as a

The role of teachers’ participation in professional growth: a comprehensive systematic review

This systematic literature review explores the dynamics of teacher participation in professional development and identifies key factors contributing to the enhancement of teaching competencies and professional identity. While the importance of reflective and sustained engagement is acknowledged, the specific mechanisms...

Practicum as a space of transition, reflection, and responsibility in early childhood teacher education

A practicum, or teacher placement, constitutes an important field of professional learning in initial teacher education, as it connects theoretical knowledge with educational practice, emotional engagement, collaboration, and professional identity. Although the literature has extensively examined practicum experiences,...

Harmonizing technology and pedagogy: A systematic review of Aidriven Competency learning models in education

Findings reveal that AIdriven interventions particularly those employing humancentered design, multimodal analytics, and outcomebased knowledge graph mapping—significantly improved competency gains, engagement, and instructional alignment.

Global Competence of Teachers in Education: A Systematic Literature Review

This study aimed to synthesise empirical evidence on the internal and external factors influencing the development of teachers' global competence through a systematic literature review guided by the ROSES protocol, the PRISMA 2020 reporting guidelines, and the PICo framework. Global competence is increasingly recognise...

Gamified digital tools and the perceived learning experience in distance preservice teacher education

This study offers a significant contribution to the state of the art in educational research by examining the impact of a gamified digital intervention within university teacher education, specifically targeting pre-service teachers enrolled in distance-learning programs. Beyond its pedagogical focus, the study disting...

The Journal of Teaching and Learning for Graduate Employability