The purpose of this study was to comparatively examine how educational neuroscience and brain-based education literature have developed in Western contexts (Europe and the United States) and East Asian contexts (China, Hong Kong, Korea, and Japan). This study employed a comparative narrative review guided by the PRISMA 2020 statement and PRISMA-S. Literature searches conducted up to February 21... More >>

This article investigates the integration of bilingual literacy through thematic instruction at a specialized bilingual primary school in Ukraine. The study addresses the pedagogical challenges inherent in "artificial bilingualism," where learners navigate a complex triad: Russian as the home language (L1), Ukrainian as the primary language of instruction (L2), and English as a foreign language... More >>

The use of authentic teaching materials in English as a Foreign Language instruction has gained increasing attention for its potential to enhance meaningful language learning. However, its implementation faces multiple challenges across educational contexts. This mixed-methods study examines the challenges, limitations, benefits, and perceptions regarding authentic versus non-authentic teaching... More >>

Social-emotional learning (SEL) and psychosocial support (PSS) are increasingly recognized as foundational to holistic student development, yet research from rural sub-Saharan African contexts remains critically underrepresented in the global literature. This qualitative case study investigated how PK–12 educators in Zambezi, Zambia, understood, practiced, and experienced SEL and PSS. Data were... More >>

Globalization has increasingly shaped national education systems through the transfer of international educational models. In Iraq, educational reform is critical for improving school quality in a post-conflict context. One notable initiative is the introduction of Japanese-style schools supported by the Japan International Cooperation Agency (JICA), emphasizing discipline, responsibility, and ... More >>