The Super Smart Society, in a literal translation of Society 5.0, uses IoT, Augmented Reality, Artificial Intelligence and Robotics, for the development and inclusion of individuals in situations of social vulnerability, in Brazil. The objective is to present the reflections on the teaching-learning process, from the digital information and communication technologies in education (TDICE) combined with the socio-emotional skills for teacher training for an evaluation of meaningful learning and the reflective curriculum that take into account the integral formation of the student in Brazilian schools, through a Teaching Methodology, namely the Fedathi Sequence. This is a qualitative research of exploratory procedures. To this end, bibliographic studies are carried out on documents, articles in qualified journals, theses and dissertations on the Capes platform. The main field of study is in the public school with students and teachers from the elementary school. The results indicate that teachers and students in situations of social vulnerability need to democratize access to TDICE and this involves changes in assessment and curriculum. The relevant themes are considered, and, thus, it is intended to expand the study, for which it is supported by the research support by the Ceará Foundation for Research Support (Funcap), which articulates improvements for education that reverberate in the teaching-learning process.

Teachers play a crucial role in students’ learning and school improvement. Hence, this paper investigates the selection assessments used for teacher selection. The selection assessments and process aim to predict future performance and ensure high teaching quality in schools. This study examined the teacher selection process in centralized education systems. Greece was identified as a case study, since it is a highly centralised system. This study had two key research questions:

a) What criteria and methods assessing teaching quality have been used in Greece for the selection of elementary school teachers?

b) How valid are these assessments for teacher selection?

Analysis of policy documents and legislation in Greece was conducted to identify the criteria and methods that have been used for hiring decisions since 2000. This stydy focused only on state-funded schools because the study was interested in the centralised hiring processes. Furthermore, approximately 95% of schools in the country are state-funded.

This paper will present the different methods and criteria identified. The usual selection criteria identified in policy documents were the subject and pedagogical knowledge, the academic qualifications and the previous teaching experience. A standardised assessments and a hiring process based solely on years of teaching experience were used, whilst now there is a ranking system.

Following the presentation of the results of the qualitative content analysis, an interdisciplinary discussion will explore the validity of these assessments for predicting teaching quality. Evidence both from education research and human resources literature were used to evaluate each of the assessments and selection criteria.

This study recommends that these assessments should focus solely on the important purpose of selection. A combination of different assessment methods and criteria is recommended. Finally, more research is needed to investigate the teacher selection methods and predict future teaching quality.

In teaching and learning processes, error has long been considered negative, hindering its transformation towards more positive and constructivist horizons. Recent studies, however, emphasise its educational value, seeing it as a crucial step in the learning process and in the professional development of teachers.

Indeed, the ability to manage and transform errors is a key competence for teachers' professional development, as highlighted in international education policies promoting equitable assessment and inclusive learning.

The research explores the effectiveness of the "mediation model" in managing error into learning opportunities for teachers in initial and in-service training. The model analyses error by considering content meaningfulness, learner competence and didactic intentionality, offering a multi-level approach that connects learning content with organisational strategies.

Conducted at the University of Bergamo during the 2022-23, the study involved 21 students and 7 internship tutors from the Primary Education Sciences course. The training was structured into three phases: stimulus, case analysis and feedback of the interventions. The research focused on the mediation model’s effectiveness in developing systemic knowledge and a multi-level approach to error. Data were collected through reports and analysed using MAXQDA software.

The results show the mediation model effectively helps teachers analyse errors and manage interventions at multiple levels, promoting an understanding of personal (students' preconceptions) and environmental (formulation of assessment evidence) factors.

This approach reflects the international community's increasing focus on fair and inclusive assessment. Although further research with larger samples is needed to confirm these findings, the study highlights the importance of fostering positive and professionally prepared teacher attitudes towards students' experiences of error in the context of 'for learning' teaching and assessment. The research fits into the "Curriculum Design for Equitable Teaching" strand as it highlights how a constructive approach to error can improve teaching practice and promote greater equity in teaching and assessment.