Abstract: Executive functions (EF), defined as inhibitory control, working memory, and cognitive flexibility, are increasingly recognized as core predictors of early school readiness, socioemotional adjustment, and lifelong well-being. This paper synthesizes leading theoretical models and comparative international evidence to demonstrate that EF do not develop in isolation through brain maturation but rather emerge within cultural, linguistic, and institutional ecologies. By reviewing findings from Western, Asian, and Turkish contexts, the article highlights how parenting practices, classroom environments, socioeconomic disparities, and bilingual experiences shape children’s EF trajectories in distinctive ways. The contribution of this paper is twofold. First, it clarifies the main research problem: the field has relied heavily on Western-based models, with limited integration of cross-cultural perspectives and scarce systematic policy frameworks. Second, it proposes an integrative approach by linking theory, culture, and policy into a practical framework for early childhood education. This framework includes embedding EF-supportive activities into daily preschool routines, preparing teachers through short professional development modules, and incorporating EF indicators into routine assessment practices. In conclusion, the article reframes EF as dynamic and context-sensitive competencies that can be systematically nurtured in early education. By aligning theory with culturally grounded practices and policy innovations, it offers actionable pathways for strengthening school readiness and equity. Future research directions are outlined, emphasizing the need for larger cross-cultural samples and ecologically valid intervention studies that can advance both global and local understandings of EF development.

Abstract: Buddhist scriptures are composed of dialogues and have textual properties for communication. Despite the inherent attributes of scriptural texts, previous studies have primarily focused on how to translate Buddhist scriptures through literal and meaning-based translations. They have overlooked the fact that translations of the Buddhist scriptures need to be examined in terms of the seven standards of textuality: cohesion, coherence, intentionality, informativity, situationality, acceptability, and intertextuality. The purpose of this research is to examine the textuality in the translation of Buddhist scriptures. The sample targets the seven standards of textuality in the Chinese-Korean translation of the Diamond Sutra and the Sujata Sutra. A literature review and a descriptive approach are applied to analyze the sample. The findings indicate that cohesion and coherence maintain grammatical and lexical relationships in the source and target texts. Intentionality, situationality, and acceptability operate in the two texts for efficient communication. Informativity can be identified in technical terms, and intertextuality highlights the characteristics of religious texts. These findings mean that textuality operates in the Chinese-Korean translation of Buddhist scriptures. This research suggests that textuality can be a tool to examine Buddhist scripture translations. Nonetheless, the research has limitations in that it cannot represent textuality in various genres of Buddhist scripture translations. In this regard, further research is required to examine textuality in more Buddhist scripture translations.

Abstract: The shift to Open Distance eLearning (ODeL) holds transformative potential in higher education. However, pedagogical practices remain largely shaped by neoliberal ideologies that privilege efficiency, standardisation, and market-driven outcomes over equity, cultural relevance, and critical engagement. This conceptual paper confronts the urgent need to decolonise ODeL by advancing human-centred pedagogies grounded in social justice and inclusivity. The core issue examined is the disjuncture between students' diverse lived realities and the technocentric, depersonalised learning models that dominate ODeL systems. Anchored in social constructivism and decolonial theory, the paper promotes pedagogies that centre relationality, plurality, and co-creation of knowledge. Through a critical analysis of literature on neoliberalism, decolonisation and technology in education, the paper argues that while digital tools can expand access, they often entrench exclusionary logics unless purposefully reimagined. Findings underscore that decolonising ODeL entails rejecting epistemic hierarchies, challenging instrumentalist assessment models, and fostering platforms that affirm learners’ identities and intellectual agency. This paper further contributes a conceptual framework for educators and policymakers to reimagine ODeL as an inclusive, dialogic, and contextually responsive educational space. By centring local epistemologies and reorienting faculty practices, the paper outlines actionable pathways for resisting commodified education and enabling meaningful transformation.