Current Issue

All articles published in this issue have undergone a thorough peer review process, and stringent checks for repetition rates have been implemented to ensure the integrity of the content.

Total number of articles in this issue: 3
Total number of pages in this issue: 18

For inquiries regarding the content of specific articles, please feel free to contact the respective authors via their provided email addresses. For questions related to the journal itself, please reach out directly to SUAS Press.

Year

2024

Volume

1

Number

2_Spec

Status

Archived

Published

2024 December 20

Articles

Open Access Research ArticlePublished 20 December 2024

Research on Different Need Theories in Pedagogy

Bruno Ernandes·da Silva Lemos

This paper delves into the application and significance of various need theories within the realm of pedagogy. By exploring Maslow's Hierarchy of Needs, Alderfer's ERG theory, and McClelland's Achievement Need Theory, it aims to provide educators with a comprehensive understanding of students' needs. This understanding is crucial for creating effective educational environments, enhancing teaching - learning processes, and promoting students' overall development. Through in - depth analysis of these theories, this research offers insights into how to better meet students' diverse needs in educational settings.

Disciplines:Educational PsychologySubjects:Learning MotivationReferences:10

DOI10.70393/6a6574.323538ARKark:/40704/JET.v1n2spec01
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Open Access Research ArticlePublished 20 December 2024

The Reform of the British Education System: Current Situation, Issues, and Countermeasures

Jeffery Tate

This paper delves into the reform of the British education system, analyzing its current reform initiatives and implementation status. It then examines the emerging issues, such as unequal distribution of educational resources, controversies over curriculum standards, and pressure from the examination system. In response to these issues, a series of countermeasures are proposed, including optimizing resource allocation, improving curriculum standard - setting, and reforming the examination and evaluation system. The aim is to provide references for the further improvement and development of the British education system, promoting the enhancement of educational quality and the realization of educational equity.

Disciplines:Educational PolicySubjects:Education ReformReferences:14

DOI10.70393/6a6574.323539ARKark:/40704/JET.v1n2spec02
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Open Access Research ArticlePublished 20 December 2024

A Comparative Study of British and American Educational Philosophie

Shudao Chen

This paper conducts an in - depth comparative study of British and American educational philosophies. By analyzing and contrasting the two countries in aspects such as educational goals, curriculum settings, teaching methods, and evaluation systems, it reveals the underlying cultural, historical, and social factors. The findings aim to provide valuable references and inspiration for the educational reform and development in other countries.

Disciplines:Educational PhilosophySubjects:Educational AimsReferences:14

DOI10.70393/6a6574.323630ARKark:/40704/JET.v1n2spec03
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Copyright © 2026 The Author(s). Published by Southern United Academy of Sciences.
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Journal of Educational Theory (JET)
Published by Southern United Academy of Sciences Limited ISNI: 0000000512776460, operated by the Publications Division.