Purpose: – This paper aims to analyse transfer of learning to workplace regarding to job-related training courses. Training courses analysed in this study are offered under the professional training for employment framework in Spain. Design/methodology/approach: – During the training courses, trainees completed a self-reported survey of reasons for participation (time 1 data collection, N = 447). Two months after training, a second survey was sent to the trainees by email (time 2 data collection, N = 158). Factor analysis, correlations and multiple hierarchical regressions were performed. Findings: – The results of this study demonstrate the importance of training relevance and training effectiveness in transfer of training. Results indicated that relevance, the extent training courses were related to participant’s workplace activities and professional development, positively influences transfer of training. Effectiveness, training features which facilitated participants to acquire knowledge and skills, also has a significantly positive influence in transfer of training. Motivation to participate and learning-conducive workplace features also have a positive influence in transfer of training. Originality/value: – This study contributes to the understanding of transfer of learning in work-related training programmes by analysing the factors that influence transfer of learning back to the workplace. The study has practical implication for training designers and education providers to enhance work-related training in the context of the Professional Training for Employment Subsystem in Spain.

There is a broad consensus on the impact of teacher quality on students’ outcomes. However, the debate on how to evaluate the impact of teacher training on student improvement remains open. The evaluation of the impact of in-service teacher training, organized in a network for different schools, has been analyzed very little to date. Our research displays an innovative approach in this regard, through an In-Service Professional Development Program based upon scientific evidence and dialogic principles: The Pedagogical Gatherings “On Giant’s Shoulders”. We conducted a multilevel communicative study to analyze its impact upon students’ achievement and schools’ outcomes whose teachers taking part of the Gatherings. Our contribution provides an advancement in the analysis of educational impact in teacher training. We provide indicators to identify those training programs that improve educational outcomes, according to the United Nations Sustainable Development Goal number 4: quality education for all.

The increasing integration of Artificial Intelligence (AI) in educational settings is transforming the role of school leaders, reshaping how decisions are made, and introducing both opportunities and challenges. This paper presents the findings of a scoping review that synthesises the current literature on AI's impact on educational leadership. The review highlights that while AI has the potential to enhance decision‐making through data‐driven insights and automation of administrative tasks, its implementation requires careful consideration of ethical, equity, and human‐centred concerns. Key findings suggest that educational leaders must develop digital literacy and AI competence to critically assess AI outputs and mitigate risks, particularly related to algorithmic bias and data privacy. The review also emphasises the necessity of continuous professional development for leaders and staff to ensure effective and ethical AI integration. In light of these findings, this paper advocates for a balanced approach where AI is used to augment, rather than replace, the human elements of leadership, and calls for future empirical research to further investigate the long‐term implications of AI in diverse educational contexts. Context and implications: Rationale for this study: This paper addresses the growing impact of AI on educational leadership and identify opportunities and challenges by conducting a systematic review. Why the new finding matter: The findings highlight the importance of ethical and competent AI integration. Implications for educational professionals include prioritising the development of digital and ethical skills to address challenges such as algorithmic bias and data privacy. Implication for teachers and policymakers: Policymakers must invest in training and ensure equitable access to technology to prevent widening the digital divide. Additionally, researchers should delve into the long‐term effects of AI in diverse educational contexts.

For decades, higher education institutions have been incorporating sustainability principles. Spanish universities have considered it important that sustainability principles are integrated into the university curriculum, in order to contribute to the education of socially-responsible professionals. The present research aims to estimate pre-service educators’ awareness of selected challenges posed by Sustainable Development Goal 4 (SDG 4), and it identifies the learning experiences that contribute the most to these students’ awareness of quality education. Moreover, the study aims to explore the potential of the use of the vignettes approach for the evaluation of students’ awareness. The study drew on a sample of n = 202 first year students pursuing education-related degrees at a Spanish university. The data was collected using a vignette survey, and the data analysis was conducted using quantitative and qualitative techniques. The results show a high degree of awareness within the context of most of the challenges posed by SDG 4 and, in the search for the factors that contributed to the degree of awareness in the students, personal interests and classes taken at the university stand out. In addition, the study provides the methodological implications of the use of the vignette approach in the assessment of students’ awareness. This paper discusses the practical implications for universities of the integration of Education for Sustainable Development (ESD) competences into the curriculum.