The study reconceptualizes classroom assessment as a driver of teacher reflection and professional growth, introducing a structured reflection method that makes teachers' thinking visible and open to change.

A new study published in ECNU Review of Education provides compelling evidence that targeted teacher training in social–emotional learing (SEL) can significantly improve classroom quality and support young children's social–emotional development in Pakistan.

Hosted by the Shanghai Municipal Institute for Lifelong Education (SMILE), the May working meeting of the “BRICS+” Joint Laboratory on Climate Change Education and Green Development brought together scholars and practitioners from across the Global South. Participants welcomed new members, shared emerging research and practical experiences, reviewed ongoing initiatives, and explored future opportunities for collaboration, which further strengthens international cooperation in climate education, green development, and sustainable futures.

A new Special Report in the journal BioScience introduces the Scientist Network for Advancing Policy (SNAP), a student-led nonpartisan grassroots coalition founded in 2025 to empower early-career researchers to engage with science policy, advocacy, and public communication. The report details the ways in which SNAP is reshaping the role of scientists in their communities.