This study shall provide an empirical understanding of the role of higher education in promoting peacebuilding and economic transformation among university students. It shall adopt the 4Rs model and a mixed method in two private universities and two public universities in two regions of South Sudan.
We are exploring experimental approaches to education at UCT through module re-curriculation and dialogues. By building an experiential environment, we co-created module content with 50 students, culminating in an embodied futuring immersive experience. This approach offers current Higher Education learning landscapes new possibilities for the future.
Do private and public religious discourses influence women’s participation in higher education? The current research project, conducted in Uzbekistan, will answer this question by reviewing books and social media sources produced by four religious public figures from two different political periods. Additionally, the project will analyse school textbooks on ethics.
The paper intends to explore how the main historical events driven by the political economy of the USSR during 1920-1940 shaped the educational policies in Kazakhstan and subsequently affected to the notion of the ‘national identity’ of ethnic Kazakhs.
A holistic evaluation of education interventions to explore and understand the gaps in evaluative scholarship. A meta-analysis of evaluations focused on national qualifications frameworks will be conducted. The study asks to what extent are stakeholders represented in decision-making and past experiences of institutions and subjects considered.
The project is focused on the exploration of Kazakhstani STEM teacher educators’ understandings and practices of gender-responsive pedagogies.
This research project aims to explore the relationship between national identity, attitudes towards gender roles and medium of instruction in the Kazakhstani context.
This research discusses the violation of the right to education of disabled children in Semipalatinsk in the context of the post-Cold War. The author argues that there was a missed generation of children with disabilities of the 90s, as they did not have or had limited access to education.
The research explores how gender and social inequities are produced by a language in school textbooks on the History of Kazakhstan. Particularly, textbooks in the Kazakh and Russian languages are compared. Using the multimodal approach to discourse analysis, we investigate how texts and images interplay to represent gender for school children.