ABSTRACT
Inclusive schools aim to provide quality education to all students, from kindergarten to secondary school, taking into account their individual characteristics and special educational needs. The reception and education of students with special educational needs requires formalization and regular monitoring. Inclusion has become a catchword in today's educational world, encompassing not only the integration into school of students with disabilities, but also of students from diverse backgrounds, whether cultural, socioeconomic or otherwise. The purpose of this exploratory study is to assess the barriers and opportunities for the implementation of the policy of school inclusion of children with disabilities in Cameroon from the point of view of the different actors directly involved in this policy. It was conducted with reference to Grounded Theory (Strauss & Corbin, 1990). The results reveal four main barriers: (a) equipment, infrastructure and care for children with disabilities, (b) teacher training, (c) the inadequacy of pedagogical practices with respect to the needs of students with disabilities, (c) the limits of Cameroonian government policies in implementing the right to education, and (d) stigmatizing representations and beliefs present in Cameroonian socie308-316 FTcty. The results show the conditions associated with the success of inclusive education, especially the human resources and the school environment that are necessary to implement inclusive education.

ABSTRACT
This systematic review explores the research trends of Creative Problem-Solving Ability (CPSA) of adolescents in school from 2010-2024, using the guidelines of PRISMA. The review considered 27 of the selected research literature found in databases of Scopus, Elsevier, ProQuest, and Sage. Findings suggest interest in CPSA continues to grow in academia for the years 2019-2021, and research utilizing quantitative methods (88.9%) and a cross-sectional design (63%) were most prevalent. Studies commonly utilized surveys as an approach to conducting research as well as random sampling to create the samples used. Studies primarily examined college level students, followed by elementary, and secondary. Although research on CPSA can be found in many countries, Indonesia touted the most research output on CPSA over the years, with India, and Turkey following. The review found collaborative learning models, project-based learning models, and seamless learning environments to be an effective means to increase CPSA. The review identified the lack of qualitative research focusing on CPSA, and the necessity of research that was culturally contextualized or included diverse populations. The review established the imperative role CPSA plays in developing critical thinkers, adaptability, and academic success in all learners, and demonstrated the need for further research inclusive of varied methodologies to further develop adolescents' creative capacities around the world.

ABSTRACT
In the era of rapid AI development, optimizing the integrated talent cultivation model of 'learning, research, and application' to meet the demands of the new era has become a critical issue. This paper uses the business administration major as a case study to explore the application of AI technology in this model. It first examines how AI technology enhances the learning, research, and application processes, including intelligent optimization of the learning process, innovative support for research, and deepening practical applications. The paper then constructs an AI-based talent cultivation model. The study also highlights practical challenges, such as technical integration barriers, difficulties in dynamically adjusting the training model, and the imperfections in multi-party collaboration mechanisms The war puts forward the optimization strategy, that is, deepening technology integration, realizing dynamic adjustment and continuous improvement of training mode, expanding multi-party cooperation, providing theoretical and practical basis for cultivating high-quality talents with innovation ability and practical ability, and promoting the high-quality development of business administration education.

ABSTRACT
This paper focuses on studying the theoretical foundations and assessing the feasibility of applying the OTSM–TRIZ theory to develop problem-solving competence for primary school students through Science teaching. Based on a review of relevant literature, the study clarifies the nature of the OTSM–TRIZ theory, the role of problem-solving competence in the 2018 General Education Curriculum, and the potential for integrating OTSM–TRIZ principles into primary school Science instruction. To evaluate its practical feasibility, the research team conducted a survey with 139 primary school teachers using a five-point Likert scale. The results show that most teachers highly appreciate the relevance and potential effectiveness of OTSM–TRIZ, while also noting some challenges related to professional expertise and implementation conditions. From these findings, the paper proposes directions to support the application of this theory in educational practice.

ABSTRACT
Upole ni mojawapo ya mitindo ambayo watu hutumia ili kufikia azma zao za mawasiliano. Utafiti huu ulilenga kuchunguza athari zinazotokea kwa kutumia au kutotumia mikakati ya upole katika mawasiliano. Ni utafiti wa kithamano uliofanyika katika kaunti ndogo ya Mbooni, kaunti ya Makueni, nchini Kenya. Nadharia ya upole ilitumika kama kielelezo. Ili kupata watafitiwa walio na sifa za kudhihirisha uwezo wa kujibu maswali ya utafiti, usampulishaji wa kimakusudi ulitumika. Mahojiano na uchunzaji ndizo mbinu zilizotumika kukusanya data. Data iliyopatikana ilihawilishwa kutoka kwa lugha ya Kikamba hadi ya Kiswahili kwa kutumia tafsiri huru. Data hii iliweza kusimbwa kwa ajili ya uchanganuzi. Uchanganuzi wa data ulihusisha uhakiki wa kina wa majibu ya wahojiwa na baadhi ya kauli za wahudumu wa bodaboda na abiria. Uchanganuzi huu ulinuia kuonyesha athari za kutumia au kutotumia mikakati ya upole kwa mawasiliano ya wahudumu wa bodaboda na abiria. Matokeo ya utafiti huu yalionyesha kuwa matumizi ya mikakati ya upole huwa na athari chanya kwa mawasiliano kama vile; kudumisha heshima, kuleta athari ya raghba, kuokoa muda, kufanikisha mawasiliano, kupoza hisia za hasira na kujenga mahusiano thabiti kati ya wahudumu wa bodaboda na abiria. Kwa upande mwingine ukiukaji wa matumizi ya mikakati ya upole ulidhihirisha athari hasi kwa mawasiliano kama vile kutishia uso wa msikilizaji na kukatika kwa mawasiliano. Utafiti huu una mchango muhimu katika nyanja za mawasiliano hasa kwa kuimarisha maingiliano ya wahusika katika muktadha wa uchukuzi na mawasiliano ya jamii kwa jumla.

ABSTRACT
This study aims to develop a theoretical framework and conduct experimental research on organizing training activities to enhance the skills of Special Education students in designing Individualized Education Programs (IEPs) during their practicum and teaching internships. Based on an analysis of theoretical foundations and practical requirements, the research proposes a 15-step procedure for implementing skill development activities tailored to the professional characteristics and training needs of Special Education students. The experimental phase was carried out in two cycles to evaluate the feasibility and effectiveness of the proposed intervention. The results demonstrated significant improvements in students’ abilities to develop IEPs after the intervention, contributing to the enhancement of teacher training quality and the preparation of future educators capable of meeting the needs of students with disabilities in the context of current educational reforms.

ABSTRACT
Over the past two decades, STEM education (Science, Technology, Engineering, and Mathematics) has undergone significant transformations, especially in the field of pre-service teacher training. This systematic review analyzes prominent international STEM teacher education models from 2005 to 2025, aiming to identify effective pedagogical structures, interdisciplinary integration strategies, and competency assessment frameworks. Using the PRISMA protocol, 42 peer-reviewed articles from North America, Europe, Asia, and Australia were selected and analyzed. The models examined include UTeach (USA), NIE STEM (Singapore), STEM Studio (Australia), TPACK–PBL (South Korea), and STEM-TP (Europe). Findings highlight common features such as early teaching practice, inquiry-based learning, technology integration, and competency-based assessment. The article proposes policy implications and strategic recommendations for Vietnam, including the development of a 5C-AI competency framework and the establishment of STEM labs in teacher training institutions.