Education & Pedagogy

Open educational resources (OER) have become new buzzwords in the glocalization of education. While OER are often espoused as enabling educational equity, the reality is not always the case. Looking only at the positives of new educational methods can mask perpetuating challenges, which makes the open aspect of OER a misnomer. Taking an alternative stance, this article critically evaluates the broader notion of OER through the lens of equity. It contends that while equity reasons often underpin the provision of OER, challenges continue to be experienced by some in accessing open digital materials for learning. This article explores some of these issues and argues that equity considerations are fundamental in OER design. (Contains 2 tables.)

The purpose of the article is to describe Finnish media literacy policies and good media education practices in early childhood education and care. This article will focus on describing two central action lines related to the Children and Media Program, initiated by the Division for Cultural Policy of the Ministry of Education and Culture in 2004. These action lines include the reform of the legislation for the protection of minors and the distribution of audiovisual programs in Finland, and the development of the Media Muffin project, including implementation, evaluation and publication of resource materials. In exploring these two initiatives, this paper identifies the relationship between programmatic actions that focus on teacher education and larger policy initiatives that promote media literacy education for young children. (Contains 2 footnotes.)

Worldwide there are critical shortfalls of teachers, particularly in Indigenous communities. This article considers the use of nonformal education (NFE) in the form of community-based adult education (CBAE) for Indigenous teacher training to meet this need. Drawing on a literature search of Indigenous CBAE initiatives, some of the challenges and common characteristics are identified along with advantages with respect to Indigenous ownership, culturally based curriculum, and community empowerment. By its very nature, CBAE has implications for the Indigenous community's decisions about educational technology and for relationships with outsider educators. Discussion about this generates questions and guidelines to promote self-evaluation by outsider educators who, the author suggests, will find themselves in new roles and relationships. (Contains 5 footnotes.)

The "National Medium- and Long-Term Educational Reform and Development Guideline (2010-20)" (hereafter abbreviated as the "Guideline"), formulated by the Chinese Communist Party Central Committee and the State Council, posits the basic completion of the modernization of China's education and other development targets by 2020. As measures to guarantee the fulfillment of education's development targets, the "Guideline" proposes to increase expenditure in education, improve education funding mechanisms, strengthen management of education funds, and improve the student financial assistance system and other financial policies for education. This paper explains the main content of the financial policies for education in the "Guideline" and the considerations taken into account when drafting these policies, predicts the results of these policies, and puts forward suggestions for reform. (Contains 5 notes.)

This article examines the broader historical context of American colonial Indian education policy, the challenges American Indian students face with successful performance in higher education today, the legacy of active resistance to culturally destructive educational policy, and the critical role of tribal colleges in preserving traditional prerogatives and values, while providing access to higher education for American Indian students living in the homelands. It examines the Council on Social Work Education's accreditation standard 6.0 and offers practical ways social work educators can collaborate with tribal colleges to further support indigenous social work education in culturally compatible and affirming ways to strengthen bicultural identity and tribal sovereignty. (Contains 3 footnotes.)

This paper uses panel data and econometric methods to estimate the incidence and the dynamic properties of overskilling among employed individuals. The paper begins by asking whether there is extensive overskilling in the labour market, and whether overskilling differs by education pathway. The answer to both questions is yes. The paper continues by asking whether overskilling is a self-perpetuating labour market state (state dependence), and whether state dependence differs by education pathway. Overskilled workers with a higher degree show the highest state dependence, while workers with vocational education show none. Workers with no post-school qualifications are somewhere between these two groups. The finding that higher degree graduates suffer the greatest overskilling state dependence, combined with the well-established finding that they also suffer the highest overskilling wage penalty, suggests that the cost of mismatch among this grouping are greater relative to vocationally qualified workers. (Contains 6 tables.)

In this commentary, the author aims to pull together the threads in the conversation between multicultural and special teacher educators surrounding issues of collaboration, as reflected in this issue. She begins with a brief discussion of collaborative teacher education--a central concept to the dialogue--and then comments on why she thinks such an approach to preparing teachers for today's schools is compelling and what is at stake if educators fail to collaborate. Looking across the articles, the author then highlights major tensions between the fields of multicultural and special education that demand candid discussion before the collaboration can take place. Building on insights offered by the authors who write from a multicultural perspective and her own professional experience, the author identifies a few ideas that have the potential for moving the needed collaboration forward.

The standards that currently define a quality teacher or teacher education program derive their authority from the consensus of experts, who negotiate and craft statements that codify their views of best practice. In education, these consensus statements are rarely rooted in the field's established scholarship (as is the case for many standards in medicine and engineering) but are simply well-intentioned expert opinion and preference. When the scholarship in a field is contested and uncertain as it is in teacher education, prevailing standards are only the profession's best guess about what will make things better, each awaiting systematic scholarly investigation and verification. In this article, the author talks about evidentiary standards for consensus standards in teacher education. He stresses that vastly more important than the prose of common core, Interstate Teacher Assessment and Support Consortium, accreditation, and other consensus standards are the standards for what counts as evidence to deem that these standards are met.

The philosophy of radical behaviourism remains misunderstood within the field of adult education. Contributing to this trend is the field's homogeneous behaviourist interpretation, which attributes methodological behaviourism's principles to radical behaviourism. The guiding principles and assumptions of radical behaviourism are examined to highlight distinctions between the two philosophies. Significant differences are found in positions on private events, reductionism, mechanism, operationalism, and logical positivism. Examples of critical misunderstandings in adult education literature are detailed. The philosophy's impact on adult education is discussed in three areas: instructional design, adult career and technical education, and human resource development. Recent advances in behaviour analytic research and practice are then presented to demonstrate its continued relevance to adult education. It is argued that a re-conceptualization of behaviourism is needed to position radical behaviourism as a unique adult education philosophy.

The purpose of this study was to describe the use of service-learning (SL) by special education faculty at 4-year colleges and universities across the United States, and to determine faculty attitudes and beliefs about the application of SL in special education. Participants included faculty with experience in SL teaching and/or research in special education (N = 48). Data were gathered using a survey. Results show that faculty represented a wide range of institutions and had varying levels of SL experience. There was variability in beliefs about and implementation of SL across faculty. Barriers to incorporating SL in courses and research were minimal. Significant differences in attitudes and beliefs were found based on type of institution, size of institution, and size of community. (Contains 5 tables.)

Anecdotal evidence points to a falling standard of living for the educated in Venezuela. During this same period, President Hugo Chavez implemented several education reforms. We focus on a major university education reform known as Mission Sucre and its potential impact on returns to university education. First, we show that returns to education decreased significantly in Venezuela from 2002 to 2008. Subsequently, we explore the impact of the program on non-program participants and provide evidence that a substantial part of the falling returns at the tertiary level can be linked to Mission Sucre. Our results suggest that the reform created a negative externality on students who did not participate in the program, leading to a 2.7 percentage point decline in returns to university education for non-Mission Sucre students in the 23-28 age cohort. (Contains 11 tables and 3 figures.)

Teacher education issues are high on the policy agenda across Europe. The United Nations Convention on the Rights of People with Disabilities (2006) is gaining momentum and providing a force for change, supported by many communications both internationally and at European level that recognize how central education is in efforts to develop a more equitable society. In moving towards a more inclusive education system, there is a need to train all teachers to meet the diverse needs of all learners in their classrooms and to work collaboratively with colleagues. Drawing on key documents, this article outlines the policy context and reviews the available evidence supporting the move towards teacher education for inclusion across Europe. It presents the work of the European Agency for Development in Special Needs Education, to highlight some of the opportunities and challenges within its member countries in addressing teacher education for inclusion.

The purpose of this article is to explore what lessons art educators can learn from the AI-integrated practices of contemporary artists. The two authors have long been interested in digital technologies within art education. To prepare for the cultural changes in education due to AI, the authors have conducted research on AI use for 3 years. As educators keen on incorporating contemporary art into the K-12 art curriculum, they organized virtual workshops to invite artists who utilize AI in their artmaking processes. Drawing on the artists' diverse artistic pursuits, the workshop participants, including college students and K-16 art educators, discussed their perceptions and implementations of AI in art education settings. This article presents key outcomes of three workshops, student responses, and takeaways for fellow art educators.

This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2026), organized by the World Institute for Advanced Research and Science (WIARS). The contributions were published across two volumes, and this book represents Volume 1 of Education and New Developments 2026. It showcases the outcomes of innovative research and development efforts undertaken by authors committed to advancing teaching, learning, and the practical applications of education in contemporary contexts. Within its pages, you will find a diverse array of contributors and presenters of contributors and presenters who expand our understanding of educational matters by sharing their unique personal, academic, and cultural perspectives. Through their valuable insights and experiences, they enrich our exploration and contribute to the growth of educational discourse in our contemporary world.

Framed by critical policy analysis, this study investigates the potential risks associated with recent changes in teacher education policy in Türkiye. This study examines how placing teacher development under direct government control may reshape the ideological and professional foundations of teacher education. Drawing on official policy papers, legislative texts, governmental declarations, public statements, and ongoing public debates, the study deconstructs the policy path leading to the National Education Academy (NEA) model. The present study contributes to the insufficient studies on the NEA by situating Türkiye within global trends, giving a critical look at its structural and ideological implications and suggesting guiding principles for countries undergoing the same or similar struggle between the strict centralized government control and academic freedom in teacher education.