The COVID-19 pandemic affected various industries, including education, around the world. Students with special educational needs and disabilities (SEND) were disproportionally affected by school closures during the pandemic, leading to considerable educational setbacks. This study aims to explore the educational loss among students with SEND during the COVID-19 pandemic in Lebanon through a phenomenological research design. Data were collected using maximum variation purposive sampling from 6 inclusive teachers (IT) and 5 inclusive school principals (ISP) selected from 9 schools across Lebanon’s 8 governorates through semi-structured interviews. Findings revealed that students with SEND experienced significant educational loss across learning, social, psychological, and physical dimensions, with variations in the scope and extent of the impact. To address this loss, schools used 5 key strategies. Three focused on academics, while the other 2 aimed at social, psychological, and physical recovery. This study offers recommendations for policy makers and practitioners, highlights limitations, and suggests directions for future research.

This study highlights the critical role of pedagogical leadership among mathematics teacher leaders in Bahrain, emphasizing the impact of both formal and informal leadership roles. The findings indicate that while both types of leaders demonstrate high levels of pedagogical leadership, there are significant differences in their awareness of leadership practices. This suggests a need for targeted strategies to enhance leadership capabilities across different roles. Utilizing partial least square structural equation modelling (PLS-SEM) with SmartPLS4 software, the study provides robust insights into these dynamics. Key insights include the importance of fostering a collaborative environment through peer review systems and regular team meetings, promoting proactive problem-solving, and encouraging engagement in task accomplishment. Schools should support innovation and autonomy by providing resources and time for experimentation with new teaching methods and technologies. Additionally, addressing the limitations of self-evaluation scales is crucial for accurate assessment of leadership capabilities. Overall, the study advocates for a holistic approach to leadership development, recognizing the unique needs of both formal and informal leaders to enhance educational practices and outcomes.

The study examines the impact of parental socioeconomic status (SES) on students’ academic performance in selected senior high schools in the Northern Region of Ghana. The study was grounded on the Resource Theory and the Family Investment Model. Using a quantitative approach, data were collected from 313 students through structured questionnaires and analysed using Pearson correlation, multiple regression, and ANOVA. The results reveal a significant relationship between SES and academic achievement. Parental income, education, and occupation were positively correlated with student performance, with parental income showing the strongest correlation (r = 0.62). Students from high-SES backgrounds had higher average scores in Mathematics (65.4), English (68.5), and Science (66.7) compared to those from low-SES backgrounds (Mathematics: 48.1, English: 49.8, Science: 49.2). Multiple regression analysis showed that parental income (β = 0.41, p = 0.000) was the most significant predictor of academic success, followed by parental education (β = 0.35, p = 0.000) and parental occupation (β = 0.28, p = 0.000). ANOVA results confirmed significant differences in academic performance across SES levels (F = 35.89, p = 0.000). The findings highlight the need for targeted interventions to bridge educational disparities. The study recommends scholarships, parental education initiatives, conditional cash transfers, community learning centres, and broader socio-economic reforms, to bridge the academic performance gap between high- and low-SES students. Addressing these socioeconomic barriers can enhance educational equity and improve student outcomes.

Translanguaging has gained a great interest in multilingual settings as a pedagogical approach which fosters the integration of the languages invthe students’ repertoire in the teaching and learning process. However, investigating the role of translanguaging in literature departments at higher education institutions has gained scant attention. Therefore, this current research study attempts to achieve the following purposes: (1) to investigate the perceptions of university students about translanguaging, (2) to assess the positive and negative aspects of translanguaging in the process of learning, (3) to examine the practicality of translanguaging specifically in literature classes, (4) to evaluate the usage of translanguaging in higher education. To fulfill these goals, first and fourth year university students of German Language and Literature, French Language and Literature and English Language and Literature were surveyed and interviewed. The results showed that university students perceive translanguaging as a useful strategy for university students’ active learning, along with its positive effects on students’ psychological state. These findings underscore the importance of using translanguaging in higher education, especially in literature departments, suggesting that translanguaging can help increase efficiency in higher education.