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This study aims to explore the provision of accounting ethics education in Ethiopian accounting programs through structuration theory.

A qualitative case study methodology was used, and data were collected through semistructured interviews with faculty members, practitioners and regulatory bodies. The interview transcripts were analyzed using thematic analysis. Accounting curricula were also analyzed to triangulate and support the findings.

The study revealed a significant gap in the status of accounting ethics education, primarily attributed to a misunderstanding of its importance. While faculty initiatives and student interest have partially mitigated this gap, systemic challenges such as rigid curricula, a lack of awareness and commitment, resource constraints and limited stakeholders’ support persisted. A combined approach to accounting ethics education is required to foster ethical behavior. Hence, the structuration theory highlighted how meanings, power dynamics and norms and values constrained and enabled the provision of accounting ethics education.

The study emphasized the need for stakeholders to influence policymakers’ perceptions regarding the significance of accounting ethics education. The study also provided empirical support for structuration theory. Future research should involve cross-cultural comparisons and explore the ethical behavior of accounting professionals using diverse research designs to highlight the gaps and inform effective educational interventions.

This study contributes to the theoretical application of structuration theory in accounting ethics education. It underscores the critical role of comprehensive curricular reforms, stakeholder engagement and resource allocation.

When this self-study was undertaken, research of the exploration of teacher educator knowledge was in its infancy. Teacher knowledge, such as content area expertise or experience in a K-12 classroom, is an important contributor to a teacher educator's knowledge. However, the particular knowledge held as a teacher educator is positioned differently. The strands of teacher educator knowledge revealed in this study reveal the complicated, variable ways teacher educators design curriculum and interactions that will move forward the knowledge and learning of preservice teachers. Central to the context of this study was the move from teaching a course I had taught before in-person to an online platform. It is a relevant contribution to establish that the strands were revealed in the shift, that the strands were made clear and personal beliefs validated as I made those decisions about preservice teacher curriculum in a new teaching format. Such tacit knowledge is potentially better examined in such settings. This study, in particular its approach as a self-study of practice, also contributes by examining the strands of teacher educator knowledge as a way to uncover knowledge, sources of motivation for teacher educators, and a commitment to improving practice. By positioning the study in the particular context of a shift to teaching online, the strands uncovered in this study can inform the larger research conversation and lead to further explorations of the knowledge, obligations, and responsibilities held by teacher educators in similar or different settings.

This paper examines the professional capital related to climate change education, as reported by Chilean teachers, in their efforts to address climate change in schools.

This paper employs a sequential mixed-methods approach, utilising data from a national survey of teachers in Chile. We conducted a cluster analysis on responses to a set of items related to climate change education practices, using statistical methods to compare and characterise the resulting clusters. Additionally, we explored two case studies through a thematic analysis of interviews to gain insights into teachers’ specific climate change education practices and their reflections on these. Finally, based on the results, we reflect on teachers’ professional capital for climate change education and discuss the implications.

Teachers report engaging in climate change education practices such as integrating climate change topics into the curriculum, incorporating it into lesson planning, utilising students’ experiences in teaching and focusing on developing students’ organisational, communication and representation skills in the context of climate change. They also facilitate classroom discussions on climate change and environmental issues through current events. Teachers in this group identify as activists and science educators, describing themselves as informed about climate change while feeling both optimistic and concerned about its impact. The teachers interviewed for the case study demonstrate a developing professional capital for climate change education, a strong commitment to environmental issues and nuanced understandings of activism and climate action.

Future research can explore perceptions of activism and climate action in relation to classroom practice. Also, research can explore if having a national curriculum in Chile impacts teachers’ professional capital for climate change education development. In curriculum policy, this study points to constructing decision options regarding approaches for climate change education professional capital development, which can also be part of research endeavours.

The study points to favouring differentiated professional development opportunities for fostering climate change education professional capital. Survey results and case studies show the need for acknowledging developing practices and tailoring professional development experiences. In curriculum policy, this study points to constructing decision options regarding approaches for climate change education professional capital development.

Our analysis operates at the conceptual intersection of teachers’ professional capital and climate change education. We explore forms of professional capital that challenge traditional notions of activism in teaching, particularly in relation to climate change. Additionally, this work contributes to the existing body of knowledge on climate change education in Chile and offers implications for research, practice and policy.

This chapter provides a context for other case-study chapters in this volume that explore in more depth steps taken to provide a decolonised perspective in the history curriculum. The chapter first provides a brief overview of developments in recent years towards diversifying the history curriculum. It then focuses specifically on two surveys conducted by the Historical Association in 2019 and 2021, examining how history teachers have responded to more recent calls both to diversify and (from some) to decolonise the curriculum. As the surveys only provide self-reported data about any changes made (rather than allowing direct observation of teachers’ practice), it is not possible to determine whether a genuinely decolonised approach is being adopted. There are, nonetheless, clear indications that small but significant steps are being taken in many school contexts to diversify curriculum content, seeking to address both an overwhelming Anglo-centric bias and a narrow conception of what constitutes ‘British history’.

In January 2021, the state government of NSW, Australia, announced that all year 9 and 10 elective courses developed by schools will be phased out. This paper offers a brief historical account of school-developed board-endorsed courses (SDBECs) in NSW and a close analysis of the policy to phase them out.

I give an historical account of the meaning and place of SDBECs within the NSW school system, before situating the policy decision to phase them out within the broader historical and political context of curriculum reform in NSW. Finally, I offer an analysis of the discourses and framing of the policy both across curriculum review reports and in the government and public rhetoric, by examining policy documents, government media releases, news and blog articles at the time of the policy change.

This policy change and surrounding discourses are contextualised and analysed to show how the curriculum came to be blamed for a host of educational problems, and how the government arrived at their irrational yet politically expedient policy response by distorting the meaning of one metaphor: the crowded curriculum. I conclude with a reading of the policy as indicative of centralisation and de-legitimisation of teachers’ curriculum development work.

The convergence of state and federal discourse about curriculum as a site of cleaning up, reforming or re-organising should concern educators in Australia especially as authority over education is increasingly centralised and made vulnerable to political whim. Close studies of such minor policy decisions provide a window into how larger processes of centralisation are justified and enacted at the local level.

The research examines how the principle of Dharma can be included in the Indian National Education Policy (NEP) 2020. The study seeks to know how Dharma as an educational framework can be infused with contemporary education to promote moral and ethical development as well as intellectual growth among students in India.

This research uses qualitative analysis of NEP 2020 documents and literature related to Indian Knowledge Systems (IKS) and the concept of Dharma. It analyses the philosophical bases behind NEP including traditional texts like Vedas, Upanishads, among others. Moreover, this study also evaluates how current Dharma teachings are implemented into curriculum by assessing its present status of incorporation as a part of Indian Knowledge System.

This research has found that national educational reforms have considered many traditional Indian beliefs and values, but they have not done enough when it comes to incorporating Indian Knowledge System and the concept of Dharma into practice through the curriculum. The paper advocates for a system that is grounded on morals, thus blending the current learning standards with cultural heritage. These findings call for continuous endeavouring in order to embed ethical and moral dimensions of Dharma across all levels within India’s education systems.

The integration of Dharma and IKS in education can enhance the development of well-rounded individuals who are not only intellectually competent but also ethically and morally grounded. This strong foundation of Dharma will also act as a personal and professional guide. Educators and policymakers can use these insights to design curricula that promote holistic growth, aligning with both global educational standards and cultural values.

This paper examines the philosophical and ethical foundation of NEP 2020 instead of only considering its pedagogical and skill-enhancement characteristics, thereby giving a fresh viewpoint. It contributes to the discussion on educational reforms in India by highlighting how present educational needs should be linked with traditional values. The research shows that the concept of dharma can help learners develop holistically so that they can meet present-day problems without losing touch with timeless morals.

Given the competing contexts of teacher education (universities, school placements, online programs, diversity placements, etc.), it is important to uncover what teacher educator knowledge concerning curriculum development emerges in design, implementation, and instruction. The intimate and particular nature of self-study of teacher education practice as a method of inquiry was chosen for its potential ability to add to what we know about teacher educators themselves. In particular, during the transition from in-person to online teaching contexts, teacher educator knowledge is potentially revealed. Because transitions are an important time to uncover tacit and embodied understanding, this self-study of teacher education practice (S-STEP) was framed as an inquiry into what teacher educator knowledge is carried forward or changed during a time of shifting teaching context such as creating and enacting online teaching, developing a course, program evaluation, etc. To understand the puzzle guiding this research and the framework developed for study, the chapters of the book are then briefly outlined.

The purpose of this paper is to demonstrate how network theory and methods can provide insights into the forces shaping architectural learning agendas and knowledge construction in architectural schools.

The methodology involves conceptualising learning as a constructivist process and the agenda as an interconnected network of actors, concepts and relations. Network analysis techniques, including centrality and brokerage metrics, are used to identify roles and knowledge flows using the data locally collected from Turkish universities as well as from the OpenSyllabus open-source database.

The analysis reveals the enduring influence of early modernists, signalling imbalanced canon formation in the architectural learning system. However, marginal voices highlight struggles in integrating unconventional perspectives. Limited integration of local figures indicates a consolidation of Eurocentric epistemes. Identifying these hidden forces is vital for reimagining learning agendas and socio-culturally engaged forms of learning. Pioneering figures demonstrate potential for synthesis when situated as brokers, not bifurcated schools.

The outcomes are limited by the geographical and temporal boundaries of the data and the analysis method employed. Despite limitations, the diagnostic network framework reveals architectural learning as an open, contested ecosystem demanding pluralistic pedagogies concerning not only the global but the local, both canonical and marginal. Further research covering more data could enrich the understanding of qualitative complexities.

The network perspective prompts critical reflexivity about power, ideology and exclusion in knowledge construction. Strategic inclusion and diversification of voices provide pathways to bridge divides and ground learning locally.

This research offers a methodology model to examine forces and influences shaping architectural education by elucidating hidden and remote roles and knowledge gaps in learning agendas. Extending the techniques more widely can enable strategic interventions toward inclusive, impactful learning across disciplines, time and geographies.