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...Economics (CEE, 2018): ‘Making lessons fun does not help students to learn’. Fun is considered unnecessary with little value for many institutions, mainly due to the belief that strict traditional teaching methods are the most effective, even those that are not enjoyable for students. Conversely, other researchers have identified the positive impacts of fun in...

...economic hardship, he made significant progress in numeracy, while literacy gains were modest and he has not yet graduated. However, his social-emotional development shows strong indicators – he engages actively, collaborates with peers, and confidently asks questions. In contrast, a 9-year-old girl in Zimbabwe, despite regular attendance and a sense of belonging within...

...economic deprivation, minoritised ethnic groups and younger people. In listing these categories, the danger becomes one of approaching diversity and inclusion in terms of single dimension identity, failing to take account of multiple, overlapping identities. Such ‘intersectionality’ prioritises a need for researchers to be aware of differences across and within groups...

...economic liberalisation in 1991. Delhi conjures up metaphors typical of the urban: modernity, prosperity, worldliness and liberal lifestyles on the one hand and corruption, crime, violence, ignorance and racial conflict on the other (for studies on Delhi’s contemporary urbanity, see Sundaram, 2010; Ghertner, 2011; DuPont, 2011; McDuie-Ra, 2012; Dasgupta, 2014;...

...economic growth. These elements are interconnected and all are crucial for the well-being of individuals, societies and economies. The 17 Sustainable Development Goals (SDGs) were adopted by the UN in 2015 as a call for action by all countries to mobilise to end all forms of poverty, fight inequalities and tackle climate change, ensuring no-one is left behind. The SDGs...