ABSTRACT
The inclusion of digital technology in the teaching and learning process of Spanish as a Foreign Language is presented as the beginning of a deeper transformation process that should take into account the environment and social inequalities in order to continue reinventing itself and fulfilling its mission of preparing future generations for an uncertain and changing world. To succeed in digitization in rural areas, the main stakeholders in the teaching and learning of Spanish as a Foreign Language, in collaboration with the authorities, should develop transformation models and methodologies adapted to the rural environment and realities. A policy should be implemented that specifically addresses the appropriate and timely digitization of the teaching and learning of Spanish as a Foreign Language. The objective of this work is to investigate the digitization of the teaching and learning of Spanish as a Foreign Language as a sociocultural experience, emphasizing the inequalities and disconnections in the appropriation of new information and communication technologies by the actors within digital inclusion. The mixed-methods research methodology employed in this study offers a design that incorporates both quantitative and qualitative data. Data was collected from two hundred students and twenty teachers using a survey technique. The results were analyzed and interpreted using figures and diagrams, yielding a 100% response rate. Based on these findings, it is essential to establish a culture of innovation, commitment, and resilience that integrates sociocultural elements from rural areas to ensure the success of digital transformation.

ABSTRACT
TPACK, or ‘Technological Pedagogical Content Knowledge’, is a model that describes the knowledge teachers need to integrate technology into their teaching. This study is all about the technological pedagogical content knowledge of preservice teachers who studied at various private and government colleges in West Bengal. For this study, a total of 189 preservice teachers from various private and government institutions were used. The primary goal of this research is to determine the extent to which preservice teachers incorporate pedagogical technological content knowledge into their teaching. The research findings indicate that students from government institutions possess a higher level of technological pedagogical content knowledge compared to those from private institutions. Additionally, their choice of stream significantly influences TPACK, while other socio-demographic variables do not have a significant impact.

ABSTRACT
Education and awareness are essential to promoting ethics and transparency in artificial intelligence (AI). They enable users, developers, and decision-makers to understand key issues related to AI, such as algorithmic biases, data protection, and automated decision-making. The objective of this study is to highlight the importance of education and awareness for the responsible use of intelligent technologies related to AI. A reflective and critical approach is adopted as the methodological framework, given the extensive discourse on the sociocultural representations surrounding the substitution of human actions with AI. Data collected is subjected to triangulation and analyzed using Bardin’s content analysis method. The findings reveal that robust education equips individuals to question and manage the social impacts of these technologies. Transparency in decision-making processes fosters public trust and ensures greater accountability among stakeholders. Awareness of AI's societal responsibility promotes fair, equitable, and beneficial use for all.

ABSTRACT
This study investigates how music education in Komenda Edina Eguafo Abrem (KEEA) Municipality of Ghana shapes and expresses learners’ cultural identity. Drawing on Social Identity Theory and Cultural Transmission Theory situated in the interpretivist paradigm, using qualitative approach and case study design, the research explores the intersection of national policy reforms, indigenous musical traditions, and classroom practice. Data were collected from teachers, school administrators, learners, and community music practitioners through interviews, focus groups, classroom observations, and document analysis. Findings revealed that while Ghana’s curriculum reforms and cultural policies aim to integrate indigenous music and foster cultural identity, implementation is hindered by limited teacher training, inadequate resources, and inconsistent school-community collaboration. Teachers and learners value indigenous music for its role in cultural expression and belonging, but Western music remains dominant in classroom practice. The study highlights the need for context-sensitive pedagogy, sustained community partnerships, and resource investment to bridge the gap between policy and practice. Recommendations are made for teacher professional development, curriculum reform, and increased engagement with local practitioners to ensure music education in KEEA supports the preservation and transmission of Ghana’s rich musical heritage.

ABSTRACT
Artificial intelligence (AI) is rapidly transforming classroom learning by offering personalised instruction, immediate feedback, and support for diverse learners. This opinion paper explores the dual nature of AI in education, highlighting its potential to enhance learning while also presenting significant risks, particularly the development of student dependence. The discussion examines how AI can improve engagement, facilitate metacognitive reflection, and assist teachers in managing instructional tasks, yet cautions that overreliance may undermine critical thinking, motivation, independent learning, and academic integrity. Ethical and systemic concerns, including data privacy, algorithmic bias, and equitable access, are also addressed as integral factors shaping AI’s impact. The paper further considers the pivotal role of teachers in mediating AI use, fostering digital literacy, and promoting responsible, critical engagement among students. Recommendations are provided for embedding AI thoughtfully into pedagogy, supporting teacher development, establishing institutional policies, and cultivating student competencies to balance technological innovation with learner independence. The paper concludes that AI’s educational value is contingent upon deliberate, ethically informed, and pedagogically grounded integration. When used thoughtfully, AI can enrich learning experiences without compromising the development of autonomous, reflective, and motivated learners. Ultimately, the discussion underscores that the effective use of AI in classrooms depends not solely on technological capability but on human guidance, intentional instructional design, and a commitment to nurturing independent cognitive and ethical capacities.

ABSTRACT
Gender identity is not a static concept; it changes over time. We need to accept and acknowledge that everyone deserves to be their authentic selves. Target 4 a of SDG 4 (Sustainable Development Goals) suggests the establishment of a gender-sensitive environment in educational institutions that will make students feel included, comfortable and safe. Education is recognised as a fundamental human right for all people in the Universal Declaration of Human Rights. The right to education is necessary for exercising other human rights. Unfortunately, even today, the transgender community continues to be one of India's most at-risk and disadvantaged social groups and is seriously lagging behind in all areas of human development indices, including education. In India, transgender students report high rates of victimisation and marginalisation inside educational institutions for various reasons, particularly due to ignorance of teachers, classmates, school staff and the authority. Such kind of victimisation has detrimental effects on their mental health. Understanding the existence of gender identities beyond the binary and discussing transgender, gender non-conforming, and non-binary identities in the classroom may foster an environment conducive to the development of all kinds of students. Therefore, the purpose of this article is to draw attention to the various difficulties in developing gender-inclusive classrooms and the formation of strategies to build the school as a safe and welcoming place for all students, irrespective of their gender identities. This is a qualitative study in which an inductive approach was adopted to explore the current research problem. Data was extracted from secondary sources such as various research articles, government reports, relevant websites, documentary videos, and news articles. After reviewing the existing literature, the study identified several barriers to establishing gender-inclusive school environments. It contributes to the ex

ABSTRACT
The rapid advancement of Artificial Intelligence (AI) in higher learning institutions has added increasing pace to the digital transformation in institutions all over the world. However, the current research is heavyweight on technological equipment and estimates of the learning, and algorithmic invention, but the scholars are saying little attention to strategic alignment of policy and/or institutional preparedness. The fragmentation shows a research gap which is relevant to the critical research in order to comprehend how universities accommodate national AI policy, institutional structure and capacity to bring about sustainable change. Closing this divide, this paper is a narrative PRISMA-based systematic review, which will help summarize the available literature on the subject of AI adoption and policy congruence in higher education. The analysis will be conducted on the basis of the reports listed in Scopus, the publications listed in Web of Science, the reports on the institutional policies, and the studies devoted to the technology research in higher education published 2015-2025. After the systematic identification, duplicates have been removed, abstracts were filtered, and filtering of the full-text eligibility was completed, 82 studies were eligible to be subjected to thematic synthesis. Four core domains are identified with the assistance of the thematic categorization and conceptual mapping to plan the analysis: AI implementation strategies, institutional readiness factors, strategic policy alignment mechanisms, and educational and organizational outcomes. Findings indicate that the national readiness to change including the level of technological advancement, compatibility with the national change agenda and institutional strategy, governance and loyalty are not projected to facilitate successful AI-based change. Lack of proper preparation and mis-fitting of policies is a tremendous constraint to the outcome of the transformation. The study relates to t