This study explores how a third-grade teacher implemented culturally responsive social-emotional learning (CR-SEL) to support multilingual learners (MLs). The teacher adapted SEL lessons through an action research self-study to affirm students’ cultural and linguistic identities while promoting emotional well-being and academic engagement. Findings highlight that CR-SEL practices grounded in MLsʻ home languages, cultural values, and community knowledge fostered identity formation, emotional regulation, and deeper engagement. This research offers practical implications for teacher preparation and school-based SEL implementation in linguistically diverse classrooms, particularly in the Hawaiʻi context.
This article explores the meanings attributed to the school permanence of migrant students from two Chilean state high schools based on the narratives of the students, their families, and diverse education stakeholders. A qualitative phenomenological approach is employed to identify three interpretative categories: permanence as a promise for the future, as a practice sustained over time, and as a relational experience anchored in affective bonds. The findings allow us to understand permanence not merely as statistical data but as a complex experience that shapes migrant trajectories, school relationships, and life projects in highly vulnerable educational contexts.
Increasing global mobility of students has intensified scholarly interest in the adaptation experiences of Asian international students. This integrative literature review synthesizes studies published between 2015 and 2025 to examine the academic, social, and psychological challenges encountered by Asian international students, proposing a five-part conceptual framework based on these themes. The review also uncovers significant research gaps, including a paucity of region-specific studies or a lack of culturally tailored mental health literacy interventions. Findings provide evidence for future research and institutional strategies to enhance cross-cultural adaptation and ensure equitable support for this diverse student population in global higher education.
Preparing teachers for diverse classrooms remains a central concern in educational research. This qualitative study examines how preservice teachers in Flanders, Belgium experience the ways diversity, equity, and social justice are addressed in their teacher education programs. Drawing on focus groups with 18 preservice teachers and using stimulus materials such as a “cake metaphor” and participant-selected objects, we conducted a thematic analysis of coursework and internship experiences. Findings highlight differences in how diversity is integrated across programs and underscore the importance of structured reflection and community-based placements in supporting more equitable classroom practices.
The paper underscores the importance of multicultural education in Southeast Asia, a culturally diverse region. Through a thematic review of selected relevant scholarly literature, the authors identified barriers impeding multicultural education, specifically the lack of diverse representation in the curriculum, prevalent cultural stereotypes and biases, language barriers in multilingual classrooms, and socioeconomic disparities affecting educational access. Additionally, the discussion proposes coping strategies and ongoing initiatives, including curriculum modifications, intercultural training for educators, and the penta helix model's role in cultivating a more inclusive and equitable educational environment in Southeast Asia.
This instrumental case study explores how a sixteen-year-old American Muslim girl of Indian descent negotiates the layered meanings of hijab across educational and religious spaces. Drawing on feminist and postcolonial frameworks, the study examines how hijab becomes a site of religious devotion, embodied identity, and negotiated responsibility. Based on interviews, observations, and thematic analysis, the paper highlights four themes: evolving meanings of hijab, dual responsibility of confronting gender inequality and religious bigotry, responsibility to educate others about Islam, and enabling roles of Qur’anic knowledge and women-only spaces. The findings reveal how critical religious literacy and supportive educational contexts empower Muslim girls.
The purpose of this essay is to warn IJME readers about the possibility of publishing in predatory, fraudulent journals, using the predatory, fraudulent version of IJME as an example of dishonest publishing practices. This examination is meant to help IJME readers better understand the exploitative intentions of these nefarious entities and to recognize some common features in their communications and websites in order to avoid them. It is emphasized that the ultimate responsibility for publishing in legitimate journals lies with the authors themselves. Due diligence in carefully examining journal websites and publications can help authors evaluate journal credibility.
This study explores how a third-grade teacher implemented culturally responsive social-emotional learning (CR-SEL) to support multilingual learners (MLs). The teacher adapted SEL lessons through an action research self-study to affirm students' cultural and linguistic identities while promoting emotional wellbeing and academic engagement. Findings highlight that CR-SEL practices grounded in MLs' home languages, cultural values, and community knowledge fostered identity formation, emotional regulation, and deeper engagement. This research offers practical implications for teacher preparation and school-based SEL implementation in linguistically diverse classrooms, particularly in the Hawai'i context.
This instrumental case study explores how a sixteen-year-old American Muslim girl of Indian descent negotiates the layered meanings of hijab across educational and religious spaces. Drawing on feminist and postcolonial frameworks, the study examines how hijab becomes a site of religious devotion, embodied identity, and negotiated responsibility. Based on interviews, observations, and thematic analysis, the paper highlights four themes: evolving meanings of hijab, dual responsibility of confronting gender inequality and religious bigotry, responsibility to educate others about Islam, and enabling roles of Qur'anic knowledge and women-only spaces. The findings reveal how critical religious literacy and supportive educational contexts empower Muslim girls.
Preparing teachers for diverse classrooms remains a central concern in educational research. This qualitative study examines how preservice teachers in Flanders, Belgium experience the ways diversity, equity, and social justice are addressed in their teacher education programs. Drawing on focus groups with 18 preservice teachers and using stimulus materials such as a "cake metaphor" and participant-selected objects, we conducted a thematic analysis of coursework and internship experiences. Findings highlight differences in how diversity is integrated across programs and underscore the importance of structured reflection and community-based placements in supporting more equitable classroom practices.
Early childhood inclusion is widely recognized as a support system in the U.S., but it may be less familiar to Latine families. This study explored Latina mothers’ experiences with early childhood inclusive special education for their children with disabilities in public schools. Using virtual, semi-structured interviews, five caregivers shared their perspectives. Participants identified both the benefits and concerns of inclusive special education for Latine children with disabilities and their families. Findings provide valuable insights for enhancing understanding and acceptance of inclusive education among Latine families, highlighting strategies to sustain and optimize inclusive practices in early childhood settings.
This article explores the meanings attributed to the school permanence of migrant students from two Chilean state high schools based on the narratives of the students, their families, and diverse education stakeholders. A qualitative phenomenological approach is employed to identify three interpretative categories: permanence as a promise for the future, as a practice sustained over time, and as a relational experience anchored in affective bonds. The findings allow us to understand permanence not merely as statistical data but as a complex experience that shapes migrant trajectories, school relationships, and life projects in highly vulnerable educational contexts.
This case study research explores the experiences of the community in Balun Village, Lamongan, East Java, Indonesia in trying to realize interfaith tolerance. Balun Village was chosen because this village is known as the Pancasila Village. A village that applies the values of Pancasila in everyday life. The community provides information on the methods used to manage religious diversity and efforts to create interfaith tolerance. Suggestions are given to communities in other regions related to interfaith tolerance. These suggestions are very important because Indonesia is a country with a lot of diversity.
This conceptual article discusses language ideologies in the context of white standardized English hegemony by critically examining historical and contemporary perspectives on U.S. language policy across the intersection of race and language. Its primary goal is to promote equitable multilingualism in literacy education in the United States. Because educational language policy is inseparable from its colonial history, equity cannot be achieved without structural changes. Through a critical examination of policy, theory, and practice, this article emphasizes the role of raciolinguistic ideologies in literacy instruction, offering recommendations for research and practice to support more equitable approaches to instruction for multilingual learners.
This study investigates generative artificial intelligence (GAI) use among international undergraduates in multicultural educational settings at a Thai university. Using narrative inquiry with 64 students from 10 countries, it explores students' discourses and practices around GAI. A deductive thematic analysis revealed key themes: Benefits in learning and efficiency, dependency risks, the need for balance between tool and crutch, and concerns about academic integrity. Students’ uses of GAI included research, information gathering, writing assistance, brainstorming, and language translation, offering nuanced insights into GAI’s role in multicultural higher education.
This systematic literature review (SLR) explores the development of nationally identified batik motifs for creative industry products in Malaysia. Batik plays an important role in the country’s cultural heritage, but challenges such as competition, lack of standard motifs and globalisation affect its sustainability. This study aims to analyse the trends, effectiveness of standardisation, benefits, and media used in the development of batik motifs, with a focus on their relationship to national identity and economic potential. A literature search was conducted in the Scopus, Web of Science and ERIC databases, covering the publication period from 2012 to 2024. Articles were included if they discussed Malaysian batik in the context of motif development, national identity, creative industries and technological innovation. Articles that were not relevant or not in English were excluded. A total of 150 articles were identified, with 18 articles meeting the eligibility criteria for detailed analysis. The findings indicate major developments in batik motif innovation, its role in fostering national identity, economic potential and integration of modern technology. This study was not registered in PROSPERO/OSF, only English-language articles were used, and no risk of bias assessment was performed. This limitation is acknowledged as a methodological constraint and is suggested to be improved in future studies. This study adheres to the PRISMA guidelines as much as possible and emphasizes the importance of developing a flexible model for standardizing batik motifs, strengthening global market strategies, and leveraging digitalization in design. Further research is suggested to enhance standardization, expand global influence, and maintain a balance between modernization and preservation of Malaysia’s batik cultural heritage.
In the Iranian educational system, minoritized students often face underrepresentation in formal curricula due to racial, ethnic, and cultural differences. This qualitative study explores perspectives of non-native teachers working in state-funded K-12 schools in Sanandaj, Iranian Kurdistan. Using constructivist grounded theory, semi-structured interviews were conducted with 11 teachers whose cultural and linguistic backgrounds differ from their students. Findings revealed four themes: (1) understanding and embracing cultural differences, (2) intercultural learning, (3) adapting teaching methodologies, and (4) building cultural trust. The study contributes to limited research on cultural humility in Iranian schools and offers insights into multicultural education in non-Western contexts.
This qualitative study explores multilayered factors contributing to Vietnamese international students' future-oriented stress and coping strategies through 24 online interviews. Findings reveal four major stressors: academic pressure, career-related challenges, immigration anxieties, and future uncertainty. Students applied proactive and preventive coping strategies to approach challenges and achieve future goals. Future research should investigate the influence of international students' identities on coping mechanism preferences and integrate cultural frameworks with stress and coping theories to capture the intersection of students' cultural values with contemporary approaches to stress management. Implications for educators and advisors have been discussed to better support international students in Canada.
Many disciplines want to incorporate social justice into their educational practices. Research demonstrates, however, that challenges can emerge when this work is undertaken without preparation. The Social Justice Infusion Initiative (SJII) is a program designed to provide faculty with tools to incorporate themes of social justice into their courses and departmental practices. This case study explores the theory of change model and participant behavior change from the SJII pilot study. Participants specifically noted the importance of peer involvement, opportunities provided, and tools learned. Results suggest that collective efficacy serves a role in empowering faculty to incorporate social justice into their work.
Since 2010, technological advancements have revolutionized teachers' professional development (PD), increasing its accessibility and flexibility. This shift reflects a growing emphasis on lifelong, personalized learning that addresses educators' unique contexts and challenges. This qualitative case study explores Nigerian teachers' perceptions of a PD program designed to support their professional growth. Findings reveal key themes, including enhanced job satisfaction, expanded social networking, strengthened human capital, and opportunities for upward social mobility. The study also identifies barriers to PD participation, offering insights into how educators engage professional learning. These results underscore the transformative potential of PD in empowering teachers and advancing educational equity.
