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Improving the quality of madrasah in the digital era is a must. This can be committed by strengthening aspects of madrasah governance through implementing management strategies that refer more to the integration of technology and Islamic education. This research focuses on madrasah management strategies through the Madrasah Reform program.

This research uses a case study research design that focuses attention on strategic aspects of developing madrasah through the Madrasah Reform program. The informants in this study were 18 people consisting of three madrasah heads from Madrasah Ibtidaiyah (MI), Madrasah Tsanawiyah (MTs) and Madrasah Aliyah (MA), five teachers and 10 students. Data collection in this study used in-depth and semi-structured interviews with madrasah heads and teachers regarding the implementation of the Madrasah Reform program and also regarding madrasah management strategies at three levels of education.

This study shows that the strategy of managing madrasahs through the Madrasah Reform program in three madrasahs in Indonesia has had a positive impact on improving the quality of madrasahs, although there are still aspects that require development.

This research implies that the quality of madrasah in the digital era is determined by management strategies based on the use of educational technology.

This program has implications for the development of the quality of human resources in educational institutions, especially in relation to digital literacy among students and teaching staff. The use of digital technology, which is one of the main projections of the Madrasah Reform program, is continuously able to change the face of education in a more modern direction, both in terms of governance and the learning process, so that the output of this program, especially what occurs at Madrasah Madani, is significant development in the aspects of digital literacy and technology. Which is the main criterion in facing a digital-based educational context.

For a policy aspect, the success of the Madrasah Reform program at Madrasah Madani can be used as a blueprint or model for implementing this program in Islamic educational institutions, specifically Madrasas in South Sulawesi and in general at Madrasas throughout Indonesia.

This proves that Madrasah Reform program is a program that can be implemented in madrasahs to improve the quality of madrasah management in the digital era while continuing to carry out simultaneous improvements and evaluations of the program.

In an age of educational reform which incentivises increased digitisation and standardisation, teachers are expected to embrace the rise of ‘new’ tools and pedagogies with limited agency to inform, question or direct what ‘newness’ must be brought into their classrooms. Drawing on my research with English as a Foreign Language (EFL) educators in South Africa and using an ‘excessive entitlement’ lens, I showcase how teachers' lack of agency can result in ‘defensive’ and ‘coercive’ practices in the classroom which are a far cry from the education transformation imagined according to either global and local imaginaries for teaching and learning. If we are interested in an educational revolution, I argue that a fundamental reorientation in education recognising teachers' agency in informing change is necessary. To do so requires theoretically driven intervention methodologies which view the competing demands placed on teachers as entry points to developing their agency and volition to find practices which work for them and their students in the classroom. To that end, I illustrate how Cultural-Historical Activity Theory (CHAT) informed interventions like Change Laboratories could aid in this fundamental repositioning for teachers regarding transformational efforts and their far-reaching potential for educational revolution becoming conscious of and overcoming their feelings of excessive entitlement.

This paper examines students’ educational choices in vocational education and training (VET) to understand the low reputation of vocational education in China. By analysing the individualisation of these choices within structural and individual relationships, the study explores how the decline of state endorsement and the shift towards rational, individualistic actions influence students' decisions.

Multiple types of data were collected in this study, including administrative records, interviews and autobiographical stories, which were analysed using individualisation theory.

The research indicated three historical periods of the educational choice of Chinese VET students. Stage one (1978–1991) saw vocational education treated as “the first choice” for graduates. Stage two (1992–2000) was marked by the polarisation of educational choice during the social transition from a socialist planned economy to a market economy. During this period, more students started to choose academic high schools over vocational schools, even though the latter still had certain advantages for attracting the better-performing students. The third stage (2001-now) is a time in which vocational education is viewed as “the last choice” under the socialist market economy system. During this period, junior high school graduates prefer to enrol in academic high schools rather than in vocational schools. Aligned with the overall individualisation trend in Chinese society, vocational education decisions situated between societal structures and individuals are also experiencing a shift towards more micro-level individualized behaviours.

The paper provides a historical analysis of education and training provision in China and the complexity of students’ educational choices, revealing the influencing factors across different stages.

This paper draws a comprehensive analysis of the developmental trajectory of vocational education in China across different historical periods, notably under the socialist planned economy and the socialist market economy systems.

The key purpose of this study is to systematically examine the landscape of education research funded by the National Plan of Educational Research Funding (NPERF) in China. The study aims to: (1) identify the thematic focus areas that reflect the national education agenda, (2) analyze the general funding patterns of education research projects and (3) gain insights into the distinctive nature of the research agenda in China. The study employs a rigorous data-driven approach to offer valuable insights into the dynamic discourses within the field of education research in China, which has received relatively little attention despite its potential significance.

In this study, we utilized word co-occurrence analysis and corpus-based frequency analysis to analyze the research projects funded by the National Plan of Educational Research Funding (NPERF) from 2011 to 2020.

The key characteristics of these projects highlight the focus on higher education research, addressing the interests of specific cohorts of students, teachers and disadvantaged populations. Furthermore, these projects demonstrate a remarkable responsiveness to the policy needs of the country and a robust inclination toward an international comparative framework.

The findings offer valuable insights into the landscape and features of funded education research in China, revealing a strong emphasis on addressing practical needs and enhancing the capacity of the education system in the country.

This paper presents a systematic examination of the topics covered in funded research under the National Plan of Educational Research Funding (NPERF) scheme from 2011 to 2020. It contributes to the advancement of understanding regarding knowledge traditions and practices in the Chinese context. Methodologically, this paper is the first in the literature to be prototyped with a word co-occurrence analysis approach to systematically investigate the funded education research in China. Additionally, it includes the development of a comprehensive corpus list to uncover the key characteristics of the funded projects. The analysis provides unique insights into the priorities and directions of education research supported by the Chinese government, which are of potential interest to international readers.

Educational accountability and student achievement polarization, which result in high dropout rates, pose significant challenges and pressures on teachers' pedagogical leadership. Whether pedagogical leadership, which originates in the Western educational environment, can significantly improve student achievement in Chinese high schools remains unclear. This concept has not yet been fully explored in the Chinese educational environment, and its direct impact on student achievement and the mediating role of English teaching methods remain to be investigated. However, existing research has concentrated on the effectiveness of principals' pedagogical leadership, with variations in teachers' pedagogical leadership practices. Many reform measures have been implemented in China to improve student achievement, but past educational practices have analyzed the impact on student achievement from a single instructional leadership, school capital or teaching method perspective. Furthermore, there is a lack of multidimensional and systematic assessments of the direct effects of teacher pedagogical leadership on student achievement and the mediating effects of English teaching methods.

To address this gap, this study analyzed the impact of teachers' pedagogical leadership on student achievement and the mediating effect of English teaching methods with the support of the theory of action for teacher leadership, specifically using pedagogical leadership and English teaching methods models.This study conducted a questionnaire survey of 968 participants in Taian City, China, and quantitatively analyzed the data using SmartPLS structural equation modeling (SEM).

This study revealed that pedagogical leadership has a positive direct effect on student achievement. Meanwhile, among the four mediating factors, the Direct Method, Audio-Lingual Method and Communicative Language Teaching had significant mediating effects.

This study shows that the effective use of academic and professional capital allocation in pedagogical leadership, combined with effective measures of using multiple effective English teaching methods, helps achieve high-quality student achievement.

This qualitative study aimed to explore school principals' perceptions of social justice in a centralized school setting in Kuwait, as well as the challenges they face when promoting equity and equality for students' learning in schools.

Data were collected through in-depth interviews with 18 public school principals from Kuwait's six educational districts.

The results revealed that principals' experiences and unique perspectives shape their definitions of social justice within their schools. Some school principals see social justice as ensuring fairness and equal opportunities for every student regardless of their backgrounds. Others focus on creating an inclusive and supportive environment. The results also showed that limited resources, institutional barriers, limited autonomy, lack of training, and some ministerial laws are among the challenges that school principals face in promoting equity and equality.

The findings are informative to policymakers and other educational stakeholders. Practical suggestions are provided to improve school principals' social justice leadership practices.

This study adds to the empirical knowledge of school principals' role in promoting equity and equality for student learning in a centralized school setting and attempts to reduce the social justice leadership gap in schools.

We explore the effect of selective schooling, where students are assigned to different schools by ability, on adult health, well-being and labour market outcomes. We exploit the 1960s transition from a selective to a non-selective secondary schooling system in England and Wales. The introductio3n of mixed-ability schools decreased average school quality and peer ability for high-ability pupils, while it increased them for low-ability pupils. We therefore distinguish between two treatment effects: that of high-quality school attendance for high-ability pupils and that of lower-quality school attendance for low-ability pupils, with mixed-ability schools as the alternative. We address selection bias by balancing individual pre-treatment characteristics via entropy balancing, followed by ordinary least squares (OLS) regression. Selective schooling does not affect long-term health and well-being, while it marginally raises hourly wages, compared to a mixed-ability system, and school aspirations for high-ability pupils. Cognitive and non-cognitive abilities measured prior to secondary school are significantly and positively associated with all adult outcomes.

The purpose of this paper is to investigate perceptions of primary education (PE) teachers with respect to evaluation within the framework of Total Quality Management (TQM) and their readiness to engage in the process of quality improvement. Within this context, a relevant measurement instrument is developed and empirically validated.

The instrument developed herein included 30 items distributed across seven dimensions. It was disseminated among public PE units in Greece, yielding a substantial 2,088 responses. Several tests were performed, including principal component analysis, confirmatory factor analysis and structural equation modelling.

The findings supported the validity and reliability of the instrument, confirming that the proposed measures encapsulate actual dimensions that are most suitable for exploring evaluation perception and readiness in the context of TQM in PE. The study explored several correlations between the validated dimensions and independent variables such as gender, level of education, years of teaching experience and age. These analyses yielded additional valuable insights, enriching the depth of understanding provided by the present research.

The fields of TQM and PE lack empirical evidence. However, this study offers valuable insights into teachers’ perceptions of evaluation and broader quality improvement efforts. This can help school managers, policymakers and practitioners refine their implementation strategies for educational excellence.

To the best of the authors’ knowledge, this study is the first to focus on the examination of evaluation as a key aspect of TQM within the context of PE. Through the development and validation of a real-time measurement instrument, it bridges a significant research gap, providing practitioners and researchers with a vital tool to understand and improve educators’ evaluation perceptions, enabling targeted interventions for enhanced performance.

Digital technology's integration into education has transformed learning frameworks, necessitating the exploration of factors influencing students’ engagement in digital informal settings. This study, grounded in self-determination theory (SDT), proposes a model comprising artificial intelligence (AI) competence, chatbot usage, perceived autonomy (PA), digital informal learning (DIL) and students’ engagement.

The study collected survey data from 409 participants at Saudi Arabian universities, ultimately using 387 valid responses for analysis. This dataset was subjected to a thorough examination to confirm the validity of our proposed model. To decipher the complex interactions within our model, we utilized partial least squares structural equation modeling (PLS-SEM). The study adopted a disjoint two-stage method to formulate a reflective-formative higher-order construct (HOC).

The study's findings showed that cognitive learning (CL), metacognitive learning (MCL) and social and motivational learning (SML) are the essential components of DIL. Significantly, the study determined that AI competence, chatbot usage, PA and DIL markedly affect students’ engagement. Moreover, the R² value of 0.592 for student engagement indicates the model's robustness in explaining 59.2% of the variance, highlighting its effectiveness in identifying key drivers of student engagement in DIL contexts.

This research enhances understanding by detailing the intricate relationships among AI competence, chatbot usage, and students’ engagement in informal digital learning. It extends SDT to emphasize intrinsic motivations and AI capabilities, introducing reflective-formative HOCs for comprehending educational intricacies. It provides practical strategies for enhancing AI abilities and chatbot use in education, promoting personalized, engaging and autonomous digital learning spaces, thereby advancing educational theory and practice.

Our study presents insights from an exploratory qualitative case study conducted in three primary and lower secondary schools in Denmark, a country renowned for its collaborative and egalitarian culture, to unravel the complexities of shared instructional leadership.

Interviews with principals, middle leaders, and teachers and document analysis were used to identify themes according to shared and instructional leadership perspectives.

The study yielded three major findings. First, Danish principals structure schools to prioritize student learning outcomes and distribute responsibility to middle leaders and teachers. Second, reflection among teachers and leaders better prepares them for future demands and obligations. Third, collaboration underpins principals’ vision of reflection and professional development.

The research team’s reflection on the data collected can be used to build future strategies to address unpredictable student learning progression and poor-performing teachers.

Together, these findings contribute to the broader understanding of shared instructional leadership and demonstrate how principals face external pressure for accountability and how egalitarian culture influences principals’ practices.