Transgender and gender-expansive (T/GE) youth, who are Black, Indigenous, and Persons of Color (BIPOC), are at the crux of multiple marginalized identities and experience multiple forms of marginalization stress. Microaggressions are particularly potent, often covert acts of oppression that activate the stress response, and occur both in the counseling environment and in the counselor education classroom. Counselors-in-training (CIT) may benefit from a structured case conceptualization framework that integrates antioppressive pedagogy (AOP) with an approach to case formulation that is concrete and accessible to CITs. This teaching brief provides counselor educators with an antioppressive case conceptualization framework (ACCF) for use during fieldwork. Readers are also provided with classroom strategies to model antioppressive practices and address microaggressions in the classroom.

This study aims to establish a framework for the use of Intelligent Tutoring System (ITS) in primary school mathematics education based on the existing literature and to reveal its role in the learning process. To this end, a systematic literature review was conducted. Following the PRISMA approach, a total of 24 articles published between 2005 and 2025 in the WoS, Scopus, EBSCOhost, and ERIC databases were analysed. The results indicate that the use of ITS in primary school mathematics education predominantly focuses on the Numbers and Operations learning domain. It was determined that a majority of the studies were conducted using quantitative and design based research designs. The results demonstrate that the integration of ITS enhances students’ academic achievement, problem-solving skills, and learning motivation. Furthermore, individualized, and adaptive learning opportunities were identified as the most significant advantages of use of ITS in primary school mathematics education. However, some of the studies reported that the competitive features embedded in the system occasionally led to decreased student motivation. Additionally, the results suggest that ITS contribute to reducing teachers’ workload.

This study examines the extent to which fascia-based exercises can be pedagogically integrated into the Ministry of National Education (MoNE) Individual Voice Training curriculum, with particular focus on the “Teaching–Learning Practices” related to preparing the body for singing. The primary aim is to analyze existing curricular practices through the lens of contemporary fascia science and movement-based pedagogy, and to propose a structured, sustainable integration framework aligned with international literature. Using a qualitative document analysis design, official MoNE Individual Voice Training curricula implemented from Grades 1 to 8 were systematically reviewed. Preparatory practices related to bodily warm-up, posture, breathing, diaphragm use, vocal warm-up, and articulation were examined through predefined analytical criteria and interpreted using descriptive analysis.Findings indicate that while the curriculum consistently emphasizes preparing the body for singing, these practices are not conceptualized within an explicit fascia-based or movement-oriented pedagogical framework. In particular, the interpretation of “upright posture” as static and rigid poses potential risks for breath coordination, bodily fluidity, and vocal resonance. However, the strong emphasis on breathing and diaphragmatic work provides a viable entry point for fascia-based integration. The study proposes a concise, four-stage fascia-based preparation protocol, dynamic mobilization, breath–movement coupling, multi-planar/cross-body coordination, and transition to phonation, that preserves existing curricular goals while enhancing effectiveness, vocal health, and sustainability. This research contributes to voice pedagogy by offering the first literature-informed, fascia-based integration model for primary and lower secondary voice education within the Turkish national curriculum (Grades 1–8).