Educational Equity

Koncept karijere je poslednjih decenija doživeo značajnu transformaciju, u kojoj karijera gubi na linearnosti, a dobija na heterogenosti, višestrukosti, sa čestim oscilacijama i brojnim paralelnim i bočnim linijama. U toj konstelaciji, karijerno vođenje i savetovanje se i u Evropskoj uniji i u Srbiji javlja kao jedan od vodećih koncepata različitih sektorskih politika, koji se nesumnjivo nalazi i u samom vrhu obrazovnih politika. Da bi se karijernim vođenjem i savetovanjem (KViS) adekvatno upravljalo, odnosno da bi se optimizovali efekti koji se očekuju od ovoga fenomena i delatnosti, neophodno je imati konzistentan i pažljivo osmišljen legislativni okvir. Koristeći kvalitativni istraživački pristup, realizovali smo istraživanje s ciljem da saznamo
kako se u legislativnim dokumentima Republike Srbije posmatra fenomen karijernog vođenja i savetovanja. Osnovno istraživačko pitanje operacionalizovali smo kroz posmatranje sedam elemenata KViS: razumevanje koncepta, ciljeve, programe, nosioce aktivnosti, karijerne praktičare, ciljne grupe i efekte. Koristili smo deskriptivnu i komparativnu metodu, kao i analizu dokumentacije koja je obuhvatila 19 dokumenata, iz sektora mladih, obrazovanja (od osnovnoškolskog do obrazovanja odraslih) i sektora zapošljavanja, sa ciljem da obuhvatimo sve uzraste i životne uloge u kojima KViS može imati svoje mesto. Rezultati istraživanja pokazuju da je KViS, kao međuresorna delatnost, nejednako artikulisana u različitim sektorima politika. Dominantna je usmerenost ka mladima, obrazovnom sektoru i karijernom informisanju, od tri oblasti rada KViS. Naglašena je
potreba za donošenjem integrativnog dokumenta i uspostavljanjem tela koje bi koordinisalo ovu delatnost, kao i obaveznosti primene postojećih standarda KViS u njoj.

The concept of career has undergone a significant transformation in recent decades. It has become less linear and more heterogeneous and multifaceted, often marked by frequent changes and numerous parallel and  ateral paths. Within this context, career guidance and counselling (CGC) has emerged as a leading concept in various sector polities, both in the European Union and in Serbia, and is undoubtedly at the forefront of educational polities. For career guidance and counselling to be managed adequately and to optimize its expected outcomes, it is necessary to have a consistent, carefully designed legislative framework in place. Using a qualitative research approach, we conducted our research with the aim of discovering how the phenomenon of career guidance and counselling is perceived in the legislative documents of the Republic of Serbia. We decomposed the main research question into seven CGC elements to be observed: understanding of the concept, objectives, programmes, carriers of activity, career practitioners, target groups, and effects. We used a descriptive and comparative method to analyse 19 documents in the sectors of youth, education (from primary school to adult education) and employment, with the aim of covering all ages and life roles in which CGC may be relevant. The
research results indicate that CGC, as a cross-sectoral activity, is unevenly articulated across different polity sectors. There is a predominant orientation towards youth, the education sector, and the service of informing about career, out of the three areas of CGC services. The study highlights the need to adopt an integrating document and to establish a body to coordinate activities of CGC as well as the obligation to apply existing CGC standards.

Artificial Intelligence (AI) is transforming higher education worldwide, reshaping how students learn, access information, and interact with academic systems. This paper examines the role of AI in supporting university-level students, with a focus on its benefits, challenges, and implications for future learning. Key areas explored include personalized learning, academic writing assistance, administrative support, and accessibility. To ground the discussion, a hypothetical case study of AI adoption in a Gulf-region university illustrates both the opportunities and challenges of integration. By critically evaluating these dynamics, the study argues that AI can enhance equity, engagement, and efficiency in higher education when implemented with ethical safeguards and pedagogical foresight.

This study examines the effects of gender, household income, and school type on Malaysian schoolchildren's academic motivation before and during the COVID-19 pandemic. Using multivariate regression analysis on survey data from 1,014 students, the research identifies how traditional sociodemographic predictors functioned differently across two contrasting educational contexts: face-toface learning and emergency remote instruction. Results indicate that gender was a significant predictor before the pandemic, with male students reporting higher motivation. This outcome contradicts the prevailing literature and may reflect contextual classroom dynamics. However, gender lost statistical significance during the pandemic, suggesting that remote learning environments may flatten motivational disparities by removing gendered classroom norms. While household income was not a significant factor prepandemic, it gained significance during lockdown, likely due to the increased importance of digital access and conducive home environments in sustaining engagement. School type showed no significant influence in either period, implying that pandemic-related challenges equalized educational experiences across public and private institutions. These findings underscore the limitations of relying solely on structural indicators to predict academic motivation, particularly in times of crisis. Instead, they highlight the need to consider psychosocial, environmental, and technological variables that better capture the multifaceted nature of student engagement. The study concludes by calling for more holistic educational strategies that address resilience, equity, and digital inclusivity in the post-pandemic era.

The applications of neuroscience in educational contexts constitute a central trend in contemporary evidence based on pedagogy. However, myths regarding brain function during learning persist in education. The objective of this article was to analyze the applications of neuroscience in education from evidence based on perspective. A systematic review was conducted, in accordance with PRISMA regulations, in the Scopus database. 264 studies were analyzed using bibliometric tools and 15 studies were analyzed using quantitative thematic analysis on the myths and evidence of the application of neuro-education in various school contexts. The thematic analysis was developed using the PICO model (population, intervention, comparison, and outcomes). As a result, an exponential increase in publications on neuro-education was observed in recent years, with European countries leading the scientific production and a very low representation of Latin American countries. Paradoxically, an increase in neuromyths has been found in Latin America, primarily associated with poor teacher training, infrastructure problems, and disconnects from research. Ethical debates on the applications of neuroscience principles in education persist in literature due to the high prevalence of neuromyths associated with a disconnection from pedagogical practices with scientific approaches to teaching.

The integration of Artificial Intelligence (AI) into Information and Communication Technology (ICT)-enhanced pedagogy is wreaking havoc in the way physics, and STEM education, is taught, as it has provided personalized, adaptive and interactive educational experiences. This research examines the transformative power of artificial intelligence as a catalyst to transform the way STEM teaching and learning is carried out, as reflected in the effectiveness of efforts to introduce AI-driven tools to the classroom, including systems with intelligent tutoring, virtual laboratories, adaptive simulations, and automatic evaluation technologies, to enhance involvement, understanding, and access for students to learning. Drawing upon a transdisciplinary approach, the research focuses on divergence of factors which are involved in convergence (convergence) of Pedagogical innovations, technological advancements, ethical considerations inherent in AI adoption. Findings highlight AI's potential to level the playing field for personalized learning paths, real-time feedback, and facilitating quality STEM education to diverse students from populations with a long history of being underserved, including higher-income or traditionally underrepresented groups. The study also identifies the crucial role of the attitudes, pedagogical preparedness of educators and ongoing professional development for successful integration of Artificial Intelligence. Furthermore, it discusses the challenges that pertain to data privacy, algorithmic bias, disparities in infrastructure, and need for responsible AI governance policies. Through the synthesis and understanding of currently developing theories, empirical evidence, and case studies, this research contributes to a holistic understanding of AI-enhanced ICT pedagogy as a catalyst for deeper learning, creativity, and critical thinking in the field of physics and the STE (A) M domains. The insights offer insights for educators, policy makers, and researchers dedicated to unleashing the potential of AI while equitably, ethically, and sustainably innovating education. This work aims to inform future directions in curriculum design, teacher training, and policy frameworks needed to navigate the complexities of AI in education and prepare learners for an AI-driven world in STEM.

We use 3 brief educational biographies of students in Mexico who have previously attended public school in the United States to introduce this literature review on United States–Mexico transnational students. This article is also the first of several planned articles stemming from a currently ongoing, Consejo Nacional de Ciencia y Tecnologia-supported research study. As such, the purpose here is to highlight some of the dynamics faced by students who need to negotiate 2 educational systems (the United States and Mexico) and who fit neither a classic United States immigrant typology nor the typical premises around which schooling in Mexico is organized

This article explores the emotional transformations of teachers since the pandemic, shifting from idealised passion for their profession to a more balanced, self-preserving approach to their work and mental well-being. Through four case studies of teachers from Hong Kong, Australia, and France, this paper examines how teachers navigate emotional wisdom in response to trauma and burnout and how such wisdom informs their ability to recognise when to prioritise their mental health over job prospects. The idea of disillusioned transformation will be explored: when teachers who are initially invested in a set of ideals in their roles become disillusioned and disengaged but through which find emotional balance and the resilience towards new sources of professional fulfilment. Central to transformative learning theory, this study highlights how trauma (moral injury, systemic trauma) and emotional wisdom contribute to teachers’ critical reflection and self-preservation. This article seeks to delineate the intersection between emotional wisdom, aesthetic emotions, and trauma recovery and to understand how teachers transform their professional identity in response to emotional distress, fostering a more sustainable and healthy approach to teaching.

The rapid advancement of artificial intelligence (AI) has significantly transformed internationalbusiness (IB) education by introducing innovative learning methodologies such as AI-drivensimulations, market intelligence analytics, and strategic forecasting to enhance globalcompetence and industry readiness. This brief report synthesizes secondary data frompublished articles (2022–2025) in order to examine the best practices, challenges, andpedagogical implications of AI in IB education. While AI enhances experiential learning andcurriculum adaptability, barriers such as resistance to change, ethical concerns, and skill gapspersist. The report advocates for AI-assisted business education communities to supportsustainable integration and interdisciplinary collaboration. However, as this study lacksempirical field research, future studies should prioritize evidence-based validation of AI’seducational impact through case studies and industry partnerships. By advancing AI-drivenpedagogical strategies, educational institutions can prepare students for the evolving demandsof an AI-driven global business landscape (PDF) Pedagogical Constellations.

This dissertation develops an overview of the influence of accountability systems in the e-procurement systems in terms of their impact on the efficiency and timeliness of the procurement functions in the oil and gas sector of Guyana. It addresses the most important question of whether these mechanisms will accomplish the reality of injecting a cure for the frequent downturns and time wastes. The study is of a mixed-method design combining qualitative and quantitative data from a set of case studies, procurement performance functions, interviews of the stakeholders, and surveys, all reflecting the current trends of e-procurement and the issues observed in the industry. The study has revealed that the incorporation of effective accountability systems does reduce procurement delays and increases the level of efficient operations. Stated differently, there is a definite relationship between the existence of accountability mechanisms and the streamlining of the processes. These revelations point out the huge level of relevance that accountability commands in procurement. It happens that where the mechanisms are utilized, clarity and confidence are improved, and it is essential that those two are required to make the stakeholders engaged more and become compliant. The results are not restricted to the oil and gas sector only; other sectors can also adjust and employ similar mechanisms of accountability. This adds to our overall understanding of how to make procurement practices more efficient. In the end, this research makes valuable contributions to the conversation about procurement in countries rich in resources, and it lays the groundwork for future studies that aim to improve procurement processes in different sectors, helping to ensure resources are used more responsibly and efficiently.

This dissertation is aimed at exploring the effectiveness of e-procurement systems towards reducing corruption in oil and gas procurement procedures in Guyana, which is a big problem considering the prevalence of corruption in the old practice. Through a qualitative interview focused on questioning individuals who largely work in the industry as well as quantitatively analyzing the results of procurement before and after the installation of e-procurement systems, the study reveals that indeed e-procurement, in broad terms, has a substantial reduction effect on the level of corrupt practices taking place, hence making the process of procurement more transparent and accountable. The results indicate that the irregularities and disputes have declined significantly. Trust by stakeholders in the procurement processes is enhanced as well. Such findings indeed speak volumes of the need to implement digital solutions in areas where corruption is typical and, using an e-procurement solution as an example, ensure that a large market is made to be more equal, as well as act as a pattern of embracing integrity in procurement in other sectors. The healthcare sphere is also associated with the implications of this study. The said corrupt practices can compromise service delivery as well as resource allocation there. This study therefore shows that e-procurement is good in terms of lower corruption, and therefore it calls upon the idea of e-procuring these kinds of mechanisms in the procurement aspect of healthcare to achieve transparency as well as effectiveness in improving efficiency, thereby improving service delivery in the long term, contributing to the process of defining good governance as well as clean practices in many aspects of procurement.

Effective water governance ensures resourceful management of water resources, including, equitable access to clean water, especially in hinterland communities where there are limited stakeholder engagements, and significant constraints on institutional resources. Grounded in institutional, stakeholder, social capital, and sustainable development theories, a Structural Equation Modeling (SEM) methodology was employed to analyze the perceptions of stakeholders in the town of Lethem, located in Upper Takutu-Upper Essequibo (Region 9), Guyana about the state of water governance in the community. More specifically, the goal of the study was to garner stakeholders' perception of governance effectiveness including institutional capacity, transparency, accountability, community engagement, and water resource sustainability. The findings show that institutional capacity and transparency significantly impact governance perceptions, while community engagement and sustainability also have positive contributions. These outcomes highlight the relevance and need for capacity-building initiatives, improved policy enforcement, and inclusive governance mechanisms to enhance water management outcomes in Lethem and similar communities. The insights provided offer valuable recommendations for policymakers and practitioners seeking to strengthen water governance frameworks in developing regions.

School dropout is still one of the toughest challenges facing education systems, and it tends to hit marginalised learners the hardest. Many of these students don't have the right academic or social support to stay engaged. This paper presents an Erasmus+ funded initiative that designed and tested a blended mentoring model, mixing digital tools with structured peer-to-peer guidance. The idea was simple but powerful: give students stronger digital skills and prepare peer mentors to provide motivation, academic help, and emotional encouragement. The project showed that this combination can make mentoring more accessible, flexible, and supportive. The outcome is clear: more confident students, stronger peer mentoring competences, and a real reduction in the risk of dropping out.

Incidencia de las políticas de apoyo educativo en las estructuras organizativas de los centros desde la perspectiva del profesorado: Un estudio en la provincia de Jaén [Impact of educational support policies on organizational structures of schools from the perspective of teachers: A study in the province of Jaén]. Educación XX1, 19(2), 205-228, doi: 10.5944/educXX1.16462 Las políticas educativas contemporáneas, conforme a los nuevos ejes que las determinan (calidad-equidad-educación), han dirigido sus principales líneas de acción a combatir la exclusión o las desigualdades sociales mediante políticas compensatorias de discriminación positiva sobre los sectores más vulnerables de la población escolar. El problema de investigación que induce este trabajo, se centra en conocer la evolución del proceso de inclusión en los centros de Educación Primaria, como consecuencia de la sucesiva implantación de políticas educativas tendentes a conseguir la igualdad de oportunidades en educación. Nuestro propósito es indagar en las concepciones y percepciones que tienen los profesores sobre el funcionamiento de las estructuras de apoyo educativo en los centros y sus necesidades de formación en relación a esos procesos. El modelo adoptado en nuestra investigación es de naturaleza comprensiva, exploratoria, descriptiva y confirmatoria, empleando el cuestionario como instrumento de obtención de información al servicio de los objetivos de investigación. Las conclusiones ponen de manifiesto que el funcionamiento de las

The successful integration of Artificial Intelligence (AI) in education requires educators to possess the skills to effectively use AI tools to enhance teaching and learning. This chapter proposes a comprehensive framework for upskilling educators, scaling AI adoption to underprivileged areas, and ensuring ethical implementation. The framework includes strategies for developing AI literacy, tailored workshops, certification programs, collaborative learning communities, and policy support. Case studies from Singapore, India, and other regions demonstrate the feasibility of AI-driven education. To ensure scalability, the project recommends public-private partnerships, subsidies, open-source AI platforms, and mobile-first solutions. A comprehensive ethical framework addresses AI

210 
biases, privacy concerns, and accountability, emphasizing inclusive data collection, algorithmic fairness, and transparent governance. The chapter's global perspectives highlight the need for culturally sensitive AI tools, regional content creation, and redefined teacher-student relationships. By addressing these challenges and opportunities, the project aims to empower educators and students to harness the potential of AI in education, promoting inclusive and impactful learning environments. Key words: Artificial Intelligence (AI), Education, Upskilling Educators, Ethical Implementation, Inclusive Learning

The study aimed to assess the Project-Based Learning in strengthening technical vocational education for quality learning and workforce readiness in one secondary school in the Division of Dasmariñas, Cavite, during the school year 2025-2026. The respondents of the study were the teachers and students at one secondary school in the Division of Dasmariñas. The respondents evaluated the level of project-based learning in strengthening technical vocational education for quality learning in terms of student engagement and motivation, practical and technical skills, problemsolving and critical thinking abilities, and quality and authenticity of final projects; and the extent of project-based learning in strengthening technical vocational education for workforce readiness in terms of alignment with industry standards and needs, application of knowledge in real-world contexts, development of soft skills and work readiness traits, and post-program employment. The findings revealed that project-based learning improves technical vocational education by increasing student engagement and motivation, practical and technical skills, problem-solving and critical thinking abilities, and the quality and authenticity of finished products. Also, teachers and students have drastically different perspectives on how project-based learning improves technical vocational education for quality learning. Further, project-based learning significantly improves technical vocational education for preparing students for jobs by aligning what they learn with what industries require, allowing them to apply their knowledge in realworld situations, developing soft skills and work traits, and increasing their chances of finding work after the program. Meanwhile, there is a significant discrepancy in the evaluation of PBL's efficacy by teachers and students in Project-Based Learning in Strengthening Technical Vocational Education for Workforce Readiness. Furthermore, projectbased learning shows a substantial association between learning quality and workforce preparedness. As an outcome of the findings and the conclusions, the following recommendations were enumerated: Teachers may Provide professional development opportunities focused on effective PBL facilitation, assessment strategies, and integrating soft skills development into technical projects to enhance teaching effectiveness; Students may actively participate in industry partnerships and project collaborations to gain insights into workplace expectations and develop problemsolving, communication, and teamwork skills; and School administrators may allocate resources and infrastructure, such as tools, materials, and technology, necessary for implementing effective PBL activities that simulate real work environments.

Purpose -School-university partnerships (SUPs) probe a range of P12 challenges and interests, with teacher residencies being chief among them. Because historically black colleges and universities (HBCUs) have impressive track records (Hill-Jackson, 2017) and knowhow Petchauer & Mawhinney, 2017) in preparing teacher candidates to work effectively in diverse schools, this paper seeks deeper understandings of the types of SUPs for teacher residency collaborations employed by traditional versus HBCU programs. Design/methodology/approach -This article draws upon the self-study as a methodology to review a SUP for a teacher residency at an HBCU in the southwestern United States to illustrate an equity-centric model. Findings -Leveraging an equity and third space perspective, three separate approaches to the SUPs are unpacked to establish the outline for this proposal: ceremonial, conventional and communal teacher residency approaches. Originality/value -A novel typology of three distinct approaches to SUPs for teacher residencies is outlined to establish the extent to which equity is foregrounded among teacher residencies.

Purpose -School-university partnerships (SUPs) probe a range of P12 challenges and interests, with teacher residencies being chief among them. Because historically black colleges and universities (HBCUs) have impressive track records (Hill-Jackson, 2017) and knowhow Petchauer & Mawhinney, 2017) in preparing teacher candidates to work effectively in diverse schools, this paper seeks deeper understandings of the types of SUPs for teacher residency collaborations employed by traditional versus HBCU programs. Design/methodology/approach -This article draws upon the self-study as a methodology to review a SUP for a teacher residency at an HBCU in the southwestern United States to illustrate an equity-centric model. Findings -Leveraging an equity and third space perspective, three separate approaches to the SUPs are unpacked to establish the outline for this proposal: ceremonial, conventional and communal teacher residency approaches. Originality/value -A novel typology of three distinct approaches to SUPs for teacher residencies is outlined to establish the extent to which equity is foregrounded among teacher residencies.

Purpose -School-university partnerships (SUPs) probe a range of P12 challenges and interests, with teacher residencies being chief among them. Because historically black colleges and universities (HBCUs) have impressive track records (Hill-Jackson, 2017) and knowhow Petchauer & Mawhinney, 2017) in preparing teacher candidates to work effectively in diverse schools, this paper seeks deeper understandings of the types of SUPs for teacher residency collaborations employed by traditional versus HBCU programs. Design/methodology/approach -This article draws upon the self-study as a methodology to review a SUP for a teacher residency at an HBCU in the southwestern United States to illustrate an equity-centric model. Findings -Leveraging an equity and third space perspective, three separate approaches to the SUPs are unpacked to establish the outline for this proposal: ceremonial, conventional and communal teacher residency approaches. Originality/value -A novel typology of three distinct approaches to SUPs for teacher residencies is outlined to establish the extent to which equity is foregrounded among teacher residencies.

Currently, one cannot discuss education without considering the inclusion of people with disabilities. In Brazil and in the world this movement had as a landmark the Declaration of Salamanca in 1994 which has as its main principal education for all, enabling access to regular education. The opportunity to be in regular education enabled the student to have access to higher education that has a new demand to think strategies to ensure accessibility and inclusion. The objective of the research was to analyze the educational, attitudinal, and communicational strategies of inclusion that are being carried out in higher education by professionals who work in specialized educational care so that the student has opportunities for learning equity. Method: qualitative research, in which nine professionals who work in specialized educational care in higher education were interviewed. Results and discussion: the data showed that higher education institutions make adaptations according to the l...

The Adaptive Techno-Social Synergy (ATSS) Theory is an emerging theory that reconstitutes the technology-society relationship as a continuous, co-evolutionary process sustained by adaptive feedback loops. Going beyond technological determinism, which situates technology as the sole driver of social change, and social constructivism, which attributes technological advancement primarily to social forces, ATSS presents a balanced framework where both society and technology exist as active, interdependent drivers. The theory is conceptualizing this interaction in four recursive stages: the Trigger Stage, wherein a technological innovation takes place; the Response Stage, where society readjusts culturally, politically, and economically; the Feedback Stage, where societal readjustments impact technological refinement or re-appropriation; and the Synergy Stage, where the refined technology is instilled within culture, economic infrastructure, and institutional practices. ATSS acknowledges that each technological advance provokes social changes in behavior, government, values, and economic endeavors, which guide continued technological development. Circular, non-linear process creates emergent realities that cannot be understood by considering technology or society independently. By emphasizing contextual readiness and reciprocal adjustment, ATSS offers a robust theoretical framework for analyzing the emergence of innovations such as artificial intelligence, blockchain networks, renewable energy technologies, and digital governance systems. Theoretical implications are not the most significant contribution of the framework. Its applicability is also priceless. To policymakers, it provides a structured approach to preparing for and responding to the social impacts of technological change. To innovators, it emphasizes coordinating development planning with social response. For scholars, it is rich in context for empirics-based studies of technology-society integration. By positioning both domains as co-drivers of change, the ATSS Theory departs from reductionism of explanations and proposes an integrated, adaptive, and context-sensitive paradigm for understanding the synergistic and reciprocal nature of technological and social change in the contemporary era.

Effective leadership comes from different educators on school campuses, including school counselors (SCs) and special education (SE) teachers. Recent studies showed how important and effective school counselor and special education teacher leaders can be at school sites. Having a shared or collaborative leadership model supports diversity and equity in schools. To better support the collaborative nature of school leadership, this project focused on: What levels of leadership do special education teachers and school counselors exert at their school sites? This study explored both the effectiveness and importance of special education teachers and school counselor leaders through a literature review and qualitative semi-structured survey. The participants surveyed were currently working in K-12 schools as counselors, special education teachers, and principals. Findings showed how school counselors and special education teacher leaders work with principals to help increase the culture of success at schools.

The dispositions of school leaders play an integral role in dismantling inequities that hinder the academic achievement of students, particularly students living in poverty. Recent studies bring to light the importance of an asset-based understanding of what children bring to the classroom and how to draw on these assets in creating opportunities for student success. A paradigm shift is taking place whereby school leaders must lead with equity as a foundational thought when assisting teachers in recognizing, valuing, and honoring the assets that students bring to the classroom. This paper attempts to discuss critical issues pertaining to educational equity by using related literature on the topics of poverty and transformative leadership as well as data collected from 15 participants consisting of administrators, teachers, parents, community members, and students who were interviewed in the study employing qualitative narrative inquiry. Additionally, it makes recommendations relative to the dispositions school leaders must employ, embrace, foster, and practice in addressing the social, cultural, and emotional needs of students to elicit and enhance effective engagement in school.

This paper synthesizes the main applications of artificial intelligence in educational assessment through a systematic review following PRISMA guidelines. Our comprehensive analysis yielded 60 studies that revealed five key areas of AI-assisted educational assessment: assessment design, automatic grading, data analysis, performance prediction, and feedback provision. Based on identified patterns and implementation challenges, we propose a novel three-dimensional pedagogical framework for AI in educational assessment. Within this framework, we develop the Processual Assessment Integration Model (P-AIM) to address the first dimension, distinguishing between assessment de-sign/development and implementation/utilization phases. The complete framework integrates: (1) this processual dimension operationalized through P-AIM ; (2) a stakeholder dimension mapping the distinct roles and responsibilities of researchers, policy makers, school leaders, teachers, and students; and (3) a cognitive-taxonomic dimension aligning AI capabilities with revised Bloom's Taxonomy levels. The model is grounded in established educational theories including assessment for learning, constructive alignment, and sociocultural perspectives on evaluation. By addressing recurring gaps between technological capabilities and pedagogical integration, our multidimensional approach provides educators and researchers with a structured framework for understanding where AI can most effectively enhance assessment while preserving essential human ISSN 3008-2021, Journal of Digital Pedagogy 4(1) 2025 84 expertise. The framework offers both theoretical grounding and practical guidance for implementing AI assessment tools in pedagogically sound, ethically responsible, and equitable ways across diverse educational contexts.

This article examines the governance, equity, and impact of oil-funded educational investments between 2021 and 2024 on educators of the Region 5 (Mahaica-Berbice) of Guyana. Data was gathered from 260 educators in Region 5 using a cross-sectional quantitative descriptive survey design and stratified sampling. Perceptions of governance, equity, and transparency of oil-funded education reforms were assessed using structured questionnaires, and SPSS was used for analysis. Cross-sectional survey results indicate mixed messages—half observing infrastructure upgrades and funding increases, but most worried about the inequitable distribution of resources, the absence of transparent guidelines, and being excluded from the planning process. Just 18% were part of any decision making related to the use of oil revenue in education. A heatmap analysis demonstrated there was a strong consensus that timely funding, increased teacher salaries and more stakeholder inclusion were necessary changes. Although there are visible investments, results reveal a mismatch between national oil revenue strategies and school-level realities. The research finds that without participatory governance, equity-grounded planning and alignment between fiscal inputs and pedagogical mandates, radical aspirations remain out of reach. Suggested mechanisms include stakeholder participation, transparency and equity-based budgeting with the aim of translating oil wealth into sustainable educational development.

This paper examines the allocation and impact of oil and gas revenues on rural infrastructure in Guyana within the period of 2021 to 2024. Guyana began oil production in 2019, and this has resulted in an expansion of its fiscal capacity exponentially. A significant chunk of the revenue has been devoted towards improving educational outcomes and quality in rural areas. This study evaluates budgetary allocations, assessing infrastructure developments along with education access and performance in Region 5. Using a quantitative method approach, document analysis and structured questionnaires were used to gather data from 260 educators in a full enumerative sample, and SPSS was used for analysis. Cronbach's Alpha (α = 0.81), expert review, and triangulation using secondary documents were used to confirm reliability. The findings have shown a marginal increase in budgetary allocations, and considerable improvement in school infrastructure. However, there has been marginal progress relative to educational outcome but this is marred with the issue of disparities in implementation. Furthermore, prudent monitoring is cited as a challenge in the realization of intended benefits. This paper offers several key recommendations including but not limited to improving coordination, effective stakeholder engagement, and a commitment to increasing accountability and transparency. These can potentially maximize the impact of oil and gas revenue in this sector.

This article explores how accessible, high-quality summer programs rooted in Black joy and culturally responsive education can help Black children thrive academically, socially, and emotionally. Focusing on the Youth Association for Academics, Athletics and Character Education (YAAACE) in Toronto’s Jane and Finch community, the piece highlights how such initiatives address systemic disadvantages that disproportionately impact Black students, including learning loss, lack of culturally affirming environments, and opportunity gaps. Through insights from educators, families, and youth, it argues that programs centering Africentricity and led by staff with lived experience foster belonging, academic achievement, and identity development. The article underscores the need for partnerships between schools and Black-led community organizations, advocating for trauma-informed, culturally relevant education as a systemic standard rather than an exception. By interrupting cycles of racial trauma and disengagement, these programs not only support academic transitions but also contribute to long-term well-being, community safety, and the disruption of school-to-prison pipelines.

In 1995, George Haggerty and Bonnie Zimmerman's landmark volume Professions of Desire: Lesbian and Gay Studies in Literature-followed by William Spurlin's Lesbian and Gay Studies and the Teaching of English (2000)-began addressing the esoteric discussions complicating the intersections among gender, sexuality, and other identity constructs within the English classroom.

Given the perpetuation of heteronormativity in the educational system, Haggerty encourages instructors to help LGBT students "learn about the politics of oppression in their own lives as well as in the cultural context that, after all, determines what they mean when they call themselves lesbian or gay."

Approaches to Teaching LGBT Literature is designed to help teachers address what it means to teach LGBT literature. How can pre-service teacher educators prepare their students to teach LGBT literature? How should teachers introduce different bodies of students to these texts?

Those interested in starting LGBT-themed courses and/ or thinking about how LGBT literatures might fit into the broader undergraduate curriculum will benefit from this scholarship addressing the history and evolution of LGBT literature courses in different contexts and providing a diverse set of example courses, projects, and activities that would help an array of faculty to implement such courses on their campuses.

William P. Banks (PhD, Illinois State University) is Professor of English at East Carolina University, where he teaches courses in writing, research, pedagogy, LGBT literature, and young adult literature. His essays on queer rhetorics and LGBT and young adult literatures have appeared in College English, College Composition and Communication, and English Journal.

John Pruitt (PhD, Ohio University) is Associate Professor of English at the University of Wisconsin-Rock County and editor of Wisconsin English Journal. His publications on LGBT pedagogy have appeared in journals such as College English and Teaching English in the Two-Year College.

This study examines the impact of geographic locale on educational outcomes in Texas, focusing on the post-COVID-19 educational landscape. The study evaluates the impact of geographical location on the educational outcomes of eighth-grade students by analyzing STAAR test scores as indicators of academic achievement while adjusting for previous academic results and demographic factors. A sample of 1,145 public school districts across Texas was analyzed, encompassing city, suburban, town, and rural settings. The findings indicate that while geographic locale has a discernible impact on academic achievement, this effect is moderate and intertwined with demographic factors. The research found that rural students unexpectedly outperformed their urban counterpart’s post-pandemic, controlling for their pre-pandemic performance. However, the persistent lower performance in urban districts emphasizes the need to reevaluate educational dynamics. The integration of demographic variables reveals that while they mitigate the influence of geography, they emerge as strong influencers of academic performance on their own. This underscores the need for policies that address the complex interplay between geographic, demographic, and socio-economic factors to narrow educational disparities. The study suggests that targeted interventions are necessary to address the specific needs of different locales, considering the nuanced effects of the pandemic on educational equity.

This research analyzes at the situation of education in Satakha, a rural district in Nagaland, focusing on both improvement and persisting issues. A integrated-methods approach was used to collect data from 115 respondents, who included students, teachers, and parents. The study uses descriptive statistics and regression analysis to investigate how infrastructure and teacher engagement influence student satisfaction. The outcomes indicate that inadequate access to basic facilities and a lack of interactive teaching approaches continue to have an impact on learning results. These trends were vividly shown using visual tools such as charts and tables. While the study is specific to Satakha, the difficulties raised are representative of broader challenges experienced by rural schools in similar situations. The study advises strengthening infrastructure, boosting teacher training, actively engaging the community , and making education more relevant to the local environment.

Parents have long served a crucial role in their children’s postsecondary success through guidance and support. In an effort to help Latina/o parents in emerging immigrant communities overcome any limits to their knowledge around college-going practices, this study evaluates the feasibility and beginning efficacy of a parent-focused, Spanish-language psychoeducational program (Padres Promoviendo Preparacion). The program is novel in that it centers on increasing parent college-going knowledge and self-efficacy for guiding their children forward; it was delivered in both school and congregational settings; and the content was delivered in Spanish by community advocates working in collaboration with university-based personnel. The quantitative pre/post measures indicate that the program was successful at increasing par¬ents’ knowledge and self-efficacy, and the qualitative data help to expand upon the ways that parents perceived the impact or benefit of the program for their families....

This paper investigates the interplay between cultural heritage, social norms, and curriculum design in primary education across diverse communities. Grounded in comparative education theory and cultural sociology, it highlights how educational content and pedagogy reflect socio-cultural values, often acting as instruments of cultural transmission and identity preservation. The paper critically examines how indigenous knowledge, religious customs, language traditions, and community values shape national and localized curriculum structures. A review of prior scholarly works demonstrates that culturally responsive curricula enhance student engagement, foster inclusivity, and support cognitive development, particularly among minority populations. However, tensions persist between standardized national curricula and local cultural frameworks, raising questions about representation, identity politics, and educational equity.

Culturally Sustaining Pedagogies (CSP) have emerged as a transformative approach to addressing educational disparities among racially and linguistically diverse adult learners, particularly in urban literacy centers. This paper explores how CSP contributes to increasing learner engagement, motivation, and retention by aligning educational content with learners' cultural backgrounds. Drawing upon pre-2023 literature, this study synthesizes theoretical and empirical findings while offering practical implications for urban adult education. A mixed-methods framework is proposed to examine the implementation and outcomes of CSP in urban literacy centers, supported by conceptual visualizations and data tables. Results indicate that CSP not only supports cultural identity but also significantly improves educational outcomes for marginalized learners.

This article explores the relationship between classroom task design, student motivation, and learner autonomy within the framework of constructivist pedagogy. Constructivist teaching emphasises active, inquiry-based learning where students construct knowledge through experience and reflection. However, the way tasks are designed and delivered can significantly influence how motivated and autonomous students feel in their learning journey. Drawing from theoretical foundations and recent studies in Indian classroom settings, the paper examines how task design can either empower or limit student motivation and suggests strategies for teachers to foster autonomy through meaningful learning experiences.

The Impact of Artificial Intelligence on Higher Education in Bihar: A Study of certain Districts of Bihar

Amitabh Kumar
M.sc (Mathematics), M.Ed.  & UGC NET Qualified

ARTICLE DETAILS ABSTRACT
Research Paper
Received: 01.06.25
Accepted:09.06.25
Published: 30/06/25
Keywords: Higher Education, Academic Performance, Student Engagement, Ethical Concerns, Artificial Intelligence,

This study explores the impact of Artificial Intelligence (AI) tools on student academic performance, engagement, and career readiness in higher education institutions in Bihar, India. As AI technologies like personalized learning platforms, chatbots, and automated grading systems are increasingly adopted worldwide, this research assesses their potential to improve learning outcomes in Bihar's regional institutions, which face challenges such as limited infrastructure, low digital literacy, and economic constraints. A survey conducted with 90 students from nine colleges across Bihar investigates their familiarity with AI tools, their perceived impact on academic success, student engagement, and career preparedness, as well as ethical concerns related to data privacy and algorithmic bias. The findings suggest a positive correlation between the use of AI tools and improved academic performance and student engagement with coursework. However, ethical issues such as data privacy and fairness in AI assessments emerged as significant concerns that could hinder wider AI adoption. The paper emphasizes the need to address these ethical challenges for equitable AI integration in Bihar’s educational systems. It provides actionable recommendations for policymakers, educators, and AI developers to incorporate AI tools effectively, focusing on improving educational outcomes while ensuring ethical practices are upheld.

As artificial intelligence (AI) becomes deeply embedded in educational and workforce systems, its role as a transformative enabler of educational-to-employment transitions is increasingly significant. This paper discusses how AI functions not merely as a pedagogical tool or employment disruptor, but as a “transitional infrastructure” connecting formal learning environments with the evolving demands of digitally mediated labour markets. The study employs a narrative review methodology, synthesising interdisciplinary literature from 2020 to 2025, drawing on foundational educational theories and recent empirical research. Five key themes emerged: AI-enhanced personalised learning, intelligent career guidance, institutional transformation through smart education, equity in digital inclusion, and pedagogical-ethical considerations. Findings suggest that AI can support lifelong learning, skill adaptation, and systemic reform when implemented ethically and inclusively. However, the review also highlights challenges such as algorithmic bias, data inequality, and the erosion of learner agency. The review calls for equity-centred, evidence-based frameworks to ensure AI fosters inclusive, just, and future-ready learning-to-work pathways.

Educational equity dominates discussions of US schooling. However, what 'educational equity' means is much contested in the scholarly literature and in public discourses. We follow the lead of scholars of color who have problematized the definition of educational equity. They have shown that the dominant, taken-for-granted definitions of equity which disguises the accumulation of societal and educational exclusions of and prejudices toward historically marginalized students, their families, and their communities. In response to this critique, we offer a new definitional framework for 'educational equity' that is community-based and, in our specific case, urban communitybased. And, then, we will apply this new equity framework to three examples or 'exemplars' of education reform to explicate how they do and do not illustrate our framework. We will finish with a brief discussion, recommendations for future scholarship, and some concluding remarks.

Health equity, defined as the attainment of the highest level of health for all people, remains a fundamental goal of global public health. Despite notable scientific advances and increased attention to structural drivers of health disparities, profound inequities persist both within and between nations. Insights from the CMSS Encoding Equity and CCST Mental Health Conference, as well as the work of Dr. Lisa Cooper and others, offer a comprehensive framework for understanding and advancing health equity through research, community engagement, policy, advocacy, and systems change. Lived Experience and the Long Game of Health Equity Dr. Lisa Cooper's personal and professional trajectory underscores the necessity of integrating lived experiences into health equity work. Drawing parallels between systemic health challenges in Liberia and Baltimore, Dr. Cooper highlights that health equity is both deeply personal and inherently political. She advocates using one's power, whether from positions of privilege or marginalization, to bridge divides and catalyze change. Her research emphasizes that patients from marginalized backgrounds often face reduced rapport with physicians, decreased decision-making involvement, and lower-quality communication, particularly when implicit racial bias is present.

SPINNING IN CIRCLES: POVERTY ALLEVIATION VENTURES IN LARIMER COUNTY, COLORADO Weaving together grounded theory and autoethnography as methodologies, this thesis interrogates two companion antipoverty initiatives in Larimer County, Colorado. The initiatives studied were Bridges out of Poverty and the Circles Campaign, during the years 2012 and 2013, when they were being piloted locally by funding provided by Bohemian Foundation. Data used in the study include website materials, YouTube videos, notes gathered at public meetings, autoethnographic memos, and artifacts such as tax forms, reports, and other public documents. This study concludes that the initiatives have no reliable efficacy data, reinforce stereotypes, and do not examine root causes of poverty. It is argued that the initiatives are ineffective and dangerous, as they engage in victim blaming and offer the false illusion that poverty is being addressed in our community. Recommendations for the implementation of effective p...

The emergence of Project-Based Learning (PBL) as a revolutionary educational approach has created a bridge between theory and practice, equipping learners to tackle real-world problems. In the K-12 context, an exploration of PBL's theoretical underpinnings in constructivism, experiential learning, and situated cognition, is accompanied by a discussion of PBL's application across educational contexts, including higher education and professional training. The study features case studies and empirical evidence that underscore the efficacy of PBL in encouraging critical thinking, collaboration and civic engagement. But issues like inequities in resources, complexity of assessment, and resistance to change remain that require systemic solutions like teacher training, public-private partnerships, and policy reforms. Shifts like AI/VR integration and global collaborative initiatives are trends that hint that PBL can also adapt abreast with the advancing tech. Through leveraging theory with practical experience, impact reactions and methodical insights, this article calls attention to PBL as a change agent improving educational equity and lifelong learning and encourages stakeholders to place a shared emphasis on PBL, as pedagogical innovation in response to a 21st-century societal, and workforce need.

This longitudinal study examined the effects of providing an accelerated mathematics curriculum in heterogeneously grouped middle school classes in a diverse suburban school district. A quasi-experimental cohort design was used to evaluate subsequent completion of advanced high school math courses as well as academic achievement. Results showed thatprobability of completion of advanced math courses increased significantly and markedly in all groups, including minority students, students of low socioeconomic status, and students at all initial achievement levels. Also, theperformance of initial high achievers did not differ statistically in heterogeneous classes relative to previous homogeneous grouping, and rates of participation in advanced placement calculus and test scores improved.

This longitudinal study examined the effects of providing an accelerated mathematics curriculum in heterogeneously grouped middle school classes in a diverse suburban school district. A quasi-experimental cohort design was used to evaluate subsequent completion of advanced high school math courses as well as academic achievement. Results showed that probability of completion of advanced math courses increased significantly and markedly in all groups, including minority students, students of low socioeconomic status, and students at all initial achievement levels. Also, the performance of initial high achievers did not differ statistically in heterogeneous classes relative to previous homogeneous grouping, and rates of participation in advanced placement calculus and test scores improved.

What is a "good" school? Who is a "good" teacher? How can we ensure that all students have access to both? Current educational policy debates revolve around these questions. How we answer them matters for whether and how we can provide a quality education for all students. In this article, we describe how policymakers and educators engage these questions as they argue about test-based accountability. Test-based accountability currently dominates educational policy and practice in the US, Australia and other industrialized nations . It focuses entire school systems on a small set of quantitative performance indicators, most prominently standardized test scores in literacy, numeracy and sometimes science. State, national and international policymakers use these indicators to monitor schools, teachers and students and negatively sanction those who perform below standards. Whether the press for accountability can improve the quality of education for all students depends, in part, on the quality of our debate about such policies. The metrics and data that testbased accountability makes available provide information that might support new ways to understand and enact educational quality and equity. As they simplify and reduce complex educational processes to numerical ratings and rankings, however, these metrics can also narrow debate and the kind of education we think is possible (Anagnostopoulos, Rutledge & Jacobsen, In this article, we hope to help educators and other stakeholders better understand the structure of current educational policy debates and engage more deliberatively in them. We first draw on pragmatic sociology to describe the argumentation frameworks that people employ in public disputes about evaluation policies. We then explore how various stakeholders use these 1 4 frameworks to argue about two prominent test-based accountability policies, the Organization for Economic Co-operation and Development's (OECD) Program for International Student Assessment (PISA) and enhanced teacher evaluation. Pragmatic sociology examines the arguments people employ to justify or critique evaluative policies that raise questions about the quality of schools and teachers. As people engage in disputes about these policies, they evoke different "orders of worth," or higher order principles, to build arguments about the policies' legitimacy and fairness. We have found work helpful in understanding these arguments. identify orders of worth commonly employed in public disputes about evaluative policies: civic, market, industrial, domestic, inspired, and fame. Each emphasizes a distinct mode of worth, test of worthiness, type of evidence, and valued human qualifications or qualities. Table summarizes the orders of worth. Orders of worth are argumentation kits (Jacquemain, 2008). They provide the grammars for justifying and critiquing policies about school and teacher quality and how it should be evaluated. We highlight the industrial and civic orders here as we have found them to dominate current policy disputes about test-based accountability policies. The industrial order values technical efficiency. Industrial arguments define school and teacher quality as technical effectiveness. Tests of worth assess teachers' competence and reliability. Evidence considered valid must be measurable and includes data and statistics that compare school and teacher performance to standardized metrics. The civic order, in contrast, values the collective over individual welfare and emphasizes law, rights, and issues of equity. Tests of worth assess equality

Studi ini menyelidiki peran program bantuan keuangan dan fasilitas pendidikan dalam mengatasi kesenjangan pendidikan di sekolahsekolah pedesaan di Jawa Tengah melalui analisis kuantitatif. Studi terhadap 150 siswa ini menggunakan analisis korelasi dan regresi untuk mengeksplorasi hubungan antara bantuan keuangan, persepsi kualitas fasilitas pendidikan, status sosial ekonomi, dan kinerja akademik. Statistik deskriptif menunjukkan sampel yang beragam, dan analisis korelasi menunjukkan hubungan positif antara bantuan keuangan, fasilitas pendidikan, dan kinerja akademik. Analisis regresi lebih lanjut menyoroti kontribusi individu dari bantuan keuangan dan fasilitas terhadap keberhasilan akademik, dengan penekanan tambahan pada dampak gabungannya. Hasil penelitian ini menggarisbawahi pentingnya intervensi komprehensif yang dapat mengatasi hambatan keuangan dan kekurangan infrastruktur. Para pembuat kebijakan, pendidik, dan pemangku kepentingan dapat menggunakan temuan ini untuk menginformasikan strategi yang ditargetkan untuk mempromosikan pemerataan pendidikan di sekolah-sekolah di daerah pedesaan di Jawa Tengah.

In Pakistan, where the subject of special/inclusive education is still taboo, there is a need to promote inclusivity in education. However, the journey begins at the grassroots level by accommodating children with disabilities in a mainstream setup at the primary level. This paper presents the findings of an exploratory research study conducted in an inclusive private primary school in Karachi, Pakistan. This case study research draws on the pedagogical practices of classroom teachers in a private primary inclusive school in Karachi where children with disabilities study alongside their peers who do not have special educational needs or disabilities. The research study aimed to explore the strengths, weaknesses, opportunities, and threat factors that could optimize the teaching and learning process of children with special educational needs (CWSN) or children with disabilities (CWD) in the context of an inclusive school located in Karachi, Pakistan. Through an analysis of 16 semi-structured interviews and multiple classroom and field observations, teachers' understandings of their school's institutional values and their pedagogical practices to accommodate children with disabilities and inclusion were explored. The interviews were transcribed and analyzed using a SWOT-thematic qualitative method. The results of the SWOT analysis indicate how an inclusive school caters to the strengths of CWD and provides them with opportunities to sustain themselves in an educational setup.

THE JAMAICA TEACHING COUNCIL (JTC) ACT 2025
A Critical Assessment of Concerns & Disadvantages Posed to Jamaica’s Education Sector.
This document will highlight some common concerns raised by Jamaica’s Education Stakeholders regarding the 2025 Jamaica Teaching Council (JTC) Bill. This document will also focus on both major and minor clauses within the Bill which has been observed to contain potential negative results for teachers working in Jamaica, and Jamaica teaching industry at large.

This study focuses on four key issues: the perception of the role played by principals in Ontario in the administration and supervision of special education programs and services; the extent to which the construct of the principal as the instructional leader accurately depicts the role of the principal in schools with high concentrations of students with special needs; the knowledge and skills needed by principals for them to assume responsibility for the administration and supervision of special education programs and services in school contexts of diversity and difference; and the [re]structuring of leadership preparation programs to bridge the gap between current knowledge and leadership/classroom practice.

Background: Learning theories play a crucial role in shaping clinical instructional strategies, materials, and activities. By applying these theories, clinical teachers can create engaging, interactive, and student-centred learning experiences. However, some theories are complex and require time and adequate training to fully understand and implement. This study presents a theoretical concept analysis aimed at identifying clear and readily applicable concepts from well-known learning theories to enhance clinical teaching and learning in contemporary settings. Methods: A search for published articles on well-known learning theories was conducted. Articles were retrieved from Google Scholar and PubMed using search terms such as 'learning theories,' 'learning theories and clinical teaching,' 'applying learning theories to clinical teaching,' and 'learning theories in clinical instruction.' The principal investigator screened articles at the title, abstract, and full-text levels. Selected articles were thoroughly reviewed to identify relevant learning theories, from which key concepts underpinning clinical teaching and learning in contemporary settings were extracted and described. Results: We retrieved 625 articles, removed 38 duplicates, and screened the remaining articles at the title, abstract, and full-text levels. Ultimately, 23 articles were included in the study. The documented learning theories included behaviorism, social learning, constructivism, social constructivism, discovery learning, meaningful learning, experiential learning, humanistic theory, self-determination theory, and expectancy-value theory. Conclusion: Guiding clinical teaching sessions with wellestablished learning theories can significantly enhance learning outcomes in contemporary settings. Therefore, we recommend the intentional application of learning theories in clinical education to improve student engagement, knowledge retention, and skill acquisition. Additionally, policymakers should integrate evidence-based learning theories into clinical teaching guidelines and training programs to standardize and enhance the quality of education in healthcare settings.

A growing body of research has linked educational leadership and student achievement; however, the oppression of students of diverse race, ethnicity, and social class has perpetuated inequities and educational gaps for decades across the United States. Some educational leaders who care deeply about equity and social justice are examining their core values, behaviors, and beliefs, as well as their organization’s policies and practices to identify and implement knowledge and skills that disrupt the inequities producing educational and opportunity gaps. This article reports findings that are part of a larger qualitative descriptive case study that investigated the implementation and experiences of Eaveston School District’s intentional journey to become a culturally proficient school district. For this article, the authors included findings related to (1) how the implementation of the Cultural Proficiency Framework influenced change, and (2) the challenges educational leaders face whil...