International Journal of Innovation in Education (5 papers in press)

Regular Issues

• Generative AI and assessment in higher education: opportunities and challenges  
  by Mohamed Atef, Asmaa Hosni 
  Abstract: This paper offers a narrative integrative review focusing specifically on generative artificial intelligence (GenAI) and assessment in higher education. We integrate international reviews of AI in education, recent work on GenAI and academic integrity, and empirical studies of GenAI and AI literacy, including research from the UAE. Using an assessment systems perspective to frame GenAI, we develop a set of design principles for AI-aware assessment: treating GenAI as a partner rather than a replacement; redesigning tasks and grading processes to enhance transparency and process visibility; embedding AI literacy and ethics into curricula; and explicitly attending to equity and environmental and infrastructural constraints. We argue that the central question is no longer whether GenAI will be present in assessment but how can higher education institutions design assessment frameworks that maintain integrity, support learning, and align with broader educational and societal values.
  Keywords: generative AI; LLMs; large language models; assessment; academic integrity; higher education.
  DOI: 10.1504/IJIIE.2026.10077136
   
  
• Emotional intelligence in early childhood education: theoretical foundations and classroom integration strategies  
  by Archana Pujar 
  Abstract: Emotional Intelligence (EI) has emerged as a foundational construct in early childhood education, influencing childrens social competence, behavioural adjustment, academic readiness, and long-term psychological well being. The preschool years (ages 36) represent a critical developmental window for emotional awareness, regulation, empathy formation, and interpersonal skill acquisition. Within this formative period, teachers function as primary agents of emotional socialisation in structured learning environments. This paper presents a comprehensive theoretical and conceptual analysis of the role of teachers in fostering Emotional Intelligence in preschool settings. Drawing upon major theoretical models Mayer and Saloveys Ability Model, Golemans Mixed Model, Bar-Ons Emotional-Social Intelligence Model, and Vygotskys socio-cultural theory the paper proposes a structured conceptual framework linking teacher competencies, pedagogical practices, and child EI outcomes. Detailed classroom strategies, developmentally appropriate activities, and implementation mechanisms are presented to support systematic integration of EI into preschool pedagogy.
  Keywords: emotional intelligence; early childhood education; preschool education; social-emotional learning; early childhood pedagogy; teacher role.
  DOI: 10.1504/IJIIE.2026.10079401
   
  
• Entrepreneurship projects to reduce school absence  
  by Vegard Johansen, Tuva Schanke 
  Abstract: Reducing school absence remains a major educational challenge, given its strong links to lower academic progress, reduced well-being, and higher dropout rates. This mixed-methods study examines whether interdisciplinary, long-term entrepreneurship projects can help reduce absence in upper secondary school (USS). Survey data from 5002 students across five European countries are complemented by student group interviews, providing qualitative insights into how collaborative entrepreneurship experiences may enhance engagement, motivation, and attendance. Multivariate analyses indicate that students involved in entrepreneurship projects have significantly lower absence and are less likely to exceed the high-absence threshold than their peers. Although the difference is modest, it remains meaningful, as even small reductions in absence can positively influence students development, well-being, and academic progress. These findings suggest that entrepreneurship projects may be one of several factors contributing to improved attendance in USS.
  Keywords: project-based learning; entrepreneurship project; mini-company; school absence; attendance; USS; upper secondary school; survey; group interview.
  DOI: 10.1504/IJIIE.2026.10079584
   
  
• Parents view on the role of entrepreneurship education in schools  
  by Tuva Schanke 
  Abstract: Entrepreneurship education (EE) is widely implemented in schools across Europe. EE develops students entrepreneurial knowledge, skills, and mindsets by teaching about entrepreneurship (theory), for entrepreneurship (practical skills), and through entrepreneurship (learning method). While numerous studies have examined the perspectives of students, teachers, and school leaders, the views of parents have received comparatively little attention. This study seeks to address that gap by exploring parental views toward EE in compulsory schooling. The research surveyed 3238 parents from four countries, asking them to respond to 10 statements related to EE. Overall, the findings revealed that parents hold a moderately positive attitude toward EE. Parental support tends to be strongest when EE is practical, connected to real-life experiences, and embedded within vocational studies at the secondary school level. Parents with entrepreneurial experience, as well as those who have previously experienced EE, showed greater support for it.
  Keywords: entrepreneurship education; compulsory education; secondary school; parents; survey; entrepreneurial experience; real-life experience.
  DOI: 10.1504/IJIIE.2026.10079598
   
  
• A perspective management of framework child-friendly school ECE: how to integrate infrastructure, learning method, and human capital?  
  by Gita Hindrawati, Inayah, Iwan Hermawan, Suharmanto, Jati Nugroho 
  Abstract: The phenomenon of bullying and violence in the school environment provides a space for challenging solutions. A preventive approach to the solution can be achieved by improving teaching management and considering schools as the last bastion of personality development. This study aims to integrate the elements of the child-friendly schools (CFSs) concept into a comprehensive framework. The method used in this research is a qualitative one, involving 13 informants from the profession of school principals and the Education Department. Using the Innovation Education Theory perspective. The findings of this study build on the integration of the elements involved in CFS, such as infrastructure, which refers to technology, culture, and structure. Meanwhile, learning methods require social cognitive aspects, induction from innovative learning, and adherence to social norms. Besides, the human capital aspect refers to the need for educational competency, linearity of background, technology and professional ethics.
  Keywords: infrastructure; learning method; human capital; capability-based view; conceptual framework; ECE; early childhood education.
  DOI: 10.1504/IJIIE.2027.10080167