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... A mobilitási programokban részt vevő fiatalok aránya a huszadik század közepe óta folyamatosan emelkedik: míg 1950-ben 107 589 diák tanult külföldön, addig az ezredfordulót követő első évtized végére ez a szám hozzávetőlegesen elérte a 2,6 millió főt. További becslések szerint a világ egyetemein tanulók száma 2025-re eléri a 250 millió főt; ebből a külföldi állampolgárságú hallgatókra vonatkozóan 8 milliós növekedésre lehet számítani (OECD, 2017). ...
... A nemzetközi mobilitásban részt vevő hallgatók száma évről évre nő, a Gazdasági Együttműködési és Fejlesztési Szervezet 2025-re már 8 millió főt prognosztizál (OECD, 2017). Ez számos területre van kihatással: elősegíti a közös nemzetközi értékrend formálódását, hozzájárul a tudományos és racionális gondolkodásmód kialakításához, valamint lehetőséget teremt a különböző kultúrák közötti értékek megismertetésére. ...
A nemzetközi mobilitásban részt vevő hallgatók száma évről évre nő, a Gazdasági Együttműködési és Fejlesztési Szervezet 2025-re már 8 millió főt prognosztizál (OECD, 2017). Ez számos területre van kihatással: elősegíti a közös nemzetközi értékrend formálódását, hozzájárul a tudományos és racionális gondolkodásmód kialakításához, valamint lehetőséget teremt a különböző kultúrák közötti értékek megismertetésére. Dolgozatunkban a tanulmányi célú migráció folyamatát vizsgáljuk globális szinten, illetve magyarországi viszonylatban. A szekunder források és a hozzáférhető legfrissebb statisztikai adatok elemzése mentén felépülő kutatás során feltárjuk a tanulmányi célú migrációról rendelkezésre álló ismereteket. Mind nemzetközi szinten, mind magyarországi viszonylatban ismertetjük a jelen tendenciáit, beleértve a nemzetköziesítést, amely a felsőoktatási intézmények stratégiájában világszerte prioritást élvez. Felsőoktatási színtéren a nemzetköziesedési folyamatok fókuszában még mindig a tanulmányi célú hallgatói mobilitás áll. Megvizsgáljuk, hogy mik a nemzetközi hallgatók motivációi, és mely tudományterületek azok, amelyek a legkeresettebbek körükben. A hallgatói mobilitás növekvő volumene előrevetíti a kérdést, hogy vajon miben látják a diákok a nemzetközi mobilitás előnyeit, hasznát, illetve annak esetleges hátrányait; ennek is utánajárunk. A tanulmányban tárgyalt és összegzett irodalmak, továbbá korábbi kutatások alapján kijelenthető, hogy a globális felsőoktatási térség nemzetköziesedése lehetőségek széles tárházát nyitja meg az ambiciózus, tanulni vágyó fiatalok számára, ezáltal értékes nemzetközi tudást biztosítva számukra.
... Pendidikan untuk Pembangunan Lestari (Education for Sustainable Development, ESD) semakin relevan dalam menangani cabaran global kerana ia memperkukuh pembelajaran antara disiplin, pemikiran kritis, dan penyelesaian masalah berkaitan kelestarian (Taimur & Sattar, 2020). Penyepaduan ESD ke dalam kurikulum institusi pengajian tinggi telah menunjukkan kesan positif dalam meningkatkan kesedaran pelajar mengenai kelestarian melalui pelbagai kursus dan aktiviti kampus (Bonillo-Jurado et al., 2024;Mohamed Abdullahi et al., 2024) Namun, ketidaksamaan jantina dalam konteks kemampanan pendidikan tinggi dan pekerjaan masih menjadi isu yang mendapat perhatian (OECD, 2018;Botella et al., 2019). Faktor jantina dalam konteks kelestarian turut berkait dengan Matlamat Pembangunan Lestari (SDG), khususnya dalam aspek pendidikan berkualiti, kesaksamaan jantina, dan pengurangan ketidaksamaan (Leal Filho et al., 2022;S. ...
... Hasil ujian hipotesis menunjukkan tiada perbezaan signifikan tahap pengetahuan, sikap, dan amalan rendah karbon berdasarkan jantina. Kajian terdahulu memberi dapatan bercampur (Abd Wahab & Mapa, 2020;OECD, 2018). Walaupun terdapat jurang jantina dalam beberapa kajian, kajian ini menunjukkan kesediaan yang seimbang antara lelaki dan wanita. ...
Peralihan ke arah negara perindustrian rendah karbon merupakan langkah penting dalam menangani perubahan iklim dan mempromosikan pembangunan mampan. Malaysia telah berkomitmen untuk mencapai pelepasan karbon sifar bersih, yang memerlukan penglibatan aktif daripada pelbagai sektor, termasuk pendidikan. Kajian ini menilai tahap pengetahuan, sikap, dan amalan (KAP) berkaitan kelestarian rendah karbon dalam kalangan pelajar Ijazah Sarjana Muda di Universiti Tun Hussein Onn Malaysia (UTHM) sebagai persediaan terhadap peralihan Malaysia ke arah industri rendah karbon. Menggunakan pendekatan kuantitatif, soal selidik dalam talian telah diedarkan kepada 358 responden bagi menilai kesediaan mereka terhadap amalan rendah karbon. Dapatan kajian menunjukkan tahap pengetahuan, sikap dan amalan berada pada tahap tinggi, mencerminkan kesedaran yang kukuh terhadap kelestarian alam sekitar. Walau bagaimanapun, analisis ujian-t bebas mendapati tiada perbezaan yang signifikan antara jantina dalam aspek KAP rendah karbon. Kajian ini menekankan keperluan untuk memperkukuh inisiatif pendidikan kelestarian, khususnya dalam mempertingkatkan amalan rendah karbon dalam kalangan pelajar bagi menyokong matlamat pembangunan mampan negara.
... During this period, Ramsden (1998) delivered a similar message, associating the slogan "mission impossible" with attempts around the world to change the situation. This intriguing state of affairs can be followed in early 2000 both in policy and research (European Commission 2004, 2007Hill et al., 2010;OECD, 2008;Osborne & Dillon, 2008;Tytler, 2007). In the Swedish context, the problem has been informed by several reports with a wish to change the situation (Nordic Council of Ministers 2021; Royal Swedish Academy of Engineering Sciences, 2023a; b). ...
... Another implication from conceptualizing students' interest in S&T as science identities has to do with the desire to change the situation where students are reluctant to study S&T in school (European Commission, 2004, 2007Hill et al., 2010;OECD, 2008). This disengagement has consequences both for the recruitment of workforce in S&T as well as for educating all citizens in S&T, which is as relevant today as reported earlier (Bruun Nicolaisen et al., 2023;Drymiotou et al., 2021). ...
This paper examines Swedish secondary students’ interest in science and technology from a gender perspective in a comparative research design using quantitative data collected 2003 and 2020. National data has been collected from 610 15-year-old students in 2020 as part of a large-scale comparative research
project, the Relevance of Science Education - Second (ROSES) and compared with data from the Relevance of Science Education (ROSE) study from 2003. The results empirically update the research field and show a reoccurring interest pattern with minor changes. Content related to space and unexplained phenomena are still ranked as interesting to learn about. Girls are interested in health issues and the human body, space, dreams and the human soul. Boys favour items about space, inventions and discoveries together with ABC weapons. Minor developments are that interest in learning about diets and exercise as well as technology has declined. The least interesting things to learn are almost the same as in 2003, with several topics connected to the national science curriculum. The character of students’ interest in S&T is framed and discussed using the theoretical approach of science identity. The stable character with minor changes is discussed as reoccurring science identities interpreted by the differentiation hypothesis of the “person-object theory of interest”. Gender differences are interpreted as collective identities shown to be ‘domain specific’ not ‘subject specific’ and the content level of analysis provide specificity to ‘interest patterns’ which has not been well described earlier in the research literature. Research consequences of this conceptualization and implications for school practice is critically discussed. A research implication from
this conceptualization is the importance for future studies to investigate varieties of collective identities.
... Кожна країна стикається з притаманними її особливостям проблемами у сфері вищої освіти. Проте спільними можна визначити такі виклики [1; 4; 5; 6]: недофінансування вищої освіти та зменшення її доступності через зростання вартості навчання, як наслідок -нерівний доступ до якісної освіти для різних соціальних груп, збільшення студентських боргів та кредитів на навчання; у третині країн ОЕСР річна плата за навчання становить менше 2000 доларів США, тоді як в решті країн плата за навчання коливається приблизно від 2600 доларів США до понад 8000 доларів США на рік [2]; відставання набутих студентами навичок від актуальних потреб ринку праці, повільна адаптація навчальних програм до швидких технологічних змін; бюрократизація та консервативність системи освіти, яка ускладнює впровадження інновацій; невідповідність структури спеціальностей випускників потребам ринку праці; недостатня увага до розвитку «м'яких навичок»; глобальні виклики [6] -конкуренція з боку онлайн-освіти та альтернативних форм навчання, необхідність інтернаціоналізації освіти при збереженні локальної специфіки, демографічні зміни, що впливають на кількість студентів. ...
... Зрештою, диплом ЗВО є юридичним підтвердженням і гарантією якості освіти. Вища освіта підвищує ймовірність працевлаштування -у середньому в країнах ОЕСР рівень зайнятості становить: 61 % для людей у віці 25-34 років без повної середньої освіти; 78 % для тих, хто має повну середню освіту як найвищий рівень досягнення, і 85 % для тих, хто має вищу освіту [2]. ...
... No obstante, los estudiantes chinos que estudian en el extranjero se dirigen mayoritariamente a países del Norte Global, cuyas universidades dominan los rankings internacionales. Esto ha incentivado políticas de internacionalización en países del Norte que buscan atraer estudiantes chinos (Australian Government, 2021;HM Government, 2019), dada su contribución significativa a la movilidad global (OECD, 2015(OECD, , 2016(OECD, , 2017. ...
... No obstante, los estudiantes chinos que estudian en el extranjero se dirigen mayoritariamente a países del Norte Global, cuyas universidades dominan los rankings internacionales. Esto ha incentivado políticas de internacionalización en países del Norte que buscan atraer estudiantes chinos (Australian Government, 2021;HM Government, 2019), dada su contribución significativa a la movilidad global (OECD, 2015(OECD, , 2016(OECD, , 2017. ...
La cooperación educativa desempeña un papel clave en la construcción de vínculos, la identificación de intereses comunes y el intercambio cultural entre países, actuando como un motor para el entendimiento mutuo. En este contexto, China ha emergido como un actor central del Sur Global, utilizando la educación como una estrategia de poder blando para consolidar su influencia y fortalecer sus relaciones internacionales. Por su parte, Argentina, a pesar de contar con un sistema educativo reconocido por su calidad y prestigio, carece de una estrategia integral que le permita posicionarse globalmente en este ámbito.
La movilidad estudiantil constituye un eje central en los procesos de internacionalización educativa, tradicionalmente orientados a favorecer al Norte Global. Las narrativas dominantes han reforzado una internacionalización hegemónica que margina a los países del Sur Global. No obstante, el creciente interés de estudiantes argentinos por China representa una oportunidad para reconfigurar las dinámicas de cooperación académica y movilidad estudiantil.
Este artículo analiza las tendencias de la movilidad estudiantil argentina hacia China y de estudiantes chinos en Argentina. Explora cómo estas experiencias pueden contribuir al desarrollo de estrategias que impulsen la internacionalización de Argentina en un marco de colaboración más equitativa con otros países del Sur Global.
... /feduc. . academic training with apprenticeships and has reduced youth unemployment by 15% compared to traditional models (OECD, 2019). By fostering similar collaborations in Ethiopia, institutions can offer students valuable internships and job placements, ultimately enhancing their employability. ...
The Ethiopian higher education system faces serious challenges in graduate employability, primarily due to a disconnect between academic curricula and labor market needs. Many graduates struggle to find meaningful employment, exacerbated by concerns over declining educational quality amid rapid institutional expansion. In light of these issues, this policy brief draws on findings from a 3-year research project titled “Education and Development in Ethiopia.” It emphasizes the urgent need for reforms in higher education, advocating for greater institutional autonomy, curriculum updates, inclusivity, and job-oriented programs that align with market demands. The brief aims to establish a structured policy framework for assessing educational outcomes, ultimately enhancing the quality of higher education in Ethiopia and better equipping graduates for success in the workforce.
... All these do not leave the well-being of children without impact, as child health poverty increases. But child health poverty in turn potentially drives poor school performance of affected children (Figure 7), which in turn potentially drives future adults who may face unemployment or find themselves in precarious jobs (OECD, 2024). In this context, the social security system may, in the future, face a new crisis and new pressures from the lost contributions, which will limit its sustainability. ...
In this article, a new tool for multidimensional child poverty is employed, and the key research findings on child
health poverty (a) in the region of Attica (Greece) during the period 2018–2023 and (b) in the entire country
of Greece during the period 2022–2024 are presented.
A strong focus of the analytical framework is on investigating and identifying the multidimensional characteristics of children living in health poverty.
Findings reveal that Greece’s repeated crises have
affected the unrestricted access of children to free,
high-quality healthcare services. Scientific results are
viewed in the light of both the asphyxiating pressures
placed on the insurance sector due to these shocks
and the persistent Demographic issue. The fact that an
alarmingly high percentage of children living in health
poverty belong to large families is crucial to the Demographic. The fact that health child poverty is proportional to an expansion in the number of children in the family is also highly concerning. More specifically, children
who report living in health poverty share specified characteristics: (a) living in distant island, rural or mountainous areas, (b) and/or in one-parent households with a
mother, (c) and/or in large families, (d) and/or with a
refugee/migrant background. In addition, health poverty is more evident in children who also suffer from other
forms of poverty. Such children also come mostly from
the regions of (a) the South Aegean, (b) Thessaly, (c)
the Ionian Islands and (d) Western Macedonia.
Based on the above, a set of public policy proposals
for the Social Security system is presented, targeting
the mitigation of child health poverty, in the light of the
European Child Guarantee.
... In Bangladesh, where economic disparities and diverse socioeconomic backgrounds characterize the population, the role of education funding is particularly critical. Research shows that adequate and equitable funding influences various facets of the educational system, including infrastructure, learning materials, and the recruitment and retention of qualified teachers, which in turn directly impact students' learning environments and academic potential (Barrett et al., 2019;OECD, 2018). ...
This paper examines the impact of education funding on student achievement in Bangladesh, analyzing the interconnected factors that influence educational outcomes, including funding disparities, teacher quality, resource availability, and socioeconomic conditions. Through a review of current policies and data from various educational institutions, this study identifies critical challenges in achieving equitable funding distribution, particularly in rural and low-income areas where resource constraints significantly hinder academic success. The analysis reveals that inadequate and inconsistently allocated funding limits the potential for quality improvements in school infrastructure , teacher retention, and access to learning materials, which are essential for supporting student engagement and achievement. Comparative insights from international education systems further highlight areas where Bangla-desh could benefit from implementing needs-based funding mechanisms, enhanced accountability, and targeted teacher development programs. The findings underscore the importance of an integrated approach to policy reform, prioritizing equitable resource allocation, community engagement, and robust monitoring systems to create an inclusive and effective educational ecosystem. This study contributes valuable insights for policymakers, educators, and stakeholders in their efforts to reduce educational inequities and foster improved academic outcomes across all socioeconomic groups in Bangladesh.
... First, the public character of the university should be re-established, starting with the abolition of university fees. It is estimated that about 90% of the UK's 'home' students support their studies (tuition fees and maintenance) through student loans (OECD, 2022), with the average student debt being in the region of £46k (Bolton, 2022). The OECD (2022) suggests that 53% of the students' loans are not repaid. ...
Entrepreneurial approaches and privatisation practices have been widely embraced by academic and professional leadership teams in UK universities, arguably to ensure that the existing chasm between universities and society is bridged. Departments specialising in economics and business have transformed into mechanisms for disseminating knowledge reconfigured to meet the social and economic demands of the contemporary ‘entrepreneurial’ university. This paper, through a comprehensive review of the extant literature, argues that the entrepreneurial practices and performance-driven metrics adopted by UK universities have largely suppressed academic pluralism, theoretical development, and heterodox thinking. We are of the view that market practices, in conjunction with managerial-type approaches aimed at satisfying specific institutional and individual performance metrics, raise ethical concerns that undermine the established role of academia. The preservation of the university’s traditional role as an institution that promotes intellectual inquiry and pluralism, seeking factual and new knowledge by cultivating virtues and creativity, requires renunciation of the current model, which has transformed universities into ‘businesses’, and academics into ‘entrepreneurs’. Several alternative propositions are offered which, if considered, may help restore the sacrosanct role of the university as an institution of paideia.
... Intergovernmental organisations and national statistical offices use the NEET rate as a youth indicator. Initially limited to 18-to 24-year-olds, there is a tendency to extend the age range; OECD focuses on 15 to 29-year-olds, and Eurostat, Japan, and Korea range from 15 to 34-year-olds [10,11]. This difference is mainly due to variations in compulsory education or training years [10,12]. ...
Family background influences young education and job opportunities, affecting social and economic inclusion. Youth from disadvantaged families face an increased risk of being NEET and a high risk of labour or social marginalisation. An analysis of Chilean data examined gender disparities in the impact of familiar households lacking education, occupation, and social protection from 5D-multidimensional poverty measures on the likelihood of being NEET among youth aged 20-29. Using Propensity-Score Matching to account for selection bias, the average treatment effect on the population and the treated group were estimated. In the raw sample, 23.1% of young people aged 20-29 were NEETs, increasing with age and with women experiencing higher rates. Results showed that the population average effect of households lacking occupation-unemployment- in both genders have a significantly higher risk of being NEET than those without this deprivation. Conversely, living in a household lacking social protection significantly reduces this risk, especially in young women. A small effect of households lacking schooling on the probability of being NEET in both genders was observed, but only significant in men. Future research should include panel data to explore youth life trajectories to assist policymakers in preventing social exclusion and marginalisation of young people.
... Students from affluent backgrounds continue to have a higher likelihood of attending higher education institutions (Carr-Hill, 2020). Recent research underscores the persistent impact of family income and parental education on students' educational choices and opportunities (Ngandu et al., 2020;Ngoma et al., 2017;OECD, 2022). ...
This study critically examines the potential of Development Impact Bonds (DIBs) as an innovative financing mechanism to widen access to higher education for marginalised groups in Sub-Saharan Africa (SSA). In 2022, the total population of SSA was estimated at 1.18 billion inhabitants (World Bank, 2023). Despite this large population, approximately nine million students are enrolled in higher education, which is 3% of all student enrolments in the region and 4% of total tertiary education students enrolled globally (Gangwar & Bassett, 2020).
Traditional funding models in SSA, such as government spending, student loans, and scholarships, have proven insufficient and often perpetuate inequalities. Governments in SSA invest about 1% of GDP in higher education, which is inadequate to meet the growing demand. Development finance can provide stable and predictable funding for educational initiatives, reducing reliance on more volatile sources of income (Chanduvi, 2020). In this context, DIBs are introduced as a potential solution. DIBs use private investment to provide upfront capital for social programs. Governments and/or philanthropic institutions repay investors, often with interest, only if specific outcomes are achieved. In the higher education context, DIBs can attract additional resources and align the incentives of stakeholders, including governments, investors, and educational institutions, to improve access and quality.
The research is grounded in Human Capital Theory, Social Justice Theory, and Market Failure Theory. Human Capital Theory suggests that investing in education improves individual and societal outcomes, while Social Justice Theory emphasises fair access to education. Market Failure Theory highlights the need for government intervention in higher education markets.
Methodologically, the study employs a qualitative approach, utilising case studies to explore the use of DIBs in enhancing access to education. The case studies include the Quality Education India DIB, the Finance for Jobs Youth Employment DIB in Palestine, the Sierra Leone Education Innovation Fund, LiftEd India, and the Ghana Education Outcomes Project. These case studies provide insights into the effectiveness of DIBs in improving educational outcomes and promoting equity.
Findings demonstrate that DIBs can significantly improve educational outcomes and promote equity by targeting resources to the most disadvantaged populations and tying investments to measurable educational outcomes. However, the study cautions that DIBs are not a panacea and must be carefully designed to avoid unintended consequences. The study concludes with policy recommendations for integrating DIBs into higher education financing, including creating a supportive policy environment, fostering partnerships, and ensuring equity and sustainability in DIB design.
... The importance of such integration of disciplines by using real-world contexts is reflected in the PISA assessments. In Mathematics, the test focuses on measuring the capacity of students to use diverse contexts to describe, explain, and predict phenomena (OECD, 2018(OECD, , 2019(OECD, , 2023. The performance measured here is related to the students' ability to extrapolate from their knowledge in different situations, thus involving more than just the ability to reproduce concepts and procedures acquired in the classroom. ...
This proposal adds original approaches to the currently scarce body of practical evidence on the application of STEM innovations in the curriculum. A teaching-learning program was designed in a real-world context such as the game of soccer with a STEM (Science, Technology, Engineering and Mathematics) approach through a cooperative problem-solving methodology. The objectives of the research focus on analyzing the effect of the use of this STEM unit on the academic performance of students, taking into account the gender variable; and their appreciation of the activities and methodology used, as well as the challenges encountered and their solutions. The intervention was implemented in the 4th year of Compulsory Secondary Education in a school in Spain with 36 students (24 girls and 12 boys). Academic performance was analyzed taking into account the gender variable, for which a quasi-experimental design was applied before and after with a control group. The appreciation and interest of the experimental group regarding the methodology used as well as the difficulties that arose were studied. As a result, there is an improvement in the academic performance, which is more evident in girls. The methodology has been valued positively and the greatest difficulties refer to the distribution of roles and understanding and carrying out the activities, however, these difficulties were resolved with the help of classmates and the teacher.
... Teachers' conceptions of teaching and learning can influence the practices and strategies they choose to implement in class (Kember, 2000). Research suggests that teachers who have traditional conceptions about learning are more likely to use teacher-centred approaches in their teaching; whereas teachers who have constructivist conceptions are more likely to integrate learner-centred approaches in their teaching (OECD, 2009). Research also show that teachers' conceptions of teaching and learning may affect their use of information and communication technology (ICT) in the classroom (Bahcivan et al., 2019). ...
This study examined university instructors’ changes in conceptions of teaching and learning through a compact Knowledge Building Professional Development (KBPD) program. Ten instructors from an autonomous university in Singapore joined this study. Data were gathered from multiple sources, including classroom artefacts, surveys, and interviews. The analysis of classroom artefacts and surveys indicated that after KBPD, instructors held a more constructivist view of learning and were more inclined to foster environments where students actively co-construct and co-create knowledge. Interviews provided further insights into the specific aspects of these changes, including viewing learning as a knowledge-building process, a deeper understanding of collaborative learning, increased awareness of student empowerment, and viewing Knowledge Forum (KF) as a catalyst for change. This study shows the possibility of shifting instructors’ conceptions through short interventions. The design considerations for future teacher PD programs are discussed.
... This raises the question of how children adapt to school environments, where they spend significant amounts of time. Among OECD countries, 84% of children ages 3 to 5 attend school (OECD, 2024), and from kindergarten through 8 th grade, students spend almost 9,000 h in school, on average (Sparks, 2019). Human childhood is a period of remarkable brain plasticity (Lillard and Erisir, 2011), and research has shown some of the ways students adapt to their school environments. ...
Montessori is the most common alternative education in the world by far, and it exists both in public and private schools and extends from birth to university. A prior study found that Montessori attendance as a child, controlling for demographic factors including SES, was associated with higher adult wellbeing, and that the longer one had attended Montessori school, the higher one's adult wellbeing. Because few people remain in Montessori programs for all their precollege years, here we ask if there are more optimal ages, in terms of an association with long-term wellbeing, to attend Montessori schools (sensitive periods), and more optimal ages to transition from Montessori to conventional schools (sensitive transition points). Using factor scores derived from the responses of N = 1,907 adults ( M age 37, range 18–81 years) on standard measures of wellbeing, we analyzed whether adult wellbeing was higher if one had attended Montessori during specific age spans (3 to 6, 6 to 9, etc.). Although attending Montessori during every period through age 12 predicted higher adult wellbeing (compared to attending conventional schools), the strongest effects were found for attending Montessori rather than conventional programs during preschool (ages 3 to 6), and for attending it for 3 rather than just 2 preschool years. We next examined for optimal points of transition from Montessori to conventional schools, focusing especially on whether one transitioned at the end of one of Montessori's 3-year classroom cycles (ages 6, 9, and 12) or in the middle of those cycles (ages 4, 5, 7, 8, 10, and 11). Controlling for basic demographic variables, the wellbeing factor of Engagement was higher if one had transitioned out of Montessori at the end of one of the 3-year-cycles than if one transitioned in the middle of those cycles, and there was a trend for having higher General Wellbeing. We discuss the implications for parents and for education policy.
We examine the extent of grade inflation in courses taken during high school and how such differences vary across student and school characteristics. Using administrative data, we assess grade inflation in Portuguese high schools over a decade. We propose a relative measure of grade inflation, comparing students’ high school grades to their national exam ranks. Examining various school types, we find that private schools tend to inflate grades more than their public school peers, particularly at the top of the ability distribution. A regional disaggregation indicates that the northern districts exhibit higher probabilities of grade inflation.
Background/Objectives: Developmental research has shown that mental health and functioning is determined by social background and child and family characteristics. Until now, there have been few longitudinal studies which considered several aspects at the same time and observed children’s development over ten or more years. Methods: The aim of this 18-year-longitudinal study is to find out to which degree different child, family, and socioeconomic factors during early childhood (4 years of age) are associated with educational and professional outcomes in young adulthood (22 years of age). Of the initial sample of 280 participating families, 225 could again be investigated with standardized interviews and questionnaires at the 18 years follow-up (retention rate: 80%). Results: Educational degree of the parents was predictive of the child’s school success (β = −0.267, p < 0.001, in regression analysis). Maternal mental health (β = −0.005, p = 0.953), parenting behavior (β = −021, p = 0.782), and early child mental health problems (β = 0.071, p = 0.551) only had a low impact. The child’s sex did not predict school success. Better early learned skills (i.e., crystalline intelligence), but not cognitive skills, as measured by the child-specific intelligence test K-ABC, made children more likely to achieve good school-leaving grades (β = −0.240, p = 0.008). Children’s early mental health problems had no relevant impact on school degree (d = 0.00, p = 0.934/d = 0.02, p = 0.52 3) or professional status (d = 0.04, p = 0.157/d = −0.02, p = 0.299) at age 22. Conclusions: Besides the not-changeable parental education level, (learnable) competency aspects may be more predictive of a child’s educational success until young adulthood than earlier mental health problems in parents and children. This is good news as it supports the idea that mental health deficits can be compensated for through learning and competency training.
This study aims to assess international scientific cooperation of Iranian top universities through using SWOT (strengths, weaknesses, opportunities and threats) strategic analysis approach. This research has been carried out based on descriptive survey. The statistical population has been consisted of 313 experts who were selected among 6478 faculty members from top 10 universities through a stratified sampling. The data collection tool was a researcher-made questionnaire whose content validity was confirmed and reviewed by experts as well as its reliability was measured by running on Cronbach's alpha test (816/0). Also, data analysis was conducted through Fuzzy BWM. The most important strengths include the enhancement of researchers’ interaction and attendance in international conferences also paving the way for international development in universities. Inadequacy of the annual grants of faculties’ members as well as lack of awareness of universities officials of International scientific cooperation are the main weaknesses. The tendency of Iranian youths towards changing ways of international interactions as well as international community's achievement to accept Iran in international academic consortiums are considered as the greatest opportunities. In spite of these successes, there are still serious threats such as economic recession in most countries; the lack of political grounds for international scientific cooperation and the spread of both Islamophobia and Iranphobia around the world.
The term public private partnership (PPP) entails diverse range of meanings, mechanisms and policy tools. Defining a particular form of PPP will require specifying the meaning, role, responsibility, and incentives of the public and the private partner. Whatever form a PPP may take, conceptually as well as practically, it emphasizes the growing importance of the private sector in funding and provisioning of various goods and services. The rise of the term PPP can be traced to the 1980s, when in western economies, the private sector was becoming important in areas that were predominantly funded and managed by the public sector. Education sector is one such area. While PPP in school education is a well explored policy area, PPP in higher education has received little attention in academic literature as well as in policymaking.
Understanding the career decisions and professional growth goals of pre-service English Language Teachers (PELTs), it is critical to address the challenges faced by the L2 teaching field for enacting extensive reforms in policies in the second language (L2) teacher education, the allocation of resources, and curriculum development to contribute to the quality of L2 education. Thus, this study investigates the career decisions and professional needs and aspirations of PELTs studying in one of the teacher education programs at a university in Istanbul, focusing on the challenges, opportunities, and perceived gaps. Employing focus group interviews with 30 PELTs and also individual interviews with three of them, we found that there were significant challenges, including the lack of teaching materials and low income, leading to dissatisfaction, burnout, and reconsidering alternative pathways. Workload imbalances, financial security, limited professional development opportunities at state schools were also viewed among the reasons for participants to consider alternative pathways abroad. Based on these findings, for future L2 educators, it is critical to address financial challenges through incentives and offer professional development initiatives, involving international partnerships, might contribute to linguistic and intercultural competencies, creating a more culturally aware teaching workforce.
La inteligencia artificial (IA) es un motor de cambio y como una fuerza disruptiva en la educación, está redefiniendo paradigmas de enseñanza y aprendizaje. Este escrito hace un recorrido que examina el impacto de la IA en la intuición, imaginación e innovación educativa. Se reflexiona cómo la IA complementa y en algunos casos sustituye artificialmente la intuición humana, potencia la creatividad a través de herramientas avanzadas, y personaliza el aprendizaje para mejorar la eficiencia de los procesos educativos. Abordamos también desafíos y consideraciones éticas sobre la preservación del pensamiento y juicio humano, la privacidad y la equidad en el acceso a la tecnología. Concluimos destacando que, con un uso equilibrado y ético, la IA se puede enriquecer la experiencia educativa sin reemplazar la contribución humana.
Los proyectos interdisciplinarios en educación básica fomentan el aprendizaje integral al desarrollar habilidades como la creatividad, el pensamiento crítico y la resolución de problemas. Sin embargo, su éxito depende de la labor docente y del estudiante, así como también del respaldo familiar. En la Unidad Educativa del Milenio "Charles Darwin", se identificaron barreras como la falta de apoyo parental, problemas económicos y escasa comunicación con la escuela, lo que afecta el rendimiento académico de los estudiantes. El objetivo del estudio fue determinar estrategias que fortalezcan la participación de las familias en proyectos interdisciplinarios mediante la implementación de un plan de capacitación para padres. Se adoptó un enfoque cualitativo interpretativo con entrevistas a docentes, encuestas a padres y observaciones en el aula. Los resultados evidenciaron que la participación familiar es limitada debido a la falta de tiempo y desconocimiento del rol parental en el aprendizaje. No obstante, cuando los padres se involucran, los estudiantes presentan mayor motivación, autonomía y mejores resultados académicos. Se identificó la necesidad de capacitación en estrategias de apoyo educativo y herramientas digitales para fortalecer la colaboración escuela-familia. Se concluye que la implicación familiar es clave para el éxito de los proyectos interdisciplinarios. Se recomienda establecer canales de comunicación efectivos y estrategias de integración parental que favorezcan el aprendizaje colaborativo y la formación integral de los estudiantes.
For the total doctorate awarded in India in 2013, the male-to-female ratio was 63:37. This ratio improved to 57:43 in favour of women in 2021. In absolute terms, the number of women awarded doctorates almost doubled in 2021 compared with 2013. In this study, we examine the progress made by Indian women in doctoral education based on annual reports from the All India Survey on Higher Education. The improved ratios and numbers reflect the adoption of an action-oriented approach in dealing with the concepts of equality and inclusion. The reasons for the progress and ways to improve were investigated based on secondary data and interviews with 15 expert senior female research supervisors. The interviews reveal that apart from the mandatory requirement of a PhD qualification for academic progression, other initiatives have been taken by the Government that have encouraged more women to opt for doctoral education. However, more needs to be done to make research easy for women in India, and such areas, as pointed out by the panel of experts, have been discussed. These findings can be used by other nations that want to bring more inclusivity to doctoral education.
Cet article présente une revue de littérature sur l'intégration des technologies du numérique dans l’enseignement supérieur et ses répercussions sur les inégalités sociales, en mettant un accent particulier sur l'accès à l'éducation et l'égalité des chances. Les technologies numériques dans l'éducation offrent de nouvelles opportunités pour les apprenants en leur permettant d'accéder à une diversité de contenus éducatifs et de ressources pédagogiques.
Cependant, un accès inégal à ces technologies peut renforcer, voire accentuer, les inégalités sociales existantes, notamment pour les populations vulnérables. Les outils numériques tels que les plateformes d'apprentissage en ligne, les bibliothèques virtuelles, et les ressources éducatives ouvertes (REA) offrent des possibilités inédites pour les étudiants issus de tous les horizons socio-économiques, y compris ceux vivant dans des régions reculées. Ces technologies permettent de surmonter des barrières traditionnelles, qu'elles soient géographiques, économiques ou sociales, facilitant ainsi un apprentissage plus inclusif et équitable. Par ailleurs, les approches pédagogiques innovantes, rendues possibles par le numérique, favorisent une meilleure personnalisation de l’enseignement.
L’émergence de l'intelligence artificielle (IA) dans le domaine éducatif apporte une dimension supplémentaire aux
défis et opportunités liés au numérique. Les systèmes basés sur l'IA, tels que les tuteurs virtuels intelligents, les
outils d'évaluation automatisée et les systèmes d'apprentissage adaptatif, permettent une meilleure adaptation aux
besoins spécifiques des apprenants et contribuent à améliorer leur expérience éducative. Ce travail de recherche
vise à explorer les interactions complexes entre l'éducation, la croissance économique et l'intégration des
technologies de l'information et de la communication (TIC). L'objectif est d'analyser comment le numérique peut
être utilisé comme levier pour réduire les inégalités sociales, améliorer l'accès à une éducation de qualité et
promouvoir une société plus équitable et inclusive.
Financial education is a key driver of youth empowerment,
equipping young individuals with the skills and knowledge to make
informed financial decisions, manage personal finances, and build
wealth. In an increasingly complex financial landscape, financial
literacy is essential for navigating financial systems, understanding
investments, budgeting, and planning for long-term financial goals.
In countries like India, where youth represent a large portion of the
population, financial education is crucial for promoting economic
independence, reducing reliance on debt, and fostering a culture of
saving and investment.By empowering youth with financial
education, they are better prepared to manage resources effectively,
avoid financial pitfalls, and take advantage of opportunities such as
entrepreneurship, investment, and wealth creation. Financially
educated youth are more likely to engage in responsible financial
behaviors, contribute to their families’ well-being, and make positive
contributions to the economy.
Keywords: Financial Inclusion, Wealth Building, Youth
Development, Economic Resilience.
This study explores gender and institutional differences in perceived complex thinking competency among students in the final third of their professional training at two technological universities in western Mexico. Using a quantitative, cross-sectional design with standardized surveys, it identifies three key findings: (1) students in private universities report higher competency achievement; (2) men in private universities outperform women, while women in public universities surpass men; and (3) greater competency dispersion among public university students, especially women. The study underscores institutional influences on competency development, advocating for equity-focused reforms to foster inclusive, competency-based education in higher education.
Duckworth (2015) defines grit as a non-cognitive variable determinant of success. In various fields, including education, grit has been linked to long-term success and efficacy. This study explores the moderating role of age and career stage on the relationship between grit and work engagement among public school teachers in Valenzuela City. Using a cross-sectional explanatory research design, the study examines relationships between grit and work engagement while assessing whether age and career stages influence these dynamics. Results suggest that older employees experience higher levels of engagement and that the career stage significantly moderates the relationship between grit and engagement.
ANP AND COCOFISO METHODS FOR HIGH SCHOOL SELECTION DECISION-MAKING PROBLEMS
Perkembangan dunia kerja yang dinamis, dipengaruhi oleh kemajuan teknologi, globalisasi, dan perubahan kebutuhan industri, menuntut lembaga pendidikan untuk menyesuaikan kurikulum dengan tuntutan tersebut. Artikel ini membahas relevansi kurikulum lembaga pendidikan dengan kebutuhan dunia kerja yang terus berubah. Metode penelitian yang digunakan adalah studi pustaka dengan menganalisis berbagai literatur terkait serta pengalaman penulis dalam mengelola kurikulum di Sekolah Tinggi Agama Islam Luqman al-Hakim. Hasil penelitian menunjukkan bahwa terdapat gap antara kompetensi lulusan dengan tuntutan dunia industri, disebabkan oleh ketidaksesuaian kurikulum dengan perkembangan industri dan minimnya keterlibatan dunia usaha dalam penyusunan kurikulum. Untuk mengoptimalkan relevansi kurikulum, disarankan penerapan konsep link and match, pembelajaran berbasis proyek, serta kolaborasi erat antara lembaga pendidikan dan dunia usaha. Hal ini diharapkan dapat menghasilkan lulusan yang siap menghadapi tantangan dunia kerja dan meningkatkan daya saing mereka di pasar tenaga kerja global.
Rahmah El Yunusiyah was a visionary female figure in the history of Islamic education in Indonesia who made significant contributions to the transformation of the education system. This article aims to analyze in depth Rahmah El Yunusiyah’s role in shifting traditional educational paradigms toward a more progressive and inclusive framework based on Islamic values. Through a systematic literature review, this study identifies Rahmah’s educational innovations, including the establishment of Madrasah Diniyah Puteri, the first formal educational institution designed specifically for Muslim women in Indonesia. The findings reveal that Rahmah not only created learning opportunities for women but also formulated a holistic educational approach that encompassed spiritual, intellectual, and social development. Her impact extended to the reform of Islamic education curricula and the empowerment of women during the colonial period and post-independence era. This study concludes that Rahmah El Yunusiyah’s contributions laid a crucial foundation for developing an education system rooted in local wisdom, which remains relevant to the challenges of educational globalization in the modern era.
Purpose: The labour market plays a key role as one of the strategic elements of the modern economy. Its appearance and functioning are changing under the influence of increasing globalisation, and its importance is mainly due to the presence of human capital. The main objective of this study was to analyse the intensity of labour demand in selected countries. Design/Methodology/Approach: The availability and comparability of statistical data made it possible to calculate an indicator of labour demand intensity according to the educational level of employees according to the ISCED classification and their level of qualification according to the ISCO-08 classification. The research covered 24 of the 27 EU countries. Findings: The components of the ISCO-08 classification for tertiary education were characterised by higher variability. The intensity of labour demand in the group of people with tertiary education was characterised by an upward trend. The results obtained allow us to conclude that the labour market for tertiary graduates was characterised by a higher intensity of labour demand irrespective of the level of the ISCO-08 classification of occupations. Those with secondary education were more exposed to negative fluctuations in the labour market. Practical Implications: The research carried out allows for a better understanding and analysis of the labour market situation, in particular the relationship between labour demand and the qualifications and skills that employees possess. Originality/Value: The article contributes to the development of knowledge on the functioning of the contemporary labour market, which is undergoing a continuous process of transformation under the influence of globalisation and the development of advanced technology. It explains the relationship between one's education and qualifications and the intensity of labour demand in selected European Union countries.
Yarınların teslim edileceği üniversite öğrencisi gençler bugün yoksulluk, sosyal dışlanma, temel refah hizmetlerine erişememe gibi sosyal risklerle karşı karşıyadır. Kırılgan bir sosyal sınıf olarak tasnif edilebilecek üniversite öğrencisi gençler günümüz dünyasında birçok sosyal riskten toplumun geri kalanına göre daha fazla etkilenmektedirler. Üniversite öğrencisi gençlerin kırılgan bir sosyal sınıf olarak tasnifi onların gelir anlamında çoğunlukla ailelerinden gelen harçlıklara veya aldıkları burs/kredilere bağımlı bir şekilde hayatlarını sürdürmesinden kaynaklıdır. Üniversite öğrencisi gençlerin refahı her ne kadar çeşitli sosyal politikalarla korunarak geliştirilmeye çalışılsa da öğrencilerde meydana getirilen iyilik ve dirliğin sürdürülebilirliğinde ciddi eylemlere ihtiyaç duyulmaktadır. Çalışma kapsamında Türkiye’de üniversite öğrencisi gençlerin refahı TÜİK 2016-2021 GYKA mikro veri setleri çerçevesinde kapsamlı analizlere tabi tutularak belirlenmeye çalışılmıştır. Bu kapsamda üniversite öğrencisi yoksulluğunun, yoksulluğun yeni bir boyutu olarak toplumsal refahı tehdit edebilecek potansiyele eriştiği, uygulanan sosyal politikaların yoksulluğu azaltarak öğrenci refahını arttırdığı, sosyal politikaların kapsamı anlamında çok önemli başarılar elde edildiği görülse de özellikle burs ve KYK yurdu imkanlarından faydalanmada ciddi hedefleme sorunları olduğu tespit edilmiştir. Üniversite öğrencisi dostu bir refah rejimi olma iddiasında gösterilen Türkiye’nin bu alanda uyguladığı sosyal politikalarla gençlere insan onuruna yakışır bir hayat sunarak onların geleceğe yönelik umutlarını alevlendirebilmesi için politikalarda hedefleme, miktar iyileştirmeleri ve sürdürülebilirlik hususları düşünülerek yeniden yapılandırmaya gidilmelidir.
Enhancing graduate teacher employability has become a critical concern for educational institutions and policy-makers globally. This article anchored on three pillars of theory, thermostatic principles and mathematical predictions explored the development of an employability framework to improve the career prospects of graduate teachers. Further, the system approach, transformative, human capital and the skills development theories were intergrated into the early developments of the framework. Both the principles of an electric thermostatic properties and the transformative equation were used to strengthen the relevancy of the framework. By integrating these competencies into teacher education programs, the study advocates for a transformative and holistic approach that not only focuses on academic knowledge but also on practical skills and personal attributes. Grounded theory was used as the study methodology to develop an employability thermostatic framework that has capabilities to sense, regulate, control and give relevant feedback. Further, this article navigates through the process of developing the framework which documented a great tool that revolutionizes graduate teacher employability in the most novel and contemporary manner. The employability thermostatic framework offers a structured model for evaluating and enhancing graduate teachers' readiness for the robust employability. Through a combination of curriculum reforms, industry partnerships, and professional development opportunities, the framework aims to bridge the gap between academic preparation and job market demands. The findings further suggest that a transformative employability thermostatic framework provides a comprehensive approach in solving the problem of graduate teacher employability on the labour market. This article contributes to the ongoing discourse on teacher employability in the most innovative manner that challenges the traditional measures and approaches.
Objective This research aims to identify school principals' practices in integrating technology.
Methods: The methodological approach employed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Qualitative or mixed studies that examined school principals' practices in integrating technology into school teaching and learning conducted between 1999 and February 2023, were eligible. Data was searched through Science Direct, Springer, ProQuest, Emerald, Web of Science, Eric, and Google Scholar search engines. Thematic analysis was used to synthesize the findings.
Results: Out of 6441 results from primary and supplementary searches, 19 eligible studies were chosen within five framework domains: Establishing and conveying the vision (creating a shared vision of technology integration, sharing vision continuously, and modeling technology use); Facilitating a high-quality learning experience for students (making data-based decisions, promoting technological pedagogy, and digital citizenship education); Building professional capacity (creating professional development opportunities, encouraging a professional learning community, embracing job-embedded learning, and encouraging differentiated learning); Creating a supportive organization for learning (providing appropriate resources, promoting a collaborative culture, leading change, supporting risk-taking, and fostering a positive attitude towards technology); And connecting with external partners (cultivating communication networks within society, and involving parents in education).
Conclusions: The results revealed notable distinctions in school principals' practices between blended learning and traditional education. Some practices of principals, such as curriculum planning, have become less prevalent. Nonetheless, there is a heightened emphasis on practices like engaging parents in education. Additionally, school principals facilitate students' learning by directly engaging in their tasks
Celem artykułu jest analiza wybranych treści platformy społecznościowej Epale, którymi są rezultaty działań projektowych i aktywności związanych z edukacją i uczeniem się dorosłych. Pytania badawcze dotyczą obszarów uczenia (się) dorosłych, jakie można wskazać na podstawie opisów zgromadzonych tam rezultatów, popularności wyróżnionych tam kategorii oraz analiz funkcji i oceny samej platformy. Aby odpowiedzieć na postawione pytania, zastosowano analizę treści danych zastanych, zgromadzonych na platformie. Autor prezentuje założenie, że platforma społecznościowa Epale jest największą w Europie wirtualną, wielojęzyczną i otwartą społecznością, zajmującą się szeroko pojętą edukacją dorosłych i dokumentującą takie działania. Zaletą platformy jest przestrzeń do dzielenia się wypracowanymi rezultatami, w mniejszym stopniu dotyczy to możliwości jej kreowania przez użytkowników. W opisywanych rezultatach przeważają formy dokumentujące wypracowane rezultaty w postaci raportów, mniej jest tych o bardziej dydaktycznym charakterze. Opisywane rezultaty wyraźnie dokumentują trendy podejmowanych przez użytkowników aktywności, np. edukacji na rzecz klimatu, choć raczej w dość zachowawczym i mało krytycznym charakterze.
This article explores gender inequality in work–family balance since the pandemic from a comparative perspective. It examines the impact of COVID-19 restrictions on working mothers in the UK and South Korea, particularly the factors affecting their work–family balance. It also critically analyses work–family balance policies from a gender perspective. While a number of studies have examined work–family balance issues in both countries, there has been little comparative research on working mothers’ perceptions of the way childcare/unpaid work is distributed, and few policy comparisons involving the two countries. The findings from surveys conducted in 2020 show that mothers in both countries not only did more unpaid work but encountered challenges in balancing work and family during the pandemic. This article argues that policies must be further developed to promote equal sharing of paid and unpaid work between men and women.
Western countries host a significant number of international tertiary students from Asia, who often undergo dietary acculturation, impacting their health, well-being, and the sustainability of their diets. This scoping review critically examines dietary transitions among this demographic, focusing on the extent, nature, and drivers of these changes, with a strong emphasis on sustainability implications. We conducted a comprehensive search across five databases from 2014 to 2024, including all review types, primary studies, and theses/dissertations, yielding thirty-eight relevant studies. The results reveal a marked shift from traditional to Western dietary patterns, characterised by increased consumption of processed foods and decreased intake of culturally traditional foods. Despite the challenges of limited access to traditional food stores and unfamiliar food environments, students showed a strong preference for maintaining their traditional dietary habits. Notably, the shift towards higher consumption of meat, dairy, and sugary foods, coupled with lower intake of fruits, vegetables, and fish, underscores the urgent need for policies that support access to culturally appropriate, environmentally sustainable food choices. This review advocates for a reinforced focus on integrating culturally sensitive, sustainable dietary practices into strategies aimed at supporting international students.
This study examines the dynamics of skills acquisition in Uganda, focusing on enhancers and barriers within the context of a rapidly evolving labour market. Against a backdrop of significant unemployment challenges, where 12 percent of the population is unemployed and 41 percent of youth are not in employment, education, or training (NEETs), the research provides a comprehensive analysis of skills development initiatives and labour market dynamics.
The study employs a mixed-methods approach, combining extensive desk review with a quantitative analysis of secondary data from the Uganda National Labour Force Surveys. Key findings highlight that Uganda’s labour market is undergoing a substantial transformation driven by technological advancements, the Fourth Industrial Revolution (4IR), and COVID-19 pandemic impacts. Despite achieving an average GDP growth of 5.3 percent, the country experiences jobless growth, largely attributed to mismatches between labour supply and demand.
Research reveals significant challenges in skills acquisition, including a persistent disconnect between educational outcomes and market needs. This study shows that despite the government’s implementation of various initiatives—including the Skilling Uganda Strategy, the Uganda Skills Development Project (USDP), and the Youth Livelihood Program—significant gaps persist in addressing skills mismatches.
A particular concern is that 30 percent of graduates work in jobs unaligned with their qualifications. The analysis emphasizes the critical role of digital, socio-behavioral, and analytical/technical abilities in the modern workplace while identifying key barriers such as the digital divide, inadequate educational infrastructure, and societal norms. The study concludes by recommending strategic interventions focusing on bridging the digital divide through infrastructure investment, curriculum revision, enhanced support for vulnerable groups, and strengthened public-private collaboration.
This research contributes to the existing body of knowledge by providing evidence-based insights for policymakers to develop effective strategies bridging the gap between skills acquisition and productive employment in Uganda, ultimately supporting the country’s economic growth and development goals.
Preface
________________________________________In the midst of rapid technological advancements and a constantly shifting global landscape, education stands at a crossroads. This book emerges from a deep and personal exploration of the shortcomings and potential of our current educational systems—a journey fueled by years of observation, reflection, and an unwavering belief in the transformative power of learning. As I watched the world evolve around me, I recognized that the traditional methods and curricula that once served as the backbone of academic institutions are now ill-equipped to prepare our children for the challenges and opportunities of the 21st century.
Over the past decades, I have witnessed firsthand the profound impact of technology on every facet of our lives. The rise of artificial intelligence, digital connectivity, and ever-expanding global networks has not only reshaped industries but has also redefined the skills and mindsets required for success. In classrooms around the world, a generational shift is already underway. Today's students—digital natives—navigate a world where information is at their fingertips, where interdisciplinary challenges demand innovative solutions, and where the line between the virtual and the real is increasingly blurred. Yet, in many cases, the education they receive remains rooted in a bygone era, with rigid structures and outdated pedagogies that stifle creativity, critical thinking, and adaptability.
This book is a response to that dissonance—a call to reimagine education in a way that aligns with the needs of a rapidly evolving world. Here, I lay out a comprehensive vision for a future-ready curriculum, one that embraces the inevitability of technological change while preserving the human values that lie at the heart of learning. My reflections are not mere criticisms of the present; they are an invitation to build a system that is as dynamic, inclusive, and forward-thinking as the world it serves. By integrating insights from my personal experiences with a broader understanding of emerging trends, I propose a curriculum that is both flexible and relevant—a curriculum that prioritizes the development of skills such as critical thinking, creativity, and emotional intelligence alongside digital literacy and technological proficiency.
In these pages, you will find a detailed analysis of the historical context that has shaped our educational systems, an exploration of the disruptive potential of artificial intelligence, and a candid discussion of the limitations inherent in traditional models of teaching and learning. I delve into the transformative possibilities that lie at the intersection of technology and education, advocating for integrative learning approaches that break down the silos between disciplines and encourage students to engage with real-world challenges. My aim is not to dismantle what has been built, but rather to build upon it—melding the time-tested strengths of classical education with innovative practices that foster lifelong learning and adaptability.
Throughout this journey, I have been guided by a few core principles: flexibility, relevance, and humanity. Flexibility is essential in a world where change is the only constant; relevance ensures that learning is not confined to the pages of a textbook but is directly connected to the lived experiences and challenges of our communities; and humanity reminds us that, no matter how advanced our technologies become, the essence of education remains rooted in our ability to empathize, innovate, and connect with one another on a deeply personal level.
The chapters that follow offer a roadmap for this transformative vision. I begin by setting the stage with a candid assessment of today’s global educational landscape, highlighting the urgent need for reform in the face of technological disruption. I then explore the profound impact of artificial intelligence on society, not as a harbinger of obsolescence, but as a collaborative tool that, when harnessed effectively, can empower both educators and learners. From there, I critique the limitations of traditional curricula, emphasizing the necessity of fostering skills that enable students to think critically, adapt rapidly, and embrace uncertainty with confidence.
Building on this foundation, I present my vision for a future-ready curriculum—one that champions interdisciplinary integration, practical application, and continuous learning. I discuss the strategic shifts required in course design, assessment methodologies, and teacher training to support this vision, and I address the challenges and resistance that often accompany systemic change. Ultimately, this book is both a personal manifesto and a practical guide, offering insights and strategies for educators, policymakers, innovators, and anyone passionate about the future of education.
As you embark on this exploration, I invite you to reflect on your own experiences with education and consider the ways in which we might collectively forge a path toward a more enlightened, adaptive, and inclusive learning ecosystem. The future of education is not predetermined; it is something we can shape together through thoughtful dialogue, innovative practices, and a commitment to lifelong learning. May this book serve as a catalyst for that conversation—a blueprint for reimagining education in a manner that honors our past while boldly stepping into the future.
— Khritish Swargiary
The study focuses on the types of early school leaving from upper secondary school programs in the Czech Republic and compares them with a synthesized typology derived from international research. The study aimed to determine 1) what types of early school leaving can be identified in the accounts of Czech students and 2) how these types correspond with the five significant categories of early school leaving synthesized from international typologies. Through interpretative phenomenological analysis of the experiences of eight respondents, four types of early school leaving were identified: unsuccessful, disadvantaged, disengaged, and maladjusted. None of the respondents fell into the fifth category (quiet). The findings suggest that in the Czech context, a significant issue is the failure of students who initially demonstrated high levels of school engagement, which may indicate insufficient systemic support for at-risk students. While the characteristics of each type are similar to those identified in international research, the Czech context reveals specific differences, such as a high proportion of unsuccessful students who nevertheless attempt to pursue education through alternative means. These contextual aspects play a crucial role in the Czech environment, particularly concerning the lack of effective intervention programs. The research provides insights for further studies and interventions aimed at reducing early school leaving in the Czech Republic.
The study aimed to examine the relationship between Islamic banking and the growth of Small and Medium Enterprises in Zaria, Kaduna State. Nigeria. Specific Objectives were to determine the relationship between Islamic banking and profitability; to examine the relationship between Islamic banking and market share; and to find out the relationship between Islamic banks and return on investment of Small and Medium Enterprises in Zaria, Kaduna State, Nigeria. The study adopted correlational and cross-sectional research designs. The study used primary data collection through the use of questionnaires. Questionnaires, both structured and unstructured were designed with snares to check validity and reliability, a sample size of 217 respondents given a study population of 500 respondents was selected using Krejcie and Morgan table. Findings reflected that there was a strong positive relationship between Islamic banking and profitability by a correlation coefficient(r) of 0.871 which is statistically significant since the p-value (0.000) < 0.01. Findings revealed that there is a moderate positive relationship between Islamic banking and profitability as this was evidenced by a correlation coefficient(r) of 0.525 which is statistically significant since the p-value (0.000) < 0.01. The study concluded that there is a significant positive relationship between, there is a significant positive relationship between Islamic banks and the return on investment of Small and Medium Enterprises in Zaria, Kaduna State, Nigeria, and there is a significant positive relationship between Islamic banks and the return on investment of Small and Medium Enterprises in Zaria, Kaduna State, Nigeria. The study recommended; that the relationship between Islamic banks and Small and Medium Enterprises growth should be studied in another important town in Nigeria. There should be aggressive marketing of Islamic bank products to reach out to the populace beyond the business owners. Islamic should organize regular meetings with business owners to educate them on risk-taking that can hinder their growth.
En un mundo cada vez más tecnológico e interdisciplinario, resulta fundamental que la enseñanza de las ciencias exactas maximice el uso de herramientas digitales y metodologías innovadoras, con el propósito de preparar a estudiantes con los conocimientos y habilidades necesarias para enfrentar los desafíos del siglo XXI. El aprovechamiento de éstos recursos representa una oportunidad para enriquecer el aprendizaje, así como para fomentar una visión holística del conocimiento a través del enfoque STEAM (Ciencia, Tecnología, Ingeniería, Arte y Matemáticas, por sus siglas en inglés), promoviendo la creatividad, el pensamiento crítico y la capacidad de resolver problemas.
El presente estudio tuvo como objetivo desarrollar un prototipo didáctico basado en tecnologías LabVIEW y Arduino, que contribuye a la resignificación de conceptos matemáticos abstractos relacionados con el lenguaje variacional (funciones de una variable). La investigación adoptó un diseño metodológico mixto y se estructuró en tres fases: diseño y desarrollo del prototipo tecnológico, elaboración de materiales didácticos complementarios, así como la implementación del recurso en un grupo piloto de estudiantes.
Los resultados evidencian una contribución positiva en la resignificación de conceptos básicos asociados a las diversas representaciones semióticas de funciones matemáticas. Desde un enfoque cuantitativo, se observó que los retos propuestos para replicar gráficas de funciones matemáticas básicas fueron resueltos satisfactoriamente por poco más de dos tercios del total de los participantes. A nivel cualitativo, se identificaron mejoras en la interpretación conceptual, destacando la interacción y la aplicabilidad práctica del prototipo didáctico. Los participantes manifestaron opiniones positivas respecto a las características generales del recurso, calificándolo como útil, interesante y una mejora significativa en comparación con las metodologías tradicionales utilizadas en la enseñanza de las matemáticas.
Palabras clave: funciones matemáticas, tecnología educativa, STEAM, prototipo didáctico, LabVIEW, Arduino, educación media superior, progresiones de aprendizaje, Nueva Escuela Mexicana (NEM), pensamiento matemático.
Through an autoethnographic lens, the chapter presents a reflective experience of an English as a Second Language (ESL) teacher who has worked across various primary and secondary schools in Stockholm, Sweden. The author seeks to delve into the personal insights and pedagogical challenges faced in the classroom management process; therefore, to provide a broader and in-depth discourse on adapting effective methodological lesson plans that address the trials and inherent problems of teaching English in a Nordic context. The focus of the study is narrowed down to the context of English Mother Tongue lessons in which participants are mixed-ability students.
This design handbook outlines proposed steps and phases of analysis for classroom activities. The goal is to understand and create a basis for practitioners working with educational facilities regarding lighting design directions, concepts, and criteria. This work explores and presents a design process leading to lighting scenarios based on classroom activities for primary school pupils.
En el contexto actual, la enseñanza de las matemáticas se enfrenta a desafíos significativos relacionados con la desconexión entre los contenidos curriculares y la realidad social del estudiantado. El paradigma tradicional de la “educación bancaria” impide que las y los estudiantes participen activamente de la construcción social del conocimiento limitando su capacidad crítica para interpretar, problematizar y transformar su realidad. El objetivo de esta investigación es diseñar, implementar y rediseñar un método de alfabetización en matemáticas basado en la pedagogía de Paulo Freire. La metodología consiste en un diseño de investigación-acción que incluye tres etapas: 1) un diseño inicial desde lo teórico, 2) la implementación en un curso de segundo medio de Valparaíso, y 3) el rediseño a partir de análisis con expertos. Los resultados
muestran que el enfoque freireano promueve la participación y la conexión entre problemáticas sociales y los contenidos matemáticos del currículum nacional. A su vez, el método propuesto
evidencia que el diálogo es una herramienta poderosa en el aula de matemáticas, permitiendo que estudiantes argumenten y comuniquen sus percepciones de la realidad usando matemáticas.
Indonesia's scientific literacy is in 70th position out of 78 countries based on PISA 2018. This research aims to determine (1) the scientific literacy abilities of Riyadul Mubarok Integrated High School students in class X on renewable energy material using PISA test questions; and (2) Learning outcomes of Riyadul Mubarok Integrated High School students on renewable energy material. The selected sample was 20 class X students using purposive sampling technique. This type of research is descriptive qualitative using daily values on renewable energy material for learning outcomes and PISA test questions totaling 6 essay questions. This research shows that the learning outcomes of Riyadul Mubarok Integrated High School students are in the medium category with an average score of 77.95, which is slightly above the KKM. Meanwhile, the results of scientific literacy on the three indicators show (1) the average value of scientific literacy ability on the indicator of identifying scientific problems is 40, which means that students' scientific literacy ability is in the low category. (2) the results of scientific literacy skills in the indicator explaining scientific phenomena are in the medium category with an average score of 62. (3) the results of scientific literacy skills in the category of using scientific evidence are in the low category with an average score of 37. Literacy scores Overall student science is 55 which is included in the medium category, this is in accordance with the results of the scientific literacy test conducted by PISA in 2018
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