Questions about belonging are particularly poignant to migrant English language teaching (ELT) professionals. However, few studies have explored migrant ELT professionals’ emotional belonging, and even fewer studies have studied how Black women native English teachers navigate their emotional belonging as they teach English abroad, in countries like Korea.
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This study examined perceptions and awareness of brain health among Cuban youth through an online survey of 1,049 participants using the Global Brain Health Survey. Results showed that participants viewed the social environment as the most influential factor on brain health and were generally aware of conditions like Alzheimer’s and depression, but had limited understanding of the cognitive effects of chronic diseases such as hypertension and diabetes, underscoring the need for targeted public health education and awareness campaigns.
This paper explores the digital imaginaries presented in the educational governance and policy landscape of Colombia through the lens of rurality. It interrogates one policy instrument, namely CONPES 3988, which establishes the importance of digital technologies in national-level educational policies and subsequent strategies.
This study examines Australian teachers' experiences with preventive health programs, revealing that past initiatives were seen as unsustainable and ineffective. Teachers emphasized the need for co-designed, relevant interventions focusing on mental wellbeing, social connections, and practical activities but faced barriers like heavy workloads and unsupportive school cultures.
Compared to male patients, sexual health remains poorly studied in women and sexual gender minority (SGM) patients with cancers. This national study addresses this.
This article presents a case study of a ‘model’ inclusive primary school in Papua New Guinea, examining the pedagogical practices of selected teachers through lesson observations and interviews. It evaluates how these practices support students with disabilities and additional learning needs (DALN) and assesses the effectiveness of the new national inclusive education policy and its implementation guide.
This study examines Professional Learning Conversations (PLCs) as a strategy within the Culturally Nourishing Schooling (CNS) reform aimed at improving outcomes for Aboriginal and Torres Strait Islander students
