Rebecca Vukovic, in her article, argues that although almost 90% of teachers in OECD's TALIS 2018 study reported that they liked their profession, only a few reported that they think they were valued by the society. In this article, the author goes on to disseminate findings from the TALIS 2018 study to highlight teachers' views on different aspects of their profession.

The author in the article assesses the impacts of the ongoing pandemic crisis by the COVID-19 virus. The article proposes mitigation strategies to adapt to the given situation to minimize the negative impacts on educational practices and learning, such as making use of technology to continue teaching and learning practices, empowering teachers and encouraging innovation, and maintaining the social fabric of schools in the society.

Jenny Anderson and Amanda Shendruk disseminate results of Programme for International Student Assessment (PISA) for its 2018 cycle under various themes across countries. They emphasize that similar to the previous cycle of PISA, China and Singapore ranked top in math, science, and reading. The article also stated that Estonia performed significantly better than its performance in the prior cycle.

Authors Louis Volante and Francesca Borgonovi looks back into the long discussed topic of gender disparity in learning outcomes. They refer to the recent PISA studies and convey that things are changing, and the gap is closing up. However, the interesting problem is that, it is not the boys who are necessarily doing better, rather it is the performance of the girls that has declined.

In this article author Adam Carey explain how the gap of schooling quality between the wealthy and the poor is increasing over time with respect to teacher shortages. Research shows that students from disadvantaged schools  are more than five times more likely to have their learning disrupted due to teacher absenteeism.