https://www.frontiersin.org/journals/education RSS Feed for Frontiers in Education | New and Recent Articles en-us Frontiers Feed Generator,version:1 2026-08-17T16:26:37.791+00:00 60 https://www.frontiersin.org/articles/10.3389/feduc.2026.1896839 https://www.frontiersin.org/articles/10.3389/feduc.2026.1896839 2026-08-17T00:00:00Z Original Research Jude A. Adenuga https://www.frontiersin.org/articles/10.3389/feduc.2026.1862047 https://www.frontiersin.org/articles/10.3389/feduc.2026.1862047 2026-08-17T00:00:00Z Original Research Romila Karrar Farh KarrarAbbas Hussein AbdelradyDafaAllah Osman Omer IbrahimMowafg MasuwdRaad Abdulkareem NsaifKhuloud AlouziMohamed HmoumaTasnim ZeatSalem Hussin Ramadan AladiBushra Alfallah https://www.frontiersin.org/articles/10.3389/feduc.2026.1916444 https://www.frontiersin.org/articles/10.3389/feduc.2026.1916444 2026-08-17T00:00:00Z Original Research Kathleen M. RandolphSarah E. QuinnJennifer A. SearsSarah K. HoworthCatherine S. HowerterKrystle E. Merry https://www.frontiersin.org/articles/10.3389/feduc.2026.1831504 https://www.frontiersin.org/articles/10.3389/feduc.2026.1831504 2026-08-17T00:00:00Z Original Research Dennis Tay https://www.frontiersin.org/articles/10.3389/feduc.2026.1860194 https://www.frontiersin.org/articles/10.3389/feduc.2026.1860194 2026-08-17T00:00:00Z Original Research Tian ZhouLuoning FangWei SunZhizhang Yang https://www.frontiersin.org/articles/10.3389/feduc.2026.1910856 https://www.frontiersin.org/articles/10.3389/feduc.2026.1910856 2026-08-17T00:00:00Z Editorial José Manuel de Amo Sánchez-FortúnGemma Lluch Crespo https://www.frontiersin.org/articles/10.3389/feduc.2026.1846353 https://www.frontiersin.org/articles/10.3389/feduc.2026.1846353 2026-08-17T00:00:00Z Original Research Steward MudendaBweupe ChibweMoses MukoshaWebrod MufwambiVictor DakaPrecious Nkumbu NachalweMaisa KasangaKingsley KamvumaMartha MwabaJoseph FadareAdriano Focus LubangaNathan MugenyiMoses GondweAdron Mweshi ChimbalaShafiq MohamedJean MukumbutaBoris MwanzaMuchindu HampangoTumelo MuyengaTadious ChimombeMubanga MakasaFlorence MwabaRabecca TemboMildred ZuluJimmy HangomaAmos Yared MasseleIsrael Abebrese SefahMassimo SartelliRasha Abdelsalam ElshenawyShazia JamshedJohn Bwalya MumaBrian Godman https://www.frontiersin.org/articles/10.3389/feduc.2026.1822824 https://www.frontiersin.org/articles/10.3389/feduc.2026.1822824 2026-08-17T00:00:00Z Original Research Joseph Lobo https://www.frontiersin.org/articles/10.3389/feduc.2026.1891432 https://www.frontiersin.org/articles/10.3389/feduc.2026.1891432 2026-08-17T00:00:00Z Original Research Orit Lehrer KanfoBarbara Jankowiak 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.2026.1891536 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.2026.1777033 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.2026.1862260 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.2026.1908552 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.2026.1793332 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.2026.1884961 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.2026.1768531 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.2026.1922560 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.2026.1876627 https://www.frontiersin.org/articles/10.3389/feduc.2026.1876627 2026-08-14T00:00:00Z Original Research Yu HuLan Wang