Significantly, it provides new insight for a variety of stakeholders (including teacher trainers and policy makers) into the under-researched field of Vietnamese teachers’ pedagogical approaches in EC

The gap

Consensus across the literature

Supporting evidence — 4 representative gaps

• Physics Teacher Demand and Supply in Relation to Students' Academic Achievement in Public Senior Secondary Schools in Southwest Nigeria (2017–2023) (2026) · doi

  The researchers recommend the following based on the study’s findings: 1) Since there was a gradual steady increase in demand for physics teachers, government should prioritise targeted recruitment, training, and retention of physics teachers, where the supply-demand gap is most severe. Special incentives such as scholarships, housing, rural allowances, and career development opportunities should be provided by government to attract qualified graduates into science education. This would help bridge the critical shortage and improve the student-teacher ratio in public secondary schools across the Southwest zone of Nigeria. 2) School administrators should ensure equitable distribution of the available science teachers and make use of strategic timetabling to optimise the few subject specialist teachers available in the school. Additionally, school administrators should collaborate with teacher training institutions for teaching KIJER 3(2) 389 Kontagora International Journal of Educational Research (KIJER) Volume 3, Issue 2, March 2026 https://fuekjournals.org/index.php/kijer practice placements and part-time teaching arrangement to temporarily cushion the effect of teacher shortages while long-term solutions are pursued. 3) Policy makers in the Ministry of Education should initiate teacher subject specialism training programme (that is, training to teachers who are not specialists in physics, as well as teachers returning to the teaching profession) to assist in the number of teachers supplied to public schools.

  Keywords: teachers training teacher physics school teaching kijer demand government science education public schools administrators available
• Sustainability Literate Preschool Teachers: Exploring Knowledge, Attitudes and Practices in Early Childhood Education for Sustainability—A Quantitative Model (2026) · doi

  1. Develop holistic teacher policies aligned to national priorities and the policy landscape that include all dimensions affecting teachers in an integrated manner, using a collaborative framework and social dialogue. 2. Collect more and better data to systematically report on the indicators agreed in the Education 2030 Framework for Action. 3. Transform teacher education and professional development from course-based, individual endeavours to lifelong, collaborative, and teacher-led processes. 4. Improve the working conditions of teachers, beginning with salaries and incentives to ensure teachers receive competitive compensation and benefits and ensure gender equality in pay and treatment. 5. Ensure adequate public, domestic funding that is consistent with the existing benchmarks of 6 per cent of GDP and 20 per cent of total government expenditure. 6. Enhance international cooperation to engage different constituencies in collaborative efforts to address teacher shortages and amplify the outreach of teacher policies. 24 Global Report on Teachers — Addressing teacher shortages and transforming the professionIntroduction Sophea Keo teaches physics and life skills in Prey Veng, Cambodia. © UNESCO/Erika Pineros 26 Global Report on Teachers — Addressing teacher shortages and transforming the professionChapter 1Chapter 1. Introduction The global education context: Where teachers stand Six years away from the deadline of the 2030 Agenda for Sustainable Development, and the targets of SDG 4, it is clear that, despite considerable progress made in securing access to education, huge and varied global challenges persist. These include environmental and climate crises, humanitarian emergencies, socio-economic instabilities, and political conflicts. These overlapping crises have further disrupted and hindered the achievement of inclusive, equitable and quality education for all. This complex landscape underscores the urgent need to reassess and reinforce our strategies to ensure that educational advancements are not just widespread but also resilient to these multifaceted global challenges (International Commission on the Futures of Education 2021). Given these circumstances, global education policy-makers and stakeholders are increasingly focused on addressing the interlinked challenges of equity and relevance. These dual crises demand careful consideration as we navigate the path towards fulfilling the commitment outlined in SDG 4 (United Nations 2023a). The crisis of equity in education is multi-faceted. Firstly, it includes the persistent issue of exclusion from learning opportunities, as it is estimated that 244 million children from 6 to 17 years old were out of school in 2021, only 9 million less than in 2015 (Global Education Monitoring Report Team and UNESCO Institute for Statistics 2022). Moreover, this figure was estimated to increase in 2022 to 250 million, mainly due to the exclusi

  Keywords: education teacher global teachers report ensure collaborative shortages addressing challenges crises million policies policy landscape
• Sustainability Literate Preschool Teachers: Exploring Knowledge, Attitudes and Practices in Early Childhood Education for Sustainability—A Quantitative Model (2026) · doi

  In view of the analyses currently undertaken for this Report and following the work of the Committee of Experts on the Application of the Recommendations concerning Teachers (CEART), the Special Rapporteur on the right to education, and the Secretary-General’s HLP on the Teaching Profession, the following recommendations are essential to address the systemic and persistent global teacher shortages and ensure an adequate supply of teachers to achieve universal primary and secondary education, accelerate the achievement of SDG4 (including Target 4.c on teachers) and, more generally, advance the Education 2030 Agenda. 1. Develop holistic teacher policies aligned to national priorities and the policy landscape that include all dimensions affecting teachers in an integrated manner, using a collaborative framework and social dialogue. This approach aims to improve the status of the profession, ensuring national objectives are effectively achieved while also reflecting the needs 148 A new social contract f

  Keywords: teachers education following recommendations profession teacher national social view analyses currently undertaken report committee experts
• Immersive-learning experiences in real-life contexts: deconstructing and reconstructing Vietnamese kindergarten teachers’ understanding of STEAM education (2021) · doi

  Significantly, it provides new insight for a variety of stakeholders (including teacher trainers and policy makers) into the under-researched field of Vietnamese teachers’ pedagogical approaches in ECE, and extends its findings to countries adopting more formalised approaches to education.

  Keywords: approaches provides insight variety stakeholders including teacher trainers policy makers researched field vietnamese teachers pedagogical