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| Number 2 | IIER 36(2) was published on 23 June 2026. |
| Roger Atkinson and Clare McBeath | IIER Editorial 36(2): (i) IIER's 2024 review outcomes; (ii) Editorial miscellanea | [HTML] [PDF] |
ii-viii |
|
Jehanzeb Cheema and Saulat Pervez An invited guest editorial |
Replication studies in education: An underutilised opportunity for expanding global research participation | [Abstract] [PDF] |
ix-xiv |
| Wazir Ali, Joko Nurkamto, Gunarhadi, Niamatullah Baloch, Muhammad Arif and Kristóf Fenyvesi | Stories of struggle and strength: Impact of multigrade teaching on primary teachers' wellbeing in rural Pakistan | [Abstract] [Full text] |
413-437 |
| Angelito R. Cortez Jr | A madrasah program in the Philippines: Arabic language and Islamic values education (ALIVE) teachers' voices | [Abstract] [Full text] |
438-473 |
| Ryan V. Dio, Higino A. Ables, Lovely O. Escalora, Ritzelda A. Deri, Susan S. Janer and Sheryl S. Solano | University research in the Bicol Region, Philippines: Topic choices, dissemination, and ranking metrics | [Abstract] [Full text] |
474-494 |
| Hamid Gholami and Niloufar Farhadvand | Management policies and practices in Iran's EFL schools: A nationwide report on the private school sector | [Abstract] [Full text] |
495-517 |
| Scott Graham, Jim Pratley, David Randall, Lincoln Gill and Jeff McCormick | Secondary school agricultural education in New South Wales: A foundation for university study of agriculture | [Abstract] [Full text] |
518-539 |
| Beny Hamdani, Nunung Suryati, Mirjam Anugerahwati and Evynurul Laily Zen | A sociocultural exploration of EFL lecturers' PD for supporting scholarly writing in Indonesia | [Abstract] [Full text] |
540-562 |
| Lim Keai and Hazri Jamil | Teacher identity reconstruction through collaborative narratives during career transitions | [Abstract] [Full text] |
563-581 |
| Han Meng and Jason Goopy | School music teacher wellbeing: A systematic review | [Abstract] [Full text] |
582-598 |
| Louise Moroney and Vaille Dawson | What are information literacy skills? Western Australian primary teachers' interpretations of the ICT curriculum | [Abstract] [Full text] |
599-618 |
| Shashi Nallaya, Kat Kenyon, Rhianna Sharman and Claire Aitchison | Professional development for university academic staff: A longitudinal study of course impact and educator growth | [Abstract] [Full text] |
619-643 |
| Thanh-Huong Nhac | Negotiating translanguaging in EMI: A systematic review of lecturers' beliefs, practices and constraints | [Abstract] [Full text] |
644-658 |
| Moses Nyasulu, Gilbert Chinula and David Addae | The paradoxical nature of vandalism in Malawi's mission secondary schools: Countering deep disconnects | [Abstract] [Full text] |
659-676 |
| David D. Perrodin, Nopporn Chantaranamchoo, Tippawan Sukjairungwattana, Ratchadaporn Ketanon and Chaiyos Paiwittayasiritham | English teacher recruitment in Thailand: Market ideology, native-speakerism, and legitimacy in schools | [Abstract] [Full text] |
677-696 |
| Carol K. Puddicombe and Nicola F. Johnson | Design and technology pre-service teachers' university course lived experiences in Western Australia | [Abstract] [Full text] |
697-720 |
| Aurelia Cristiana Serban | Crisis as a catalyst: Reshaping higher education tutor collaboration to enhance online delivery | [Abstract] [Full text] |
721-744 |
| Sadia Shaukat, Raqib Chowdhury and Raphael Wilkins | Advancing teacher professionalism in Pakistan through licensing and context-sensitive development of standards | [Abstract] [Full text] |
745-766 |
| Lucy Sibanda | Reflecting on South Africa's Grade 4 English workbook: Applying a gradual release of responsibility model | [Abstract] [Full text] |
767-784 |
| Zinabu Tesfaye, Dawit Legesse Edamo and Misganu Legesse Bareke | School climate and teacher commitment for empowering leadership in Ethiopia's resource poor-secondary schools | [Abstract] [Full text] |
785-805 |
| Tahnee West, Cindy Ann Smith and Carly Steele | Fun, friendship, and future pathways: Impacts of a Curtin University mentoring program on girls' STEM attitudes | [Abstract] [Full text] |
806-835 |
| Pearl Wong Pei Jun, David Berg and Keryn Pratt | Links between teacher self-efficacy and pedagogical innovations for higher order thinking skills | [Abstract] [Full text] |
836-861 |
| Number 1 | IIER 36(1) was published on 23 March 2026. |
| Roger Atkinson and Clare McBeath | IIER Editorial 36(1): (i) Revisiting a bolder approach to publishing academic research; (ii) Editorial miscellanea | [HTML] [PDF] |
ii-viii |
| Marg Rogers, Margaret Sims and Einar Thorsteinsson
An invited guest editorial |
Inside the academic publishing pressure cooker: Challenges and possibilities within the ecosystem | [Abstract] [PDF] |
ix-xvii |
| Fatima Anaam, Maryam El Moudden, Bilal El Allaoui and Kaoutar Ouarid | Using French as medium of instruction for mathematics and science (FMI) in Moroccan private higher education | [Abstract] [Full text] |
1-19 |
| Huyen Thi Thu Bui, Thuy Thi Ha, Phuoc Anh Hoang and Hong Thi Thanh Nguyen | Enhancing empathy in secondary teachers: Implications for initial teacher education in Vietnam | [Abstract] [Full text] |
20-39 |
| Wendy Cavendish, Ryan Davey, Emily Garmizo and Angelic Prom | Data use for instructional decision making: Teacher perspectives | [Abstract] [Full text] |
40-52 |
| Yulia Nur Ekawati, Issy Yuliasri, Mursid Saleh and Rahayu Puji Haryanti | Blended collaborative peer review of teaching during teaching practice: Fostering pre-service teachers' TPACK | [Abstract] [Full text] |
53-78 |
| Emma Groenewald and Forlum Immaculate | Views of female ITE students on dress codes: "freedom to dress what you want" versus "unwanted attention" | [Abstract] [Full text] |
79-98 |
| Bamshad Hekmatshoartabari, Bizhan Hekmatshoar Tabari and Masoumeh Diyanati | Comparing poetry and prose-based exercises in vocabulary learning by Iranian EFL students | [Abstract] [Full text] |
99-118 |
| Ashar Johnson Khokhar | Lived experiences of religious minority teachers in State and Christian private schools in Pakistan | [Abstract] [Full text] |
119-136 |
| Thi Nguyet Le and Hoang Hung Nguyen | Vietnamese EFL teachers' perspectives on using ChatGPT to support IELTS writing instruction | [Abstract] [Full text] |
137-160 |
| Marianna Lörincz and István Csernicskó | Are students ready to undertake research? Developing the Student Research Engagement Readiness scale | [Abstract] [Full text] |
161-185 |
| Yasmeen Malik, Bongani Nhlanhla Mkhize and Thamsanqa Thulani Bhengu | Contradictions and complexities of follower-centric constructions of a woman leader in a South African school | [Abstract] [Full text] |
186-203 |
| Junaidi Mistar, Rulam Ahmadi, Hamiddin and M. Faruq Ubaidillah | From teachers to researchers: A phenomenological study of EFL teachers' research experiences | [Abstract] [Full text] |
204-220 |
| Bich Nguyen and Kelly Ilich | Video-based learning helps pre-service teachers prepare for practicum: An Australian university's findings | [Abstract] [Full text] |
221-241 |
| Tracey O'Connell, Regina Kelly and Merrilyn Goos | Cultivating STEM futures: An evaluation of the WiSTEM2D program's impact on female STEM students | [Abstract] [Full text] |
242-266 |
| Renti Oktaria, Hapidin, M. Syarif Sumantri, Yuli Rahmawati and Asep Supena | Self-assessment in early childhood pedagogy: A mixed methods study of practices in Indonesia's ECE sector | [Abstract] [Full text] |
267-298 |
| Eva Reid, Martina Kolyová and Linda M. Steyne | From exclusion to engagement: Using didactic games in EFL education for socially disadvantaged Roma pupils | [Abstract] [Full text] |
299-318 |
| Lita Liviani Taopan, Zulfa Sakhiyya, Sri Wuli Fitriati and Januarius Mujiyanto | Voices of novice EFL teachers in a remote island region of Indonesia: Teacher identity and TPACK perspectives | [Abstract] [Full text] |
319-334 |
| Lucía Torres-Zaragoza | Barriers to inclusion of Moroccan students in Spanish schools: A critical qualitative research investigation | [Abstract] [Full text] |
335-353 |
| Gayane Tovmasyan | Artificial intelligence in Armenian higher education: Lecturers' perspectives on opportunities and challenges | [Abstract] [Full text] |
354-374 |
| Mark Wood and Michael C. Nagel | School choice in Australia: A contextual framework for understanding market-oriented policies and incentives | [Abstract] [Full text] |
375-391 |
| Mohamad Nour Zeineddine, Hussein Sammoury, Sana Jaber, Ali Taher Mansour, Joanna Hammoud and Samer Sakr | Education disruption during the 2024 Israel-Lebanon war: Impact upon Lebanese university students | [Abstract] [Full text] |
392-412 |