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The Use and Challenges of Learner-Centered Pedagogy: Basic School Teachers’ Perspective
Sylvester Donkoh, Albert Amoakwah
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Digitalising Higher Education Pedagogies: Gauging the Perspectives of Selected Senior Academic Members in Ghana
Stephen Ntim
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A Critique of the Teachers’ Performance Appraisal and Development Tool of Evaluation in Kenya with Reference to the Socratic Pedagogy
Simon Wambuu Wanjiku, Francis Murira Ndichu, Edward Maina Andafu
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Accelerating Primary Education Tutors’ Acquisition of Gender-Responsive Pedagogies
Jane Frances Akinyi Rarieya, Nyagwegwe Chaulo Wango, Mary Oluga; Omari Abunga
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Empowering Mathematics Education in Greek Primary Schools: Bridging the Divide through ICT Integration and Interactive Boards for Enhanced Teacher ICT Literacy
Emmanouil Skordialos
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Between Fun and Politics: Dimensions of Contemporary Children’s Theater in Poland
Wojciech Baluch
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Learning and Control Platform “Kahoot!”: Theory and Usage Features in ASIPCS
Ashot Chatinyan, Lianna Abrahamyan
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A Creative Approach of the Differentiated Teaching and Project Method in Early Childhood Education
Maria Fousteri, Paraskevi Foti
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Strengthening Education Systems through Development of Champion Teacher: The Experience of Implementation of the F4L Project in East Africa
Jane Frances Akinyi Rarieya, Fortidas Bakuza, Nyagwegwe Chaulo Wango
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Hard and Soft Engineering Skills in Designing an Energy Systems’ Functioning Module for 1st Graders
Niki Sissamperi, Charikleia Pitsou
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Perspectives of Pre-services Teachers on Indigenous Knowledge Practices and Their Integration into the Teaching and Learning of Science
Anna Mwinbuabu Naah, Valentina Osei-Himah
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Ethical Leadership in AI-Enabled Schools: Navigating Human Rights, Equity, and Justice in Education
Konstantina Michopoulou, Jean Kim Chin Gan
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Online Study versus Face-to-Face Study During COVID-19: Perceived Students’ Feelings Before and After Their First Online Course
Moncef Bari, Thi Ai Minh Nguyen
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Challenges in English Language Education in Japan: Policy vs. Practice
Christine Smith
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Understanding the Relationship of Pre-Service Teachers’ Beliefs in Math and Teaching Practices: An Exploratory Sequential Mixed-Methods Approach
Aremla Salvana Jabagat, Bia Bello Llido, Charles Darwin Godinez
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Postmodernity Fears and Transformations of Teachers’ Identities
Elissavet (Elizabeth) Lintzerakou, Eleftheria Argyropoulou
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Theoretical Foundations of the Flipped Classroom
Assoa Ettien, Ya Éveline Johnson Touré
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Paradoxes and Axioms in Inclusive Education: Fostering Dialogue and Critical Reflection
Marco Maia Ferreira, José Reis-Jorge
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How Can the Inclusive School Leader Promote a Democratic Society? The Case of Greek Schools
Evaggelos Foykas
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How are Case Studies Used in Accounting Systems Curricula in Higher Education in Germany and the US?
William X. Graves, Jeffrey J. Everhart
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Art and Heritage Culture: A High-Quality Inclusive Educational Experience in One Public School in Barcelona
Tingting Liang, Mar Morón Velasco, José María Sanahuja Gavaldà
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Social Justice in Education: Creating an Inclusive Culture at Schools Through Critical Multicultural Theory
Argyro Rentzi
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Parents’ Experiences on a Family Literacy Program in Finland
Juli-Anna Aerila, Merja Kauppinen, Mari Siipola
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The Application of Ethnoscience-Based Thematic-Integrated Book to Enhance Students’ Concept Learning Outcomes and Comprehension of Culture
Sarwi Sarwi, Farid Ahmadi, Winarto Winarto, Siti Fathonah, Malasari Malasari
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Integrating Inquiry-based Learning in the New Greek Primary Science Curriculum
Konstantinos T. Kotsis
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