| Designing adaptive lessons with GenAI to meet diverse learning preferences |
20.500.14069/1200 |
34 |
28 |
235 |
0.14 |
0.12 |
| Mar 2026 |
3 |
| Apr 2026 |
4 |
| May 2026 |
5 |
| Jun 2026 |
7 |
| Jul 2026 |
1 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
5 |
| Apr 2026 |
7 |
| May 2026 |
7 |
| Jun 2026 |
5 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| Canada |
5 |
| Nepal |
4 |
| South Africa |
4 |
| Australia |
3 |
| India |
3 |
| Kenya |
3 |
| 10 others |
15 |
|
| Enhancing differentiated classroom instruction through targeted CPD initiatives |
20.500.14069/1196 |
29 |
30 |
235 |
0.12 |
0.13 |
| Mar 2026 |
3 |
| Apr 2026 |
10 |
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
6 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
7 |
| Apr 2026 |
11 |
| May 2026 |
1 |
| Jun 2026 |
2 |
| Jul 2026 |
2 |
| Aug 2026 |
1 |
| Sep 2026 |
5 |
|
| United States |
9 |
| United Kingdom |
5 |
| Malaysia |
5 |
| Ireland |
2 |
| South Africa |
2 |
| Australia |
1 |
| 5 others |
5 |
|
| Overcoming Mathematics anxiety through CPD interventions and implementation |
20.500.14069/1197 |
49 |
31 |
235 |
0.21 |
0.13 |
| Mar 2026 |
6 |
| Apr 2026 |
12 |
| May 2026 |
4 |
| Jun 2026 |
3 |
| Jul 2026 |
5 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| Mar 2026 |
4 |
| Apr 2026 |
10 |
| May 2026 |
8 |
| Jun 2026 |
4 |
| Jul 2026 |
0 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
|
| United Kingdom |
16 |
| Nigeria |
11 |
| United States |
8 |
| Anguilla |
4 |
| Grenada |
2 |
| Kazakhstan |
2 |
| 5 others |
6 |
|
| The impact of OSS modules on teacher effectiveness |
20.500.14069/1195 |
1 |
8 |
235 |
0.00 |
0.03 |
| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
0 |
| Apr 2026 |
6 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
1 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
|
| Using mindfulness-based interventions to reduce stress and anxiety among students |
20.500.14069/1202 |
54 |
27 |
235 |
0.23 |
0.11 |
| Mar 2026 |
2 |
| Apr 2026 |
7 |
| May 2026 |
9 |
| Jun 2026 |
7 |
| Jul 2026 |
6 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
|
| Mar 2026 |
0 |
| Apr 2026 |
3 |
| May 2026 |
1 |
| Jun 2026 |
2 |
| Jul 2026 |
14 |
| Aug 2026 |
2 |
| Sep 2026 |
1 |
|
| Nigeria |
24 |
| United Kingdom |
11 |
| Kazakhstan |
5 |
| Philippines |
4 |
| Indonesia |
3 |
| United States |
3 |
| 3 others |
4 |
|
| Examining the impact of social-emotional learning on academic achievement through CPD |
20.500.14069/1198 |
14 |
10 |
235 |
0.06 |
0.04 |
| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
2 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
0 |
| Apr 2026 |
5 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
1 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| United Kingdom |
5 |
| United States |
3 |
| Kazakhstan |
2 |
| South Africa |
2 |
| China |
1 |
| India |
1 |
|
| The effect of social media on the learning environment - can AI provide part of the solution? |
20.500.14069/1199 |
34 |
23 |
235 |
0.14 |
0.10 |
| Mar 2026 |
6 |
| Apr 2026 |
11 |
| May 2026 |
1 |
| Jun 2026 |
2 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
3 |
| Apr 2026 |
12 |
| May 2026 |
3 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
|
| United Kingdom |
6 |
| United States |
5 |
| Kazakhstan |
4 |
| Canada |
3 |
| Netherlands |
3 |
| South Africa |
3 |
| 7 others |
10 |
|
| Exploring the impact of screencasting on blended learner-centred education |
20.500.14069/1201 |
0 |
8 |
235 |
0.00 |
0.03 |
| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
4 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
2 |
| Apr 2026 |
4 |
| May 2026 |
1 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| United Kingdom |
2 |
| United States |
2 |
|
| Integrity: An ethical perspective of a leader for social improvement |
20.500.14069/1191 |
15 |
15 |
235 |
0.06 |
0.06 |
| Mar 2026 |
2 |
| Apr 2026 |
0 |
| May 2026 |
1 |
| Jun 2026 |
0 |
| Jul 2026 |
1 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
|
| Mar 2026 |
5 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
3 |
| Jul 2026 |
1 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
|
| United Kingdom |
5 |
| Lithuania |
2 |
| Philippines |
2 |
| Qatar |
2 |
| Indonesia |
1 |
| India |
1 |
| 2 others |
2 |
|
| All the school's a stage: Improving attainment through drama as pedagogy and reflective marking |
20.500.14069/1192 |
17 |
18 |
235 |
0.07 |
0.08 |
| Mar 2026 |
6 |
| Apr 2026 |
0 |
| May 2026 |
1 |
| Jun 2026 |
1 |
| Jul 2026 |
2 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| Mar 2026 |
8 |
| Apr 2026 |
1 |
| May 2026 |
2 |
| Jun 2026 |
2 |
| Jul 2026 |
2 |
| Aug 2026 |
3 |
| Sep 2026 |
0 |
|
| United Kingdom |
12 |
| Turkey |
2 |
| Ireland |
1 |
| Nepal |
1 |
| Slovenia |
1 |
|
| Impact of gender stereotyping on performance in English at Anderson School |
20.500.14069/1194 |
17 |
15 |
235 |
0.07 |
0.06 |
| Mar 2026 |
1 |
| Apr 2026 |
1 |
| May 2026 |
4 |
| Jun 2026 |
6 |
| Jul 2026 |
1 |
| Aug 2026 |
1 |
| Sep 2026 |
1 |
|
| Mar 2026 |
5 |
| Apr 2026 |
0 |
| May 2026 |
1 |
| Jun 2026 |
2 |
| Jul 2026 |
1 |
| Aug 2026 |
4 |
| Sep 2026 |
0 |
|
| United Kingdom |
7 |
| Italy |
5 |
| Zimbabwe |
3 |
| Brazil |
1 |
| Qatar |
1 |
| United States |
1 |
|
| Exploring distributed leadership among teachers |
20.500.14069/1193 |
16 |
20 |
235 |
0.07 |
0.09 |
| Mar 2026 |
0 |
| Apr 2026 |
1 |
| May 2026 |
0 |
| Jun 2026 |
4 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
1 |
| Apr 2026 |
5 |
| May 2026 |
0 |
| Jun 2026 |
4 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| United Kingdom |
7 |
| Sri Lanka |
4 |
| Philippines |
3 |
| Iran |
2 |
|
