This article reports on an aspect of a British Council-Ghana sponsored research project that investigated transnational education (TNE) partnerships and the environment of distance learning in higher education institutions (HEIs) in Ghana. Using insights from self-administered questionnaires and semi-structured case study interviews conducted, the article explores how teaching and teacher training assessments are undertaken in Ghanaian HEIs. The findings reveal that (1) Ghanaian HEIs involved TNE partnerships use student satisfaction and engagement surveys as two key mechanisms to assess teaching and teacher training in their institutions, and (2) the focus of teaching and teacher training assessments in these institutions appears to centre on improving the quality of teaching delivery and curriculum improvement than concerns for the quality of students’ learning. We conclude, therefore, that Ghanaian HEIs involved in TNE partnerships may have genuine intentions to improve quality of teaching and learning; however, these good intentions appear to be constrained by their lack of knowledge and expertise about innovative and resourceful ways of undertaking teaching and teacher training assessments generally in HEIs. This results in teaching and teacher training assessments in these institutions not being undertaken in tandem with learning to help teachers improve and refine their teaching practices to enhance students’ learning.

Despite the plethoric literature on the education systems’ efficiency and its impact on sustainable development, issues of performance under specific conditions such as in the Moroccan rural contexts are still less studied. The questions of adapted scales to apprehend the education system’s efficiency are raised. Instead of apprehending indicators at a national or regional scale, it is suggested to analyze causality and key parameters at a more detailed scale (provincial or even local). The aims of this study are to apprehend the spatial and territorial differences of the education system’s efficiency using inputs, outputs, and causality in the provincial scale at Draa – Tafilalet region (Morocco). They are pertinent either to diagnose or to plan future education development and sustainability of local development. Official data collected from the General Census of Population and Habitat, the High Commissariat of Plan and the Regional academy of Education and Formation (Errachidia) are analyzed using the Data Envelopment Analysis (DEA) coupled with the profiling approach based on plots of key parameter. Useful indicators to compare the spatial variability of education system’s efficiency in the studied provinces were produced and discussed. The five provinces of the region are considered as adapted Decision-Making Unit (DMU) in the study due to their power and competencies in the decision-making. The Data Envelopment Analysis approach coupled with key variables’ plots is significant to study the spatial differences of education efficiency and development sustainability. It shows evidence of weak education impacts among rural population in the recently created provinces such as Tineghir, Midelt and Zagora. Based on this criterion, Tineghir is ranked in the last position and needs special attention. Considering the importance of public investments in the recently created provinces, it is obvious that this factor is not sufficient to explain observed realities. Other factors such as the socioeconomic status of households, the population income and public equipment intervene. To obtain a better education efficiency and reinforce the development sustainability, the priorities presently given to increase enrolment should change. The content and quality of service and the impacts of the contextual factors on education should be considered.

In today’s world, technology plays a vital role in every aspect of daily life both personally and professionally. To this, the domain of education is not an exception. Indeed, as an ever-progressing field that is interrelated and intertwined with real life where instantaneous change and development exist due to the period of modernisation and globalisation, education necessitates more technology integration, especially in language teaching to address diverse sorts of learners. In addition, teacher beliefs hold a key point in putting theory into practice. Therefore, conducted on 52 preservice EFL teachers studying at a Turkish state university, the current study aimed to investigate teacher beliefs and engagement with digital technology with a survey research design following a quantitative trend. Descriptively analysed results indicated that preservice teachers positively view digital technology as a complementary means for their instructional purposes within the classroom and know the importance thereof. Inferential statistics done indicated a significant difference in the participants’ beliefs between genders only. On the other hand, the participants are dissatisfied with their institution’s technical infrastructure and resources providing information on digital technology use. Furthermore, they report to have received insufficient education regarding digital technology use. Thus, the suggestions would be to resolve technical issues, provide more relevant resources, and enhance digital technology education within the faculties of education.

The aim of this study is to reveal preservice science teachers’ cognitive structures related to environment by using word association test. With this aim, some concepts related to environment were selected purposively. In this descriptive case study, the data was collected from 2022-2023 educational term 3rd (N=58) and 4th (N=46) grade preservice science teachers. Five selected words which were “global warming”, “climate change”, “sustainability”, “environmental problems”, and “environmental awareness” were given to preservice science teachers, and they wrote related words in five minutes. For data analysis, frequency table was prepared by analyzing the words of the preservice science teachers for each concept. Then, breakpoint technique was used to develop concept network. According to the preliminary findings of this study, 4th grade preservice science teachers have more conceptions related to the environment compared to 3rd grade preservice science teachers. In addition to that, preservice science teachers’ cognitive structures of global warming and climate change is higher compared to other concepts. Lastly, most of the students’ cognitive structures of “environmental problems”, environmental awareness” and “sustainability” is low.

This research aimed to investigate both the importance that secondary school teachers attributed to the general competencies of the teaching profession and their perceived performances on these competencies. The study was designed as a survey. The study sample composed of 192 secondary school teachers (from all branches) who were chosen by random sampling and volunteered to participate in the study. Teacher Perceived Performance Scale (TPPS) was used by adding an importance scale to the left side of it. Descriptive statistics was used and mean, median, and standard deviations of importance and perceived performance scores for each indicator (item) were calculated and Importance Performance Analysis (IPA) was conducted. It was found that teachers give less importance to and perceive less performance on ‘Professional Knowledge’, give less importance to and perceive high performance on ‘Professional Skills’ and give high importance to and perceive high performance on ‘Attitudes and Values’.