Search Results (814)

This study examines how Artificial Intelligence (AI) is reshaping the role of university teachers and transforming the foundations of academic work in the digital age. Building on the Dynamic Capabilities Theory (sensing–seizing–transforming), the article proposes a theoretical reframing of university teachers’ perceptions of AI. This approach allows us to bridge micro-level emotions with meso-level HR policies and macro-level sustainability goals (SDGs 4, 8, and 9). The empirical foundation includes a survey of 453 Ukrainian university teachers (2023–2025) and statistics, supplemented by a bibliometric analysis of 26,425 Scopus-indexed documents. The results indicate that teachers do not anticipate a large-scale replacement by AI within the next five years. However, their fear of losing control over AI technologies is stronger than the fear of job displacement. This divergence, interpreted through the lens of dynamic capabilities, reveals weak sensing signals regarding professional replacement but stronger signals requiring managerial seizing and institutional transformation. The bibliometric analysis further demonstrates a theoretical evolution of the university teacher’s role: from a technological adopter (2021–2022) to a mediator of ethics and integrity (2023–2024), and, finally, to a designer and architect of AI-enhanced learning environments (2025). The study contributes to theory by extending the application of Dynamic Capabilities Theory to higher education governance and by demonstrating that teachers’ perceptions of AI serve as indicators of institutional resilience. Based on Dynamic Capabilities Theory, the managerial recommendations are divided into three levels: government, institutional, and scientific-didactic (academic). Full article

Occupational Health and Safety (OHS) in educational settings is a vital responsibility that is often inconsistently implemented. There is a need for research to bridge the gap between policy and practice. This study employed a cross-sectional mixed-methods design in six schools in the capital city of Indonesia to identify key implementation barriers, strategies, and compliance levels in OHS. Data were collected from 217 teachers using a structured KPAP (Knowledge, Attitudes, Perceptions, Practices) survey and from an additional 38 teachers via Focus Group Discussions (FGDs). Quantitatively, teachers showed highly positive attitudes (99.4% viewing OHS as a professional duty) and generally positive perceptions but implementation practices were sub-optimal (e.g., low participation in drills and PPE usage), showing a gap between awareness and action. Qualitatively, the main barriers identified were a lack of specific OHS regulation or guidance for schools, limited resources/infrastructure, and the perception of OHS as a low priority. Management strategies focused on external collaboration and ongoing in-school initiatives. In conclusion, a significant gap exists between OHS awareness and its integration into school management, highlighting the urgent need for strengthened governance, comprehensive policies, and sustained capacity-building to ensure a proactive, safe, and sustainable school environment for staff and students. Full article

This study investigates the factors influencing Chinese K-12 teachers’ adoption of generative artificial intelligence (GenAI) for instructional purposes by extending the Technology Acceptance Model (TAM) with pedagogical beliefs, perceived intelligence, perceived ethical risks, GenAI anxiety, and demographic moderators. Drawing on a theory-driven framework, survey data were collected from 218 in-service teachers across K-12 schools in China. The respondents were predominantly from urban schools and most had prior GenAI use experience. Eight latent constructs and fourteen hypotheses were tested using structural equation modeling and multi-group analysis. Results show that perceived usefulness and perceived ease of use are the strongest predictors of teachers’ intention to adopt GenAI. Constructivist pedagogical beliefs positively predict both perceived usefulness and intention, whereas transmissive beliefs negatively predict intention. Perceived intelligence exerts strong positive effects on perceived usefulness and ease of use but has no direct effect on intention. Perceived ethical risks significantly heighten GenAI anxiety, yet neither directly reduces adoption intention. Gender, teaching stage, and educational background further moderate key relationships, revealing heterogeneous adoption mechanisms across teacher subgroups. The study extends TAM for the GenAI era and highlights the need for professional development and policy initiatives that simultaneously strengthen perceived usefulness and ease of use, engage with pedagogical beliefs, and address ethical and emotional concerns in context-sensitive ways. Full article

This study examines the social determinants of the digital divide in pre-service teacher education through the design and validation of the Digital Hospitality Scale (DSBD-HD-FID). The instrument was developed to diagnose social inequalities across six key dimensions: socioeconomic status, geographic location, gender, age, disability status, and interculturality. These dimensions are understood as structural factors shaping access to, use of, and participation in digital environments within teacher education. The research followed a non-experimental, quantitative, and cross-sectional design, including content validation through expert judgment and statistical analysis based on a pilot sample of education students from Chile and Portugal. An exploratory factor analysis was conducted, and internal consistency was assessed using Cronbach’s alpha coefficient. The results confirm strong content and construct validity, as well as high reliability (α = 0.93). Empirical findings indicate that socioeconomic status and geographic location significantly condition access to connectivity and digital literacy, while gender differences emerge mainly in recreational uses and frequency of digital training. Beyond these results, the study highlights the relevance of addressing digital inequalities in teacher education through inclusive and equity-oriented training policies. The findings support the integration of digital hospitality, human rights education, and the Sustainable Development Goals into initial teacher training curricula as measurable and evaluable dimensions, providing an evidence-based framework to inform future teacher education policies aimed at reducing digital divides and promoting social cohesion. Full article

Better outcomes in English language learning through improving the quality of teaching is a policy objective in Thailand’s school system. Mandating continuing professional development aims to support the interaction of teachers’ practice, learning, and unique individual strengths and needs in development and refinement of their identities as professionals capable of optimising learning outcomes. The study reported in this paper used data obtained in interviews with five Thai English teachers to investigate how the teachers’ understanding of participation in PD influences their conceptions of professional identity in the Thai context. We found teachers view continuing learning and development as integral to their identities as effective teachers, yet they approach PD offerings/experiences with ideas about development as a teacher that are associated with linear relations between learning and practice and with teaching as technical activity. We conclude that policy prescribing mandated PD and association of PD participation with professional status and career structures shifts understanding of PD away from the needs of teachers and learners as unique individuals. Achieving quality English teaching and learning in Thailand through PD needs to focus on the complexity of negotiating identities in local contexts and engaging teachers in identification of their professional needs. Full article

Artificial intelligence (AI) is increasingly utilized in higher-education assessment; however, existing research remains fragmented, with limited synthesis regarding the interplay of fairness, transparency, pedagogy, and governance. To address this gap, this systematic review analyzed 47 studies published between 2019 and 2025 across Western, Gulf, South Asian, and East Asian contexts, employing the PRISMA 2020 framework. Among these studies, 32 addressed fairness, 29 examined transparency, 34 explored pedagogical implications, and 22 investigated governance practices. Quantitative evidence demonstrated that AI achieved greater scoring consistency than human graders in over two-thirds of fairness-focused studies. Conversely, more than half of the transparency studies identified inadequate or partial disclosure of AI decision processes. Pedagogical studies indicated AI-enhanced feedback frequency and revision opportunities in approximately 70% of cases, although teacher mediation was necessary to mitigate over-reliance. Governance findings showed that fewer than one-third of institutions had established policies or audit mechanisms for ethical AI use. Based on these patterns, the review proposes a governance-anchored model that integrates fairness and transparency with pedagogical design, providing a coherent framework for institutions aiming to implement AI-based assessment responsibly and equitably. Full article

This study examines the relationship between national open educational resource (OER) policies and Sustainable Development Goal 4 (SDG4) outcomes across 187 countries between 2015 and 2024, with particular attention to the moderating role of artificial intelligence (AI) readiness. Despite widespread optimism about digital technologies as catalysts for universal education, systematic evidence linking formal OER policy frameworks to measurable improvements in educational access and completion remains limited. The analysis employs fixed effects and difference-in-differences estimation strategies using an unbalanced panel dataset comprising 435 country-year observations. The research investigates how OER policies associate with primary completion rates and out-of-school rates while testing whether these relationships depend on countries’ technological and institutional capacity for advanced technology deployment. The findings reveal that AI readiness demonstrates consistent positive associations with educational outcomes, with a ten-point increase in the readiness index corresponding to approximately 0.46 percentage point improvements in primary completion rates and 0.31 percentage point reductions in out-of-school rates across fixed effects specifications. The difference-in-differences analysis indicates that OER-adopting countries experienced completion rate increases averaging 0.52 percentage points relative to non-adopting countries in the post-2020 period, though this estimate remains statistically imprecise (p equals 0.440), preventing definitive causal conclusions. Interaction effects between policies and readiness yield consistently positive coefficients across specifications, but these associations similarly fail to achieve conventional significance thresholds given sample size constraints and limited within-country variation. While the directional patterns align with theoretical expectations that policy effectiveness depends on digital capacity, the evidence should be characterized as suggestive rather than conclusive. These findings represent preliminary assessment of policies in early implementation stages. Most frameworks were adopted between 2019 and 2022, providing observation windows of two to five years before data collection ended in 2024. This timeline proves insufficient for educational system transformations to fully materialize in aggregate indicators, as primary education cycles span six to eight years and implementation processes operate gradually through sequential stages of content development, teacher training, and institutional adaptation. The analysis captures policy impacts during formation rather than at equilibrium, establishing baseline patterns that require extended longitudinal observation for definitive evaluation. High-income countries demonstrate interaction coefficients between policies and readiness that approach marginal statistical significance (p less than 0.10), while low-income subsamples show coefficients near zero with wide confidence intervals. These patterns suggest that OER frameworks function as complementary interventions whose effectiveness depends critically on enabling infrastructure including digital connectivity, governance quality, technical workforce capacity, and innovation ecosystems. The results carry important implications for how countries sequence educational technology reforms and how international development organizations design technical assistance programs. The evidence cautions against uniform policy recommendations across diverse contexts, indicating that countries at different stages of digital development require fundamentally different strategies that coordinate policy adoption with foundational capacity building. However, the modest short-term effects and statistical imprecision observed here should not be interpreted as evidence of policy ineffectiveness, but rather as confirmation that immediate transformation is unlikely given implementation complexities and temporal constraints. The study contributes systematic cross-national evidence on aggregate policy associations while highlighting the conditional nature of educational technology effectiveness and establishing the need for continued longitudinal research as policies mature beyond the early implementation phase captured in this analysis. Full article

The paper introduces ‘transformative’ curriculum initiatives such as education for sustainable development (ESD) and global citizenship education (GCED), which address ‘macro’ challenges such as climate change, together with ‘holistic’ approaches to student learning such as ‘social and emotional learning’ (SEL) and education for ‘life skills’, ‘21st century skills’, ‘transversal competencies’, AI-related ethics, and ‘health and well-being.’ These are reflected in Section 6 of the 2023 UNESCO Recommendation on Education for Peace, Human Rights and Sustainable Development. It is suggested that such broad goals put forward at global policy level may serve as inspiration for national context-specific programming, while also needing better integration of national insights and cultural differences into global discourse. The paper aims to provide insights to education policy-makers responsible for national curriculum, textbooks and other learning resources, teacher training and examination processes, helping them to promote the human values, integrity and sense of agency needed by students in a time of multiple global and personal challenges. This requires an innovative approach to curricula for established school subjects and can be included in curricula being developed for AI literacy and related ethics. Research into the integration of transformative and holistic dimensions into curricula, materials, teacher preparation, and assessment is needed, as well as ongoing monitoring and feedback. AI-supported networking and resource sharing at local, national and international level can support implementation of transformative and holistic learning, to maintain and strengthen the human dimensions of learning. Full article

Urban public spaces increasingly need to address inclusivity, adaptability, and resilience in the face of health, environmental, and social challenges. Urban policies also promote improving the relationship between schools and their surroundings to mitigate and adapt to climate and social risks. This article presents EDUS Point, an experimental prototype developed within the European project FURNISH and tested in Barcelona during the COVID-19 crisis. Conceived as an Urban Living Lab (ULL), the initiative explored how modular, digitally fabricated, and temporary structures could transform school environments into open, inclusive, and human-scale public spaces. Through an inter-scalar and interdisciplinary approach, the project implemented an urban strategy, a participatory community-building process, and a digital collective platform, alongside the design, fabrication, and testing of a pilot classroom device adaptable and replicable in other schools. A mixed-methods methodology combined tactical urbanism and co-design with fabrication feasibility assessments, social observations, and spatial impact analysis. Results demonstrate that EDUS Point fostered new socio-spatial dynamics among students, teachers, and residents, improved accessibility and usability of nearby public spaces, and validated the effectiveness of low-cost, rapidly deployable interventions in addressing urban needs. The findings propose actionable frameworks, tools, and design criteria for the socio-environmental integration of schools as catalysts for inclusive and resilient urban transformation. Full article

This article discusses the policy of Bussed Education in Türkiye in the context of the fourth Sustainable Development Goal, “quality education”. The contributions made by the policy of Bussed Education, which aims to facilitate the access of students living in disadvantaged areas to education under equal conditions, to quality education were examined. The sample of the study, which was carried out using a qualitative research method, consisted of 38 teachers and 39 school principals (77 participants in total) selected via purposeful sampling. The participants were working at schools in different regions of Türkiye where education by busing was being implemented. Data were collected in interviews carried out using a semi-structured interview form. The results revealed four themes in the context of which the policy of Bussed Education supported Sustainable Development Goal 4. It was concluded that the policy of Busing in Education was a policy that facilitated the access of students living in disadvantaged areas to schools and supported access to quality education in terms of equal opportunities, sustainability, inclusivity, and employment. Recommendations made for policymakers included the acknowledgment of the shortcomings of busing in education and the resolution of arising challenges by the consideration of contextual conditions. Full article

United Nations Sustainable Development Goal 4 advocates for equitable access to and participation in quality inclusive education for all learners. Inclusive education has gained worldwide recognition for promoting equity and social justice for students with special educational needs. Although the existing literature acknowledges the significant role of teachers’ intention and behaviour towards the successful implementation of inclusive education, this area is under-researched in Sub-Saharan countries, including Ghana. In this study, applying the theory of planned behaviour (TPB), 484 teachers at pilot inclusive schools completed an online survey assessing the factors predicting their intention and teaching behaviour towards inclusive education. A path analysis of the TPB variables revealed that only attitude and self-efficacy significantly predicted the teachers’ intention to teach in inclusive classrooms. Moreover, both self-efficacy and intention were found to significantly predict inclusive behaviour. This study’s findings will strengthen the national commitment to implementing inclusive education policy and guide future research aimed at improving and expanding inclusive education in Ghana. Full article

Background/Objectives: Asthma, type 1 diabetes mellitus (T1DM), and epilepsy are prevalent chronic diseases among school-aged children, affecting safety, attendance, and academic performance. This systematic review evaluated school teachers’ knowledge, attitudes, and preparedness regarding these conditions and identified gaps that hinder effective management and inclusion. Methods: Following PRISMA guidelines, PubMed, Cochrane Library, Scopus, and Google Scholar were searched between 20 September and 9 October 2025. Forty-nine quantitative cross-sectional studies assessing teachers’ knowledge, attitudes, or preparedness toward asthma, T1DM, or epilepsy were included. The AXIS tool assessed methodological quality, focusing on clarity of objectives, sample justification, ethical transparency, and instrument validation. Results: Teachers’ knowledge was generally moderate and varied by region. Studies on epilepsy (n = 21) highlighted misconceptions and limited understanding of seizure first aid. Diabetes studies (n = 9) indicated moderate awareness but insufficient preparedness for hypoglycemia and insulin management. Asthma studies (n = 19) revealed inconsistent knowledge, particularly regarding symptom recognition and emergency response. AXIS assessment identified recurring limitations, including unjustified sample sizes, limited instrument validation, and poor reporting of non-responders. Conclusions: These findings emphasize the need to enhance school preparedness through targeted, evidence-based teacher training, clear health policies and emergency protocols, awareness and inclusion initiatives, improved collaboration among teachers, parents, and healthcare providers, and strengthened school health infrastructure. Addressing these areas is critical to ensure safe, inclusive, and supportive learning environments for children with chronic illnesses. Full article

Leadership speeches delivered within the United Nations and UNESCO play an active role in shaping global policy discourse. As widely circulated texts, they influence how policymakers understand sustainability, responsibility, and education by defining global challenges, allocating responsibility, and communicating shared priorities. This study examines how these concepts are articulated in selected leadership speeches delivered between 2022 and 2025. The analysis adopts a pragmatic framing approach informed by non-linear pragmatic theory. It focuses on six interrelated dimensions: problem definition, causal responsibility, treatment responsibility, value framing, future-oriented framing, and education-specific framing. The findings show that sustainability is consistently framed as a complex ethical challenge linked to climate change, social inequality, and global injustice. Responsibility is presented as shared but uneven, with greater obligations assigned to high-income countries, international institutions, and education systems. Education is addressed both directly, through references to curriculum reform, teacher preparation, and higher education leadership, and indirectly as a means of supporting climate resilience, ethical technological development, and global citizenship. Overall, the study demonstrates that leadership speeches function as influential discursive sites through which sustainability narratives are advanced and priorities for Education for Sustainable Development are communicated, highlighting the value of pragmatic framing for research on international sustainability communication. Full article

Grounded in stress-reactivity accounts and the Prosocial Classroom model, this study examines how preschool teachers’ responses to children’s negative emotions are associated with teacher job stress and age in Greek early childhood education settings. These frameworks suggest that elevated job stress may erode teachers’ regulatory resources and responsiveness, increasing non-supportive reactions and reducing supportive emotion coaching during emotionally charged classroom interactions. A sample of 101 full-time preschool educators (M age = 42.3 years; 97% female) completed two instruments: the Coping with Children’s Negative Emotions Scale (CCNES) and the Child Care Workers’ Job Stress Inventory (CCW-JSI). Age-controlled partial correlations indicated that higher job stress was associated with more frequent use of non-supportive reactions, including punitive and minimizing responses, and less frequent use of supportive strategies, such as emotion-focused, problem-focused, and expressive encouragement responses. Older teachers tended to report higher supportive response scores, particularly for problem-focused reactions and expressive encouragement. These findings highlight the importance of teacher well-being for the emotional climate of preschool classrooms and suggest that job stress may undermine educators’ capacity to consistently engage in supportive emotion socialization. The study contributes to the education literature by linking teacher stress and emotion socialization practices in a policy context where early childhood education is expanding but remains under-resourced. Implications for teacher education, professional development, and system-level initiatives to support educators’ social-emotional competence are discussed. Full article

Background: Childhood obesity and being overweight represent a global public health challenge; the consumption of sugar-sweetened beverages (SSBs) and ultra-processed foods (UPFs) contributes to this problem. In Mexico, public health policies have been implemented to improve school food environments. Objective: To assess the school food environment before the implementation of the guidelines for the preparation, distribution, and sale of food and beverages (SFGs) in three primary schools in Mexico City. Methods: A cross-sectional mixed method study was conducted, including structured non-participatory observation of selling points outside and inside of schools, and availability of drinking fountains and lunchboxes contents. A food waste audit assessment was performed to identify the most frequently consumed products, main ingredients, front-of-package labels, and colorants. Additionally, 23 semi-structured interviews were conducted with school authorities, teachers, and food vendors. Results: SSBs and UPFs selling points were observed outside and inside in public schools, while in private schools, only inside, with use of delivery food apps. Public schools lacked functional drinking fountains. A total of 345 food waste items were collected across the schools, of which 46.3% were SSBs and 53.7% were UPFs. The main ingredient was sugar (15.6%), the principal front-of-package was excess sugar (37.5%), and the most frequently used colorants were red 40 (25.1%). Interview participants reported awareness of the SFGs; however, they identified barriers such as resistance from parents and students and the economic dependence of school cooperatives on UPFs sales. Conclusions: These findings highlight structural and economic challenges for the effective implementation of public policies promoting healthier school food environments. Full article