Education plays a vital role in fostering trust -- both in institutions and among individuals. It does so by developing foundational skills such as literacy and numeracy, nurturing the values and attitudes needed for democratic participation, and ensuring that education institutions themselves earn and sustain learners' trust. Recent global…

This study explores how Syrian refugee women teachers working in Turkish public schools negotiate their professional identities, enact inclusion and confront systemic barriers within host educational systems. Guided by the human capabilities approach and inclusion theory, it examines how institutional structures influence the agency and…

This qualitative study analyses the heterogeneous educational aspirations of Chinese middle-class parents. Drawing on Bourdieusian reflexivity theory alongside concepts of orthodoxy, capital, and field, findings suggest that parents hold diverse educational aspirations, which can be categorised into aspirations for academic performance, holistic…

This study examines the legislative framework of the Ethiopian higher education sector in light of the corresponding roles and expectations it assigns to and the distinctions it draws between public and private institutions of higher learning. The findings reveal that public and private institutions are equally expected to deliver similar…

The improvement of teaching and learning in the Canadian post-secondary sector has grown in importance over the past fifty years as seen by the rise of the field of educational development. Educational Developers (EDs) can now be found at almost every publicly-funded college and university in the country and are increasingly integral to…

This study examines the post-course impact of community-based learning (CBL) on undergraduate students enrolled in a CBL course from one of four undergraduate degree programs at a large, public university. Mixed methods analysis of survey and interview data show that CBL experiences supported holistic development for students, including in the…

Teachers in the constitution in Indonesia are professionals who must meet pedagogical, social, personal, and professional competencies. This qualitative research with a phenomenological approach aims to explore the experiences of the teacher professional education program (PPG) participants in gaining soft skills. The research data were collected…

Schools now face a sea of "evidence"--supposedly validated products, research findings, and test, demographic, and teacher-generated data--that leaders must use. How have recent reforms to educational doctorate (EdD) programs addressed these demands? Case studies of four exemplary EdD programs illustrate how the better ones help…

Emotional self-awareness is increasingly suggested to be an area of difficulty in autism that may predict socioemotional outcomes for this population. However, whether emotional self-awareness is consistently diminished in autism across age and methodology remains unclear. We systematically reviewed 47 papers measuring emotional self-awareness in…

The purpose of this viewpoint is to consider the impact of the current COVID-19 crisis on the educational prospects of young children attending early childhood education and care (ECEC) settings. Studies show that health pandemics and environmental, political, and socio-economic crises jeopardize children's development and education. It is likely…

Background: There are 78,150 children in care in England and 12% live in group residential settings. Little empirical research informs our understanding of how these vulnerable children heal from multi-type trauma in residential homes. Evidence-based multisystemic trauma-informed models of care are needed for good quality consistent care.…

Interdisciplinary working plays an important role in achieving impact outside academia. One barrier to interdisciplinary working is the lack of mechanisms to assess contributions from outside the primary discipline. Positioning our research in debates about knowledge translation, we analyse the ability of narrative cases to assess the…

In addition to content knowledge, it is necessary to teach learning skills. Using relevant learning skills assures better learning outcomes and abilities for the whole life course. Due to a packed curriculum or teachers having insufficient skills, student learning skills are often neglected. The aim of this study is to find out whether it is…

Each preschool is obliged to prepare children to start school education, which means it should equip them with such skills and competencies that determine their readiness to start learning at school, in other words, school maturity. The aim of this study was to determine the level of emotions, feelings and social-emotional behaviours of…

The study aimed at exploring the levels of emotional regulation and social competence among kindergarten children. Further, the relationship between emotional regulation and social competence and its sub-domains: (overall emotional adjustment, social interactions with peers, and social interaction with adults). Furthermore, the significant…