Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
This qualitative study investigates how pre-service special education teachers develop Culturally Responsive Teaching (CRT) self-efficacy, revealing generally low confidence levels influenced by direct and observed experiences with CRT and personal interactions with diversity.
This study found that coaches need to demonstrate high-level skills to effectively support children with diverse abilities. These skills include: the ability to be creative and strategic with skill differentiation, adapting to the immediate needs of each child, supporting children’s autonomy, and providing progressive feedback that balances positive reinforcement with challenges. This is an important first step towards ensuring quality participation of children with disabilities in sport.
This scoping review aims to identify trends in studies related to children's online safety education facilitated by digital technologies. The review is guided by the five-stage framework developed by Arksey and O'Malley.
Drawing on insights from the United Nations 10-Member Group on Science, Technology, and Innovation for the SDGs, Beyond 2030 reviews the framework’s achievements to date and delivers critical insights into how the SDGs can guide global cooperation and decisive local action well beyond 2030.
Observed annually on December 9, International Anti-Corruption Day (IACD) raises global awareness of the urgent need
This qualitative study explored challenges faced by upper primary mathematics teachers in Rwanda following the switch to English as the medium of instruction.
This article presents a qualitative systematic review on the experiences of students with physical disabilities in inclusive education settings.
This study examines factors influencing preprimary teacher turnover in peri-urban Ghana, finding that 22% of teachers left their positions within a school year. Psychological well-being, including depression, anxiety, and job satisfaction, was the strongest predictor of turnover and mediated the impact of personal stressors. The findings emphasize the importance of holistic support addressing both personal and professional needs to improve teacher retention and education quality.
