Students with migrant backgrounds continue to underperform across European education systems, highlighting the need for teachers to be prepared for multicultural and multilingual schools. However, even teachers who are open to multilingual pedagogies report being restricted by monolingual language policies, language beliefs and assessment schemes. Hence, it is necessary to investigate the conditions for pre-service…

There is a growing body of research on participation in shadow education (SE), reflecting the global growth of this sector. However, less is known about the topic from an intersectional perspective. Drawing on TIMSS 2019 and PISA 2012 data for European countries, this paper explores the way in which social background, gender and migration background…

This study explores the integration of migrants in education and the labour market from the perspectives of professionals working with young migrants in Swedish rural municipalities.

The aim of this study was to investigate the subject offerings of early childhood degrees from Australian universities and to narratively analyze the content of subject descriptions and subject overviews related to physical development.

The Covid pandemic highlighted the increasing deployment of digital technologies in educational institutions, defined as ‘edtech’. The most visible edtech was video conferencing software, but a swathe of edtech startups have sought to roll out their products and services to educational institutions. We focus specifically on the deployment of edtech in UK higher education by…

This article presents a discourse analysis of European Union (EU) policy documents on educational uses of digital technology (EdTech) from 2015 to 2022. It explores the ideological dimensions of language use and power relations, particularly concerning the teacher's role. Despite increasing critical scrutiny, the policy discourse in this period remains predominantly unidimensional, framing EdTech as…

This paper addresses the opportunities and challenges of diversifying the National Curriculum for History within primary and secondary schools. It considers teachers' concerns when tasked with developing new curriculum and policy, inclusive of multiple perspectives.

The main issue this paper addresses is how impactful a restricted school context can be on children's internalising, externalising and prosocial behaviours after a global disaster, especially for the most vulnerable (victims of bullying and those from schools with a high concentration of disadvantage).

The paper addresses how teachers handle a mandatory change of practice due to the enactment of an of a Learning Management System.

The paper explores whether schools that employ a school inspector receive better inspection grades.

Equal opportunities in education can be understood as equal access to certain forms of education or as equally valuing all educational routes. This paper analyses tensions and contradictions that came up in the microcontext of one secondary school in the Netherlands committed to fostering equal opportunities in both understandings.

The paper responds to the need to improve universal wellbeing education by investigating the underexplored intersection of arts-based practices and wellbeing education in secondary schools.