The "PREPaRE School Crisis Prevention and Intervention Training Curriculum" is considered by its developers to be the first and only comprehensive, internationally available curriculum developed by school psychologists with firsthand experience and training in school crisis preparedness. It includes two separate yet complementary…

Terence Mills introduces us to Keynsian probability and discusses its implications for teaching probability. The author considers it unlikely that Keynes's theory would replace how we teach probability, but argues that it may make us think more deeply about the use of terms such as chance and probability when used in our lessons.

Critical thinking (CT) is an essential quality promoted in educational policies across diverse education systems, yet there has been little effort to clarify its meaning and significance at the policy level. Because such clarification is essential to derive meaningful implications for preparing teachers for CT, this study critically analyses the…

In the spring of 2022, we (a teacher-educator from the USA and a Kachin graduate research assistant) interviewed 14 participants from Myanmar who were engaging in an unprecedented educational re-imagining during the Spring Revolution following the 2021 military coup that gripped the county. Three preliminary findings of our study focus on…

This article presents the results of an interpretive case study of three lecturers teaching English at a South African University. The purpose of the study was to explore the lecturers' strategies to decolonize the curriculum succinctly. Purposive, with convenient sampling, identified the three most available lecturers. An emailed reflective…

This work explores the use of learning theories in curriculum development and gathers evidence for what good practice in this area looks like. By exploring the academic literature in this area, the authors hope to find information that curriculum documents do not provide. The following research questions were proposed: (1) Is there evidence of…

This article discusses the education system under the totalitarian regime of the Islamic State in Iraq and Syria (ISIS) from 2014 to 2017. It describes and analyses the characteristics of the totalitarian education system, as conceived and implemented by the Salafist and jihadist group. The aim of this article to understand some of the…

In recent times, the Australian Curriculum has shifted towards valuing Asia literacy. 'Asia and Australia's engagement with Asia' is a cross curriculum priority that signifies how the Australian Curriculum now places an importance on Asia literacy. This article positions Asia literacy discourses within the Australian context, which reveals…

While 'national education' has regularly been invoked by post-1997 Hong Kong administrations, its pursuit has acquired new force and urgency since the introduction in 2020 of a National Security Law. Investigating the role of schooling in this reinvigorated project of thought reform, this article asks how far recent initiatives have merely…

Contemporary liberal democracies face complex and disruptive challenges, such as toxic populism, culture wars, political polarization, religious fundamentalism, the climate emergency, global conflicts, and the influence of powerful social media platforms. This is the disconcerting world that young people are growing up in and need support in…

The integrated status of Social Studies in the Norwegian "Curriculum for Knowledge Promotion in Primary and Secondary Education and Training 2020" reflects an international educational trend pertaining to a movement from knowledge and traditional disciplinary thinking to generic skills, competence and boundary crossing. This article…

In this paper, we connect with Martin Thrupp's calls for class-based analysis in education policy by problematising the absence of social class in the refreshed New Zealand curriculum, "Te Mataiaho" (2023). To contextualise this absence, we locate this curriculum policy in a historical perspective and interpret its 'identity turn' as an…

The project 'Digital Citizenship in General Education Schools in Georgia: Challenges and Ways of Implementation' aimed to understand to what extent were teachers, students and parents aware of the Digital Citizenship Education (DCE) concept, whether teachers felt competent to implement it in the classroom and what DCE activities were carried out…

This article explains how education in Scotland is different from that in other parts of the United Kingdom, noting the importance of both traditional values and the current political context. Concerns about standards are discussed in relation to three main issues: the Scottish curriculum; the comprehensive principle; and attempts at structural…

Health education (HE) curricula across Canada are developed by individual provinces/territories, enabling curriculum documents to be responsive to regional needs. However, this autonomy prevents Canadian teachers (and students) from having access to a consistent collection of curriculum competencies/outcomes. Without national HE curriculum…