The administration of Special Education schools is a complex field of educational leadership in which institutional accountability coexists with the need for interdisciplinary collaboration, participatory decision-making, and responsiveness to the heterogeneity of students' needs. The purpose of this study is to critically examine the shift from hierarchical and control-oriented models of administration toward collaborative, distributed, and inclusive forms of leadership, while also considering the Greek institutional framework. A focused integrative literature review was adopted, using thematic analysis of international peer-reviewed publications and relevant Greek legislative and regulatory texts. The synthesis identified six interrelated dimensions: institutional responsibility and accountability, professional participation, distributed responsibility, interdisciplinary collaboration, inclusive leadership, and inclusive school capacity. These dimensions do not constitute linear stages but interacting components of organizational transformation. The Greek institutional framework establishes structures and roles for collaboration; however, their formal provision alone does not guarantee the substantive distribution of leadership. It is concluded that effective leadership in Special Education does not require a weakening of administrative responsibility, but rather a redesign of the way in which it is exercised, so that institutional authority functions as an infrastructure for collective professional capacity and a sustainable inclusive culture.
Keywords: Special Education, educational leadership, collaborative leadership, distributed leadership, inclusive leadership, interdisciplinary collaboration, inclusive school capacity.

This study examined the relationships between human resource management, technological resource management and students’ academic achievement in public secondary schools in North Central Nigeria. A cross-sectional descriptive survey design was adopted. The study population comprised 23,134 principals and teachers in 487 public secondary schools, from which 2,313 respondents in 49 schools were sampled; 2,195 usable questionnaires were retrieved, representing a 94.9% response rate. Data were collected with the Questionnaire on Relationship between School Resource Management and Students’ Academic Achievement (QRSRMSAA), complemented by a pro-forma for harvesting students’ examination scores. The 24-item questionnaire used a four-point response scale, had a reported logical validity index of 0.80 and a split-half reliability coefficient of 0.82. Mean and standard deviation addressed the research questions, while Pearson’s product–moment correlation tested the hypotheses at the 0.05 level. Human resource management recorded a cluster mean of 3.34, while technological resource management recorded 3.37. Both human resource management and technological resource management showed positive, statistically significant relationships with students’ academic achievement (r = 0.364, p < .05 for each). The study concludes that effective management of personnel and technology is associated with stronger academic outcomes, while cautioning that the cross-sectional design does not establish causation. It recommends sustained teacher development, supportive school leadership, appropriate regulation and pedagogical use of digital technologies, and improved maintenance of ICT resources.
Keywords: human resource management, technological resource management, academic achievement, ICT, public secondary schools

Human settlements in Kenya's arid and semi-arid lands (ASALs) have undergone significant spatial and temporal change driven by rapid population growth, rural-urban migration, infrastructure development, and environmental pressures. This study focused on Central Ward in Mwingi Central Sub-County, Kitui County, where unplanned settlement growth has progressively altered land use and land cover, degraded the environment, and strained public services. The study analysed spatial and temporal changes in human settlements between 1999 and 2025, examined drivers of those changes, assessed their effects on land use and land cover (LULC), and modelled future LULC changes to 2055. Central Place Theory guided the study. A cross-sectional research design was adopted, targeting 13,151 households, four chiefs, and the Sub-County Director of Planning. Using Cochran's formula, 373 households were sampled through simple random sampling. Key informants such as chiefs and the Director of Planning were purposively chosen. Primary data were collected through semi-structured questionnaires, observation checklists, and interviews. Secondary data comprised KNBS census reports. Quantitative data were analysed using IBM SPSS version 27. Findings revealed that total households increased by 80% from 7,311 in 1999 to 13,151 in 2019, with settlement growth decelerating from 4.2% per annum between 1999 and 2009 to 2.67% between 2009 and 2019. Growth was spatially uneven, concentrated in Mwingi and Kyanika sub-locations, while Enzui recorded negative growth. Clustered settlement patterns dominated Central Ward. The study recommends integrated land use planning.

This paper simultaneously analyzes the impact of liquidity risk and global economic uncertainty on the financial stability of Vietnamese commercial banks. Based on a panel dataset of 25 listed commercial banks from 2014–2024 (275 observations) and a one-step System GMM estimation to address endogeneity, the results indicate that liquidity risk (LDR) is positively correlated with financial stability (lnZ), while global uncertainty (WUI) has a negative impact. Return on assets (ROA) is the strongest and most sustainable driver of stability, while GDP growth is negative – reflecting procyclical behavior. The positive LDR ratio, contrary to popular belief, stems from the strict supervisory mechanism of the State Bank of Vietnam. In this mechanism, the LDR simultaneously reflects both lending capacity and operational quality. Based on that, the article proposes several recommendations for commercial banks, regulators, and investors.
Keywords: liquidity risk, economic uncertainty, financial stability, World Uncertainty Index, System GMM.

The prevalence of Artificial Intelligence (AI) in today’s educational and corporate landscapes can no longer be ignored. From Wallstreet to the classroom, to other aspects of society, AI has significantly influenced all aspects of life and human experiences. Despite the perceived benefits of AI, opinion is largely divided on its implementation in the education sector. Proponents of AI argue its many benefits to education and student learning, while its opponents contend that AI could severely impact students’ academic skills and enhance academic dishonesty. Although this paper presents both perspectives, it however argues for the adoption, appropriation, and utilization of AI tools and technologies in education if schools are going to train graduates who would be competitive in the AI-driven global competitive world market. The need to balance AI in education so students understand its appropriate use is both critical and timely given that today’s education cannot thrive without AI.
Keywords: Artificial intelligence, Technology, Academic integrity, AI literacy, Digital literacy, Education, Proponents, Opponents.

This study examines the Erasmus+ training mobility of three teachers from the E.E.E.EK. of Komotini to Finland and the subsequent dissemination of the knowledge and experiences acquired. The mobility included training activities and visits to schools, through which the participants became acquainted with aspects of the Finnish education system and different approaches to school organisation, the adaptation of teaching to students’ needs, and their active participation. Following their return, dissemination activities were carried out within the school and the wider educational community. The study is organised as a case study and draws on observation, training activities, and the evaluation of both the mobility and the dissemination activities. The Kirkpatrick model is used to assess the participants’ experience. The results indicate a positive evaluation of the mobility and dissemination activities, which contributed to informing teachers and created opportunities for discussion and professional reflection. The study thus highlights the potential of European mobility to move from individual experience to the dissemination of knowledge within the school community.
Keywords: Erasmus+, IKY, professional development, Special Education

Many dominant trauma models assume that safety can be established before trauma processing begins. This assumption is often invalid in contexts marked by displacement, chronic violence, and persistent threat. For many individuals, trauma is not a past event but an ongoing physical, relational, and existential reality. Existing stage-based and event-focused frameworks frequently fail to account for the state-dependent nature of trauma presentations, where individuals may demonstrate regulation and competence in some contexts while remaining significantly dysregulated in others, sometimes within the same session. This paper presents EMBER-T, an integrative trauma formulation framework designed to support ethical clinical decision-making when trauma persists rather than resolves. EMBER-T conceptualizes trauma presentation across five dynamic, interrelated domains: Embodied Activation, Meaning Making, Breaks in Connection, Endurance-Oriented Identity Work, and Reclamation and Re-Patterning. Central to the framework is the concept of Trauma Endurance, the capacity to maintain functioning, dignity, and relational connection despite unresolved and ongoing threat. EMBER-T is not a treatment protocol or a replacement for evidence-based interventions. It functions as a meta-framework that assists clinicians in evaluating readiness, pacing, and the ethical sequencing of interventions when standard readiness conditions cannot be assured. Drawing on polyvagal theory, attachment theory, narrative approaches, existential psychology, and Ubuntu-informed relational perspectives, the framework addresses a critical gap in trauma care for humanitarian, displacement, and ongoing-threat contexts. Clinical illustrations and identity mapping tools are included to support practical application.
Keywords: trauma formulation, complex trauma, trauma endurance, ethical sequencing, ongoing threat.