This mixed-methods study examined teacher preparedness and implementation challenges in grades 6 and 7 following Bangladesh's transition to a new experiential learning curriculum. After completing surveys on 211 teachers (106 trained, 105 untrained) and focus groups with trained and untrained teachers from August to December 2023, findings revealed a gap between teacher preparation efforts and readiness. While training improves self-reported preparedness for teaching and assessment, many trained teachers still feel inadequately prepared for implementation. Key implementation barriers include a lack of clarity in the new assessment system and pressure from parents unfamiliar with the curriculum. Additionally, low teacher salaries and skepticism about the curriculum's appropriateness impacted teacher motivation. Findings highlight the need for redesigning the new curriculum's programs to focus on practical skills and assessment strategies, establishing clear communication channels, and providing adequate resources to support teachers. By addressing these factors, policymakers and educators can create a more supportive environment for teachers, ultimately leading to a more effective learning experience for students through curriculum enactment.
The educational systems of many countries, including Zanzibar, are moving toward accepting learners with moderate intellectual impairment (LWMII) alongside their peers. This qualitative case study investigated inclusion barriers faced by learners with moderate intellectual impairment LWMII in Zanzibar primary schools. The research focused on three key areas: practical barriers encountered in educational settings, attitudinal barriers hindering inclusion, and existing policy barriers that impact educational access and participation for LWMII in Zanzibar's primary education system. Data were collected through semi-structured interviews and focus group discussions with 45 participants, including teachers, learners, parents, school administrators, and education officers from two purposefully selected primary schools. Inductive thematic analysis revealed several barriers. Practice barriers included a shortage of skilled teachers, large class sizes, and a lack of in-service training. Teachers' negative attitude barriers lead to segregation. Policy barriers included the absence of inclusive education frameworks and curriculum guidelines for teaching LWMII. The study suggests that all educators should undergo training to instruct LWMII. Additionally, vocational training centers need to hire a sufficient number of specialists with diverse expertise. Finally, schools throughout Zanzibar must be equipped with adequate resources and facilities that enable them to enroll and teach LWMII.
Children with autism in Pakistan face significant barriers to equitable education, including limited awareness, delayed diagnosis, lack of specialized teacher training, and minimal use of proven instructional strategies (Kamran & Bano, 2023; Salman et al., 2024). This paper examines these systemic challenges while proposing actionable, culturally responsive solutions grounded in global best practices. Drawing on 28 Evidence-Based Practices (EBPs) and 22 High-Leverage Practices (HLPs), the authors outline strategies that have been shown to improve outcomes for students with autism and are adaptable for the Pakistani context (Aceves & Kennedy, 2024; Steinbrenner et al., 2020). Tools such as visual supports, explicit instruction, and peer-mediated learning are highlighted for their scalability and alignment with local teaching practices and values (Aceves & Kennedy, 2024). The role of families is central; caregiver-led strategies, community advocacy, and participation in freely available training from Autism Focused Intervention Resources and modules (AFIRM), Autism Internet Modules (AIM), and the Council for Exceptional Children offer accessible resources for change (Ali et al., 2024; Steinbrenner et al., 2019). The article calls for coordinated policy action that includes early identification, educator preparation, and cross-sector collaboration. Grounded in Islamic principles of compassion, equity, and respect for difference, inclusive education for children with autism is framed not as an ideal, but as an achievable goal, made possible by collective commitment and practical steps forward.
This study aimed to explore the perspectives of special education pre-service teachers on the education of Syrian students with special needs under temporary protection status in Turkey. A qualitative descriptive research model was employed. Participants were 14 fourth-grade students from two universities in a province in Turkey's Southeastern Anatolia Region. These candidates had completed Teaching Practice I-II courses and had experience with Syrian students with special needs in their practicum classrooms. Criterion sampling was used to select participants. Data were collected using a semi-structured interview form developed by the researcher and analyzed through content analysis. The study identified themes such as language and communication, family involvement, support and guidance needs, cultural differences, and undergraduate education. The most significant barrier to the participation of Syrian students with special needs and their families in the educational process was found to be language differences. The study also highlighted a substantial need for courses on the education of Syrian students with special needs within the undergraduate curriculum for special education pre-service teachers. The findings were discussed in relation to relevant literature.
This study addresses the role of female school leaders in enhancing intellectual security within government-run middle schools in the Hafr Al-Batin region of Saudi Arabia from the perspective of female teachers. Utilizing a descriptive survey method, the research targeted 858 female teachers in the region, with a randomly selected sample of 248 participants. The results indicate a high level of awareness among teachers regarding the importance of intellectual security, emphasizing the crucial role of female school leaders in creating a supportive educational environment. The study identifies four basic dimensions of intellectual security: religious, respecting dialogue and accepting the other opinion, national identity and critical thinking. While national identity and religious values were given high priority, less emphasis was placed on dialogue and critical thinking, indicating areas for improvement. No significant differences were found in perceptions of intellectual security based on educational qualifications or years of experience, except in the proposals dimension, where more experienced teachers perceived its importance more acutely. The research highlights the necessity of continuous training and development programs for female school leaders and recommends integrating social media into the educational process, providing specialized training to manage intellectual aspects, and conducting workshops to enhance critical thinking skills. These findings underscore the pivotal role of educational leadership in promoting intellectual security and indicate the need for further research that includes diverse educational stages and environments. This study provides valuable insights for developing educational programs that address contemporary intellectual and security challenges in Arab and global educational contexts. It advocates for the principles of whole schooling by reinforcing social structures that reject extremism, promote citizenship, and foster a safe and supportive learning environment.
