This study investigated the role an undergraduate course in a Turkish state university plays in the development of youth agency and how, during its implication, the students’ level of resilience has performed a mediating role. Ethical approval was obtained from the University’s Institutional Review Board before the study was initiated. The research was conducted employing a concurrent mixed research design, consisting of implementation of a questionnaire, in which 421 students participated, and conducting interviews with 20 students and 13 instructors simultaneously. Based on the results of the questionnaire, undergraduate students exhibit moderate levels of psychological resilience during hard times. As for the interview results, three themes emerged as a result of the thematic analysis of students’ and instructors’ responses: Adapting to adversity, developing social agency, and academic engagement as resilience practice. The findings revealed that courses, particularly those on social issues, have the potential to increase the sense of agency when active participation of students is achieved and students’ resilience may act as a mediating factor in the development of youth agency through implementation of such courses.

The study examines the contribution of artificial intelligence (AI) to the strengthening of faculty potential in global higher education, with focus on pedagogical autonomy, cultural sensitivity and the sense of inclusivity in the respective institutions. A sequential mixed-methods design was used to collect data that was based on the survey of 150 faculty members across Asia, Europe, and North America combined with region-specific focus groups. With the help of UTAUT and Pedagogical Content Knowledge (PCK) frameworks, the study reveals the Institutional Trust and Training and Support Needs as important outlooks of AI adoption and pedagogical empowerment, whereas traditional determinants of adoption, such as Performance Expectancy and Effort Expectancy became irrelevant unless aligned to specific cultural and institutional contexts. Faculty consider hybrid AI-human models of instruction, cultural responsiveness-based training, and collaborative decision-making. This study differs with those that concentrate on student-oriented AI-related applications in that faculty is positioned as pedagogic constructors. The developed findings will guide universities to adopt AI by implementing faculty-oriented, culturally responsive measures, which will support equitable, ethical, and sustainable innovations in international classrooms.

The School Management Committees (SMCs) are established under the Right to Education Act, 2009. The main objective of this paper is to know the perceptions of school heads regarding the working of SMCs in government elementary schools in an educationally backward district (Nuh) in the State of Haryana. The researchers applied an interview questionnaire technique to collect the data from School heads. The questions were both open-ended and closed-ended. The schools were selected systematically and the collected data is analysed both quantitatively and qualitatively. The key findings indicate that awareness level among the school heads was high, almost all school heads were satisfied with SMCs' activities, and the heads confirmed teachers’ accountability monitored by SMCs. However, cases of low awareness among SMC members regarding the Right to Education Act (2009), the non-academic burden on teachers, physical punishment and sexual harassment of children were reported. The observational data disclosed corruption, high absenteeism among students, cultural obstacles to education, lack of women's participation in school governance and unequal distribution of resources in the educational blocks. This paper contributes to readers knowing more about hindrances to educational access in Nuh District and the effectiveness of SMCs. Based on the findings, this research recommends providing an awareness campaign to the parents and holding training programs for SMC members.

This Systematic Literature Review (SLR) synthesizes findings from 41 peer-reviewed empirical studies published between 2015 and 2025 to identify the core competencies required for inclusive early childhood educators. Following PRISMA 2020 guidelines, the review employed a structured search across four academic databases and applied thematic synthesis to analyze competency frameworks across diverse educational contexts. Seven competency domains were identified, that is, differentiation and curriculum adaptation, collaborative practice, inclusive knowledge and disability awareness, positive attitudes and inclusive values, assistive and educational technology use, reflective practice, and psychological readiness. The findings demonstrate the interconnectedness of competencies with reflective practice as the fundamental core of teacher competency. Psychological readiness, encompassing emotional resilience and self-identity development, is an under-discussed domain in the existing literature. Competency development in this study is depicted as a recursive and continuous spiral model. This study recommends unifying the previously fragmented literature on inclusive education and emphasizing the emotional and responsive preparation of teachers to various contexts and changes. The review offers implications for curriculum designers, policymakers, and researchers, advocating a shift from short-term technical interventions to long-term, holistic frameworks grounded in justice-oriented pedagogy.

One of the keys to promoting equitable education is implementing a Standards-Based Curriculum; however, understanding the challenges of such implementation is crucial. Ghana progressively undertook this implementation beginning in the 2019-2020 school year. This study explored the perspectives on implementation challenges among district administrators, curriculum trainers, and local teachers in Ghana using Bono East Region as a case study. Bono East is one of the country’s most economically disadvantaged areas. The sample consisted of 253 participants from an approximate target population of 300, yielding a response rate of about 84%. A MANOVA revealed a significant multivariate effect of teacher role on the combined indicators of SBC implementation training and resource adequacy—Pillai’s Trace = .197, F(4, 492) = 13.42, p < .001, partial η² = .098. However, follow-up univariate tests showed no significant differences in perceived resource adequacy across roles (p > .05), indicating that the variation was driven primarily by differences in training perceptions. The study’s potential benefits include guidance for future curriculum rollouts to minimize regional implementation barriers. Though minimal due to anonymity, risks included teacher concerns about revealing incompetence and administrator fears of political backlash for highlighting government funding gaps. These were mitigated through assured anonymity and no political data sharing. The results may inform policies and strategies to improve regional equity and effectiveness in future national curriculum implementations. Further research could examine the relative significance of identified barriers and trial interventions to address them.

This study examines the implementation of scientific culture among elementary school teachers in Jakarta, aiming to identify its strengths and weaknesses as a foundation for teacher professional development. Using a mixed-methods design, data were collected from teachers through questionnaires, interviews, document analysis, and classroom observations. The quantitative findings indicate that teachers demonstrate a strong scientific culture in two main areas: (1) the development of active, creative, and innovative learning plans that utilize the environment and information and communication technology, and (2) the application of varied learning strategies, models, methods, and media. However, several dimensions remain weak. Negative indicators were found in the areas of classroom action research and dissemination. Similarly, the sustainable professional development dimension, covering book and paper publication, module writing, implementation of best practices, and creation of innovative works, showed limited progress. These findings highlight that while teachers exhibit a generally positive scientific orientation, the culture of research and scholarly dissemination remains underdeveloped. Strengthening teachers’ research engagement and publication skills is essential to foster a more robust scientific culture in schools and to enhance their role as reflective practitioners and agents of educational improvement.

Near-peer models are well-established within the medical field and the benefits of these models have been demonstrated convincingly by research. However, near-pear practices and research exploring these practices seem to be scarce in humanities and especially in the context of language teaching and learning. With a noticeable disparity in research and practice, this qualitative study explored the role of near-peer feedback in shaping the identities of pre-service teachers who taught English as a Foreign Language. Moreover, it explored the role of near-peer feedback in enhancing student learning. The participants in this qualitative study were students enrolled in their fourth year and second year of Bachelor studies in the Department of English Language and Literature at the University of Prishtina. Fourth-year students were undergoing their pre-service teacher education, whereas second-year students were involved in an integrated-skills course designed to improve their language skills, particularly in writing. One hundred ten student reflections were analyzed to gain insight into their experiences when engaging in near-peer feedback. Findings from this study not only support existing research in the medical field regarding the benefits of engaging in near-peer feedback, but they also offer important evidence regarding the role of near-peer feedback in shaping teacher identity in pre-service teachers and enhancing learning for language learners. Findings from this study also create a basis for near-peer feedback practices in English language teaching and learning.

Despite communicative goals in English language instruction, speaking skills remain underemphasized in Kazakhstani secondary schools where assessment policies prioritize grammar and reading proficiency. This study examined how four experienced EFL teachers conceptualized and implemented speaking instruction within an exam-oriented educational context, focusing on their instructional approaches, responses to contextual constraints, and reconciliation of beliefs with practice. Employing a multiple-case qualitative design, data were collected through (POIs), classroom observations, and stimulated-recall interviews. Thematic analysis revealed variations in instructional approaches, with teachers navigating tensions between beliefs about oral proficiency and institutional pressures. Some participants adopted direct, structured methodologies emphasizing controlled output, while others incorporated communicative, learner-centered activities. Contextual factors, including curriculum mandates, high-stakes testing, and student proficiency levels, influenced instructional choices, though teachers demonstrated agency through localized adaptations. The study highlights the affective dimensions of speaking instruction, particularly strategies for mitigating learner anxiety and balancing error correction with motivation. Findings point to the need for assessment reforms that integrate speaking components and targeted professional development to equip teachers with effective oral skills pedagogy. This research examined the interaction between teacher cognition and contextual factors, contributing to the understanding of teacher intervention within assessment-driven educational systems in EFL contexts.

Existing literature predominantly emphasizes policy frameworks and technological solutions, neglecting the transformative potential of creative writing in facilitating purpose-driven learning. In the context of advancing Sustainable Development Goals (SDGs), this study addresses the underexplored role of creative writing as a catalyst for societal change and sustainable development. This research seeks to bridge this gap by employing a qualitative methodology that is grounded on a social constructivist model that subsists on focus group conversations and sharing between students and participants that enable the gathering of rich empirical material in the form of narrative responses. The narrative responses are utilized to inspire creative writing initiatives linked to purpose-driven learning. By analysing the impact of creative narratives, poetry, and storytelling on societal perceptions and behaviours, this study aims to uncover the mechanisms through which creative writing influences attitudes towards sustainability and promotes actionable engagement. The anticipated findings intend to showcase the efficacy of creative writing in fostering empathy, encouraging innovative thinking, and amplifying diverse voices, thus providing valuable insights for policymakers, educators, and practitioners involved in sustainable development endeavours.

Increasingly, novice teachers function in complex learning environments that require heightened resilience and making calculated, sometimes unexpected decisions. Undoubtedly, novice teachers in the African context must adapt to the persistent weaknesses of inadequate education systems, characterized by underperforming learners, high learner drop-out rates, limited resources, and possible un-employability after completing their studies. In exploring the realities of novice teachers in two provinces of South Africa, this paper aimed to understand how novice teachers’ adaptive leadership ability can support them in transforming their schools during challenging times. An adaptive leadership profiling framework is conceptualized, according to the novice teachers’ portrayal of their adaptive leadership ability during uncertain and challenging times. Novice teachers’ narratives and semi-structured interviews informed the qualitative data collection process. An interpretative phenomenological analysis was conducted to analyze the data. The findings revealed that novice teachers desire an enabling leadership environment in which they can contribute meaningfully to improving their schools. Novice teachers echoed concern about the creation of a psychologically safe environment in which to function, while they are engaging in a process of sense-making of their realities. Finally, novice teachers’ contributions to sustainable change must be acknowledged, while leadership strategies must be explored to overcome the adaptive challenges they face.