The ideas of John Dewey about democracy and the school being something that forms the citizens of the future still have a significant influence, and this article brings this out by applying a critical perspective to them. Dewey saw democracy not just as a life experience but also as an opportunity for participation, which should be at the heart of education; so, he declared democracy itself a leading vehicle for education of productive citizens imbued with a spirit of activity and a sense of responsibility. In addition, education offers the space for students to nurture democracy through cultural interaction and active participation in learning activities. The article emphasizes that Dewey's strategies, including project-based learning, service learning, and dialogic dialogue, not only facilitate the democratic culture but also upgrade citizenship education in general. They are effective if education focuses on critical engagement, social and political responsibility. John Dewey, by creating classrooms as the small world of society, where students acquire the skills of cohabitation in communities different from their own and democratic skills through practice, is promoting what he terms a democratic way of life. However, the full realization of Dewey's vision is still met with several obstacles. One of the major challenges to democracy as a goal is posed predominantly by the highly centralized education systems, social, and political injustices, and the strengthening of individualism. Besides, these technologies endanger education to a great extent in that the risks caused by the use of new technologies in today's education, especially misinformation and the digital divide, will make the task of implementing citizenship education in schools more difficult. On the other hand, skillful teachers are a strong positive force for change, exhorting different groups to discuss and take part in democracy. Recognizing political education as a progressive endeavor influenced by both politics and technology leads to the final point that Deweyan democracy is the key background for education. It is main in preparing students who are knowledgeable and active as the democratic citizens of tomorrow - those who are able to bring about change through gradual progress. Future research and activism at schools should be directed by the identification and development of ways in which theory can be merged with practice to ensure the schools accomplish their role as the vehicles of democracy and social justice. Schools would thus be able to genuinely become the centers of social development within society.

The process of acquiring a second language is the subject of an ever-increasing number of academic studies that delve into its workings. Social Constructivism, an established theory that defines human development as the product of social interaction, also sees learning as an inherently social and cultural process. However, to date, there remains an insufficient number of academic reviews examining existing theories of language acquisition and cultural influence shaping language learning. This paper aims to fill this gap by reviewing the available scholarly literature and theories on the effects of culture and social context on language acquisition. Accordingly, three theories that address the subject have been chosen to be examined in this article, and the empirical studies that support or undermine their claims are presented as well. Based on the evidence, the analysed theories support the idea that a significant amount of cultural and social information is embedded in language learning and that its effects are considerable. This study then complements its scholarly literature review by analysing, using bibliometric tools, the research on language acquisition currently accessible, particularly in the fields of linguistic relativity and intercultural communicative competence. The results of such statistical analysis reveal that, although still decent numerically, the formal study of these theories in relation to language acquisition is growing, both in numbers and in significance. This paper contributes to the field of English Language Teaching by providing a thorough review of theoretical and empirical knowledge relevant to language teachers who aim to improve their expertise and professional practice, while advancing and fostering research on the cultural and social impact on language acquisition by offering a quantitative review of available studies.

Early childhood education and care (ECEC) policies in the European Union increasingly emphasise inclusiveness and quality, recognising ECEC as a crucial foundation for children’s development and lifelong learning. Although comparative research in this field has expanded, existing studies often provide only partial insights, focusing on a limited number of countries or isolated thematic aspects. As a result, a comprehensive, empirically grounded comparative analysis encompassing all EU Member States remains lacking. Addressing this gap, the present study conducts a systematic qualitative-comparative analysis of national ECEC documents and curricula across all 27 Member States of the European Union. The study aims to identify similarities and differences in key systemic dimensions of ECEC, including starting points, educational goals, guiding principles, and legal foundations. Methodologically, the research employs a qualitative-comparative approach, using deductive content coding of 27 national curricula. Thematic and conceptual analyses complement structural and content analyses to explore dominant educational orientations and their interrelationships with legal frameworks. The findings indicate that national ECEC documents can be grouped into three main categories: integrated curricula covering ages 0-6, separate curricula for ages 0-3 and 3-6, and curricula designed exclusively for children over three years of age. Across Member States, the most frequently identified foundational principles include a holistic approach to child development, the promotion of key competences, inclusiveness, sustainability, equality, democratic values, partnership with families, and respect for diversity. Despite differences in legal status and national governance structures, EU recommendations consistently serve as a common normative reference for ECEC curricula. The study’s conceptual contribution lies in its integrated analytical framework, demonstrating how curricular models, educational orientations, and legal foundations mutually shape one another rather than functioning as isolated dimensions. Empirically, the findings provide new insights into the Europeanisation of ECEC policies. Practically, the results offer valuable guidance for policymakers and curriculum developers seeking to strengthen the coherence, quality, and sustainability of early childhood education and care systems across Europe.

Translanguaging, a pedagogical strategy that alternates between the use of L1 and L2 in EFL/ESL classrooms, has been shown to enhance comprehension, facilitate scaffolding, and promote inclusive and equitable classroom participation in language education. Although translanguaging has attracted growing academic attention in China, little is known about how university English teachers employ translanguaging strategies in multilingual classrooms in Xinjiang. This area would benefit from such research, as it responds to Xinjiang’s multilingual reality and supports high-quality English education in minority areas. This research investigated teachers’ pedagogical translanguaging practices and students’ attitudes in college English classrooms at Yili Normal University in Xinjiang. Adopting a mixed-methods design consisting of an 8-week classroom observation, a questionnaire survey with 170 students (89 minority and 81 Han), and 18 semi-structured interviews, this study aims to categorise the types of translanguaging practices employed by teachers, examine both Han and minority students’ attitudes toward these practices, and identify the factors shaping such attitudes. The findings show that teachers’ translanguaging practices fell into three categories—explanatory, managerial, and interpersonal—comprising 12 specific subcategories. Quantitative results indicate that a majority of students expressed positive attitudes (scoring above 4) towards these practices, with minority and Han students showing overall optimism but diverging in certain classroom contexts, with minority students less likely to view translanguaging as signalling deficiency or hindering language acquisition (t=2.712, p=0.007). Thematic analysis further revealed four key factors influencing students’ attitudes: English proficiency, teachers’ language choice, the perceived psychological distance between Chinese and English, and awareness of linguistic diversity. As one of the early systematic attempts to explore translanguaging in higher education settings in China’s ethnic minority regions, this research proposes that teachers’ adoption of translanguaging practices, such as using bilingual explanations, the use of activities explicitly encouraging students to draw on their full linguistic repertoires, as well as teacher training programmes, should include practical workshops on translanguaging pedagogy.

The reform of school curricula in Greece highlights the importance of Social Pedagogy in linking education with holistic development and democratic participation. This study aims to investigate how the new curricula for primary and lower secondary education reflect the socio-pedagogical principles. A qualitative content analysis of the expected learning outcomes of all the subjects was conducted using official curriculum documents, such as Geography, Visual Arts, Drama Education, Religious Education,History, Social and Political Education, Mathematics, Environmental Studies, Music, Modern / Ancient Greek Language and Literature, ICT, Natural Sciences, Physical Education, Physics, Chemistry Biology, Geology. Findings show that the curricula prioritise empathy, collaboration, creativity, critical thinking and respect for diversity, which are core principles of Social Work. Social and emotional learning, interdisciplinary problem solving and digital literacy are systematically promoted. Subjects such as Visual Arts, Physical Education, Modern Greek Language, Computer Science and Home Economics demonstrate the most comprehensive alignment with socio-pedagogical values. At the same time, initiative and research skills remain underrepresented. The fragmented structure of curricula limits holistic integration. Our study provides policymakers, educators, and social workers with practical insights, highlighting the strengths and weaknesses of curricula in social pedagogy, and supporting the design of inclusive and democratic educational practices based on the applied science of Social Work. This study advances curriculum development theory by linking practical classroom needs with adaptive, learner-centred design principles.

This systematic review aimed to explore teachers’ perspectives on trauma-informed care (TIC) within educational settings, focusing on Vietnam as a representative case of developing countries. While TIC has received growing global attention, its implementation in resource-constrained, exam-oriented, and culturally collectivist contexts remains underexplored. A total of 34 peer-reviewed studies published between 2012 and 2024 were analyzed using PRISMA guidelines and thematic synthesis. The findings reveal that although Vietnamese teachers generally expressed a strong moral obligation and confidence in supporting trauma-affected students, there exists a significant discrepancy between their perceived awareness and actual classroom practices. Three core themes emerged: (1) teachers’ recognition of trauma-related student needs; (2) their perceived roles and readiness to engage in emotional support; and (3) contextual barriers, including limited trauma-specific training, lack of systemic support, Confucian hierarchical norms, and pervasive stigma toward mental health, that constrain the adoption of TIC. This review contributes novel insights into the intersection of trauma-informed practice and cultural context, emphasizing that TIC implementation in Vietnam must be both pedagogically sound and culturally resonant. Recommendations include integrating TIC into national teacher training curricula, ensuring sustained professional development opportunities, and fostering reflective, collaborative school cultures. By equipping educators with both conceptual frameworks and context-specific tools, TIC holds the potential to promote emotional safety, enhance student engagement, and reduce psychological inequities in Vietnam’s educational system, particularly among vulnerable youth. The review also calls for further empirical studies to address existing methodological gaps and to inform culturally grounded models of trauma-responsive education in developing countries.

This article explores how artificial intelligence (AI) is reshaping the transformation of scientific knowledge into school knowledge, a process traditionally conceptualized through the lens of didactic transposition theory. Drawing from curriculum theory, philosophy and sociology of education, and educational technology, the study examines two key dimensions: the use of AI in curriculum development and textbook authorship, and the role of algorithmic systems in selecting and structuring pedagogically relevant content. A conceptual model, “ReKnow-AI”, is proposed to illustrate how AI can be integrated into all stages of knowledge mediation, from scientific production to classroom practice. The study employs a theoretical and conceptual methodology, grounded in interdisciplinary content analysis. It proceeds through a systematic literature review and comparative synthesis of over 60 international sources published between 2020 and 2025, covering educational research, digital pedagogy, and AI-driven instructional design. No empirical data or statistical tools were employed; instead, conceptual modelling was used to identify epistemic shifts in curriculum-making under AI mediation. Findings highlight pedagogical opportunities such as content personalization, dynamic updating, and real-time instructional support. However, they also underline risks associated with algorithmic bias, lack of transparency, and diminished teaching agency. The proposed “ReKnow-AI” model identifies the critical junctures where AI systems influence educational content and advocates for ethical, human-centered oversight. This research contributes a novel perspective by framing AI not merely as a technological aid but as an epistemic actor in curriculum construction. Its practical significance lies in informing curriculum designers, policymakers, and teacher educators about the structural and normative implications of AI-based content mediation in contemporary education.

In the context of an unstable labour market and socio-economic challenges, this study assesses the effectiveness of changes implemented in the vocational education system of Ukraine and their impact on graduates' employment and career progression. It examines the impact of educational reforms, such as updated curricula and new teaching methods, on the employment and professional development indicators of graduates of vocational education institutions. The study uses a descriptive methodology to examine the effectiveness of improvements in different specialities, geographical regions, and types of educational institutions, as well as the relationship between these reforms and the ability of graduates to adapt to changing labour market situations. The study is based on 88 sources, including scientific works and regulatory documents for 2020-2025, which were found using Web of Science and Google Scholar. Among the methods are trend analysis, expert assessment, document analysis, and content analysis. The results show that dual education models, curriculum modernisation and creative learning formats, combined with cooperation with employers, expanded infrastructure, digital skills training and best European practices, increase graduates' employability, competitiveness and adaptability. However, different specialities, geographical regions and types of institutions have different opinions on the effectiveness of these reforms. Insufficient teacher training, a mismatch between employer requirements and training, the low status of vocational education and a lack of private sector investment in youth education are among the obstacles to progress, which are also mentioned in the article. The study highlights how significant these changes are for improving Ukraine's vocational education system and learning outcomes. Its findings guide future research on education and employment, highlighting the need for ongoing teacher training, improved monitoring of the correspondence between training and employers and initiatives to improve the status of vocational education among Ukrainians.

Team-Based Learning (TBL) is an innovative teaching method that is increasingly applied in pharmacy education to enhance engagement, collaboration, and understanding of complex subjects, such as Medicinal Chemistry. This study aimed to investigate pharmacy students’ perceptions of TBL, focusing on its advantages, disadvantages, and broader implications for learning. A questionnaire structured with closed-ended and open-ended questions was used. Quantitative data were analysed using descriptive and inferential statistics, while qualitative responses underwent thematic analysis. The results indicate that students have more positive perceptions of TBL, emphasising its interactive and collaborative nature. Results reported in studies suggest TBL is effective at improving understanding of complex concepts, promoting critical thinking, and developing teamwork skills. Overall, the face-to-face TBL sessions demonstrated superior engagement and comprehension compared to their virtual counterparts, likely due to the direct exchanges. However, students reported several obstacles, including content that was too complex, having insufficient time to prepare, and difficulty with technical terminology. Despite this, group discussions, quizzes, and the practical usefulness of the material stood out as significant triggers that encourage active participation (though not obligatory). The potential of TBL to significantly enhance learning outcomes and professional skill development in pharmacy education is emphasised in this study. This study identifies substantial barriers, including preparation challenges and issues with online implementation, which can further inform the optimal use of its potential. These findings contribute to the development of TBL approaches in health-related disciplines and the context of interprofessional education.

There has been an increasing number of mathematics failures among secondary school students in Africa in the past few years, specifically in Nigeria, as 20% of candidates who sat for the West African Certificate Examination failed in 2023 and an increasing percentage of 27% in 2024. However, there have been diverse attempts by different scholars and policymakers to salvage the situation, but not much success has been achieved. This study, therefore, investigated the impact/effectiveness of Error Analysis Techniques (EAT) on mathematics assimilation among struggling students in a selected secondary school. The study employed a Quasi-experimental research design and purposive sampling method to assign the study participants to different study groups (1 control and 2 experimental groups). Twenty-six (N = 26) participants were selected to participate in the study based on the inclusion criteria. The study's outcome revealed that Error Analysis Techniques significantly increased students’ assimilation/understanding of problematic mathematical calculations. Furthermore, participants in experimental groups 1 and 2 showed better assimilation after the experiment than participants in the control group. The study, therefore, concluded that EAT is efficacious in improving mathematics understanding for struggling students. The limitations and recommendations of the study were further discussed.