The declining output, effectiveness, efficiency, and competitiveness of our country's education system in recent years indicate the need to review the input and operational aspects of the system and conduct empirical research and analysis. In particular, the numerous changes in education policy documents over the past 30 years have exacerbated the issues of policy coherence, continuity, and sustainability, although they are related to social needs.The purpose of this study is to analyze from a coherent perspective how the educational objectives formulated in the Education Law (2002), which has been in force in Mongolia for over 20 years, have been reflected in textbooks without the "intermediate" stage of the curriculum. The study developed seven criteria based on the concepts reflected in the educational goals, and used content analysis to determine the extent to which elements such as topics, exercises, and illustrations that contained these were reflected in four basic education history textbooks for grades 6-9.The analysis found that the content of educational objectives in textbooks varies and is inadequate in most cases. There is also a need to improve the coherence between educational objectives, learning content, and textbooks.

The purpose of this study is to examine the manifestations, causes, and contextual factors of negative behavior among adolescents through the lens of attachment theory and to interpret them at a theoretical level. The research is based on a case study of nine adolescents aged 10–18, employing focus group interview methods to analyze their behavioral expressions, family relationships, and attachment styles. The findings reveal that cold, neglectful, and violent family environments negatively affect adolescents’ attachment styles, which in turn contribute to the emergence of negative behaviors such as anger, aggression, conflict, and rule-breaking. By explaining the interrelation between attachment styles and behavioral responses at a theoretical level, this study highlights that adolescents’ negative behaviors are influenced not only by external manifestations but also by deeper psychological factors. The recommendations developed from the findings aim to contribute to parents, teachers, and educators by enhancing their understanding and support strategies toward adolescents’ psychological needs.

Due to global climate change, natural hazards are happening more often, becoming stronger, lasting longer, and covering wider areas around the world. In Mongolia, more than ten types of weather-related disasters are occurring, and they are causing serious damages to people's lives and local livelihoods. The most common disasters that make the biggest negative impact are drought, dzud (very harsh winter), forest and steppe fires, dust storms, snowstorms, flash floods, heavy rain, and hail. Previously, Mongolia experienced an average of 63 hazardous weather events annually, but this number has risen to approximately 99 per year over the past decade. In this situation of increasing climate-related dangers, it is important to study how secondary schools are making plans for disaster preparedness and how ready they are for emergency conditions. This study aims to determine whether schools are developing disaster protection plans based on the official model and to evaluate whether the measures included adequately ensure effective preparedness.The study found that schools in the research did not follow the “Institutional Disaster Protection Plan Model” that was approved in 2019 by the National Emergency Management Agency (Order No. A/388). Also, the actions written in the plans are too general and not clear or measurable. Because of this, it is necessary to include funding in the right way according to the law, and to involve local governments and emergency organizations with professional support so the plans will have real and useful activities.

This article investigates and compares the CDIO (Conceive–Design–Implement–Operate) approach and Contextual Learning within the scope of contemporary engineering education reform. It further explores the possibilities, advantages, and limitations of integrating these two pedagogical approaches. The CDIO approach emphasizes the engineering process, product development, and system lifecycle, aiming to systematically enhance students’ professional competencies and practical problem-solving skills. In contrast, Contextual Learning focuses on situating students in real-life or authentic scenarios, thereby fostering their ability to apply theoretical knowledge to practical contexts and promoting meaningful learning experiences.By analyzing the theoretical foundations, this study highlights the key differences between the two methods, identifies their respective strengths and weaknesses, and examines how their integration can enhance engineering education. The combined application of CDIO and Contextual Learning offers a comprehensive framework that promotes both systematic technical skill development and the ability to transfer knowledge to diverse, real-world situations. This integrative approach not only strengthens students’ conceptual understanding but also cultivates critical thinking, teamwork, and professional readiness, making it particularly relevant for higher education institutions aiming to prepare competent and adaptable engineering graduates.

ABSTRACT Background Early childhood education (ECE) plays a vital role in supporting children’s holistic development, well-being, and learning. In recent years, attention has turned to ECE centre leaders, whose role is critical for ensuring the quality of ECE. The well-being of ECE leaders is essential for their own professional sustainability and for the well-being and development of children, yet research on this topic is underdeveloped. Purpose The aim of this study was to explore future work-related well-being as described by Finnish ECE centre leaders, identifying the factors that contributed to their experiences and examining contrasts between positive and negative scenarios. Envisioning different future scenarios helps us to better understand changes that might lead to well-being outcomes. Method Data were collected using the Method of Empathy-Based Stories (MEBS) from ECE centre leaders attending an in-service training programme in early 2024. The dataset comprised 97 narratives. Participants were asked to imagine what changes had taken place in ECE and its management that had affected future well-being at work. Narratives were analysed thematically to identify recurring themes and contrasts between positive and negative stories. Findings Four themes were identified in the stories: Available ECE resource and their allocation; Technology; Multilingualism; and ECE management structures. Additionally, interactions between different levels (society, municipality, organisation, and ECE centre), were interwoven into the themes and identified as a key factor supporting leaders’ work-related well-being. When communication and consultation occurred across levels, leaders felt heard and able to influence decision-making regarding ECE centre operations. Conclusion This study contributes to research on work-related well-being in the ECE sector, providing insights into the factors and structures that may support the well-being of leaders in the future. Methodologically, it offers new perspectives on exploring leaders’ holistic well-being. Theoretically, it enhances understanding of the dynamic and holistic nature of work-related well-being.

ABSTRACT Background Professional learning communities (PLCs) provide a collaborative framework for improving teaching and learning by fostering mutual trust, shared goals, and collective responsibility. Research indicates that PLCs can support inclusive education by promoting responsiveness to diversity. Collective efficacy, defined as educators’ shared belief in their ability to make a difference, is a key factor in this process. This study explores how the concepts of PLCs, inclusion, and collective efficacy can inform the development of internal school systems to support all learners. Purpose The study explored how the development of internal school systems within one Norwegian municipality enhanced inclusive educational practices by strengthening PLCs through the increased involvement of Educational-Psychological Services (the EPS). The study defined inclusive education as support for pupils with special educational needs (SEN) within mainstream classrooms. Throughout the article, references to inclusive education refer specifically to reducing the segregation of SEN pupils by strengthening support systems within general education settings. Method The study adopted a qualitative research design, gathering data through three focus group interviews with school staff and EPS counsellors across three schools. Discussions and reflections focused on the concepts of inclusion, early intervention, and systematic collaboration. The data were analysed using reflexive thematic analysis. Findings There was a need for more structured routines for special needs education and a clearer understanding of how schools and the EPS could collaborate in accordance with official procedures, including the integration of the EPS into the schools’ PLCs. Schools emphasised the importance of fostering closer relationships to strengthen educational practices. Both teachers and EPS professionals highlighted the need to develop competencies that supported the strengthening of inclusive practices. Conclusion The study underscores the importance of PLCs, standardised procedures, and ongoing professional development in strengthening collaboration between schools and specialist services. Fostering internal competence, aligning practices, and considering the unique needs of each school, can create the potential to collectively support inclusive practice.

ABSTRACT Background Engaging teacher educators in improving the quality of teacher education is an ongoing process internationally. In some countries, there is growing conviction that professional teacher education should be based on research-generated knowledge. This trend has led to reforms in teacher education programmes as well as in teacher educators’ roles and professional practice. Purpose This study explores teacher educators’ understanding of research-based teacher education (RBTE) in Norway and Finland with an emphasis on Norway. Norway introduced RBTE in 2017, while Finland has had experience with this approach since the 1970s. Method The study is qualitative, part of a broader research project involving participants from Norway and Finland. It included in-person interviews with 16 teacher educators in Norway and five in Finland. An asymmetric design was adopted because we were particularly interested in exploring the Norwegian context. The analysis undertaken adhered to the principles of content analysis, identifying and categorising the viewpoints of the teacher educators through a grounded, inductive process. Findings Four data-driven categories emerged: Research-based teaching, comprising teaching methods and the acquisition of professional knowledge; Engagement in research, representing teacher educators’ understanding of student teachers’ participation in research activities; Role of research-based literature, referring to reflections on the use of subject literature; and Critical thinking, describing teacher educators’ assessment of developing a critical and self-reflective mindset when engaging in RBTE. Conclusion The participating teacher educators in both countries shared similar views on the key characteristics of RBTE. They were also generally positive about the role of research in their professional practice and its contribution to fostering critically thinking practitioners. However, the study revealed some tensions among Norwegian teacher educators, due to differing academic backgrounds and the cross-pressure demands of research and teaching.

ABSTRACT Background The growing importance of the science, technology, engineering, and mathematics (STEM) fields, accompanied by the rapid advancement of computer science (CS), has positioned these domains as cornerstones of modern education and the global workforce. That there is underrepresentation of students of colour in these fields, particularly Black and Latinx males, is well-documented, often resulting from deeply rooted systemic and institutional challenges influenced by historical inequities, structural racism, and institutional practices. This underscores a need for better understanding of the development of STEM/CS identities and career interests among these students, in order to overcome barriers and foster their inclusion in twenty-first-century career pathways. Purpose This study aimed to explore the experiences of Black and Latinx male students in one all-male Exploring Computer Science (ECS) class in the United States of America (USA). The goal was to understand how these students begin to develop their STEM/CS identities and career aspirations within the classroom context. Method The research used a qualitative research methodology involving semi-structured interviews with 12 students enrolled in the ECS course. It focused on identifying the pedagogical, familial, and contextual factors that shape students’ identity formation and career interests in STEM and CS. Findings Analysis of the students’ narratives highlighted the importance of culturally relevant pedagogy, teacher support, peer collaboration, and industry role models in fostering STEM/CS identity development. Student autonomy and exposure to relatable guest speakers were also influential in shaping their perceptions and aspirations within these fields. Conclusions Early exposure to STEM/CS through supportive and affirming educational environments can play a critical role in shaping STEM/CS identities and career interests among Black and Latinx students. Implications for educators and policymakers include promoting inclusive pedagogy, early exposure, and meaningful mentorship to support the development of diverse talent in STEM/CS fields.

ABSTRACT Background There are a number of pathways available for international students to gain admission into universities in English-speaking countries. While many international students for whom English is not their first language succeed academically, there is concern that some do not cope with the demands of university which can affect their retention and academic success. This study considers the effects of different admissions pathways on international undergraduate students’ academic success in one New Zealand university. Purpose Findings from the first phase of this research revealed that international students who entered university with the National Certificate of Educational Achievement (NCEA) gained at high school in New Zealand performed significantly worse academically than their peers who entered through three other admissions pathways. This study aimed to ascertain whether there were salient features of students’ prior education and undergraduate experiences which contributed to this outcome. Method In-depth interviews were conducted with nine students who entered a university in New Zealand via two admissions pathways: NCEA or the International English Language Testing System (IELTS). The data generated through these interviews was analysed to enable qualitative comparisons between the two groups. Findings Results suggest that the IELTS group outperformed their NCEA peers due to maturity and prior education in their home countries. While the NCEA students had spent some years at high school in the host country, they did not, in general, demonstrate the same level of academic literacy as their IELTS peers. Conclusion International students’ outcomes appear to differ due to previous educational experiences. Students who enter via NCEA are potentially more likely to need support, as they may still be dealing with language proficiency issues, whereas those who enter via IELTS with prior higher-level education in their home country may be more academically prepared. It is important that institutions promote learning support opportunities for all international students, to ensure they experience a positive social and learning experience, which can ultimately contribute to their retention in learning, and their academic success.

ABSTRACT Background In the wake of the COVID-19 school closures during 2020, there was much concern about the transition back to in-person classroom teaching and learning, given the many safety protocols in place that could make it more difficult for teachers to connect with students. Purpose This small-scale case study from the USA sought to gain insight into teachers’ experiences of building and maintaining relationships with students during the return to in-person schooling in the 2020–2021 school year and consider implications for teaching and learning beyond the pandemic. Method An interview protocol that stimulated discussion about relationships and involved diagram creation was used. This allowed the experiences of two teachers to be explored, in depth, through the lens of emotional closeness. Both teachers were interviewed at four points during the school year. Data were analysed qualitatively. Findings Through close analysis of the data, the two teachers’ experiences of forming and maintaining relationships with students emerged. Findings resonated with some previous research on teacher-student relationship formation and also drew attention to the nuanced changes of habit on the part of the teacher that were required in terms of initiation and engagement. Conclusion The study highlights the significance of teachers’ adaptive expertise, which can often be overlooked in daily practice. More broadly, it suggests a need for teacher education to place emphasis on the development of relationship skills, for the benefit of teachers and students alike.