The purpose of this study was to investigate the relationship between first-generation status and the value of career readiness competencies of first-generation undecided students (n = 106) and their parents (n = 178), explored through social cognitive career theory and Bourdieu’s theory of habitus and social and cultural capital. A non-experimental design using a non-random sample revealed, through an independent t-test, statistically significant differences in global/intercultural competency among students based on their first-generation status. The results of a multiple linear regression analysis suggest that parents’ values are associated with students’ values and professionalism/work ethic; however, no relationship was found between students’ first-generation status and their values. Discussion and implications reinforce the importance of partnering with parents to support students in developing career competency values. Limitations and recommendations for future research are discussed.

This study occurred within Year One and Year Two of an ongoing literacy initiative designed to build reader identities among underserved middle school students. Using a near-peer mentoring model, mentees were paired with college-student mentors to interact weekly around books and reading. Reader interests and identities are influenced by affective and relational approaches through mentored reading experiences and a variety of texts. This qualitative case study (n = 11 of 24 Year One and n = 13 of 37 Year Two mentors) aimed to identify the ways mentor/mentee relationships affect reader interests, attitudes, and skills, and to evaluate the initiative. We codified key themes in the interview data and identified ideas that were recurrent and reinforced. We assert that near-peer relationships were central, group dynamics matter, reader interests and identities were key, reader identities were (re)discovered, and time proved both structural and relational. Literacy practices through mentored reading experiences compel us to consider how interactions with texts and each other shape who we are and who we become.

The International Baccalaureate (IB) is experiencing rapid growth, resulting in demand for IB teachers in both public and independent schools. Since teaching IB requires specific knowledge of the language and pedagogy of the IB programmes, initial teacher education programs are well-positioned to prepare pre-service teachers to teach IB. This paper shares the results of a study conducted following the completion of an IB Educator Certificate by pre-service teachers attending a Canadian initial teacher education program, where their experiences during practica in mostly public IB schools were reflected upon and documented in relation to IB philosophy. Several themes were identified and explored, including IB and the perception of elitism; stress experienced by IB students and teachers; and the variability of programme implementation from school to school and even between subjects within one school. This paper concludes with considerations for new and practicing IB teachers and initial teacher education programs.

In today’s educational landscape, Information and Communication Technology (ICT) presents immense potential for reshaping pedagogical practices and equipping students with essential skills for the digital era. This study delves into assessing Grade 10 students’ ICT proficiency in Bhutan, a nation renowned for its dedication to Gross National Happiness (GNH) and sustainable development. The study also explores affective factors, including attitudes and confidence. Despite strides in promoting digital literacy and widening access to ICT resources, challenges persist in ensuring equitable access and meaningful utilization of technology, particularly at the secondary education level. Through a thorough analysis of survey data collected from 1500 Grade 10 students, this study addresses pivotal research inquiries concerning students’ ICT experience, resource access, functional proficiency, confidence levels, and attitudes. The findings offer insights into the current status of ICT education in Bhutan and pinpoint avenues for enhancing educational policies and practices. Notably, the study underscores the pivotal role of schools in providing equitable ICT learning opportunities and advocates for augmented investment in ICT-related resources, training, and infrastructure. Additionally, it highlights the significance of bolstering students’ confidence in ICT usage and fostering positive attitudes toward technology to fortify digital literacy and technological adeptness. Ultimately, these findings contribute to the ongoing dialogue on ICT integration in Bhutanese education and inform evidence-based strategies to empower students for success in the digital epoch.

This study explores the geographical origins, academic preferences, and key factors influencing the enrollment of international students in Indian higher education institutions. Drawing on primary data from interviews with 25 international students and secondary data from All India Survey on Higher Education reports, it provides an in-depth analysis of student mobility trends and factors shaping their choices. The results indicate that the international student enrollment is significantly below the Indian government’s target of 500,000 by 2024. Students come from Nepal, Sri Lanka, Afghanistan, Bhutan, and Nigeria, with Karnataka and Punjab emerging as the most preferred states within India. Engineering, particularly the Bachelor of Technology, is the most sought-after discipline. Key factors influencing enrollment include affordable education, scholarship opportunities, cultural proximity, and career prospects. The study concludes by emphasizing the need for targeted policy measures to improve infrastructure, streamline administrative processes, and enhance international student support services to strengthen India’s position as a global education hub.

This study examines the impact of a 6-hour professional development (PD) program on grading equity and student outcomes. The PD aimed to enhance teachers’ grading practices to foster fairness and inclusivity, based on the growing advocacy for reform to address systemic inequities in traditional grading systems. Utilizing a randomized control trial, the study compared student perceptions of grading equity, academic achievement, and psychosocial outcomes between groups whose teachers either received or did not receive the training. Results indicated no significant improvements in student outcomes post-PD, suggesting the duration of the intervention may be insufficient for substantial changes in grading practices. The study underscores the necessity for more extensive or ongoing PD interventions and calls for further research to explore the conditions under which PD on grading practices can effectively influence student outcomes, thereby contributing to a fairer educational environment.