Archives

• Teacher Readiness and Reform in the Era of Digital and Curriculum Transformation

  Vol. 1 No. 1 (2026)

  This inaugural issue of NGT-HD brings together five studies examining how teachers navigate readiness, competency, and acceptance amid ongoing curriculum, assessment, and digital transformation. The collection spans multiple methodological traditions, from a SWOT-based survey of teacher readiness for coding and artificial intelligence integration, a systematic review of educator acceptance of curriculum and assessment reforms, and a bibliometric mapping of adaptive soft-skill curriculum research, to a training needs analysis in resource-constrained schools and a classroom-based correlational study of 21st-century skills through a STEM approach. Beyond the dominant focus on digital and policy readiness, this issue foregrounds two perspectives that remain comparatively underexplored in the broader literature: the equity dimension of teacher development in resource-limited contexts, and the affective and socio-emotional gaps identified in current curriculum research. Together, these contributions reflect NGT-HD's commitment to advancing reflective, evidence-based, and contextually responsive teacher professional education as a foundation for human development.