Higher education (HE) consists of both conventional and non-conventional methods of learning. Open and Distance Learning (ODL) is a non-conventional system where teachers (often referred to as facilitators) are physically not present. The conduct of practical in engineering and science education using ODL remains a challenge due to inadequate technology and the dispersion of the students, which results in a graduate skills gap in ODL programs. There is a possibility of using a cloud computing set-up, as well as platforms for the creation of simulated virtual practical settings (virtual laboratories-VLs), which could be accessible by ODL engineering and science and education-based students notwithstanding their locations. This paper adds to existing knowledge on VLs and discusses these inadequacies in engineering and science education with emphasis on the enhancement of online and collaborative learning, as well as the possible laboratory (lab) requirements. In addition, the paper highlights contemporary trends and some issues in VLs and remote labs.

The objective of this research was to analyze several reading and writing methods used in educational settings, evaluating their pedagogical approaches and their effectiveness in the process of learning to read and write in school-age children. A systematic review was carried out in the open databases Dialnet and ScieELO, using different inclusion and exclusion criteria, which resulted in 164 documents, applying the PRISMA protocol, 20 were selected. A narrative synthesis analysis was carried out on the following dimensions: reading and writing methods, applied strategies, similarities with other methods and impact on the development of literacy. It is concluded that the combined application of the methods of synthetic and analytical approaches to reading and writing paves the way to attend to the diversity of learning styles, facilitates the strengthening of specific linguistic skills, and strengthens reading comprehension and writing competence.

This article examines migration as a complex social phenomenon using innovative pedagogical tools such as Story Maps and virtual ethnography. the study focuses on how these tools enhance the learning process by integrating Paulo Freire’s critical pedagogy. Original empirical data was collected from student feedback and reflective exercises, demonstrating enhanced critical thinking and engagement. The study also highlights the challenges posed by technological access inequalities, emphasizing the need for equitable solutions.

Ensuring access to quality education and career training is a crucial challenge, especially in developing nations. Vocational, scientific, technological, and engineering education are essential for active participation in any community and play a significant role in shaping life perspectives. The ability to sustain competitiveness depends on receiving high-quality vocational, scientific, technological, or engineering education and professional growth. These factors are vital for the long-term growth of prosperous economies and nation-building. Hence, this perspective review attempts to provide information on some contemporary pedagogies in science, technology, engineering, and mathematics (STEM) and science, technology, engineering, arts, and mathematics (STEAM) vis-à-vis scientific and engineering education in Nigeria. The study zooms into the challenges and possible solutions that will promote and enhance pedagogies in scientific and engineering education in Nigeria. The study adopted a perspective review approach in overviewing prior accessible studies (literatures) as well as a methodological framework. It is believed that this perspective review study will serve as a way forward for other developing nations.

Shared education has the potential to foster pluralistic values and improve relations between individuals from diverse ethno-linguistic backgrounds. This study aims to contribute to the understanding of how shared learning experiences can promote pluralism and social equality by examining the pedagogical factors that influence their success. This study focuses on a shared English learning model implemented with 8th-grade Arab and Jewish students in homogenous Israeli cities. This qualitative study, involving observations, interviews, focus groups, and transcript analysis, engaged 42 students, two teachers, and two administrators. The findings suggest that shared education has positive social implications. It facilitated interaction between Arab and Jewish students and challenged negative stereotypes. Notably, the Jewish students’ limited Arabic language proficiency led to complex interactions, stimulating critical thinking about linguistic inequality and increasing motivation to learn Arabic. While shared education improved intergroup relations, it also encountered logistical challenges that necessitated institutional support to optimize its effectiveness.