World Class: How to Build a 21st-Century School System
... Education is widely recognized as a fundamental human right and a powerful tool for personal and social development (UNESCO, 2017). It plays a critical role in shaping individuals' future opportunities, economic mobility, and social well-being (Schleicher, 2019). However, the perception of education and its value can vary significantly between urban and rural communities, often reflecting disparities in access to educational resources, infrastructure, and socioeconomic conditions (Pratama & Firmansyah, 2020). ...
... Socioeconomic status (SES) is a fundamental determinant of educational perceptions and outcomes, influencing students' access to resources, learning opportunities, and overall academic success. In urban areas, education is often seen as a critical pathway to economic mobility and personal growth, driven by better access to high-quality schools, advanced technology, and a diverse range of career opportunities (Schleicher, 2019). Urban students benefit from wellequipped educational institutions, comprehensive learning materials, and supportive learning environments that enhance their academic performance (Martin et al., 2021). ...
... Urban students, for instance, often have access to a wide range of extracurricular activities, advanced coursework, and technological tools that enhance their learning experiences . In contrast, rural students may lack these critical forms of support, making it more challenging for them to compete academically on a national or global scale (Schleicher, 2019). ...
Education plays a crucial role in shaping the future of individuals and communities. However, the perception of education can vary significantly between urban and rural areas due to differences in access to resources, infrastructure, and cultural norms. This study aims to explore the perceptions of education in both urban and rural communities in Indonesia. Using a qualitative approach, data were collected through in-depth interviews with 30 respondents, including students, teachers, parents, and educational leaders. The findings indicate that urban communities generally have a more positive perception of education, often viewing it as a pathway to better career opportunities and economic stability. In contrast, rural communities tend to perceive education as valuable but face significant barriers, including limited access to quality educational facilities, inadequate teaching resources, and economic constraints. These challenges often lead to lower educational aspirations and higher dropout rates in rural areas. The study highlights the need for targeted educational interventions and policies that address these disparities, ensuring equal educational opportunities for all students, regardless of their geographical location.
... Research consistently demonstrates that well-prepared teachers are better equipped to employ innovative pedagogical strategies, foster inclusive learning environments, and positively influence students' cognitive, social, and emotional growth (Hattie, 2009). However, disparities in teacher training and professional development opportunities between high-performing and developing education systems contribute to significant gaps in educational quality and student achievement (Schleicher, 2018). ...
... • Finland emphasizes play-based and collaborative learning in early education, gradually transitioning to more structured yet flexible approaches (Schleicher, 2018). ...
... • High-performing systems (e.g., Finland, Singapore) predominantly employ studentcentered, inquiry-based, and collaborative pedagogies, which prioritize critical thinking and adaptability (Schleicher, 2018). ...
This study examines the influence of teacher training and professional development on child development by comparing pedagogical approaches in high-performing and developing education systems. Through a mixed-methods analysis, the research evaluates how different teacher preparation models impact instructional quality, student engagement, and long-term developmental outcomes. Findings reveal significant disparities in access to ongoing professional development, pedagogical strategies, and resource allocation between high-performing and developing systems. The study highlights best practices from high-performing systems, such as mentorship programs, evidence-based training, and collaborative learning cultures, while identifying challenges faced by developing systems, including limited funding and inconsistent policy implementation. Recommendations are provided for policymakers and educators to enhance teacher training programs, ultimately fostering equitable and effective child development across diverse educational contexts.
... [6][7][8][9] Specifically, it remains unclear whether qualitative educational disparities affect brain health differently. The Programme for international student assessment (PISA) is the only available qualitative measure explicitly designed for cross-national comparability of EQ. 10,11 The United Nations's sustainable development goals identify learning outcomes in reading and mathematics as key indicators of education quality-areas measured by PISA, along with science (https://www.oecd.org/pisa). International institutions such as the United Nations, UNESCO, the World Bank, the International Monetary Fund, the Organization for Economic Co-operation and Development, and the Inter-American Development Bank rely on PISA as a benchmark. ...
... International institutions such as the United Nations, UNESCO, the World Bank, the International Monetary Fund, the Organization for Economic Co-operation and Development, and the Inter-American Development Bank rely on PISA as a benchmark. 10,11 No other globally validated assessment of education quality exists. This index was designed to capture the diversity of educational systems, ensuring representative sampling within each country. ...
... This index was designed to capture the diversity of educational systems, ensuring representative sampling within each country. 10,11 Although not exempt from limitations, 11 it is a standardized, national-level measure of education quality 10,11 and has been shown to correlate with gross domestic product, income, and work productivity. [10][11][12] Here, we compare the effect of EQ-and YoE-brain associations on aging and dementia in 7533 subjects from 20 countries, encompassing healthy controls (HCs), Alzheimer's disease (AD), and frontotemporal lobar degeneration (FTLD) patients. ...
Background
While education is crucial for brain health, evidence mainly relies on individual measures of years of education (YoE), neglecting education quality (EQ). The effect of YoE and EQ on aging and dementia has not been compared.
Methods
We conducted a cross-sectional assessment of the effect of EQ and YoE on brain health in 7533 subjects from 20 countries, including healthy controls (HCs), Alzheimer's disease (AD), and frontotemporal lobar degeneration (FTLD). EQ was based on country-level quality indicators provided by the programme for international student assessment (PISA). After applying neuroimage harmonization, we examined its effect, along with YoE, on gray matter volume and functional connectivity. Regression models were adjusted for age, sex, and cognition, controlling for multiple comparisons. The influence of image quality was assessed through sensitivity analysis. Data collection was conducted between June 1 and October 30, 2024.
Findings
Less EQ and YoE were associated with brain alterations across groups. However, EQ had a stronger influence, mainly targeting the critical areas of each condition. At the whole-brain level, EQ influenced volume (HCs: Δmean = 2·0 [1·9–2·0] × 10⁻², p < 10⁻⁵; AD: Δmean = 0·1 [−0·0 to 0·3] × 10⁻², p = 0·18; FTLD: Δmean = 3·5 [3·0–4·0] × 10⁻², p < 10⁻⁵; all with 95% confidence intervals) and networks (HCs: Δmean = 13·5 [13·2–13·7] × 10⁻², p < 10⁻⁵; AD: Δmean = 5·9 [5·2–6·7] × 10⁻², p < 10⁻⁵; FTLD: Δmean = 13·2 [11·2–13·7] × 10⁻², p < 10⁻⁵) 1·3 to 7·0 times more than YoE. These effects remain robust despite variations in income and socioeconomic factors at country and individual levels.
Interpretation
The results support the need to incorporate education quality into studying and improving brain health, underscoring the importance of country-level measures.
Funding
Multi-partner consortium to expand dementia research in Latin America (ReDLat).
... These findings align with international research on curriculum design, where curriculum overload often forces educators to prioritize core subjects at the expense of interdisciplinary learning (Drake & Reid, 2020;Schleicher, 2018). Research suggests that countries with more balanced curriculum structures tend to emphasize competency-based learning models, ensuring that students receive a wellrounded education that includes academic, creative, and physical development (Schmidt et al., 2001). ...
... The ANOVA test confirms a statistically significant imbalance in subject distribution (p < 0.001), meaning the curriculum structure heavily prioritizes language and mathematics over interdisciplinary subjects. This has long-term implications for student development, as subjects like arts and physical education contribute to creativity, problem-solving, and social interaction-all critical skills for 21stcentury education models (Schleicher, 2018). ...
... Furthermore, research suggests that classroom size can directly impact the quality of instruction, particularly in subjects such as language and mathematics, where students benefit from one-on-one feedback, discussion-based learning, and personalized assessment approaches (Schleicher, 2018). In overcrowded classrooms, teachers may resort to traditional lecture-based methods, reducing opportunities for active learning, collaboration, and interdisciplinary teaching strategies. ...
Introduction: The alignment of cross-curricular areas in primary education plays a crucial role in ensuring balanced and effective learning experiences. In Kosovo, the curriculum serves as the foundation of the education system, guiding teaching methodologies, content delivery, and learning outcomes. However, despite its comprehensive structure, inconsistencies in the distribution of curricular areas can lead to imbalances that affect the quality of instruction. Objectives: This study investigates the misalignment of cross-curricular areas in primary education in Kosovo, with a specific focus on the subjects of language and communication and mathematics. It explores how the current curricular framework influences the allocation of instructional time, teacher workload, and student learning experiences. Methods: Employing a mixed-methods approach, this research utilizes a structured questionnaire distributed to primary school teachers in Prizren and Dragash. The survey, conducted in Bosnian, Turkish, and Albanian, assesses educators' perceptions of curriculum distribution and its impact on interdisciplinary learning. Results: The findings indicate that the curriculum's structure often results in an overemphasis on core subjects, limiting opportunities for interdisciplinary teaching and learning. This study highlights the need for a more integrated approach to curriculum planning to enhance the coherence and effectiveness of primary education in Kosovo. The results provide valuable insights for policymakers and educators in revising curriculum frameworks to foster a more balanced and holistic educational experience.
... La educación contemporánea enfrenta desafíos significativos en su búsqueda por adaptarse a las demandas de una sociedad en constante cambio. La globalización, el avance tecnológico y la diversidad cultural exigen sistemas educativos capaces de preparar a los individuos para contextos complejos y dinámicos (OECD, 2018;Schleicher, 2018). En este escenario, la investigación educativa emerge como una herramienta esencial para el desarrollo de modelos pedagógicos innovadores que respondan a estas necesidades emergentes (Hargreaves & Fullan, 2012;Darling-Hammond, 2006). ...
... Diversos factores contribuyen a la perpetuación de este problema. Entre ellos, la resistencia al cambio por parte de instituciones y educadores, la falta de formación continua en nuevas metodologías, y la escasez de recursos destinados a la innovación pedagógica (Schleicher, 2018). Estas condiciones afectan negativamente la calidad educativa, limitando la capacidad de los estudiantes para desarrollar habilidades críticas, creativas y colaborativas necesarias en la sociedad contemporánea (Robinson, 2011;Sawyer, 2014). ...
... A través de una revisión bibliográfica exhaustiva, se explorarán estudios recientes que evidencian cómo la investigación ha influido en la creación de enfoques pedagógicos que fomentan un aprendizaje activo, colaborativo y centrado en el estudiante (Sawyer, 2014;Bransford et al., 2000). Se examinarán casos exitosos de implementación de modelos innovadores respaldados por investigaciones sólidas, destacando las mejores prácticas y los desafíos encontrados en diversos contextos educativos (Hargreaves & Fullan, 2012;Schleicher, 2018). En conclusión, la integración de la investigación educativa en el desarrollo de modelos pedagógicos es esencial para la evolución de sistemas de enseñanza que respondan eficazmente a las demandas de la sociedad actual. ...
La investigación educativa es clave en el diseño de modelos pedagógicos innovadores que superan las limitaciones de los enfoques tradicionales y responden a las demandas del siglo XXI. A través de una revisión bibliográfica, se analizó cómo la implementación de metodologías activas, como el aprendizaje basado en proyectos, colaborativo y la gamificación, fomenta un aprendizaje significativo y desarrolla competencias esenciales, como el pensamiento crítico, la creatividad y la colaboración. La investigación también impulsa la transformación docente, facilitando la adopción de estrategias didácticas actualizadas y promoviendo un cambio de paradigma hacia un modelo centrado en el estudiante. Sin embargo, persisten desafíos como la falta de recursos, formación continua y la resistencia al cambio, que limitan su implementación efectiva. Los hallazgos evidencian que la integración de prácticas pedagógicas basadas en la investigación contribuye a mejorar la calidad educativa, facilitando una enseñanza más dinámica e inclusiva que prepara a los estudiantes para enfrentar los retos actuales.
... These schools typically have superior resources, highly qualified teachers, and rigorous curricula that prepare students to excel both academically and socially. HPS have a clear vision of the future of education and their place within it, translating this into clear ambitions and concrete goals; they place great emphasis on quality assurance, professionalization, and development of their organization and staff (teachers, support staff, and management); they ensure a safe working and learning environment; they empower and equip their teachers with what they need to teach students; they have management that focuses less on administrative control and accountability and more on coaching and stimulating staff , their students are more likely to innovate, and they promote inclusivity and greater social mobility (Bell & Cordingley, 2014;Chetty et al., 2014;Education Council, 2024;Reardon, 2013;Samad et al., 2014;Schleicher, 2018). ...
... • Most of the holistic studies described various aspects of the HPS, looking at the education system/vision, the quality of education and teachers, the internal organization, school resources, and leadership, but did not contain a framework to create the HPS (Blase et al., 2010;Lee, 2018;Pandla & Gupta, 2020;Padilla et al., 2020;Samad et al., 2014;Schleicher, 2018;Shannon & Bylsma, 2007) and could therefore not be evaluated in practice at the case study school. • Two studies compared high-performing schools with low-performing schools, on a limited number of aspects of both education and internal organization (Bell & Cordingley, 2014;Campbell Wilcox & Ives Angelis, 2011) and, as such, did not provide a truly testable framework. ...
... Mgr. Hanssen has embraced the Rhineland management model, granting employees a high degree of freedom, flexibility, and responsibility-hallmarks of high-performing schools (Samad et al., 2014;Schleicher, 2018). This model is reinforced by intervision sessions, which encourage reflection and autonomy, and cross-functional work groups, which promote collaboration. ...
It has long been recognized that education plays a crucial role in the development of a nation and its people. Therefore, it is logical that there is much interest in increasing the quality of the education system. Schools are a significant representative of this system, and in recent years, there has been growing attention to the concept of the high-performance school. These schools play a special role in cultivating an environment with the best teachers that challenge and develop students both academically and socially, promoting excellence. This article specifically focuses on the question of how the internal organization and management of a school can be elevated to the level of high-performance using a quality improvement framework. After identifying from the literature a potentially suitable framework for the transition of a school to the high-performance level, we applied this framework to a case school using a questionnaire and semi-structured interviews to collect data. Finding is that the selected high-performance framework can indeed help schools evaluate their current status relative to the high-performance level and guide them in the right direction towards excellence, by providing practical points for improvement.
... Schools in disadvantaged areas regularly encounter problems in recruiting and preserving certified teachers. The lack of expert development possibilities, coupled with excessive trainer turnover quotes, effects in inconsistent curriculum shipping and influences scholar gaining knowledge of outcomes [9]. Moreover, standardized testing regulations often fail to account for socioeconomic differences, setting additional pressure on students and educators in low-earnings schools. ...
... Another crucial project is teacher preparedness. Educators in underserved regions frequently lack get admission to to ongoing expert improvement, decreasing their ability to efficiently enforce present day curriculum standards [9]. Many instructors in low-profits regions are overburdened with big elegance sizes and insufficient teaching resources, making it tough for them to cater to diverse student needs. ...
... Such testing conditions lead to the formation of a teaching to the test culture, the students are tested and then evaluated and funding to schools is based on these tests; however, this school approach has become a testoriented, rather than a whole-student one. Consequently, the disparities are even made more intense by the digital divide which is an unlevel playing field considering that the low-income students usually cannot acquire the necessary technology and internet services for high-tech classrooms [9]. ...
Education coverage performs a critical role in shaping curriculum requirements and making sure equitable mastering opportunities. However, socio-financial disparities remain a substantial barrier to the powerful implementation of those policies, main to inequities in useful resource accessibility, allocation, and studying outcomes. This paper examines the challenges of imposing honest curriculum standards due to financial constraints, highlighting gaps in resource provision, teacher preparedness, policy execution, and the position of both governmental and personal groups. Schools in low-profits regions often conflict with inadequate funding, inadequate infrastructure, constrained virtual sources, and, in a few instances, unqualified educators. The virtual divide, exacerbated with the aid of earnings disparities, in addition hinders the uniform utility of curricula. Additionally, trainer recruitment and retention issues in financially deprived areas make a contribution to inconsistencies in training great. This observe explores global examples of successful interventions, evaluating Finland's nationally standardized schooling gadget with the USA' decentralized, assets tax-based funding model. While Finland has accomplished a more inclusive education system, the U.S. Maintains to stand inequalities because of its funding structure. Policy tips include multiplied economic aid for underfunded colleges, reforms in teacher education packages, strengthening policy enforcement, and improving technological infrastructure. Ensuring equitable access to generation, using nicely-trained educators, and adopting truthful funding mechanisms are critical steps towards inclusive schooling. This paper contributes to the continued training reform debate, advocating for systemic coverage adjustments to offer all college students with splendid getting to know opportunities, no matter socioeconomic background.
... These learners, referred to by some as "digital natives," expect opportunities for interactive, personalized, and lifelong learning at the speed of their hyperconnected worlds [47]. This lag has resulted in a delicate balancing act, where industries now condense their procedures to facilitate innovation, reliance on AI and interconnectivity whilst education systems risk stagnation by not developing the cognitive flexibility, digital literacy and problem solving of students that are pervasive in a dynamic future [50]. This disconnect illustrates the urgent need to investigate how to harness AI to fill pedagogical gaps while confronting ethical, cultural and socioeconomic challenges. ...
... Since the beginning of the 21st century, we have also witnessed the emergence of connectivism, which conceives learning as a networked process mediated by digital technologies [54]. These changes mirror societal transformations, such as the movement from industrial to knowledge economies, requiring pedagogies that emphasize critical thinking and flexibility in learning [50]. Yet, the rise of AI is ushering in new possibilities for the reinvention of these frameworks, where old wisdom finds synergy with computational horsepower to tackle contemporary learning challenges. ...
AI's integration in education marks a seismic shift in pedagogical practices, unlocking new potential to personalize learning, democratize access, and equip learners for the uncertainty that lies ahead. This article critically interrogates the emerging pedagogical landscape enabled by AI and explores it as a dual-edged sword that could either be an innovative tool or, turn into a threat by the way of ethics. Using case studies in K-12 education, the higher education, and corporate training, the study demonstrates AI-powered innovations, including adaptive learning platforms (such as DreamBox), intelligent tutoring systems (such as IBM Watson) and generative AI tools (such as ChatGPT), which improve the design of curriculum and collaborative learning. But the analysis also underscored significant risks, including algorithmic bias, violations of data privacy, and the exacerbation of global educational inequities. Drawing on empirical research, theoretical approaches, and ethical attention, the article makes the case that a human-cantered vision of AI is where it augments instead of replaces teachers’ work of cultivating creativity, empathy, and critical thought. Some of the key recommendations include strong policy frameworks for ethical AI Governance, training programs for teachers on AI literacy, and interdisciplinary research to tackle the long-term impact of AI on society. The study concludes with a call to stakeholders’ policymakers, technologists, and educators to work together on designing inclusive, equitable AI pedagogies that support human agency while utilizing technology’s potential to reimagine education in the 21st century.
... This investigation employed a sequential explanatory mixed-methods design to examine the relationship between emotional well-being and external assessment readiness among Kazakhstani students. This approach combines quantitative measurement precision with qualitative contextual insights (Schleicher, 2018), creating an analytical framework calibrated to Kazakhstan's educational context. ...
... This review synthesizes current understanding of this relationship with particular focus on research relevant to the Kazakhstani educational context. Contemporary educational assessment systems worldwide have undergone substantial transformation, increasingly recognizing psychological dimensions underlying student performance (Schleicher, 2018). International research has progressed beyond simplistic test anxiety frameworks toward comprehensive models integrating multiple dimensions of emotional functioning and their impact on cognitive performance. ...
This study examines the critical intersection between emotional well-being, educational assessment, and future workforce development in Kazakhstan. Kazakhstan’s educational system serves as the primary pipeline for developing human capital necessary for economic advancement, with standardized testing mechanisms like the Unified National Testing (UNT) functioning as gateway mechanisms determining access to higher education and subsequent labor market opportunities. With Generation Z students (born 1997-2012) currently comprising the majority of test-takers, their psychological readiness for assessment directly impacts Kazakhstan’s future workforce composition, sectoral distribution, and economic competitiveness. This research addresses critical gaps in understanding psychological factors affecting standardized testing performance within Kazakhstan’s unique educational and cultural context during 2022-2023, with particular focus on the high-stakes Unified National Testing (UNT) system. A sequential explanatory mixed-methods design was employed, collecting data from 1,247 students across 28 schools in 14 regions of Kazakhstan. Quantitative instruments included the Student Emotional Well-being Inventory and Assessment Readiness Profile. We found out significant correlations emerged between emotional well-being and assessment performance. Students with higher emotional well-being demonstrated 34% greater resilience to test anxiety and 28% improved performance on standardized assessments. Contrary to expectations, rural students showed higher anxiety management capacity than urban students. Structural equation modeling identified self-efficacy as the primary mediator between emotional well-being and assessment outcomes. The findings revealed concerning longitudinal patterns with emotional well-being declining throughout the academic year despite improvements in assessment readiness. Intervention analysis demonstrated that cognitive-behavioral techniques and integrated approaches were most effective for enhancing emotional well-being and assessment readiness. Regional variations persisted even after controlling for socioeconomic factors, suggesting geographical location represents an independent influence on assessment-related psychological factors. This research provides the first comprehensive empirical investigation of emotional well-being’s role in assessment readiness within Kazakhstan’s educational system, introducing a novel conceptual framework that integrates psychological, institutional, and regional factors to explain assessment outcomes. The identification of rural protective factors challenges conventional assumptions about educational resource distribution.
... Kurikulum harus dirancang untuk mengintegrasikan literasi digital, keterampilan pemecahan masalah, dan kemampuan berpikir kritis yang relevan dengan kebutuhan dunia kerja yang terus berubah. Menurut Schleicher (2018) pengembangan kurikulum berbasis teknologi juga harus memperhatikan keseimbangan antara penggunaan teknologi dan pengembangan keterampilan interpersonal. ...
... Dalam era digital, pendidik tidak lagi hanya berfungsi sebagai penyampai informasi, tetapi juga sebagai fasilitator dan pembimbing yang membantu siswa mengelola sumber daya belajar digital. Untuk mendukung peran ini, pendidik harus memiliki literasi digital yang memadai serta kemampuan untuk mengintegrasikan teknologi ke dalam praktik pembelajaran (Schleicher, 2018). Namun, banyak pendidik menghadapi tantangan dalam beradaptasi dengan teknologi baru, terutama mereka yang kurang terpapar pada teknologi dalam kehidupan sehari-hari (UNESCO, 2020). ...
Dunia pendidikan di berbagai negara terus mengalami perkembangan yangdinamis. Setiap negara berupaya meningkatkan baik kualitas maupun kuantitaspendidikan sesuai dengan kebutuhannya. Di Indonesia, sistem pendidikan terusmengalami perubahan guna meningkatkan mutu pendidikan ke arah yang lebihbaik. Peningkatan kualitas pendidikan di seluruh wilayah Indonesia harusdilakukan secara berkesinambungan agar tercipta standar pendidikan yang merata.Pemerintah telah menetapkan Standar Nasional Pendidikan sebagai pedomandalam perencanaan, pelaksanaan, dan pengawasan sistem pendidikan. Standarisasiini bertujuan untuk meningkatkan mutu pendidikan secara keseluruhan. Olehkarena itu, upaya ini harus dilaksanakan dengan serius dan terarah, karenakemajuan suatu bangsa sangat bergantung pada bagaimana sistem pendidikannyadikelola oleh masyarakat.
... These learners, referred to by some as "digital natives," expect opportunities for interactive, personalized, and lifelong learning at the speed of their hyperconnected worlds [47]. This lag has resulted in a delicate balancing act, where industries now condense their procedures to facilitate innovation, reliance on AI and interconnectivity whilst education systems risk stagnation by not developing the cognitive flexibility, digital literacy and problem solving of students that are pervasive in a dynamic future [50]. This disconnect illustrates the urgent need to investigate how to harness AI to fill pedagogical gaps while confronting ethical, cultural and socioeconomic challenges. ...
... Since the beginning of the 21st century, we have also witnessed the emergence of connectivism, which conceives learning as a networked process mediated by digital technologies [54]. These changes mirror societal transformations, such as the movement from industrial to knowledge economies, requiring pedagogies that emphasize critical thinking and flexibility in learning [50]. Yet, the rise of AI is ushering in new possibilities for the reinvention of these frameworks, where old wisdom finds synergy with computational horsepower to tackle contemporary learning challenges. ...
AI's integration in education marks a seismic shift in pedagogical practices, unlocking new potential to personalize learning, democratize access, and equip learners for the uncertainty that lies ahead. This article critically interrogates the emerging pedagogical landscape enabled by AI and explores it as a dual-edged sword that could either be an innovative tool or, turn into a threat by the way of ethics. Using case studies in K-12 education, the higher education, and corporate training, the study demonstrates AI-powered innovations, including adaptive learning platforms (such as DreamBox), intelligent tutoring systems (such as IBM Watson) and generative AI tools (such as ChatGPT), which improve the design of curriculum and collaborative learning. But the analysis also underscored significant risks, including algorithmic bias, violations of data privacy, and the exacerbation of global educational inequities. Drawing on empirical research, theoretical approaches, and ethical attention, the article makes the case that a human-cantered vision of AI is where it augments instead of replaces teachers' work of cultivating creativity, empathy, and critical thought. Some of the key recommendations include strong policy frameworks for ethical AI Governance, training programs for teachers on AI literacy, and interdisciplinary research to tackle the long-term impact of AI on society. The study concludes with a call to stakeholders' policymakers, technologists, and educators to work together on designing inclusive, equitable AI pedagogies that support human agency while utilizing technology's potential to reimagine education in the 21st century.
... Teacher Wellbeing Scale: Wellbeing was assessed using the Teacher Subjective Wellbeing Questionnaire (TSWQ) developed by Renshaw, Long, and Cook [54]. This scale conceptualizes teacher wellbeing as a multidimensional construct encompassing emotional, physical, and professional domains. ...
Despite the critical role teachers play in shaping educational outcomes, increasing workload and burnout remain pervasive challenges that threaten their wellbeing and job satisfaction, necessitating a deeper investigation into the mechanisms and protective factors involved. Using explanatory correlational research design, the study examined the intricate relationships among teacher workload, burnout, wellbeing, assessment competency among 1,300 Ghanaian senior high school teachers. Results indicate that teachers perceive a moderately high workload (M = 3.72) and burnout (M = 3.45), with emotional exhaustion as a prominent burnout dimension. Wellbeing (M = 3.68) and assessment competency (M = 3.85) show moderate levels overall. Correlation analyses reveal that workload positively associates with burnout (r = .62, p < .01) and administrative load, while negatively correlating with wellbeing (r = − .55, p < .01) and job satisfaction (r = − .48, p < .01). Burnout strongly predicts lower wellbeing (r = − .68, p < .01) and job satisfaction (r = − .65, p < .01). Notably, assessment competency correlates positively with wellbeing (r = .41, p < .01) and job satisfaction (r = .35, p < .01), suggesting a protective role. Mediation analysis confirms that burnout significantly mediates the negative impact of workload on wellbeing (indirect effect = -0.43, 95% CI [-0.51, -0.35], p < .001). Moderation analysis reveals that higher assessment competency weakens the effect of workload on burnout (interaction B = -0.15, p = 0.013), reducing burnout’s detrimental effects on wellbeing. Demographic factors such as age and institutional context (school type) further moderate these pathways, with older teachers and those in public schools experiencing weaker mediation effects. The findings highlight the critical role of reducing workload and burnout to promote teachers’ health and wellbeing. Importantly, strengthening teachers’ assessment competency and providing targeted administrative support may buffer adverse effects, enhancing wellbeing and job satisfaction. Policy interventions and professional development programs should focus on workload management, burnout prevention, and competency-building to foster sustainable teacher wellbeing and effectiveness in Ghana’s educational system.
... The concept of flexibility in curricula is of great importance both for effectively conducting the teaching process and for responding to different student needs (Schleicher, 2018). A flexible curriculum should be adaptable to local conditions and student profiles. ...
This study aims to comparatively examine the relationships between curriculum responsibility, school autonomy and academic achievement in Turkey, Finland and Germany based on PISA 2022 data. The study employed the correlational survey model, one of the quantitative research methods and analyzed the relationships between variables through correlation analysis, while differences between countries were assessed using ANOVA. The sample of the study, derived from the PISA 2022 dataset, consists of 196 schools and school administrators, 322 teachers and 7,250 students from Turkey; 241 schools and school administrators, 434 teachers and 10,239 students from Finland; and 257 schools and school administrators, 400 teachers and 6,116 students from Germany. The findings reveal that Finland achieved the highest academic achievement due to its decentralized and autonomous education system, Germany exhibited intermediate values with its federal structure and Turkey demonstrated the lowest performance due to its centralized structure. According to the correlation analysis, significant relationships were found between curriculum responsibility, school autonomy and academic achievement, with school autonomy showing a stronger relationship with academic achievement. ANOVA results confirmed that the differences between the countries were statistically significant. In conclusion, decentralized education systems enhance academic achievement by granting schools greater autonomy. While Finland’s decentralized structure ensures high performance, Turkey’s centralized decision-making mechanism leads to lower performance. Germany, on the other hand, achieves positive outcomes by reducing regional disparities through its federal structure. Decentralized systems are more successful compared to centralized ones.
... The large and diverse sample enables policymakers, educators, and researchers to compare student performance across different contexts and cultures. This breadth supports global benchmarking, which helps countries identify effective policies and practices that lead to high student performance and equity in education (Schleicher, 2018). ...
The article explores how the Philippines has utilized insights from its participation in the Programme for International Student Assessment (PISA) to implement systemic and inclusive reforms aimed at improving foundational learning, enhancing teacher development, and aligning national education strategies with global standards.
... The assessment provides clear indicators of equity and quality within education systems, exposing gaps in student achievement between different socioeconomic, gender, or geographic groups. It also guides curriculum development, instructional practices, and national assessment strategies through comparative insights and trend analysis (Schleicher, 2018). Policymakers, educators, and researchers gain access to a rich evidence base to inform reforms, develop teacher training, and improve student learning experiences. ...
While PISA offers valuable insights for reform, contextualized approaches and localized strategies remain essential to effectively use it as a guide for Philippine basic education improvement.
... While still rated as "well developed," this relatively lower score suggests that students may struggle with understanding global competencies and international expectations. Schleicher (2018) argues that globalization requires students to develop cross-cultural awareness, adaptability, and critical thinking skills to thrive in an interconnected world. The findings highlight the need for global education programs, such as international student collaborations, Model United Nations activities, and intercultural exchange programs, to help learners better grasp global standards and their role in an increasingly internationalized society. ...
This study assessed the implementation of the Homeroom Guidance Program (HGP) at both the school and classroom levels, focusing on its alignment with curriculum standards and its influence on students' developmental competencies. Findings indicated the program was well-structured and effectively delivered, with strong observance of agreed learning guidelines. However, challenges remained in achieving program objectives, particularly in assessment strategies, student engagement, and support mechanisms. While instructional design and delivery were positively received, module implementation and feedback effectiveness areas require further enhancement. The study also highlighted variations in program execution across different schools and classrooms, suggesting that factors such as teacher training, school leadership, and resource availability influence its effectiveness. Although considered relevant and effective, parental involvement remained limited and did not significantly impact student development. While the program successfully looked after self-development and social awareness, its effectiveness in career development was weaker, emphasizing the need for more structured career guidance and decision-making activities. The study concluded that while the Homeroom Guidance Program was generally effective, inconsistencies in delivery, limited parental engagement, and gaps in career-related support hinder its full potential. To enhance its impact, it is recommended that teacher training be supported through interactive and student-centered approaches, parental involvement be improved through structured communication and engagement programs and career development initiatives be expanded. Enhancing assessment methods, incorporating digital progress-tracking tools, and addressing resource gaps will further support the program’s sustainability and effectiveness. Implementing these improvements will ensure the Homeroom Guidance Program holistically supports students’ academic, social, and career development.
... In many countries, students from more socioeconomically disadvantaged backgrounds achieve lower educational standards than their more privileged peers (Bruckauf, 2016;Liu et al., 2022). This is particularly problematic since the promotion of equity in educational outcomes between students from different socioeconomic groups is an important characteristic of high-performing education systems (Schleicher, 2018). Accordingly, the current review sought to examine the role of academic selection in promoting socioeconomic equity in students' educational outcomes. ...
Academic selection for post‐primary education is an important feature of the educational landscape in some parts of the United Kingdom, most notably in Northern Ireland and some areas of England, in addition to several other global contexts. This work systematically reviewed studies in a UK context which investigated the consequences of academic selection. The United Kingdom provided a suitable context for the review because both academic selection and all‐ability post‐primary education in comprehensive schools have featured, and continue to feature, in its education system, thus permitting a comparison of the relative merits of the two systems. Thirty‐two publications met the inclusion criteria and were included in the narrative review. Results of the review indicate that, when relevant student and school characteristics are controlled for, academic selection has a negligible overall effect on academic achievement relative to all‐ability comprehensive post‐primary education. The findings also indicate that there is negligible difference between the capacity of the two systems to promote intergenerational social mobility, but that academic selection potentially reinforces and further entrenches socioeconomic disparities in educational outcomes. Possible gaps in the evidence base are highlighted and implications for further research, policy and practice are elucidated.
Context and implications
Rationale for this study: This review was undertaken to create a robust, up‐to‐date synthesis of the evidence pertaining to the impact of academic selection in the United Kingdom.
Why the new findings matter: The findings are important because of ongoing debates about the future role of academic selection within the educational landscape of the United Kingdom.
Implications for policy makers and members of the public with an interest in education: The evidence reviewed suggests that there are benefits of a grammar school education for those who are fortunate enough to obtain one, particularly in relation to improved academic achievement and progression to higher education. However, it is also evident that there are some difficulties associated with academic selection in the UK context. The dominant issues of concern are the failure of academic selection to promote social mobility and the way in which it appears to reinforce and further entrench socioeconomic disparities in educational outcomes.
... These differences frequently correspond with more general socioeconomic variables, highlighting the necessity of distributing resources fairly in order to adequately support all instructors (Sosina & Weathers, 2019). Through the analysis of said data, interested parties can pinpoint deficiencies and devise plans to improve support networks, ultimately cultivating an atmosphere that is more favorable for learning (Schleicher, 2018). ...
This study perceived school support for their competence in teaching reading. One hundred thirty (130) teachers from the Division of Valencia City participated in the study by responding to a questionnaire on their perceived self-efficacy, school support, and competence in teaching reading. Descriptive-correlational research employed descriptive statistics, tests of relationships, and the influence of teachers’ self-efficacy and school support on competencies in teaching reading. The findings revealed strong self-efficacy among teachers in teaching reading, with confidence in observing student progress, sharing effective practices, engaging in professional learning, and receiving leadership support. The school environment was highly supportive, with teachers expressing satisfaction with resource availability and coaching quality. High teacher competence was observed across key areas, with excellence in organizing activities, managing behavior, using diverse teaching methods, and integrating technology effectively. Correlation analyses unveiled strong positive links between teacher self-efficacy and competence in teaching reading, with leadership support and professional learning as significant predictors. School support, particularly coaching, also demonstrated strong positive associations with teaching competence. The study concluded that influence teacher competence, teacher self-efficacy and school support emerged as significant predictors, emphasizing their pivotal roles in driving effective reading instruction. Fostering a supportive environment and cultivating teacher confidence are essential for promoting effective reading instruction and enhancing student success. The findings underscore the importance of investing in professional development initiatives, providing comprehensive coaching programs, and fostering supportive leadership structures within schools to empower teachers and improve student reading outcomes.
... La colaboración interinstitucional entre la UNED y el MEP ha sido decisiva para que este programa cumpla con sus objetivos educativos y, además, promueva la equidad y la inclusión social, acorde con lo propuesto en el objetivo 4 de los ODS. Este modelo de trabajo colaborativo entre instituciones es un ejemplo de cómo las alianzas estratégicas en la educación pueden mejorar significativamente los resultados educativos y sociales (Schleicher, 2018). La educación inclusiva precisa del trabajo en equipo y el desarrollo de colectivos académicos, además de un "liderazgo distribuido", pues representa el motor para activar la participación, así como el pegamento que puede unir al país en torno a un propósito común. ...
RESUMEN: El artículo analiza el Bachillerato para la Empleabilidad y el Emprendimiento (BEE) en Costa Rica, una iniciativa educativa virtual para personas jóvenes y adultas que no se graduaron de la educación media. El objetivo es evaluar el alcance del BEE en términos de matrícula, graduación y accesibilidad, alineado con el ODS 4. Este proyecto educativo utilizó un enfoque cualitativo descriptivo exploratorio, empleando entrevistas, grupos focales y observaciones. Los resultados muestran una alta tasa de graduación y una creciente demanda, con 5.000 personas graduadas en la primera cohorte y 10.000 inscritas en la segunda. La implementación de un enfoque por competencias y del Diseño Universal para el Aprendizaje (DUA) fue fundamental para propiciar la inclusión educativa y aumentar las posibilidades laborales de las 48.000 personas meta para esta propuesta educativa. Las conclusiones destacan la relevancia del BEE en la democratización de la educación, proponiendo mejoras continuas en accesibilidad y soporte técnico para mantener su efectividad y alcance a nivel nacional.
DESCRIPTORES: Acceso a la educación, Educación de adultos, Relación empleo-formación, Nueva oportunidad educativa, Adaptación curricular.
ABSTRACT: The article analyzes the High School Diploma for Employability and Entrepreneurship (BEE, for its acronym in Spanish) in Costa Rica, a virtual educational initiative for young and adult learners who did not graduate from secondary education. The objective is to evaluate BEE's impact in terms of enrolment, graduation, and accessibility, aligned with SDG 4. The study employed a qualitative descriptive exploratory approach, using interviews, focus groups, and observations. Results show a high graduation rate and increasing demand, with 5,000 graduates in the first cohort and 10,000 enrolled in the second. The implementation of a competency-based approach and Universal Design for Learning (UDL) was crucial in facilitating educational inclusion and improving job opportunities. Conclusions highlight BEE's relevance in democratizing education, suggesting continuous improvements in accessibility and technical support to maintain its effectiveness and reach.
... The rapid advancement of technology and the dynamic nature of the 21st-century learning environment have significantly reshaped the landscape of education (Anderson, 2018). In this context, innovative teaching approaches have become essential for addressing the diverse needs of students and preparing them for a highly competitive, digitalized world (Schleicher, 2019). As a result, educators are expected to move beyond traditional teaching methods and adopt more flexible, technology-driven pedagogies that foster critical thinking, creativity, and problem-solving skills (Fullan, 2013). ...
: Education in the 21st century demands continuous innovation in teaching methods to meet the diverse and dynamic needs of students. This study aims to explore the motivations and challenges faced by young educators in developing innovative teaching approaches in Indonesia. Using a qualitative approach, data were collected through semi-structured interviews with 20 young educators from various educational levels, including primary, secondary, and higher education. The findings indicate that the primary motivations for young educators to innovate in teaching include the desire to improve student learning outcomes, create more engaging learning environments, and integrate educational technology to support 21st-century skills. However, they also face several challenges, such as limited resources, a lack of training in educational technology, and resistance to change from colleagues and institutions. These barriers are further exacerbated by rigid regulations and limited access to digital learning tools. These findings highlight the need for sustained support from governments, educational institutions, and communities to create a more adaptive and innovative learning ecosystem. With the right support, young educators can make a significant contribution to shaping a more inclusive and sustainable future for education.
... Cross-national research offers important insights by allowing for the comparison of patterns across diverse education systems, helping to identify both universal and context-specific factors that are associated with teacher job satisfaction. Scholars have emphasized that international datasets, such as TIMSS, enable a broader understanding of how institutional, cultural, and systemic contexts shape teaching conditions (Hanushek & Woessmann, 2011;Schleicher, 2018). These comparisons help inform evidence-based policy by highlighting the best practices and structural challenges across countries. ...
Teacher job satisfaction is considered a crucial factor in retaining successful teachers in the workforce and for the
general well-being of teachers. Understanding the relationship between school working conditions with job
satisfaction is considered to be essential for enhancing teacher motivation, retention, and ultimately, student
outcomes. Following the influential study by Toropova et al. (2021), the current study employs regression
analysis of TIMSS 2019 data from 46 countries and benchmarking entities to investigate the relationship between
school working conditions – school leadership, student discipline, and teacher workload – and teacher job
satisfaction among secondary school teachers. The findings shed light on the specific aspects of school working
conditions that are significantly associated with teacher job satisfaction. The findings highlight a notable association between leadership support and student discipline with teacher job satisfaction in various countries.
Furthermore, our findings indicate that, on average, female teachers report higher job satisfaction than male
teachers across most countries, although country-specific workforce compositions may play a role in shaping this
relationship, and professional development was found to be positively correlated with teacher job satisfaction.
The effects of years of teaching experience, majoring in mathematics, and majoring in mathematics education
yielded inconsistent results. The results contribute to the existing research on teacher job satisfaction and provide
practical implications for policymakers, school administrators, and educational stakeholders to create supportive
and conducive working environments for teachers and contribute to the professional well-being of teachers
worldwide.
... Diversos estudios han demostrado que las tecnologías digitales pueden democratizar el acceso a la educación (Bartlett & Burton, 2020). La formación docente continua es esencial para mejorar la calidad educativa (Fullan, 2020), mientras que la cooperación entre sectores ha sido clave en proyectos exitosos (Schleicher, 2018). Además, el enfoque metodológico considera la medición constante para la mejora continua (Mertens, 2020) . ...
Resumen:
El proyecto EducaFuturo: Educación de Calidad para Todos busca garantizar el acceso equitativo a la educación mediante el uso de una plataforma digital inclusiva. Esta iniciativa pretende reducir la brecha educativa en comunidades marginadas a través de recursos adaptados y programas de capacitación docente. Además, establece alianzas estratégicas y promueve la medición constante de resultados para asegurar mejoras continuas.
... The relevance of the curriculum to students' lives and local contexts is crucial for engagement. Many education systems still rely on outdated curricula that do not address contemporary skills or knowledge needs (Schleicher, 2018). There is a growing emphasis on child-centered pedagogies that prioritize the needs, interests, and strengths of children. ...
This study investigated the role of supervision in the development of primary education in Akwanga Local Government Area of Nasarawa State. The research focused on two key dimensions: supervisors’ support and supervisors’ motivation. A descriptive survey design was employed, with a sample of 145 supervisors selected from a population of 1,450 using simple random sampling. Data were collected using a structured questionnaire, Supervision and Development of Primary Education Questionnaire (SDPEQ), and analyzed using mean, standard deviation, and chi-square tests at a 0.05 significance level. Findings revealed that supervisors’ support significantly impacts primary education development, with respondents agreeing that supervision enhances teaching practices, professional development, curriculum implementation, and teacher quality. Similarly, supervisors’ motivation was found to positively influence education development, as effective supervision fosters teacher innovation, professional growth, and immediate feedback. Hypotheses testing confirmed significant impacts for both support (χ² = 546.159, p < 0.05) and motivation (χ² = 36.855, p < 0.05), leading to the rejection of the null hypotheses. The study concludes that supervision plays a crucial role in improving primary education through supportive and motivational strategies. Recommendations include fostering a collaborative supervisory environment and providing constructive feedback to enhance teacher performance. These findings contribute to the discourse on educational leadership and highlight the need for strengthened supervisory practices in primary education, it also revealed that good supervisory skill inspires similar attitudes in staff. A good supervisor provides immediate feedback to teachers. Supervision promotes quest for profession development among teachers. Supervision helps teachers to focus on professional growth. Supervision helps teachers to be innovative during lesson delivery.
... The Pancasila Student Profile constitutes a strategic component of a broader initiative aimed at enhancing the quality of education, with a strong emphasis on character development (Wijayanti et al., 2024). Education is expected to build insight, knowledge, skills, and character necessary to achieve social justice, peace, and collaboration within global diversity (Schleicher, 2018). Improving the quality of education is inherently linked to enhancing the quality of human resources themselves (Muhaimin, 2020). ...
This study aims to examine the impact of the implementation of the Pancasila Student Profile Strengthening Project (P5) on students at SD Negeri 1 Centre Pattallassang, Takalar Regency. Utilizing a descriptive qualitative approach with a phenomenological method, the study involved the principal, teachers from various grade phases, and students as informants. Data collection techniques included participatory observation, in-depth interviews, and documentation. The findings reveal that the implementation of P5 has a broad and profound impact on shaping students’ character, such as honesty, responsibility, independence, cooperation, and awareness of diversity. Moreover, P5 promotes the development of 21st-century skills, including critical thinking, creativity, collaboration, and communication. Project based activities provide students with opportunities to be more active, environmentally conscious, and capable of managing their time and completing tasks independently. The study concludes that the implementation of P5 serves as an effective learning strategy to cultivate students who are intellectually resilient, morally grounded, and socially responsible.
... Teachers should possess a high level of competency in contemporary pedagogical methodologies, including integrating technology, student-centred learning approaches, and inclusive education practices (Mynbayeva et al., 2018;Skrbinjek et al., 2024). Moreover, possessing cross-cultural skills and a profound understanding of global educational trends is vital, as it allows educators to effectively equip pupils for a world that is linked on a global scale (Schleicher, 2018;UNESCO, 2015). By prioritising these specific areas, Turkiye can develop a teaching staff that has the necessary skills and expertise to provide top-notch education that aligns with the benchmarks established by prominent global organisations like OECD and UNESCO. ...
Extensive research has consistently emphasised the pivotal significance of education in the progress of a nation, underscoring the need to invest resources in education. This emphasis highlights the importance of teacher competencies, which refer to educators' fundamental skills, knowledge, and attitudes to effectively instruct and assist students, ensuring that these resources are utilised to their full potential. The significance of teacher competencies is immense since they directly influence student learning results, teacher job satisfaction, and the overall success of the educational system. Thus, educators, policymakers, and administrators must enhance and assist teacher skills to enhance educational results and foster a favourable and efficient learning atmosphere. For this reason, this study, which adopts the document analysis method, examines the steps and revisions taken so far in the field of teacher competencies in the context of the Ministry of National Education (MoNE), the strengths and aspects that need to be developed in the historical development of these studies together with teacher standards in different countries. The study also offers suggestions for developing or re-updating the relevant competencies by referring to the “General Competencies for the Teaching Profession’’ document shared by the Ministry of National Education in 2017 due to today's rapidly developing and changing dynamics.
... Lingkungan belajar yang inklusif harus memungkinkan setiap siswa untuk merasa diterima, dihargai, dan memiliki kesempatan yang sama dalam mengembangkan potensi mereka. Namun, dalam praktiknya, masih banyak guru yang menghadapi tantangan dalam menerapkan strategi pembelajaran yang efektif untuk meningkatkan motivasi belajar siswa di kelas inklusif (Schleicher, 2018). Berbagai faktor, seperti kurangnya pelatihan, keterbatasan sumber daya, serta adanya bias dalam pengajaran, menjadi kendala dalam membangun kelas yang benar-benar mendukung keberagaman. ...
Pendidikan inklusif dalam konteks multikultural menghadirkan tantangan bagi guru dalam menciptakan lingkungan belajar yang mendukung keberagaman dan memotivasi siswa. Penelitian ini bertujuan untuk menganalisis konsep lingkungan belajar inklusif serta peran guru dalam meningkatkan motivasi belajar siswa di kelas multikultural melalui studi pustaka. Hasil analisis menunjukkan bahwa lingkungan belajar yang inklusif berkontribusi terhadap peningkatan motivasi siswa dengan menciptakan rasa penerimaan dan keterlibatan aktif. Beberapa strategi yang dapat diterapkan guru meliputi pembelajaran berbasis budaya, pembelajaran diferensiasi, dan pembelajaran kolaboratif. Selain itu, dukungan kebijakan pendidikan yang mendorong pelatihan guru dan penyediaan sumber daya inklusif juga menjadi faktor penting dalam keberhasilan implementasi. Dengan strategi yang tepat, pendidikan inklusif dapat menjadi sarana untuk meningkatkan motivasi siswa serta mewujudkan sistem pendidikan yang adil dan merata.
... Teachers are required to adapt their teaching methodologies to incorporate digital tools and platforms, which can be a daunting task, especially for those who are less technologically inclined (Tondeur et al., 2017;Harahap & Kembaren, 2023). Additionally, the increasing diversity of learners in the classroom, with varying backgrounds, learning styles, and needs, has necessitated a more individualized approach to teaching (Schleicher, 2018). Another significant challenge is the need to foster critical thinking, problem-solving, and collaboration skills in students, which are essential for success in the Society 5.0 era (Kereluik et al., 2013). ...
p>The purpose of writing this article is to identify the effectiveness of teacher learning in an effort to increase teachers' abilities in teaching with the demands of learning in the Society 5.0 era by the epistemological perspective. The method used in this article is Literature or Library study. Education faced in the Society 5.0 era emphasizes the integration of technology and artificial intelligence. From an epistemological point of view, the article highlights the transformation of the concepts of knowledge and learning. The concepts of personalized learning, creativity and the use of technology are the main topics of discussion in improving teachers' abilities to facilitate learning that relate to the demands of Society 5.0 by considering the epistemological perspective. In order to improve teachers’ capabilities, they need to be continuous and sustainable professional development, with a focus on mastering technology and learning strategies that are in accordance with the new learning paradigm. Teachers are also expected to be active learners, engaging in ongoing reflection on their teaching practice. In addition, the effectiveness of learning in improving teachers' abilities in the Society 5.0 era requires a shift in the learning paradigm which is supported by the epistemological views of constructivism and empiricism, where teachers act as facilitators who encourage students to be active in constructing their own knowledge. It is hoped that the efforts described above will encourage the need to adapt to changes in the learning environment which is increasingly integrated with technology and illustrate the importance of the role of teachers as agents of learning that continues to develop.</p
... Kemajuan teknologi dan informasi merupakan sesuatu yang tidak dapat dihindari dan senantiasa memberikan pengaruh signifikan dalam berbagai aspek kehidupan, termasuk dalam bidang pendidikan (Schleicher, 2018). Transformasi teknologi melambangkan kemajuan ilmu pengetahuan yang diperoleh dari perubahan pola pikir manusia yang terus berkembang, menghasilkan berbagai inovasi untuk mempermudah aktivitas, termasuk dalam pembelajaran (Anderson & Shattuck, 2012). ...
Penelitian ini bertujuan untuk meningkatkan hasil belajar siswa kelas IV SDN 8 Mamboro pada mata pelajaran Bahasa Indonesia dengan menggunakan aplikasi Quizizz berbasis mode kertas sebagai media pembelajaran. Quizizz adalah media pembelajaran interaktif yang mampu mendukung keterlibatan langsung antara guru dan siswa selama proses pembelajaran. Penelitian ini menggunakan metode Penelitian Tindakan Kelas (PTK) yang dilakukan melalui serangkaian siklus. Setiap siklus meliputi empat tahap: perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Penelitian ini dirancang dalam tiga siklus. Subjek penelitian terdiri dari 18 siswa kelas IV B SDN 8 Mamboro, yang mencakup 8 siswa laki-laki dan 10 siswa perempuan. Hasil penelitian menunjukkan peningkatan rata-rata hasil belajar siswa pada setiap siklus. Pada siklus I, rata-rata ketercapaian hasil belajar adalah 38,89%; meningkat menjadi 66,67% pada siklus II; dan mencapai 88,89% pada siklus III. Berdasarkan hasil tersebut, dapat disimpulkan bahwa penerapan aplikasi Quizizz berbasis mode kertas sebagai media pembelajaran mampu meningkatkan partisipasi aktif siswa dalam kegiatan pembelajaran. Selain itu, aplikasi ini berhasil menciptakan suasana belajar yang interaktif dan menyenangkan, mengurangi kebosanan siswa, dan berkontribusi pada peningkatan hasil belajar secara signifikan dari siklus I hingga siklus III.
... Vloga vodenja pri uspešnosti šol in šolskih sistemov je osrednja tema številnih raziskav, priporočil in smernic. V zadnjih dveh desetletjih je bila deležna velike pozornosti tako v mednarodnem kot tudi slovenskem političnem in šolskem prostoru (OECD, 2013a(OECD, , 2013bSchleicher, 2018;Brejc in drugi, 2011;Koren in Brejc, 2019;European Commission, 2010, 2013Ammann in Schratz, 2022). ...
Prispevek obravnava vlogo vodenja vzgojno-izobraževalnih zavodov pri uvajanju digitalnega izobraževanja ter pripravo digitalnih strategij. Poudarek je na pomenu sistematičnega in strateškega pristopa k vključevanju digitalnih tehnologij v pedagoške in organizacijske procese. V raziskavi, izvedeni v okviru mednarodnega sodelovanja, smo v Sloveniji pripravili dve študiji primerov v osnovnih šolah. Vodstveni timi v šoli so ključni pri spodbujanju digitalnih kompetenc učencev, s sistematičnim vključevanjem digitalnih tehnologij v izobraževalni proces. Dolgoročno in trajnostno načrtovanje je bistvenega pomena za uspešno vključevanje digitalnih tehnologij in orodij ter s tem razvijanje digitalnih kompetenc. Ta vizija vključuje digitalne kompetence kot del razvojnih usmeritev in izobraževalne strategije šole in se odraža v vključujočem pristopu, ki združuje tako tehnične kot didaktične vidike uporabe digitalnih orodij. Ena od ključnih ugotovitev je pomen vzpostavljanja in vključevanja v inovativna učna okolja, kot so npr. nekateri projekti, ki so s sodelovanjem več šol pripomogli k razvoju novih učnih metod, ki temeljijo na aktivnem, sodelovalnem in ustvarjalnem učenju. Rezultati kažejo, da so ključni dejavniki uspeha razvoj celovitega pristopa, ki vzpostavlja vodstvene time, vključitev učiteljev v nenehno strokovno izpopolnjevanje, aktivno sodelovanje širše skupnosti in uporaba orodij za samoevalvacijo. Pojavljajo se tudi določeni izzivi, kot so odpornost na spremembe, hiter razvoj tehnologij, zagotavljanje enakega dostopa do digitalnih virov itd.
... Digital teaching helped the students access to new technologies outside the classroom (van der Vlies, 2020). Schleicher (2018) argued that without changing the substantial, gap between education system and policy was likely to widen, responding to digital education and cultural changes (Habibi & Zabardast, 2020;OECD, 2019cOECD, , 2019d. For this reason, digital teaching transformation was used as a change by developing digital thinking and using digital frameworks allowed academic/educational institutions to manage the digital teaching initiatives and approaches (Silva, 2017). ...
This research addresses the challenges that teachers faced in the digital teaching process, with a focus on the digitalization of teaching. Digital transformation has challenged the teachers to guarantee the teaching quality. While the fast digitalization has handlined in the era of COVID 19 teaching, the challenges have been occurring for teachers to carry out the teaching process. To find out the teachers’ challenge in digital teaching, this study used the quantitative research method. The results of this research showed that digitalization made teachers challenged in teaching. This was a mean of digital knowledge, competence, and skills to process teaching. However, this offered the views on challenges of digital teaching transformation, determinants to challenge the digital teaching, trends of transforming the digital teaching, and challenges with digital teaching materials. In brief, this study significantly contributed the key perspectives of digital teaching to deal with the challenges in digital teaching.
... This thematic map illustrates how the themes connect and influence one another, and provides a structured way to understand the key insights and potential areas for improvement in the future LAC sessions implementation. These findings align with existing research, emphasizing that professional learning communities like LAC sessions play a crucial role in enhancing teachers' instructional practices and 21st-century skills (Schleicher, 2018). ...
This study explores the impact of Learning Action Cell (LAC) practices on science teachers’ classroom performance, focusing on the integration of 21st-century skills—critical thinking, creativity, communication, and collaboration—into teaching. The LAC model, a collaborative professional development strategy, enhances instructional practices to foster these competencies. Focusing on four key practices—problem identification, collaborative learning, action planning, and reflection—the study uses a mixed-methods approach to assess teaching effectiveness through the Classroom Observation Tool (COT) and teachers’ perceptions of 21st-century skills. Findings show that LAC practices significantly improve teaching strategies, particularly in addressing learner diversity, curriculum planning, and assessment. The integration of 21st-century skills resulted in increased student engagement and better learning outcomes. Based on these results, the study proposes an Indigenous LAC Template Model, which adapts LAC practices to the unique needs of teachers in indigenous communities. This model incorporates culturally responsive teaching methods and evidence-based strategies to support ongoing professional development, empowering educators to equip students with the skills needed for success in the modern world.
... Research consistently shows that the quality of education is closely linked to the quality of teaching (Schleicher, 2018). Teachers who are well-prepared and continuously engaged in professional development are more likely to implement effective teaching practices that enhance student learning. ...
This study investigates the factors contributing to dropout rates in teacher development programs at a private teacher training academy in Sri Lanka. With a focus on the last five years, the research highlights language competency, economic challenges, mode of study, and personal commitments as significant barriers. The study employs a mixed- methods approach, including questionnaires, interviews, and focus group discussions, to gather comprehensive data from 150 participants. The findings emphasize the need for tailored strategies, such as language preparatory courses, financial assistance, hybrid learning models, and individualized academic support, to enhance program retention. These recommendations aim to improve the overall effectiveness of teacher development programs, ultimately contributing to the broader goal of advancing educational quality in Sri Lanka.
Accountability in education is an important legal, professional and ethical consideration for all teachers in their practice, as it leads to deep reflections about educational outcomes for their students. However, in respect of inclusive education, a constellation of implementation barriers has led to difficulties with understanding and ensuring accountability of outcomes for students with special educational needs (SENs). Additionally, there is very little discussion or research about accountability in special and inclusive education (SIE) in many educational systems around the world. Drawing on extant literature, this paper explores the diverse disciplinary (e.g., policy making, organisational management) understandings of accountability to illuminate the field of educational accountability. It then proposes a model for inclusive education accountability—informed by human rights—that outlines the roles, obligations of policy makers, principals, teachers, and allied professionals to enable accountable practices and outcomes for students with SENs. The proposed model suggests accountability types and obligations at different levels that can be implemented in diverse practice contexts.
Parental influence is a significant factor in shaping the educational and career trajectories of Senior High School (SHS) graduates, particularly in their selection of curriculum exits. While prior research highlights the general role of parents in education, limited studies have explored how specific parental profiles—such as socio-economic status, educational attainment, employment status, family structure, and attitudes—affect SHS graduates' post-secondary decisions. This study investigated the relationship between these parental characteristics and the chosen curriculum exits of SHS graduates in the Third Congressional District of Quezon, explicitly focusing on pathways such as higher education, middle-level skills development, entrepreneurship, and employment. A quantitative descriptive research design was employed using a researcher-developed, expert-validated, and pilot-tested survey questionnaire. A total of 1,200 SHS graduates participated in the study. Data were analyzed using statistical tools such as frequency, mean, standard deviation, and Chi-Square tests to determine significant associations. Findings revealed that parental education, socio-economic status, and family structure had a statistically significant influence on students' curriculum exit choices. Students whose parents attained higher education levels were more likely to pursue college, while those from low-income or single-parent households were inclined toward employment or middle-level skills development. These results underscore the critical role of parental background in shaping students’ futures. The study recommends implementing career guidance programs that actively engage parents, helping families make informed decisions aligned with their children’s goals. Equitable support systems are essential to empower both students and parents in navigating available post-secondary pathways.
This study investigates the readiness of English teachers in implementing the Emancipatory Curriculum at SMK Perjuangan Bangsa Ligung, Majalengka, by highlighting the importance of teacher readiness in educational reform. Using a qualitative case study methodology, data were collected through structured interviews, classroom observations, and document analysis involving four English teachers at the school where the study was conducted. The results showed varying levels of readiness among teachers, with some effectively using active and participatory learning models, while others faced challenges in creating an interactive classroom environment. Factors such as adequate training and technological support have a positive effect on readiness, while resource and time constraints pose significant challenges. The discussion emphasized the need for continuous professional development and institutional support to improve teachers' abilities and ensure successful curriculum implementation, ultimately contributing to improved student engagement and learning outcomes Keyword: Teacher Readiness, Emancipatory Curriculum, Learning Models, Educational Challenges
El presente artículo explora la incidencia de la inteligencia artificial (IA) en el proceso de enseñanza y aprendizaje, destacando el papel del docente como mediador en su integración en el ámbito educativo, realizando un recorrido histórico sobre la evolución de la IA, desde las primeras conceptualizaciones referenciadas en diferentes textos literarios en la literatura hasta los desarrollos científicos para evaluar la capacidad de las máquinas para imitar la inteligencia humana. Asimismo, se abordan puntos clave en el desarrollo de la IA, como el surgimiento de los sistemas expertos y los avances en aprendizaje profundo. Se puntualiza sobre IA ya que ofrece diversas perspectivas en el contexto educativo, como la personalización del aprendizaje y el logro de la optimización en la enseñanza mediante herramientas digitales, planteando desafíos significativos, entre ellos la posible deshumanización del proceso educativo, la dependencia tecnológica, y la prioridad de garantizar la privacidad y seguridad de los datos de los educandos. Luego, la IA debe concebirse como un instrumento complementario en la educación y nunca como un sustituto del docente. Algunas plataformas ya han validado su utilidad para la optimización de la enseñanza, donde la mediación humana sigue siendo esencial para asegurar el desarrollo integral de los aprendices, pues el éxito de la integración de la IA en la educación dependerá de un equilibrio entre tecnología y labor docente, asegurando que el aprendizaje continúe siendo un proceso humano, reflexivo y socialmente significativo.
This paper investigates the evolving relationship between educational management practices and student learning outcomes in the context of 21st-century education. Through a systematic review of 48 scholarly sources published between 2000 and 2024, the study examines how strategic leadership, digital technologies, curriculum innovation, and sustainability initiatives contribute to transformative educational experiences. Emphasis is placed on the role of educational management in fostering environments that support students' cognitive, social, and professional development, particularly within higher education institutions. The analysis reveals that forward-thinking educational leadership-combined with integrated digital tools and learner-centered curricular approaches-significantly enhances student engagement, academic performance, and employability. Innovative practices such as interdisciplinary curriculum design, skills-based learning, and the promotion of global competencies are shown to be essential in equipping students for the demands of a knowledge-based economy. Moreover, sustainability-focused management strategies support long-term institutional growth and educational equity. The paper concludes by offering practical implications for educational policymakers, institutional leaders, and educators seeking to align management strategies with student-centered outcomes. Recommendations for future research include exploring cultural and national contexts, as well as conducting longitudinal studies to assess the long-term impact of integrated management practices on student success and institutional effectiveness. Introduction:
Why are interest groups on the march in Europe? How do they become so powerful? Why do reformers struggle with plans to overhaul education systems? In Who Controls Education?, Susanne Wiborg investigates the dynamics of educational interest groups across four European countries: England, France, Germany and Sweden, alongside their counterparts in the European Union. She delves into why some groups wield more power than others and how they gain access to policymaking venues to shape education reforms. The book reveals a gap between reformers' intentions and policy outcomes, often attributed to group politics, with significant consequences for education users, historically a weak organisational group. Wiborg shows that addressing the role of vested interest is crucial for creating an education system where all children benefit.
This research explores the integration of critical thinking skills into educational curricula to meet 21st-century social and economic demands. Critical thinking empowers students to analyze information, make informed decisions, and solve problems creatively, making it vital in modern education. The study reviews practices in Finland, Singapore, and Canada, focusing on student-centered methods like inquiry-based learning and collaborative activities that enhance cognitive skills and academic performance. However, challenges include inconsistent teaching, varied assessments, and inadequate teacher training. A qualitative approach was used, employing case studies and comparative analysis of Finland, Singapore, and Canada’s educational systems. Data were collected through interviews with educators, surveys of students and parents, and curriculum analysis. Findings emphasize the need for standardized critical thinking education, clear assessment frameworks, and more educator support to optimize implementation, enhancing student engagement, academic success, and lifelong learning. Future research should explore long-term impacts and best practices to ensure equitable access to critical thinking education.
This research explores the integration of critical thinking skills into educational curricula to meet 21st-century social and economic demands. Critical thinking empowers students to analyze information, make informed decisions, and solve problems creatively, making it vital in modern education. The study reviews practices in Finland, Singapore, and Canada, focusing on student-centered methods like inquiry-based learning and collaborative activities that enhance cognitive skills and academic performance. However, challenges include inconsistent teaching, varied assessments, and inadequate teacher training. A qualitative approach was used, employing case studies and comparative analysis of Finland, Singapore, and Canada’s educational systems. Data were collected through interviews with educators, surveys of students and parents, and curriculum analysis. Findings emphasize the need for standardized critical thinking education, clear assessment frameworks, and more educator support to optimize implementation, enhancing student engagement, academic success, and lifelong learning. Future research should explore long-term impacts and best practices to ensure equitable access to critical thinking education.
This research explores the integration of critical thinking skills into educational curricula to meet 21st-century social and economic demands. Critical thinking empowers students to analyze information, make informed decisions, and solve problems creatively, making it vital in modern education. The study reviews practices in Finland, Singapore, and Canada, focusing on student-centered methods like inquiry-based learning and collaborative activities that enhance cognitive skills and academic performance. However, challenges include inconsistent teaching, varied assessments, and inadequate teacher training. A qualitative approach was used, employing case studies and comparative analysis of Finland, Singapore, and Canada’s educational systems. Data were collected through interviews with educators, surveys of students and parents, and curriculum analysis. Findings emphasize the need for standardized critical thinking education, clear assessment frameworks, and more educator support to optimize implementation, enhancing student engagement, academic success, and lifelong learning. Future research should explore long-term impacts and best practices to ensure equitable access to critical thinking education.
This research explores the integration of critical thinking skills into educational curricula to meet 21st-century social and economic demands. Critical thinking empowers students to analyze information, make informed decisions, and solve problems creatively, making it vital in modern education. The study reviews practices in Finland, Singapore, and Canada, focusing on student-centered methods like inquiry-based learning and collaborative activities that enhance cognitive skills and academic performance. However, challenges include inconsistent teaching, varied assessments, and inadequate teacher training. A qualitative approach was used, employing case studies and comparative analysis of Finland, Singapore, and Canada’s educational systems. Data were collected through interviews with educators, surveys of students and parents, and curriculum analysis. Findings emphasize the need for standardized critical thinking education, clear assessment frameworks, and more educator support to optimize implementation, enhancing student engagement, academic success, and lifelong learning. Future research should explore long-term impacts and best practices to ensure equitable access to critical thinking education.
This research aims to improve the learning outcomes of eighth-grade students at SMPN 5 Balikpapan in the 2024/2024 academic year in Catholic Religious Education and Character Building through the implementation of the Problem Based Learning (PBL) model. The research type is Classroom Action Research (CAR) conducted in two cycles with two meetings in each cycle. Each cycle consisted of 4 stages: planning, action implementation, observation, and reflection. The first and second cycles discussed the material of the Sacrament of the Eucharist. The subjects in this research were six Catholic eighth-grade students at SMPN 5 Balikpapan in the 2024-2025 academic year. The data collection techniques used were tests and observation. The research results showed that the implementation of the Problem Based Learning (PBL) model could improve the learning outcomes of eighth-grade students from cycle 1 to cycle 2, namely from 70 in Cycle 1 to 80.83 in Cycle 2. The conclusion of this research is that the implementation of the Problem Based Learning (PBL) model assisted by Audio-Visual Media can improve the learning outcomes of Catholic Religious Education and Character Building for eighth-grade students at SMPN 5 Balikpapan in the 2024/2025 academic year.
This study aims to analyze the influence of the Problem-Based Learning (PBL) model on the learning interest and mathematics achievement of fifth-grade students at SDS IT Asy Syamil. Using a quasi-experimental method with a Non-Equivalent Control Group Design, the study involved 36 students divided into experimental and control groups. Research instruments included validated and reliable learning achievement tests and learning interest questionnaires. The results showed significant differences in students' learning interest and achievement before and after the PBL implementation, as well as between the experimental and control groups post-treatment. These findings indicate that PBL is effective in enhancing students' active engagement and academic outcomes. The study contributes to the growing body of empirical evidence supporting PBL effectiveness in primary education, particularly in mathematics learning in Indonesia. However, limitations include the small sample size and the focus on a single school. Further research with broader populations and across different subjects is recommended.Keywords: Problem-based learning, learning interest, learning achievement, mathematics, primary education
En este artículo se comienza por una discusión sobre qué es una educación de calidad. A continuación, se menciona lo hallado por la investigación educativa según la cual la calidad de la educación depende, fundamentalmente, de que se cuente con profesores de calidad. Ello lleva a describir los nuevos retos a los que se tiene que enfrentar el profesor en la sociedad actual. Seguidamente se hace un breve resumen de las investigaciones sobre las características y atributos con que debe contar un buen profesor y, una vez establecida la naturaleza de lo que debe ser un buen profesor, se pasa a detallar cuáles han de ser los contenidos de las actividades de formación. Finalmente se describen los que pueden considerarse como los métodos más apropiados a emplear en los programas de formación del profesorado.
This study seeks to explore teachers' lived experiences in transitioning to the MATATAG Curriculum amidst inadequate instructional materials, limited time for teaching, the diverse needs of learners, lack of teacher training, unclear implementation guidelines, heightened levels of stress, and the necessity to innovate in teaching. Using a phenomenological approach, in-depth interviews with teachers from selected schools in Candijay, Bohol, were conducted to gain insight into challenges, strategies of adaptation, and professional growth. These have demonstrated that the curriculum was implemented inconsistently because of the vague guidelines and poor training, forcing the teachers to fall back on the old instructional materials and teaching methods. Again, the limitation in instructional time constrained their capacity to deliver quality education. Moreover, teachers found it hard to meet the diverse needs of learners due to insufficient resources and training. The study has underlined the requirement for more explicit curriculum guidelines, government support, enhanced teacher training, mental health interventions, and innovative teaching strategies. These challenges are aligned with UN SDG-4 on Quality Education, which ensures that educators and students experience inclusive, equitable, and effective learning. Strengthening systemic support will enhance the MATATAG Curriculum's sustainability and impact on Philippine education.
Culture plays a fundamental role in shaping education's objectives, methodologies, and outcomes. It influences how societies define the purpose of education, the role of teachers, classroom interactions, and the implementation of pedagogical reforms. This paper examines the intersection of culture and education, highlighting how cultural values impact teaching and learning processes across different societies. The study explores the contrast between individualistic and collectivist educational models, the varying perceptions of teacher authority, and the challenges associated with introducing educational reforms in culturally diverse settings. A key focus of this paper is the resistance to pedagogical changes due to deeply ingrained educational traditions. Many education systems struggle to implement new teaching methodologies because they fail to align with local cultural expectations. The paper also discusses the importance of culturally responsive pedagogy, emphasizing the need for curriculum inclusivity, teacher cultural awareness, and community involvement in educational reforms. By analyzing successful and failed educational reforms in different parts of the world, this study provides insights into best practices for integrating cultural awareness into education. The findings underscore the need for culturally sensitive curriculum design, professional development programs for educators, and flexible policy-making to ensure sustainable educational improvements. The paper concludes with recommendations for future research and policy development, advocating for education systems that balance global pedagogical innovations with local cultural identities to enhance learning outcomes worldwide.
Abstract
This paper explores the critical role of culture in shaping educational practices, focusing on its influence on educational purpose, pedagogical strategies, and reform implementation. Culture profoundly shapes educators' and learners' perceptions, attitudes, and behaviors, thereby impacting what education seeks to achieve (purpose), how instruction is delivered (pedagogy), and how educational reforms are adopted and sustained (implementation). Drawing from theoretical frameworks and empirical research, this paper examines diverse cultural contexts to illustrate how cultural values and norms can facilitate or impede educational innovation and effectiveness. Additionally, it analyzes case studies of educational reform efforts, highlighting both successful and unsuccessful implementations, to reveal the complex interplay between culture and education. Recommendations for culturally responsive practices and policies are offered to guide educators, policymakers, and reformers in navigating cultural dynamics effectively.
Items in parentheses are second category items, which primarily fit in another pattern
Items in parentheses are second category items, which primarily fit in another pattern.
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work is published on the OECD iLibrary, which gathers all OECD books, periodicals and statistical databases. Visit www.oecd-ilibrary.org and do not hesitate to contact us for more information
Strong Performers and Successful Reformers in Education: Lessons from PISA for the United States (2011)
Consult this publication on line at: http://dx.doi.org/10.1787/9789264207585-en
This work is published on the OECD iLibrary, which gathers all OECD books, periodicals and statistical databases.
Visit www.oecd-ilibrary.org and do not hesitate to contact us for more information.