Education & Pedagogy

Excessive rationalization in educational governance leads to a lack of emotion and a range of problems. Family and school are natural allies in emotional education, and collaboration between the two will realize the holistic life development of students, the school's goal of comprehensive education, and the family's valuable function of providing a nurturing education. Following the path of emotional development and the logic of collaboration, the governance of emotional education with school-family collaboration in mainland China has been explored in both institutionalized and non-institutionalized aspects, achieving certain results. In the future, emotional education governance with school-family collaboration should be based on the perspective of integrating emotions and collaboration to establish happiness as a goal of emotional education, to build a school-family relationship that is attentive to ethics, and to implement harmonious but different educational strategies to highlight Chinese cultural characteristics.

This article suggests to reflect on the philosophical foundations of Open Education. It reaches out to Bergson's and Popper's respective understandings of Open Society; ontology of immanence, not-yetness; and post-inquiry. It invites to revisit "ethos," "eidos" and "praxis" in Open Education to move away from a prevailing Western, dominant, unsustainable paradigm and explore a holistic approach, the inclusion of indigenous knowledge systems, the shift from an overall domesticating to a liberating education, and the making visible of what has been made invisible. This discussion precedes the presentation of a roadmap drafted for Open Education in the Swiss Higher Education landscape, explaining why it has been deliberately prepared at the epistemic level and how relevant this is in relation to the sustainability process, providing a horizon for the first of three steps -- survival, security, sustainability.

Sex education can be described as an important part of health education in school and one way of strengthening health education could be a collaboration between different professionals in the school team. The aim of this study was to describe teachers' and school nurses' experiences and perspectives with regard to sex education among students aged 11-12 years and to explore potential influencing factors. We employed a qualitative design, and the teachers and school nurses were interviewed individually. A thematic analysis was conducted on the interviews and the results showed that the classroom was considered to be the teacher's arena. Tradition and attitudes between professionals could be obstacles that affect collaboration between teachers and nurses and the study showed that there remains much to be done before collaboration at the same level between the groups can be established.

This systematic literature review examines emergent approaches toward media literacy education for parents. Method guidelines for review originated from the 2020 update of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement. The review sample consists of twelve studies, six originating in the United States, and six from other parts of the world. Findings include: (a) assessments of parent needs, interest in media literacy education, and receptiveness to learning, (b) integration of media literacy education with parental mediation instruction toward positive, healthy child development and socialization -- shifts attention from reactive management of media effects to issue prevention or healthy balance, (c) short-term effectiveness of media literacy interventions involving parents that foster improvements in family dynamics, such as parent-child communication, and (d) U.S.-based studies employ interventionist approaches to media literacy education for parents, while gathering parental insights to inform program construction is foregrounded abroad.

Rather than returning to prepandemic normal, initial teacher education (ITE) must reexamine strategies to instill global citizenship education (GCE) skills in all preservice teachers. This article considers the impact of higher education's neoliberal internationalization context on efforts to provide GCE to preservice teachers in university-based teacher education. Examining study abroad, one prominent example of GCE in ITE, reveals how higher education's neoliberal internationalization practice limits potential transformation. This article asserts that ITE should follow school and community partnership models based on education theories that value diversity and social justice. Theories of boundary crossing offer one approach for reimagining study abroad for GCE in ITE and may have implications for other efforts at GCE for preservice teachers. In this moment, ITE must radically reimagine GCE in response to the generation of students and teachers who know they live in a deeply connected, unjust world.

The objective is the scientific and theoretical basis of the pedagogical conditions of the ethnic component in the contents of a higher education institution and the identification of the effectiveness of its implementation. The article conducts a theoretical and methodological analysis of the theory under study, reveals the essence of the concept of "ethnic component in the contents of a higher education institution", defines approaches, pedagogical conditions for the formation of an ethnic component in the contents of an institution of higher education, and presents a set of principles for its structuring. An experiment was carried out regarding the pedagogical conditions of the ethnic component in the contents of higher education. The results depicted the stages of formation and development of the ethnic component, the history of Kazakh education and the leading trends in current global practice are characterised.

STEAM education is designed to prepare students for the twenty-first-century life skills and has been extensively investigated in the past 10 years. Given the rapid evolution of educational practices and the diverse ways in which STEAM is implemented in science classrooms, there is an urgent need for an analysis of the current outlook of STEAM education within the science classrooms context. In this article, 22 empirical studies were included to highlight the methodology, STEAM characteristics, and pedagogical approaches implemented in STEAM-based learning. Findings suggest that STEAM education plays an important role in fostering students' twenty-first-century skills and should be manifested by student-centered learning approaches. This study holds significant implications in providing direction for future studies regarding STEAM education in science classroom settings.

Australia's cultural and ethnic diversity raises many opportunities, but also challenges, for school music education. There is widespread recognition that the educational needs of all students need to be considered in the educational environment, however there is a paucity of empirical studies that consider the experiences of culturally diverse students in Australian music classrooms. This paper draws attention to the need for a deeper understanding of ways to support culturally diverse students, in the hope of identifying ways forward for music education to become more inclusive. This includes looking at the impacts of the population mismatch between diverse students and an ethnically homogeneous teaching population, the need for a musically broad and inclusive pre-service music teacher education, and the importance of a culturally inclusive music classroom.

The U.S. Supreme Court has heard several cases regarding special education. These cases have resulted in decisions that have addressed issues involving special education programming and procedural issues. On March 21, 2023, the U.S. Supreme Court issued a unanimous ruling in "Perez v. Sturgis Public Schools." This decision, which was the most recent special education case heard by the highest court in the United States, involved litigation in special education. In this brief article, we address the Supreme Court's decision in "Perez" by (a) examining the background of the case; (b) reviewing the decision by the lower courts and the U.S. Supreme Court; and (c) discussing the implications of the case for special educators.

The majority of students with exceptional needs receive most of their formal education in general education or inclusive classrooms. These students often need a variety of accommodations to ensure their success with the general education curriculum. The purpose of this article is to explore accommodation approaches and strategies for teaching students with exceptional needs in inclusive classrooms. We first discuss the relationship of classroom assessment and IEP goal development, followed by a discussion on how to accommodate learning objectives for classroom assessment. We further discuss how to use classroom assessment to document IEP progress. Finally, we present assessment accommodation categories by providing vignettes of students with exceptional needs who receive appropriate and adequate accommodations in inclusive classrooms. We conclude with a brief discussion on practice, policy, and research implications of accommodations for inclusive practices.

This article presents an argument that although teacher education programs may aim to prepare teachers to be antiracist agents of change, they often fall short of doing so and that investigations of why can provide essential insights for teacher education. The authors use the critique of liberalism tenet of critical race theory to analyze three teacher candidates' experiences learning to teach across three different types of teacher preparation programs and discuss the implications for preparing teachers to be antiracist agents of change. The authors then propose guiding principles for developing teacher candidates' antiracist stance on teaching by situating race and justice in relation to the task of teaching, offering sufficient opportunities to learn about schools and communities as socio-historical and cultural settings, and leveraging pre-teacher education identities for antiracist teaching.

This article examines a popularized term, the Global Education Reform Movement (GERM), and its underlying paradigm of neoliberalism. It elucidates neoliberalism's maddening effects on the education sector, especially public education. To analyze these effects, I draw from and adapt Michel Foucault's analytical approach to madness. My analysis focuses on the following maddening effects of neoliberalism on education: (1) it obstructs us from seeing inequalities; (2) it creates a desperate passion amid the rise of school choice; and (3) it eliminates reason and creates unreason in the school selection and admissions processes. My analysis is based on reflections on my decade-long research on school marketization and school choice in Canada. I conclude by suggesting that collective visions and concrete steps are needed to move toward equitable educational structures, discourses, and practices that resist or challenge the neoliberal education reform madness (NERM).

This paper reports on how the concept and technologies of GIS are included in the telecommunications engineering curriculum at the undergraduate level. The course of Fundamentals of GIS is described in detail. The usage of GIS software is necessary part of GIS technology education. In order to evaluate available GIS software, several criteria are defined. For this purpose, the authors used Analytical Hierarchy Process (AHP) methodology according to the goal to find the most appropriate GIS software in education of telecommunications engineers. The following software tools are considered: GRASS, uDig, SAGA, Prune and OpenJUMP. Each proposed criterion was given relative importance through pair-wise comparison. Taking into account proposed criteria, uDig software tools showed the most promising results to be used for education of future telecommunications engineers.

In the European Union (EU) context, learning abroad mobility (LAM) also includes non-formal learning activities. Young people can participate in LAM whether they are in tertiary education or not. Nevertheless, studies focusing on the participation of out-of-higher-education (Out-HE) youth in LAM are often scarce. The current study aims to explore the role of several sociodemographic factors in participation in LAM among Out-HE youth, based on the analysis of a large-scale survey conducted across EU member countries. Findings show that Out-HE youth is less likely to participate in LAM than the youth in higher education as expected. However, some socioeconomic factors, such as gender and age, play different roles among Out-HE youth and the youth in higher education in old (EU15) and new member countries (NMS) of the EU.

This research project sought to comprehend how a group of graduates from an Initial Foreign Language Teacher Education (IFLTE) programme in a national teacher education college in Uruguay constructed a personal stance towards social justice as a result of having completed a curriculum intending to promote such a stance. Data were collected through document analysis, a survey, and semi-structured interviews. Results disclosed an inherent difficulty in graduates' efforts to construct such a stance. Findings also seem to indicate the need for a reconsideration of the curriculum experience, particularly. This implies not only reconfiguring the curriculum, but also repositioning social justice at the theoretical and practical levels.