Background/purpose. This study aims to identify, describe, and explain how Indigenous pedagogies are integrated in education to promote students’ learning.

Materials/methods. This study employed a systematic review and meta-synthesis to explore the role of Indigenous pedagogies in education in promoting students' learning outcomes. In total, 12 articles met the criteria for a systematic review using the Llama software tool.  The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 guidelines guided the development and presentation of this systematic review.

Results. The study revealed seven major themes: decolonization, Indigeniation, and cultural safety; relational and community-based learning; holistic and transformative education; critical and culturally sustainable pedagogy; Afrocentric-indigenous pedagogy for inclusive education; innovative and contextual learning; and service-learning and reflective practice. Overall, integrating Indigenous pedagogies leads to improved academic outcomes, increased cultural awareness, and a greater appreciation for diverse perspectives in education.

Background/purpose. In the context of education, the perceived classroom learning environment (CLE) and attitudes have a significant impact. There is a connection between the two that cannot be broken. Given this relationship, both are relevant components in Biology teaching and learning. Thus, this study examined the relationships among students’ perceptions of CLE, attitudes towards Biology, and their influence on students’ academic achievement in Biology.

Materials/methods. A correlation research design was adopted for the study. The study's target population comprised all senior two secondary school students studying biology in the Nyamagabe district of Rwanda. A purposive sampling technique was used to select 7 boarding secondary schools, with a total of 449 students. The What Is Happening in this Class (WIHIC) and Biology Attitude Questionnaire (BAQ) were the data collection instruments. Descriptive statistics, t-tests, correlational analyses, and multiple linear regression were used to analyze the data.

Results. The study revealed that students' perceptions of CLE, attitudes towards Biology, and their academic achievement in the subject were significantly and positively correlated. Both CLE and attitudes positively predicted students' academic achievement in Biology. Gender significantly affects students' perceptions of the CLE, with females having more favorable attitudes than males.

Background/purpose. Faculty beliefs influence their teaching behaviors, making understanding how these beliefs are formed an important research topic. Yet little is known about the phenomenon in culturally and economically diverse settings. This paper explores the role of various factors in shaping faculty teaching beliefs in post-Soviet Azerbaijan.

Materials/methods. The qualitative data in this study were collected through two-cycle semi-structured interviews with faculty members working in Azerbaijani higher education institutions. The smallest meaningful units were identified and used to construct categories.

Results. The results show that the faculty's teaching beliefs are embedded in larger environments within which they live and interact with others. The data suggest that environmental, individual, and institutional-level factors shaped participants’ beliefs about teaching.

Background/purpose. Globally, early childhood care and education (ECCE) has become a national priority. In addition to fostering physical, emotional, social, and cognitive development, nurturing care in disability-inclusive ECCE helps shield young children from the harshest consequences of hardship. The purpose of this study was to examine the main difficulties in providing nurturing care in disability-inclusive ECCE.

Materials/methods. A collective case study design served as the foundation for this qualitative study. A purposeful sample of 25 participants was selected. Focus groups and semi-structured interviews were used to collect data. Data was analysed in several stages using content analysis.

Results. The findings showed that nurturing care was inadequately addressed, even when disability-inclusive ECCE was offered. In ECCE programmes, there were no effective inclusive practices to help children with disabilities reach their full potential.

Background/purpose. The main purpose of this research is to examine "the relationship between the structure of schools and teachers' perceptions of tokenism" with the relational research model, one of the quantitative research methods.

Materials/methods. The sample group is based on data from 507 teachers, obtained through convenience sampling. Research findings revealed that obstructive bureaucracy in schools had positive and significant effects on all three dimensions of tokenism.

Results. This result showed that bureaucratic restrictions in schools increased teachers' perceptions of tokenism. It has been concluded that obstructive bureaucracy, characterized by strict rules and centralist structures, strengthens teachers' perceptions of tokenism. It was determined that the school structure facilitative bureaucracy dimension showed a negative relationship with all sub-dimensions of tokenism, and had a low-level significant effect, especially in the "raised boundaries" dimension. This finding demonstrated that a facilitative school structure can reduce teachers' perceptions of tokenism. Finally, the research revealed that gender differences also influence teachers' perceptions of both tokenism and school structure.

Background/purpose. Cultural strategy is an important part of China's global strategic framework. As China becomes more involved on the global stage, its national strategic interests expand to all corners of the world. One way China has accomplished this is by promoting and propagating the Chinese language in many countries' educational systems. Kenya's education system integrated Chinese language teaching and learning in 2019. It is critical to assess the importance and strategic impact of cultural soft power on Kenya's social, political, and economic development.

Materials/methods. This paper employs questionnaires, interviews, observations, participatory methods, and a literature review approach to elucidate discussions, recommendations, and conclusions.

Results – Few studies have examined the impact of the Chinese language in Kenya, particularly on Kenyans' socio-economic well-being. However, no major study has examined the status, progress, and future aspirations in teaching and learning Chinese language and culture in Kenya.

Background/purpose. The literature supports the idea that blind people, including teachers, work in a variety of jobs and do their jobs well. This study intended to explore how blind teachers perceive the difficulties they encounter in inclusive teaching in the school environment.

Materials/methods. In this qualitative study and phenomenological design, face-to-face interviews generated data. Participants were blind teachers. The sample consisted of 15 participants. A thematic analysis was conducted.

Results. The findings were deficiencies in the actual physical workspace, transportation, discrimination, insufficient appropriate accommodations, insufficient assistive equipment and teaching materials, and a dearth of opportunities for professional advancement.