Search Results (364)

This article draws on research in a Norwegian municipality to examine the affective aspects of teaching gifted students and to explore how systemic and cultural norms surrounding gifted education in Norway may shape teachers’ perceptions and practices. Teacher well-being is a concern for educational quality and sustainability, yet in gifted education, it is often overlooked. Giftedness refers to a high ability to learn faster, more complex or in greater depth than same-age peers when adequately supported. In Norway, teachers face contradictory signals concerning teaching the gifted: definitional ambiguity, limited training, strong egalitarian norms that make giftedness a contested category, and, at the same time, a strong principle of inclusive adapted education for all. Those combined may lead to ethical tensions that challenge teachers’ professional integrity and well-being. Such conditions can reduce teachers’ handlingsrom, meaning their space (room) for professional agency, within institutional, cultural, and policy frameworks. To investigate how such pressures shape teacher’s well-being, this study synthesises findings from four interrelated sub-studies conducted within a single research project on gifted education. Using a meta-ethnographic approach, we translated and integrated insights from the sub-studies to develop higher-order constructs not visible in the individual analyses. The synthesis identified three key dynamics: conceptual ambiguity, ethical strain under cross-pressure, and buffers as recalibrators of demands and resources. Together, these insights informed the Cross-Pressure Model for Teacher Well-being (CP-Well Model) developed in this study, which positions teacher integrity at the centre of professional well-being. We argue that teacher well-being in gifted education may depend less on individual resilience and more on systemic, cultural, and policy conditions. Addressing these cross-pressures requires structural change, supportive leadership, and sustained professional development to enable teachers to work with integrity. Full article

Schools situated in indigenous territories have historically replicated Western Eurocentric spatial models, often excluding local cultural knowledge and practices. This exclusion has impacted students’ emotional well-being, learning quality, and the contextual relevance of pedagogical approaches. This study aims to explores the socio-ecological context of school spaces in Mapuche territories in La Araucanía, Chile, and examines how teachers perceive these spaces and their influence on emotional regulation and learning. Using a qualitative multi-case study design, data were collected from three schools in Cholchol, Nueva Imperial, and Toltén through land cover/use mapping within a 3 km radius and semi-structured interviews with 15 teachers. Analysis was conducted using constructivist grounded theory. The findings reveal that schools are embedded in landscapes comprising agricultural zones, water bodies, monoculture plantations, and nearby Mapuche communities. Teachers conceptualize school spaces beyond physical infrastructure, recognizing socio-ecological and cultural dimensions. However, school design remains predominantly Western and monocultural, with limited integration of Mapuche spiritual and territorial elements. The main contribution of this research is to provide empirical evidence that strengthening the connection between school spaces and their biocultural context can enhance students’ sense of belonging, emotional regulation, and learning. This study advances the topic by highlighting the critical role of teachers’ perceptions and the socio-ecological context in the design of intercultural and sustainable schools, offering a concrete framework for overcoming regulatory and architectural limitations that continue to impede the implementation of inclusive public policies in indigenous educational settings. Full article

Contemporary democracies face profound challenges, including political polarization hollowed by voter apathy, all of which are reshaped by the surge of digital innovations. Education for democracy plays a key role in sustaining democratic values and practices. This article explores how six European countries—Estonia, Finland, Ireland, Germany, Spain, and Poland—approach democratic citizenship education (DCE) in policy and practice. Drawing on the Horizon Europe DEMOCRAT project, the article describes a multi-method design combining Living Labs, desk-based research, and fieldwork to compare national frameworks. We discuss the findings of the project, showing a convergence toward integrated and participatory approaches to DCE, but also persistent disparities in teacher training, digital literacy, and resource accessibility. We identify four key Responsible Democratic Competencies (RDC), participation, deliberation, judgment, and democratic resilience, which together define an adaptable framework for effective DCE. Strengthening these competencies requires coordinated policy support, inclusive teacher education, and integration of emotional learning and reflection. This study concludes that a more cohesive yet context-sensitive European strategy could enhance citizenship education, reinforce democratic agency, and foster resilient, informed, and responsible citizens across Europe. Full article

To date, it remains unclear how students position themselves within the tension between participation, achievement, and body norms in physical education (PE), as well as what role participatory structures play in this process. This paper, therefore, investigates the intersection of these dimensions by examining students’ experiences of participation in PE settings characterized by a high degree of diversity. Theoretically, the study is grounded in concepts of participatory and diversity-sensitive didactics, which serve as analytical frameworks for examining school practices. Semi-structured qualitative interviews were conducted with secondary school students across different grade levels. The data were analyzed using structured qualitative content analysis, yielding five main categories: moments of participation, self-positioning, understanding of the body, understanding of performance, and performance requirements. These categories are illustrated and interrelated through three exemplary student portraits. The findings indicate that participation in PE is a dynamic and negotiated process, shaped by teachers’ orientations and students’ agency, social dynamics, and prevailing body and performance norms. While some students benefit from inclusive practices, others encounter structural and symbolic barriers. The study highlights the potential of participatory, diversity-sensitive, and sensitizing teaching to foster agency, challenge exclusionary norms, and enable meaningful engagement for all students. These insights contribute to current debates on diversity, inclusion, and democratic education in PE. Full article

Background/Objectives: This study examined how maker-based physical education (PE) lessons, co-designed within a Professional Learning Community (PLC), expanded student participation and supported teacher professional growth. Focus was placed on engaging sport-marginalized students, often excluded due to ability, motivation, or social background. Methods: This qualitative single-case study examined a PE-focused professional learning community (PLC) that collaboratively designed maker-based PE lesson prototypes and partially implemented them in regular PE classes. Data included PLC documents, lesson plans, classroom observations, student work, and semi-structured teacher interviews, and were analyzed using inductive category analysis. Results: Three lesson types emerged: (1) physical data measurement and analysis, (2) performance feedback, and (3) play- and game-based formats. These diversified participation by promoting student roles beyond performers, such as creators and analysts. Sport-marginalized students took on new roles as creators and analysts and, at the same time, showed increased engagement in physical activities and more active participation in lessons as performers. Teachers shifted from skill-focused instruction to reflective, practice-based teaching. The PLC enabled sustained innovation and collective growth. Conclusions: Maker-based PE offers a low-cost, adaptable model for inclusive curriculum reform that promotes creativity, wellbeing, and participation. Future studies should explore its long-term impact, broader implementation, and strategies to support ongoing PLC-based innovation. Full article

This study explores the impact of integrating formal and non-formal learning in secondary school education through a mixed-methods experimental design. A total of 120 students (aged 14–16) from two secondary schools were randomly assigned to an experimental group (n = 60) and a control group (n = 60). The experimental group participated in a twelve-week interdisciplinary programme that combined traditional curricular subjects with non-formal educational practices such as sports, theatre, art, and community engagement, supported by digital learning platforms. Quantitative data were collected through validated instruments, while qualitative data were gathered through observations, focus groups, and semi-structured interviews with students, teachers, and parents. Statistical analyses (t-tests and ANOVA) revealed significant improvements in intrinsic motivation, psychological well-being, and sense of belonging among students in the experimental group compared to the control group. Thematic analysis of qualitative data confirmed these findings, highlighting increased collaboration, engagement, and inclusion. The results indicate that integrating formal and non-formal education fosters holistic learning, strengthens community ties, and promotes emotional and cognitive development. These findings provide empirical support for policies and pedagogical practices aimed at developing flexible, participatory, and sustainable educational models. Full article

The use of differentiated instruction practices has proved to be an effective approach to improving student learning in inclusive settings. In 2015, Ghana adopted differentiated instruction (DI) in its policy on inclusive education to address the diverse educational needs of all children. The use of DI hinges on teachers’ capabilities; however, in Ghana, not much is known about high school teachers’ understanding of the concept of DI and their preparedness to use DI strategies to address the diverse learning needs of students. To address these gaps in the literature, this study used an original questionnaire designed based on the conceptual framework of DI. In total, 204 high school teachers were recruited from 10 high schools that were conveniently selected across three regions in Ghana. Differentiation was rated positively by the participants, and a relationship was found between teacher readiness and teaching strategies. The study concludes with a recommendation for targeted training in DI to enhance inclusive teaching practices in classrooms. Full article

This self-study presents Persona, Break Glass, Name Plan, Jam (PBNJ), a human-centered workflow for using generative AI to support differentiated lesson planning and problem solving. Although differentiated instruction (DI) is widely endorsed, early-career teachers often lack the time and capacity to implement it consistently. Through four iterative cycles of collaborative self-study, seven educator-researchers examined how they used AI for lesson planning, identified key challenges, and refined their approach. When engaged, the PBNJ sequence—set a persona, use a ‘break glass’ starter prompt, name a preliminary plan, and iteratively ‘jam’ with the AI—improved teacher confidence, yielded more feasible lesson plans, and supported professional learning. We discuss implications for problem solving beyond educational contexts and the potential for use with young learners. Full article

Twice-exceptional students, those who are both gifted and have an additional educational need, represent a complex and underserved population within education systems. While recognition of twice exceptionality has greatly increased in gifted education literature, little is known about the experiences of students and their families in Ireland, where no national policy or framework currently addresses their dual needs. This exploratory mixed-methods study aimed to examine the perspectives of 232 parents of twice-exceptional children who attended an enrichment summer programme for gifted students. Through an anonymous survey, the researchers investigated the frequency of specialised services provided for both giftedness and disabilities, as well as how satisfied parents were with these services. The findings indicated that, while two-thirds of students did receive special education support, the majority received no services focused on their giftedness. Parents expressed significantly higher dissatisfaction with gifted provisions than with special education, mentioning the lack of differentiation and access to advanced materials in class, as well as an emphasis on their child’s challenges, as opposed to their strengths. The study’s findings highlight substantial policy and practice gaps in Ireland’s current provision for twice-exceptional students and underscore the need for integrated support systems, teacher education, and inclusion of parent perspectives in educational planning. Full article

At present, teachers face working environments characterised by high levels of stress, largely due to constant interaction with students and the multiple challenges inherent in the educational context. In this scenario, the development of socio-emotional competencies (SECs) becomes an essential component of their professional education, as it enables them to manage their emotions effectively and build positive interpersonal relationships within the educational community. Objective: The aim of this research was to analyse the dimensions, strategies, and success factors of education programmes in socio-emotional competencies (SECs) aimed at pre-service teachers. Method: A systematic literature review was carried out using the PRISMA method. Publications in English and Spanish, published between 2019 and 2024 in peer-reviewed academic journals and focused on the university level, were included. Conference proceedings, books, book chapters, and articles not centred on SECs were excluded. The search was conducted in the Web of Science (WOS), Scopus, and ERIC databases, with the final search date being 24 January 2025. After applying the inclusion criteria, eight empirical studies were selected. Results: The reviewed programmes demonstrated similarities in their methodological designs and in the socio-emotional competencies addressed. The practical sessions were based on cooperative methodologies that promoted experiential learning and reflection. The strategies used included video and text analysis, portfolios, role-playing, and simulations. The effectiveness of the programmes was assessed primarily through self-report techniques, such as questionnaires, scales, and interviews. In addition, some studies complemented these strategies with simulations using avatars, content analysis, and digital video recordings. This diversity of approaches reflects the absence of a uniform evaluation criterion; nevertheless, the findings consistently demonstrate the effectiveness of the programmes. Conclusion: The intervention programmes analysed proved effective in developing key competencies in future teachers, such as emotional awareness, self-regulation, empathy, and communication skills. Among the limitations identified in the intervention programmes are biases in sample selection, reflected in the participation of small or unrepresentative groups. This systematic review highlights the relevance of socio-emotional competences in pre-service teachers, addressing the gap caused by the limited number of longitudinal studies. The evidence consolidates current knowledge and underscores effective practices and interventions that enhance educational quality. Full article

Although numerous studies address inclusive education, especially in Latin America, research analyzing the overall life satisfaction of teachers in schools that implement inclusion policies are scarce. The purpose of this study is to analyze the relationship between Life Satisfaction, Optimism, Culture, and the Inclusive Practice of primary school teachers from Chile. A descriptive quantitative method was employed, with an ex post facto design including 246 primary teachers from urban and rural schools in Chile. The teachers completed four questionnaires: Inclusive Culture (IC), Inclusive Practice (IP) Satisfaction with Life Scale (SWSL), and Life Orientation Test Revised (LOT-R). The results show that these instruments present acceptable reliability. In addition, a significant correlation was found between Classroom Experience Time (CET) and SWSL (r = 0.201, p < .01), as well as between SWSL, and LOT-R (r = 0.411, p < .01), and IC and IP (r = 0.838, p < .01). The regression model is statistically significant [F (4, 241) = 139.572, p < .001]. The findings indicate that IC and SWSL predict IP directly, whereas CET is an inverse predictor. There is a statistically significant relationship between Life Satisfaction, Classroom Experience Time, Culture, and Inclusive Practice, with the three first variables being predictors of Inclusive Practice. Full article

This study reconceptualizes resilience by centering marginalized teachers’ agentic resistance as a critical pathway to wellbeing. Using critical qualitative inquiry, we conducted in-depth interviews with 17 U.S. teachers who identified with marginalized racial, gender, and/or sexual identities to explore how they resist structural oppression and sustain their professional and personal identities. Findings revealed that resistance emerged in various ways, including inclusive curriculum design, confrontation with colleagues or administrators, embodied identity expression, and support drawn from contexts and resources for resistance. These resources included social movements and ancestors’ legacies, demonstrating that resistance is not merely individual coping but a collective, identity-affirming practice. We argue that resilience must be reframed to include intentional and proactive resistance, which enables marginalized teachers to challenge oppressive school structures, promote educational equity, and sustain their own flourishing. This study offers a critical framework that shifts resilience from passive endurance to politically engaged practice, emphasizing the need for institutional supports that empower marginalized teachers to resist, persist, and thrive in inequitable educational systems. Full article

This review examines the contemporary evidence on digital gamification’s effect on English as a foreign language (EFL) and English as a second language (ESL) classrooms’ outcome. The study focuses on vocabulary and other course-integrated skills in low-input contexts. We synthesise findings from education-wide meta-analyses and recent language-specific studies using a narrative approach organised by four questions on learning performance, classroom dynamics, student perceptions, and teacher practices. Across sources, gamification is associated with minor improvements in assessed performance, particularly in vocabulary and reading. Studies also frequently report gains in motivation and moment-to-moment classroom energy. These benefits are not uniform. Effects depend on element mixes, social format, pacing, and assessment timing, and they can taper with repeated use. Evidence on durability remains limited because immediate post-tests dominate and delayed outcomes are scarce. Most studies rely on perception surveys or platform logs rather than systematic observation. Students typically report enjoyment and usefulness with low to moderate anxiety, while teachers highlight the value of quick feedback and predictable routines alongside practical constraints such as preparation time, connectivity, class size, and tool fit. We propose minimum reporting standards that specify dose, element configuration, social design, assessment windows, reliability, inclusion context, and low-tech fallbacks. Better reporting and longer follow-ups are needed to separate short spikes from durable learning. Full article

Generative artificial intelligence (AI) is now embedded in the everyday practice of higher education. This qualitative, multisite study examines how university faculty perceive where generative AI advances or threatens Sustainable Development Goal (SDG) 4, which commits education systems to inclusive, equitable, high-quality learning across the lifespan. We conducted semi-structured interviews and focus groups with 36 academics across three universities, complemented by document and artefact analysis. Guided by critical pedagogy, sociomateriality, and technological pedagogical content knowledge (TPACK), we used reflexive thematic analysis to identify five cross-cutting themes. Faculty reported inclusion gains through rapid accessibility work, multilingual support, and differentiated feedback, alongside risks that undermine SDG 4, including bias, expansion of surveillance, unreliable outputs, paywalled access advantages, and work intensification. Assessment emerged as the decisive site of tension: staff rejected detection-led policing and favoured designs that reward process, critique, and provenance. We offer a practical framework, aligned to SDG 4 targets, that translates these insights into commitments, indicators, and a 12-month programme plan. The sector should move beyond bans and hype. Responsible adoption requires equity by design, assessment redesign, institutionally guaranteed access, transparent evaluation, and protected time for teacher development. Full article

The rapid uptake of generative AI (e.g., ChatGPT, DALL·E and MS Copilot) is disrupting conventional notions of authenticity in assessment across higher education. The dominant response, surveillance and AI detection, misdiagnoses the problem. In an AI-mediated world, authenticity cannot be policed into existence; it must be redesigned. Situating AI within contemporary knowledge work shaped by digitisation, collaboration and evolving ethical expectations, we reconceptualise authenticity as something constructed in contexts where AI is expected, declared and scrutinised. The emphasis shifts from what students know to how they apply knowledge, make judgement, and justify choices with AI in the loop. We offer practical design for learning moves, i.e., discipline-agnostic learning design patterns that position AI as a collaborator rather than a cheating application: tasks that require students to critique, adapt and verify AI outputs, provide explicit process transparency (prompts, iterations, rationale) and exercise assessable demonstrations of digital discernment and ethical judgement. Examples include asking business students to interrogate a chatbot-generated market analysis and inviting pre-service teachers to evaluate AI-produced lesson plans for inclusivity and pedagogical soundness. Reflective artefacts such as metacognitive commentary, process logs, and oral defences make students’ thinking visible, substantiate attribute, and reduce reliance on punitive “gotcha” approaches. Our contribution is twofold: i. a conceptual account of authenticity fit for an AI-mediated world, and ii. a set of actionable, discipline-agnostic patterns that can be tailored to local contexts. The result is an integrity stance anchored in design rather than detection, enabling assessment that remains meaningful, ethical and intellectually demanding in the presence of AI, while advancing a broader shift toward assessment paradigms that reflect real-world professionalism. Full article