Education & Pedagogy

Since the enactment of the Education for All Handicapped Children Act of 1975 (EHA), Public Law (P.L.) 94-142 and its successor statute, the Individuals with Disabilities Education Act (IDEA, or the Act), the Secretaries of the U.S. Department of Education and their predecessors, the Commissioners of Education at the U.S. Department of Health, Education, and Welfare, have been required to transmit to Congress an annual report to inform Congress and the public of the progress made in implementing the Act. The annual reports to Congress reflect a history of persistent commitment and effort to expand educational access opportunities and improve outcomes for children with disabilities. This "46th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2024" describes the nation's progress in: (1) providing a free appropriate public education (FAPE) for children with disabilities under IDEA, Part B, and early intervention services to infants and toddlers with disabilities and their families under IDEA, Part C; (2) ensuring that the rights of these children with disabilities and their parents are protected; (3) assisting States and localities in providing IDEA services to all children with disabilities; and (4) assessing the effectiveness of efforts to provide IDEA services to children with disabilities. This report provides summaries and analyses of IDEA Section 618 data at the national level, IDEA Section 618 data at the State level, and the U.S. Department of Education's findings and determinations regarding the extent to which States are meeting the requirements of IDEA, Part B and Part C. The report also provides summaries of special education research conducted under Part E of the Education Sciences Reform Act of 2002, national special education studies and evaluations conducted under Section 664(a) and (c) of IDEA, and the extent and progress of the assessment of national activities, which focus on determining the effectiveness of IDEA and improving its implementation.

Ongoing reforms to technical education in England were initiated by the previous government. They were informed by the findings of the 2016 Sainsbury Review by the Independent Panel on Technical Education which identified a range of shortfalls with the technical education landscape. The reforms aim to improve the quality of technical education and therefore the technical skills needed to boost productivity in the UK economy. Key to the technical education reforms was the introduction of T Levels in 2020, two-year level 3 courses which currently run alongside A levels and level 3 technical courses. T Levels were created in collaboration with employers and include a strong focus on technical content, as well as a substantial industry placement of at least 315 hours. Courses are designed to provide learners with the knowledge and skills to progress either into employment or into further or higher education. T Level delivery began in 2020, with three courses in T Levels in Education and Early Years, Digital, and Construction. For the second cohort of T Level learners (2021-2023), ten T Levels were available, across four routes. The Technical Education (Tech Ed) Study (2020-2024) delivers longitudinal insights into whether the reforms are improving the technical education landscape as intended and the impact on learners' experiences, including in comparison to other level 3 courses. The second T Level cohort comprised 5,321 learners, studying T Levels in Education and Early Years, Construction, Digital and Health and Science. As part of the Technical Education Learner Surveys -- commissioned by the Department for Education (DfE) and conducted by the National Centre for Social Research (NatCen) in collaboration with the National Foundation for Educational Research (NFER) -- these learners were surveyed in summer 2024, about a year after completing their T Level, to understand their current activities, career plans, and reflections on their T Level. To compare learners' experiences across different level 3 courses, a comparator sample of learners on A level and level 3 technical courses were also surveyed.

This study examines the effectiveness of a professional development program, the Physical Education Teacher Itinerant Program, for elementary classroom teachers in Southern California. The purpose of this program was to equip elementary classroom teachers to teach purposeful physical education. The California Legislature has given every elementary school district the option to either employ a physical education specialist or have the credentialed elementary classroom teachers teach the mandated physical education instruction for grades 1-6 (Cal. Educ. Code 51210.2., 2003). Several studies support hands-on training for improving teacher confidence to deliver quality physical education and increase student physical activity (Escriva-Boulley et al., 2018; Sallis et al., 1997). This study used a 5-point Likert scale survey to gauge 156 elementary classroom teachers' perceptions of their preparedness to teach physical education and implement developmentally appropriate physical education curriculum. Descriptive statistics were used to analyze teacher confidence levels, perceptions of preparedness, and satisfaction in teaching physical education. The results of the survey indicated that the classroom teachers were generally satisfied with the training and perceived it as beneficial for implementing developmentally appropriate physical education in their classrooms. This study can be used to inform districts of the value of embedded professional development programs in empowering elementary classroom teachers to deliver high-quality physical education.

Background: Artificial intelligence (AI) is increasingly integrated into science education, yet the literature remains fragmented, lacking a unified framework that connects publication trends, curriculum implementation, and ethical considerations. Methods: A mixed-method systematic review was conducted that combined bibliometric analysis with qualitative content analysis. A total of 80 peer-reviewed studies were identified through Web of Science and Scopus databases (1990-2026) and analyzed using a structured coding scheme encompassing educational level, AI type, curriculum integration, ethical considerations, and pedagogical use. Results: Bibliometric analysis revealed an acceleration in publication growth since 2020, concentrated in higher education contexts. Qualitative analysis identified institutional and program-level integration as dominant (41%), while K-12 settings and teacher education remained underrepresented. Personalization and adaptive learning emerged as the main pedagogical application (59%), with transparency and student agency as the leading ethical concerns. Privacy, governance, and equity dimensions were critically underrepresented. Conclusion: The findings reveal structural imbalances and ethical gaps in the current integration of AI in science education. A multidimensional analytical framework is proposed, capturing the interdependencies between technological, pedagogical, and ethical dimensions. Future research should prioritize K-12 contexts, data governance, and systemic policy frameworks to support responsible AI integration.

This study discusses the barriers to education of girl children in Uganda between 2000 and 2024 with particular attention to gender inequality in the number of children enrolled, retained, and completed. Girls are particularly disadvantaged by the policies such as Universal Primary Education (UPE) and Universal Secondary Education (USE) due to such factors as early marriage, teen pregnancy, economic difficulties and violence based on gender. This study draws synthesis of the quantitative trends and qualitative findings of past studies on the same using secondary data provided by various organizations like the World Bank, UNESCO, and UNICEF. Secondary data indicates that the enrollment rates have been improved, but only 27% of girls undertake upper secondary education, and only 4% attend tertiary education. Such inequalities underline a necessity of specific interventions to eliminate the socio-cultural and economic determinants of reduced access to education among girls. This study provides the significance of meeting the United Nations Sustainable Development Goal (SDG) 4 (Quality Education) and SDG 5 (Gender Equality) through the fostering of gender-sensitive educational policies and programs. Strategies to overcome structural and cultural barriers include increased funding, vocational training, and community-based awareness. The study makes an impact on the global debate about gender equality in education with practical implications on policymakers and international agencies to enhance educational performance of girls in Uganda.

Cultural background influences one's understanding of intellectual and/or developmental disabilities. More specifically, the cultural perspectives of parents and special education professionals may affect decision-making in providing appropriate services for children with disabilities. Therefore, cultural distinctions may present a unique challenge for families, special education professionals, and related service providers in collaboratively working toward a comprehensive educational plan of action for children with disabilities. The purpose of this paper was to examine the issues of cultural dissimilarity among Asian parents, special education professionals, and related service providers that influence service delivery for school children with disabilities in the United States. First, the literature regarding cultural beliefs about perceptions of disabilities will be reviewed. Secondly, the impact of cross-cultural perception among parents and professionals toward team collaboration will be discussed. Thirdly, the process of special education services, including referral, diagnostic evaluation, and special education placement resulting from cross-cultural perspectives will be discussed. The paper also discusses what families and special educators might do to account for their cultural differences so that quality and productive special education services could be provided to fulfill the potentials of children with special needs.

This paper examines the past, present and future context of geographical education in Brazil and the issues that, in our view, are relevant to understand its ebb and flow in the complex reality of the country. Various trends have affected the development of geographical education since the 1970s. Two pillars of training and school practice reflect the current content of geographical education. Beginning with a historical overview of geographical education in Brazil, we identify the main issues that need to be addressed: What conceptions of geography and geographical education are reflected in the educational materials at schools? How do these reflect the teaching practices? What is the "place" of geography in the official curriculum? From the examination of the past and present of geographical education in Brazil, we see that Brazil is currently best suited for an ideal synthesis in geographical education: at the level of theory, a synthesis of aspects of critical geography and civic education; at the level of public policy, a synthesis of centralization and decentralization in geography curricular designs; and at the level of practice, a synthesis of education "about" and "for" sustainable development with education "about" and "with" geospatial technologies.

This article explores the questions to what extent educational research addresses library use in education and how the library can contribute to intercultural education. The focus is primarily on elementary education in Europe. Analysis of research publications was based on searches for peer-reviewed journals in international databases, literary reviews and empirical studies. The findings indicate that research on library use and library resources is under-researched in educational research, including intercultural educational research. Research publications on educational use of library resources are found primarily within "Library and information science". The review and empirical studies indicate that education based on the use of library resources can help realise important aims of intercultural education. That includes provision of non-segregated education, development of reading engagement and literacy achievement among first "and" second language learners that exceeds that within traditional literacy programmes, multilingual development, integration of information literacy in content learning, empowerment of students as competent library users, and intercultural education based on diverse content learning within arts, social sciences and natural sciences. However, teachers and principals need to collaborate with librarians to realise these aims. Further educational studies are needed to explore the potential of library use to enhance intercultural education in the twenty-first century. (Contains 2 tables.)

The recent surge of artificial intelligence (AI) in science education has heightened interest among the NARST community--a curiosity about how technology can transform education that has lasted for decades. Founded in 1928, NARST is an international organization of thousands of members focused on improving science education through research. This growing interest is evidenced by the launch of the Research in Artificial Intelligence-Involved Science Education (RAISE) Research Interest Group in 2022 and the increasing number of AI-related studies presented at NARST conferences. Despite the growth, limited studies have shed light on how the community members integrate AI into science education and the challenges. We systematically reviewed 36 AI-related papers presented at the 2024 NARST conference to address this gap. We found that AI (1) is widely integrated into science education research with ethical considerations, (2) serves to continue the paradigm of science education rather than redefining it, and (3) evolves into a multipurpose, multimodal, and generative tool for research and teaching. The analysis also revealed five major challenges: (1) changes in educational goals, (2) renovating science learning content, (3) complexity of assessment for individualized feedback, (4) teachers' preparedness and professional development, and (5) bias and equity in STEM education. Consequently, the role of NARST and RAISE RIG members that respond to those challenges is readdressed.

"Decolonial Epistemologies in Comparative and International Education: Anticipating the Cultural Turn?" examines the current state of the field of comparative and international education (CIE) by addressing colonial and Eurocentric structures and advancing a decolonial approach. The chapters integrate frameworks from indigenous epistemologies, racial capitalism, and pluriverse thinking to question and reimagine existing paradigms in CIE. This edited volume interrogates the level of coloniality and racial capitalism present in modern analyses of CIE. As such, the chapter authors unpack questions such as: Is CIE as a field too white? Are its theories and methodologies still too Eurocentric? How do we treat others as we study them? How do we accommodate differences, and how is inclusion dealt with? How might new epistemologies, ontologies, and axiologies help us decolonize the field? "Decolonial Epistemologies in Comparative and International Education: Anticipating the Cultural Turn?" is valuable for academics in CIE and related fields, practitioners interested in decoloniality in education, administrators and policymakers in higher education, and graduate students in CIE, higher education, and educational leadership. It offers insights into current discussions on decoloniality and education, helping these groups understand and navigate the complexities of these themes in educational contexts.

The aim of this study is to conduct an initial exploration of research published in academic journals dedicated to science, technology, engineering, and mathematics (STEM) education, focusing on the incorporation of problem-solving strategies and the use of open-ended questions. The analysis includes the journals Physical Review Physics Education Research, Journal on Mathematics Education, Journal of Technology and Science Education, and International Journal of STEM Education. A total of 36 articles were selected, and the methodology followed a rigorous literature review process. The results show that 64% of the selected articles focus on students in primary and secondary education. The classification of open-ended question applications reveals that 42% of the studies investigate students' characteristics, conceptions, and cognitive processes (CS), followed by 36% focusing on educational evaluation (EE). Teaching and learning processes and methods (PMTL) account for 17%, while teaching resources (DRM) and language and discourse (L&D) each make up 3%. This study contributes by providing a comprehensive overview of the interrelation between open-ended questions, problem-solving, and STEM education, highlighting relevant areas of focus such as students' cognitive characteristics and assessment practices. Future research could expand on these categories and explore teaching practices in STEM education in greater depth.

The author reports on controversial new guidance issued by the federal government which will allow districts to make permanent cuts in special education spending. In the past, federal law was interpreted to mean that once a district set its special education budget, it could not be reduced permanently except for very specific reasons. The so-called maintenance-of-effort provision was built into special education spending rules to buffer students with disabilities from changes in services triggered by the ups and downs of public spending and politics. One of the few exceptions to the maintenance-of-effort rule is when a district experiences an actual decrease in expenses, such as when an experienced, highly paid special education teacher retires or a high-needs student leaves a district. Cutting the special education budget for almost any other reason meant a district was running the risk of losing its share of federal funds. However, a letter to the National Association of State Directors of Special Education in June from the Education Department now says otherwise. A district "is not obligated to expend at least the amount expended in the last fiscal year for which it met the maintenance-of-effort requirement. In other words, each year's [district] maintenance-of-effort obligation is based on the actual amount expended in the immediate prior fiscal year," wrote Melody Musgrove, the director of the office of special education programs.

Kinesiology departments have recently started to offer allied health education programs to attract additional students to teacher education units (9). Although allied health professions offer increased work opportunities, insufficient enrollment and training of minority students in these academic fields contribute to underrepresentation in the workforce (3). To improve workforce diversity, kinesiology departments must understand how enrollment influences and barriers differ by race among prospective students. Therefore, the purpose of this study was to identify differences in allied health education enrollment influences and enrollment barriers between minority and Caucasian students. Participants (n = 601) consisted of students enrolled in kinesiology-based allied health education programs. Multivariate ANOVA was used to compare group differences in enrollment decision making. "Personal influence," "career opportunity," and "physical self-efficacy" were all significantly stronger enrollment influences among African-American students than among Caucasian students, and "social influence," "experiential opportunity," "academic preparation," and "physical self-efficacy" were all perceived as significantly greater barriers compared with Caucasian students. Findings support the need to recruit African-American students through sport and physical education settings and to market program-based experiential opportunities. (Contains 3 tables.)

This article considers the impact that peak oil and climate change may have on the future of higher education. In particular, it questions the role of technology in supporting the provision of a higher education which is resilient to a scenario both of energy depletion and the need to adapt to the effects of global warming. One emerging area of interest from this future scenario might be the role of technology in addressing more complex learning futures, and more especially in facilitating individual and social resilience, or the ability to manage and overcome disruption. However, the extent to which higher education practitioners can utilise technology to this end is framed by their approaches to the curriculum, and the sociocultural practices within which they are located. The authors discuss how open education might enable learners to engage with uncertainty through social action within a form of higher education that is more resilient to economic, environmental and energy-related disruptions. It asks whether more open higher education can be (re)claimed by users and communities within specific contexts and curricula, in order to engage with an increasingly uncertain world.

Background: Adolescents frequently report barriers to obtaining sexual health education. Purpose: The purpose of this study was to determine adolescents' views regarding how new technologies could be used for sexual health education. Methods: Focus group interviews were conducted with a purposeful sample of adolescents between 14 and 19 years old. Facilitators asked participants for their views regarding use of social networking web sites (SNSs) and text messaging for sexual health education. Tape-recorded data were transcribed; transcripts were manually evaluated then discussed to determine thematic consensus. Results: Twenty-nine adolescents (65.5% female) participated in five focus groups. Three themes emerged from our data. First, adolescents preferred sexual health education resources that are accessible. Second, adolescents preferred online resources that are trustworthy. Third, adolescents discussed preference for "safe" resources. Discussion: Adolescents were enthusiastic and insightful regarding technology for enhancing sexual health education. The themes that influence adolescents' preferences in sexual health education using technology are similar to barriers that exist in other aspects of adolescent health communication. Translation to Health Education Practice: Findings suggest ways in which health organizations can understand adolescents' views and concerns about how their interactions with professionals take place regarding sexual health. (Contains 1 figure and 1 table.)