Children’s entitlement to education about their human rights is affirmed by various United Nations treaties and emphasised in scholarly literature. However, the field of rights education for children is hindered by fragmented research and inconsistent terminology, resulting in conceptual confusion that obstructs the development of effective rights education practices. This article tackles these challenges by…

This paper explores how digital infrastructures, and the conditions of possibility they provide, produce ‘affects’ that matter to a school organizationally. Increasingly, schools are characterized by infrastructural conditions enacted through global cloud-based ecosystems, their logics of subscriptions, the lock-ins they engender and many more elements that govern the organizational possibilities of schools. In this paper,…

This study aimed to explore the perceived impact of using an AI-powered voice journaling app in overcoming the challenges and stressors encountered by senior students enrolled in teaching practicum at an English Language Teaching Bachelor’s programme. The main objective of this study is to examine the perceived effect of an AI-powered audio diary app known…

Recently, Early Childhood Care and Learning has become a central point in the South African education spectrum. Unfortunately, this sector faces challenges, especially in economically challenged societies. (pdf)

This study examined the cross-cultural differences in parental play beliefs (parental play support and parental academic focus) of Hong Kong and English parents with children in kindergarten or early years and Key Stage 1 education settings. (pdf)

This study examined how different types of conversational disengagement relate to middle-school students’ mathematical learning with an AI-powered teachable agent embedded in a large-scale platform. (pdf)

The study contributes an assessment tool and a transparent development procedure that can inform CT classroom practice, guide future assessment design, and support evidence-informed improvement of early primary instruction. (pdf)

Teachers’ interpretations play a central role in how pupils’ actions become defined as aggressive in everyday school life. This focused ethnography examines how behaviour perceived as aggressive emerges in Finnish primary schools, what interpretative frameworks teachers draw upon, and how these frameworks shape teachers’ interactional positioning. (pdf)

Flipped learning is widely used across educational contexts, yet its effectiveness remains uneven, with recurring challenges related to student preparation, engagement, and learning outcomes. This conceptual paper introduces preflection as a theoretically grounded construct that foregrounds anticipation as a formative yet under-theorised phase of learning. (pdf)

This article examines how two Swedish lower secondary schools, one in a disadvantaged urban area and the other in a rural municipality, enact the compensatory mission of promoting educational equity. (pdf)

This study explored how growth mindset and self-concept interact to impact reading achievement, with reading proficiency moderating these effects. (pdf)

This article investigates how mentoring for newly qualified teachers (NQTs) is shaped as it travels from Norway’s national framework into municipal guidelines and into mentors’ everyday practice. (pdf)