Vol. 2, No. 3, August, 2026

Articles

• Primary School Principals’ Perception on the Promotion of Changes and Innovations: Evidence From Greece

  Georgios Doupis

  pp.1-11

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• Neurodiversity and Process Control Skills Acquisition in Britain: An Examination of Inclusive Training and Selection Practices

  Walifa Rasheed-Karim

  pp.12-25

  • PDF

• The Contribution of Active Citizenship Actions to the Cultivation of Environmental Awareness of Preschool Students According to the Views of Teachers

  Christou Pinelopi, Bakopoulou Athanasia

  pp.26-34

  • PDF

• Messy Play as a Therapeutic Program for Autism Spectrum Disorder

  A. Teza, A. Vafeiadou

  pp.35-41

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• Supporting Inclusive Literacy Development: A Differentiated Intervention for Primary School Students with Learning Difficulties

  Maria Theodorakou, Athanasios Botas

  pp.42-47

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• Theory of Hierarchical Entrepreneurial Deviance A Recursive Multilevel Account of Entrepreneurial Departure and Amplification

  Eugene Fregetto

  pp.48-72

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• Recognition, Democracy, and Work: Honneth’s Radical Promise for Transformative Learning

  Ted Fleming

  pp.73-83

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• Relationship of Peer‑to‑Peer Educational Interventions on Both Academic and Non‑Academic Learner Achievement Among Children With Impairments in Inclusive Primary Schools in Uganda

  Madelean Ahereza, Denis Sekiwu, Athanansio Bashaija, Samuel Karuhanga, Justine Omare

  pp.84-95

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• Do Rotating Small-Group Discussions Foster Academic Help-Seeking Networks in Higher Education Classrooms?

  Ying Shao Hsu

  pp.96-104

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