Abstract This study focuses on the socio-emotional dimensions of blended learning in the context of teacher education settings in Ghana. The data stem from 23 focus group interviews with Ghanaian bachelor’s and master’s student-teachers, collected in 2023–2024 as part of a bigger project on remote teacher education in Ghanaian public universities. Through analysing the focus group discussions, we examine how student-teachers perceive and navigate their socio-emotional experiences amidst the transition from traditional face to face to blended learning. Specifically, the study delves into how student-teachers interpret and respond to the socio-emotional aspects of their learning experiences in a blended learning environment, identifies factors that contribute to both positive and negative socio-emotional experiences, and uncovers coping strategies employed or recommended by student-teachers to navigate the socio-emotional challenges of blended education. The findings from this study provide valuable insights for educators, policy makers, and support services to address the demands of blended education conditions in Ghana and enhance student-teachers’ well-being and academic success within this evolving educational environment.

Abstract The physical spaces of education are not neutral containers but influential parts of the total learning environment. Teachers’ pedagogical decisions are made partly on the basis of the availability and organization of material and digital resources. However, teacher understandings, both individual and shared, of the possibilities offered by learning spaces are key to their full use. Therefore the provision of more versatile spaces, where groupings and activities can be varied, may not result in the intended educational innovations of collaborative teaching and student-centred learning. This paper answers the need to discover how educational spaces with such designs are being understood and used by teachers. This research used the OECD’s staff survey to investigate teachers’ views and their reported use of spaces in a sample of Swedish schools with either a traditional or innovative design. Alongside many similarities in responses across the two types of school design, we found slight differences in use of space, according to school type. This evidence that teachers are indeed recognising and exploiting the possibilities of these new designs is important for Swedish municipalities and other funders globally that are investing in such schools. It is also necessary to consider the limitations to pedagogical innovation that our findings suggest in order to develop better understanding of the design and use of twenty-first century schools.

Abstract In this conceptual paper, we argue that teacher diversity ought to be recognised as an essential component of equitable and inclusive learning environments in schools. Despite growing agreement regarding the desirability of greater teacher diversity, teachers’ social and cultural backgrounds have been underaddressed in learning environments research and in equity-related policies. Dominant discourses focus on technical aspects of curriculum, pedagogy, and school policy, often reducing teachers to a neutral (or homogeneous) group of highly trained, yet interchangeable professionals. The lack of attention to who the teachers are, and to the complex identity dynamics shaping learning and teaching experiences, constrains discussions and initiatives, hindering progress towards Sustainable Development Goal 4 and its commitment to deliver ‘inclusive and equitable quality education for all’. By leveraging conceptualisations of equity and inclusion, various learning, sociological, and social psychological theories, and insights from teacher diversity research, we offer a multi-dimensional interdisciplinary conceptual framework that illustrates the multiple ways in which teachers from underrepresented groups, that is, from working class backgrounds, migrant and minority-ethnic groups, the LGBTQI + community, and those with disabilities, can contribute to the creation of more equitable and inclusive learning environments. Following our justification for the critical role of teacher diversity, we explore the persistent homogeneity within the teaching profession, identifying majority-oriented school cultures as a principal barrier to genuine equity and inclusion for educators and students. Through this conceptual exploration, we aim to foster a greater emphasis on, and deeper investigation into, teachers’ backgrounds and diversity in learning environments research, and in policies and guidelines related to educational equity and inclusion.

Abstract This article aims to identify and discuss the psychological learning environment in conflict situations between teachers and children in Zambian kindergartens. The article is informed by Sustainable Development Goal (SDG) 4 concerning quality education, more specifically target 4a; to “provide safe, non-violent, inclusive and effective learning environments for all”. It draws on a right-based approach and on studies that found sensitive interactions and good relationships between teachers and children to be a key factor in high-quality kindergarten care and learning environments. It is based on a small-scale qualitative study and student involvement in research, including interviews with Zambian kindergarten teachers and observations in their classrooms. These observations revealed that the kindergarten teachers used physical and mental forms of violence such as the smacking of fingers, threats and various forms of ridicule. In 2003, the Zambian government banned all forms of punishment in schools. Interviews with the Zambian kindergarten teachers highlighted several pedagogical views that are in line with research on good teacher–child relations. However, there was little reflection on the inherent contradictions and dilemmas of the disparities between views and practices. The discussion focuses on how aspects of the psychological learning environment may impact the realisation of non-violent and inclusive education goals for all in selected Zambian kindergartens.

Abstract Creating truly equitable education is a challenge. Equity, diversity, and inclusion endeavours are often characterized by a depreciative deficit-thinking and a problem-based view on diversity. In this article, we present the MIXED model (Multi-perspective Inclusive eXchanges for Equity and Diversity), which can support lecturers in establishing an inclusive learning environment by building on different perspectives and talents in the (college) classroom. The model offers both inspiration and practical guidance as it describes a vision, strategies, and examples of learning activities for various classroom settings (online/offline, larger/smaller). We also describe the theoretical framework and the process of development and implementation. The MIXED model, developed at the Vrije Universiteit Amsterdam, unpacks three phases in classroom dynamics. Feedback from lecturers indicates utilizing the model can lead to a more equitable learning environment. This approach aims to educate future academics and professionals who are capable of building on the different perspectives in diverse settings when resolving complex societal problems.