Search Results (449)

More than 43 million children are currently displaced globally, yet the artificial intelligence (AI) systems deployed in their education are rarely designed with cultural identity, linguistic continuity, or belonging as architectural concerns. Existing frameworks treat identity as a contextual consideration surrounding educational technology; this paper argues that identity should be treated as a design variable within AI system architecture itself. The paper develops the AI-Based Identity Support Framework (AISF), a conceptual model constructed through interdisciplinary synthesis across bodies of literature including cultural bereavement theory, narrative identity, ethical AI design, and multilingual AI systems, and informed by the author’s practitioner engagement with displaced communities (2018–2023). The AISF specifies three interlocking domains (cultural anchoring, emotional co-construction, and adaptive belonging), each defined operationally and accompanied by diagnostic indicators, design principles, and a preliminary assessment rubric. The framework is differentiated from trauma-informed pedagogy, culturally sustaining pedagogy, and principle-based AI ethics as a system-architectural rather than pedagogical construct. The paper engages critically with risks internal to identity-supportive AI architectures, including essentialization, surveillance, and algorithmic identity-fixing, and addresses low-resource deployment constraints. The AISF is intended to provide a structured diagnostic instrument for designers, evaluators, and policymakers, aligned with Sustainable Development Goals 4.7, 10, and 16. Full article

Pediatric dental diseases, notably dental caries, malocclusion, and dental trauma, remain a significant public health challenge in China, exerting considerable impact on children’s oral and general health. Despite growing societal demand for pediatric dental care, China faces a critical shortage and uneven geographic distribution of pediatric dentists, alongside persistent urban–rural disparities in access to oral health services. These challenges underscore the urgent need for educational reforms, workforce policy adjustments, and assessment of the strengths and limitations of recent training initiatives to enhance pediatric dental service delivery. This narrative review aims to: (I) describe the current structure of pediatric dental education in China and recent reforms, notably the integration of degree education with standardized residency training; (II) summarize the epidemiological burden of dental diseases among Chinese children, together with contributing social and geographic factors; (III) outline national policy initiatives targeting children’s oral health and existing gaps in implementation; and (IV) discuss innovations in dental education, including student-centered pedagogies and humanities integration. This review provides a comprehensive overview of pediatric dentistry in China and offers strategic recommendations to strengthen workforce training, expand service access, and reduce the burden of pediatric oral diseases. Full article

Integrating generative artificial intelligence into architectural education raises a question not only of whether AI helps, but of how its use should be structured. This paper empirically examines the AI Sparring model—a dialogic, critical approach to student–AI interaction—through a workshop in which architecture students designed a pavilion in a fortress. The three self-selected groups differed in the role AI played in the formation of the concept, not in its final presentation: Group A developed concepts traditionally, through sketches and physical working models, with AI serving only as a rendering tool at the end; Group B used AI directly as a generative tool; and Group C worked through structured critical dialogue with AI. The works were independently rated by three evaluators from three countries, alongside keyword analysis and assessment of reflective depth and theoretical references. Group C produced the most consistent concept quality, with no weak works, yet the single highest-rated work came from the traditional group—Sparring raises the “floor” rather than the “ceiling” of quality. At the same time, Group C reported the lowest sense of authorship, and qualitative analysis revealed “simulated depth”: theoretical references cited without genuine engagement. Because of the small, self-selected samples, the findings are read as exploratory and hypothesis-generating. The paper sheds light on the limits of reflective AI pedagogy and proposes concrete revisions to the model. Full article

Rebetiko, as a musical genre, has a very limited presence in Greek school music education, potentially due to its historical association with social marginalization. This paper describes the development and implementation of the educational project “A Journey to Rebetiko,” conducted by students of the Department of Music Studies at the Ionian University in six high schools in Corfu during the 2023–2024 academic year. The project, with a duration of two academic hours, featured a short musical drama performance, an open discussion between university and high school students, and a set of collaborative group music activities. The primary objective of this research was to investigate how adolescents and university students engaged with rebetiko and how the genre facilitated discussions on issues of social justice, poverty, xenophobia, and refugeeism. Adopting a qualitative methodology, the study was framed by the principles of critical pedagogy, which guided the project’s scope, the dialogue-based activities (focusing on solidarity, democracy, and active citizenship), and the collaborative group work. Data collection was based on: (a) students’ reflective diaries, (b) the researcher’s reflective journal, and (c) an analysis of original song lyrics composed by the students. The research contributes to the ongoing dialogue on whether rebetiko can offer a transformative musical experience for today’s youth and explores how critical pedagogy can foster a more relevant, inclusive, and student-centred music education. Full article

Despite the rapid expansion of “diverse books” initiatives in children’s and young adult (YA) literature, Jewish identity remains inconsistently recognized within diversity frameworks in publishing, curriculum, and literacy education. This conceptual review examines how Jewish children’s and YA literature can serve as a resource through which young people interpret identity, confront erasure, and imagine more inclusive social worlds. Drawing on culturally relevant and culturally sustaining pedagogy, critical literacy, and critical youth studies, the article argues that Jewish narratives expand the interpretive possibilities of literacy education by foregrounding diasporic identity, antisemitism, and the internal diversity of Jewish communities. To operationalize this argument, the article proposes a culturally sustaining framework for K–12 literacy instruction organized across four strands: contemporary Jewish life, global Jewish identities, intersectional Jewish identities, and agency-centered narratives of antisemitism. The discussion illustrates how educators can use these texts to support youth agency, ethical inquiry, and critical media literacy, including in contexts shaped by curricular and political constraints. By repositioning Jewish children’s and YA literature as central to inclusive literacy, this article reframes representation as a question of interpretive possibility. Full article

Multicultural education remains a foundational yet contested area of teacher preparation in increasingly diverse, unequal, and politically polarized educational contexts. This conceptual review examines multicultural education through culturally responsive, critical, and democratic approaches by synthesizing foundational scholarship and recent research published between 2023 and 2026. Although these traditions have been widely examined, they are often treated as separate perspectives, limiting the development of a coherent framework for teacher preparation across diverse educational settings. Guided by the question of how multicultural education is conceptualized, enacted, and sustained within teacher preparation programs, the review argues that multicultural education is most effective when embedded throughout curriculum, assessment, clinical practice, and program design rather than confined to stand-alone diversity courses. The synthesis demonstrates that implementation remains predominantly fragmented or additive, acknowledging diversity without systematically advancing equity. To address this limitation, the article proposes an integrative conceptual framework organized around three complementary pedagogical orientations—culturally responsive, critical, and democratic—operationalized through reflective practice, curriculum transformation, community and contextual engagement, and pedagogical translation. The framework further incorporates contemporary scholarship on intercultural education, culturally sustaining pedagogy, democratic citizenship, Indigenous education, and decolonizing perspectives, extending existing conceptualizations of multicultural teacher preparation. The review concludes by identifying persistent challenges related to institutionalization, faculty capacity, policy contexts, and assessment while outlining directions for future research and program development across diverse national and sociocultural contexts. By integrating recent scholarship within a unified conceptual framework, the article offers teacher educators, researchers, and policymakers a comprehensive model for designing coherent, equity-oriented teacher preparation programs. Full article

Artificial intelligence (AI) is increasingly shaping higher education, particularly in the development of academic writing and speaking skills. While AI tools offer immediate feedback and personalized learning opportunities, existing research often focuses on their effectiveness without fully addressing their pedagogical and ethical implications. This creates a need for a more critically informed understanding of how AI influences language learning. This study examines the role of artificial intelligence (AI) in enhancing both academic writing and speaking skills in higher education through a systematic review of recent empirical studies. Drawing on 109 studies published between 2022 and 2025, the review adopts PRISMA guidelines to identify trends in the use of these tools. The findings indicate significant benefits, including increased learner engagement, improved linguistic accuracy, and immediate individualized feedback. These benefits include lexical development, structural coherence, improved pronunciation, and increased learner confidence through iterative practices. However, the review also identifies critical challenges, including risks of overreliance, reduced learner autonomy, and concerns related to linguistic bias. To address these concerns, the study proposes the implementation of the Mediated AI-Pedagogy Cycle, which positions educators as mediating agents between AI affordances and learner development. The study contributes a pedagogically grounded framework for integrating AI into higher education language instruction. Full article

Sustainability literacy encompassing environmental knowledge, systems thinking, and communication competence remains underdeveloped in higher education despite its critical importance for environmental advocacy. This sequential explanatory mixed-methods study examined associations between technology-mediated genre writing development, integrated with infographic design, and changes in sustainability literacy. Drawing on sociocultural activity theory and genre-based writing pedagogy, the study examined 320 students across 3 timepoints using structural equation modeling and qualitative interviews. Findings reflect an association and a statistically significant growth in Sustainability Literacy (2.91 to 3.54, p < 0.001), with Communication Competence showing the largest gain. Structural equation modeling reflects that Technology Integration was associated with Sustainability Literacy both directly and indirectly through Genre Writing Competence. Qualitative analysis identified three mechanisms: digital tools visualizing sustainability systems, genre awareness developing through audience-focused design, and communication efficacy fostering environmental values. The study’s novelty lies in showcasing that when students integrated infographic design with genre writing instruction, there was reported growth in students’ self-rated multidimensional sustainability literacy experience; not merely knowledge accumulation but also communication competence and systems thinking requisite for authentic environmental action. Full article

This qualitative content analysis investigates how preservice teachers (PSTs) curate primary sources in early childhood and elementary social studies contexts, revealing the ideological implications of their instructional choices. Drawing on 347 selections submitted by 103 PSTs in a scaffolded, inquiry-based assignment, the study analyzes whether selections perpetuate dominant cultural narratives or reflect counternarratives and culturally sustaining practices. Findings indicate that while nearly half of all sources aligned with White, male, Eurocentric perspectives, a significant subset engaged historically marginalized voices, suggesting emergent but uneven commitments to inclusive representation. Selections varied in depth of reflection, often shaped by archival access, curricular constraints, and unexamined pedagogical habits. Grounded in Critical Educational Theory, Reflective Teaching Practices, and Culturally Sustaining Pedagogy, the study highlights the ideological weight of source selection and the need for teacher preparation programs to scaffold reflective, justice-oriented engagement with historical materials. These findings contribute to ongoing conversations about equity, civic responsibility, and culturally responsive teaching in early social studies education. Full article

The integration of artificial intelligence into music education represents a structural transformation that transcends the mere incorporation of technological tools to become central to the construction of knowledge. This paradigm shift moves pedagogy away from purely formalistic approaches toward an ecology of learning where technique, perception, and culture are dynamically intertwined. In this scenario, technology acts as a cognitive artifact capable of redistributing the student’s mental load, making abstract concepts such as harmonic structures or rhythmic hierarchies intelligible without the need for prior and exhaustive mastery of musical notation or advanced instrumental technique. By freeing up cognitive resources, it becomes easier for students to focus on higher-order processes such as critical listening, reflective interpretation, and informed aesthetic decision-making. This technological mediation intervenes directly in the continuum that links creation, the sound object, and the attribution of meaning, allowing the learning process to be transparent and decision-making to always be conscious. To this end, it is essential that these systems do not operate as opaque entities but are interpretable and put human agency at the center, ensuring that students maintain control over their own creative trajectory. By observing the decisions and strategies employed during sound experimentation, it is possible to map students’ cognitive development, valuing the learning process over the final result. Ultimately, creativity manifests itself as an essential dimension of understanding, where interaction with intelligent systems allows for the broadening of expressive horizons. However, this integration requires a critical and algorithmic perspective that avoids algorithmic biases and promotes learning that reconciles datacy with expressive sensitivity and the sociocultural context of each individual. Full article

In an era where entertainment media increasingly functions as public pedagogy, higher education instructors must navigate how these platforms shape students’ perceptions of social and political issues. This study explores the possibilities of integrating the sitcom Abbott Elementary into an undergraduate interdisciplinary Honors seminar to challenge deficit-based perspectives on urban education and shift student focus toward systemic policy analysis. Using a qualitative exploratory design, this localized course design inquiry analyzed Initial and Final Reflections from 24 students with diverse academic backgrounds. The curriculum employed a multiperspectival analysis, pairing television episodes with scholarly research and authentic community voices. Findings reveal a qualitative thematic shift in student discourse: participants moved from articulating hegemonic, deficit-oriented views toward more humanizing and complex conceptualizations of critical issues shaping urban education. Students increasingly identified policy-driven factors over individual community “failures”. These results suggest that leveraging contemporary popular culture as a primary academic text provides a useful framework for fostering critical thinking and policy literacy. Consequently, interdisciplinary media-based pedagogy serves as an engaging tool for involving diverse student populations in educational equity discourse. Full article

In an era of accelerating geopolitical realignments and intensifying climate volatility, the interconnected domains of land, food, and climate have emerged as critical axes of global inequality, demanding renewed attention within sustainability education. This study addresses the central problem that existing geography, environmental, and sustainability curricula rarely engage with the geopolitical forces shaping Water, Energy, Land and Food (WELF), thereby obscuring progress toward achieving SDG 2 (Zero Hunger), SDG 13 (Climate Action) and SDG 15 (Life on Land). Situated within the Water, Energy, Land, and Food (WELF) nexus. Employing a Systematic Literature Review methodology, guided by PRISMA protocols and grounded in Political Ecology Theory, findings reveal that agricultural protectionism and land-grabbing dynamics originating from the Global North exacerbate climate-induced food insecurity and land dispossession in the Global South. Critically, the synthesis demonstrates that these dimensions of climate–food geopolitics remain inadequately addressed in existing curricula, leaving learners ill-equipped to critically analyze the structural forces underlying land-based vulnerabilities. The study recommends embedding land–food–climate geopolitics into sustainability curricula through decolonial, systems-thinking pedagogies; integrating scenario-based simulations of land-centric climate negotiations; and developing transdisciplinary modules that combine geospatial land-use analysis, political economy of agrifood systems, and indigenous land knowledge. Full article

Inner Triangle Outer Diamond (ITOD) Framework, presented and published in 2025, informed and guided the introduction of Artificial Intelligence (AI) ethics education into a Medical Humanities course for medical students. Central to the ITOD Framework is the premise that education takes place in an ecosystem, with outcomes shaped by the dynamic interplay and interactions among multiple components. In planning and designing the instruction, the ITOD’s inner triangle helped connect pedagogy (team-based learning), curriculum (AI in Medical Humanities), and assessment (reflective practice). The outer diamond’s elements were also considered to ensure proper alignment of the educational intervention with programme requirements, with special emphasis on resources, policies, instructional design, curricular structure, standard practices, including the educational ecosystem dynamics, and alignment of outcomes with overall programme objectives. Very importantly, the ITOD also aided in calibrating an effective response to external conceptual factors such as technological and cultural advances, and professional advancements. A pre- and post-intervention survey design was adopted to evaluate the impact of the educational intervention (n = 113 pre-session; n = 103 post-session). Results showed significant positive shifts in self-reported AI understanding, increased support for formal AI integration into the curriculum, and enhanced confidence in critically engaging with AI outputs (94.1% reporting ‘yes’ or ‘somewhat’ post-session). Following the educational intervention and the feedback received from the learners, it is accurate to state that the ITOD was a reliable framework for introducing technology-related topics, specifically Artificial Intelligence ethics education, into Medical Humanities within an undergraduate medical programme. The approach is hereby presented in this work and recommended to educators, academic leaders, and other stakeholders. Full article

This research reports on the challenges of curriculum change in Early Childhood Education and Care (ECEC) in Ireland, and how changes have highlighted the opportunities for innovative pedagogical practices in the university programmes for ECEC educators. We employed a self-study of practice (S-SP) methodology to better understand the outdoor learning (OL) practice of one university lecturer teaching an undergraduate ECEC degree. The 2024 revisions to the Irish national early childhood curriculum framework (Aistear) created both challenges and opportunities. The framework identifies the merits of learning outdoors for creating greater recognition of the outdoors as an important site for learning with children aged zero to six years. The focus of the study was the lecturer’s pedagogical approach to meeting that challenge and creating opportunities to build students’ competence to deliver the Aistear’s curricular aims through OL. In this qualitative S-SP study, the researchers used reflective journals, critical friendship dialogues, and group interviews with students to interrogate the lecturer’s pedagogical strategies and their impact. Using reflexive thematic analysis, five themes developed, concerning pedagogical strategies, student learning dispositions, new knowledge for practice, student gains and experiences, and key aspects of the lecturer’s practice. Findings show that purposeful experiential teaching methods fostered student agency and confidence to facilitate OL with young children. Although based upon one cohort, this research illustrates how self-study can act as an effective method to illuminate the complexities of teaching using outdoor pedagogies in HE, and can contribute to the preparation of agentic and innovative ECEC educators. Full article

Higher education policy on generative artificial intelligence has developed rapidly, yet much of this development remains stronger on governance, permission, disclosure, and assurance than on pedagogy. Universities increasingly move beyond blanket prohibition by distinguishing between restricted and permitted contexts, requiring acknowledgement of tool use, and introducing verification mechanisms to protect authorship and understanding. However, publicly visible institutional approaches appear less developed in providing structured, student-facing workflows that guide responsible AI engagement during assessment completion. This article, informed by a bounded qualitative document analysis, uses the term pedagogical middle layer to describe the process guidance needed between institutional permission settings and academic-integrity or misconduct procedures. Drawing on recent literature and a purposive scan of selected publicly available university policy and guidance documents, the paper argues that current public-facing models are often effective at defining boundaries but less explicit in guiding disciplined, transparent, and defensible forms of human–AI collaboration. In response, the paper presents the Structured AI-Guided Education Assessment Policy (SAGE-AP) as a theoretically grounded policy proposal for AI-assisted assessment, rather than as an empirically validated policy intervention. SAGE-AP frames assessment as a staged process in which students begin from their own understanding, engage with AI critically, document evaluative decisions, refine outputs responsibly, and defend the reasoning represented in the final submission. The paper contributes to institutional policy development by clarifying how permission settings may be complemented by pedagogical process guidance in the generative AI era. Full article