Education & Pedagogy

Nowadays educational equity constitutes a fundamental component of social fairness, and technology is deemed a vital means for mitigating educational inequalities. This article is a survey of China's experiments in harnessing modern technologies to promote equity in education. This study, after giving a summary of common conceptions of educational equity in researchers, focuses on reviewing China's endeavors to leverage technology to close disparities in education, including introducing high-quality educational resources into underdeveloped regions through information technology; developing distance education models; providing customized teacher training and specialized vocational education; and using smart teaching platforms to supply personalized learning opportunities to underprivileged groups. Also discussed are the challenges of the application of educational technology, such as inadequate digital competence in teachers and students, widening digital divides, quality gaps in educational resources, and ethical issues in technology use. The article concludes with moves proposed for addressing these issues.

In 2018, the U.S. Refugee Admissions Office reported that a total of 678,082 refugees were admitted into the country in the last 10 years and statistics show a steady increase of refugee admissions. The purpose of this narrative inquiry was to understand adult refugee students' experiences in higher education in the Southeastern U.S. The research questions that guide this study were: (1) What are the experiences of adult refugees in higher education in the United States? (2) In what ways do they access higher education? and (3) How do they navigate higher education in the U.S. context? By understanding the refugee experience, adult education practitioners and community members can better mediate the impact of marginalization of refugee adult learners.

Before implementing individualized interventions for students exhibiting challenging behaviors, special education teachers must be equipped to assess behavioral functions. However, many school personnel have been found to be unprepared to conduct evidence-based functional behavioral assessments (FBA). This situation highlights a potential gap in pre-service training. The purpose of this pilot study was to explore the preparation of Illinois pre-service special education teachers for conducting FBAs. Public data were collected on 33 traditional special education licensure programs and their affiliated institutes of higher education. Nine of the 33 participated in the study, with innovation configurations used to analyze special education program course syllabi and questionnaires completed by program faculty. The authors found variability among the sample of programs regarding content delivery and faculty perceptions of pre-service teachers' skills and knowledge. The study's results leave many considerations for district leaders as they hire and mentor special education teachers.

This article is based on findings from an anti-racist Métis/Michif partnership between the Gabriel Dumont Institute's Saskatchewan Urban Native Teacher Education Program (SUNTEP) and the University of Saskatchewan's College of Education. The study took a local approach through a series of anti-racist knowledge exchanges amongst 16 urban and surrounding-area Prairie Métis teachers and teacher educators. Drawing from Métis teachers' experiences, Métis studies, and critical race theory, the article disrupts Eurocentric conceptions of anti-racist education by centring Métis experiential knowledge. Through qualitative and Métis methods, data was collected from five workshops that revealed an initial Métis-informed anti-racist education (MIARE) K-12 flower beadwork framework. The framework demonstrates how specific experiences of K-12 racialization are transformed into anti-racism through Métis teachers' intergenerational cultural knowledge protected by core Métis cultural values.

ABSTRACT Global research on shadow education has gained significant attention over the past three decades. The term was coined in a 1991 research project report in Malaysia, but, despite expanded global research, little follow-up research was conducted in that country. Drawing on a comparative analysis of senior secondary students surveyed in 2022 (n = 3568) against 1991 baseline data, this study highlights evolving patterns in shadow education participation in Malaysia, including the influence of the COVID-19 pandemic. While the percentage of students engaging in shadow education shown by the 2022 data had fallen, possibly due to COVID-19 pandemic-related measures, the durations of the engagement of those with shadow education had greatly increased. The shadow education sector in Malaysia has become more commercialised and better organised. The study concludes that shadow education will likely remain a feature of the Malaysian landscape for the foreseeable future.

This phenomenological study explores the challenges confronting teacher education in Türkiye, a context shaped by a series of educational reforms in recent years. Data were collected through semi-structured interviews with 12 purposefully selected teacher educators, working at nine different faculties of education across the country. The content analysis revealed three central themes: the divide between the Ministry of National Education and the Faculties of Education, limitations of the current teacher education curriculum, and low professional quality among teacher educators. Key challenges include weak collaboration between the Ministry of National Education and faculties, variations in institutional priorities, limited participation in designing programs, an overly theoretical curriculum, inadequate and ineffective practicum, and low faculty quality attributed to non-merit-based recruitment, limited teaching experience, and lack of innovation and growth mindset. These findings underscore the need for more participatory policymaking, a stronger emphasis on practice-oriented approaches, and enhanced professional development for teacher educators.

Higher education institutions play a vital role in fostering societal transitions towards sustainable and equitable futures, primarily, by equipping university graduates with future-oriented capabilities to address complex contemporary challenges. Despite their efforts, higher education institutions often lack consistent practices in assessing the impact of their educational programmes towards these goals. This paper introduces a framework designed to guide higher education institutions in evaluating the impact of their education programmes. The framework is based on a theory of change and applies an ecological perspective to articulate change mechanisms, including direct and indirect outcomes at individual, organisational, and societal levels over time. It elucidates the often-implicit assumptions about education programmes' contributions to societal transitions. The study aims to inspire action, inviting educators to consider the impact of their programmes in fostering long-term social and environmental sustainability beyond the boundaries of education institutions.

Despite decades of resistance, activism, legislative action, and changes in mindset, special education continues to be affected by historical inequities that impact students' access to a free and appropriate education. To effectively serve and advocate for their students, it is critical for special education teacher candidates (TCs) to have the skills needed to recognize and disrupt these inequities, even (especially) when doing so may cause discomfort for themselves or their colleagues. Learning to recognize and work through that discomfort, one of the impacts of socialized niceness, is often lacking from educator preparation programs (EPPs). This article presents practice-based teacher education (PBTE), a framework designed to build novice teachers' skills for intellectually-rich teaching, as one method EPPs can employ to empower TCs to effectively disrupt socialized niceness in the name of equity for all students.

The 50th anniversary of the Individuals with Disabilities Education Act (IDEA) is cause for celebrating the promise of a free appropriate public education (FAPE) made to all students with disabilities in the United States. This anniversary is also a time for special education leaders to be vigilant advocates so the promise of the law might be kept. IDEA is viewed positively in this discussion to celebrate the promise of the law, its defining features, and to acknowledge the importance of the federal role in supporting IDEA's enduring mission. An appreciative inquiry approach is used to highlight the strengths, opportunities, aspirations, and results of this landmark legislation, the advocacy of its champions, and how special education leaders might preserve and build on the best of what IDEA has to offer for future generations.

Postsecondary education provides substantial benefits to transition-age youth in promoting improved career outcomes, but many individuals with intellectual and developmental disabilities (IDD) are denied opportunities in this area. Previous research has shown that inclusive academic education and vocational activities lead to better outcomes, but it is unclear how often individuals with IDD engage in these activities and how they promote better outcomes in combination. This study analysed data from the High School Longitudinal Study of 2009 to examine the extent to which these experiences predicted postsecondary education for students in the United States. Overall, we found that inclusive academic education was a consistent predictor of postsecondary education, while other associations were more complex. Implications for future research, policy, and practice related to our findings are provided.

The effectiveness of generative AI tools in education depends largely on prompt engineering--the practice of designing inputs and interactions that guide AI systems to produce relevant, high-quality outputs. This systematic literature review examines empirical studies published since the release of ChatGPT in late 2022, identifying two broad approaches of prompting strategies: technique-based, which targets specific learning goals, and process-based, which supports cognitive engagement and collaborative thinking with AI. The review identifies key educational applications of prompt engineering, notably in two overarching areas: critical skills development and the automation of educational functions. It also highlights emerging trends, such as the integration of multimodal AI and the growing influence of advanced AI reasoning capabilities. By mapping this evolving landscape, the findings provide a foundational understanding of prompt engineering as both a technical skill and a pedagogical strategy in AI-supported learning environments.

This panel analysis delves into the challenges faced by K-12 Black youth in traditional STEMM (science, technology, engineering, math, and medicine) education spaces in Canada and the United States. We examine the historical lack of access to STEMM opportunities and mentorship for Black youth. To address these disparities, we examine both formal and informal learning environments within Canada and the United States. This paper advocates for the reframing of success for Black youth through sharing the responses of Black Excellence in STEMM Beyond Borders' panel sessions focused on developing a Black utopian STEMM education. It highlights the need for sustained mentorship and culturally relevant content in both formal and informal educational settings to support Black youth's interest and advancement in STEMM careers, ultimately aiming to address anti-Blackness in K-12 education spaces and foster diversity in STEMM fields.

This study examines the profound impact of the political shift on the Afghanistan higher education, particularly focusing on the experiences and perspectives of academics staff. Through in-depth interviews with 12 university academics, the research highlights critical challenges for improvement, such as the potential for standardising higher education, addressing inclusive education, fostering hope and resilience, alleviating financial and psychological concerns, promoting equitable treatment between new and pre-shift staff, and creating opportunities to encourage academics to stay and contribute positively within the country. The findings underscore the necessity for the new leadership to revise its strategy by appointing qualified staff who can address the aforementioned challenges to prevent the isolation of Afghanistan's higher education institutions. To foster resilience and stability in higher education, it is crucial for AHE and other regions affected by violence to implement these strategies.

Neoliberal pressures have arguably increased education systems' vulnerability to the disruptive impact of generative artificial intelligence (genAI) technologies. GenAI's promise of 'fast' solutions and a surrogacy for the work of learners and teachers is both compatible with neoliberalism's focus on increased 'efficiency' and 'productivity', and in its implications for the replacement of the human with the algorithm in educational interactions. As educational institutions at the K-12 and tertiary levels continue to struggle to articulate policies in response to the evolving situation around genAI use in education, this essay argues that such policies should take an essentially participatory and precautionary approach, both respecting educators' professional judgement, and resisting the pressure to adopt a neoliberal vision of education. Instead, policy and pedagogical responses to genAI in education should articulate a 'slow' approach rooted in a 'counterpublic' that contests enthusiasm for genAI in education and its interaction with neoliberal governmentalities.

Shadow education, or private supplementary tutoring aimed at enhancing academic performance and examination preparation, has become a global phenomenon and a significant focus in international and comparative education research. Although much of the literature examines its determinants and effects on academic outcomes, its impact on students' engagement in mainstream classrooms remains underexamined. Using longitudinal data from a nationally representative sample of fifth graders in South Korea, this study aimed to fill this research gap by investigating the effect of shadow education on behavioral engagement. Regression analyses showed that students who participated in shadow education during both the fifth and sixth grades exhibited 0.114 standard deviations greater behavioral disengagement in the sixth grade than their nonparticipating peers, after controlling for family, student, and school characteristics. This empirical evidence validates concerns among policy makers and educators in countries with expanding shadow education systems about its potential to undermine student engagement in mainstream education.