Abstract Higher education statistics courses are challenging to teach because of high levels of statistics anxiety and limited student interest. To potentially decrease anxiety and promote student engagement, formative assessment has often been proposed. The core of formative assessment lies in eliciting and using information about student learning to guide further learning. This preregistered scoping review aimed to gain insight into the types of formative activities implemented in statistics courses, the arguments for doing so and the reported results. From 83 included studies, five types of activities were derived (Quizzing & testing, Online environments & class preparation, Student response systems, Assignments, One‐minute papers) and six supplementary design characteristics (Diagnostic information systems, Processing & reflection, Frequent assessment, Gamification, Warning systems, Learner control). The analysis of arguments of 16 key studies showed that activities were employed to overcome affective (e.g. statistics anxiety), cognitive (i.e. complexity of the content) and regulative (e.g. disengagement) challenges. The 33 key studies that reported on outcomes mostly reported on cognitive and regulative outcomes. Future studies are needed to evaluate whether the often‐intended affective benefits of the activities are actually achieved. Even though most studies reported on the benefits of the formative activities, some studies reported non‐significant or negative findings. Despite the core of formative assessment being that information about student learning is elicited and used, the reviewed studies varied in the extent to which teaching and/or learning was adapted. Formative activities that promote processing and reflection and that are used to adapt teaching are recommended. Context and implications Rationale for this Study: University statistics courses pose challenges for students and educators, which formative assessment could mitigate. General reviews on formative assessment exist, but do not focus on the specific statistics context. Why the New Findings Matter: Findings highlight the promise of formative assessment for challenges in statistics education and provide directions for future research in this context. Implications for Higher Education Researchers and Educators: It was found that formative assessment is implemented to address cognitive, affective and regulative challenges in statistics education. While affective challenges were most often reported, and affective outcomes were most often intended, cognitive and regulative outcomes were most often studied. Future research is needed to evaluate whether the intended affective benefits are also achieved. This review provides an overview of formative activities that can be applied in higher education statistics courses. When doing so, attention to closing the formative assessment cycle is warranted. This can be achieved through consideration of processing, reflection and adapted teaching.
Abstract The first systematic review exploring the work of teaching assistants (TAs) in Australian schools was undertaken to examine school staff perceptions and experiences of the roles, responsibilities, skills, training and training needs of TAs supporting students with disabilities in the country's schools. The mixed method review included 34 Australian studies that covered the perspectives of TAs, teachers and school principals. Quality assessment found studies were of mixed quality, with quantitative studies scoring higher than qualitative studies. Findings emulated international research despite differences between the school system in Australia and other schooling systems explored in the global TA literature. TA roles, responsibilities and skills were found to be broad and diverse despite limited formal and informal training. The review identified that training on disability awareness, student support and rights and responsibilities relating to the work of TAs is needed. Perceptions and experiences on the work of TAs differed between TAs, teachers and school principals. Future research should seek to include other stakeholders such as students, parents and allied health professionals who also shape the work of TAs. The review highlighted the need for TA practice to transition away from one‐to‐one student support toward teacher classroom assistance. Context and implications Rationale for this study : The study is the first Australian systematic review on the work of TAs. Why the new findings matter : Thirty‐four studies on the work of Australian TAs supporting students with disabilities were included. The review found the diverse roles of TAs are contrasted with limited formal training and global work trends were echoed in Australia. Implications for school education practitioners, policy makers and researchers : School principals can implement job descriptions, formal orientation processes and training to support TAs to understand their rights, roles and responsibilities at the school level. Policy makers can support these practical approaches across school sectors and jurisdictions to drive systematic work practice change. Decasualising of TA work and extended working hours are reforms that could be implemented by policy makers to help overcome barriers presented by the current approach of limiting training and orientation opportunities to traditional school hours. Refocusing TA work back toward teacher assistance may support reduced teacher workload and a more effective use of TAs.
Abstract Education is widely positioned in international policy frameworks as a mechanism for fostering agency in young people to promote resilience in their communities, including in the United Nation's Sendai Framework on Disaster Risk Reduction. However, educational responses to disaster risk, emanating from natural hazards, frequently emphasise technical preparedness over attention to the socially contextualised and ethical dimensions of education. Drawing on Gert Biesta's distinctions between three core functions of education (qualification, socialisation and subjectification), and Paul Ricoeur's understanding of relational identity as ‘Oneself as Another’, we propose novel socialised forms of education that foster meaningful resilience. Data were obtained through deliberative discussions with disaster education programme implementers and education scholars in Japan, Indonesia and the United States and analysed through interpretive phenomenological analysis. Three core themes are identified as framing a socialised form of resilience education: (1) orienting education towards communal experiences of disaster, (2) fostering a critical consciousness grounded in empathy and (3) honouring culturally situated interpretations of disaster. Our findings show that socialised approaches to education offer unique insights into how concepts of risk, resilience and agency are interpreted across social and cultural contexts. We argue that attending to these socialised conceptualisations enable a higher quality of resilience education: promoting ethically grounded, culturally responsive and socially situated forms of agency more akin to a ‘futures thinking’ approach that also serves to reposition education's core functions beyond standardised ‘technical fixes’. Context and implications Rationale for this study: Around the world, approaches to disaster education commonly focus on knowledge transmission about risks and technical solutions, for example through drills and training packages. This research differs by advocating for closer consideration of the possibilities afforded by socialised approaches to education that foster meaningful resilience within and across diverse cultural contexts. Why the new findings matter: Findings from deliberative discussions with disaster education programme implementers and education scholars from a range of social and cultural contexts show that socialised approaches offer unique insights into how concepts of risk, resilience and agency are interpreted. Implications for education researchers, policy makers and disaster practitioners: Relational and socialised forms of education can generate an ethic of care in learners in ways that drills cannot. Incorporating the local community into the learning space can generate empathy for the community and its members too. Findings show that educative practices involving participation and dialogical processes—which place learners, teachers, disaster practitioners and community members on a level playing field rather than in a hierarchy—afford mutually reinforcing learning exchanges. These exchanges can motivate action through a collective sense of social and cultural identity. Education researchers, policy makers and disaster practitioners should explore ways to better support socialised and relational forms of education for resilience to move us from individualised safety awareness towards mutually derived social goals.
Abstract Systematic reviews have become a widely used methodology in education. Understanding the extent to which rigorous, trustworthy research is included in the reviews is crucial to the dependability of conclusions drawn from this method. Here, the reliability of judgements of research trustworthiness was investigated using an adapted version of the Education Endowment Foundation's padlock security rating tool as a rubric; this being a tool designed specifically for appraising trustworthiness in educational research. Fifty research manuscripts using experimental or quasi‐experimental designs were selected for review. Ten raters attended a training course on the application of the tool and independently rated the manuscripts. Moderate inter‐rater reliability was found (ICC = 0.54) for the final ratings, meaning that a single rater would not produce dependable ratings. Generalisability Theory analyses showed that approximately half of the variance in ratings was due to the manuscripts and over a third was associated with the manuscript by rater interaction. A low proportion of the variance was due to systematic rater effects (0.08). Estimated dependability coefficients indicated that including four raters in a study would likely reach generalisability coefficient of 0.82. Score resolution methods would improve the reliability but were not part of this research since the aim was to investigate independent ratings. Many manuscripts received low trustworthiness ratings due to incomplete reporting. This study establishes the need for further methodological work to improve judgements of trustworthiness of research to underpin systematic review methodology. Context and implications Rationale for this study Systematic reviews rely on trustworthiness appraisal tools, yet it is unclear whether these tools produce consistent judgements across raters in education research. Why the new findings matter: Reliability was only moderate, indicating that single‐rater judgements may not be dependable and may undermine conclusions in systematic reviews. Implications for systematic reviewers, authors of primary research, and journal editors: Systematic reviews should use multiple independent raters to improve reliability of trustworthiness appraisal. The authors of primary studies should adopt clearer, more complete reporting to reduce judgemental uncertainty. Journal editors should require duplicate trustworthiness appraisal in any systematic review they consider for publication and promote the use of reporting standards in reports of primary research, as both directly affect the credibility of evidence syntheses.
Abstract This mixed‐methods study explores the experiences and perceptions of primary school students (aged 11–12) regarding English private tutoring (EPT) in rural Kazakhstan, addressing a significant gap in shadow education research concerning young people in underrepresented rural contexts. The study investigates the prevalence, motivations and perceived effectiveness of EPT, as well as its implications for educational equity in Central Asia. Data were collected through a structured questionnaire completed by 662 students across seven rural schools, followed by participatory methods involving group interviews and student‐generated drawings with 42 students. Guided by EPT's four dimensions ( location , formality , locus of control and pedagogy ), the analysis reveals that 33% of students participated in EPT, primarily to improve school performance and pursue long‐term goals, such as studying abroad. While face‐to‐face EPT remained the most common format, online tutoring expanded significantly after the pandemic. Most students perceived EPT as more enjoyable and effective than regular schooling, particularly due to personalised instruction and the use of digital tools. However, the financial and emotional burden of EPT was evident among many families. The findings highlight persistent educational inequalities and emphasise the need for targeted policy interventions to enhance access to highly selective schools, regulate the private tutoring market and better understand the role of online tutoring in rural contexts. Context and implications Rationale for this study: Most research on private tutoring in Central Asia centres on urban settings. This mixed‐methods study fills a key gap by exploring Grade 6 rural students' experiences of English tutoring in Kazakhstan through survey and participatory methods that foreground children's voices. Why the new findings matter: Findings revealed that English private tutoring can enhance students' self‐confidence and aspirations, yet deepen inequities and burden families. By centring young people's perspectives, the study provides insights often absent from shadow education debates, offering a more nuanced understanding of rural contexts. Implications for policymakers, practitioners and researchers: For policymakers, the study underscores the urgency of regulating the shadow education market, expanding selective school access and reducing rural–urban disparities. For practitioners, it highlights children's agency in shaping learning beyond school. For researchers, it demonstrates the value of participatory methods in capturing the perspectives of young learners.
Abstract Open educational practices (OEP) challenge traditional education by integrating open pedagogies to enhance access and improve learning. As part of the open education movement, these practices aim to democratise education and empower learners, which are key education purposes in the current context of pervasive expansion of artificial intelligence (AI) and political and media polarisation. This study explores the conceptualisation, development and impact of OEP within higher education contexts and addresses four key research questions related to the following: profile of OEP research, conceptualisation of OEP, typologies and characteristics of OEP implemented and educational needs related to developing and promoting OEP. A systematic mapping review of 123 publications was conducted to address these areas. The findings reveal diverse conceptualisations that span from open educational resources (OER) to more progressive, student‐centred pedagogical approaches. The results also point to scarce Global North–South collaboration and a persistent gap between OEP theory and practice, driven by nationally concentrated studies and insufficient detailed implementations. Finally, this study underscores the potential of OEP to democratise education, promote equity and foster innovation while also emphasising the need for continuous professional development and systemic support to overcome implementation challenges. Context and implications Rationale for this study: This study highlights the need to revisit OEP in light of digital transformation in education, offering insights grounded in existing literature to inform future directions Why the new findings matter: In an increasingly complex, global and diverse context, revisiting OEP is essential to address equity, inclusion and accessibility, and to reaffirm their role in promoting educational justice. Implications for educators, researchers and policymakers: Policymakers are urged to address structural barriers such as institutional resistance and limited resources, as well as consider OEP support policies. For researchers, this study offers a strong foundation to further examine the impact of OEP and the different types of OEP, considering also longitudinal studies. For educators, the review provides examples of different types of OEP and, when corresponding, what their results have been. Therefore, educators are encouraged to learn from the characteristics of these OEP so that they can adapt and apply them in the design and implementation of OEP in the context of their higher education courses.
Abstract This paper investigates translingual practices and their influence on academic identity within higher education settings. It emphasizes a shift from traditional monolingual perspectives towards a more inclusive, plurilingual approach, driven by globalization and the rise of English as a medium of instruction (EMI) and lingua franca (ELF). Focusing on faculty members navigating across multiple languages, the study explores the complexities of translating ideas and concepts between languages and how language choices shape cognitive viewpoints and personal identities. It highlights the importance of mobility and internationalization, which foster viewing languages as flexible repertoires or thresholds rather than fixed national identities. The research specifically examines faculty members who teach in a second language (L2), analysing how their translingual practices influence their professional identities. Employing a qualitative, phenomenological methodology, the study involves interviews with faculty members at a German university to capture their experiences, strategies and perceptions. Findings reveal diverse uses of translingual practices, such as enhancing clarity, expressing emotions, navigating informal interactions and explaining culturally specific concepts. Strategies include simplifying language, reframing ideas, switching to L1 when needed, utilizing online tools and applying translanguaging as a pedagogical method. The interaction between translingual practices and academic identity emerges as a fluid, dynamic process involving identity shaping, social interaction, meaning‐making, power relations and reflexivity. These practices reflect a translingual mindset aligned with the goals of internationalization and the global scientific community. Overall, the study underscores the importance of understanding how translingual practices contribute to identity formation in a rapidly evolving, multilingual higher education landscape.
Abstract This study responds to the urgent teacher retention and mental health crisis by exploring the factors that enable teachers to thrive (or not) within this challenging profession. Using a social‐ecological framework of teacher resilience, we explore the relative importance of multiple individual level and contextual level factors as predictors of three resilience‐related outcomes (well‐being, job satisfaction and burnout). Relative Weights Analysis was conducted on survey data from 2943 teachers in England, demonstrating that which factors are most important for teacher resilience depends on which outcome of the resilience process is being considered. The explained variance attributed to individual versus contextual factors was approximately two‐thirds to one‐third for well‐being, with the reverse pattern observed for job satisfaction and burnout. In other words, while well‐being was primarily associated with individual level factors (e.g. self‐care and emotional intelligence), job satisfaction and burnout were mainly linked to contextual level factors (e.g. school culture and leadership practices). These findings highlight the importance of adopting a multidimensional perspective that extends beyond a narrow focus on teacher well‐being to encompass broader indicators of thriving. The results underscore the need for a balanced approach to intervention research which targets teachers' environments as well as supporting teachers to develop their repertoire of individual competences and coping strategies, if we are to support teachers to be well satisfied and engaged in their work.
Abstract The study was intended to explore the place of citizenship education discourses and constraints along its trajectory in the curriculum of Ethiopia. The paper examines the dual function of citizenship education, serving both as a tool for empowerment and as a means of enforcing ideological discipline. It employs frameworks derived from critical theory and global citizenship education. Using a qualitative design, data were collected from policy documents, curriculum materials, interviews with secondary school teachers, school directors, and experts from the Ministry of Education, and focus group discussions with students. The study found that citizenship education in Ethiopia reflects authoritarian tendencies, limiting democratic ideals through restrictive discourse censorship. It fosters loyalty and obedience rather than promoting active participation and critical thinking. The investigation revealed structural issues in the implementation of citizenship education, notably the absence of qualified teachers, resulting in instruction by educators from different disciplines. This, in turn, affects how the curriculum is actually implemented. The intended objectives of the programme were also hindered by an unfavourable political climate and inadequate establishment of a suitable learning environment. The exclusion of secondary school students from the citizenship education curriculum is a significant issue that requires immediate attention from policymakers and curriculum developers, aligning it with global citizenship education perspective. The Ministry of Education must provide qualified teachers and promote awareness that citizenship education should not serve as a political tool. Schools are encouraged to create an environment that nurtures active, informed, and responsible citizenship among students. Context and implications Rationale for this study: Citizenship education plays a vital role in preparing responsible, informed, and active citizens, making it essential for nation‐building and democratic development. However, the extent to which it is effectively integrated into Ethiopia’s school curriculum and classroom practice remains insufficiently understood. This study was conducted to examine its implementation and identify areas for improvement. Why this new findings matter: This study matters because it highlights how curriculum design restricts students’ civic engagement and comprehension, demonstrating inconsistencies between policy and classroom practices. In this study, we argue that these findings call for clearer, skillsfocused citizenship learning. Implications for educational researchers and policy makers: For educational researchers, these findings highlight the need for further research on effective teacher training approaches and the integration of citizenship education into the curriculum. Future studies should examine how professional development can strengthen teachers’ capacity to foster citizenship values and evaluate the long‐term impact of curriculum‐based citizenship education on students’ knowledge, attitudes, and civic engagement. Further, the study emphasizes the need for policymakers to revise curriculum frameworks to focus on civic competencies, critical thinking, and democratic principles, particularly for secondary students in grades 11 and 12, who should be included in the citizenship education framework.
Abstract To understand and to enact teachers' practices, these practices must be made visible to pre‐service teachers, and this happens through representations. This paper focuses on representations in teacher education, and on representation of lesson planning in particular. Lesson planning is a core practice in teachers' work and a critical component of teacher education curricula. However, there is limited knowledge regarding how planning for mathematics teaching is addressed in teacher education, including how representations of teachers' planning practice are used in the teaching of planning. This mapping review aims to identify the types of representations of lesson planning used in mathematics teacher education as these are visible in research on the development of planning skills for mathematics teaching in primary school. Searches were done in ERIC and Scopus for empirical research studies conducted between 2000 and April 2023 and written in English. After applying inclusion/exclusion criteria, 25 publications were included. Representations made visible in the included studies related to both representations of planning as a process and representations of products of planning. The majority of process‐focused representations involved joint planning together with teachers or teacher educators, and product‐focused representations involved complete lesson plans by more experienced teachers or teacher educators, or written examples of learner activities/tasks, but also some cases of pre‐planning. Overall, there were few studies that addressed the representations used, and future research may benefit from making the use of representations more explicit, as well as exploring how different representations might influence pre‐service teachers' learning opportunities and understanding.
Abstract The rapid integration of artificial intelligence (AI) into higher education (HE) has triggered both optimism and tension, with debates focusing on whether AI will empower or displace educators. This study addresses this paradox through a systematic pragmatic literature review (PLR) guided by the PRISMA framework, synthesizing 22 peer‐reviewed articles published between 2015 and 2025. The systematic review investigates three questions: (1) How is AI transforming the roles and practices of educators in higher education? (2) How are institutions responding to deskilling through professional development and reskilling programmes? and (3) What pedagogical challenges and misalignments arise from AI integration? Literature findings reveal that AI automates routine academic tasks such as grading, feedback and content preparation, creating risks of deskilling through authority loss and diminished creativity. Yet, reskilling pathways are also emerging, as educators transition into roles as facilitators, mentors and ethical gatekeepers. Institutional responses remain largely policy‐driven, focusing on compliance and integrity, with few structured reskilling programmes. Pedagogical challenges such as plagiarism, AI bias, hallucinations and over‐reliance are being addressed through authentic assessment redesign, critical AI literacy and blended human–AI pedagogy. To conceptualize this transition, the study integrates transformative learning theory (TLT) and the technological–pedagogical content knowledge (TPACK) framework, producing an integrative conceptual model. TLT frames AI as a disorienting dilemma requiring reflective identity transformation, while TPACK highlights the knowledge balance needed for effective AI adoption. Both TLT and TPACK explain the deskilling–reskilling pathway and provide a holistic foundation for practice. The study contributes theoretically by mapping TLT and the TPACK framework onto the context of artificial intelligence in higher education, highlighting the importance of positioning AI as a collaborator rather than a competitor in academic practice. Context and implications Rationale for this study: The rapid integration of artificial intelligence (AI) in higher education has intensified longstanding challenges related to academic identity, faculty development, and pedagogical adaptation. However, existing scholarship remains fragmented, with limited understanding of how AI simultaneously creates risks of deskilling and opportunities for reskilling among educators. Why these findings matter: The findings demonstrate that AI is neither inherently deskilling nor reskilling. Rather, its impact depends on institutional support, educator agency, and the extent to which professional development, pedagogical innovation, and AI literacy are systematically embedded within higher education. Implications for educational researchers and policymakers: The study highlights the need for researchers to examine AI integration through both professional identity and pedagogical lenses, while encouraging policymakers to move beyond compliance‐focused governance toward sustained investment in faculty development, ethical AI literacy, and authentic assessment practices that support long‐term educational transformation.
Abstract Transparency in assessment workload in higher education remains underexplored in research and policy. Students can only develop deep learning strategies and avoid surface learning when they have clear expectations about distribution of assessment workload and the required time investments. This study combines a scoping review of 50 articles to identify how assessment workload is measured with a document analysis of assessment practices in economics and business programmes at a Dutch university. The scoping review identified seven dimensions of assessment workload: quantity, weight and grading, difficulty, redundancy, types and variety, clarity of information, and distribution patterns. Together these dimensions shape students' time allocation and their psychological responses, such as stress and demotivation. Framing assessment workload through these dimensions enables academic staff to communicate expectations and identify gaps between intended and perceived assessment workload. The document analysis shows high reading loads, high clustered assessments quantity, and reliance on multiple high‐stakes exams which may contribute to student stress and ineffective time management. The findings suggest the need to optimize assessment workload at the programme level by improving distributions and enhancing transparency in expectations. Context and implications Rational of this study: This study further develops the concept of assessment workload in higher education to enable transparency in assessment. It highlights the need to optimize workload distribution and to be transparent about it to students to promote learning. Why the new findings matter: By identifying seven assessment workload dimensions and revealing uneven assessment workload across study units, this study highlights the need for greater attention to assessment workload in order to improve fairness, learning quality, and student well‐being. Implications for policymakers, educational experts, programme managers: Optimizing assessment workload requires a multilevel approach to ensure transparency within programmes and courses, enabling students to understand expectations, cognitive demands, and assessment workload distribution. Students and teachers need a shared understanding of expectations, rationales, and effort. A systemic approach is needed to provide students with sufficient time for meaningful learning, reduce stress, and promote well‐being, engagement, and balanced progress throughout the academic year. Our methodology offers a cost‐effective way to map assessment workload at programme level and to identify courses that may require closer review.
Abstract Computational thinking (CT) has established itself as a fundamental skill for the 21st century, driving its integration into various disciplines, especially mathematics. This systematic review of the literature aimed to analyse how the integration of CT has been conceptualized and implemented in mathematics teaching in the context of secondary education. Following the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses (PRISMA) protocol guidelines, a search of scientific databases was conducted, resulting in the selection of 30 relevant articles, coded with high inter‐rater reliability (Fleiss's Kappa = 0.88). The results present a synthesis of the methodological approaches, technological tools and variables evaluated in the articles analysed, revealing a consensus on the positive impact of CT on problem‐solving and algorithmic thinking. However, the analysis shows that this success is not only attributed to technological tools, but to their implementation within active pedagogical frameworks, mainly problem‐based learning. This brings us to draw a key conclusion: the need for a transition in research towards a more holistic approach, such that the effective implementation of CT depends on the synergy between active pedagogy, the intentional and studied choice of tools, and explicit consideration of the socio‐emotional dimension of learning. Context and implications Rationale for this study: This review identifies the key characteristics of research on computational thinking and mathematics learning in K‐12 education. Its primary goal is to support researchers in developing empirical work on computer‐related skills—such as algorithms, decomposition and pattern recognition—within the context of mathematical thinking. Why the new findings matter: Nowadays, it is possible to find bibliographic references to reviews on computational thinking in K‐12, on computational thinking and specific methodologies such as problem‐based learning in K‐12, about computational thinking enhancing STEAM and engineering education, teaching and assessing abstraction in K‐12 computational thinking education or computational thinking in higher education. However, no review has focused on analysing works that address general mathematics learning with the development of computational thinking skills in K‐12 education. Therefore, this work represents an important contribution to the current paradigm of including these skills in the development and learning of students in K‐12 education. Implication: This review highlights the research requirements of the current computational thinking paradigm for its effective inclusion in K‐12 education and the potential it may offer for enhancing mathematics learning. Thus, the discussions and conclusions reached in this literature review may be of great interest to researchers in this field who wish to carry out empirical experiences to connect the development of computational thinking skills and mathematics learning in K‐12 education. It may also be an interesting argument for policy decisions that seek to promote the development of this educational field in order to support investment related to educational innovation in this field.
Abstract This paper presents a structured review of a computerised reading programme called Accelerated Reader (AR), which is used worldwide. AR aims to stimulate reading enjoyment and independent reading habits among primary and secondary school pupils. This review synthesises the results of international evidence on the effectiveness of AR on pupils' reading achievement, attitudes and behaviours. A search of 15 social science databases found 57 studies with 76 outcomes that met pre‐specified inclusion criteria. Each study was assessed in terms of quality. The most robust evidence suggests that AR has a positive effect on secondary school pupils' reading performance, but the results for primary school pupils are mixed. The impact of AR on pupils' reading habits and attitudes is inconclusive. Further research is needed to confirm its effects. Context and implications Rationale for this study: While Accelerated Reader (AR) has been widely evaluated, the findings are inconclusive. This paper synthesises international evidence, focusing on the robust studies to draw stronger conclusions. Why the new findings matter: Effective use of AR requires consistent implementation and prolonged exposure. However, currently no robust evidence shows it improves intrinsic motivation or long‐term reading engagement. Implications for research: More large‐scale randomised studies with independent outcome measures are needed. AR's effectiveness should be explored in low‐ and middle‐income countries, where AR is widely used without proper assessment. The mechanisms of change, including implementation fidelity, should be examined. The long‐term impact of AR on reading behaviours should be investigated. Implications for policy and practice: AR benefits secondary school children, but its impact on primary school children is mixed. AR is most effective with consistent, high fidelity and prolonged exposure. AR requires a paid subscription and a well‐stocked library. Schools and governments should consider these factors before widespread adoption.
Abstract Indonesia's implementation of the Kurikulum Merdeka (retained in Indonesian to reflect its distinct policy identity) aims to foster student autonomy and address diverse learning needs. However, its standardized approach often overlooks the nation's significant socio‐cultural and infrastructural diversity, while teacher readiness and technological barriers hinder its effectiveness. Despite global advancements in adaptive curriculum theory, its contextualization within Indonesia's unique educational landscape remains largely unexplored. This study aimed to bridge this gap by conducting an integrative review to (1) examine what theoretical modifications are necessary to adapt adaptive curriculum theory to Indonesia's socio‐cultural and infrastructural context and (2) explore its potential integration within the Indonesian context to inform a more responsive and inclusive framework. A systematic literature review was conducted using the PRISMA guidelines, drawing from Scopus and ERIC databases (2020–2025). From an initial pool of 222 articles, 15 studies met the stringent inclusion criteria focusing on instructional variables, adaptive learning frameworks and relevance to Indonesia. Data were analysed using thematic synthesis. The review synthesizes a novel, unified adaptive curriculum framework that integrates Reigeluth & Merrill's (1979) classes of instructional variables with Martin et al.'s (2020) adaptive learning model into a single contextualized framework designed for the Indonesian educational landscape. The key innovation is the redefinition of the “adaptive engine” from a technological system to a human‐in‐the‐loop model, where the teacher, empowered by cultural competence and pedagogical skill, becomes the central agent of adaptation. This framework synergizes policy ( Kurikulum Merdeka 's flexibility), pedagogy (the teacher as designer), technology (as a complementary tool) and local culture as a core instructional component. This framework offers a practical pathway for teacher professional development, culturally responsive instructional design and low‐tech adaptive learning implementation in under‐resourced and geographically diverse regions. The study concludes that a successful adaptive curriculum in Indonesia is not contingent on advanced technology but on a culturally grounded, teacher‐driven approach. It calls for collaborative action among researchers, policymakers and practitioners to implement this framework, offering a practical pathway towards achieving equitable, personalized and contextually relevant education across the Indonesian archipelago.
Abstract Amid rising accountability and standardisation mandates, paraprofessional educators constitute a growing yet precarious segment of the global education workforce. While their roles are expanding, the instruments used to assess their practice remain critically underexamined, despite having significant consequences for professional identity and employment. This reality highlights a deeper problem within global education policy: the unexamined assumptions that underpin large‐scale observation systems, which operate under a representational logic that assumes teaching can be fully captured. Nowhere is this clearer than in Japan's Assistant Language Teacher (ALT) system, a massive programme reliant on a transient, largely non‐certified workforce. This commentary employs a socio‐material lens to interrogate the ontological foundations of lesson observation, treating evaluation forms not as passive records but as active agents in pedagogical events. We analyse two observation rubrics, drawing on Actor‐Network Theory, Barad's agential realism, and feminist accounts of situated accountability to trace how the rubrics' materiality enacts pedagogical realities. Three claims follow: that observation tools (1) individualise structural constraints, (2) displace relational labour with what is scorable, and (3) produce epistemic torsion as expansion narrows into reduction. Our analysis shows how these tools produce the professional order they claim only to record, stabilising a narrow, individualistic, technicist vision of teaching that obscures the collaborative and contingent nature of paraprofessional work. Written critically from inside the system the authors helped structure, this commentary extends debates on lesson observation by shifting attention from observers to their instruments and challenges the assumption that teaching can be mapped without remainder. Context and implications Rationale for this study: Lesson observation instruments remain underexamined ontologically and epistemologically. Rubrics are not records but active agents in producing the professional realities they claim only to capture. Why the new findings matter: Epistemic torsion identifies the harm that rubrics inflict on teaching's irreducible messiness, shifting focus from how observation captures teaching to what it does to it. Implications for practitioners, policymakers and researchers: This commentary offers a socio‐material lens for reassembling the evaluation of teaching. It clarifies why rubric‐based observation distorts the relational and contingent nature of assistantship, and why ‘interpretive drift’ from the rubric is often professional judgement rather than non‐compliance. For policymakers, it demonstrates the limitations of representational approaches and the need for deliberative, practitioner‐defined alternatives that can hold the messiness of real teaching. For researchers, it identifies epistemic torsion as an emergent analytic category connecting tool design, professional visibility, and precarious labour, opening directions for interrogating how evaluative instruments materially shape educational practice.
Abstract The increasing immigration and cultural diversity in many countries has resulted in a growing number of English language learners (ELLs) in kindergarten classrooms. Teachers play a vital role in helping these children transition into an English‐speaking educational environment for the first time. However, many teachers have reported feeling underprepared to support ELL children within play‐based learning curricula, which are increasingly mandated in many countries. While play‐based approaches offer rich opportunities for engagement and language development, teachers face the added challenge of designing playful activities that also meet high academic expectations for children from diverse backgrounds. Given the importance of early childhood education for ELLs' adjustment to English‐speaking schools and future development, an in‐depth review of research on the teaching strategies to support ELLs in play‐based classrooms is essential. This study uses a scoping review methodology to analyse research on teaching strategies to support ELLs in play‐based kindergartens. Four themes encapsulate the scope of research published from 2000 to 2025: (1) environmental strategies, (2) social and emotional support, (3) translanguaging strategies and (4) project approach. These strategies were aimed at supporting the language, social and emotional development of ELLs. This review provides a comprehensive overview of the range of strategies that can support ELLs in play‐based kindergartens, as well as findings and implications for both the research and educational community. Context and implications Rationale for this study: The increasing presence of ELLs in kindergartens and reported challenges to meet their needs in play‐based contexts highlights a need for understanding research on the effective teaching strategies. Why the new findings matter: Understanding these strategies is crucial for fostering ELLs' language, social and emotional development, which impacts their long‐term academic and developmental outcomes. Implications for practitioners, policy‐makers, and researchers: This review underscores key implications for teacher education, classroom practice and future research. Teacher training on supporting ELLs should be mandatory and aligned with play‐based pedagogies, emphasizing multilingual language development. While many teachers are monolingual, this review highlights that proficiency in another language is not required to effectively use translanguaging strategies and leverage children's home language knowledge. Additionally, there is a need for more quantitative research using standardized assessments to explore various areas of literacy development in ELLs.
Abstract School attendance and absenteeism are critical targets of educational and health‐based policies and practices that often depend heavily on attendance/absenteeism and related construct data. At the same time, the quality of school attendance/absenteeism and related data has come under substantial scrutiny and criticism in recent years, particularly with respect to measurement, utilization, context and interoperability. The development of a common, valid and cost‐effective measure of school attendance/absenteeism to address these limitations would thus be desirable. This article initially provides a brief review and critique of contemporary systemic and analytic measurement strategies related to school attendance/absenteeism and related constructs. Issues of comparability and variability across professional disciplines and countries/regions are raised, along with a suggestion for the formulation of a next‐generation common assessment measure of school attendance/absenteeism and related constructs that emphasizes accessibility and feasibility. A set of principles and possible domains for next‐generation common measurement are then presented. This includes a discussion of dimensionality regarding definition, achievement and engagement, functional impairment, interoperability across multiple sources and agencies, and ease of measurement. Finally, a potential roadmap for item and scale development and evaluation is presented to enhance the utility of a common measure across multiple agencies and areas. The article is not meant to be the final word regarding the measurement of school attendance/absenteeism and related constructs, but rather a potential blueprint for developing a common, brief measure that may be useful and modifiable across multiple agencies, jurisdictions and geographical areas. Context and implications Rationale: Recent changes in education present a unique opportunity to critically reflect and explore new approaches to conceptualizing and thus measuring and utilizing school attendance/absenteeism and domain‐related data. Why this matters: School attendance and absenteeism are critical targets of educational and health‐based policies and practices that often depend heavily on attendance/absenteeism and related construct data. Implications for interest‐holders: A common measure of school attendance/absenteeism must meet not only psychometric standards but also the additional challenge of acceptability to an enormous group of participants with divergent educational, scientific, legal, economic and political views.
Abstract This systematic review analyses 32 studies published between 2013 and 2024 on the Mathematics Teacher's Specialised Knowledge (MTSK) model, with the aim of understanding its theoretical development, practical applications and contributions to teacher education in secondary and pre‐university contexts. The review was conducted following the PRISMA 2020 guidelines, ensuring transparency, comprehensiveness and methodological rigour throughout the process. The findings highlight the model's effectiveness in decomposing teacher knowledge dimensions, offering valuable insights into how this knowledge is enacted in authentic classroom settings. MTSK has guided the development of more reflective and contextually grounded professional learning, enhancing didactic, conceptual and structural competencies. It also supports critical reflection on teaching practices and informs improvements in the planning and implementation of mathematical tasks. Nevertheless, challenges remain regarding the integration of contextual and technological dimensions, particularly in relation to emerging educational approaches such as interdisciplinary practice and mathematical modelling. Despite this, the model proves to be a valuable, adaptable framework for fostering more connected and professional mathematics education. Context and implications Rationale for this study: This study systematically reviews research on the MTSK model, examining its conceptual development, classroom applications, and integration into initial and continuing teacher education to understand how teachers mobilise and coordinate specialised knowledge in mathematics instruction. Why the new findings matter: The findings highlight the MTSK model's role in revealing strengths, gaps and challenges in teachers' professional knowledge, showing how it supports reflective practice, task design and conceptual understanding while identifying areas needing targeted professional development. Implications: Results provide guidance for mathematics teachers and teacher educators to foster reflective and contextually grounded learning experiences. Policymakers and curriculum designers can use the findings to enhance teacher training frameworks and professional development initiatives. Researchers may build on these insights to further refine models of specialised knowledge, bridging theory and practice, and improving student learning outcomes in mathematics.
Abstract Transdisciplinarity emerged as a response to academic compartmentalisation, providing a framework for tackling complex societal challenges. This has driven efforts to integrate transdisciplinarity into higher education curricula to equip students with the competencies needed to navigate these complexities. To better understand the operationalisation of transdisciplinarity in education, a comprehensive review of its evolution and implementation is long overdue. This study addresses that gap by conducting a scoping review and synthesising insights from 25 studies. Our analysis reveals that while the conceptual flexibility of transdisciplinary education fosters experimentation and innovative teaching methods, it also poses significant challenges in practice. Course objectives struggle to fully capture the essence of transdisciplinarity; learning activities tend to mirror research processes rather than extend beyond them, and competencies as learning outcomes frequently lack clear definitions and rigorous assessment methods. This poses a risk of opacity in aligning key elements of course design—objectives, learning activities and competency assessment—potentially reinforcing a ‘black‐boxing’ effect. We propose aligning conceptualisation, course configuration and competency assessment (3Cs) to enhance the design of transdisciplinary education. This alignment will enhance curriculum coherence, support student expectations and improve assessment methods, ultimately fostering a more effective positioning of transdisciplinary education in students' learning journeys. Context and implications Rationale for the study: The surge in publications empirically claiming transdisciplinary education's effectiveness profoundly shapes the field, highlighting the need to critically examine how such studies conceptualise and operationalise transdisciplinary education in practice. Why the new findings matter: We identified blind spots in transdisciplinary education and suggested ways to address them to advance its research and practice critically. Implications for researchers, practitioners and policymakers: This study offers an opportunity to expand the discourse on transdisciplinary education, moving beyond recurring discussions to encourage a more critical and reflective engagement. By examining ‘transdisciplinary education’ in relation to well‐established educational concepts and student development, it invites researchers and practitioners to reassess its foundations and implications. This approach aims to strengthen the positioning of transdisciplinarity within the broader educational landscape.
