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| Number 1 | IIER 33(1) was published on 23 March 2023. |
| Roger Atkinson | Editorial 33(1): (i) Revisiting the "need to publish ..."; (ii) ChatGPT and academic journal publishing | [HTML] [PDF] |
ii-vi |
| Saidat Morenike Adeniji, Penelope Baker and Martin Schmude | Redesigning a mixed-method research study during a pandemic: A case study from Nigeria and Australia | [Abstract] [Full text] |
1-22 |
| Jairo Enrique Castañeda-Trujillo, Jhon Eduardo Mosquera and Lisseth Rojas-Barreto | EFL student teachers' renewed comprehension of interculturality and research about interculturality | [Abstract] [Full text] |
23-40 |
| Sante Delle-Vergini, Mustafa Ally, Douglas Eacersall, Chris Dann and Subrata Chakraborty | Teaching project management to primary school children: Exploring the perspectives of project practitioners | [Abstract] [Full text] |
41-70 |
| Pariwat Imsa-ard | Thai EFL teachers' self-reported levels of intercultural communicative competence and intercultural sensitivity | [Abstract] [Full text] |
71-90 |
| Olivia Johnston and Becky Taylor | A systematic literature review of between-class ability grouping in Australia: Enduring tensions, new directions | [Abstract] [Full text] |
91-117 |
| Sean Kearney | Teacher induction in Australia: Historical context and current challenges | [Abstract] [Full text] |
118-136 |
| Anh Vinh Le, Thi Dien Bui and My Ngoc Tran | Gender gap in mathematics achievement: Vietnamese students in an American mathematics competition | [Abstract] [Full text] |
137-154 |
| Omar Mizel | Palestinian students and multiple meanings of the hijab | [Abstract] [Full text] |
155-172 |
| Joanne Ng, Marg Rogers and Courtney McNamara | Early childhood educator's burnout: A systematic review of the determinants and effectiveness of interventions | [Abstract] [Full text] |
173-206 |
| Hong Thu Thi Nguyen | Unproctored assignment-based assessment in higher education online: Stakeholder evaluation of issues | [Abstract] [Full text] |
207-226 |
| Niamh O'Meara, Mark Prendergast and Páraic Treacy | Mathematics in Ireland's upper secondary schools: Why do students choose higher-level maths? | [Abstract] [Full text] |
227-246 |
| Sayeed Naqibullah Orfan | Lecturers' perceptions of English medium instruction in the higher education sector of Afghanistan | [Abstract] [Full text] |
247-265 |
| Sarah Penn | Uses and abuses of standardised testing: Perceptions from high-performing, socially disadvantaged schools | [Abstract] [Full text] |
266-283 |
| Marg Rogers, Wendy Boyd and Margaret Sims | "Burnout central": Australian early childhood educational leaders' experiences during the Covid-19 pandemic | [Abstract] [Full text] |
284-306 |
| Becky Roman Pérez and Marly Johana Bahamón Muñetón | The socio-emotional dimension in education: A systematic review | [Abstract] [Full text] |
307-326 |
| Arzu Saldıray and Ali Meydan | Inclusive education for refugee children: Preservice social studies teachers and their critical thinking skills | [Abstract] [Full text] |
327-351 |
| Inusah Salifu and Ebenezer Darkwah Odame | Examining demographic variables as predictors of self-efficacy among university teachers in Ghana | [Abstract] [Full text] |
352-368 |
| Siaw Eng Tan | Emotional presence as a cognitive appraisal process in higher education learning: Scale development and validation | [Abstract] [Full text] |
369-389 |
| Amir Toghyani Khorasgani, Jahanbakhsh Rahmani and Narges Keshtiaray | Curriculum and economic development: A comparative study of secondary education in Iran and G7 countries | [Abstract] [Full text] |
390-413 |
| Iman Tohidian, Ali Khorsandi Taskoh and Abbas Abbaspour | Stories from children of labour in Iran: Do universities have a social responsibility to help resolve the problems? | [Abstract] [Full text] |
414-427 |
| Thi Bich Hiep Vu | Teaching English speaking skills: An investigation into Vietnamese EFL teachers' beliefs and practices | [Abstract] [Full text] |
428-450 |