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Topic Review
Educational Policy Reform
Educational policy reform is the deliberate revision, replacement, or introduction of education policies to change how education systems are governed, financed, delivered, or evaluated in order to improve defined outcomes [1][2][3][4]. It refers to structured policy action at system, sector, or institutional level, including reforms in curriculum, assessment, teacher policy, accountability, funding, inclusion, and governance arrangements [1][2]. Educational policy reform is characterized by explicit policy goals, legal or regulatory adjustment, implementation mechanisms, and monitoring processes used to assess intended and unintended effects over time [2][3][4]. In research and practice, the term denotes systemic policy change rather than isolated classroom innovation, and it is typically analyzed in terms of effectiveness, equity, feasibility, and sustainability under specific political and institutional contexts [1][2][3][4].
  • 6
  • 15 Sep 2026
Topic Review Peer Reviewed
Which Words to Teach: Word Selection in the Age of Large Language Models
English has a large and historically layered lexicon. The usual approach to vocabulary instruction, finding the unfamiliar words in an assigned passage and teaching them, improves comprehension of that passage but transfers poorly to broader measures. The problem has not been a lack of theory about which words merit instruction; frameworks for principled word selection have been well developed for more than a decade. What was lacking was a way for educators to apply those criteria, with the necessary corpus, morphological, and psycholinguistic analyses largely confined to research databases and the expertise of specialists. This review argues that large language models do not change what makes a word worth teaching, but rather they change what is now available to apply those criteria. Educators can now apply the criteria to a particular text and grade level using ordinary language. Drawing on four texts about hurricanes that hold the subject constant while varying genre and grade, the review develops three applications: domain-structured selection for informational text, semantic-cluster mapping for narrative, and the identification of a text’s latent lexicon that is particularly germane to narrative texts. It closes with the limits of these tools and identifies the points where teacher judgment is still required and the validation studies they still need.
  • 5
  • 17 Sep 2026
Topic Review
Media Literacy Education
Media literacy education is the structured teaching and learning process through which learners develop the ability to access, analyze, evaluate, create, and act using media in diverse formats and contexts [1][2][3]. It includes understanding how media messages are produced, how meaning is shaped by language, visuals, platform design, and algorithms, and how social, economic, and political factors influence media content and circulation . Media literacy education is characterized by critical inquiry, reflective judgment, and practical communication skills, including responsible content creation and participation in digital/public spheres [2][3]. In educational contexts, the term denotes an explicit instructional domain focused on critical media understanding and competent media use, rather than general ICT use without analytical and civic dimensions.
  • 3
  • 17 Sep 2026
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