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Given the scientific and practical difficulties inherent in measuring and comparing socioeconomic deprivation (SED), and the further complexity added in cross national measurements, the main aim of this paper was to check the validity of SED measures used in PISA 2018 dataset. The SED measure used in PISA 2018 was the PISA index of economic, social and cultural status abbreviated as the ESCS index. This assessment was important as PISA analysis is based on variables derived from this instrument and the ESCS index and these reports influence and reflect international and comparative education policies and practice.

This study critically evaluates the socioeconomic status measures in the PISA 2018 dataset, focusing on their convergent validity and cross-national comparability. Using responses from over 600,000 students in 73 countries, it examines the validity of SES indicators and their comparability across countries. The study employs principal component analysis to construct local SES measures and compares them with the existing Economic, Social, and Cultural Status (ESCS) index. It explores the relationship between these SES measures and academic achievement in reading, science, and mathematics, aiming to understand their predictive validity in diverse educational settings. Statistical analyses were conducted using the IEA’s IDB Analyser and SPSS, ensuring robustness and generalisability across the diverse participant countries.

Our research findings challenge the assumed superiority of local measures over broader constructs like the Economic, Social, and Cultural Status (ESCS). It suggests that standardised measures like ESCS may provide more reliable predictions of academic achievement across various educational contexts, underscoring the complex relationship between SES measures and academic performance.

Our novel analysis shows that local and cross-national SED measures are poorly correlated. Our findings raise questions about the measures' validity while acknowledging the methodological challenges. We provide empirical evidence to support ongoing debates on the topic.

The aims of this research include (1) to identify the scores of reading literacy in 34 provinces and (2) to determine the impact of ICT literacy with other variables on reading literacy in Indonesia.

Thematic maps and Spatial Autoregressive Regression were applied to 2019 AKSI Survey data.

The results showed that only D.I. Yogyakarta, DKI Jakarta and Kepulauan Riau have a high percentage of reading literacy scores in the excellent category. The ICT literacy and teachers' competency scores significantly affect the percentage of reading literacy. Meanwhile, the percentage of lack of learning materials and GRDP per capita has no significant effect.

Previously, the national exam has been used to determine the quality of education in Indonesia, but it is ineffective because it only measures cognitive aspects. In 2015, the Ministry of Education initiated the AKSI survey, which measures cognitive (reading, math and science literacy) and non-cognitive aspects, as an effort to improve the quality of education in Indonesia. Some literature states that reading literacy is the most basic indicator for determining the quality of education, but in Indonesia, it is the lowest achievement. To improve reading literacy scores, the government has to utilize technological advances through School Digitization. However, this should be supported by the ICT literacy of students. Presently, there is no study to evaluate the impact of ICT literacy on reading literacy, which is also affected by regional value differences.

This study holistically and systematically consolidates the available research on digital reading to reveal the research trends of the past 20 years. Moreover, it explores the thematic evolution, hotspots and developmental characteristics of digital reading. This study, therefore, has the potential to serve as a research guide to researchers and educators in relevant fields.

The authors applied a bibliometric approach using Derwent Data Analyzer and VOSviewer to retrieve 2,456 publications for 2003–2022 from the Web of Science (WoS) database.

The results revealed that most studies' participants were university students and the experimental methods and questionnaires were preferred in digital reading researches. Among the influential countries or regions, institutions, journals and authors, the United States of America, University of London, Electronic Library and Chen, respectively, accounted for the greatest number of publications. Moreover, the authors identified the developmental characteristics and research trends in the field of digital reading by analyzing the evolution of keywords from 2003–2017 to 2018–2022 and the most frequently cited papers by year. “E-books,” “reading comprehension” and “literacy” were the primary research topics. In addition, “attention,” “motivation,” “cognitive load,” “dyslexia,” “engagement,” “eye-tracking,” “eye movement,” “systematic analysis,” “meta-analysis,” “smartphone” and “mobile reading/learning” were potential new research hotspots.

This study provides valuable insights into the current status, research direction, thematic evolution and developmental characteristics in the field of digital reading. Therefore, it has implications for publishers, researchers, librarians, educators and teachers in the digital reading field.

Mexico is a large, culturally and linguistically diverse country. More than half of its population lives below the poverty line, a fifth is of indigenous origin, and 5% have a disability. This chapter offers a brief description of the general characteristics of the country and the legislative changes toward inclusion and presents the status and progress toward the 2030 Agenda educational goals toward inclusive education. Although efforts have been made to improve the quality of education and inclusion, the country's complexities: poverty, cultural diversity, and political adjustments, among others, have held back progress, as will be explained in this chapter.

A new High School Equivalency (HSE) policy was developed in the United Arab Emirates (UAE) in response to a shift toward a knowledge-based economy and a transformation toward STEM education. The purpose of this study is to explore and understand the stakeholders' perceptions and experiences in implementing the new HSE policy in a school that follows a US curriculum in the UAE. The study was conducted before the COVID-19 lockdown. The phenomenological approach was used to shed light on the implementation of the HSE policy in an active learning environment and the challenges facing the school's stakeholders. The study results reveal the challenges that stakeholders face in implementing the HSE policy and their experiences in offering students the courses they need. All stakeholders agreed that the transformation toward STEM education requires proper implementation of the high school equivalency policy in an active learning environment that help in developing students' twenty-first-century skills and prepare them to meet the job market needs.

In January 2021, the state government of NSW, Australia, announced that all year 9 and 10 elective courses developed by schools will be phased out. This paper offers a brief historical account of school-developed board-endorsed courses (SDBECs) in NSW and a close analysis of the policy to phase them out.

I give an historical account of the meaning and place of SDBECs within the NSW school system, before situating the policy decision to phase them out within the broader historical and political context of curriculum reform in NSW. Finally, I offer an analysis of the discourses and framing of the policy both across curriculum review reports and in the government and public rhetoric, by examining policy documents, government media releases, news and blog articles at the time of the policy change.

This policy change and surrounding discourses are contextualised and analysed to show how the curriculum came to be blamed for a host of educational problems, and how the government arrived at their irrational yet politically expedient policy response by distorting the meaning of one metaphor: the crowded curriculum. I conclude with a reading of the policy as indicative of centralisation and de-legitimisation of teachers’ curriculum development work.

The convergence of state and federal discourse about curriculum as a site of cleaning up, reforming or re-organising should concern educators in Australia especially as authority over education is increasingly centralised and made vulnerable to political whim. Close studies of such minor policy decisions provide a window into how larger processes of centralisation are justified and enacted at the local level.

This study aimed to determine the expectations of students from mathematics teachers in the planning phase of lesson study (LS) in mathematics classrooms.

This study reported only a part of large-scale action research. The participants were Grade 8 students selected by the convenience sampling method. The data were obtained through open-ended questions. The content analysis method was used to analyze the data.

Four categories emerged: connection, technology-supported teaching, use of concrete materials, practice, and teacher behavior and teaching style.

This study reveals how students in a different culture and education system, such as Türkiye, want to learn mathematics in the LS process of Japanese origin. It also gives some important clues for applying LS in a different culture.

This study may attract the attention of educational stakeholders who want to implement LS in mathematics classrooms by considering student perspectives.

Due to the nature of LS, this study may emphasize teacher–student and teacher–teacher interactions. Thus, it can draw attention to the importance of social learning environments where students take responsibility and interact.

This study emphasizes the importance of listening to student voices in LS. Some ideas about mathematics teaching in Turkey should also be given. Finally, it can provide a good basis for understanding and comparing LS practices in different cultures and understandings.