influencing education including: globalization, expansion of educational access, the changing significance of religion, new family structures, and curriculum reform. "Frontiers in Sociology of Education" offers an innovative collection of research and ideas aimed at inspiring new analyses of schools better linked to changing societal conditions. This book contains 23 chapters: (1) Improving the Interaction Between Sociological Research and Educational Policy (Maureen T. Hallinan); (2) The Future of the Schooled Society: The Transforming Culture of Education in Postindustrial Society (David P. Baker); (3) Frontiers in Comparative and International Sociology of Education: American Distinctiveness and Global Diversity (Claudia Buchmann); (4) Toward a Theory of the Political Construction of Empty Spaces in Public Education (Pamela Barnhouse Walters); (5) Methodological Transactionalism and the Sociology of Education (Daniel A. McFarland, David Diehl, and Craig Rawlings); (6) Designing Instruction and Grouping Students to Enhance the Learning of All: New Hope or False Promise? (Adam Gamoran); (7) Getting Ideas into Action: Building Networked Improvement Communities in Education (Anthony S. Bryk, Louis M. Gomez, and Alicia Grunow); (8) Improving Teacher Quality: A Sociological Presage (Barbara Schneider, Erin Grogan, and Adam Maier); (9) Perfectionist Dreams and Hidden Stratification: Is Perfection the Enemy of the Good? (James M. Rosenbaum, Janet E. Rosenbaum, and Jennifer L. Stephan); (10) Changing Family, Changing Education (Laura Hamilton, Regina Werum, Lala Carr Steelman, and Brian Powell); (11) Creating Our Future: Some Challenges for American Precollegiate Education (George W. Bohrnstedt); (12) Some Potential Contributions of Social Psychology to Public Education in the Face of the Current Disinvestment in Education (Karen S. Cook); (13) From Data to Actionable Evidence: How Sociologists Can Drive School Reform (Paul Goren and Emily Krone); (14) Grasping the Past to Inform the Present (Patricia Albjerg Graham); (15) Reforming General Education and Diffusing Reform (Daniel J. Myers); (16) The Rise and Fall of Civic Education in American Schools (Sandra Day O'Connor); (17) Improving Grades: Urban Public Schools, Racial and Socioeconomic Segregation, and the Promise of Innovation (James M. Quane and William Julius Wilson); (18) Policymaking and Research (Diane Ravitch); (19) Sociology for the Future Historian (William Reese); (20) How the Sociology of Education Can Help Us Better Understand Religion and Morality (Christian Smith); (21) Thoughts on Reform and the Sociology of Education: Toward Active Engagement (Marshall S. Smith); (22) How Would We Know If Public Colleges and Universities Are Productive? (Teresa A. Sullivan); and (23) Hispanics and US Schools: Problems, Puzzles, and Possibilities (Marta Tienda).