Teachers at the Heart of K–12 Education: Innovation, Inclusion, and Digital Transformation Worldwide

In recognition of International Teachers’ Day (October 5th), this Research Topic critically scrutinises the indispensable role of teachers in shaping equitable, and high-quality K-12 education globally. As key agents of change, teachers navigate significant societal, technological, and cultural transformations, necessitating adeptness in leveraging digital tools and accessible practices to support the diverse learning needs of all students. This includes a particular focus on technological literacies and technology-based supports for diverse learners, especially those with special education learning needs (SEN), and in varied learning environments, including online education and blended learning.

This collection aims to gather robust international perspectives on the development, preparation, and professional learning and training of teachers and teacher educators for school settings and other diverse environments. We seek contributions that connect theory and practice, providing detailed, in-depth knowledge to advance this dynamic field. By elevating diverse voices, we honor teachers' contributions, provide a global platform for advancing knowledge in teacher education, and directly advance SDG 4: Quality Education for all K-12 learners.

We welcome all kinds of conceptual, empirical, theoretical, and practice-based contributions, including cross-national studies, comparative work, inter/transdisciplinary inquiries, program evaluations, and report reflections, addressing but not limited to, the following themes:

· Curriculum and Pedagogical Innovations: Showcasing exemplary curriculum development and enactment, and pedagogical approaches that bridge theory and practice, including technology-enhanced and universally accessible designs for K-12 settings.

· Historical and ideological approaches: Uncovering the underlying ideologies and values on the local and national teachers’ days and the historical positioning of teachers in K-12 school education

· Inclusive Pedagogical Approaches: Developing and evaluating inclusive practices that effectively address the diverse and special learning needs of K-12 students, especially through accessible educational technology.

· Philosophical and methodological issues: Philosophizing or theorizing the related issues in teacher education and in K-12 teacher education from local and international perspectives, with methodological and equitable concerns in conducting K-12 teacher education research

· Policy and Systemic Issues: Analysing policies and systemic factors impacting equity, access, and sustainability in K-12 teacher education, with particular attention to technology access and inclusive practices for diverse learners.

· Teacher Identities, Wellbeing, and Workforce: Exploring teacher and teacher educator identities, wellbeing, and workforce issues within K-12 contexts of rapid change and increased demands.

· Technology Integration and Digital Literacies: Advancing technological literacies and innovative technology-based supports for teachers and diverse K-12 students, particularly those with disabilities and in varied learning environments (e.g., online education).

Submissions may address teachers and teacher education in varied K-12 contexts.

Keywords: Teacher workforce, Teacher wellbeing, Teacher identities, Teacher training, Teacher professional learning, Teacher professional development, Teacher preparation, K–12 education, Teacher education

Important note: All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.