Culturally responsive teaching pedagogy as a form of knowledge ecology: A systematic literature review of EFL classrooms

Navigating the concept of critical pedagogy in Latin American English language education: A systematic review, 2015–2025

Reframing disciplinary practices in inclusive education: Leadership role of departmental heads in South African schools

The South African education system has increasingly progressed in educational access and promoting equity within historically marginalised schooling environments. Despite these reforms, managing learner discipline has become a challenge because it is an under-theorised feature of inclusive education. This study explores the experiences of ten departmental heads (DHs) in implementing inclusive disciplinary practices for learners in digitally evolving classrooms. Underpinned by the inclusive pedagogical theory and transformational leadership theory, this study utilised a qualitative approach within an interpretivist paradigm and a phenomenological design. Data were collected through open-ended questionnaires and semi-structured interviews and analysed through thematic analysis. The findings indicate that although DHs possess robust conceptual understanding of inclusive and restorative discipline, their capacity to implement these practices is limited by systemic and contextual challenges, including entrenched teacher beliefs, resource disparities, policy-practice disjunctions, and escalating administrative demands. However, DHs are strategically positioned to reframe disciplinary measures in inclusive education through well-conceptualised professional development programmes.

DIALOGUE BETWEEN CULTURE, TECHNOLOGY AND INTERCULTURAL EDUCATION: A CO-CONSTRUCTION FROM CRITICAL HERMENEUTICS

This theoretical-reflective article, derived from the doctoral dissertation Intercultural Education Based on Curriculum Management for Strengthening the Quality of Higher Education, is grounded in a critical-hermeneutic documentary review. The study adopts a qualitative perspective supported by micro-ethnographies and an introspective-experiential approach, assuming the co-construction of the corpus through information analysis, textualization, theoretical triangulation, and analytical systematization. It examines the relationship between culture, intercultural education, curriculum management, and technology, understanding the latter not as a neutral resource but as a sociocultural mediation capable of expanding or restricting recognition, participation, and curricular justice. The findings suggest that intercultural education goes beyond discourses of inclusion and coexistence to become a transformative practice in the face of historically rooted cultural exclusion. They also show that the critical, ethical, accessible, and pedagogically relevant integration of digital technologies can foster dialogue among knowledge systems, the visibility of identities, collaborative knowledge production, and the democratization of learning. However, technology may also deepen inequalities when gaps in connectivity, accessibility, digital competencies, and cultural representation persist. The article concludes that recognizing diversity, developing inclusive curricular practices, and critically managing technology contribute to strengthening educational quality.

Teaching Culture through Textbooks: A Systematic Content Analysis of Primary School Materials

This paper examines the textbook curriculum of formal education designed for primary school children in Bangladesh. It focuses on the development, preservation, and transmission of cultural identity, cultural diversity, and social cohesion through educational materials, including textbooks. The study seeks to explore how cultural discourses, ideologies, and inclusive ideals are constructed and communicated to young learners. We employed a descriptive textual analysis method to examine the content in two official textbooks: Amar Bangla Boi (My Bengali Book) and Bangladesh and Global Studies (BGS), designed for Classes IV and V. Our analysis assessed the suitability of these textbooks in preserving and transmitting cultural identity and social cohesion, as well as their alignment with the values and ethics of the diverse cultures represented. Through our textual analysis, we found that both textbooks adopt a structured and multifaceted approach to cultural education. Rather than treating culture as a standalone subject, they integrate cultural elements throughout their content, employing a range of pedagogical strategies. The curriculum weaves together literature, history, geography, and social studies to cultivate cultural awareness, ultimately nurturing informed citizens with a strong sense of identity and an appreciation for Bangladesh’s rich and diverse heritage. Social Science Review [The Dhaka University Studies, Part-D], Vol.43, No.1, June 2026, pp. 175-192. 

Entrepreneurship Education Beyond Western Models: A Critical Analysis of Decolonized Curricula and Innovative Outcomes in Africa

Entrepreneurship education has gained global prominence as a strategic tool for fostering innovation, job creation, and economic development. However, its dominant reliance on Western models has raised concern about its relevance and effectiveness in non-Western contexts, particularly in developing economies. This paper critically examines entrepreneurship education beyond Western frameworks with a focus on the role of decolonised curricula in enhancing innovative outcomes. It argues that the continues adoption of Eurocentric approaches often overlooks indigenous knowledge systems, local economic realities, and culturally embedded entrepreneurial practices which limit students’ capacity to generate context-specific solutions. The paper adopts a critical analytical approach to explore how decolonised entrepreneurship curricula can provide a more inclusive and relevant framework for teaching and learning. With the integration of indigenous knowledge, experiential learning, and community-based practices, decolonised curricula foster creativity that is grounded in local realities that is capable of addressing real-world challenges. Such an approach encourages learners to view their environment as a source of opportunity that promote sustainable and socially responsive innovation. Furthermore, the paper highlights the innovative outcomes associated with decolonized entrepreneurship education including enhanced problem-solving skills, increased entrepreneurial self-reliance, and the development of locally adaptable business models. Despite these benefits, challenges such as institutional resistance, limited capacity, and globalization pressures continue to hinder the transition from Western-dominated frameworks. The paper concludes that moving beyond Western models is essential for achieving meaningful and sustainable innovation in entrepreneurship education. It advocates for a balanced approach that integrates global

Reforming Theological Pedagogy in Christian Religious Education in the Digital Era: A Theological-Didactic Analysis

This study examines the transformation of theological pedagogy within digital learning environments, focusing on the shift from a transmission-oriented model to a dialogical, reflective, and transformative paradigm. Employing a literature-based approach that engages theories of theological pedagogy, reflective didactics, and digital learning practices, the conceptual synthesis suggests that digital spaces foster new forms of active learner engagement in constructing theological meaning. The analysis identifies three core conceptual transformations: (1) a paradigmatic shift toward participatory learning; (2) a theological reinterpretation of presence and incarnation beyond physical proximity; and (3) the emergence of digital space as a legitimate locus theologicus for experiencing and articulating faith. The discussion further highlights the relevance of Groome’s shared praxis and Klafki’s reflective didactics as foundational frameworks for designing pedagogical models that are both contextually grounded and transformative. Overall, this study contributes to contemporary discussions on theological education by emphasizing the need to reconstruct pedagogical goals, processes, and relational dynamics for the digital age.