Through critical interpretation, this paper aims to critically think about some points of Paulo Freire’s critical pedagogy and its educational implications. Firstly, this paper explores the influence of life experiences and the Frankfort School on the development of Freire’s critical pedagogy. Secondly, it aims to critically assess some points of Freire’s critical pedagogy, and illuminate their educational implications. The following points of his critical pedagogy are included: (1) education as the practice of freedom, and (2) dialogue, problem-posing education and conscientization. It is hoped that such an exploration can bring some inspiration to education, and benefit the development of education.

In this study, the researchers analyzed the issues in teacher education research after the implementation of the 12-Year Basic Education policy and developed suggestions to improve the quality of teacher education in Taiwan. The researchers used Taiwan's Database of Journal Citations in Science Education to collect studies on teacher education published from 2015 to 2019 and analyzed the issues described therein. Fifteen categories of issues described therein. Regarding our suggestions for future research on teacher education, this study recommends strengthening the body of literature on the following themes: (1) the professional development of preservice teachers, (2) teacher education for special education, (3) quality assurance for teacher education, (4) the career development of preservice teachers, (5) teacher education for experimental education and rural schools, (6) the sociology of teacher education, and (7) the operation of teacher education centers. Our findings may serve as a reference in efforts to improve the quality of teacher education, and promoting the sustainable development of Taiwan's education system.Systematic review registration: http://w1.dorise.info/JCSE/.

Gender equality is a universal and local issue. National policies have been initiated to ensure gender equality and to safeguard human rights on campus. Gender-related courses have been developed in the general education centers of various universities to allow the concept of gender equality to take root and flourish in these universities and to establish just and safe university campuses in Taiwan. This study examines the introduction of gender issues into the general curriculum of universities and discusses its implications for teaching practice and the establishment of gender-equal university campuses. After reviewing related literature, the following recommendations are made for the teaching of gender issues in universities’ general curricula: (a) teaching must be devoid of gender discrimination, (b) gender awareness for teachers, (c) consideration of gender differences in the teaching field, (d) implementation of reverence for justice in the teaching field, (e) increasing students’ awareness of gender equality, and (f) fostering a teaching atmosphere of mutual respect.

Higher Education Institutions (HEIs) are critical in addressing global sustainability challenges by fostering transformative change in education, research, and societal engagement. However, the integration of sustainability into higher education remains fraught with challenges, including institutional resistance, limited resources, and a lack of interdisciplinary approaches. These barriers hinder the potential of HEIs to act as catalysts for sustainability transformations. This study aims to explore global perspectives on the challenges faced by HEIs in promoting sustainability and identify innovative solutions to overcome these obstacles. The research adopts a qualitative methodology, synthesizing findings from case studies, policy analyses, and interviews with key stakeholders from HEIs worldwide. By examining successful initiatives and adopting sustainable practices, this study identifies strategies to enhance the contribution of HEIs to the Sustainable Development Goals (SDGs). Findings highlight the importance of fostering collaboration across disciplines, securing institutional commitment, and leveraging technological advancements to mainstream sustainability. HEIs influence not only students' mindsets but also the development of policies, technologies, and societal values. Moreover, their contributions extend beyond education, providing frameworks for global sustainability efforts. The prioritizing holistic sustainability strategies, including integrating sustainability into curricula, promoting stakeholder partnerships, and ensuring long-term institutional support. By addressing these challenges and implementing innovative solutions, HEIs can become pivotal drivers of sustainable development, shaping a future that aligns with the SDGs and inspires collective global action

The researcher investigated how the teachers at the preschool integrated the vision of the preschool, educational goals, and community resources to develop and implement the local culture curriculum as well as what problems they encountered in the process. Thereafter, the researcher developed strategies that can be used to solve such problems. The researcher discovered that the most important aspects of the local culture curriculum were (1) its ability to pique the children’s interest in history and the humanities through the lens of the children’s experiences at the market, and (2) its integration of local culture and the community, specifically through interactions between young children and adults at a vegetable market. The implementation of the local culture curriculum involved the following steps: (1) establishing a thematic network; (2) planning the activities, including exploring the children’s previous experiences and adjusting the curriculum and teaching methods accordingly; (3) conducting the activities, including visiting and participating in work at the market; (4) evaluating the activities; and (5) creating thank you cards and formulating plans for store renovation. Some of the obstacles the teachers encountered in the development and implementation of the vegetable-market-themed local culture curriculum were (1) shortages of preschool teachers willing to teach outdoor courses, (2) concerns about young children’s safety, and (3) young children’s lack of experience. Finally, on the basis of my conclusion, the researcher developed the following culturally responsive education strategies: (1) integrating aspects of local culture and the community into courses, (2) situating local culture courses in learning areas, (3) developing local culture curriculum that are rich in humanities, and (4) developing local culture curriculum based on parent–teacher cooperation to overcome teacher shortages at preschools. The results of this study may serve as a reference in the development of a local culture curriculum and other strategies to cultivate young children’s cultural identities.

This study explores the role of John Dewey’s educational philosophy before and after World War I. Before World War I, Dewey’s educational philosophy emphasized individualized and socialized development for learners, importance of children’s education, and encouragement of diverse and creative educational measures. Although these views did not change significantly after World War I, Dewey reflected on the connection between education and social life to allow teachers to fulfill their social responsibilities and to integrate various social issues into teaching regimes to inspire children and create a habit of exploring experience. This study concludes that a democratic education allows children to participate in the problem–solving process, that continuous use of real social issues enhances democratic literacy for children, and that the quality of children’s education depends on teachers’ commitment to social responsibility.