The implementation of the International Baccalaureate (IB) is expanding globally. In Japan, the number of schools offering the IB has increased from 27 in 2014 to 122 in 2025, including public and private schools. The Dual Language Diploma Programme (DLDP) of the International Baccalaureate Organization, promoted by the Ministry of Education, Culture, Sports, Science and Technology in Japan, requires at least two of the six courses to be taught in English, with the remaining courses taught in Japanese. This study explores the English-medium instruction (EMI) in DLDP high schools in Japan. Seventeen teachers from three public schools offering the programme within the Japanese educational framework were interviewed to qualitatively examine the state of English instruction in Japan, and the data were analysed using Williams and Moser's three-step coding. Teachers reported using English and Japanese flexibly to meet their students' needs and adjusting instructional emphasis based on subject-specific characteristics. Notably, mathematics and science instruction prioritised computational processes, thereby expediting calculations when conducted in Japanese. A gradual transition from Japanese to English, beginning with basic content in Japanese, was shown to be effective for student learning. Teachers' narratives revealed that assessment demands and the socio-cultural relevance of each subject influence subject learning in English. This study is among the first to explore long-term EMI practice through subject-specific teacher perspectives in Japan. The findings offer valuable information and novel insights for schools implementing second-language instruction, particularly in non-English-speaking contexts.
As study abroad activities regain their popularity in a post-pandemic world, questions and debates continue regarding the value of a study abroad experience. Focusing on the development of global mindedness, understood as a desirable goal of global education that encompasses qualities such as intercultural sensitivity, sense of global connectivity and responsibility, this qualitative meta-analysis explores university students' experiences of study abroad. Drawing on data from 22 primary qualitative studies, the findings reveal that while many participants demonstrated enhanced self-awareness, expanded worldviews and renewed perspectives, others showed limited growth, underscoring the nuanced and complex nature of global mindedness. Commonly reported experiences influencing its development include navigating emotional distress, confronting discrimination, overcoming language barriers and engaging in immersive learning and intercultural interactions. While confirming the valuable learning opportunities that study abroad can offer, this study also raises concerns about the limitations and problematic assumptions associated with these experiences, highlighting the need for a deeper examination of study abroad practices. These findings offer valuable insights for educators involved in designing, coordinating and evaluating study abroad programs, as well as for researchers who are interested in the values, potential and impacts of study abroad on students.
This pilot study examined online undergraduate students' experiences in a fully online completion degree while fostering belonging. Using a qualitative approach, the study introduced the "Belonging-Centered Model for Distance Education". Drawing on the TIPEC framework and Sense of Belonging theory, the model explored three spheres: Academic Belonging, Dialogic Belonging and Place Belonging. The findings reveal that student success relies on administrative clarity, flexibility and culturally responsive learning, with belonging rooted in programs that honour Hawaiian and Pacific identities.
This paper investigates the experiences of international students in Brazilian Higher Education Institutions within the context of Brazil's evolving internationalisation agenda. Despite significant investment in mobility programs, there is limited evaluation of student experiences and support mechanisms. The research addressed three core questions: Who are the international students studying in Brazil? What are their academic and social experiences? How effective are the support systems in place? Using an adapted international student survey and the Evidencing Value Framework, data were collected from 293 students. Findings reveal high satisfaction with academic quality and international office support, but highlight systemic challenges, including linguistic barriers, bureaucratic barriers to accessing social benefits, and a lack of standardised admissions. The study underscores the need for a more integrated, student-centred internationalisation strategy, including multilingual offerings, improved onboarding, and national data infrastructure to enhance policy responsiveness and institutional planning.
Burnout significantly undermines teacher well-being and effectiveness, with external accountability identified as a key contributor. Although regular and vocational high school teachers face comparable stressors, their distinct workplaces lead to different patterns in the relationship between external accountability and burnout. However, current studies concerning these differences have been inadequate. Therefore, using Labour Process Theory, this study explored how external accountability influences teachers' emotional labour and consequent burnout across different school contexts. This study recruited 395 high school teachers to complete questionnaires measuring external accountability, emotional labour (surface acting, deep acting and the expression of naturally felt emotions) and burnout. The results show that external accountability positively predicts teacher burnout, which is significantly mediated by the expression of naturally felt emotions. Additionally, school type moderates the mediating effect of surface acting, with vocational high school teachers significantly impacted. The findings also highlight the need for differentiated support strategies, particularly for vocational teachers' pedagogical training.
A school partnership program between Thailand and Indonesia is part of an agenda for an educational cooperation policy and 21st-century adaptation to the global context. This study examines the conditions and challenges for the program implemented in Thai pilot schools. Documents, policy texts and statements were analysed, 17 in-depth interviews were conducted, and seven school visits were undertaken. Stakeholders from centralised locations and schools were selected by purposive sampling. Results show significant gaps between policy design and practice. Local, central and external factors were identified as challenges with school practitioners lacking the necessary English language and information and communication technology skills to implement the program. Slow replacement of transferred and retired staff, lack of consistency in execution by the central authority, insufficient budget allocations, discontinuous monitoring and evaluation, and regulations unconducive to arranging certain activities were further challenges. Uncontrollable external situations, especially the change ofgovernment in 2014 in Thailand, changed the impetus of educational policy. In addition, the COVID-19 pandemic led to the suspension of international cooperation activities. The findings from this study suggest that schools should be encouraged to participate in initial steps to bridge the gaps between policy design and planning and actual practice to achieve mutual understanding.
This paper reconsiders the concept of cultural ecology through a comparative education lens, introducing a novel methodological approach for engaging with Indigenous knowledge systems. Building on the interdisciplinary foundations of cultural ecology, the study employs international and intercultural comparison to examine how Indigenous educational beliefs and practices shape cultural-ecological adaptations and relationships with the environment-including ecosystems and geographical landmarks recognised as legal entities. The methodological innovation of Indigenous Cartography is explored within multiepistemic and holistic worldview frameworks, addressing the challenges of integratingIndigenous perspectives into comparative educational research. Guided by Kemmis' framework of Practice Architectures, the analysis reveals how educational practices and cultural-ecological adaptations are co-constructed through contextual conditions and aspirational transformations. By carefully engaging with Indigenous knowledge systems while safeguarding sacred traditions, the study demonstrates how comparative education can foster cultural ecological stewardship, defend Indigenous cultural rights, and promote sustainable and culturally sensitive futures. Ultimately, the paper advocates for a shift toward ethically grounded, multiepistemic approaches in comparative education research.
E-learning platforms are revolutionising education by enhancing the efficacy of instruction; however, they can only achieve their full potential if significant challenges are addressed and effective improvement strategies, such as professional development, infrastructure enhancement and technical support, are implemented. This study aimed to investigate the readiness of teachers in Fijian schools to adopt e-learning platforms. It also sought to identify the necessity for e-learning platforms in schools, the factors that impede their implementation and strategies to improve teaching and learning through these platforms. Data were collected from 100 participants, including 20 school principals, 40 teachers and 40 students, through questionnaires and interviews. Qualitative data were analysed in accordance with the research questions, and quantitative data were analysed using descriptive statistics. The study found that e-learning platforms enhance education by fostering 21st-century skills and improving teaching methodologies. However, challenges such as inadequate resources, insufficient teacher training and unreliable Internet and electricity hinder its full implementation. The study suggests that targeted solutions, including professional development for teachers, investment in reliable infrastructure and continuous support, should be provided to enable schools to maximise e-learning's benefits and create a more innovative educational environment.
This study applied an investigative research framework to explore a persistent discourse about the practice of epistemological diversity and inclusion in Canadian higher education. Drawing on pre-conference Zoom seminars with conference administrators over eight months, two main themes became obvious. The role epistemological diversity enjoys inside an academic humanities conference and the fragile and controversial role of epistemological diversity. The study suggests that epistemological diversity in higher education is a contentious practice that could undergo renewal and replacement. Being open to the possible outcomes, the author advances the belief that expanding rather than restricting epistemological diversity in higher education, including academic conferences, can advance a multitude of intelligences, leading to shared problem-solving, tolerance, respect and empathy among diverse peoples.
This research investigates the relationship between educators' Pedagogical Content Knowledge (PCK) and student achievement in mathematics. As education continues to evolve, understanding how teachers' specialised knowledge impacts the effective transmission of mathematical concepts is crucial. This study explores the role of PCK in influencing students' academic success, focusing on various dimensions and implications in the teaching-learning process. Through an analysis of pedagogical practices and their correlation with student outcomes, this research aims to offer insights into the critical factors that influence success in mathematics education. This small-scale study examines how one teacher in Fiji demonstrated PCK in teaching mathematics. The participants included a Year 7 mathematics teacher and her class of 40 students. Data were collected using a peer observation tool and interviews. Findings revealed that key elements of PCK-such as teacher preparedness, student engagement and teacher-student relationships-were effectively applied in her lesson study. The study underscores the importance of these elements for enhancing student learning outcomes. It provides valuable information on how teachers can use PCK to improve student achievement in mathematics.
The professional identity of overseas Korean educators has hitherto not been studied. This article examines the professional identity of Korean teachers working in a Korean school in Southeast Asia. Through a qualitative case study exploring the teachers' experiences, challenges faced and perceptions of their roles as cultural ambassadors, the study demonstrates how teaching in an overseas Korean school enhances the teachers' sense of responsibility, commitment and professional development. Data was analysed through the lens of ecological systems theory. Findings indicate that personal factors, including teacher agency, flexible attitudes and external support, are crucial for teachers' meaningful overseas teaching and sense of professional fulfilment.
