Purpose This article analyzes the formation of the SEPA, a network of various grassroots organizations, teachers’ unions and student organizations created in 1999 as a counterweight to neoliberal educational governance in the Americas, founded on critical community solidarity (CCS). Design/methodology/approach The article is a qualitative study based on Critical Discourse Analysis, in which two main sources of data are used: semi-structured interviews with participants of SEPA and a review of working documents and publications of the organization. The theoretical approach is based on critical solidarity and critical interculturality. We consider this approach useful to build a community analysis of transnational solidarity for educational decolonization and against neoliberalism in education. In addition, this conceptual toolbox allows us to build a strategic and original analysis of the struggle for the vindication of local knowledge and educational experiences. Findings The results of the article show that SEPA has achieved significant results in three areas: (a) the development of non-neoliberal educational governance; (b) the importance of CCS as a transnational strategy to counter Western neoliberal educational governance in the Americas; and (c) the construction of an intercultural educational paradigm in which indigenous knowledge occupies a central place in the policy-making process. Originality/value The research addresses a little-studied case of educational solidarity developed from within communities, with the aim of building a different model of regional educational governance.
Purpose This article critically analyses the ways in which contemporary international educational development perpetuates plantation systems. It proposes ways to plot an escape from the plantation's extractive education monoculture and move towards multi-epistemological flourishing. Design/methodology/approach Using a plantation framework, this study examines four interconnected dimensions of the plantation in education: plantation logics (racialisation and crisis narratives), plantation politics (surveillance and standardisation), plantation economies (financialisation, extraction and labour exploitation) and plantation futures (resistance and alternatives). The analysis draws on ethnographic research of the Liberian Education Advancement Program (LEAP), extending these insights to broader educational policies and projects, including Education for All, international assessments and educational technology. Findings This article finds that international educational policies and practices reproduce plantation systems through the enclosure and standardisation of educational landscapes, turning people into commodities for capital extraction and ultimately leading to unsustainable education monocultures. Originality/value By examining the environmental crisis, racial capitalism and contemporary educational development and governance through the plantation framework, the article offers new insights into the violence of universalised educational interventions while highlighting spaces of resistance and repair through the concept of the plot.
Purpose This study investigates how digital learning is discussed, structured and disseminated through social media in Southeast Asia. It aims to uncover the influential actors, thematic patterns and platform dynamics shaping discourse on K-12 digital education, with emphasis on visibility, engagement and cross-sector collaboration. Design/methodology/approach The study employs social network analysis (SNA) using NodeXL to examine a dataset of 745 X (formerly Twitter) users from the Philippines, Malaysia, Indonesia and Thailand. Centrality metrics, modularity scores, hashtag usage and shared URL data were analyzed to map actor influence, cluster formation and discourse patterns within the digital learning ecosystem. Findings The study revealed that digital learning discourse on Platform X in Southeast Asia is shaped by a fragmented network of actors, including global organizations, ministries, tech companies and community groups. Central users such as Huawei Tech4All, UNESCO and MDEC played bridging roles across modularity clusters. However, cross-sector interactions remained limited. Hashtag and URL analysis showed themes of equity, infrastructure and sustainability, with media and institutional links anchoring discourse. Local actors like Phil-IT Org and GM Learning Club contributed grassroots visibility. These patterns highlight a need for stronger regional coordination to align digital learning narratives with school-level transformation goals. Research limitations/implications This research is limited to data collected from Platform X and does not account for discussions on other platforms or private groups. While central actors are identified, the content of interactions and their sentiment were not analyzed, limiting insights into tone and intention. Practical implications The findings underscore that governments, nongovernment organizations, technology firms and grassroots groups can be more effective in advancing digital learning when their efforts are coordinated rather than fragmented. Strengthening partnerships among these actors can bridge existing gaps, reduce duplication and create synergies that maximize resources for K-12 digital education. These insights provide a basis for designing collaborative strategies that align policy, technology and community engagement toward more equitable learning outcomes. Social implications The study reveals that digital learning discourse remains fragmented across institutional, corporate and community-based actors. Strengthening alignment and visibility among these groups can reduce duplication of efforts, amplify marginalized voices and promote digital equity, particularly within K-12 education systems. Originality/value This study is among the first to apply social network analysis to digital learning discourse in Southeast Asia. It offers a data-driven lens on how digital learning narratives circulate, who drives them and how communication networks can be leveraged for broader educational transformation.
PurposeThis study explores how issues related to the Malaysian Certificate of Education (Sijil Pelajaran Malaysia, SPM) are discussed and disseminated on Platform X, with a specific focus on identifying key influencers, popular narratives and community dynamics within the digital discourse.Design/methodology/approachSocial network analysis was conducted using NodeXL on 1,279 tweets containing the keyword “Sijil Pelajaran Malaysia”, posted between 2 March 2022 and 27 February 2025. The study identified influential users through betweenness centrality and visualised the network structure using the Clauset–Newman–Moore clustering algorithm.FindingsThe analysis identified 596 unique users, including the 10 most influential accounts, most used hashtags and the most frequently shared URLs. The top influential users demonstrated betweenness centrality score ranging from 1814.5 (first-ranked user) to 188 (tenth-ranked user). The network structure revealed distinct clusters, with educational institutions and ministry-affiliated accounts fostering supportive, community-based engagement, while public users expressed a divergent perspective on the SPM examination.Research limitations/implicationsThe findings are based solely on data retrieved from Platform X and are limited to a specific keyword within a defined time frame, which may not capture all relevant conversations. Future studies could incorporate multi-platform analysis or longitudinal tracking to enrich understanding of digital discourse in education policy and reform.Originality/valueThis study demonstrates the robustness of SNA in examining the dynamics of educational discourse in digital spaces. It provides novel insights into the role of weak and strong ties in shaping public narratives, offering a digital lens into how SPMs are perceived and discussed in Malaysia.
PurposeThis study examines the topic of “schools in China” on the YouTube video platform, identifies the influential videos, groups, and resource dissemination patterns, while revealing the Top 10 most influential YouTube videos and the content that the audience follows.Design/methodology/approachThis study collected a YouTube video network dataset by searching for the keyword “schools in China” using NodeXL. Social network analysis methods were employed to analyze the dataset, thereby examining information exchange patterns and key content among numerous users discussing this topic.FindingsThe study reveals that YouTube is an effective medium for conveying relevant topics. The results indicate that a diverse user base and high engagement levels have yielded a substantial dataset of YouTube videos on “schools in China.” Additionally, key influential videos and group-focused content on the topic of “schools in China” primarily revolve around China's educational model, daily school life, and modern educational technology. This study effectively interprets public discourse within YouTube's video network, offering valuable insights for both the public and government to understand and examine China's education system.Originality/valueThis study expands upon social network analysis methodologies by introducing an under-explored dimension: the use of NodeXL tools to support social network analysis (SNA). It conducts an in-depth examination of both the content and network structure of discussions surrounding “schools in China” on the YouTube social media platform. The research clearly reveals the complex dynamics associated with this topic within the educational field.
PurposeThis study aims to explore the themes of science, technology, engineering and mathematics (STEM) education conversations in Indonesia on Platform X.Design/methodology/approachThis study employs a social network analysis approach to examine the trends of STEM education in Indonesia based on discussions on Platform X (formerly Twitter). The data were collected using Platform X search queries with relevant keywords, including “STEM,” “education,” “pendidikan” and “Indonesia.” The study extracted a total of 17,650 X users whose recent tweets contained these keywords, as well as those who were replied to or mentioned in the tweets. The data collection period spanned from January 1, 2024, to December 5, 2024. The extracted data were analyzed using NodeXL to generate a network graph and identify key clusters, influential users and engagement patterns.FindingsThe analysis of top influencers on X reveals a diverse ecosystem of individuals, institutions and media entities dynamically advocating STEM education in Indonesia. Their collective efforts give a positive indication about the nationwide commitment to prioritizing STEM education. The findings reported that some hashtags highlighted the importance of guruhebat, which is understood as excellent teachers. This shows that excellent teachers are the hope of most Indonesian people who are voiced through social media.Originality/valueThe findings could be of value for the leader, educators and policymakers to support and provide a good learning environment for STEM teachers in Indonesia to increase the education quality as well as the public trust.
Purpose This study examines how teacher agency is conceptualised, enabled, constrained, and enacted within Continuous Professional Learning (CPL) in the Global South, where empirical research remains limited. Design/methodology/approach A three-stage mixed-methods review was employed, comprising (1) a systematic mapping review of 1,256 peer-reviewed publications, (2) exploratory modelling used heuristically to examine structural tendencies in CPL-related research visibility, and (3) a qualitative synthesis of six empirical case studies from South Asia, Southeast Asia, Sub-Saharan Africa, and the Middle East. Findings Teacher agency is shown to be relational, contextually mediated, and shaped by institutional cultures, leadership practices, resource conditions, and broader epistemic power relations. Collaborative and school-based CPL, learning-centred leadership, collegial trust, and informal or digitally mediated learning networks emerged as key enablers. Conversely, hierarchical governance, donor-driven reforms, administrative burden, and rigid curriculum mandates constrained teachers' interpretive space. Originality/value By integrating ecological and decolonising perspectives, this study reframes CPL as a socio-political space in which global reform discourses and local epistemologies intersect, advancing a context-sensitive understanding of teacher agency in the Global South.
Purpose This study examines the effectiveness of the culturo-techno-contextual approach (CTCA) in teaching cybersecurity concepts compared to the traditional lecture method. It evaluates cognitive outcomes by focussing on students’ academic performance and their engagement with culturally relevant pedagogy. Design/methodology/approach A quasi-experimental design was adopted, involving 60 undergraduate students randomly assigned to two groups: one taught using CTCA and the other through traditional lectures. Quantitative data on academic performance were analysed using analysis of covariance to control for pre-test scores. Qualitative data were gathered through classroom observations and student reflections to assess engagement and contextual relevance. Findings Students taught using CTCA significantly outperformed those in the lecture group (F(1,117) = 45.32, p < 0.001, η2 = 0.28). No significant gender-based differences were found within the CTCA group (F(1,58) = 1.03, p = 0.315), indicating the approach’s gender-neutral effectiveness. Qualitative findings supported enhanced engagement and cultural alignment. Research limitations/implications The study’s scope was limited to one institution and a relatively small sample size. Further research with larger and more diverse populations is necessary to generalize the findings. Longitudinal studies could assess the lasting impact of CTCA on knowledge retention and professional readiness. Originality/value This study is the first to evaluate the application of the culturo-techno-contextual approach in cybersecurity education in an open, distance and e-learning (ODeL) environment. It offers empirical evidence of CTCA’s effectiveness in improving student outcomes and engagement, demonstrating the potential of culturally responsive pedagogy in technical disciplines.
PurposeThe purpose of this paper is to clarify how Cambodian teachers recognise the history of the Khmer Rouge when viewed through the prism of their lived experience. This paper draws on interviews with secondary school history teachers who teach the history of the Khmer Rouge era to the next generation. To achieve this purpose, I formulated two research questions: (1) How did the teachers acquire knowledge of the history of the Khmer Rouge? (2) What educational value do teachers place on the teaching of Khmer Rouge history?Design/methodology/approachI conducted interviews with 11 secondary school history teachers. I then constructed life histories from the interview data to analyse how the teachers' experiences and thoughts both shaped and transformed their historical understanding.FindingsOne teacher from a generation generally considered to have no real experience of the Khmer Rouge era had experienced the Khmer Rouge invasion and clashes with her village in her childhood. Another teacher had been educated in anti-Pol Pot ideology, but in his later educational activities, he valued teaching Khmer Rouge history as an education in the value of peace. This study reveals that many teachers had diverse experiences that cannot be summarised as generational theory, but all teachers valued Khmer Rouge history education as a way to teach their students about peace. Detailed analysis of the teachers' narratives also revealed that their values such as education for peace were diverse.Research limitations/implicationsOne limitation of this study is that it did not examine how history was transmitted during the Khmer Rouge era in relation to Cambodia's broader political, social and economic history. Although perceptions and values based on individual experiences are also tied to a broader context, the focus of this study was specifically on history education.Originality/valueThe findings are significant in showing differences in the historical understanding of the public and of teachers. Studying teachers' life histories recaptures and restores the value of education in a particular context.
Purpose This study explores how Zambia’s outcomes-based education (OBE) curriculum supports the development of a mental number line, which is a fundamental concept for numerical understanding. It also examines the relationship between mental number line development and students’ calculation abilities, identifying key issues that must be addressed to enhance numeracy skills. Design/methodology/approach A mixed-methods approach was adopted, combining the quantitative analysis of mathematical tests with qualitative observations of number line estimation tasks. Data were collected from 149 valid responses from Grade 6 and Grade 7 students in Southern Province, Zambia. Participants completed a test on four arithmetic operations with whole and decimal numbers and a 0–100 number line estimation task. Mental number line accuracy was assessed using the Percentage Absolute Error (PAE) and analysed using proportional judgement and estimation strategies. Findings The findings indicate that most students struggled with accurate mental number line representation. While estimation accuracy improved with grade level, many relied on counting or integer-based reasoning, demonstrating a limited conceptual understanding of numerical magnitude. No significant correlation emerged between mental number line representations and math performance, suggesting that computational skills depend more on procedural learning than on conceptual understanding. These findings suggest that the current curriculum does not sufficiently support cognitive development in numeracy. Originality/value This study underscores the importance of fostering students’ cognitive development by using an outcome-based educational approach. It emphasises the significance of student-centred resources in boosting numerical understanding and the formation of mental number lines, thereby enhancing mathematics instruction across various learning settings.
PurposeThis paper aims to identify and analyse how the OECD incorporated low- and middle-income countries (LMICs) into the PISA framework and managed the differences between the PISA-D participating countries and those engaged in PISA.Design/methodology/approachTo understand the processes, we draw on the concepts of Hardt and Negri (2001), in particular the three moments of the general apparatus of Empire, which they term the “inclusive”, the “differential” and the “managerial”.FindingsWe identify that these inter-connected moments of Empire shine through the OECD expansionist agenda. The most significant developments are the continued extension of PISA to more LMICs (the inclusive moment), the promotion of peer learning from “experienced” to “new” participants (the differentiated moment) and very strong signals about hierarchy and control, with some elements not being “offered” to new partners, and an emphasis on technical expertise and the governance of national project managers (the managerial moment).Originality/valueThis paper is original in presenting the case that the OECD is on its passage to the Empire. It contributes to the literature by offering insights into how the OECD maintains control over the development of a larger PISA programme into which most countries can be subsumed.
PurposeCitizenship education tends to focus on formal provisions – such as integrating citizenship education into curriculums – eclipsing the important contributions of informal learning to youth citizenship development. This paper explores the informal learning processes in how young people “learn to become” active citizens through activism and volunteering. It investigates how informal learning facilitates critical citizenship and shape more “hopeful” visions for social change despite intersecting crises young people face.Design/methodology/approachThis paper draws on multiple-case study analysis of two ethnographic and participatory research that I conducted with a youth-led organisations central Philippines from 2017 to 2023, where I observed, documented and discussed (through semi-structured interviews) their everyday activism.FindingsThis paper found that youth activists and volunteers engaged in informal learning, fostering political literacy through peer-to-peer and intergenerational interactions, task-oriented learning and observation. This learning helped young people to critically assess power structures, such as local politics, while also expanding their repertoires of activism and strengthening their contributions to youth movement building. Additionally, informal learning through participation broadened young people’s identities, repositioning their roles to become active local actors. This shift allowed them to promote their own vision of development and citizenship, a vision framed by solidarity and hope.Originality/valueYouth citizenship learning is conceptualised as a situated and relational process. Using informal learning as a lens, this paper argues that citizenship education must be understood in the context of wider social issues, promoting critical literacy so young people identify power inequalities and devise methods for addressing them.
PurposeThe Tibetan refugee community has organized itself politically by establishing administrative structures in exile. More than 60 schools for Tibetan refugee children have been established in India to preserve the Tibetan language, culture and identity, while providing secular modern education. I undertook the study to investigate the underlying ideas, frameworks and perspectives with which Tibetan teachers teach language to their students.Design/methodology/approachThe study was conducted with 50 primary school refugee teachers teaching in schools that were located in distant Tibetan settlements in India. I used a blend of interviewing and projective technique to tap into their underlying assumptions.FindingsThe study found that the teachers overwhelmingly stress the preservation of Tibetan language and culture as the primary goal for language education. A major finding is that teaching Tibetan has not centred on the functions of language but rather on a larger political cause of the construction of refugee identity. The teachers view Tibetan as an assertion of refugee identity and argue that all children must learn Tibetan no matter where they are. In this process of identity and political assertion, the principles of curriculum theory, child development and learning take a back seat and a pedagogic crisis is born.Originality/valueThe paper explores and opens up a critical perspective on language education as a key instrument to building a refugee identity among children in Tibetan schools in India.
PurposeThis study aims to examine identity tensions regarding the language of novice English as a foreign language (EFL) teachers from Costa Rica experience in different time frames of their trajectories and explore what these language identities say about these teachers’ desires and choices in their context.Design/methodology/approachThis study is based on larger dissertation research that used narrative inquiry as a research methodology to examine the formation of teacher professional identity among three EFL language educators in Costa Rica. In the present study, I include the results of epistemic network analysis (ENA), a quantitative ethnographic technique for modeling the structure of connections in discourse data.FindingsThe discourse network analysis shows how tensions and negotiations develop dynamically in different temporalities. In the past, teachers experienced language tensions due to linguistic shame. In the present, teachers negotiate this language tension by developing realistic expectations about their proficiency. In the future, although teachers brought a more realistic desire for improvement, it did not entirely disappear. This suggests they still felt they needed to change something about themselves to be fully competent.Originality/valueThis study brings ENA to the exploration of language teacher identity in a Global South context.
