Education & Pedagogy

Artificial intelligence (AI) has appeared as a transformative force in education, influencing how instruction is designed, delivered, and assessed across the United States. This paper examines AI's growing role in improving educational outcomes through personalization, accessibility, and data-driven decision-making. Drawing upon research from the U.S. Department of Education, the Institute of Education Sciences, and peer-reviewed literature, this study integrates the principles of Universal Design for Learning (UDL) and Constructivist Learning Theory to present a human-centered framework for fair AI implementation. It discusses applications across K-12, higher education, and workforce learning, emphasizing teacher support, student engagement, and institutional accountability. Ethical and policy implications are analyzed to ensure that AI contributes to inclusive, transparent, and human-guided learning ecosystems. The paper concludes that when implemented responsibly, AI can advance the U.S. education system toward a more just, personalized, and sustainable future.

In an era increasingly shaped by rapid technological advancement, the intersection of mathematics and AI is redefining the landscape of education. No longer confined to traditional classrooms or standard curricula, mathematical learning is being transformed by using AI tools that can help individual learners and unveil patterns once hidden in data. This intersection not only enhances how students engage with mathematical concepts but also prepares them for a future where analytical thinking. As AI continues to evolve, its integration into mathematics education signals a shift toward a more personalized, dynamic, and future-ready approach to learning. "The Convergence of Mathematics and AI: A New Paradigm in Education" explores the integration of artificial intelligence technologies into mathematics education. This book addresses the effects of AI programs on mathematics education. Covering topics such as mathematics education, AI, and technological advancements, this book is an excellent resource for educators, administrators, researchers, academicians, and more.

This resource compiles experiences, perspectives, and strategies of physical education educators working in international schools around the globe. The stories display the unique challenges and exciting opportunities international school teachers must navigate while providing helpful landmarks for this journey, tailored to physical education contexts. Chapters describe a variety of scenarios this unique yet growing group of educators may encounter across teaching, curriculum, socialization, and more. The authors consider the distinctions of international schools such as location, population, educational philosophy, model, and culture that may go beyond traditional pedagogical guidance provided in traditional physical education teacher training. The editors, each with decades of experience in physical education and international schools between them, close each section with a synthesis with further resources, key takeaways, and anecdotes from their own experiences. Ideal for any international school educator working as or with physical education teachers, this book enables teachers to provide more meaningful physical education experiences for students around the world.

The "Kenya Gender and Education Roadmap" is a series of four evidence briefs designed to provide a comprehensive analysis of the gender and education landscape in Kenya. Drawing from a variety of key data sources, including the Population Council's Evidence for Gender and Education Resource (EGER) Database, DHS and national-level datasets, and recent literature from East Africa the series provides data-driven insights into gender-related barriers to schooling, especially for girls. By combining needs assessments, current evidence, and practice-based research, the series sheds light on the alignments and gaps in Kenya's efforts to achieve gender equity in education. This brief presents findings from a recent literature review of programs designed to address gender-related barriers to schooling for girls in East Africa, highlighting effective and promising approaches to address these barriers and offer cross-cutting recommendations for programs and policies in Kenya.

The Subcommittee on Early Childhood, Elementary, and Secondary Education met to hear testimony on "Education without Limits: Exploring the Benefits of School Choice." Opening statements were presented by: (1) Honorable Kevin Kiley, Subcommittee on Early Childhood, Elementary, and Secondary Education; and (2) Honorable Suzanne Bonamici, Ranking Member, Subcommittee on Early Childhood, Elementary, and Secondary Education. The following witnesses presented statements: (1) Dr. Michael McShane, Director of National Research, EdChoice; (2) Jenny Clark, Founder and Director, Love Your School; (3) Jessica Levin, Litigation Director, Education Law Center; and (4) Walter Blanks, Jr., Spokesman, American Federation for Children. Additional materials submitted included: (1) reports; (2) a document; (3) letters; (4) articles; and (5) responses to questions submitted for the record by Ms. Jessica Levin.

The Code of Virginia directs the State Council of Higher Education for Virginia (SCHEV) to submit an annual report to the House Committees on Commerce and Labor and Education, and the Senate Committees on Commerce and Labor and Education and Health on the implementation and overall effectiveness of the Office of the Qualified Education Loan Ombudsman (§ 23.1-234). The report contains information on the requirements and duties of the office, including efforts to inform the public of the availability of the office, outcomes of the complaints and concerns registered with the office, progress toward meeting the needs of Virginia borrowers, and the status of the Qualified Education Loan Borrower Education Course. This report provides a summary of 2023 activities and findings. [Cover title varies: "Annual Report Office of the Qualified Education Loan Ombudsman."]

The Code of Virginia directs the State Council of Higher Education for Virginia (SCHEV) to submit an annual report to the House Committees on Labor, and Commerce and Education, and the Senate Committees on Commerce and Labor, and Education and Health on the implementation and overall effectiveness of the Office of the Qualified Education Loan Ombudsman (§ 23.1-234). The report contains information on the requirements and duties of the Office, including efforts to inform the public of the availability of the Office, outcomes of the complaints and concerns registered with the Office, progress toward meeting the needs of Virginia borrowers, and the status of the Qualified Education Loan Borrower Education Course. This report provides a summary of 2024 activities and findings. [Cover title varies: "Annual Report Office of the Qualified Education Loan Ombudsman."]

"Getting Prepared" fulfills the legislative mandate (Minnesota Statute 13.32, subdivisions 3 and 6) to provide summary information about Minnesota public high school graduates who enrolled in developmental courses at Minnesota postsecondary institutions (that offer developmental education coursework) within two years of high school graduation. The "Getting Prepared 2024" update reports the college enrollment and developmental education activity of Minnesota public high school graduates from the graduating classes of 2016-2023 enrolling in postsecondary education in Minnesota. The report provides policymakers with one measure of college readiness--enrollment in developmental education coursework. The report uses student-level data within the Minnesota Statewide Longitudinal Education Data System (SLEDS) on Minnesota public high school graduates from the Minnesota Department of Education and postsecondary enrollment data from the Minnesota Office of Higher Education and the National Student Clearinghouse to analyze these trends.

This report provides data about the special education teacher pipeline in Pennsylvania and projects associated with the Pennsylvania Bureau of Special Education's Attract, Prepare, and Retain (APR) efforts. We first used administrative data from the Pennsylvania Department of Education to provide a historical portrait of the special education teacher pipeline in the state. These data provide a baseline picture of special education teachers in the state and the motivation for the APR projects. To provide formative feedback on the APR projects, we also surveyed students and educators participating in three such projects: Developing Future Special Educators Grants, Mentoring, and Learning Communities/Networking. These data provide some early evidence about how participants view their experiences with these projects. [This project is funded by a contract with PaTTAN Pittsburgh and the Bureau of Special Education at the Pennsylvania Department of Education.]

This study explores the transformative capacity of the Village Life Centers project initiated by the Turkish Ministry of National Education, with the objective of addressing entrenched challenges in rural development and educational inequality. The project involves the revitalization of abandoned village schools into multifunctional hubs, which now offer pre-school and primary education, as well as vocational training programs. These centers also function as vibrant community spaces that foster social interaction. It utilized a qualitative case study design, and data were collected during the 2023-2024 academic year across five village life centers, involving 12 teachers, 45 students, and 25 parents through in-depth semi-structured interviews. The findings revealed a significant impact, including increased access to education, strengthened rural livelihoods, and a marked reduction in urban migration. Furthermore, inclusive education opportunities and advanced technological infrastructure have notably enhanced the socioeconomic resilience of rural communities. Village life centers offer a replicable, education-focused model for fostering sustainable rural development. This study emphasizes the theoretical and practical significance of integrating education into rural transformation strategies, positioning village life centers as a model for global efforts in socioeconomic renewal and educational equity.

The right to education is fundamental and must be provided to all without restriction. Distance learning methodologies present key learning opportunities for those with limited access to conventional education, such as prison inmates, and come in response to the demand for new solutions in the field of educational activities. The ever-increasing need for new forms of education highlights distance learning in prison schools as a key pillar of the new learning process. Education in prisons as a way of reintegrating offenders is an essential means of changing behavior patterns as well as for acquiring knowledge and developing-improving skills, while aiming at the smooth professional integration of inmates. The present study presents a review of distance education in prisons, as well as qualitative research examining aspects related to distance education in a prison of central Greece, which includes observation as well as interviews with thirty-six inmates. The results of the qualitative research show that Greek language courses are essential for reading, writing and communication with more teaching time for developing-improving the skills of the inmates. Distance education is an essential tool for inmates to acquire the necessary skills for social reintegration and smooth professional integration.

Background: School-based health education is designed for providing students with critical content of health literacy and meaningful learning experiences to prevent chronic diseases, operating quality health education programs is challenging. Purpose: The purpose of this study is to identify the subject-specific challenges faced by health education teachers and the resources they need. Methods: Twenty-three certified health education teachers completed an online survey and a one-on-one interview on the resources they needed and the challenges they faced to deliver quality programs. Open coding, axial coding and theme development were performed on the interview data. Triangulation was applied by drawing comparison between survey data with interview data. Results: Data analysis revealed that teachers struggled with limited resources and technological and pedagogical support. With public health hijacked by politics, teachers face unique challenges to address socially controversial and sensitive health education topics. Discussion: To promote student health literacy through school-based health education, it is urgent to provide teachers pedagogical resources and social support to tackle the challenges. Translation to Health Education Practice: There is an urgent need to advocate for resources to provide teachers curricular, pedagogical and policy support for teacher empowerment.

Inclusive education has been part of the global educational vernacular for more than 25 years, based on the premise that for education to achieve its goal of providing access to an inclusive society and its common goods, education itself should be inclusive. Universalism underpins inclusive education, but it is commonly perceived as relating to specific populations, namely disabled students. Developments in inclusive education have been multi-levelled, influenced by international and national policy, as well as grassroots advocacy. Even in systems with strong segregation and exclusion structures, islands of inclusive practice are to be found but fully inclusive systems are elusive, and the nature of inclusive education remains contested. This paper uses Australia as a case study to explore this complexity by illustrating the arguments surrounding inclusive education, the evidence used to support these arguments, and the implications for future developments. The analysis indicates that in the Australian context there is tremendous noise around inclusive education, but very little evidence of realising it. The separation of inclusion as a broader value from inclusive education has been successful in operating as a smokescreen, detracting attention from a system that becomes more selective, exclusive and with increased segregation.

This year's conference theme, "Creating New Trajectories for Adult Education," provided opportunities for presenters to peruse many avenues available for investigating and engaging the field and practice of adult learning. The following proceedings contain valuable information and tools to equip education professionals further as they reach for new avenues in a rapidly changing educational space. Readers will find research findings, practitioner reports, literature reviews, theoretical explorations, and descriptions of the creation and application of new tools. The proceedings is comprised of 24 papers that were presented at the fifth conference of the American Association for Adult and Continuing Education (AAACE) in Reno, Nevada, October 28-November 1, 2024. [Individual papers are indexed in ERIC.]

This book challenges the economistic neoliberal rationale for vocational education by drawing critically on emancipatory theoretical approaches, especially a body of German theory neglected almost entirely by contemporary accounts. Capitalising on the current under-theorisation of vocational education, this book revisits established perceptions of the role of vocational education under contemporary social, economic and political conditions. The book centres on pre-war and post-1960s emancipatory approaches to vocational education and training (VET), examining the context of their emergence and their application to present-day contexts. Chapters discuss the role of neoliberalism in undermining the educational integrity of VET and other educational spaces, and examine the complex relations between education and skill formation in different societies. Applying its learning to contemporary VET in both the global North and South, this book ultimately provides foundations for critical thinking in vocational spaces. This book will be of interest to scholars, postgraduate students and researchers involved in vocational, technical, professional and adult education, the theory of education, and more broadly the economisation of education under neoliberalism. With potential to reframe debates concerning specific approaches to VET that can be applied in the global South, this book has undoubted international appeal.