Keyword: education

ABSTRACT: Within the framework of studies on teacher professionalization, this study aims to analyze and compare the degree of professional dedication among non-university teachers in two autonomous communities of Spain: Galicia and the Basque Country. Data were collected through a questionnaire—previously validated by external experts—comprising 18 items grouped into four domains (1–5 school-teacher domain, 6–10 technical-political domain, 11–14 teacher training domain, and 15–18 scientific-academic domain). A total of 1,318 nonuniversity teachers responded to the survey (742 from Galicia and 576 from the Basque Country). Inferential analyses were conducted using the nonparametric Mann–Whitney U test for independent samples, and various Chi-Square Automatic Interaction Detector (CHAID) classification trees were generated to identify patterns in teachers’ work dedication. The results reveal highly similar work dedication patterns in both regions, with only minor differences observed in the scientific-academic domain. Overall, the findings suggest a fragmented structure of the educational field with a hierarchical distribution of tasks, although a widespread, emerging involvement of teachers in nontraditional activities—beyond the school and classroom settings—is also evident. Among other conclusions, the study emphasizes the benefits of teachers expanding their roles outside of school.

ABSTRACT: Feedback is a powerful learning tool; however, cultural elements may inhibit its effectiveness. In China, the teacher-student dynamics are different than in the West and the methodologies purported by Western scholars may not be effective. This paper identifies
cultural elements of Mianzi and Guanxi that influence social relationships in Chinese academic environments. The research explores the needs and perspectives on feedback practices of twenty-five senior undergraduate students at a Chinese University via semi-structured interviews. The results offer insight into best feedback practices when working with Chinese students. The key takeaway is that most Western effective feedback guidelines translate into the Chinese classroom; however, power dynamics inherent in Confucianist society inhibit students from engaging with teachers. It is also important to note that peer feedback may not be as effective because students may be reluctant to make a peer lose face or may not see peers as having valid opinions. Understanding key cultural concepts can facilitate communication between teachers and students, improving feedback effectiveness.

ABSTRACT: Student engagement in higher education is a complex construct that encompasses the active participation, involvement, and investment of students in their learning experiences. However, foreign students, who bring unique cultural, linguistic, and social
backgrounds, face distinct challenges and experiences in adapting to higher education environments. This research aimed to fill a practical research gap by exploring how foreign undergraduate students in Finland perceive student engagement and motivation in higher education. Moreover, it sought to advance the ongoing discussion about student engagement in academia. This inductive research adopted a qualitative research framework and gathered interview data with foreign degree students in Finland. The semi-structured interviews with foreign undergraduate students were analyzed thematically and yielded four primary themes. First is the theme of peer interaction and cultural stereotypes, followed by the second theme, which revolves around integration challenges. The third theme highlights challenges viewed as opportunities, and finally, the theme of institutional support. Moreover, the study contributes to the body of knowledge by providing valuable insights about a group of students that is often marginalized. The article concludes by providing implications for research and practice.

ABSTRACT: In deep northeast Brazil, pedagogical actions, educational practices, and socioemotional development are at a crossroad. The return to in-person classes after the COVID-19 pandemic was marked by reports of emotional crises, where cases of anxiety and depression prevailed among students. Therefore, this study aimed to analyze the dynamic and creative process of pedagogical actions and perceived students’ socioemotional development with teachers working in Itabaiana, a small city 60 kilometers off the coast, in Sergipe state’s backlands. This is a region that has lived with social, economic, and political problems for centuries. The methodology was qualitative and divided into two stages. The first stage consisted of three 90-minute art-education workshops with two groups of ten teachers, where Vygotsky’s mediation was an essential component. In the second stage, individual semi-structured interviews were conducted. The data collected in the workshops indicated that reading, whether on psychological topics or other areas of knowledge, is not part of teachers’ daily lives. Paradoxically, participants also demonstrated a strong need for these readings. They also revealed that thinking of the classroom as a zone of proximal development is still a distant reality. This phenomenon is associated with the lack of adequate training on psychology topics in teacher training and the absence of psychologists in schools. This lack of knowledge was also present in the interviews. Of these, three categories emerged as crucial: (a) pedagogical actions in the post-pandemic; (b) knowledge of psychology; and (c) socioemotional development of students. Results showed that pedagogical actions in the post-pandemic marked by readaptation and by an intense emotional burden and socioemotional development of students were perceived as negative emotions. Opportunities for progress are limited to private conversations undertaken without assistance from psychology professionals. Although this study was done with a limited number of
participants, the results point to two recommendations to policymakers: (a) bring psychology closer to schools and (b) provide extensive training in socioemotional development for teachers who work in public schools. These recommendations are of paramount importance for the future of Brazil.

ABSTRACT: In recent years, it has been argued that for compensating children’s difficulties in school achievement their underlying cognitive and learning strengths and weaknesses should be considered. This requires a different approach to evaluating children’s difficulties in school learning, which should include not only their school achievement but also the underlying cognitive abilities or aptitudes. The aim of this study was to examine if underachievement or low language school achievement of children from low socioeconomic status families can be predicted by their learning and language aptitude. One hundred and ten 10–12 years old primary school students from the area of Macedonia, Greece, were assessed with a psychometric standardized learning aptitude test (DTLA-4) and a psychometric standardized language aptitude test LaTo Level II. Their language school achievement was assessed with an informal language test based on the school curriculum. Research findings indicated that both learning and language aptitude may predict students’ oral and written language achievement. More specifically, general mental and language aptitude significantly predicted total language school achievement (p = 0.006 and p = 0.000), the receptive language system significantly predicted reading comprehension achievement (p = 0.000), the organization language system significantly predicted argumentative achievement (p = 0.002), the expressive language system significantly predicted written expression achievement (p = 0.002), the semantic language modality significantly predicted written expression achievement (p = 0.005), and the morphological language modality significantly predicted syntax and spelling achievement (p = 0.001 and p = 0.004). Recommendations highlight the importance of students’ difficulties early identification and the critical role of school-based evaluation teams.

ABSTRACT: This study investigates artificial intelligence (AI) psychological empowerment in education, examining how AI tools enhance students’ sense of competence, autonomy, and engagement beyond the effects of material empowerment (e.g., task performance
improvements). Using a quasi-experimental design, we compared Chinese domestic students in China and Chinese international students in Australia to assess whether AI psychological empowerment is both tangible and more impactful than material empowerment. We highlight several nuanced ways AI fosters personal growth and self-perception. Our findings reveal that, while AI material empowerment is beneficial, psychological empowerment has a stronger influence on motivation and self-perception, particularly for international students compared to local students, despite both groups completing the same English writing task. These results suggest that AI’s role in education extends beyond traditional material support, offering transformative psychological empowerment that enhances students’ confidence in academic contexts. This empowerment reasonably translates into greater personal adaptability and, ultimately, personal growth. The study contributes to the growing literature on AI in education, providing insights for scholars, educators, and policymakers seeking to leverage AI for holistic student development. Notably, generative AI (GAI) emerges as a critical tool for cultural and linguistic adaptation, particularly for immigrant students navigating foreign academic systems. Furthermore, the psychological empowerment effects of GAI appear to be context-dependent, with stronger impacts observed in students facing greater cultural or linguistic barriers. These findings emphasize AI’s potential to foster personal growth and resilience across diverse learning contexts. Finally, we recommend that educational policies and practices be tailored to leverage GAI for immigrant populations, paving the way for more equitable educational opportunities.

ABSTRACT: The total quality management (TQM) is a management practice based on the idea of continuous quality improvement of an organization’s products and services, identifying and eliminating problems right from the root, with the participation of all members. For
an educational institution, TQM can improve the quality of education, help with the learning process, provide an atmosphere with less risk of inadequate decisions, and many more. In educational institutions, the implementation of TQM is the responsibility of process approach, management responsibility, customer focus, and continuous improvement. Specifically, digital infrastructure, digital technology, and digital capabilities affect TQM practices directly. This article provides a synthesis and analysis of findings from 51 international publications on the implementation of TQM in secondary schools. This study revealed that more than the commonly stated advantages, addressing the soft facets including student/stakeholder contentment, leadership, continuous enhancement of processes and systems, teacher coaching, and effective use of technology are critical elements for successful implementation of TQM. In addition to that educational managers have to make an espousal to TQM as an omnibus management philosophy, as a supportive culture and enabling the involvement of all stakeholders.

ABSTRACT: Sustainable and equitable development requires comprehensive and collaborative initiatives that avoid and remedy environmental harms and remove and alleviate poverty-contributing factors. This review article presents a promising way forward for universities to engage in sustainable development challenges that build on South-North collaboration and the interests, dedication, energy, and contributions of today’s youth. First, we introduce critical dimensions of the contemporary global challenge of sustainable development along with their interconnected features. We next review the crucial sustainable development Higher-Education roles and gaps of tertiary education institutions along with encouraging educational approaches. Then, we set forth three innovative initiatives that, implemented collectively, promise to address prevailing shortcomings in the ways that universities currently approach these challenges. The linked initiatives are (1) transnational competence curricula and preparation, (2) South-North Higher Education Consortia, and (3) a Global Challenges Corps staffed by a transnational cadre of higher education graduates and professionals. These proposals are accompanied by a detailed evaluation framework. The world’s institutions of higher learning are strategically positioned to distinguish and address current and upcoming challenges of sustainable development. In combination, our three proposed initiatives offer tertiary-level institutions a breakthrough approach for preparing current and future students interested in gaining valuable sustainability problem-solving skills. By embracing the institutional change pathways elaborated here, forward-looking universities will move to a far stronger position from which to provide tomorrow’s students with valuable skills and experiences for tackling forthcoming glocal socio-ecological challenges.

ABSTRACT: Concern continues to grow over the changing nature of work that initially formed a “new normal” within higher education institutions resulting from the COVID-19 pandemic. This situation is now being further impacted by subsequent economic and political
challenges in the sector, which in turn shifts the workplace towards an even “newer normal”. The purpose of this article is to (1) methodically and logically review the extant literature and research linking the influence of the COVID-19 pandemic to the organizational culture of higher education institutions in the United Kingdom (UK), and (2) based on a bibliometric analysis, to offer a road map for further empirical research in the future. Researchers have found that changing workplace norms, such as remote and hybrid working and other forms of flexibility in approaches to learning and the availability of delivery modes, have become increasingly common, which has changed the nature of working practices and underpinning aspects of organizational culture. Therefore, it now appears opportune to update existing knowledge on organizational culture theory within the UK higher education context to support policy development and enhance workplace practices in the post-COVID-19 period. From a theoretical perspective, this article contributes to organizational culture literature by assimilating a dataset of nascent studies generated through keyword search on Clarivate Analytics Web of Science that have examined the impact of COVID-19 on organizational culture in UK higher education institutions. This emergent dataset was analyzed using VOS Viewer, with the results of subsequent quantitative bibliometric analysis identifying the main existing research fronts as well as potential research directions for the empirical development of organizational culture. Based on this bibliometric analysis, the main suggested future research agendas that need to be addressed linked to organizational culture in the UK higher education sector in the post-COVID period are as follows: (a) to further examine changing cultural norms and expectations; (b) hybrid approaches to working; (c) academic identity; and (d) organizational culture and the changing psychological contract. Such research is important as the UK higher education sector now progresses towards an even “newer normal”.

ABSTRACT: Rwanda, a landlocked country in East Africa, has undergone a remarkable transformation in the decades following the 1994 genocide against Tutsi. The investment made in the technology and education system is a means of fostering the development of human capital. Thus, recognizing the role of education in the achievement of human capital development, the country has undertaken significant education reforms and policy initiatives in recent years to improve the quality and accessibility of education across the country. Therefore, this study aimed at examining the extent to which educational policies and reforms contributed to human capital development. Conducted in 30 districts, the study employed a cross-sectional survey research design under an explanatory quantitative research approach to collect data from 310 teacher respondents. The data collected were analyzed using bivariate correlation and regression analyses. The findings revealed a positive and significant relationship (p < 0.05) between current educational policies and reforms on the development of human capital in Rwanda. Additionally, the linear regression model indicated that the implementation of the competence-based curriculum (CBC) (β = 0.207, p < 0.5), designed content in the CBC (β = 0.364, p < 0.05), the infrastructure and resources (β = 0.151, p < 0.05), and the provided teaching and learning materials (β = 0.113, p < 0.05) contributed significantly to human capital development in Rwanda. They contributed 35.6% (adjusted R2 = 0.356, p < 0.05) of the variance. Recommendations include regular teacher training programs on innovative teaching approaches, information and communication technology integration in teaching and learning, inclusive education, and gender-responsive pedagogy, as well as planning activities that involve student engagement directly, such as diverse competitions in their respective subjects and field visits.

ABSTRACT: Artificial intelligence (AI) has advanced rapidly in recent years and has become widely integrated across various fields, including education. This paper seeks to provide a comprehensive examination of the current state of AI in education by exploring its potential to revolutionize learning experiences through personalized approaches and data-driven multifaceted tools, while also highlighting important challenges that require consideration to ensure its responsible development and implementation. AI shows great promise to personalize instruction for each student based on assessments of their individual strengths, weaknesses, interests, and learning preferences. However, several challenges still necessitate careful examination of AI’s implications on education. Issues like algorithmic bias, the digital divide between socioeconomic groups, and concerns around reduced critical thinking skills all require addressing. If not developed and applied judiciously with these challenges in mind, AI risks exacerbating rather than alleviating existing inequities and hindering the cultivation of higher-order cognitive abilities. Through a comprehensive review of the relevant literature regarding AI’s current and potential roles in education, this paper identifies several key considerations around learning outcomes, challenges, and implications. Findings from interpretative structural modeling analysis also reveal the importance of balancing AI capabilities with safeguarding against potential downsides like those mentioned above. It is imperative that AI integration in education is approached responsibly with an understanding of both its promise and risks to learning to ensure its successful and equitable implementation for all students.

ABSTRACT: Physics education often faces challenges in communicating abstract concepts effectively and maintaining student interest. This study explored the integration of immersive virtual reality (IVR) with game-based learning to improve educational impact and student
engagement. The designed IVR game included the principles of inquiry-based, constructivist, and situated learning. It included four levels that mimicked real-world physics situations, each focusing on a particular physics concept and featuring interactive puzzles. This setup enabled students to progress throughout the game while improving their understanding of abstract concepts. The addition of characters such as guides and opponents enriched the storyline and elevated the immersive experience. The experimental results of 19 participants from four different majors demonstrated positive gaming experiences and an improved understanding of the physics concepts. Most of the participants rated the physics education game highly for its positive impact and participation, showing a significant interest in learning through the IVR platform. In general, 95% of the participants gave the game high ratings for its educational value and overall learning experience. The study highlighted the promise of game-based IVR learning in the advancement of physics education and highlighted ways to increase student motivation and participation.

ABSTRACT: The COVID-19 pandemic has accelerated digital transformation (DT) across various industries, including higher education (HE). In response to the dynamic demands of contemporary society, higher education institutions (HEIs) must swiftly adapt and transform. However, existing research has revealed a prevalent lack of strategic vision regarding DT in HE, often limited to the mere integration of technology. This study employs a systematic literature review (SLR) as a methodological framework to identify and categorize DT challenges and strategies within HE accelerated after the pandemic event. Findings from this SLR highlight four distinct categories of challenges and strategies in DT: Strategic-Administrative, Teaching-Learning, Technical-Technological, and Social-Cultural. Notably, the literature tends to focus more on identifying challenges, revealing an unbalanced emphasis compared to analyzing how HEIs are actively progressing in their DT efforts. Furthermore, there is a significant absence of impact analysis regarding these DT strategies within HE. To address these gaps, recommendations for future research are proposed, including (i) Exploration of strategic processes in HE toward DT, (ii) Empirical analysis of the Digital Maturity of HEIs, and (iii) Assessment of the impact of the strategic responses of HE toward DT. In conclusion, this study underscores the urgency for a more strategic approach to DT in HE, emphasizing the need to shift the focus from technology integration toward holistic, effective, and outcome-driven strategies. These recommendations aim to guide future research toward a more interdisciplinary and comprehensive understanding of DT within the realm of HE.

ABSTRACT: This study investigates the integration of inclusive learning spaces in educational ecosystems, inspired by architect Rosan Bosch, to enhance entrepreneurship and inclusion in higher education. The concept of “ecosystem” is crucial in fostering environments where students, including those with disabilities, can thrive. Using the HomeByMe application, a design is proposed for implementing these spaces in educational institutions. Literature emphasizes the importance of involving diverse stakeholders and using ICT management to promote creativity, cooperation, and effective communication. In Ecuador, inclusion in higher education is a priority, driven by global and national organizations advocating for diversity. The research employs a qualitative approach, utilizing participant observation and interviews to explore learning ecologies and inclusion. Results demonstrate that learning ecosystems foster entrepreneurial skills such as problem solving and critical thinking. The study recommends that higher education institutions integrate social dimensions into their policies, use technology for personalized learning, and encourage collaboration among diverse student groups. These efforts aim to create equitable educational opportunities, addressing socio-economic and cultural barriers while promoting an entrepreneurial mindset through interactive and challenging content.

ABSTRACT: This study highlights the drawbacks of monolingual instruction in university disciplines and its adverse effects on students’ knowledge acquisition, mental, emotional, and academic well-being. Incorporating Afrofuturism, the research positions translanguaging
as an innovative component to explore the advantages of employing multilingual strategies. The goal is to mitigate limitations posed by monolingual approaches and contribute to safeguarding students’ comprehensive well-being in academic contexts. Methodologically, this study utilizes textual analysis with the researcher as a research instrument. It analyzes how multilingual teaching not only addresses limitations associated with monolingual instruction but also developmentally enhances African students’ well-being. Innovative case studies on translanguaging practices are highlighted, offering multilayered insights into the dynamic interplay of languages and knowledge in disciplines. By introducing Afrofuturist-aligned translanguaging practices, the research illuminates innovative pathways that surpass monolingual limitations, demonstrating the advantages of embracing multilingualism in disciplines. This Afrofuturistinspired method promotes an inclusive understanding of linguistic diversity, nurturing belonging and resilience among students. Recognizing the detrimental effects of monolingual instruction on holistic growth in Africa’s universities, this study champions a transformative transition toward multilingualism.

ABSTRACT: Previous research has suggested that Visual Thinking Strategies (VTS) practices positively impact student performance and if so they may also affect teacher performance. The purpose of this study was to explore VTS on teachers’ perceptions of their general teaching practice. A qualitative, multiple case study was conducted to investigate the experience of teachers using VTS. Eligible teacher participants were identified through the VTS Organization and the Watershed Collaborative. The two cases – teachers practicing VTS in Kindergarten Grade 12 (K-12) setting and teachers practicing in VTS outside of the K-12 setting – were investigated separately and then compared in a crosscase analysis. An analysis of the data indicated that using VTS in teaching relates to a humanistic teaching style. These findings have implications for educators and educational institutions wishing to implement humanistic teaching practices and raise further questions pertaining to VTS and humanistic education practices that might be explored through future research.

ABSTRACT: ver the past decade, the growth in generative artificial intelligence (GenAI) is reshaping and changing how we interact, learn, and work and is likely to bring ongoing change in the future. However, current educational understandings, frameworks, and models concerning digital technologies and digital literacies are remaining relatively static and hierarchical and do not adequately accommodate GenAI’s unique learning capabilities, creative potential, and agency. In this conceptual article, we use critical dialogic inquiry and employ ecological thinking using the notion of symbiosis and posthuman perspectives to explore and speculate about the nature of GenAI and its potential impact on educators and learners. We offer a new way of conceptualizing human relationships with GenAI, which we call “symbi(AI)tic understandings.” Symbi(AI)tic understandings acknowledge the evolving and contextual relationships between partners: from balanced mutualism to one-sided commensalism to potentially harmful parasitism. Thus, we position human–GenAI relationships as part of change futures in which there are complex associations between technology and human endeavor. These understandings aim to foster more nuanced ways of being with and thinking about technology: ways which are vital for educators and learners as they transition into an era of education with AI.

ABSTRACT: This article shares what Swedish preschool teachers are working with in the field of early childhood education for sustainable development (ESD) as emerged in talks with their children, aged two to five years. The tasks carried out as the basis for the present
analyses were informal child talks about a topic related to sustainability that the teachers and children had worked with in practice. The teachers themselves chose what content to talk about. The 200 teachers participated in the Swedish research and development program Sustainable Preschool. The aim of the present study was to make visible the content of teacher-child talks about sustainable development in early childhood education. The research question is as follows: What content areas do teachers communicate about with children 2–5 years of age related to ESD? The teacher-child talks were initiated by the teachers, but through the use of interpretative content analysis the children’s voices were also made visible. The main result is narratives about the content, the most common topics being recycling, growing plants and animals, areas which have long been common topics in Swedish preschools. For many preschools, however, the talks show an integration of transformative and transactional perspectives in how the content was handled together with the children. ESD in early education in Sweden is no longer dominated by the environmental dimension, as earlier content studies have shown; a new common content relates to the UN Sustainable Development Goal 4.7 regarding sustainable lifestyles and human rights, and sustainability is a long process, founded in empowerment, action competence, and changed policy.

ABSTRACT: In recent years, calls for modernization have increased, with subjects being introduced from basic and secondary education levels to Islamic university institutions. This is particularly relevant for studies on Islamic education through Bibliometrics analysis. This current study aims to create a Bibliometrics research trend mapping with respect to the modernization of Islamic education. The study is empirical in the sense that it seeks to rely on the use of data in a bid to establish the number of articles on modernizing Islamic education that have been published in some countries around the world. In the study dataset, data analysis was done with the help of R-Tool Bibliometrics and displayed with Vosviewer. The relevant articles to the research of modernized Islamic education have contributed to Bibliometrics mapping with 197 relevant articles from 160 different journals in the period from 1965 to 2022 using Biblioshiny and VOSviewer. The leading authors who have written on this topic include Mukhibat, Hidayatulla Azra, and La Hadisi. The VOSviewer shows that most of the research trends were on the subject of Islamic education. The words “Indonesia,” “Turkey,” and “Egypt” in this illustration lead to the impression that most of the work in relation to modernization of Islamic education is done from these three countries. These findings highlight the key contributors and regional focus of research on modernizing Islamic education, providing insights for policymakers and educators working to align traditional Islamic values with contemporary educational frameworks. The study provides a foundation for future research exploring successful strategies to synthesize religious principles with modern pedagogical practices in diverse contexts

ABSTRACT: In Japanese language classrooms, students have become more globalised in terms of the students’ educational and life experience background. Teaching pedagogies which have been used before globalisation may not be appropriate and effective for students after globalisation. The aim of this study is to investigate any cultural identity characteristics of students who studied Japanese at two British universities in the South of England between 2012 and 2023. The significance of this study is to investigate how students’ individualist or collectivist cultural background may affect students’ cultural identity. Participants were a total of 22 students who studied Japanese language through an Institution-Wide Language Programme. The majority of these students have studied Japanese for a minimum of 1–3 years. The data were collected between 2012/13 and 2022/23 academic year from two British universities. The research design to investigate students’ cultural identity characteristics was a mixed method, using variables such as hometown, languages they speak, their values and their first name. Students’ origin, where they were born and where they were educated, was also taken into consideration to analyse the data. The key finding of students’ characteristic was that students’ identification was closely related to their sense of belonging in the results of students’ hometown, languages they speak, their values and their first name, which is in line with other previous research results in the literature. Other findings included that some of the students found it difficult to determine their hometown, that the majority of students were multilingual who have experience in several language learning, that students’ values were often influenced by their parents’ individualist or collectivist cultural values and that students’ first names often showed the students’ identification and a sense of belonging. Taking into consideration the individualist or collectivist culture, recommendations are discussed on how the language teaching practitioners may be able to support the sense of belonging of the current students who have diverse educational and life background.

ABSTRACT: Contemporary advances in generative AI technology have sparked considerable interest regarding its application in language education. This article explores the innovative impact that AI-powered linguistic educational tools may have, such as customized learning journeys, dynamic content, and individualized feedback mechanisms, which collectively have the potential to enhance language acquisition. At the same time, it is important to recognize the constraints associated with such technologies. Concern about maintaining precision and genuineness within AI-crafted language texts is an issue in the literature. There is also caution about AI’s current inclination to standardize language expression and to propagate limited cultural narratives, alongside the risks of overreliance on technology which may diminish analytical thought and inventiveness. This article examines the ethical considerations involving generative AI, such as the authenticity of creative work and the ownership of intellectual output. Emphasizing the necessity for clarity and conscientiousness in the application of AI, this conceptual article outlines the opportunities, limitations, and ethical concerns associated with generative AI in language instruction. This article advocates for a well-rounded strategy that
leverages the positive aspects of generative AI within language education, while also addressing possible drawbacks and championing an ethical and equitable approach to language learning in the emerging AI-centric digital landscape. A model for forging thinking in this new research and practice space is offered to synthesize many of the possibilities of generative AI in language education.

ABSTRACT: When teachers are confident in their ability to teach mathematics and science, it can inspire students to have confidence in their own abilities. Students are more likely to engage with and enjoy these subjects when they see their teacher’s interest and belief in the material. This study aimed at exploring teachers’ confidence of teaching mathematics and science as result of continuous professional development by the African Institute for Mathematical Science (AIMS Rwanda) through its Teacher Training Program (AIMS-TTP). It employed an ex post facto research design targeting 351 secondary school teachers. The findings revealed a positive and significant relationship (p < 0.05) between AIMS-TTP interventions and teachers’ confidence to teach mathematics and science. Besides, linear regression model indicated that the dependent variable Teachers’ Confidence to teach mathematics and science was regressed on predicting variables of improved capacity to plan, adapting teaching to the level of learners, Information Communication Technology (ICT) integrated in teaching and learning; learning from peers; addressing cross-cutting issues; effective implementation of the competence-based curriculum; and the application of bloom’s taxonomy. The independent variables significantly predict teachers’ confidence of teaching mathematics and science, F (7, 326) = 183.843, p < 0.001, which indicates that the factors under study have a significant impact on teachers’ confidence of teaching mathematics and science. Moreover, the findings (Adjusted R2 = 0.822, F (8, 342) = 197.055, p = 0.000 p < 0.05) indicated that 82.2% of the variance in improved teachers’ attitude in teaching mathematics and science evidences a significant influence on the total variance. Our research suggests that policymakers should consider developing and endorsing training on innovative teaching and learning methods to boost teachers’ confidence and attitude when it comes to instructing mathematics and science at basic levels. Trainings should also be extended to Technical Secondary School STEM teachers.

ABSTRACT: This paper advocates the relevance of ethnography as a methodology for researching preservice teacher education. The research underpinning this paper demonstrates the importance and relevance of the ethnographic imagination for examining the formation and development of preservice teacher identity, offering a means of capturing the lived experience of learning to teach from the perspective of those entering the profession. The experience of learning to teach on three graduate-level teacher education pathways in the South of England is explored using ethnographic methods. The yearlong immersion in three different research sites and subsequent thematic analysis of the generated data gives insight into the formation of the teacher identity, foregrounding the importance of place in the experiential journey of the preservice teacher. The comprehensive data generated from this study give unique insight into how ethnographic practices can reveal the developmental process of teacher identity and have relevance for teacher educators and researchers internationally.

ABSTRACT: Tests or examinations are an essential part of education, creating test anxiety among students. Several studies identified a negative correlation between test anxiety and Science, Technology, Engineering, and Mathematics (STEM) students’ academic performance in higher education, and female students in STEM subjects showed more test anxiety before and during an examination. Studies also identified that STEM students could pay less attention to their examinations due to test anxiety. Such evidence in the context of Bangladeshi universities is yet to be understood. This study investigated the level of test anxiety among Bangladeshi university students of STEM subjects, including gender differences and the relationship between test anxiety and academic performance. We considered the quantitative research design to understand the status of test anxiety among undergraduate STEM students. A survey was conducted online from two STEM departments of a private university in Bangladesh using the shorter version of the CAEX test anxiety instrument, and a total of 246 undergraduate students participated. The findings show that Bangladeshi undergraduate STEM students generally felt slight anxiety during or before the examination. Female students were more anxious before or during a test than male students, and no significant relationship was found between test anxiety and academic achievement. The study reflects the need to conduct further research to understand the physiological, cognitive, and psychological factors leading to test anxiety among university students, as well as establishes a demand to identify the reasons behind having no relationship between test anxiety and students’ academic performance.

ABSTRACT: Theoretical foundations in recent years emphasize that a significant number of students globally continue to exhibit a lack of commitment and motivation in school activities, leading to diminished proficiency levels in specific areas of study. The magnitude of this phenomenon, coupled with its evident social implications, suggests that we are facing restlessness and a growing demand for urgent answers and results. In the educational context, the sociocognitive perspective conceives the construct of self-regulation for learning as the management and mastery of a set of factors that emerge as crucial elements for high-quality learning and, predictably, academic success. To achieve this successful learning, it is crucial to manage and control variables such as volitional control strategies (VCS), planning of academic time management, and procrastination (PR). The purpose of this study is to demonstrate, through the technique of structural equation modeling, that these variables impact students’ self-regulation and predict academic performance. A sample of 565 students (Mage = 12.97) from the 3rd cycle of basic education (7th, 8th, and 9th grades) participated, responding to a set of validated scales for the Portuguese context. The results indicated that students who employ more VCS and plan academic time management more effectively demonstrate higher levels of self-regulation for learning. However, those exhibiting higher levels of PR in school activities show a lower propensity to self-regulate their learning. Deepening the understanding of the elements that influence the learning process is crucial to promoting the quality of education and the development of autonomous, self-regulated, and competent students. A student who values school tasks, adopts self-regulatory strategies in their learning process, and manages their time dedicated to school activities appropriately and insightfully will undoubtedly be moving toward academic excellence.

ABSTRACT: There is a growing interest in using generative artificial intelligence (AI) for educational purposes within the higher education environments, while AI applications (such as ChatGPT) can transform traditional teaching and learning methods. ChatGPT is an advanced AI tool that generates new content and human-like responses. The purpose of this paper is to use ChatGPT as a research assistant in order to explore ways AI can be harnessed to enhance pedagogical practices in higher education. This is a qualitative study, in which the output and responses generated by ChatGPT provided a starting point for the investigation. AI can be harnessed to enhance pedagogical practices in higher education in various ways including personalized learning, automated assessment and feedback generation, virtual assistants and chatbots, content creation, resource recommendation, time management, language translation and support, research assistance, simulations, and virtual labs. Other educational affordances that can strengthen the teaching and learning experience regard collaboration and communication, accessibility and inclusivity, as well as AI literacy. When implementing AI tools such as ChatGPT in higher education, ethical considerations (e.g., data privacy, transparency, accessibility, cultural sensitivity), potential misuses, and concerns need to also be addressed. Although ChatGPT can aid the generation of content and ideas for further exploration, it is a complementary-supportive tool, and its output necessitates human evaluation and review. The integration of ChatGPT and other AI tools in the higher educational process/practices has implications for educators, students, design of curricula, and university policy makers.

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.