Keyword: education

ABSTRACT: This study provides a comprehensive investigation of how primary school teachers in the Marrakech-Safi region of Morocco integrate information and communication technologies (ICTs) into their assessment practices. Gathering data through a questionnaire
disseminated via email, the research garnered 346 valid responses, indicating a modest implementation of ICTs in assessment processes, with a small fraction of teachers applying them consistently. Interestingly, the findings demonstrate that experienced educators are more inclined to employ ICT in assessments. Despite the prevalent practice of offering eAssessment training to Moroccan primary school teachers as a means to bolster their capabilities in technology-enhanced assessment, such professional development has not been a significant factor in encouraging the use of ICT-based assessment tools among teachers who do not already utilize them. The investigation also delves into the types of eAssessment methods employed, including interactive tests, simulations, and problem-solving activities. The research underscores the necessity for additional exploration and support systems to advance effective ICT adoption in educational assessments. The research has substantial implications for the enhancement of educational assessment practices, informing policy-makers and practitioners about the current state of eAssessment and guiding future efforts to optimize the evaluation of student knowledge in a digital era.

ABSTRACT: This narrative review critically examines the application of gamification in higher education. Gamification, the integration of game elements into learning, is increasingly used to enhance student engagement and motivation. However, the effectiveness of gamification depends on its alignment with learning objectives. Superficial use of game elements, such as irrelevant badges, can hinder meaningful learning outcomes. Moreover, over-reliance on extrinsic rewards can lead to short-term motivation but may compromise deep learning. Additionally, a competitive culture fostered by gamification might hinder collaboration and stress individual achievement. To harness gamification’s benefits, educators must carefully design game mechanics to promote collaboration, select suitable activities, and consider diverse learning styles. This review underscores the need for thoughtful integration of gamification and the importance of evaluating its impact on pedagogical goals in higher education. The article concludes by providing implications for research and practice.

ABSTRACT: With the increasing inclusion of STEM activities across the K–12 curriculum, it is vital for educators to understand barriers and resistance to learning each of the elements of STEM: science, technology, engineering, and math. Anxiety and self-efficacy for students and teachers have been identified as causes of STEM avoidance; however, this research is not distributed evenly across the elements. Therefore, this study documents potential causes for anxiety of each element, followed by a scoping review for each element of STEM-focused teacher anxiety, one of the major causes of STEM anxiety. The scoping review was guided by PRISMA standards and completed twice: once in Educational Resources Information Center and once in Scopus, with results demonstrating 94%–100% inter-rater reliability. It was found that causes of anxiety differ between the elements, and the scoping review revealed: (1) research on engineering anxiety and i-STEM or integrated STEM is lacking in comparison to the other elements, (2) the term “anxiety” is more established in reference to math than to the other elements, (3) technology appears in research as a tool more often than an area of research, and (4) the timeline of publication dates varies between the elements of STEM. These differences point to the need for more research in the underrepresented elements to develop intervention methods for teachers in order to reduce student attrition rates in STEM education.

ABSTRACT: Traditional models of internationalization in higher education have been criticized for neglecting equity, inclusion, and social responsibilities in favor of focusing narrowly on economic objectives. This study explores an alternative feminist and collaborative
framework for internationalization of higher education using a case study of Zimbabwean universities. The methodology included content analysis of documents and primary data collection. Five universities participated in semi-structured interviews with 30 participants across administration, faculty, and student leadership to explore understandings, rationales, policies, procedures, initiatives, strategies, aspirations, and challenges regarding internationalization. The findings revealed gaps between espoused priorities and lived experiences. Thematic analysis showed that incorporating diversity, representation, mutual understanding, and empowerment through feminist partnerships validated diverse knowledge and addressed intersectional needs, facilitating culturally sensitive exchanges. However, challenges of limited resources and implementing consistent, systemic changes remained. The study argues that adopting a feminist-informed and collaborative approach enriches internationalization theory and practice by centering marginalized voices in conceptualizing and implementing initiatives. By dismantling barriers and fostering empowerment, more equitable outcomes can be realized. This feminist approach holds promise for empowering all backgrounds as equal partners in higher education worldwide through wisdom and care.

ABSTRACT: This paper adopts a joint-autoethnographic approach to explore our lived experiences of working in academia while living with chronic illness, specifically ankylosing spondylitis, at two “new” public universities in the North of England, UK. Use of the novel methodological approach of joint-autoethnography enables us to provide a snapshot into what it means to be “othered” in contemporary neoliberal academia. We contribute to existing debates, which seek to disrupt perceptions of academia as an elitist, ablest, and privileged ivory tower. Through data captured in personal research diaries, we shed light on the emotional and embodied experiences of living with chronic illness while navigating academia, and how we perform our (un)spoiled academic identities. This is important because women with chronic illnesses and disabilities are significantly under-represented in senior roles within universities. This paper will interest an international readership because chronic illnesses are widespread in the workforce, and these individuals offer a unique perspective within higher education and have an awareness of the barriers faced by other academics and students with chronic illnesses.