The Journal of Education Insights （Print:2972-4856 Online:2972-4864）is an international academic journal aimed at promoting research and knowledge exchange in the field of education. This journal is committed to promoting innovation and development in the field of education, providing an open platform for education practitioners, scholars, and decision-makers to share their insights, experiences, and research results. We welcome original and high-quality research papers, comments, and practical cases covering various educational stages and fields.
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Pragmatic Holism in Practice: Autoethnographic and Ethical Reflections on Becoming an Educative Leader in Diverse Contexts
Reynold J.S. Macpherson
This paper offers an autoethnographic and ethical analysis of becoming an educative leader through six higher education roles and experience as a system policy advisor. Educative leadership is defined by its educative intent and outcomes and evaluated against both teleological and deontological criteria. Using an interpretivist methodology, autobiographical data were analysed to construct a practical theory of educative leadership that spans philosophy-in-action, strategy, politics, culture, management, and evaluation. The study identifies the application of diverse moral philosophies in practice, including Kantian deontology, rational consequentialism, pragmatism, relational ethics, social contract theory, and teleological ethics. Findings suggest that effective educative leadership benefits from integrating multiple ethical frameworks, enabling principled yet context-responsive decision-making across varied domains of practice. Pragmatic holism is highlighted as a particularly flexible and adaptive ethical foundation, allowing leaders to balance competing principles while remaining sensitive to institutional constraints, cultural diversity, and real-world complexities. Reflective practice emerges as essential for navigating tensions between moral commitments, practical outcomes, and relational responsibilities. While self-reporting limits generalisability, this study contributes to the development of ethical leadership frameworks and underscores the importance of ongoing research to refine and adapt moral philosophy for diverse educational contexts.
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Few-Shot Deep Learning Empowers Education Personalization: Technical Principles, Application Pathways, and Challenges
Zhen Jiang
The demand for personalized education is becoming increasingly urgent. However, artificial intelligence (AI) applications in education, which rely on big data paradigms, face fundamental limitations such as cold starts, and data scarcity. Few-shot learning (FSL), as a "bionic" learning paradigm, exhibits a high degree of theoretical alignment with the personalized needs of educational scenarios. It offers a promising path for building data-efficient personalized education systems. This paper systematically analyzes the core technical principles of FSL, explores its applicability to key educational scenarios, and constructs a technical implementation framework. It provides theoretical and architectural guidance for the application of FSL in the field of personalized education. Moreover, we prospectively identify potential risks and future directions.
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Artificial Intelligence: Building Quality in Developing Creativity, Innovation, and Motivation in the Learning and Teaching Process
Junaidi
Artificial intelligence technology is expected to enhance educational quality and help students maximise their potential. Artificial intelligence technology can assist teachers in various ways, particularly in administrative tasks such as creating more interactive learning processes, setting final grades based on standards and assessments, and simplifying administrative processes. Artificial intelligence's advantages lie in its ability to automate tasks performed by educational institutions and to quickly generate and evaluate content. However, artificial intelligence also has disadvantages, such as uncertainty about control and privacy risks. As artificial intelligence cannot replace teachers, it is preferable for artificial intelligence to assist teachers in the learning process and in their emotional approach, helping to shape students' characters in the Society 5.0 era.
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Multiculturalism in Modern Education and Pluralistic Societies
Ahmet İlhan Başar, Tzu Yu Allison Lin, Sevilay Sahin
Multiculturalism in education is a multi-dimensional and dynamic field of research, reflecting the complex nature of pluralistic societies that are increasing in number throughout the modern world. Theoretical perspectives on multicultural education offer a critical insight into how education systems of these pluralistic societies can address the cultural diversity and promote social justice. This research delves into the theoretical fundamentals of multiculturalism in education, examining the key concepts, theories and frameworks. As we navigate the complexities of globalization and cultural interaction, the principles of multicultural education remain essential in shaping a more inclusive and equitable future for all.
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Agree to (Dis)agree: A Shifting Point of View of the Disgraceful Other David Lurie in J. M. Coetzee’s Disgrace (o.p. 1999)
Dr. Vivien Jiaqian Zhu
This essay offers a critical reading of J. M. Coetzee’s 库切 novelistic legacy from both Disgrace (o.p. 1999) and Elizabeth Costello (o.p. 2003). It explores the problematic issues with representations of animals and its inter-“connection” between literature and the larger physical world (Mohamad Ali Hassan Alakhdar, 2019; Alakhdar, 2012; Alakhdar, 2019). On the other hand, it mitigates the public narrative web of social others within anthropocentric and biocentric perspectives (Wagner 2017; Miller 米勒 1988; Watt 1957; Hale 多萝西・J. 黑尔 1989; Hale 多萝西・J. 黑尔 1998; Johnson 2002; Mahfouz-Brown 張仲思 March 5, 2015; Caillois 1942; Zhu 2024; Zola 1960-1967; Lukács 1950; Lukács 1920).
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Scholarship Spending in Slovenia: Aligning Purpose and Needs
Vesna Skrbinjek, Diana Pivc
This study investigates the purposes of scholarship spending in Slovenia, with a particular focus on state (public) scholarships and Zois (talent development) scholarships. It examines the fundamental objectives of scholarship provision, the structure of higher education indirect financing, and the characteristics of the Slovenian scholarship system, including eligibility criteria and scholarship types. A total of 87 higher education students participated in a survey designed to explore their scholarship spending patterns and assess whether these expenditures align with the intended purpose of the financial support as intended. The survey also examines students’ attitudes toward scholarships, perceived fairness of the system, and differences in how scholarships are used—particularly regarding support for academic success and talent development. Findings indicate that scholarships are not always utilized as intended, many students perceive the system as unfair, and the current scholarship amounts are insufficient to meet students' needs in the context of the current socio-economic challengest. Based on these findings, the study proposes several recommendations for the improvement and more equitable development of the scholarship system in Slovenia.
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Integrating Localization into Educational Policy Implementation in Humanitarian Settings: A Case Study of South Sudan
Suleiman Ibrahim Roba
This article examines how localization can be integrated into the implementation of educational policy in humanitarian settings. The article asks three key questions: i) How is localization currently practiced in the implementation of educational policy in South Sudan’s humanitarian settings? ii) What mechanisms enable or constrain the systematic integration of localization into formal educational policy implementation in South Sudan? and iii) what opportunities exist for integrating localization in educational policy implementation in South Sudan’s humanitarian settings? It draws on 104 completed questionnaires and 18 key informant interviews (KIIs), and secondary data. The article identifies three mechanisms that successfully link policy to localized practice: (1) flexible funding streams that prioritize multi-year local grants; (2) institutionalized local representation in coordination and planning bodies; and (3) community-driven monitoring systems that align local priorities with national targets. However, financial dependency, political centralization, capacity gaps, and trust deficits hinder systematic integration. In addition, the article identifies three opportunities for integrating localization in educational policy implementation in South Sudan’s humanitarian settings. These included partnership and coalition-building, recognition of the role of local actors, and international policy frameworks. The study concludes that advancing localization requires structural reforms that redistribute power toward local actors. Doing so would move localization in South Sudan’s education sector from aspiration to transformative practice. The study concludes with recommendations for donors, ministries, and NGOs to rebalance power in decision-making and to invest in long-term systems strengthening that centers local ownership.
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