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Purpose: The present study is derived from a research project, which aimed to verify how the ECE public network in the state of São Paulo understand young children's agency. Despite ECE national guidelines, some municipalities have decided to use standard textbooks, developed and commercialized by private educational organizations in the format of booklet series. These materials, referred to as Private Systems of Education (PSEs), are the same for all children, based on the idea of normal development and learning.

Methods: The question that guided this inquiry was: why are these materials used? The research was organized in three stages: (1) identification of public educational networks within the State of São Paulo that were using the PSEs in ECE; (2) analysis of the compatibility between the materials offered by PSEs and the ECE national guidelines; (3) interpretation of why these materials are used, considering the new conceptions of childhood and ECE presented in legislation and recently published research.

Findings: Concerning policy-making, the research provides corroborative evidence for how difficult it is to implement a new law. Data also revealed that some municipalities were unprepared to take over ECE. Children's agency, in its turn, is far from the pedagogical proposals. The use of PSEs indicates a contrast between the potential of children and the opportunities that are offered to them. Thus, playing and interaction have no relevant place in everyday education.

The teacher role in the classroom can explain important aspects of the student's school experience. The teacher-student relationship, a central dimension of social capital, influences students' engagement, and the teaching style plays an important role in student outcomes. But there is scarce literature that links teaching styles to teacher-student relationship. This article aims to (1) analyze whether there is a relationship between teaching styles and the type of relationship perceived by students; (2) test whether this relationship is equally strong for any teaching style; and (3) determine the extent to which students' perceptions vary according to their profile.

A structural equation model with four latent variables is estimated: two for the teacher-student relationship (emotional vs educational) and two for the teaching styles (directive vs participative), with information for 21,126 sixth-grade primary-students in 2019 in Spain.

Teacher-student relationships and teaching styles are interconnected. The participative style implies a better relationship. The perceptions of the teacher are heterogeneous, depending on gender (girls perceive clearer than boys) and with the educational background (children from lower educational background perceive both types of teaching styles more clearly).

The analysis is based on the point of view of the addressee of the teacher's work, i.e. the student. It provides a model that can be replicated in any other education system. The latent variables, based on a periodically administered questionnaire, could be estimated with data from diagnostic assessments in other countries, which in turn would allow the formulation of context-specific educational policy proposals that take into account student feedback.

Unprecedented progressions in the sector of Information and Communication Technologies (ICTs) have led to the trendsetting of Education 4.0 paradigms. A byproduct of breakthroughs in Education 4.0 is the “Cybergogy” paradigm that particularly stimulates learning and builds competencies in a virtual environment for the new era. Toward that, the objective of this review paper is to explore how cyber-physical learning is being adopted within cybergogy paradigms with its current state-of-the-art, traits, design models, applications and difficulties in Higher Education Institutions (HEIs) around the globe.

A narrative review of literature has been conducted in which major electronic bibliographic databases are targeted for study selection. Seven themes have emerged from the literature search that descript the resourcefulness, inventiveness and challenges of cyber-technology in transferring learning and interaction in and outside HEI boundary walls.

Grounded on the findings, it is valuable to mention that cybergogy media facilitates an array of options for collaboration, information gathering, intellectual discussions, the convenience of access, etc. among higher education learners. Consisting of interconnected technology, distinctive intricate digital systems and physical elements working together, the trend has implementation efforts of a smart learning institution for providing engaged learning and advanced skills training. However, there are certain implementation risks and consequences that must be considered thoughtfully.

This review can be used as an effective guide in designing cyber-technology-mediated teaching instruction and strategies for supporting collaborations and inventive learning in higher academia. Future researchers interested in exploring cyber-physical blends and media usage in education will also be facilitated with this review.

This literature review is unique because it details significant practices of collaborative learning for the twenty-first century through cybergogy in Higher Education 4.0 that was not examined previously.

More than five years have passed since A Nation at Risk was published in 1983 by then‐Secretary of Education Terrance Bell's National Commission on Excellence in Education. Those years have seen the publication of an enormous body of both primary material, composed of research reports, essays, and federal and state reform proposals and reports; and secondary material, composed of summaries and reviews of the original reform reports and reports about effective programs that are based on reform recommendations. This annotated bibliography seeks to identify, briefly describe, and organize in a useful manner those publications dealing with K‐12 education reform and improvement. The overall purposes of this article are to bring organization to that list, and also to trace relationships and influences from the federal initiatives to the states and professional associations, and from there to the school districts and individual schools.

Recent decades have witnessed increasing interest worldwide in educational quality. Many international organisations and national education systems have conducted studies on the meaning of quality, the various ways in which it can be measured and the factors that promote it as a basis for designing education reforms and rendering good practices visible. In this chapter, the authors explore conceptual perspectives on educational quality that are informed by various pedagogical approaches and examine the initiatives implemented in Spain to improve educational quality in non-university contexts, analysing education legislation over the past 30 years. The authors also propose basic elements or strategies that the authors believe would further promote educational quality in non-university settings in Spain and elsewhere. These proposals revolve around the educational project, teacher training and professional development, diversity and inclusion in education and community leadership.

The purpose of this paper is to present principles from the complex approach in education and describe some practical pedagogic experiences enhancing how “real world” perspectives have influenced and contributed to curriculum development.

Necessity of integration in terms of knowledge modeling is an historical trend in Engineering and Computer Sciences curricula. Integration of particular technical aspects with wide global aspects is a response to globalization demands. Globalization demands require new approaches, at both educational and teaching levels. Also, educational level embeds a wide range of pedagogical proposals or teaching proposals. Since the 1990s, Engineering and Computer Sciences curricula have emphasized, increasingly, the project‐oriented approach in the Engineering field of knowledge and software engineering contents has migrated to beginners or fresh‐man level in Computer Sciences courses. This approach is called the Complex Approach in education. COOL – “Comprehensive Object‐Oriented Learning” – is an educational project mentored by Emeritus Professor Kristen Nygaard, from the Department of Informatics at Oslo University, which deals with the complex approach in education. Professor Nygaard passed away in 2002. This project was published in 2006 under the title of “Comprehensive Object‐Oriented Learning: the Learner’s Perspective”. This paper analyses theoretical aspects in Nygaard's project and also compares aspects with the author's work teaching Object Oriented Modeling in Computer Sciences and Engineering, at Federal University of Santa Catarina – UFSC, Florianopolis, Brazil. The author's pedagogic proposal, developed on those contexts, since 1997, is supported by Nygaard theory and also by Edgar Morin “Complex Thought” theory adopted by UNESCO, titled Complex Thought cathedra.

Innovation, in terms of Engineering and Computer Sciences curriculum development, is deeply related to the complex approach educational paradigm. Consequently, innovation in terms of pedagogic practices is also deeply related to the complex approach perspective. Complex approach overpasses fragmented view of knowledge towards integrative view concerning curriculum development in technological areas.

The comprehensive object‐oriented learning presented here is applied to Computer Science and Engineering. However its development and application could impact other disciplines and education, especially in relation to technology integration in education.

The paper presents and discusses COOL as a concept and approach for enhanced learning, in a novel manner, taking account of theoretical underpinnings developed aligned to modern thinking.

The purpose of this study is to identify the main perspectives and trends in educational data mining (EDM) in the e-learning environment from a managerial perspective.

This paper proposes a systematic literature review to identify the main perspectives and trends in EDM in the e-learning environment from a managerial perspective. The study domain of this review is restricted by the educational concepts of e-learning and management. The search for bibliographic material considered articles published in journals and papers published in conferences from 1994 to 2023, totaling 30 years of research in EDM.

From this review, it was observed that managers have been concerned about the effectiveness of the platform used by students as it contains the entire learning process and all the interactions performed, which enable the generation of information. From the data collected on these platforms, there are improvements and inferences that can be made about the actions of educators and human tutors (or automatic tutoring systems), curricular optimization or changes related to course content, proposal of evaluation criteria and also increase the understanding of different learning styles.

This review was conducted from the perspective of the manager, who is responsible for the direction of an institution of higher education, to assist the administration in creating strategies for the use of data mining to improve the learning process. To the best of the authors’ knowledge, this review is original because other contributions do not focus on the manager.

The purpose of this paper is to seek insights into the demands and challenges faced by school principals in Spain, especially in their dealings with local education authorities.

In all, 100 principals from public infant, primary and secondary schools in Alicante (Spain) participated in the study, which was carried out from a qualitative research perspective using deductive content analysis.

Most participants noted the need to improve channels of communication with, and support from, the local education authority. They also stressed the desirability of increasing their autonomy, reducing bureaucratic tasks and improving working conditions, which is in line with the international framework. Their narratives make it clear that they remain tied to a management leadership model but actually aspire to an instructive leadership.

An absence of triangulation and the use of a single data collection technique are the limitations of this paper.

These participants are practising professionals who are proposing ways to improve aspects of their working lives based on actual experience. Acknowledging their voices could inspire the design of policies aimed at improving the principal’s role in Spain.

Knowledge is contributed to the area of study into proposals for improving the role of the principal, but with new and contextualised insights.

The purpose of this article is to assess the state of affairs of intercultural bilingual education (IBE) policies in Argentina. IBE encompasses educational proposals designed to address the specific needs of ethnolinguistic minorities.

The article is divided into three parts and methodologically analyzes different types of materials (national legislation, bibliography and personal research experiences).

In the first section, the educational policies on cultural and linguistic diversity are contextualized historically. Later, IBE is defined considering five main characteristics (the neoliberal compensatory education policy, educational decentralization/regionalization, the educational category of the system, linguistic goals and teacher profiles). Finally, the conclusions list the challenges, goals that have yet to be achieved and the future perspectives of this educational policy.

This article contributes to the field of studies on diversity in the schooling of ethnically different groups.

This study aims to analyse the self-perception of future secondary school teachers (FTs) of biology about their education for sustainable development (ESD) competencies and evaluate the competence profile they develop in their educational proposals.

A mixed methodological approach was used to analyse 162 FTs’ ESD action competencies as proposed by UNECE. Firstly, a six-point Likert-type scale questionnaire is used to explore their self-perception of the level of acquisition of these competencies. Then, a rubric is applied to analyse the competence profile when designing educational proposals to address socio-environmental issues related to consumption and waste generation. Besides descriptive analysis, inferential statistics were used to assess the significance of the differences detected between the competencies.

FTs self-perceive a partial acquisition of ESD action competencies, in line with their competence profile. Where they recognise and show significant difficulties is in assessing learning outcomes in terms of changes and achievements. Similarly, their best perception and competence profile is achieved in the approach to contextualised situations in the students’ lives. There are also some discrepancies between their perception and their profile. In particular, FTs regard themselves as very competent in considering different dimensions and perspectives of the issues, but this is precisely where they reveal a lower competence profile.

This study applies a fully replicable rubric for the assessment of teachers’ ESD competencies when designing proposals to address socio-environmental issues. This assessment allows one to approach the sustainability competencies that they will promote in their classrooms.