Many countries have looked at schools as spaces that can impart requisite skills for future jobs through competency-based education (CBE). Yet, there is limited comparative research evidence showing countries' implementation progress. The research design adopted for this study is a meta-narrative. Stufflebeam's (2000) context, input, process and…

When educators utilize curriculum-related resources, they must interpret a variety of curriculum components and determine the value, meaning, and proper sequencing of the curriculum-related resource and the planned instructional episode. This descriptive study aimed to describe the relationship between Indiana agricultural educators' pedagogical…

Critical and creative thinking (CCT) was introduced as a General Capability in the Australian Curriculum in 2010, heralded as a call for more explicit teaching of CCT. This study was an online survey of 259 Australian teachers, exploring how they have adopted CCT as curriculum, including how confident they feel about this area of their teaching…

The goal of the current study was to look at the viewpoints of secondary school Agricultural Science teachers with regard to the challenges they encounter when implementing the curriculum in their classrooms. Instructional resources and Continuous Professional Development (CPD) programme workshops need to be provided to successfully teach the…

This study describes the experiences of secondary-level mathematics teachers from the Department of Education of Puerto Rico implementing the strategy of contextualized teaching. Qualitative research framed in phenomenology was conducted, collecting data through semi-structured interviews and a review of normative documents from the Department of…

Research on science education in Africa shows many teachers continue to use traditional lecture methods even when curriculum favours more student-centred approaches. This paper explores science teacher professional learning as a means to realise practice change at a crucial time of curriculum reform in Ghana. The study was a qualitative formative…

This paper reports on the implementation of a 6-month collaborative teacher education project (CTEP) in China, designed to help teachers adopt CLIL in response to new primary school curriculum requirements. A multi-site case study was conducted to track two focal teachers' changes in CLIL implementation and its sustainability. Adopting ecological…

Executive Function (EF) is crucial for early childhood development, supporting cognitive abilities and selfregulation. However, many early childhood educators lack the necessary training to foster EF skills in the classroom. This study aims to evaluate the impact of a training curriculum designed to enhance early childhood educators' competencies…

With increasing emphasis on post-secondary readiness in core subjects such as English, Mathematics, and Science, educators in Career and Technical Education face significant challenges, including declining enrollment and the integration of updated curricula. This study aimed to address these issues within agricultural education by piloting a new…

Explicitly attending to justice in science teaching and learning is long overdue. Here, we examined the professional teacher identity development of 13 science teachers as they collaborated in networked professional learning communities (PLCs) to implement and revise a culture-setting unit focused on the science of COVID and engaging in…

Drawing from Social Cognitive Theory (SCT), this inquiry examined Business Management teachers' (BMTs) teaching efficacy beliefs in curriculum implementation at the senior high school (SHS) level. Using a descriptive, cross-sectional survey design, 105 BMTs were conveniently selected from 43 public SHS in the Greater Accra Region of Ghana. The…

The accounting curriculum at the school level remains a pertinent pedagogical component in enhancing the throughput and success of learners, which can inevitably contribute to the growth of the field within the country. However, challenges still hinder the successful implementation of the accounting curriculum. This paper explored teachers'…

This paper is part of the special issue on Teacher Learning and Practice within Organizational Contexts. Shifting instructional practices in elementary schools to include more equitable, reform-based pedagogies is imperative for supporting students' development as science learners. Teachers need high quality professional development (PD) to learn…

This paper presents a comprehensive framework for transforming K-12 education through systematic AI integration, addressing critical gaps in curriculum development and teacher preparedness. Drawing from extensive analysis of federal initiatives, including the 2025 White House Executive Order on advancing AI education, and synthesizing insights…

Teaching with inquiry-based learning (IBL) can be used to increase high school students' science proficiency levels. Teachers must also be equipped and prepared to teach inquiry-based learning concepts. Therefore, this study aimed to evaluate how prolonged professional development (PD) about IBL impacts science and agriscience teachers' intent to…