Aug 2026· Erzincan Üniversitesi Eğitim Fakültesi Dergisi· Vol 28, pp. 1-10· 0 citations· 26 references
Abstract
This study examines how higher education practices driven by commitments to Sustainable Development Goals (SDGs) shape international students’ experiences in Turkish teacher education programmes. Using narrative inquiry and guided by critical internationalisation and postcolonial perspectives in higher education, the study examines how global sustainability discourses are translated into local contexts through curriculum design, institutional language policies, and everyday inclusion practices. Interview data from six international students show that although SDG rhetoric invokes commitments to quality education, inclusion, and peace, the application of these principles remains uneven. Linguistic hierarchies, limited intercultural engagement, and symbolic compliance with SDG frameworks create tensions between such global aspirations and local educational practices. These narratives show contradictions within SDG implementation, highlighting the need for more reflexive and structurally grounded approaches to internationalisation. The study offers a context-specific account of how international students experience SDG commitments in a Turkish teacher education program, while speaking to debates on internationalisation in semi-peripheral higher education contexts.
Malaysian curriculum policy is well documented at system level, but far less is known about how individual teachers interpret, mediate, and enact reform priorities in the daily work of a specific school. This paper reports an exploratory, instrumental single-case study of one in-service Mathematics teacher at a fully r...
Nur Aina Irman Zuwardi· International journal of res...· 0 citations
Education for sustainable development (ESD) has become a central framework for educational transformation in response to complex socio-ecological challenges. As higher education institutions are increasingly called upon to contribute to sustainability transitions, teacher education plays a pivotal role. Teacher educa...
Investigation of the integration of Indigenous perspectives within information and communication technology (ICT) curricula across Australian universities indicates that integration remains limited and inconsistent.
Meena Jha, Felise Goldfinch, L. Jayarathna et al.· The Australian Journal of In...· 0 citations
This study explores the experiences of international foundation students in the UK, focusing on how they develop and mobilise academic, social and cultural capital to navigate their transition into higher education. Drawing on alumni perspectives as experts of their lived experiences and using participatory methods, li...
Research on teachers’ beliefs, education system design, and multilingual education underscore the need for professional
development and structural reforms to move beyond symbolic inclusion of newly arrived migrant students towards equitable educational
outcomes. This paper presents an investigation on how immersive...
Adrianna Angielska, Marie Steffens· NOTA bene· 0 citations
This qualitative study examines how international student-teacher interns enact day-to-day pedagogy during cross-border practicum placements under the SEA-Teacher Project of SEAMEO. Data were collected from eight interns representing higher education institutions in the Philippines (n = 4), Indonesia (n = 2), and Thail...
Manuel O. Malonisio, Ersyl T. Biray· International Journal of Ins...· 0 citations
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