Guided by the dual-shaping theory of institutions and culture, this comparative study examines the construction of professional identity among early childhood teachers in China and New Zealand, serving children aged 3–6 years in China and birth to school entry age in New Zealand, revealing how societal structures and cultural tradition’s mediate identity formation. (pdf)

Creativity and interdisciplinarity feature in European curriculum reform and sustainability-oriented education. However, classroom-based research has less often examined how these agendas are enacted through children’s everyday material and social engagement in primary education. This article presents an interdisciplinary art–science project conducted in a Finnish primary school under Arctic conditions. (pdf)

This paper reconceptualises education by foregrounding a constitutive paradox: education depends on learning but cannot observe it. Drawing on Niklas Luhmann’s social systems theory, it argues that education operates through communication, while human learning remains an operation of consciousness and is therefore irreducibly external to the system. (pdf)

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)