Education & Pedagogy

The purpose of this article is to describe the steps to the development of a successful Physical Education Teacher Education (PETE) workshop. PETE professors share a common goal for improving undergraduate pedagogy instruction. Pedagogy issues and concerns include curriculum decisions, field experience assignments, technology in the classroom, peer teaching ideas, assessment, electronic portfolios and textbook decisions. As a way of sharing ideas and brainstorming, university and college PETE professors in Tennessee meet annually at rotating campus sites. A core group of organizers plan the workshop based on interests and concerns express by attendees. The ultimate goal of the workshops is to better prepare future physical educators who are currently enrolled in university and college undergraduate licensure programs. The Tennessee Association for Health, Physical Education, Recreation and Dance (TAHPERD) sponsors the annual event.

We investigated the state of music education in government primary schools in the Cape Peninsula (Western Cape Province, South Africa) as perceived by the general class teacher. Since the first democratic elections in South Africa (1994), the entire primary and secondary school education system has changed drastically in terms of content, and general class teachers (not music specialist teachers) are now responsible for music education within the Arts and Culture learning area. We aimed to identify and analyze problems that these teachers experience in implementing the music component of the revised curriculum. A structured questionnaire was sent to all primary schools in the Cape Peninsula; the response rate was 51.7%. Findings are discussed and interpreted against the historical background of education in South Africa and relevant music philosophical perspectives. (Contains 2 tables, 2 figures, and 30 notes.)

Higher education is considered a field in which students, teachers, and researchers develop a broader view of concepts in a detailed and profound manner. Education in Africa has been seen as a field of continuous progress due to the historical and cultural entity of the continent. Efforts to keep educational content innovative and modern have been documented by many researchers in the field of digital narratives in education. Digital narratives are a new method of reporting various content in education. This research aims to unveil the promoted skills and domains in which digital narratives are incorporated in African higher education. To achieve the said aim, a qualitative document analysis was performed on several selected studies performed in African contexts. The findings suggest that digital narratives aid in improving motivation, self-confidence, cultural exposure, expression, and analytical skills among students.

In Ghana, religious organizations have a long history of both direct and collaborative approaches to education provision, ranging from school administration to consulting services, training educators, scholarships, and capital projects. As such, there are a variety of religious-based NGOs in Ghana working in education. First, this article explores the history and scope of Islamic NGOs in Ghana. Drawing from that analysis, the focus is narrowed to education-focused Islamic NGOs. Data on all NGOs registered with the government of Ghana during the years 2013-2015 are used to identify 63 Islamic NGOs--that is, NGOs adhering to Islamic principles in their mission or programmatic offerings. From this population, analysis examines the Islamic NGOs engaged in education, the scope of services, and revenue portfolios. Findings demonstrate the diversity of services and revenue sources for education-focused Islamic NGOs in Ghana.

Transnational higher education (TNE) became the dominant higher education arrangement in the Middle East. This article reports on the role of individuals in setting up TNE partnerships between a Qatari educational institute (A) and a British university (B). It aims to understand 'How do the individual relationship dynamics shape the establishment of a TNE partnership between (A and B)?' We interviewed Six individuals who participated in the establishment of the partnership, and analysed the data thematically. The theories of 'Social Capital' and 'the Strength of Weak Ties' enabled us to understand the findings that revealed three main themes: Social Networks, Trusted Friendship, and Shared Benefits. The study could offer higher education administrators, policymakers, and practitioners valuable insights into the importance of social networks.

This study focuses on the application of virtual reality (VR) technology in moral education. Traditional moral education faces many challenges, but VR technology, with its immersive, interactive, and imaginative characteristics, constructs an immersive moral education environment. Through quasi-experimental research, it was found that the experimental group showed significantly greater improvement in moral cognition, moral emotion, and moral behavior markers than the control group, and VR teaching had better long-term effects. However, the application of VR technology faces challenges such as high costs, uneven content quality, and insufficient technical abilities of teachers. Overall, VR technology brings new opportunities for moral education, and in the future, difficulties need to be overcome to better achieve the goal of cultivating morality and nurturing people.

The objective of the study was to explore STEAM disciplines through robotics within the Future Classroom Lab (FCL) spaces, which challenge the learning of mathematical knowledge in Primary Education. The method used was quantitative and descriptive, based on data obtained from the mean and standard deviation through pre-test and post-test questionnaires, using Wilcoxon's W test to analyse data, together with an educational experience with robots. The sample consisted of students (n=12) aged 11-12 years. The results and conclusions of the study showed that students have a positive perception of learning mathematical knowledge through STEAM projects. Moreover, after the experience, students prefer to use FCL spaces to work on STEAM projects rather than the traditional classroom. Finally, after the experience with robots, students increased their interest in STEAM professions.

The work of non-governmental organizations in promoting citizenship competencies is one of the most effective forms of civic education today. Nonetheless, it has not received much attention from academia. This present research, using the method of social cartography and qualitative content analysis, analyzes the non-formal civic education work carried out by 156 non-governmental organizations in Spain. The results give an overview of the scope, target audience, types of activities, and topics that these organizations address, providing some significant examples. Additionally, the research includes an analysis of the institutional context in which these organizations operate based on 10 in-depth interviews. Finally, the findings point to the need to further focus on this type of education, integrate it into educational systems, and provide these non-governmental organizations with adequate resources to effectively carry out their work.

Autistic individuals face challenges in expressing their sexuality and understanding social norms, exacerbated by inadequate sex education. To improve the acquisition of sex education programs, this systematic review identified and synthesized the barriers and facilitators to addressing sex education for autistic learners. A comprehensive database search resulted in five articles after screening the title, abstract, and full-text using the Population, Intervention, Comparison, Outcome, Study (PICOS) framework-guided eligibility criteria. Inductive thematic analysis revealed four key themes of "Resource Availability," "ASD-specific Curriculum," "Parent-Child Interaction," and "Perception of Sexuality and Disability." These findings underscore the need for inclusive, accessible sex education to enhance comprehension and applicability for autistic individuals, using visual stimulus, personalized learning, and technological integrations.

The main goal of the research is to identify the correlation between indicators of learnability in entrepreneurial abilities and indicators of business manager effectiveness. The study was based on a sample of 130 respondents in Group 1 and 140 respondents in Group 2. It can be inferred that 81% of the variances in the measurement of performance, 64% of the variances in the assessment of adaptability, and 61% of the variances in the evaluation of business managers' satisfaction can be explained by the linear regression of measuring entrepreneurial education. The content and quality of entrepreneurial education, as well as satisfaction with entrepreneurial education, can be considered strong predictors of further decisions regarding the continuation of education in the field of entrepreneurship. This pertains to both current entrepreneurs and potential ones. The findings of this article have the potential to enhance the context of entrepreneurial education.

As cloud computing, big data, and AI advance, teachers increasingly leverage "cloud" technology for flexible and intelligent teaching. The "cloud classroom" is a growing trend, especially for instrumental music education. This paper examines the pros and cons of cloud-based instrumental music teaching, exploring how to adapt methods to local conditions to enhance remote teaching quality. It draws on past experiences to innovate teaching models for practical courses like acoustic instrument music in the "Internet+" era, guiding reforms in higher education music programs. The paper also reviews the current state, issues, and solutions in instrumental music teaching across diverse educational settings, offering insights for future reforms and serving as a platform for dialogue between the instrument industry and music education. Integrating AI into music education marks a significant step forward in teaching innovation.

In 2024, the U.S. Supreme Court issued one of its most significant decisions that promises to reshape governance in education: "Loper." The case overruled "Chevron," a landmark case that required courts to defer to administrative agency interpretations of the law when (a) such laws were ambiguous and (b) the interpretations were reasonable. We argue that "Loper" reshapes the relationship between administrative agencies and education in ways that undermine educational equity by limiting the role of experts in policymaking and stalling the process of policy reform. We explore this dynamic in the context of Title IX, a law that spans K-12 and higher education institutions. We conclude with the implications of a post-"Loper" era for education research and policy.

Artificial Intelligence (AI) has been highlighted as a potentially disruptive force across several industries and in higher education. Research has suggested that education and upskilling of citizens should adopt a broad approach, not only focusing on experts, for better nationwide AI readiness. This study investigates the content of AI policies in higher education by analysing official documents from Swedish universities. It identifies key themes and patterns, comparing them with related research and international guidelines. Expanding on the results of the study, it develops a dynamic alignment model for higher education AI policy (DAMHEAP) which, grounded in institutional theory, highlights strategic, pedagogical, ethical and legal, operational and adaptive alignments. This model, together with 10 practical recommendations, provides a roadmap for higher education institutions to develop and maintain AI policies that are pedagogically relevant, ethically responsible and adaptive to technological change.

This study examines the influence of PE curriculum management and sports direction courses on the learning experience and effectiveness of preschool education majors at West Yunnan Normal University of Science and Technology. Using a quantitative approach, 365 valid questionnaires were collected through simple random sampling. Descriptive statistics, reliability, correlation, and regression analyses were conducted, with Cronbach's alpha ensuring data reliability. Results revealed that: 1) school curriculum management positively impacts sport direction courses (R[superscript 2] = 0.756); 2) curriculum management positively influences learning effectiveness (R[superscript 2] = 0.654); and 3) sports direction courses enhance learning effectiveness (R[superscript 2] = 0.603). The findings contribute to optimizing preschool education management, improving curriculum design, and promoting quality education and well-being, aligning with Sustainability development goals.

This article presents an integrative review of articles on peace education published in the "International Review of Education" over the past 40 years (1983-2023), situating the findings within the context of three major international agreements: the United Nations 2030 Agenda for Sustainable Development, Our Common Agenda and the Pact for the Future. The review identifies two broad thematic trends: early conceptual reflections on the meaning of peace education (1983-early 2000s) and diverse perspectives from empirical research conducted globally (2009-2023). While efforts to align peace education with international policy-driven education initiatives hold promise, they also carry the risk of being overly optimistic without a clear understanding of what constitutes truly "transformative" peace education and its implications. The article argues that future scholarship and practice in peace education must rigorously scrutinise these policy agendas and their global enactment through the lens of critical and decolonial theories.