The present study focuses on improving Cognitive Radio Networks (CRNs) based on applying machine learning to spectrum sensing in remote learning scenarios. Remote education requires connection dependability and continuity that can be affected by the scarcity of the amount of usable spectrum and suboptimal spectrum usage. The solution for the proposed problem utilizes deep learning approaches, namely CNN and LSTM networks, to enhance the spectrum detection probability (92% detection accuracy) and consequently reduce the number of false alarms (5% false alarm rate) to maximize spectrum utilization efficiency. By developing the cooperative spectrum sensing where many users share their data, the system makes detection more reliable and energy-saving (achieving 92% energy efficiency) which is crucial for sustaining stable connections in educational scenarios. This approach addresses critical challenges in remote education by ensuring scalability across diverse network conditions and maintaining performance on resource-constrained devices like tablets and IoT sensors. Combining CRNs with new technologies like IoT and 5G improves their capabilities and allows these networks to meet the constantly changing loads of distant educational systems. This approach presents another prospect to spectrum management dilemmas in that education delivery needs are met optimally from any STI irrespective of the availability of resources in the locale. The results show that together with machine learning, CRNs can be considered a viable path to improving the networks’ performance in the context of remote learning and advancing the future of education in the digital environment. This work also focuses on how machine learning has enabled the enhancement of CRNs for education and provides robust solutions that can meet the increasing needs of online learning.

This longitudinal study is dedicated to the evaluation of the comprehensive impact of educational reforms through a mixed research methodology which is a combination of the quantitative- and qualitative-oriented research methods to check the students’ outcomes. Data was collected in the span of [mention the time frame] from various data sources for instance standardized test scores, school performance statistics, and through open-ended qualitative evaluation from both students and teachers. Data analysis carried on after the reforms had been put in place revealed that there was a considerable rise in mean test scores and success graduation rates. Therefore, formative evaluation demonstrates the need for implementing reforms that will eventually help the students in boosting academic performance. Besides, there is no difference among investor opinions on teachers, administrators, and students who are involved with the implementation of the reforms. Stakeholders manifest this new assistance as an outcome of lasting improvements in curriculum quality, methods of teaching, and student participation. The study approaches two main challenges that are confronted with education reform that is resourcelessness and to society the change of the educational system can be more suitable for the students to excel academically and it can have an impact on the whole community. Even though this study makes important advancements toward the realization of the complex education implementation process and its effect on student academics, there are elements in which it can be criticized. Both quantitative and qualitative performance improvement is important as well as all the important stakeholder participation. This way the transformation process becomes layered. In other words, these results point to the necessity of planning interventions for longer periods that target the challenges and the forces that maintain the low levels of education performance by the counties.

The Convention on the Rights of Persons with Disabilities (CRPD) constitutes a crucial international framework that underscores the significance of inclusive education for individuals with disabilities, a vital goal for nations globally. This study seeks to examine the alignment of the recently established Saudi Law on the Rights of Persons with Disabilities (SLRPD) with the CRPD in the educational sector. The study employs a comparative analytical methodology to examine pertinent legal material and international treaties regarding inclusive education for individuals with disabilities. The findings indicate that the SLRPD substantially improves the rights of persons with disabilities by facilitating access to educational opportunities. Article 8 of the bill significantly enhances Saudi Arabia’s adherence to Article 24 of the CRPD objectives regarding inclusive education. The report emphasizes Saudi Arabia’s dedication to the ongoing evaluation and enhancement of its legal frameworks to facilitate access to educational opportunities for disabled children and youth. Under Saudi Arabia’s Vision 2030, the Kingdom has made significant strides in assisting those with disabilities, aligning with worldwide norms and its strategic goals. The research advises nations to intensify their initiatives for inclusive education by bolstering intersectoral collaboration, amplifying awareness activities, and cultivating relationships with international organizations. These measures will not only guarantee ongoing adherence to the CRPD but will also empower persons with disabilities to attain sustainable educational opportunities.

Balancing broad learning outcomes in graduate programs with detailed classroom learning outcomes is increasingly crucial in education systems. This study employs a qualitative paradigm through a case study method to address the gap between learning outcomes at the graduate program level and those at the course level. Using the ESSENTIA CURRICULUM framework—a curriculum design methodology derived from software engineering practices—we propose an innovative and adaptable approach for aligning program-wide and course-specific learning outcomes. The ESSENTIA CURRICULUM, named for its focus on the “essence of the curriculum”, is applied to the ICT for Research course within the M.Sc. program in University Teaching at the University of Nariño. This framework fosters a consistent educational journey centered on learning achievements and demonstrates its effectiveness through a comprehensive self-assessment process and stakeholder feedback. The implications of this research are twofold: it highlights the potential of adopting interdisciplinary methodologies for curriculum design and provides a scalable and alternative strategy for harmonizing learning outcomes across diverse educational contexts. By bridging principles from software engineering into education, this novel approach offers new avenues for improving curriculum coherence and applicability.

This article evaluates the Didactic Strategies for Teaching Mathematics (DSTM) program, designed to enhance the teaching of mathematical content in primary and secondary education in a hybrid modality. In alignment with SENACYT’s Gender-STEM-2040 Policy, which emphasizes gender equality as a foundational principle of education, this study aims to assess whether initial teacher training aligns with this policy through the use of mathematical strategies promoting gender equality. A descriptive-correlational approach was applied to a sample of 64 educators, selected based on their responses during the training, with the goal of improving teaching and data collection methodologies. Findings indicate that, although most teachers actively engage in training, an androcentric approach persists, with sexist language and a curriculum that renders girls invisible, hindering the fulfillment of the National Gender Equality Policy in Science, Technology, and Innovation of Panama (Gender-STEM Policy 2040). Additionally, through a serendipitous finding, a significant gap in student activity levels, especially in secondary school, was discovered. While in primary school, activity levels were similar between genders, a decline in active participation among girls in secondary school was observed. This discovery, not initially contemplated in the study’s objectives, provides valuable insights into gender differences in active participation, particularly in higher educational stages. The serendipity suggests the need for further exploration of social, environmental, and family factors that may influence this decrease in girls’ active participation. The article concludes with a preliminary diagnosis and a call to deepen gender equality training and the effective implementation of coeducation in Panama’s educational system.

Understanding the factors that influence early science achievement is crucial for developing effective educational policies and ensuring equity within the education system. Despite its importance, research on the patterns of young children achieving science learning milestones and the factors that can reduce disparities between students with and without disabilities remains limited. This study analyzes data from the Early Childhood Longitudinal Study of Kindergarten Cohort 2011 (ECLS-K: 2011), which includes 18,174 children from 1328 schools across the United States, selected through a complex sampling process and spanning kindergarten to 5th grade. Utilizing survival analysis, the study finds that children with disabilities achieve science milestones later than their peers without disabilities, with these disparities persisting from early grades. The research highlights the effectiveness of center-based programs in enhancing science learning, particularly in narrowing the achievement gap between children with and without disabilities. These findings contribute to the broader discourse on equity in the education system and policy by introducing novel methodologies for assessing the frequency and duration of science learning milestones, and by providing insights into effective strategies that support equitable science education.