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Theological education in Ghana has faced several challenges in achieving contextually relevant goals, due to the lingering influences of colonial educational paradigms. This article examines the potential of peer teaching, informed by Paulo Freire’s critical pedagogy, as a strategy to decolonise theological education in Ghana. By modifying the didactic triangle to include peer tutoring, the article explores how this approach can enhance student engagement, intercultural dialogue, and co-creation of knowledge. Through a literature-based analysis of participatory pedagogy and its application in theological education, the article proposes practical strategies for implementing peer tutoring programmes that enhance collaborative learning and challenge traditional hierarchies within theological institutions in Ghana.

Although the World Medical Association has established the minimum quality standards for the training of general practitioners in order for them to acquire the basic medical competencies necessary to practice their profession properly, it is also important to remember that there are psychosocial aspects that influence the training processes of medical students. In this sense, the social responsibility of Latin American medical schools to train competent physicians in order to contribute to the reduction of inequalities in the region has been included in recent decades as a standard of quality in medical education.

The aim is to contribute to a characterisation of teachers' , i.e. how teachers take into account the contributions from students and how they create communication grounded in students' understanding of the topic, and thus facilitate topical progression. Observations from three classroom settings in social studies, science and Swedish are analysed. The results show two main types of teacher , these are re-phrasing what the students say in different ways and bridging between different parts that complement one another, thus giving the student opportunities to expand their understanding of the phenomenon. The results illustrate how situational subject teaching is constructed in different classroom settings, and how these interactions might impact both teachers' teaching and students' opportunities for learning. We suggest that more knowledge about the nature of situational teaching in different school subjects is of importance for developing theory and practice applicable in teacher education.

The article presents partial results of a documentary research on evaluation and teaching of History, based on documents that guide the teaching of History in Brazil, such as curricular documents and manuals intended for teachers. It was a qualitative documentary research in historical perspective. The partial results indicated that the evaluation in History was formed from conceptions based on the acquisition of contents and competencies, without taking into account the specificity of historical knowledge. This indicates the importance of systematizing evaluation categories in History that take into account the formation and progression of historical thought itself.

There is, in France, a long-term tradition of research in the didactics of mathematics. In this paper, we revisit this tradition using, as a specific lens, the research carried out on the educational use of digital tools and resources for teaching and learning mathematics. We first briefly introduce this tradition and the three main theories at the base of it: the theory of didactical situations, the theory of conceptual fields, and the anthropological theory of the didactic. Then, considering three different technological lenses, i.e., dynamic geometry environments, computer algebra systems, and digital resources, we show how these theories and the long-term connection established in this tradition with the fields of cognitive ergonomics and computer sciences have influenced technological research and its outcomes. We also show that, conversely, didactic technological research has led to original and influential theoretical constructions, such as the instrumental approach and the documentational approach to didactics, and that it has contributed in a substantial way to the opening of this didactic tradition to other didactic cultures and other communities, beyond the didactic one.

Artificial intelligence (AI) is a hot topic that presents new challenges and opportunities for the improvement of educational processes. The disruptive and transformative force of this new technological development implies the adaptation of educational ecosystems for its use and integration as a didactic and pedagogical resource. From this perspective, a systematic literature review has been conducted to analyze the didactic potential of generative AI tools in the field of promoting artistic creativity in music education. The research results confirm that the incorporation of AI in music education is paving the way for a more personalized, interactive and efficient learning experience. In addition, the analysis suggests nine fundamental fields of IA implementation in music education: virtual and augmented reality (VR; VA); learning personalization, intelligent tutoring systems; composition assistants; improved historical and contextual learning; assessment systems; interactive ear training and music theory systems; tools for music collaboration and performance; and assistive technologies. Furthermore, the challenges presented by the intersection of AI and digital didactics in the field of music education are discussed.

This article explores how some children in Denmark, Estonia, Germany and Sweden describe their perspective on learning. The aim of theinternational study is to gain knowledge of how preschool children in Sweden, Denmark, Estonia and Germany reflect and perceive their learningin preschool and other surrounding social contexts. The results are based on 51 focus group interviews from 181 children. The results indicate that,in general, children from all four countries seem to be aware of their own learning. One can conclude that encouraging children to think about what they are doing and why they are doing it makes the activities more goal-oriented from the children’s perspective and thus more conscious. Children are able to describe their own perspectives on learning.

In the publication, I present the didactic methods used in the training of deputy police officers, the amount of time spent on training, the number of students in the training, and the proportion of theory-practice. I will explain whether the different generations are taken into account during the training, and whether smart tools are used, as well as the availability and quality of personal and material conditions. A tanulmány – az egyes külföldi országokban elvégzett kérdőíves felmérés adatai alapján – azt vizsgálja, hogy a rendőrtiszthelyettes-képzésben milyen didaktikai módszereket alkalmaznak, mennyi időt fordítanak a képzésre, hány főből állnak a tanulói csoportok, hogyan alakul az elmélet-gyakorlat aránya. Abból a szempontból is elemzésre kerülnek az adatok, hogy az egyes országokban a rendőrképzés során figyelemmel vannak-e a különböző generációkra, alkalmaznak-e okos eszközöket, valamint vizsgálat alá kerül a képzésekhez kapcsolódó személyi és tárgyi feltételek rendelkezésre állása és minősége.

Equality and inclusion seem to be the two terms destined to dominate the post-pandemic pedagogical and didactic lexicon, alongside those of competence and learning that instead characterized the neoliberal period of education, from the last decade of the twentieth century to today. In particular, we will focus our attention on the differences between didactics for instruction, oriented to learning outcomes, and didactics for education, aimed instead at the integral development of the person and the community. Subsequently we will try a possible synthesis between the two canons, focusing our attention on the characteristics of an authentically inclusive teaching. Keywords. Equality - Inclusion - Competence - Learning - Didactics of Education -Didactics of Learning - Inclusive Teaching