Volume 9, issue 1/2, 2025
Editorial
Georgia Stavraki, International Hellenic University, Greece Chryssoula Chatzigeorgiou, International Hellenic University, Greece
Published online: 04 June 2026, JCETR, 9(1), pp. 1-2.
Abstract
The teaching and learning landscape is undergoing major shifts that call for the renewal of skills and capabilities. Such skills and capabilities are relevant to different stakeholders (e.g., students, teachers, school/university leaders) and relate to enhancing curriculum design, using technology, and applying inclusive teaching and learning practices to name a few. Moreover, such skills and capabilities not only aim to foster a growth mindset but are embedded in broader discourses about lifelong learning and social justice. Lifelong learning and social justice act as overarching themes of the papers we host in this issue of the Journal of Contemporary Education Theory and Research. Specifically, the papers included in this issue discuss elements of social justice, such as gender equity, intercultural awareness, and equitable participation in education and society. They also contribute to discourses on lifelong learning by stressing the continuing development of teachers, learners, and communities.
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Stavraki, G., & Chatzigeorgiou, C. (2025). Editorial. Journal of Contemporary Education Theory & Research, 9(1), 1–2. https://doi.org/10.5281/zenodo.20539077
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FULL PAPERS:
Enhancing gender equity in succession planning for sustainable growth of SMEs in Tanzania
Published online: MARCH 2026
Regina Christopher Malima, The Open University of Tanzania
DOI: http://doi.org/10.5281/zenodo.18867548
Abstract
Gender-equitable succession planning is vital for the sustainability of Small and Medium-Sized Enterprises (SMEs) in Tanzania. This study, conducted in Kahama District, examined gender equity and succession planning practices in 50 SMEs using interviews, focus groups, and questionnaires. Descriptive statistics and Likert scale analysis revealed a strong awareness of gender equity but limited involvement of female family members in succession planning. While over 50% of participants recognized the importance of gender equity, traditional norms continue to favour male lead-ership. Varied responses on gender roles indicated differing attitudes among SME owners. The study highlights the persistence of gender bias and a general lack of awareness about effective, inclusive succession planning methods. To address this gap, SMEs should integrate gender equity into their strategies through educational initiatives, public awareness campaigns, and financial incentives aimed at fostering inclusive leadership and enhancing the participation of women in business succession.
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Malima, C. R. (2026). Enhancing gender equity in succession planning for sustainable growth of SMEs in Tanzania. Journal of Contemporary Education Theory & Research, 9(1), 3–10. http://doi.org/10.5281/zenodo.18867548
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Internationalisation in education: Assessing English as a foreign language (EFL) teacher education curriculum
Published online: MARCH 2026
Mohammad Mareye, University of Surrey, Guildford, United Kingdom & Assiut University, Assiut, Arab Republic of Egypt
DOI: http://doi.org/10.5281/zenodo.18867588
Abstract
The current research investigates how international-mindedness is represented in the Egyptian teacher education (TE) curriculum as a core concept in international education. I adopted qualitative methodology, with thematic analysis being the method of data analysis. I conducted a document analysis of preservice English teacher education curricula using international-mindedness (IM) as a framework. The analysis included internal bylaws of the Faculty of Educa-tion, Assiut University, Egypt. Findings suggest that English teacher education curricula did not include refer-ences/indications to IM competencies excluding some implicit indications. Conclusions and recommendations high-light the need for curricular changes in the curricula to reflect better/represent IM.
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Mareye, M. (2026). Internationalisation in education: Assessing English as a foreign language (EFL) teacher education curriculum. Journal of Contemporary Education Theory & Research, 9(1), 11–23. http://doi.org/10.5281/zenodo.18867588
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Integrating digital media in foreign language teaching: Teachers’ perceptions of digital competence
Published online: MARCH 2026
Migena Alimehmeti, University of Tirana, Faculty of Foreign Languages, Tirana, Albania, Kleada Agasi, University of Tirana, Faculty of Foreign Languages, Tirana, Albania
DOI: http://doi.org/10.5281/zenodo.18867463
Abstract
The purpose of this study is to identify aspects related to teachers’ digital competencies in the pre-university system. A questionnaire was administered to 100 teachers across primary and secondary schools, focusing on: current practices in using digital platforms and tools, teachers’ level of training and digital competence, and their perceptions of the impact of digital media on the teaching process. Findings indicate that while many teachers are aware of and employ digital resources, their use remains limited and uneven. Teachers demonstrate knowledge of essential digital skills, such as the critical evaluation of resources, ethical use of information technologies, and openness to continuous professional devel-opment. However, gaps remain in consistent application, access to infrastructure, and confidence in integrating new tools into everyday teaching. These findings highlight the need for targeted and continuous professional development programs, improved digital infrastructure, and institutional support to strengthen teachers’ digital competence and ensure the effective integration of digital media in foreign language education.
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Allimehmeti, M. & Agasi, K. (2026). Integrating digital media in foreign language teaching: Teachers’ perceptions of digital competence. Journal of Contemporary Education Theory & Research, 9(1), 24–29. https://doi.org/10.5281/zenodo.18867463
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Greek teachers’ beliefs model questionnaire on teaching and learning
Published online: APRIL 2026
Neofotistos Vasileios, University of Macedonia, Thessaloniki, Greece, Zafiropoulos Kostas, University of Macedonia, Thessaloniki, Greece
Abstract
The objective of this study is to develop a reliable and valid questionnaire for the assessment of teachers’ beliefs about teaching and learning, in conjunction with their attitudes towards the curriculum. The preliminary phase of the study employed 38 items from the international literature on the teacher profile and effective teaching, which were subsequently classified into four themes. A total of 628 active primary and secondary school teachers employed in Greece completed the questionnaire. In order to guarantee the internal consistency and validity of the questionnaire, modifications were made at each stage of its construction. The final version of the Teachers’ Beliefs Model Questionnaire to Teaching and Learning (TBMQ_TL) comprises 27 items that assess four domains related to teaching and learning by investigating teachers’ philosophical profile and their attitudes towards the curriculum.
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Neofotistos, V., & Zafiropoulos, K. (2025). Greek teachers’ beliefs model questionnaire on teaching and learning. Journal of Contemporary Education Theory & Research, 9(1), 30–41. https://doi.org/10.5281/zenodo.19383515
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Investigation of teachers’ views on interpersonal conflicts in primary education school units of the prefecture of Pella, Greece
Published online: JUNE 2026
Dafni Petkou, Department of Early Childhood and Care, International Hellenic University, Greece, Christina Van Houd, Department of Early Childhood and Care, International Hellenic University, Greece, Eirini Zoi Nikolaidou, Department of Early Childhood and Care, International Hellenic University, Greece, Maria Kaitasi, Department of Early Childhood and Care, International Hellenic University, Greece,
Abstract
The purpose of the present study was to investigate interpersonal conflicts in primary education school units. The research was conducted using a quantitative methodology with a convenience sample of 52 teachers employed in the Prefecture of Pella. Within the limitations of the specific sample, the findings indicated that there are no elevated levels of interpersonal conflicts in the school units where the teachers in the sample are employed (mean range: 1.52-1.94), whereas teacher–student conflicts occur to a small to moderately high extent (mean=2.17). The main causes identified were issues related to student discipline and penalties (M = 2.96, SD = 1.028), issues concerning penalties and punishments (M = 2.69, SD = 1.094), negative personal attitudes of certain colleagues (M = 2.56, SD = 1.145), and insistence on personal judgments / lack of tolerance (M = 2.52, SD = 1.229). Interpersonal conflicts were found to result in both negative and positive consequences for the school unit. Finally, the most frequently reported conflict management strategies were collaboration (M = 3.40, SD = 1.034), compromise (M = 3.17, SD = 0.901), and avoidance/suppression of conflict (M= 3.13, SD = 0.971).
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Petkou, D., Van Houdt, C., Nikolaidou, E. Z., & Kaitasi, M. (2025). Investigation of teachers’ views on interpersonal conflicts in primary education school units of the prefecture of Pella, Greece. Journal of Contemporary Education Theory & Research, 9(1), 42–57. https://doi.org/10.5281/zenodo.20539147
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