This issue offers six articles and a book review on pedagogy, teacher formation, and the expanding role of AI in education. Contributions span sustainability competencies, the hidden curriculum in teacher training, AI adoption among university faculty and students, and practical frameworks for classroom instruction, closing with a review of Creswell's Research Design (3rd ed.). Readers are warmly invited to explore these works and the questions they raise.
This issue examines how educators can prioritise genuine learning over performance metrics. The manuscripts span multiple educational contexts, from teacher education to university classrooms, exploring how digital competence, peer collaboration, human connection, and meaningful assessment shape student outcomes. We encourage readers to explore these manuscripts to rethink their own approaches to technology integration, assessment, and student-centred learning.
This issue examines the impact of curriculum design and assessment on today's classrooms. The manuscripts cover a range of educational levels and contexts, from primary school to university. They examine student learning experiences, explore how digital tools can boost understanding, and investigate new approaches to teaching specialised subjects. We encourage readers to explore these manuscripts to enhance their own teaching practices and assessment strategies.
This issue examines the disconnect between educational policy and classroom practice across Oman, Azerbaijan, the Philippines, Malaysia, Kazakhstan, India, and Nigeria. The manuscripts cover a range of educational levels and settings, from under-resourced institutions to technology-enhanced learning environments. They examine how educators navigate resource constraints, explore innovative responses to systemic challenges, and investigate locally grounded solutions to global educational demands. We encourage readers to explore these manuscripts to reimagine educational transformation in their own contexts.
It is with great scholarly pride that we present the inaugural issue of the Dibon Journal of Education (DJE). Volume 1, Issue 1 of the DJE addresses how visually impaired students adapted to online learning; the connection between education, peace, and development in Nigeria; teaching cultural understanding in English language classrooms; using artificial intelligence to enhance literature education; and the benefits of Extensive Reading for improving student reading skills. We hope readers will explore these manuscripts to inform their own teaching practices and assessment strategies.
