Although TESOL in-service teacher education committed to culturally sustaining pedagogy (Paris, 2012) has underscored the critical role of teachers' professional subjectivities for student achievement

The gap

Consensus across the literature

Supporting evidence — 6 representative gaps

• Why are Culture-Based Approaches In Physics Needed? (2024) · doi

  regarding students' enhance that 315understandings of key ideas may vary significantly across classroom environments and community contexts. Another critical aspect of such pedagogical approaches is facilitating opportunities for students to articulate their viewpoints and conceptual understandings of physics ideas in their language [4, 18, 19]. This practice prioritizes students' comprehension over specific language associated with academic discourse. By valuing and validating students' perspectives expressed in their native language, teachers can create a more inclusive and understanding learning environment. This approach acknowledges and leverages linguistic backgrounds, fostering a more holistic and empathetic approach to teaching. students' cultural diverse and F. Developing curricula and assessment The concept of culture-based pedagogies needs a more and requires diverse definitive, prescriptive model tailored to incorporate cultural elements approaches effectively. These include project-based instruction, ambitious science teaching [27], inquiry-based learning justice and [28], and pedagogies centered on social justice-oriented teaching methodologies [4, 6, 18].

  Keywords: students language teaching based understandings ideas approaches learning approach cultural diverse pedagogies justice regarding enhance
• Intercultural Competency of Araling Panlipunan Teachers in Ramon District, Isabela: Basis for a Contextualized Lesson Exemplar Framework Towards The Development of Contextualized Lesson Exemplar (2026) · doi

  Here are some recommendations based on the results of this study: i. Colleges that prepare teachers must integrate culturally responsive teaching (CRT) in their curriculum. Learning by doing is key, with emphasis on immersion, reflection, and hands-on activities. ii. Provide professional development programs. DepEd must conduct consistent and practical training on: CRT classroom management, CRT lesson plans, conflict resolution in culturally diverse classes, integration of indigenous and local knowledge. iii. Develop culturally relevant instructional resources. Educators must create and distribute localized teaching materials, replacing Western-dominated resources in order to facilitate contextualized learning. iv. Establish institutional and administrative support systems. Administrators must: - promote CRT - offer mentoring and coaching services - allocate time and resources for lesson modifications - acknowledge and appreciate culturally responsive teaching v. Adopt competency-based teacher professionalization policies. Teacher professionalization policies must address practical teaching skills rather than employment security and credentials, in line with PPST. vi. Face classroom challenges straight on. Address major language issues: overcrowded classrooms, diversity, with creative teaching methods and robust support structures. limited time, vii. Emphasize reflective teaching. Encourage teachers to gain self-awareness regarding their cultural prejudices through journaling, peer discussions, and mentoring. viii. Make intercultural education opportunities accessible. Considering that many teachers have not been exposed to such educational programs, make sure they have equal opportunities to participate in related seminars, workshops, and certification courses. ix. Promote collaborative learning communities. Educational https://journals.stecab.comStecab PublishingPage Journal of Education, Learning, and Management (JELM), 3(1), 261-276, 2026 276 institutions need to establish professional learning communities where teachers can share best practices regarding culturally sensitive teaching. Ladson-Billings, G. (2021). Culturally relevant pedagogy 2.0: A.K.A. the remix. Harvard Educational Review, 91(1), 1–27. Ladson-Billings, G. (2021). Culturally relevant pedagogy: Asking REFERENCES Agrawal, A. (2002). Indigenous knowledge and the politics of classification. International Social Science Journal, 54(173), 287–297. Banks, J. A. (2019). An introduction to multicultural education (6th ed.). Pearson. Banks, J. A., & Banks, C. A. M. (2019). Multicultural education: Issues and perspectives (10th ed.). Wiley. Benson, C. (2021). Addressing language of instruction issues in education: Recommendations for policy and practice. UNESCO. Calderon, M. E., & Corpus, B. T. (2022). Int

  Keywords: culturally teaching must learning education teachers relevant resources issues educational banks recommendations based responsive professional
• STANDPOINTS OF BACHELOR OF ELEMENTARY EDUCATION (BEED) STUDENTS ON MOTIVATION TO TEACH ABROAD: A QUALITATIVE INQUIRY (2026) · doi

  The study highlights the need for BEED students to receive both academic and practical skills training to prepare for teaching opportunities abroad. International teaching practice, cultural adaptability training, and financial literacy should be integrated into the curriculum to better prepare students for informed career choices. Providing them with exposure to foreign teaching practices through online collaborations or exchange programs will also likely make them job-ready overseas. Teachers should be continuously motivated in their professional growth, as most desire to teach abroad for better career opportunities. Schools can arrange workshops on creative teaching methods, classroom management in multicultural settings, and cross-cultural competencies to prepare teachers for international teaching standards. Mentorship schemes with experienced teachers who have worked abroad can also offer valuable insights to those who plan to work abroad. Ignatian International Journal for Multidisciplinary Research Vol 4 No 5 May 2026 www.icceph.com 1146 School administrators need to recognize the aspirations of future teachers and create programs that align with national and international education demands. Strengthening support systems, such as professional development programs and partnerships with foreign schools, can provide retention of talent as well as the preparedness of teachers for potential international assignments. Administrators must also address workload and compensation issues to increase teacher retention within the country. The Department of Education (DepEd) needs to find out what drives teachers abroad and develop policies to raise the local teachers' pay, benefits, and working conditions. International training and exchange partners can equip Filipino teachers with global experience without risking them never returning with positive ideas to the domestic education system. DepEd should also explore ways to decongest the workload and redistribute better classroom equipment to improve teaching in the Philippines. The Commission on Higher Education (CHED) must ensure that BEED programs meet international teaching standards to improve the employment of Filipino teachers abroad. This standard includes curriculum improvement, international teaching credential accreditation, and promoting research on international education trends. Foreign institutions can collaborate with CHED to establish scholarship programs or internships abroad, which can introduce students to the realities of teaching in other countries.

  Keywords: teaching international teachers abroad programs education students training prepare better them foreign need beed opportunities
• Comparative Analysis of the Nigerian Cultural and Education Policies: A Focus on Secondary Education (2026) · doi

  To improve secondary education in Nigeria while honoring cultural values, several practical recommendations can be made. First, integrating cultural education into the curriculum is essential. This means developing modules that focus on local histories, languages, arts, and traditions. By doing this, students will not only learn academic content but also gain a deeper appreciation of their cultural heritage, fostering a sense of identity. Another important aspect is promoting teacher training on cultural sensitivity. Professional development programs should equip teachers with skills to understand and incorporate diverse cultural backgrounds into their teaching. This will enhance classroom engagement, improve student retention, and ultimately lead to better academic performance. Community involvement is also crucial. Schools should actively seek partnerships with local communities, cultural organizations, and artisans. By collaborating with these groups, schools can create programs that reflect local values and practices, providing students with real-world learning experiences that connect education with their cultural environment. Utilizing technology for cultural exchange can broaden students' perspectives. Schools should adopt digital platforms that allow students to connect with peers from different regions and cultures. This interaction can promote understanding and appreciation of diversity and enhance learning through collaborative projects.Regular policy review and feedback mechanisms are necessary to ensure that educational reforms remain relevant. Establishing a systematic approach for assessing the impact of KIJER 3(2) 342 Kontagora International Journal of Educational Research (KIJER) Volume 3, Issue 2, March 2026 https://fuekjournals.org/index.php/kijer education policies on cultural integration can involve feedback from educators, students, and community stakeholders. This responsiveness will help the government tailor educational reforms to meet the population's needs. Lastly, focusing on vocational and practical skills within the curriculum is vital. By aligning education with market demands and local economic needs, students will be better prepared for the workforce. This not only enhances employability but also contributes to community development by equipping students with applicable skills.

  Keywords: cultural students education local skills community schools educational kijer improve values practical curriculum academic appreciation
• Evaluating the Grade 6 English Textbook in Bangladesh’s Competency-Based Curriculum: A Step Towards Revitalizing Secondary Education (2026) · doi

  Based on the findings of this study, a set of expanded recommendations is proposed to support more effective implementation of the competency-based English curriculum in Bangladesh, particularly at the secondary level. 8.1 Strengthen Teacher Professional Development Teacher capacity is the most critical factor in the successful implementation of competency-based education. Therefore, professional development programs should be redesigned as continuous, structured, and 6 http://ajsss.julypress.com Asian Journal of Social Science Studies Vol. 11, No. 2; 2026 practice-oriented rather than one-off training sessions. These programs should focus on developing teachers‘ understanding of competency-based pedagogy, especially in relation to task-based learning, communicative language teaching, and formative assessment strategies. In addition, training should include practical classroom demonstrations, peer observation, and reflective teaching practices. Teachers should also be trained in how to adapt textbook materials creatively to suit large and mixed-ability classrooms. Collaboration with universities and teacher training institutes could further enhance the quality and sustainability of such programs. 8.2 Enhance Instructional Resources The effectiveness of the Grade 6 English textbook is closely linked to the availability of supplementary teaching and learning materials. Schools should be provided with adequate audio-visual resources such as recorded listening passages, interactive digital content, flashcards, and visual aids to support multimodal learning. Given that competency-based education emphasizes listening and speaking skills, investment in language laboratories or mobile-friendly digital platforms could significantly improve learners‘ exposure to authentic language use. Additionally, resource development should not be centralized only at the national level; localized teaching materials reflecting students‘ socio-cultural context should also be encouraged. 8.3 Ensure Balanced Skill Development One of the key findings of this study is the imbalance between communicative fluency and grammatical accuracy. To address this issue, the curriculum and classroom practices should be reviewed to ensure integrated skill development. While communicative competence should remain a priority, a structured focus on grammar, vocabulary, pronunciation, and writing accuracy must not be neglected. Textbook tasks should be designed in a way that naturally combines accuracy-focused activities with meaningful communication. Teachers should also be encouraged to allocate instructional time more strategically, ensuring that no single skill area is overemphasized at the expense of others. 8.4 Improve Assessment Practices Assessment is a powerful driver of classroom practice, and therefo

  Keywords: based development competency teaching teacher programs training teachers learning communicative language assessment classroom practices textbook
• “I Understand the Struggle”: Leveraging the Lived Experiences of African American Teachers in TESOL (2015) · doi

  Although TESOL in-service teacher education committed to culturally sustaining pedagogy (Paris, 2012) has underscored the critical role of teachers' professional subjectivities for student achievement, relatively few studies have attempted to capture the perspectives of African American classroom teachers working with English language learners in U.

  Keywords: teachers tesol service teacher education committed culturally sustaining pedagogy paris underscored critical role professional subjectivities