Educational moods: Exploring the concept of classroom climate from a sensory-phenomenological perspective.
- Published in:
- Policy Futures in Education, 2025, v. 23, n. 3, p. 568, doi. 10.1177/14782103251321049
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- Publication type:
- Article
Works matching IS 14782103 AND DT 2025 AND VI 23 AND IP 3
Results: 10
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Off the beaten track: Portugal's strategies for attracting international students.
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- Policy Futures in Education, 2025, v. 23, n. 3, p. 604, doi. 10.1177/14782103241287566
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- Article
3
World-class education for the few: Analysing Japan's designated national university corporation system policy discourse.
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- Policy Futures in Education, 2025, v. 23, n. 3, p. 582, doi. 10.1177/14782103241287276
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- Article
4
Embedding employability into curriculum design: The impact of education 4.0.
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- Policy Futures in Education, 2025, v. 23, n. 3, p. 676, doi. 10.1177/14782103241282121
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- Article
5
Teaching as a gesture of non-indifference and the presence of the school in dark times.
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- Policy Futures in Education, 2025, v. 23, n. 3, p. 539, doi. 10.1177/14782103251320829
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- Article
6
Aspiring to shape education policy for equity: Lessons from graduate education.
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- Policy Futures in Education, 2025, v. 23, n. 3, p. 642, doi. 10.1177/14782103241287571
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- Article
7
Carbon entanglements: For a science education in the space of the sensible.
- Published in:
- Policy Futures in Education, 2025, v. 23, n. 3, p. 553, doi. 10.1177/14782103251320828
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- Article
8
The double intervention of world-centred education: Introduction to a book symposium.
- Published in:
- Policy Futures in Education, 2025, v. 23, n. 3, p. 536, doi. 10.1177/14782103251320819
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- Article
9
Policy responses to extreme heat and its impact on education: The Philippine experience.
- Published in:
- Policy Futures in Education, 2025, v. 23, n. 3, p. 652, doi. 10.1177/14782103241288276
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- Publication type:
- Article
10
Understanding European Universities Initiative as the limestone to cement Europe together: A review of existing literature.
- Published in:
- Policy Futures in Education, 2025, v. 23, n. 3, p. 621, doi. 10.1177/14782103241287579
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- Publication type:
- Article