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This policy brief outlines a project that assesses the extent to which inclusive, engaging and adaptive (IEA) pedagogies have been adopted at the system, school, and classroom levels in Ghana, Kenya...

El presente documento consolida el Plan Nacional de Formación Permanente presentado en 2021, que plantea la formación docente como un “proceso permanente y continuo de reflexión de la práctica...

This policy brief advocates a shift from traditional professional development to lifelong learning, aligning with UNESCO's 2021 social contract for education. Emphasizing collaboration, it addresses...

This study examines the relationship between teachers’ pedagogical and ICT training, their approaches to online teaching and the use of digital tools. The participants were 265, teachers from the...

The paper presents a literature review on current barriers and boosters in the context of initial science teacher education for inclusion. The authors argue that current science teacher education...

The guidance introduces main generative AI technologies and the diverse models currently available. It also proposes policy recommendations to regulate ethical issues and promote inclusion and equity...

This volume is the result of scientific collaboration between Wits School of Education in South Africa and Tübingen School of Education in Germany. It presents a comparative analysis of teacher...

The report, developed within the framework of the OAS (Organization of American States) – ProFuturo alliance, seeks to highlight innovative pedagogical practices that contribute to improving the...

Open letter launched by youth leaders and global influencers on the International Day of Education 2023 to call on governments and the international community to stand by their commitments and to...

This publication is a second edition of the 2011 guide by the same name. It discusses distance education modes, technology-based models, and the many methods used for distance-based teacher pre...