This study explores the integration of migrants in education and the labour market from the perspectives of professionals working with young migrants in Swedish rural municipalities.

The aim of this study was to investigate the subject offerings of early childhood degrees from Australian universities and to narratively analyze the content of subject descriptions and subject overviews related to physical development.

The Covid pandemic highlighted the increasing deployment of digital technologies in educational institutions, defined as ‘edtech’. The most visible edtech was video conferencing software, but a swathe of edtech startups have sought to roll out their products and services to educational institutions. We focus specifically on the deployment of edtech in UK higher education by…

This article presents a discourse analysis of European Union (EU) policy documents on educational uses of digital technology (EdTech) from 2015 to 2022. It explores the ideological dimensions of language use and power relations, particularly concerning the teacher's role. Despite increasing critical scrutiny, the policy discourse in this period remains predominantly unidimensional, framing EdTech as…

This paper addresses the opportunities and challenges of diversifying the National Curriculum for History within primary and secondary schools. It considers teachers' concerns when tasked with developing new curriculum and policy, inclusive of multiple perspectives.

The main issue this paper addresses is how impactful a restricted school context can be on children's internalising, externalising and prosocial behaviours after a global disaster, especially for the most vulnerable (victims of bullying and those from schools with a high concentration of disadvantage).

The paper addresses how teachers handle a mandatory change of practice due to the enactment of an of a Learning Management System.

The paper explores whether schools that employ a school inspector receive better inspection grades.

Equal opportunities in education can be understood as equal access to certain forms of education or as equally valuing all educational routes. This paper analyses tensions and contradictions that came up in the microcontext of one secondary school in the Netherlands committed to fostering equal opportunities in both understandings.

The paper responds to the need to improve universal wellbeing education by investigating the underexplored intersection of arts-based practices and wellbeing education in secondary schools.

The paper focusses on how experimental research knowledge is brokered for practice. It highlights substantial problems with the way knowledge brokers transport phenomena from field experiments. Then, using the case of ‘interleaving’ in category learning research, it explores how knowledge brokers transport phenomena from cognitive science to the classroom.

This research project explores the use of ‘happy accidents’ as agents for facilitating more meaningful and critical exploration in secondary school art.