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ISSN: 2736-4534 (Online)
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Barriers to Early Identification and Intervention for Children with Special Education Needs (SEN) in Public Kindergartens (KGs) in the Sagnarigu District of the Northern Region, Ghana
Abdallah Soma, Kwaku Kissiedu, Isaac Nyame
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Integrating Inquiry-based Learning in the New Greek Primary Science Curriculum
Konstantinos T. Kotsis
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Employees’ Attitudes toward Continuing Professional Education: Their Relationship between Reasons and Barriers to Participation
Niki Liodaki, Thanassis Karalis
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Providing Accessibility of Quality Education in War-Affected Areas: Case of the Georgian Village Avlevi
Maka Kordzadze, Ekaterine Kalandadze, Irina Dvali, Eka Kordzadze, Nino Kikodze
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Students’ Attitudes Towards E-learning: BA Students at the University of Belgrade as a Case Study
Mehdi Belghmi, Elhassane El Hilali, Latifa Belfakir
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Integrating ChatGPT into the Inquiry-Based Science Curriculum for Primary Education
Konstantinos T. Kotsis
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Digitalising Higher Education Pedagogies: Gauging the Perspectives of Selected Senior Academic Members in Ghana
Stephen Ntim
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Inevitability of Politics in Ghana's Curriculum Development
Edmond Agyeman Amoako, Samuel Nyamekye Otchere
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Theoretical Model that Explain the Knowledge of the CSE Program in Special Education Teachers: A Bayesian Approach
Julieta Solórzano Salas, Alejandro Salas Vargas
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Socioeconomic Status of Teachers and Its Impact on Teaching Quality
Besim Lutfiu, Laura Lutfiu Hoxha
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How Can the Inclusive School Leader Promote a Democratic Society? The Case of Greek Schools
Evaggelos Foykas
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Children’s Voice as a Parameter of Ryan’s Model for Promoting Inclusive Education: The Case of Greece
Evaggelos Foykas
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Exploring of Inquiry Skills of Teacher Students: Biology, Physics, and Elementary School Teacher Education
Ucu Rahayu, Rif’at Shafwatul Anam, Mestika Sekarwinahyu, Amalia Sapriati, Yos Sudarso, Inas Sausan
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Higher Education Students’ Perceptions of Risk and Crisis Management in Universities
Nikolaos Skoulidas, Nikolaos Alexopoulos, Nikolaos Raptis
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Burnout Syndrome Dimensions as Perceived by Kindergarten Teachers and Elementary School Teachers in Greece
Martha Gkamari, Vasiliki Fotopoulou
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Accelerating Primary Education Tutors’ Acquisition of Gender-Responsive Pedagogies
Jane Frances Akinyi Rarieya, Nyagwegwe Chaulo Wango, Mary Oluga; Omari Abunga
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Strengthening Education Systems through Development of Champion Teacher: The Experience of Implementation of the F4L Project in East Africa
Jane Frances Akinyi Rarieya, Fortidas Bakuza, Nyagwegwe Chaulo Wango
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The Experiences of Part-time Primary School Teachers Studying in One University in Lesotho
Malebohang Catherine Morena, Setho John Mokhetsengoane, Maqenehelo Letseka-Manka
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The Significance of Experiments in Inquiry-based Science Teaching
Konstantinos T. Kotsis
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Training Professional Kindergarten Teachers and Preservice Kindergarten Teachers in Astronomy Education: The Challenges of the ABATAC Project
Maria Ampartzaki, Sophia Chatzoglidou, Michail Kalogiannakis, Konstantinos Tassis, Vasiliki Pavlidou, Konstantinos Christidis, Georgios Eleftherakis
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A Creative Approach of the Differentiated Teaching and Project Method in Early Childhood Education
Maria Fousteri, Paraskevi Foti
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The Use of e-Portfolios as a Teaching, Learning and Assessment Tool in Higher Education: Differing Opinions among Ghanaian Pre-Service Teachers and Nurses
Paul Kwame Butakor
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Examining the Role of School Leadership in the Digital Advancement of Educational Organizations
Nikolaos Raptis, Nikolaos Psyrras, Sevasmia-Ekaterini Koutsourai, Paschalina Konstantinidi
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Empowering Mathematics Education in Greek Primary Schools: Bridging the Divide through ICT Integration and Interactive Boards for Enhanced Teacher ICT Literacy
Emmanouil Skordialos
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Relationships Between Children’s Literacy Comprehension and Their Achievement in Numeracy and Ethno-Math at Lower Primary Schools in Uganda
Richard Waiswa, Agnes Nabakiibi, Jackline Nabbira, Christopher B. Mugimu
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