Education & Pedagogy

This article provides a conceptual discussion of the role of hope in promoting global citizenship education (GCED) and argues that a global perspective in education requires a hopeful imaginative ethos to lay the foundations for a new transformative pedagogy. After introducing UNESCO's recent report "Reimagining Our Futures Together," which addresses urgent global challenges and assigns a major role to a global perspective in education, the article discusses the meaning of GCED as a non-neutral transformative approach in education. While this report, as well as previous ones, has been criticised for its visionary over-idealism and lack of attention to the power dynamics governing education, it will be argued that hope has transformational power and can play a political role in education. The article will then highlight contrasting ideas in envisioning different images of the future promoted by international organisations that have a significant impact on global educational policies and the construction of the global discourse on education. Finally, drawing especially on the legacy of Freire's vision of critical education, radical hope is reviewed by comparing it with two related issues: utopia and optimism.

Drawing on a review of international literature published between 2005 and 2021, the present article discusses interventions tailored for Indigenous people in vocational education and training. A critical analysis of this literature was carried out to gain a deeper understanding of the scope of these interventions in bolstering success among Indigenous people in vocational education. Three axes of analysis were used to examine 24 academic papers: the interventions featured in these papers, the conception of social justice in education (i.e. equality of place, equality of opportunity, equity and inclusion, and decolonisation) underpinning these interventions, and their effects on success. The findings paint a picture of the relevance and scope of initiatives that can foster Indigenous student success in vocational education and at the same time reveal the limitations of these studies. They also show which conception of social justice in education appears the most promising. The article concludes with a brief discussion of a few fundamental elements that need to be kept in mind when developing initiatives for Indigenous people in vocational education.

This research will analyze the ideological policy of the political regime of Kazakhstan in the field of higher education, which was supposed to find answers to the research question: why the Kazakhstan government is promoting the expansion of higher education. Thus, through the analysis of educational documents in the higher education system, an attempt will be made to identify the motives of the political regime in promoting the expansion of higher education in Kazakhstan. The study claims that the government of Kazakhstan promotes the expansion of higher education to maintain the regime stability. The Kazakhstan government's motives for promoting the expansion of higher education are based on taking control of a large number of school graduates by admitting them to Higher education institutions. In this way, these students will be socialized into the state's dominant ideology. Thus, the study will use the Gramscian approach, which will allow us to understand the political purpose of the Kazakh government in expanding higher education. An analysis of official state documents and curricula of higher educational institutions shows that the entire content of youth upbringing programs and compulsory academic disciplines aims to form moral and loyal citizens.

This article investigates the position of environmental education in the primary school curriculum over the past 150 years in the Republic of Ireland. The extent of how wider social, political, and cultural developments influence the way in which teachers and learners experience environmental education can be seen through the curricular changes. To achieve this, the five primary school curricula from 1872 to the present day were reviewed with respect to the amount of environmental education included in them. This review demonstrates a dramatic change in socio-environmental relations in contemporary Irish society during the 19th and 20th centuries, as reflected through primary school curricula. Environmental education is included, in some form, in all five Irish primary curricula over the 150-year period studied, though it does appear on the margins of some curricula as a subject, or part of a subject, that can be taught at the discretion of the teacher. Such a peripheral situation of environmental education is not unique to Ireland's curricula, and this investigation provides a greater understanding of the broader influences on the status of environmental education overall in Irish education.

This paper examines the development of indicators measuring attacks on education through a case study of the Global Coalition to Protect Education from Attack (GCPEA). As GCPEA and its partners have brought the problem of attacks on education to the attention of global civil society, they have engaged in contestation to define attacks on education and construct indicators to track the relevant violations. These debates are significant in that indicators are a tool of global governance that shape policymaking and resource allocation. The discussion draws on the author's decade of experience working among groups focused on the protection of education, including direct involvement developing indicators on attacks on education, and on three sets of qualitative interviews. It analyses how resource limitations, organisational agendas, challenges of measurement and verification, and global power dynamics exert pressure towards a more narrow understanding of attacks on education. This limits the transformative potential of the protecting education agenda. The discussion illustrates that EiE actors must consider the ways that they measure their work in ongoing conversations about creating a decolonial and more equitable field of practice.

Access to education for undocumented migrant children in South Africa remains a significant challenge. While the difficulties related to their inability to access education within the country have been highlighted elsewhere, there remains a lack of clarity on an approach to how this basic human right can be achieved. In this conceptual paper, we draw on the distinction between equality and equity, and describe the various ways in which education has been conceptualised in the South African Constitution -- which in part contributes to the existing confusion on education for various groups, including undocumented migrant children. In this paper, we critically reflect on the need to develop an integrated approach for creating a platform that allows all undocumented migrant children access to education in South Africa. We argue that an integrated approach -- which entails ways through which access to education can be delivered through the lens of equity -- will enhance the right to education for undocumented migrant children in South Africa. We conclude that the South African government must urgently consider this integrated approach to enable access to education for undocumented migrant children, so that they can achieve their full educational potential.

The Institute of Education Sciences (IES), the research arm of the U.S. Department of Education, is the nation's leading source for rigorous, independent education research, evaluation, and statistics. IES's National Center for Education Research supports rigorous research that addresses the nation's most pressing education needs from early childhood to adult education. IES's National Center for Special Education Research supports a comprehensive program of education research designed to expand knowledge and understanding of infants, toddlers, and youth with and at risk for disabilities to improve their developmental, education, transition, and postsecondary outcomes. This paper makes the case that IES Development and Innovation research can support the development of usable, feasible, and affordable approaches (practices, programs, or policies) to help schools meet the mental health needs of their students and staff. The goal of this research is to ensure that school-based interventions are contextually appropriate, implemented with high fidelity, and more likely to produce equitable outcomes than current practice.

Nearly every student today is coming into informal education programs with some form of trauma. This is especially true as we examine the long-lasting impacts of climate change, the pandemic, and identity-based prejudice on children. In response, the Monterey Bay Aquarium has undertaken a transformative journey in its education programs. This paper explores our evolving approaches, centered in trauma-informed education, maker-centered agency, and equity-based practices. We outline some of our trauma-informed practices, including hiring a full-time school counselor and integrating wellness practices into programming. We share our journey to maker-centered education, with the goal of building agency and resilience in students as they tackle environmental challenges. We describe steps we've taken toward equity-based practices, such as revamping our hiring practices and building culturally relevant pedagogies. Reflecting on this journey, we emphasize the ongoing nature of this work and invite collaborators to envision and co-create a more just and sustainable future.

Generative artificial intelligence (GenAI) tools have become increasingly accessible and have impacted school education in numerous ways. However, most of the discussions occur in higher education. In schools, teachers' perspectives are crucial for making sense of innovative technologies. Accordingly, this qualitative study aims to investigate how GenAI changes our school education from the perspectives of teachers and leaders. It used four domains -- learning, teaching, assessment, and administration -- as the initial framework suggested in a systematic literature review study on AI in education. The participants were 88 school teachers and leaders of different backgrounds. They completed a survey and joined a focus group to share how ChatGPT and Midjounery had a GenAI effect on school education. Thematic analysis identified four main themes and 12 subthemes. The findings provide three suggestions for practices: know-it-all attitude, new prerequisite knowledge, interdisciplinary teaching, and three implications for policy: new assessment, AI education, and professional standards. They also further suggest six future research directions for GenAI in education.

This aim of this study was to examine the relationship between preservice teachers' acculturation and their beliefs related to teaching health-related fitness (HRF) within the K-12 setting. Participants included three preservice physical education teachers enrolled in an HRF course. Inductive analysis determined the factors that contributed to participants' perceptions and conceptions of teaching HRF in physical education. Data analysis revealed three prominent themes regarding the preservice teachers' conceptions of teaching HRF: (a) HRF content belongs in physical education, (b) lacking pedagogical expertise, and (c) physical education teachers are made at home. This exploratory study suggests that preservice teachers learn their conceptions of HRF from a variety of environments, contexts, and leadership figures and that their experiences can be deeply personal. These personal beliefs regarding HRF manifest themselves in preservice teachers' understanding of how HRF content should be practiced in physical education. Physical education teacher education programs could provide more direct opportunities for preservice teachers to develop a more broad understanding of HRF content and field experiences allowing them chances at successful model implementation.

This article provides an overview of Cambodia's educational system, focusing on its historical perspectives, reform efforts, and development. Since 2000, education worldwide has made significant progress with the Global Education Vision 2030 to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. The article states the Royal Government of Cambodia has implemented educational policies and strategies to achieve its Education Vision 2030, focusing on human resources development, schooling quality, and learning outcomes. The article reviews the progress made in rebuilding the education system, which had suffered during political and civil unrest. It traces the evolution of Cambodia's educational system from the French colonial era to the present, highlighting key reforms and developments. The article also discusses the country's commitment to achieving international and national educational goals, specifically the Sustainable Development Goals (SDG4) Education 2030 and Cambodia's Sustainable Development Goals (CSDGs) 2030. Despite notable advancements, challenges remain, particularly regarding teacher quality and student access to learning. The article emphasizes the need for significant improvements in teacher qualification and training. Ultimately, this research contributes to the Roadmap for global education modernization by 2030.

As classrooms become increasingly diverse in terms of culture and language, many teacher education programs have started to incorporate critical multicultural education (CME). Within the framework of a qualitative research design, the aim of this study was to construct a concise learning module that introduces CME to pre-service English language teachers and encourages them to adopt a critical perspective in their teaching. Developing this module involved a meticulous four-stage process. In the initial two stages, the module was formulated through iterative brainstorming sessions, and in the latter stages, it was implemented with groups of English language teaching students. The overall findings indicate that the module provided various benefits including fostering positive attitudes towards diversity, promoting an understanding of social issues, and raising awareness about educational goals, the ideologies behind education, and the political position of teaching. It is evident that the implementation of CME in teacher education positively impacts pre-service teachers by instilling more favorable attitudes toward diversity. This study highlights the significant influence of CME courses on pre-service teachers.

Inquiry learning through engagement with scientific practices has proven to be an effective instructional practice for general education students. Although students with complex support needs (CSN) are required to have access to the same grade-appropriate academic content in science as their peers without CSN, it remains a challenge for special education teachers to design instruction around student inquiry and science conceptual understanding. The 5E Science Education for Special Educators (5E-SESE) Model combines three well-established conceptual constructs (three-dimensional science standards, Universal Design for Learning [UDL], and the 5E Model) to support special educators in delivering quality science instruction. With the 5E Model at its center, 5E-SESE emphasizes the importance of students with CSN as active learners engaged in science practices. Three-dimensional content standards supported by UDL ensure rigor and accessibility for all students. This paper describes 5E-SESE and how it supports teachers' design of effective science-inquiry instruction for students with CSN.

This paper explores the legacy of Dr Fritz Duras in order to address the issue of whether the implementation of a new curriculum for health and physical education in Australia represents a defining time for the subject. Dr Duras was Director of the first physical education teacher education course at the University of Melbourne during an earlier defining time, when a new sports and games-based form of physical education was created to replace an older drilling and exercising form of physical training. The paper interrogates what we might mean by the notion of a defining time before investigating key events in the history of Australian physical education between the 1940s and the 1970s. It considers the role of Australian Council for Health, Physical Education and Recreation and individual activism in relation to the new curriculum. The paper concludes with a detailed discussion of five things the new curriculum must do in order for it to build further on the legacy of Dr Duras and create a new defining time for the subject in Australian schools.

International research on the effects of educational regimes on intergenerational mobility suggests that Singapore's education system possesses characteristics that tend to decrease intergenerational mobility. These characteristics include ability-based and school-based streaming, privatization of basic and tertiary education, expansion of tertiary education while increasing fees, and possibly regressive public expenditure on education. These characteristics are motivated by a belief in offering multiple pathways for success, and thereby developing a globally competitive workforce. However, comparisons between Singapore and Finland suggest that greater equity and mobility can be achieved without necessarily compromising students' performance and the nation's economic competitiveness. Given wide income disparity and at best moderate intergenerational mobility in Singapore, evaluations of the mobility effects of the various characteristics of Singapore's education system should be conducted. Priority should be given to rethinking Singapore's educational model. Remedial interventions such as bursaries and peripheral interventions such as the regulation of early education or private tuition have limited effectiveness if the main system reinforces immobility. The lessons in this study for Singapore can also be extended to other countries with differentiated education systems.