Diverse learning groups in schools are a reality. In inclusive classrooms, teachers have to deal with diverse demands and therefore must adjust their teaching to the individual needs of every learner. Even though many teachers agree that the implementation of inclusive education is necessary as well as beneficial, at the same time many teachers in…

Currently, STEM education and Education for Sustainability (EfS) are viewed as disconnected educational approaches in Pennsylvania classrooms. While both offer promising outcomes and have overlapping goals, research shows that separately they both face challenges to implementation. This study aims to strengthen both approaches by exploring the…

Professional development can be used as a tool to increase teacher confidence and competence. Consequently, it may improve the quality of education available to students. Previous research suggests that many teachers lack the confidence to teach health despite it being an area that they are expected to teach. This paper locates and considers the…

Improving educational attainment for Hispanic/Latinx students remains a U. S. national priority, as evidenced by increasing federal funding for Hispanic-serving institutions. This study aimed to determine the cultural competencies of faculty at a rural Hispanic-serving community college in New Mexico by exploring their perspectives on the three…

Inquiry is central in science education and therefore also in pre-service teacher (PST) education. In this systematic review of 142 empirical articles, we examine research on inquiry-based science education (IBSE) in teacher education between 2000 and 2022. The aim is to investigate how and with what outcomes IBSE is used in PST education. The…

Equipping teachers with the knowledge, skills, and dispositions deemed necessary to work with students from diverse populations is a documented need that plagues teacher education. Furthermore, the influx of students from diverse backgrounds enrolled in United States schools intensifies the need to prepare the future generation of teachers to be…

In England, a vertical equity model of inclusive schooling has been increasingly visible in both educational policy and school practices since the 2019 education reforms. Within this mixed model of provision, alongside and in complementarity to mainstream schooling, alternative provision (AP) and special educational needs and disabilities (SEND)…

This systematic review consisted of 50 theoretical and empirical articles taking China as a specific case study for identifying efforts and challenges to teachers' digital competence, establishing an understanding of their use of concepts, disciplines, regions, methods, and analysis. The review follows the methodology based on the PRISMA statement…

Approximately 40% of the U.S. early care and education (ECE) workforce lacks foundational training in research-based, developmentally appropriate practices for working with young children, which can impact the quality of ECE they can provide. To support young children's positive developmental trajectories, it is critical that all teachers have…

With the ubiquitous presence of ICT in the contemporary world, preschool teachers are expected to integrate ICT into their curricula and pedagogical practices. This paper reports on a study in which four preschool teachers were interviewed to explore their perceptions of changes and challenges related to the use of ICT. Teachers consistently…

Over the past 20 years, significant developments have occurred in Jordan to create more inclusive school settings. This is in part due to new national policies such as 2017 Public Law no. 20, Rights of Persons with Disabilities, and partly a result of international organizations' support and funding. The collective efforts are dismantling…

This research investigates the impact of lecturers' digital literacy skills on higher education institutions. It explores how technology integration influences teaching, learning, and research while proposing strategies to enhance educational outcomes. The central issue is how lecturers' digital literacy skills directly affect higher education…

The purpose of this qualitative phenomenological study was to investigate the lived experiences of practicing teachers, including their origins of mindset related to urban education, and to explore how their preparation for teaching in urban schools enabled them to implement culturally responsive pedagogy in their classrooms. There is ample…

The potential of AI in K-12 education is vast, promising personalized learning experiences, enhanced engagement, and innovative instructional tools. However, its introduction into classrooms brings forth concerns ranging from ethics to teacher preparedness. Drawing on Christensen's concept of disruptive innovation, this study aims to assess and…

Teachers' reflective ability is a critical factor in improving the quality of learning in elementary schools. Reflection enables teachers to critically evaluate their teaching practices, identify strengths and weaknesses, and develop more effective strategies to address students' needs. This study aims to assess the level of self-reflective…