Purpose: Kindergartens are an important educational environment for the development of children at an early age, and they also play a crucial role in developing the values of sustainable development. The purpose of this study is to investigate kindergarten teachers’ perceptions of observable and sustainable development practices. Design, methodology, approach: Semi-structured interviews were conducted with 302 Saudi kindergarten teachers. Additionally, observation cards were utilized to collect data on actual practices of sustainable development in kindergartens. Data were analyzed using Nvivo12, a qualitative data analysis software, and descriptive analysis methods. The main themes were produced first, and then the perspectives were organized around them. Finding: The impact of social and cultural factors on the development of values, the lack of resources available to implement educational activities, and teacher awareness and training gaps were found to be the main barriers to the development of sustainable development values in kindergartens. Originality, value: To the best of the author’s knowledge, this is the first study in Saudi Arabia that has looked into the environmental and social perceptions of early childhood teachers about sustainable development practices, so the study’s findings can highlight the importance of reorienting teacher education programs toward sustainability in order to bridge knowledge and practice gaps.

The COVID-19 epidemic has given rise to a new situation that requires the qualification and training of teachers to operate in educational crises. Amidst the pandemic, online training has emerged as the predominant approach for delivering teacher training. The COVID-19 pandemic has created potential opportunities and challenges for online training, which may have a long-lasting impact on online training procedures in the post-pandemic era. This study aims to determine the primary potential and constraints of online training as seen by instructors. The Technology Acceptance Model (TAM) identified online training opportunities and challenges by examining the to-be-applied behavioral intention variables that influence trainees. These variables include individual, system, social, and organizational factors. The study has applied the Phenomenological technique to address the research issues, using the Semi-structured interview tool to get a comprehensive knowledge of the online training phenomena amongst the pandemic. A total of seven participants were selected from a list of general education teachers at the Central Education Office of the Education Department in Bisha Governorate. These people were deliberately selected because of their high frequency of completing training sessions throughout the epidemic. A series of interviews was conducted with these participants. The findings indicated that the primary prospects included both equal opportunities and digital culture within the individual factors, enrollment in training programs and variation in training programs across organizational characteristics, the use of digital material and electronic archiving within the system variables, engaging in the exchange of personal experiences, providing constructive criticism, and fostering favorable communication within the realm of social factors. However, the primary obstacles included deficiencies in digital competencies, compatibility of trainees’ attributes, and dearth of desire as per individual factors, the temporal arrangement of training programs, as well as the lack of prior preparation and preparedness within the realm of organizational factors. Other challenges included the absence of trainer assessment, limited diversity of training exercises, and technological obstacles within the system factors, and ultimately the absence of engagement with the instructor, and lack of engagement with peers are within the social variable.

This study examines innovative teaching approaches’ effect on the quality of education for prospective primary teachers. A mixed-methods approach combining qualitative and quantitative data collection techniques was employed. Initially, the two data sets were analyzed separately—qualitative data through thematic analysis and quantitative data through statistical methods. The themes emerging from the qualitative analysis were then cross-referenced with the quantitative findings to evaluate whether the trends supported each other. For instance, if a qualitative theme indicated that teachers felt more confident using innovative methods, this was supported by quantitative data showing improvements in teacher performance scores or student outcomes. The study had 200 participants, and the study findings revealed a significant positive impact of innovative teaching approaches on the quality of education for future primary teachers. Participants reported increased engagement, improved critical thinking, and enhanced adaptability in classroom settings. The study findings reveal that innovative approaches significantly improve the quality of education for prospective primary teachers by fostering more interactive, technology-enhanced, and student-centered learning environments. To maintain these improvements, it is essential to invest in infrastructure, provide ongoing support for teacher educators, and continuously update curricula to reflect emerging educational technologies and practices. These findings emphasize the importance of innovation in teacher training to meet the evolving demands of primary education.

The quality of preschool education is related to the stability of the early childhood teaching force. With the help of qualitative research methods, the study analyzed the data of eight teachers who left the profession and explored the process of teachers leaving the profession, and found that the encounter between "settling down" and "professional feelings", the struggle for transformation between "professional feelings" and "the situation", and the struggle for transformation between "settling down" and "the situation" are all related to the stability of the early childhood education workforce. It was found that the encounter and tug-of-war between "settling down" and "professional feelings", the struggle for transformation between "professional feelings" and "the situation", and the rational weighing between "settling down" and "the situation" are the important factors affecting the departure from the profession. The essence is the tension between "teachers as human beings" and "human beings as teachers". Therefore, it is necessary to pay attention to the unity of "person" and "teacher", and to alleviate the problem of teachers leaving the organization by creating a fair, democratic and professional working atmosphere and strengthening the awareness of professional education.

As a result of China's evolving higher education landscape, private universities have emerged as significant players, fostering democratization and fulfilling key roles. However, these institutions face distinct challenges shaped by legal, societal, and internal factors. In the knowledge-driven economy, employee satisfaction is crucial for success. Understanding pivotal factors and conducting satisfaction surveys are essential for effective management and talent retention. This study focuses on Chengdu's private university educators, analyzing how factors like belongingness, self-actualization, and rewards influence job satisfaction. Through surveys, data analysis, and literature review, this study refines its findings and uncovers underlying causes. The study offers actionable insights for educators and institutions, aimed at enhancing job satisfaction.

This study is based on the theory of planned behaviour, and its aim is to understand the impact of doctoral pursuit intention on the doctoral preparatory behaviour of female teachers in independent colleges in China, as well as to determine the moderating effect of perceived risk between doctoral pursuit intention and doctoral preparatory behaviour. The participants in the study were female teachers from independent colleges in China, who were recruited between February and March 2024 based on convenience sampling. 776 valid questionnaires were obtained, and the data were analyzed using a hierarchical regression method. According to the results, a doctoral pursuit intention has a significant and positive predictive effect on doctoral preparatory behaviour, while the perceived risk has a significant and negative moderating effect between doctoral pursuit intention and doctoral preparatory behaviour. This indicates that female teachers with high doctoral pursuit intention more actively prepare to pursue a doctoral degree when the perceived risk is low, whereas the doctoral preparatory behaviour of those with high perceived risk shows a limited increase as their doctoral pursuit intention increases. Therefore, female teachers’ pursuit of a doctoral degree should be supported on an individual basis and analysed within the broader context of the transformation of independent colleges.