Explore the vast range of titles available.

The goal of this paper is to address the questions of how social-emotional learning [SEL] can be incorporated into online learning and what effect such integration can have on students. The COVID-19 outbreak significantly increased the use of online learning at all levels of education. However, research shows that the online learning experience may contribute to students' feelings of distancing, alienation, and loneliness. The assumption underlying this study was that these negative feelings are not inherent to the online learning experience; rather, they can be avoided by using online-SEL (\"O-SEL\") techniques that integrate SEL into online learning processes. This qualitative case study included 42 presendee teachers enrolled in a college of education in Israel, who participated in an online course that employed specific methods for integrating the SEL component. Analysis of students' reactions to the course revealed that O-SEL not only improved students' emotional experience but also enhanced their cognitive learning. These findings strongly suggest that models of online learning should include SEL. Additional research may confirm the positive O-SEL effects on students' experience and achievements. In this context, the current study introduces the concept of \"social-emotional presence,\" which is necessary for learning and development to take place online.

This study explored cyberbullying and cybervictimization (CBCV), for adolescents aged 11–15 from Tanzania (N = 426) and Canada (N = 592). Measurement invariance and model invariance was found for CBCV. In addition, multigroup structural equation modeling was used to explore several variables: age, gender, average hours online each day, accessing the Internet in a private location, having online privacy concerns, going online for social purposes, and motivation for cyberbullying. Results found interesting patterns within each country. It was found that cellphone ownership moderated the relation between these predictor variables and reported incidences of CBCV uniquely for each country. These findings provide evidence for the global nature of cyberbullying.

Addressing the urgent need for sustainable transformation in higher education, this paper explores how a collaborative action research group of teacher educators from different institutions contributed to higher education transformation through sustainable education approaches. Drawing on cultural–historical activity theory (CHAT), we analyze how cross-institutional partnerships fostered personal and professional development through digital collaboration, regular online meetings, and reflective dialogue. The study employed participatory action research, using weekly reflective journals and group meetings as mediating tools supporting sustained professional learning. Findings indicate that building common ground across institutional contexts and investing in trust-building cultivated a meaningful collaborative environment, a “third space” that mediated expansive learning and professional transformation. Within this space, the diversity of institutional backgrounds enriched the activity system, and productive contradictions served as generative mechanisms that catalyze expansive learning by exposing participants to diverse institutional perspectives. The study further shows that sustainable collaboration emerged not from formal institutional structures but from shared ownership, cultural alignment, and relational commitment. These social and cultural processes supported the development of systems-thinking, strategic-thinking, and interpersonal competencies supporting sustainable professional development. The study highlights the potential of sustainable cross-institutional spaces as a model for professional growth in higher education.

This participatory action research study identified concrete responsive teaching practices that create sustainable, inclusive environments for vulnerable youth, focusing on two primary research questions: (1) How do teacher–pupil interactions shape learning experiences, and (2) What specific responsive practices create sustainable, inclusive environments? Thematic analysis of data from eight teacher candidates, eight cooperating teachers, and seven pupils revealed a clear typology of sustainable, responsive practices organized into three core categories. The first category, the socioemotional response category, encompasses crucial practices including boundary-balanced relationships (creating safe spaces with clear expectations), ability-focused trust (communicating persistent belief in pupils’ capabilities), and non-abandonment approaches (illustrating unwavering commitment to each pupil regardless of challenges). The second category, the pedagogical response category, captured two essential practices: individualized learning adaptations (tailoring instruction to specific pupil needs) and strategic instructional pausing (recognizing when emotional needs must precede academic content). The third category, the systemic response category, highlighted the importance of collaborative professional networks, where mutual support among educators creates resilient teaching environments that enhance pupil outcomes. These findings underscore how responsive teacher–pupil interactions create inclusive environments that meet pupils’ academic, social, and emotional needs while fostering sustainable educational practices. This research contributes to sustainable education by (1) operationalizing responsiveness into actionable components for practice, (2) illustrating how sustainable, responsive teaching develops through structured collaborative inquiry, and (3) providing a framework showing how responsive relationships specifically support vulnerable youth in inclusive settings. The emerging themes illuminate how empathetic, responsive relationships build sustainable, inclusive learning environments empowering all participants for long-term development.

This qualitative research examines how sustainable educational transformation emerges through teachers’ participation in enduring professional learning communities, with a specific focus on inclusive education practices. By investigating the intersection of educational sustainability and professional development, this study analyzed ten teacher communities comprising 156 educators who met regularly throughout the school year. The research revealed how sustainable professional networks create lasting institutional change through four critical stages of teacher transformation: initial resistance to inclusion, recognition of pedagogical misconceptions, development of non-judgmental professional discourse, and establishment of sustainable, inclusive practices. The communities functioned as a sustainable infrastructure that fostered both the environmental and social dimensions of educational development, enabling teachers to build lasting professional confidence and emotional resilience through integrated theoretical learning and practical application. This sustainable approach to professional development helped educators overcome initial resistance to individualized solutions and empowered them to adopt more responsive, inclusive classroom strategies. By creating supportive knowledge-sharing networks that extend beyond initial implementation, these professional communities demonstrated their capacity to generate lasting educational change. The findings illuminate how systematic, collaborative professional development can create sustainable educational frameworks that enhance both teacher growth and inclusive pedagogical approaches, contributing to the broader goals of sustainable educational development. This research offers insights into building sustainable professional learning environments that support long-term institutional change while advancing inclusive education practices.

PurposeRecently, the pace of pedagogical change in the field of social-emotional learning (SEL) has increased worldwide; hence, there is a greater need to understand and promote social-emotional elements in education systems. The purpose of this study was to explore the implementation of SEL content and practices in the curricula of teacher-education courses while being mindful of the principles underlying teacher–student relationships.Design/methodology/approachUsing a qualitative methodology, data were collected from 55 students enrolled in three courses taught at a college in Israel. The participants wrote reflections on their SEL experiences, which were analyzed using thematic analysis.FindingsThe students’ responses revealed various practices and themes that significantly affected their personal and professional development, among them, the relationships in the classroom, both among the preservice students themselves and between them and the teaching staff. The participants also noted that the SEL components of the course influenced the quality of learning and the development of a professional identity that is actively attuned to elements of SEL.Research limitations/implicationsBy introducing SEL early in the preservice stage, preservice teachers learn to create safe and supportive environments for their future students, thus improving students’ academic achievements, behavior and well-being.Originality/valueThe study underscores the importance of embedding SEL in the teacher-education curricula and its influence on both preservice teachers’ learning experience and the formulation of their image as future teachers while highlighting the significant role of teacher–student relationships in promoting healthy personal and professional development.

This paper examines the relationship between parental monitoring and control, parents’ perceived knowledge of their adolescent’s online activities, and parents’ perceived knowledge of their adolescent’s involvement in cyberbullying, among Israeli Jewish and Arab parents of adolescents. The 407 participants consisted of two groups: Jewish ( n  = 194) and Arab ( n  = 213) parents of adolescents in Israel, who were recruited via online social networks and completed an online survey. The self-report questionnaire included the Stattin and Kerr Parental Control and Parental Monitoring Questionnaire (Stattin & Kerr in Developmental Psychology 36:366, 2000 ), as well as parental knowledge of child online activities and witnessing and experiencing cyberbullying. Parental monitoring and control were perceived as higher by Jewish than Arab parents, while no group differences were found for perceived child disclosure or parental knowledge of adolescent online activity. Parental knowledge of the adolescent witnessing cyberbullying was higher among Arab than Jewish parents, while the opposite was found for parental knowledge of the adolescent experiencing cyberbullying. Parental knowledge of the adolescent both witnessing and experiencing cyberbullying was related to group affiliation, lower parental education, and higher parental perceived knowledge of the adolescent’s online activities. Parents’ perceived knowledge of the adolescent witnessing cyberbullying was further related to higher perceived adolescent disclosure. The study increases our understanding of perceived parental involvement and its relationship with parents’ perceived knowledge of the adolescent’s involvement in cyberbullying in a diverse and multicultural society.

The goal of this paper is to address the questions of how social-emotional learning [SEL] can be incorporated into online learning and what effect such integration can have on students. The COVID-19 outbreak significantly increased the use of online learning at all levels of education. However, research shows that the online learning experience may contribute to students’ feelings of distancing, alienation, and loneliness. The assumption underlying this study was that these negative feelings are not inherent to the online learning experience; rather, they can be avoided by using online-SEL (“O-SEL”) techniques that integrate SEL into online learning processes. This qualitative case study included 42 preservice teachers enrolled in a college of education in Israel, who participated in an online course that employed specific methods for integrating the SEL component. Analysis of students’ reactions to the course revealed that O-SEL not only improved students’ emotional experience but also enhanced their cognitive learning. These findings strongly suggest that models of online learning should include SEL. Additional research may confirm the positive O-SEL effects on students’ experience and achievements. In this context, the current study introduces the concept of “social emotional presence,” which is necessary for learning and development to take place online.

The purpose of this study was to examine the differences in cyberbullying (bystanders, victims, bullies) between Jewish and Arab adolescents in Israel. The findings could uncover critical implications for children, educators, and policymakers for understanding Cyberbullying in a diverse society. In particular, the differences in cyberbullying between collective and individualistic societies and the effect of gender bias on the likelihood of engaging in cyberbullying. Two cultural contexts in Israel were explored: one representing a collectivist orientation (Arab-Muslim and Arab-Christian culture), the other representing a more individualistic orientation (Jewish culture). The study included 901 junior high and high school students (501 Jewish-Israelis and 400 Arab–Israelis), which filled in an online cyberbullying survey. Findings revealed that Jewish adolescents reported being cybervictims and cyberbystanders more than Arab adolescents, yet contrary to expectation, Arab adolescents reported being cyberbullies more than Jewish adolescents. Contrary to expectation, no gender differences in being a bully were found among Jewish adolescents, while among Arab adolescents, girls reported higher bullying than boys. The cultural difference was significant among girls, revealing that Jewish girls were higher than Arab girls on bystanding and victimization, yet Arab girls were higher than Jewish girls on bullying in cyberspace. The cultural difference was not significant among boys. Using online communication as a theoretical framework, this study observed aspects of cyberbullying in the diverse and multicultural society of Israel through the lenses of individualistic versus collectivist cultures. The findings and their implications are further discussed and shed more light on cyberbullying in a diverse and multicultural society.

Recent technological developments have added cyberspace as part of adolescents’ social milieu. Bullying, which is prevalent in adolescents’ social environment, also takes place in cyberspace, although it is believed to have a more potent and harmful effect. A study of cyberbullying and FtF bullying could elucidate critical implications for children, educators, and policy makers. The present study examined cyberbullying and school bullying among 465 junior-high and high-school students (136 boys and 329 girls) in Israel, through an online survey. Findings revealed that the phenomenon of cyberbullying is less prevalent than school bullying. In the majority of cases in cyberspace, the identity of the cyber bully was known to the victim and the audience. According to the findings, in cyberspace, boys tended to bully more often than did girls; no correlation was found between gender and victim or gender and audience. The implications of these findings are discussed in the context of online communication theory.