Vol. 10 No. 2 (2026): General issue: Education Across Borders - Comparative Perspectives on Equity, Policy, and Practice

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Published: 2026-02-25

Articles

Post‑Pandemic Shifts in Teacher Professional Development, Practices, and Well‑Being Across Four Nordic Education Systems
Evidence from TALIS 2018‑2024

Kayode Moses Oluwafemi
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The Science of Play, the Play of Science
A scoping review of play-based pedagogies for learning sciences in early childhood education and care

Martina Tesikova, Anne-Line Bjerknes, Terese Wilhelmsen, Ingunn Skalstad, Anne Lene Kristiansen
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Tverrfaglige møteplasser og utvikling av transformative fagfellesskap for bærekraftsundervisning i lærerutdanningen

Pauline Book, Jill Tove Buseth, Eli Flatekval, Eldrid Tonette Rusdal Haugen, Ingeborg Knævelsrud, Ann-Therese Dalbakk Nomerstad, Inger-Kristin Larsen Vie
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Differing interpretations for integrating whole-school approaches for sustainability
A horizontal comparison of three Norwegian school cases

Karen Parish, Sacha Irene de Raaf Kalseth, Robert J. Didham
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Research-based teaching and learning
Proposals to engage university students with science and their transfer to the Nordic context

Narcís Bassols i Gardella, Beatriz Helena Díaz-Solano, Sandra Osorio Bastos
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Children’s Continuity of Learning in the Transition from Early Childhood Education and Care to School and After-School Care
A Literature Review

Sonja Olsen
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Investigating Transferable Skills in Early Childhood Education and Care PhD Programs in Norway and Greece

Zacharias Andreadakis, Glykeria Fragkiadaki, Athanasios Gregoriadis, Elin Eriksen Ødegaard
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Comparing Across Difference in Early Childhood Education
Common Challenges and Productive Juxtaposition in Bangladesh and Sweden

Annica Källebo
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Cross-cultural Comparison of Greece’s and Quebec’s ECEC Systems

Konstantina Rentzou, Maude Roy-Vallières, Lise Lemay
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Constructing imagined communities in the digital space of schools
A view from northeastern Estonia

Kara Diane Brown, Kadri Koreinik
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Shared Leadership and Governance in Swedish and Norwegian Schools
Implications for Leadership Autonomy in Quality Work

Rikke A. Sundberg, Elisabeth Hovdhaugen
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Preventing Violent Extremism through Education
Policy Lessons from Norway

Antonia Bacigalupa Albaum
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Forum

Transnational Education in China
Moving from the Periphery to the Center of Higher Education Internationalization

Lingfei Zhao, Wei Liu
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Vol. 10 No. 2 (2026): General issue: Education Across Borders - Comparative Perspectives on Equity, Policy, and Practice

Articles

Post‑Pandemic Shifts in Teacher Professional Development, Practices, and Well‑Being Across Four Nordic Education Systems
Evidence from TALIS 2018‑2024

The Science of Play, the Play of Science
A scoping review of play-based pedagogies for learning sciences in early childhood education and care

Tverrfaglige møteplasser og utvikling av transformative fagfellesskap for bærekraftsundervisning i lærerutdanningen

Differing interpretations for integrating whole-school approaches for sustainability
A horizontal comparison of three Norwegian school cases

Research-based teaching and learning
Proposals to engage university students with science and their transfer to the Nordic context

Children’s Continuity of Learning in the Transition from Early Childhood Education and Care to School and After-School Care
A Literature Review

Investigating Transferable Skills in Early Childhood Education and Care PhD Programs in Norway and Greece

Comparing Across Difference in Early Childhood Education
Common Challenges and Productive Juxtaposition in Bangladesh and Sweden

Cross-cultural Comparison of Greece’s and Quebec’s ECEC Systems

Constructing imagined communities in the digital space of schools
A view from northeastern Estonia

Shared Leadership and Governance in Swedish and Norwegian Schools
Implications for Leadership Autonomy in Quality Work

Preventing Violent Extremism through Education
Policy Lessons from Norway

Forum

Transnational Education in China
Moving from the Periphery to the Center of Higher Education Internationalization

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