https://www.frontiersin.org/journals/education RSS Feed for Frontiers in Education | New and Recent Articles en-us Frontiers Feed Generator,version:1 2026-08-17T01:22:04.514+00:00 60 https://www.frontiersin.org/articles/10.3389/feduc.2026.1793332 https://www.frontiersin.org/articles/10.3389/feduc.2026.1793332 2026-08-14T00:00:00Z Original Research Emma L. SvensonFátima Sancheznieto https://www.frontiersin.org/articles/10.3389/feduc.2026.1876627 https://www.frontiersin.org/articles/10.3389/feduc.2026.1876627 2026-08-14T00:00:00Z Original Research Yu HuLan Wang https://www.frontiersin.org/articles/10.3389/feduc.2026.1861765 https://www.frontiersin.org/articles/10.3389/feduc.2026.1861765 2026-08-14T00:00:00Z Original Research Elizabeth Montanares-VargasDaniel Llancavil-LlancavilMaría José Ortiz-SuazoRodrigo Salazar-JiménezBastian Carter-Thuillier https://www.frontiersin.org/articles/10.3389/feduc.2026.1918422 https://www.frontiersin.org/articles/10.3389/feduc.2026.1918422 2026-08-14T00:00:00Z Original Research Rita Neves RodriguesFernando MartinsSofia GonçalvesSónia Brito-CostaCecília Costa https://www.frontiersin.org/articles/10.3389/feduc.2026.1891536 https://www.frontiersin.org/articles/10.3389/feduc.2026.1891536 2026-08-14T00:00:00Z Original Research Bruno SchejaAnna SchreckBenjamin Rott https://www.frontiersin.org/articles/10.3389/feduc.2026.1852558 https://www.frontiersin.org/articles/10.3389/feduc.2026.1852558 2026-08-14T00:00:00Z Original Research Nursultan SalimzhanovDuman AliaskarovSagyngali KalkashevAliya AyapbekovaMehmet Somuncu https://www.frontiersin.org/articles/10.3389/feduc.2026.1790135 https://www.frontiersin.org/articles/10.3389/feduc.2026.1790135 2026-08-14T00:00:00Z Original Research Jonas WeyersAnnalena JohnenLilith C. VoethSandra HeineJohannes König https://www.frontiersin.org/articles/10.3389/feduc.2026.1903290 https://www.frontiersin.org/articles/10.3389/feduc.2026.1903290 2026-08-14T00:00:00Z Original Research Xiaoxi XuWannaporn Siripala https://www.frontiersin.org/articles/10.3389/feduc.2026.1884961 https://www.frontiersin.org/articles/10.3389/feduc.2026.1884961 2026-08-14T00:00:00Z Original Research Gayoung KimChamille Lescott https://www.frontiersin.org/articles/10.3389/feduc.2026.1908552 https://www.frontiersin.org/articles/10.3389/feduc.2026.1908552 2026-08-14T00:00:00Z Original Research Fatima AbnoulgidSarah AouhassiKhalifa MansouriFatiha AkefMohamed Lamine Soudani https://www.frontiersin.org/articles/10.3389/feduc.2026.1777033 https://www.frontiersin.org/articles/10.3389/feduc.2026.1777033 2026-08-14T00:00:00Z Original Research TaswadiGalih J. KurniaBadrul Isa https://www.frontiersin.org/articles/10.3389/feduc.2026.1768531 https://www.frontiersin.org/articles/10.3389/feduc.2026.1768531 2026-08-14T00:00:00Z Original Research William NorrisRoger HanagriffLacey Roberts-HillKrysti KelleyClarissa DarbyDon EdgarKirk Swortzel https://www.frontiersin.org/articles/10.3389/feduc.2026.1862260 https://www.frontiersin.org/articles/10.3389/feduc.2026.1862260 2026-08-14T00:00:00Z Policy and Practice Reviews Hosam R. I. BadawyTamara AlshloulHesham R. I. BadawyKhawla M. Hassan AlmaazmiWissal Mohsen 3), the review draws on 54 sources — 15 UAE-specific empirical or policy sources and 39 international theoretical, comparative, meta-analytic, or methodological sources — benchmarked against four contrasting international supervision models (Section
5). The review shows that the UAE's multi-authority governance structure (Ministry of Education, Abu Dhabi Department of Education and Knowledge, Knowledge and Human Development Authority) produces a loosely coupled accountability system that becomes progressively tighter, and more consequential for teaching quality, as it approaches the classroom. Current supervisory practice is dominated by observation-and-documentation cycles whose developmental value depends heavily on evaluator capacity, feedback quality, and psychological safety — moderators that international meta-analytic evidence identifies as the mechanisms through which supervision raises or fails to raise instructional quality. A critical synthesis finds UAE research concentrated among a relatively small number of overlapping teams and dominated by small-sample qualitative case studies, with regulator-published policy documents supplementing the peer-reviewed literature in ways that call for cautious generalization. Benchmarked internationally, the UAE emerges as an evolving hybrid model — sharing features with high-stakes European/English inspection, a design associated elsewhere with workforce-retention concerns, while also drawing on elements of Finland's trust-based supervision, and without yet incorporating a Singapore-style competency-track infrastructure for converting accountability data into developmental pathways. Current supervisory practice is dominated by observation-and-documentation cycles whose developmental value depends heavily on evaluator capacity, feedback quality, and psychological safety — moderators that international meta-analytic evidence identifies as the mechanisms through which supervision raises or fails to raise instructional quality. Building on this critique, the authors propose a conceptual model integrating governance, institutional, and classroom-level supervision, and identify four evidence-based innovation trajectories: coaching-oriented supervision (0.49 SD on instruction, 0.18 SD on achievement), AI-assisted instructional feedback, digitally mediated evidence systems, and cross-regulator coherence reform. Two comparative tables and a meta-analytic benchmark table render UAE and international evidence side by side. The contribution is fourfold: this is the first UAE supervision review to apply an explicit coupling-theory lens, make its methodology transparent, position the UAE against international models through international contextual benchmarking, and render its three-authority system as a single conceptual diagram for policymakers and school leaders.]]> https://www.frontiersin.org/articles/10.3389/feduc.2026.1892041 https://www.frontiersin.org/articles/10.3389/feduc.2026.1892041 2026-08-14T00:00:00Z Systematic Review Hesham R. I. BadawyTamara AlshloulHosam R. I. BadawyShaikha M. Al ZaabiMaram Al-Hasan https://www.frontiersin.org/articles/10.3389/feduc.2026.1922560 https://www.frontiersin.org/articles/10.3389/feduc.2026.1922560 2026-08-14T00:00:00Z Original Research Elena M. D. SchönthalerMelanie LengerPhilipp KranabitlMarkus TrofaierHannes HickAlfred HäusslHannah LacknerLinda KratzerAnton SchleinitzIna ZwiglEva Z. ReininghausNina Dalkner https://www.frontiersin.org/articles/10.3389/feduc.2026.1878794 https://www.frontiersin.org/articles/10.3389/feduc.2026.1878794 2026-08-13T00:00:00Z Original Research Tahani H. Alqahtani https://www.frontiersin.org/articles/10.3389/feduc.2026.1913646 https://www.frontiersin.org/articles/10.3389/feduc.2026.1913646 2026-08-13T00:00:00Z Brief Research Report Yelena SpirinaNadezhda GorbunovaNadezhda PopovaSaltanat KopbalinaGulim TursyngaliyevaIrina Samoilova https://www.frontiersin.org/articles/10.3389/feduc.2026.1861960 https://www.frontiersin.org/articles/10.3389/feduc.2026.1861960 2026-08-13T00:00:00Z Original Research Bayan AlAmir https://www.frontiersin.org/articles/10.3389/feduc.2026.1916590 https://www.frontiersin.org/articles/10.3389/feduc.2026.1916590 2026-08-13T00:00:00Z Original Research Abdullah M. AljughaimanNorah Almulhim https://www.frontiersin.org/articles/10.3389/feduc.2026.1910005 https://www.frontiersin.org/articles/10.3389/feduc.2026.1910005 2026-08-13T00:00:00Z Original Research Bibigul UtegaliyevaGaliya KismetovaKlzhiyan ShunaibekovaSaule KadirgaliyevaAstra GabdeshevaBerik Matayev