Keyword: policy

ABSTRACT: The widespread free access to generative artificial intelligence (GenAI) has radically shifted the educational landscape. Schools find themselves largely unprepared to navigate this new terrain: both in understanding how to harness the potential of GenAI for educational enhancement and developing strategies to ensure student integrity in demonstrating authentic learning outcomes. This study reports on a design-based research collaboration between a regional Australian university and a secondary school to address these challenges through policy and practice innovation. The aim was to both promote and maintain academic integrity, alongside considering how GenAI might be harnessed for educational benefit and lifelong learning. Over six months, researchers and educators worked collaboratively to analyze school staff needs using a whole-school survey and focus groups, followed by co-design of policy and pedagogical responses, which were iteratively tested and refined. Key findings revealed that staff required clear guidance on acceptable GenAI use, consistent policy enforcement, and professional learning. The project has resulted in the development of policy, procedure, and support resources that have been released as an Open Education Resource. The findings offer practical insights for schools navigating GenAI integration and contribute to broader discussions on educational change, assessment validity, and ethical technology use.

ABSTRACT: Over the past decade, Greece has implemented significant reforms in its special education system, driven by a national commitment to promote inclusive education and ensure equitable access for students with disabilities and special educational needs. This critical literature review explores the key developments shaping this transformation, including recent legislative initiatives, evolving policy frameworks, and the practical deployment of support services within mainstream educational settings. The review synthesizes findings from current academic research, government reports, and educational policy documents to evaluate the effectiveness of these reforms. While notable progress has been made—particularly in the areas of parallel support, early intervention, and teacher training, ongoing challenges persist. These include uneven resource distribution, infrastructural limitations, and societal attitudes that continue to hinder full inclusion. The review concludes by emphasizing the need for sustained investment, better implementation strategies, and expanded research to inform future policy. It offers insights that are valuable for educators, policymakers, and stakeholders committed to advancing inclusive education in Greece.

ABSTRACT: This policy analysis examines the implementation of A.C.A. 6-18-222, a statewide policy in Arkansas that addresses unexcused absences and the subsequent consequences for course credit among students. Utilizing anonymized student-level data from the 2020–21 and 2021–22 school years, which includes a total of 65,651 freshmen, the study investigates the variability in policy implementation across districts. It also examines the differing language used to dictate the consequences of exceeding unexcused absence thresholds. Our multivariate logistic regression models demonstrate that students eligible for Free and Reduced Lunch are notably more likely to fail a course after surpassing their district’s absence threshold. Moreover, the data reveal that upon reaching this threshold, students are significantly more likely to fail core courses as opposed to non-core courses. These findings illuminate the variations in local policy implementation and their impact on student academic outcomes, emphasizing the importance of uniform policy enforcement to ensure equitable educational opportunities.