Open research questions in Educational Theory and Curriculum Studies

What the literature leaves open

• To further strengthen the integration of critical literacy in classrooms, this paper offers the following recommendations: Teacher education institutions should institutionally capacitate pre-service teachers to teach critical literacy from the lower grades. Lecturers in teaching methodology should demonstrate 60 Rida Afrilyasanti, Yazid Basthomi, and Evynurul Laily Zen, “Fostering Creativity and Critical Literacy: Transforming EFL Classes with Engaging Critical Media Literacy Integration,” Asian Education and Development Studies 14, no. 2 (March 25, 2025): 133–51, https://doi.org/10.1108/AEDS-06-2024-0124. 61 Maren Aukerman, “‘Why Do You Say Yes to Pedro, but No to Me?’ Toward a Critical Literacy of Dialogic Engagement,” Theory Into Practice 51, no. 1 (January 6, 2012): 42–48, https://doi.org/10.1080/00405841.2012.636335. 62 Aishorya Bharati and P. M. Nisanth, “Critical Pedagogy in the 21st Century: Challenges and Possibilities,” International Journal of Scientific Research in Modern Science and Technology 3, no. 4 (April 30, 2024): 20–27, https://doi.org/10.59828/ijsrmst.v3i4.203. 63 Henry Giroux, “Critical Pedagogy,” in Handbuch Bildungs- Und Erziehungssoziologie (Wiesbaden: Springer Fachmedien Wiesbaden, 2021), 1–16, https://doi.org/10.1007/978-3-658-31395-1_19-1. 64 Jennifer VanDerHeide and Ashley Johnson, “Examining Preservice Teachers’ Narratives of Teaching Dialogically,” Teaching and Teacher Education 87 (2020): 102946. 65 Jia Wei Lim, “What Might Readers Want? Unexpected Responses from Malaysian Literature in English Students and Suggestions of Potentiality in Text Selection,” Literacy 54, no. 3 (September 10, 2020): 91–98, https://doi.org/10.1111/lit.12206. 66 Mezirow, "Transformative Learning: Theory to Practice." Journal of Education and Learning Technology (JELT) 163 Mbuyazi, S. T., Kruger, J. & Sheokarah, J./ Journal of Education and Learning Technology / Vol.7 No.2 Special Issue (2026) pp 151 - 168 the use of scaffolded prompts, and pre-service teachers should be supported in the use of multimodal resources and the creation of such resources. Moreover, the Department of Basic Education should have stringent or clear plans on monitoring the mentorship programme in schools to ensure that preservice teachers benefit from this experiential learning. Additionally, policy makers should explicitly define and integrate critical literacy in the IP English CAPS documents, for both English HL and FAL. Future studies should investigate how in-service teachers understand and implement critical literacy, as well as how learners in the IP perceive and respond to it.

  Towards teaching anew: Teaching critical literacy with intermediate phase pre-service teachers · 2026 · DOI

• Future studies should combine systematic reviews with field-based qualitative research, including ethnographic studies and stakeholder interviews, to capture how governance processes unfold in practice and shape CBC outcomes over time.

  Governance and the Implementation of the Competency-Based Curriculum in Secondary Schools in South Sudan: A Systematic Review · 2026 · DOI

• Our analysis reframes AI integration as an institutionalised, long-term wicked problem rooted in the contradictory rationalised ideas that sustain modern mass schooling (J. W. Meyer & Rowan, 1977; Rittel & Webber, 1973). Rather than seeking illusory coherence, future policy could prioritise the productive management of persistent tensions between integrity and innovation, standardisation and personalisation, and trust and accountability (Fullan et al., 2024). Effective NEAs strategies must institutionalise wickedness by creating persistent deliberative arenas that make contradictions visible, fund and disseminate local experiments without forcing premature standardisation, redesign assessment ecosystems to reduce vulnerability to undifferentiated AI substitution and accept that the best achievable outcome is not consensus but the productive management of irreconcilable demands. Until policymakers acknowledge that persistent loose coupling is a feature rather than a bug, AI will expose, with increasing brutality, the ideas on which modern schooling rests (Rudko et al., 2025). Practical and policy implications can be cautiously suggested. First, there are indications that well‑resourced, ongoing forums for discussing and negotiating tensions between competing demands (e.g. assessment integrity, innovation, workload, data protection) may help make trade‑offs more explicit and manageable over time. Second, it may be appropriate for authorities to review whether the resources currently invested in primarily symbolic initiatives (such as mentor schemes with limited reach) could, partially, be redirected towards modest innovation grants and rapid‑learning networks that support concrete experimentation and the sharing of practices across schools. Third, several studies indicate the importance of investing in the subject‑specific redesign of assessment ecologies that place greater emphasis on process, collaboration, and real‑time performance while explicitly incorporating the teaching of advanced AI literacy rather than treating AI as an external threat (Cukurova et al., 2024; Kim, 2024; Tammets & Ley, 2023). In addition, our analysis suggests that a certain degree of selective loose coupling between formal AI policies and classroom practice may function as a pragmatic buffer rather than solely a deficit. Recognising this possibility could shift expectations away from full alignment and towards more realistic forms of coordination. Finally, there may be value in complementing or partially replacing ceremonial, headline metrics with more qualitative forms of documentation, such as portfolios and candid accounts of the trade‑offs and unintended consequences that accompany AI-related reforms. Overall, these considerations support an approach that treats AI less as a short‑term implementation problem to be ‘fixed’ and more as an enduring institutional condition to be navigated. A cautious inference from this study is that adaptive, polycentric governance arrangements and reflective pedagogical practices—those that acknowledge and work with persistent contradictions—may offer a more viable way forward than repeated cycles of ambitious symbolic activation followed by quiet decoupling (Rudko et al., 2025).

  Integration of Artificial Intelligence as an Institutionalised Wicked Problem in Norwegian Upper-Secondary Education · 2026 · DOI

• requirements. (Fahmi et al., 2022) Teachers’ books valuable supplementary resources that support classroom lessons, although they often function in relation to the main textbook as the primary reference. The study emphasizes the significance of presenting clear instructional objectives and providing explicit guidance on process tests within teachers’ books to enhance teaching effectiveness. It further reveals a distinction between user groups, as pre-service teachers tend to rely more heavily on teachers’ books, while in-service teachers prefer to draw on their own notes and professional experience. To maximize their usefulness, teachers’ books should be well-edited, with teaching guides and texts systematically organized. Additionally, is considered essential, as such features can help reduce students’ classroom anxiety and create a more supportive learning environment. (Kim, 2015) Most English language teachers do not utilize the teacher’s book as a reference for planning lessons on the four language skills. In addition, many teachers are not fully aware of the integrated English curriculum embedded in the SPINE series, which limits the effective use of the materials. The textbook SPINE 5 in particular has been criticized for its excessive length inclusion of practical are perceived teachers’ and tips the as R. F. Bataineh, E. N. Al-Ghoul, and R. F. Bataineh. R. F. Bataineh and S. F. Obeiah. F. Fahmi, B. W. Pratolo, and A. Abbas. H. Kim. M. M. Hamad. Pratolo et al. (“Revolution or ruin?

  Revolution or Ruin? Systematic Insights into the Redefinition of the Teacher Book · 2026 · DOI

• Drawing from the study’s findings, four key recommendations are proposed to strengthen the preparation of Foundation Phase PSTs to teach science effectively and coherently: • Curriculum innovation: Teacher education programmes should embed supervised microteaching, iterative feedback loops, and practicum experiences that deliberately integrate inquiry-based and inclusive science pedagogy into core coursework. This approach would better support PSTs in translating theoretical knowledge into sustained classroom practice. • Structured mentorship: Formalised mentorship systems linking university lecturers, school- based mentor teachers, and PSTs should be established to ensure consistent, science-focused guidance during practicum placements. • Collaborative learning communities: Professional learning networks should be intentionally developed to support peer collaboration, resource sharing, and reflective dialogue centred on science pedagogy, rather than relying on informal or ad hoc interactions. • Reflective and longitudinal development: Teaching portfolios should be introduced to document PSTs’ professional growth over time, alongside longitudinal research that tracks their progression into early career teaching. These recommendations aim to strengthen coherence between coursework, practicum, and professional support structures, thereby addressing the continued marginalisation of science within the Foundation Phase. CONCLUSION This study explored how the B.Ed. curriculum, practicum experiences, and professional learning networks shape PSTs’ preparedness, confidence, and emerging identities as FP science educators in South Africa. The findings revealed a persistent gap between the curriculum’s emphasis on inclusive and inquiry-based science learning and the realities of school placements, mentorship opportunities, and professional collaboration. Although science concepts were introduced theoretically, PSTs reported limited opportunities to teach science meaningfully during practicum, minimal feedback from mentor teachers, and inconsistently structured peer learning communities. The IPNS framework presented in this study offers a theoretically grounded and contextually responsive lens for addressing these Journal of Education and Learning Technology (JELT) 482 Ruswa, N. & Nhase, Z. / Journal of Education and Learning Technology / Vol.7 No.4 (2026) pp 470 - 486 challenges. By synthesising PCK, SNT, and SoTL principles, the framework conceptualises teacher preparation as a deliberately networked, science-focused, and practice-rich process through which PSTs develop pedagogical competence, professional confidence, and emerging identities as FP science educators. These insights contribute to ongoing discussions on early science teacher education by offering a coherent approach to bridging the theory–practice divide and supporting PSTs to teach science in inclusive, inquiry-oriented, and responsive ways in the FP.

  Teaching Science anew in the Foundation Phase: Reimagining pre-service teacher learning for Inclusive Early Pedagogy · 2026 · DOI

• This study was carried out at a single South African university with a relatively small sample size, which limits the generalisability of the findings. Data were drawn from focus group interviews and group reflections, without classroom observations or multiple institutional comparisons, which could have provided richer triangulation. Future research should therefore include larger, multi-institutional studies, integrate classroom-based data, and assess the longitudinal impact of the IPNS Framework on PSTs’ professional identities and science teaching competence. BIBLIOGRAPHY Abukari, Moses Abdullai, Jonas Bayuo, Alaric Awingura Alagbela, and Christopher Saaha Bornaa. “Pedagogical Content Knowledge of Science Tutors and Its Influence on Their Trainees.” Contemporary Mathematics and Science Education 3, no. 1 (March 3, 2022): ep22008. https://doi.org/10.30935/conmaths/11830. Al-Eisawi, Dalia. “A Design Framework for Novice Using Grounded Theory Methodology and Coding in Qualitative Research: Organisational Absorptive Capacity and Knowledge Management.” International Journal of Qualitative Methods 21 (April 20, 2022). https://doi.org/10.1177/16094069221113551. Almeida, Ines G. De, and Jan P. Weber. “Pre-Service Teachers’ Experiences of Online Microteaching in South Africa.” African Journal of Teacher Education and Development 4, no. 1 (2025): 90. Alrajeh, Tahani Salman. “Project-Based Learning to Enhance Pre-Service Teachers’ Teaching Skills in Science Education.” Universal Journal of Educational Research 9, no. 2 (2021): 271–79. Arasomwan, Deborah A., and Nontokozo Mashiya. “Foundation Phase Pre-Service Teachers’ Experiences of Teaching Life Skills during Teaching Practice.” South African Journal of Childhood Education 11, no. 1 (March 11, 2021). https://doi.org/10.4102/sajce.v11i1.700. Azam, Saiqa. “Locating Personal Pedagogical Content Knowledge of Science Teachers within Stories of Teaching Force and Motion.” Eurasia Journal of Mathematics, Science and Technology Education 16, no. 12 (October 21, 2020): em1907. https://doi.org/10.29333/ejmste/8941. Bans-Akutey, Anita, and Benjamin Makimilua Tiimub. “Triangulation in Research.” Academia Letters 2, no. 3392 (2021): 1–7. Carrier, Sarah J, Aimee B Fraulo, Kathryn T Stevenson, M Nils Peterson, and Laura M Romeo. “Teachers as Learners: Outdoor Elementary Science.” The Electronic Journal for Research in Science & Mathematics Education 27, no. 2 (2023): 1–24. Chauhan, Apurv, and Surbhi Sehgal. “Interrogating Paradigmatic Commitments of Focus Group Methodology: An Invitation to Context-Sensitive Qualitative Research Methods.” Qualitative Psychology 9, no. 2 (June 2022): 127–39. https://doi.org/10.1037/qup0000227. Co, Annalene Grace E., Charmaine Ruth G. Abella, and Fhrizz S. De Jesus. “Teaching Outside Specialization from the Perspective of Science Teachers.” OALib 08, no. 08 (2021): 1–13. https://doi.org/10.4236/oalib.1107725.

  Teaching Science anew in the Foundation Phase: Reimagining pre-service teacher learning for Inclusive Early Pedagogy · 2026 · DOI

• Head teachers should create learning communities in secondary schools where site-based supervisors and experienced teachers work together to clarify teachers’ roles in the implementation of the GCBC. There is a need to strengthen support supervision so that teachers get regular feedback on their role performance in curriculum implementation. There should be a mechanism for identifying specific challenges and informing improvement efforts based on evidence from the field. MOES must innovate strategies to allow a high degree of organised representation and openness for teachers. This will allow educational programs to be owned by and more closely linked to the life skills needs of students. MOES should develop a variety of initiatives to allow all stakeholders to actively contribute to program implementation ideas for the common good of the country’s secondary school education. This means that these groups have to be empowered to participate effectively in the educational decision-making processes. This should be done especially in the course of large or controversial changes, such as the CBC.

  Teachers’ Understanding of Roles in the Implementation of the Geography Competency-Based Curriculum in Secondary Schools in Luweero District, Uganda · 2026 · DOI

• implementation for improvement. The role of collaboration of the curriculum with stakeholders was also mentioned by only head teachers. Yet according to Nugroho et al. (2025). One of the key roles of the teacher in the CBC is to collaborate with the stakeholders in connection with implementation issues. Being site-based implementers, teachers understand the pros and cons of new curriculum innovations. So, they are in the best position to explain it to the key stakeholders, parents. Consequently, it is the role of teachers to ensure that all stakeholders are involved in curriculum planning so as to accommodate diverse cultures and views. As indicated by Dörfler and Dotterweich (2019), teachers take the lead in turning the written into an actual curriculum, and so their collaboration efforts are needed to help other concerned stakeholders understand their Thus, roles in curriculum implementation.

  Teachers’ Understanding of Roles in the Implementation of the Geography Competency-Based Curriculum in Secondary Schools in Luweero District, Uganda · 2026 · DOI

• Although the research results make a great contribution to the body of knowledge, there are some limitations to their application. The study sample was limited to only one district in Uganda. Also, since only 19 respondents were interviewed, the range of perspectives and experiences was not broad enough. It is recommended to include a more diverse sample in future research. The interviews were restricted by the respondents’ attitudes. Some respondents were reluctant to provide the weaknesses in the implementation of the CBC to make them feel safer. So, future studies could use mixed methods so that quantitative data could complement qualitative data.

  Teachers’ Understanding of Roles in the Implementation of the Geography Competency-Based Curriculum in Secondary Schools in Luweero District, Uganda · 2026 · DOI

• Several limitations should be acknowledged. First, the study relied on a purposive sample of educational science experts drawn from particular institutional and national contexts. While these participants were well- positioned to discuss curriculum and AI, their perspectives may not reflect those of experts globally, particularly in regions with distinct histories of multicultural education and digital development. The ARTICLE IN PRESS ARTICLE IN PRESS ACCEPTED MANUSCRIPT contextual variation in feasibility highlighted by participants themselves suggests that future research should systematically compare perspectives across countries, linguistic ecologies, and policy regimes. Providing fuller contextual descriptors (e.g., curriculum governance structures, language policy environment, and the maturity of AI-in- education initiatives) would further strengthen transferability judgments in subsequent studies. This point is especially relevant because the present analysis explicitly situates feasibility within the Chinese higher- education context rather than presenting it as a universal claim. Second, the data are based on self-reported views in semi-structured interviews rather than direct observation of practice or analysis of AI systems. Experts' projections of risks and opportunities, while theoretically informed, differ from how AI-mediated multicultural curricula actually function in classrooms. Design-based and classroom- based studies would be needed to examine how teachers and students negotiate AI in real instructional settings and how these negotiations align with expert expectations. In particular, observational work could test whether the proposed safeguards (e.g., bias-checking routines, dialogic critique practices) are sustainable under typical workload and assessment constraints. Third, as AI technologies and policy frameworks are evolving rapidly, the findings must be interpreted as a snapshot of a moving target. New models, regulatory regimes, and public debates may reshape both the technical landscape and experts' assessments of feasibility. Periodic re- ARTICLE IN PRESS ARTICLE IN PRESS ACCEPTED MANUSCRIPT examination of expert perspectives will be necessary as the sociotechnical environment changes. This also means that specific risk profiles (e.g., language coverage, representational bias) may shift as models and datasets change, reinforcing the need for ongoing auditing rather than one-time evaluations. Fourth, the study focused on educational science experts and did not systematically include other stakeholders such as classroom teachers, students, parents, or AI developers. While the expert lens offers a valuable systemic vantage point, it captures only one layer of the multi- stakeholder ecosystem. Future research should triangulate expert perspectives with those of practitioners, learners, and communities, particularly groups historically marginalised in both curriculum and technology design. Such triangulation would help identify where expert prescriptions align with, or diverge from, the lived realities of implementation and community trust. Finally, while thematic analysis is well-suited to exploring complex meaning-making, it involves interpretive judgement. Although analytic rigour was supported through iterative coding, memoing, and reflexive practices, the themes represent one possible structuring of the data rather than an exhaustive or definitive taxonomy. However, the cross- theme mapping used to present interrelations provides an additional layer of transparency by making explicit the reasoning pathways that participants most commonly articulated. The consolidation of the initial lower-order themes into four higher-order themes improved alignment ARTICLE IN PRESS ARTICLE IN PRESS ACCEPTED MANUSCRIPT with the research question, but alternative interpretive organizations would still be possible.

  Feasibility of implementing a multicultural curriculum through artificial intelligence: perspectives of educational science experts · 2026 · DOI

• It also provides a unique look into NDSU’s graduate-level initial teacher licensure program, which has been in existence longer than its Romanian counterpart but has not yet been examined either on its own or in a comparative perspective as part of an empirical research project.

  Training teachers across cultures: a comparative study of graduate-level initial teacher licensure programs in Romania and the United States of America · 2025 · DOI

• Questions regarding key themes and the interplay of discourses and processes across multiple sites in the education system have not been addressed in previous systematic reviews of Swedish VET research.

  Curriculum Making Across Sites of Activity in Upper Secondary School Vocational Education and Training: A Review of the Research in Sweden · 2024 · DOI

• Set against a context of a changing world and a polarised debate around contested understandings of the role and purpose of teacher education, this paper argues that the current performativity dominated approach to teacher education in Europe – focused primarily on classroom-based pedagogical competencies – is insufficient to fulfil the agentic potential of the teaching profession to promote inclusion, equity, and social justice.

  Reframing teacher education around inclusion, equity, and social justice: towards an authentically value-centred approach to teacher education in Europe · 2023 · DOI

• Drawing on Bernstein’s work and its application by other sociologists of educational knowledge, we identify how the CCF embeds a ‘generic mode’ in teacher education that has roots outside of disciplinary structures of knowledge production and therefore foregrounds a type of official pedagogy that sees teaching as a technical performance and leaves gaps in the knowledge and understanding a new teacher requires to make sound educational judgements.

  Towards Instrumental Trainability in England? The ‘Official Pedagogy’ Of The Core Content Framework · 2023 · DOI

• The lack of standardized policy frameworks, low funding, scarce resources, a limited number of qualified teachers and educational leaders, lack of unified curricula, absence of national language instructional policy, low enrolment, and high dropout rates of students, lack of favourable school environment, and shortage of required education data were among the major challenges deterring the education policy practices of Somaliland.

  Analysing the education policies and sector strategic plans of Somaliland · 2022 · DOI

• This narrative synthesis review curates recent research concerning characterisations of knowledge brokering in education, considering the models and metaphors that have been used to describe and prescribe its activities, and then goes on to consider the limited evidence on effective knowledge brokering and what this suggests about possibilities for its evaluation in education contexts, which is considered necessary and urgent.

  Knowledge brokering to bridge the research‐practice gap in education: Where are we now? · 2022 · DOI

• At the same time, the findings suggest that, while a surface change occurred in teachers’ beliefs, their pedagogical practices, and the learning context, there is limited evidence that the teachers moved fully to new ways of teaching and embedded the principles of the RCE in practice.

  Educational reform and teachers’ agency in reconstructing pedagogical practices in Kazakhstan · 2022 · DOI

• Taking the limited number of studies on curriculum theories and their lack of variety into account, future studies on curriculum theory are considered to feed the intellectual background of the field and attract the attention of the researches to theories of curriculum, which will fill the gap in the literature.

  Curriculum Theory: A Review Study · 2021 · DOI

• Significant role in achieving the goals of STEM education is played by the teacher, who scaffolds the learning process, builds a creative learning environment, provokes children with open questions and guides them to test their hypothesis as young scientists, mathematicians, engineers and technology users.

  Preschool Teachers’ Knowledge, Perspectives and Practices in Stem Education: An Interview Study · 2021 · DOI

• For PD to be effective, the teachers and policymakers involved in its implementation need to have a common understanding of its scope and purposes, but little is known about how English teachers in China understand the notion of PD.

  How do English language teachers understand the idea of professional development in the recent curriculum reforms in China? · 2020 · DOI

• Human Science Pedagogy is ‘a strange case,’ as Jürgen Oelkers has recently noted: In the Anglophone world, where Gert Biesta has compellingly encouraged scholars to ‘reconsider education as a Geisteswissenschaft’ (a human science) its main themes and the contributions of its central figures remain unknown.

  ‘Education as a <i>Geisteswissenschaft</i>’: an introduction to human science pedagogy · 2020 · DOI

• Using the idea of the 'look' as explored by the philosopher Jean-Paul Sartre, as well as an example from the BBC TV programme 'Tough Young Teachers', this paper attempts to demonstrate what this 'struggle for recognition' looks like in classroom practice, why it is insufficiently accounted for in evaluation frameworks, and why it is important to consider when thinking about the work that teachers do.

  Struggling Teachers and the Recognition of Effective Practice · 2019 · DOI

• We argue that while teacher&#13;\nidentity research has received attention across the globe in the past four decades, little is known about the implications of&#13;\nteacher professional identity for literacy teaching in South African classrooms, especially where an African language is used&#13;\nas a language of learning and teaching.

  Signposting Foundation Phase teachers’ professional identities in selected Western Cape primary schools, South Africa · 2018 · DOI

• This paper attempts to address this gap in knowledge by proposing a preliminary exploration of the officially documented history of I(EL)TE reforms and curriculum development in Turkey through the lens of basic research-oriented teacher education principles.

  Profiling research-capable English teachers throughout Turkey’s national teacher education reform history · 2017 · DOI

• Despite the body of literature around practicing teachers and policy (Knapp, Ferguson, Bamberg, & Hill, 1998; Kumar & Scuderi, 2000; Lortie, 1975/2002), little is known about the involvement of their preservice counterparts.

  Rethinking Equity: Preservice Teachers' Perceptions and Practice Around Policy · 2017 · DOI

Most-cited papers in Educational Theory and Curriculum Studies

• Towards a theory of curriculum implementation with particular reference to science education in developing countries · International Journal of Science Education · 2003 · 159 citations
• The contribution of educational research to teachers’ professional learning: philosophical understandings · Oxford Review of Education · 2015 · 158 citations
• Analysing micro-credentials in higher education: a Bernsteinian analysis · Journal of Curriculum Studies · 2021 · 118 citations
• Toward A Pragmatic Discourse of Constructivism: Reflections on Lessons from Practice · Educational Studies · 2009 · 85 citations
• Powerful knowledge, educational potential and knowledge-rich curriculum: pushing the boundaries · Journal of Curriculum Studies · 2022 · 85 citations
• Professionalism in teaching and the role of teacher education · European Journal of Teacher Education · 2021 · 76 citations
• Knowledge brokering to bridge the research‐practice gap in education: Where are we now? · Review of Education · 2022 · 75 citations
• The Discourse of the Literacy Hour · Cambridge Journal of Education · 2000 · 72 citations
• Taking Stock in 2004 · Journal of Teacher Education · 2004 · 70 citations
• Strong Equity: Repositioning Teacher Education for Social Change · Teachers College Record The Voice of Scholarship in Education · 2022 · 68 citations

Most recent work

• Curriculum standardization, central exams and achievement inequalities in primary education: A cross-national longitudinal study · Studies In Educational Evaluation · 2026
• Butterflies of curriculum realisation: Investigating early implementation of the Curriculum for Wales · The Curriculum Journal · 2026
• Profiling teachers' beliefs about learner‐centred teaching in the implementation of Ghana's new K‐9 curriculum · The Curriculum Journal · 2026
• Feasibility of implementing a multicultural curriculum through artificial intelligence: perspectives of educational science experts · Scientific Reports · 2026
• ‘Adding flame to the torch’: The why, what and how of teachers’ positionality in curriculum development · Journal of Curriculum Studies · 2026
• The neoliberal metamorphosis of curriculum in Ethiopian higher education: A critical policy analysis · The Curriculum Journal · 2026
• Bildung at a crossroads: teacher education in the age of GenAI · Teaching Education · 2026
• This is not a teacher: from complicity to criticality through bricolage, estrangement, and action to re-vision the political in initial teacher education · Asia-Pacific Journal of Teacher Education · 2026
• Curriculum Theorizing in a Time of Genocide, Scholasticide, and (Counter)Insurgency · Journal of Curriculum Theorizing · 2026
• Territorial Performance by Disciplinary Themes Assessed in Chilean Physical Education Teacher Education · Trends in Higher Education · 2026

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