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This study aims to understand the practices and perceptions of education for sustainable development (ESD) in the university classrooms of Malaysia, exploring how holistic, pluralistic and action-oriented approaches to ESD were linked to their knowingness, attitudes and behavior regarding sustainability.

The perceptions of 2,678 students and 1,013 teachers from a range of undergraduate and postgraduate courses at four Malaysian universities were surveyed. Their views of ESD and sustainability consciousness (SC) were recorded on five-point Likert-type scales, and the resulting data was investigated using descriptive and analytical statistics.

Holistic, pluralistic and action-oriented approaches to ESD teaching and learning were widespread in Malaysian universities, with significant associations found between ESD approaches and SC. While all three approaches enhanced each aspect of SC, the results indicated the need to develop action-oriented approaches more fully.

This research underlines the importance of sustainability education in the context of higher education. It provides empirical evidence for developing action-oriented approaches to ESD and confirms the utility of holistic content and pluralistic pedagogy to the teaching and learning of sustainability.

Despite the positive impact of professional learning communities (PLCs) in improving teaching practices, many teachers still struggle to effectively integrate information and communication technologies (ICTs) into their teaching and learning. Drawing from human capital theory and spillover effects, this paper examines how teachers PLCs can facilitate ICT integration.

Using a qualitative methodology, the researchers designed a phenomenological study. From semi-structured interviews, data were collected from 15 selected secondary school teachers from four selected secondary schools in Tanzania.

The study revealed that teachers use various strategies to enhance ICT integration in teaching practices, namely, community collaboration, practice-based approaches to ICT integration and the utilization of digital learning tools in instructional practices. Furthermore, the results showed several constraints on the ability of teachers’ PLCs to encourage ICT integration. These constraints were divided into three parts, i.e. major challenges at the macro, meso and micro levels.

The paper has the potential to inform policy and practice, particularly in the area of PLCs. Also, it helps to better understand the changing practices with ICTs through PLCs when there are insufficient resources for ICT integration.

To support teachers in using ICTs in their instructional practices, it is essential to build their capacities through PLCs to increase their confidence and competence in ICT integration.

This qualitative study aimed to explore how the school–university partnership (SUP) enhances the elementary teachers' professional development in a school-based setting.

By following the qualitative case study methodology, this case study employs semi-structured interviews (the authors designed) with 10 school teachers and administrators. The authors adapted the iterative process analysis (Miles and Huberman, 1984) for compiling, coding, annotating the data and interpreting the interview transcripts. The authors also used the member checking technique that establishes credibility in a qualitative study (Lincoln and Guba, 1985) with six participants.

The findings suggest that participating in a series of professional learning activities led to the enhancement of teachers' and administrators learning experiences in view of educational theories, action research abilities, teaching efficiency, teaching research capacities and improvement of school guidelines. Further, they reveal that the participants' expectations for future SUP collaborations centred on realizing the sustainability and effectiveness of collaborations, and autonomy of teachers.

The limitations of the current study include its focus on a single SUP within one school and the reliance on data collected only by interviews during the SUP process. This study offers implications for teacher learning within SUP collaborations. First, schools should consider how to involve and influence all teachers rather than SUP core members only. To this end, authentic professional learning communities need to be constructed. Second, universities should pay much more attention to the professional development of their faculty members towards integration of theoretical knowledge and practical experiences.

This original study explores practical ways of improving teachers' theoretical and practical teaching practices/experiences through SUP projects, and contributes new knowledge to the teaching professional development of school teachers and administrators.

Since the inception of formal education, negative labelling of students by teachers has been a norm in education settings. However, research on student outcomes has shown that this practice is contrary to the principles of quality education and legislation mandating the rights of the children to an education that prepares them for a fulfilled future. Still, the practice has persisted in education in various forms. This chapter examines how teacher agency can be used as a tool to uproot negative labelling from the school systems to allow teachers to create positive learning environments where every learner is valued as an individual with rights.

Self-efficacy is one's belief in one's ability. In this context, information and communication technology (ICT) self-efficacy is the judgment of one's capability to use ICT – the familiar and effective teaching tools for the 21st century classrooms. The purpose of this empirical study was to investigate the correlation between teachers' ICT self-efficacy and perceived ICT infrastructure in school.

The study employed a descriptive survey method within ex post facto research design by taking 100 purposively selected Indian government run secondary schools and 400 teachers as participants. The data were analyzed descriptively and inferentially. A correlation analysis was conducted between teachers' ICT self-efficacy and their perception of ICT infrastructure to determine the relationship between the two.

Findings revealed that the participant teachers' overall ICT self-efficacy along with its three domains – technological efficacy, pedagogical efficacy, integration efficacy – was moderately low and their perception of ICT infrastructure in their respective schools was also far below the expected level. The investigation finally found a moderately high and positive correlation between teachers' ICT self-efficacy and their overall perception of ICT infrastructure. All three domains of efficacy also found positively correlated with the three selected domains of ICT infrastructure.

This paper reports an original empirical survey conducted in India and the write-up is based strictly on the survey findings only. The authors believe this is a new approach to view ICT integration in school pedagogy and recommendations that enhanced teacher efficacy accelerates strengthening ICT infrastructure, improving apposite culture and understanding of the pedagogical value of ICT integrated teaching.