Keyword: learning

ABSTRACT: Traditional assessment models in higher education often prioritize content recall, failing to measure the complex, adaptive competencies, such as metacognition and cultural competence, essential for future educators and global citizens. This study documents the implementation of process-oriented portfolio assessment within a Language and Cultures teacher education program in Portugal. A two-year sequential explanatory mixed-methods study (2023/2024 to 2024/2025) involved one undergraduate cohort (N = 81) in English Culture and two graduate cohorts (N = 40) in Citizenship and Intercultural Education, totaling approximately 121 students. Descriptive quantitative analysis documented consistent performance patterns across cohorts when using structured, process-oriented rubrics. Qualitative analysis, focusing on reflective writing and critical thinking criteria, demonstrated significant metacognitive development and self-regulated learning, substantiated by student reflections and instructor observations. The findings affirm that portfolios can serve as an effective mechanism for fostering and documenting the process of learning rather than merely measuring its outcomes. The paper argues that integrating reflective portfolio assessment into teacher training curricula offers a pedagogically valuable alternative to traditional grading paradigms in higher education.

ABSTRACT: The rapid integration of artificial intelligence (AI) into higher education is reshaping how future educators are prepared for multilingual, multicultural, and ethically complex environments. This study employed a mixed-methods sequential explanatory design to investigate how educators and students in Luxembourg and Ukraine perceive and adopt AI in teacher preparation. In Luxembourg, AI was largely framed as a tool to extend inclusive, multilingual practices and institutional innovation, whereas in Ukraine, it was often adopted out of necessity under conditions of crisis and infrastructural disruption. Quantitative analyses demonstrated that perceived benefits of AI were positively correlated with readiness for instructional integration (r = 0.61, p < .001), while ethical concerns were negatively correlated with willingness to adopt AI (r = –0.45, p < .001). No significant group differences were observed in overall reported levels of ethical concern (t(140) = 1.25, p = .21), though qualitative findings revealed striking contrasts in the nature of these concerns. Luxembourgish participants expressed preventative concerns about quality and pedagogy, while Ukrainian participants described immediate ethical dilemmas shaped by wartime conditions, including studying in bomb shelters and balancing personal safety with academic integrity. Findings highlight that while AI can enhance instructional innovation, it simultaneously amplifies inequalities through language bias and access gaps. The study contributes by linking empirical insights to instructional design frameworks (ADDIE, TPACK) and multicultural education theory, offering concrete guidance for teacher preparation in both stable and crisis-affected contexts.

ABSTRACT: This study was about the low uptake of eLearning in Tanzanian higher learning institutions. A lack of investment in equipment, poor internet services, and a lack of technical skills among instructors are mentioned as the major factors for the low uptake of eLearning in Tanzania and worldwide. To the contrary, the study found that 100% of instructors in Tanzania used PowerPoint presentations, which is one major aspect of eLearning, while only 2% of them used videos. Even after improving computer availability, internet connection, and training, 98% of instructors still did not adopt video content. It is concluded that, due to fear of loss of face among instructors, the pace of adoption of video content as part of eLearning is slow. From the Technology Acceptance Model (TAM) perspective, even if perceived usefulness (PU) and perceived ease of use (PEU) are favorable, unless fear of loss of face is reduced, acceptance will be slow. In addition to PU and PEU, fear of loss of face is recommended to be included as one of the constructs of the TAM. When striving to adopt eLearning, institutional administrators are advised to pay attention to psychological barriers in addition to PU and PEU.

ABSTRACT: The fundamentals of experimental science didactics have proven that compulsory education students need to develop skills such as critical thinking. Guided inquiry is a practical methodology for developing various science skills. Moreover, current legislation establishes a series of specific competencies that students must develop. This work presents research carried out with students aged 13–14 years. A project, based on the problem-based learning methodology, on a real-world topic close to the students was implemented to assess the development of critical thinking and specific competencies outlined in legislation. For this purpose, a teaching-learning sequence was developed, and the students’ outputs were collected through questionnaires and teacher observation sheets. The results show that students can answer each of the problems encountered during the project, posing researchable questions and finding solutions through experimentation. Each of the sessions has demonstrated clear progress in several key areas such as the development of some of the required competencies and overall scientific skills, thereby facilitating overall development.

ABSTRACT: Lesson Study (LS) is a methodology that enables student teachers (STs) to gain insights into their pupils’ learning processes during their practicum, thereby improving their instructional practices and supporting their professional learning throughout teacher education. However, “time” has emerged as a critical factor for the successful implementation of LS, particularly within the context of a one-year university-based initial teacher education program. To address this challenge, an integrated LS model was designed and implemented within the curriculum, specifically in relation to a thesis component and the practicum experience. This model was evaluated with a focus on professional learning, with the aim of fine-tuning the conditional input factors necessary for its effectiveness. The conceptual framework of Kager guided this evaluation, identifying input factors across three levels: compositional (team level), structural (LS process level), and contextual (organizational level). STs were consulted through questionnaires, individual interviews, and focus group discussions to explore which factors at these three levels either enhanced or hindered their professional learning. In addition, a document analysis of the thesis projects was conducted to triangulate the findings. The results indicate that the three levels interact and mutually influence each other. At the compositional level, interpersonal dynamics—such as trust, dysfunctional collaboration skills, and open communication—as well as limited teaching experience, prior knowledge, and group composition, were found to impede professional learning. At the structural level, STs reported time pressure due to the duration of the entire LS cycle, and some LS groups failed to make sufficient use of the provided tools and support, suggesting a limited understanding of LS. At the contextual level, misalignments in support systems created difficulties for STs in navigating and planning the LS process. This study sheds light on the complex interplay between team composition, contextual support, and structural guidance in the implementation of LS within a one-year university teacher education program. It further provides practical recommendations for improving the integration of LS into the curriculum in order to enhance STs’ professional learning and overall engagement with the LS process.

ABSTRACT: In increasingly multicultural and multilingual societies, foreign language learning has become essential not only for communication but also for social cohesion and professional advancement. Distance education has emerged as a flexible and accessible solution, particularly for adults seeking to enhance their linguistic and intercultural competencies. This study explores the views of foreign language teachers regarding the role of distance education in promoting multilingualism, with a specific focus on culturally diverse border regions. Conducted in the Regional Unit of Evros, Greece, the research adopts a qualitative methodology based on semi-structured interviews with five language educators working in public and private education. Findings reveal that teachers recognize the potential of digital tools such as Massive Open Online Courses, machine translation applications (e.g., Google Translate, DeepL), and adaptive learning platforms to support multilingual learning, particularly when used as supplementary resources. However, concerns were raised about the lack of personalized feedback, limited interactivity, and the absence of culturally contextualized content on existing platforms. Teachers emphasized the importance of digital literacy, pedagogical training, and culturally inclusive design to ensure effective implementation. The study highlights the need for targeted support for educators in border regions and calls for more locally adapted digital resources that reflect linguistic diversity. These findings offer insights for policymakers and educational technology developers aiming to improve the quality and reach of multilingual education in remote or underserved areas.

ABSTRACT: The theory of Embodied Learning is founded on the notion that the body and mind are inextricably linked during the learning process and encourages active student engagement both inside and outside the classroom. A daily challenge for many French-speaking students in Switzerland is learning German words and verbs. Teachers can support students in overcoming this challenge by offering active learning opportunities seen as Embodied Learning activities. This quasi-experimental study tests the following hypotheses: (a) students memorize more vocabulary in motion, (b) words or verbs learned in motion are memorized in the longer term than those learned traditionally, and (c) movement-based learning does not have a significant influence on spelling. A total of 73 French-speaking Swiss secondary school students (M _age = 13.1 years) participated in this study. The participants were exposed to both traditional and embodied teaching methods for a period of three months. The results of this study highlight the benefits of Embodied Learning, including (i) long-term vocabulary memorization, (ii) short- and long-term verb acquisition, and (iii) improved spelling of words and verbs. Notably, the findings underscore the potential of physical engagement to mitigate disparities between boys and girls, suggesting that it may serve as a catalyst for enhancing the efficacy of foreign language learning. The findings of this study call into question the effectiveness of traditional teaching and education methods while highlighting the potential benefits of Embodied Learning in foreign language education.

ABSTRACT: In Japan’s increasingly diverse higher education landscape, universal design for learning (UDL) has emerged as a promising framework for promoting inclusive learning environments. While existing applications of UDL tend to focus on structural strategies, this small-scale inquiry examines how an instructor’s reflective practice plays a central role in realizing UDL’s full potential. Grounded in Schön’s model of reflective practice and informed by Brookfield’s framework of critically reflective teaching, this research investigates how the instructor’s perceptions of learner diversity evolved over a semester-long universal design course attended by 11 second-year students at a Japanese college. Data sources included students’ learning logs and survey responses regarding barriers to learning and course evaluations. The analysis revealed various invisible barriers that students experienced, such as anxiety about communication, discomfort with group activities, and sensitivity to environmental factors. Concurrently, students showed diverse and less visible forms of engagement that occurred outside of classroom settings. Through critical self-examination, the instructor developed a deeper awareness of individual learning differences and began to challenge earlier assumptions that relied on observable behaviors as the primary indicator of student engagement. This metacognitive shift prompted changes in instructional decisions and teaching philosophy, illustrating how engagement with the UDL framework can stimulate critical awareness and evolving instructional perspectives. The study suggests that reflective practice may play an important role in helping instructors to fully engage with UDL and respond effectively to learner diversity. It also contributes to faculty development discourse by highlighting the potential of UDL to foster instructor transformation through reflective engagement toward more inclusive teaching.

ABSTRACT: This study explores learner experiences with augmented podcasts (APs), an innovative multimodal learning format that uses two formats in this case: MP3 file + PDF file of the screenshots used in the lecture. Situated within a larger mixed method study, this qualitative analysis is an extension of the earlier quantitative findings that evaluated effectiveness of APs through test scores. The present study delves into the uncaptured nuances of learner engagement—examining how students interact with, experience, and make meaning from this novel format. Using purposive sampling from Tier 2 and Tier 3 Indian cities, the study makes use of interviews conducted with 20 students to identify perceived facilitators and barriers to AP use. Findings of this study reveal that this experience of learning using APs which encourage learner autonomy, fostered enhanced cognitive engagement, multisensory integration, and deeper involvement. It was noted that students valued the format’s integrated cues and layered delivery, which encouraged focused learning and sustained attention. However, issues with pacing, language accessibility, and digital fatigue were mentioned by some students. This study adds to the growing discourse about inclusive, scalable, and learner-informed digital innovations in education by elevating the voices of students while confirming the pedagogical value of APs.

ABSTRACT: It is important to observe the effectiveness of online learning (OL) as a resilient approach for the smooth functioning of the educational systems in the post-pandemic for resilience purposes. This paper defines resilience as learners’ capacity to cope with a crisis like COVID-19 and recover quickly from the challenges and prospects caused by the pandemic. Hence, this paper aims to find out the extent to which the use of OL in higher education institutions (HEIs) has served as a resilient means of accessing education in selected South and South East Asian countries during the COVID-19 pandemic. This paper uses a literature review method and adopts the integrative literature review approach. The reviewed literature was subjected to a content analysis method in order to provide the themes relevant to address the objectives of this paper. The results indicate that in the context of South and South East Asia, particularly in Afghanistan, Bangladesh, China, India, Japan, South Korea, Malaysia, Nepal, Pakistan, and Sri Lanka, there are country-specific differences in adopting OL as a resilient approach in HEIs. For instance, in China, OL was a “forced innovation” during the pandemic. However, this paper concludes that nearly all South Asian nations took recourse to OL during the pandemic without a proper understanding of the pedagogical implications of OL. Hence, the recommendation is that OL cannot be fully utilized unless critical issues like learners’ engagement, investments, digital divides, infrastructure, and governmental and leadership support are properly addressed and assessed. Another recommendation is for policy guidance, especially in the South Asian developing countries in the post-pandemic contexts, to consider the best practices of OL as resilient strategies for sustainable education in HEIs.

ABSTRACT: This article addresses the area of mentoring of newly qualified teachers (NQTs) from a school administrator’s perspective. The research underpinning this study demonstrates the pivotal role that school administrators can play in supporting the induction and possible retention of NQTs from quitting the profession if they engage more directly in the induction and mentoring process. This introductory study on the role that Maltese school administrators play in the induction phase helps to highlight the tensions that exist between policy and practice, between the belief that Maltese school administrators hold in being there to support NQTs and what actually happens in reality. The findings demonstrate how school administrators can enhance the program of support that NQTs are currently receiving, namely, by providing more structured time dedicated to being with the NQTs and teachers, helping in establishing and retaining stronger professional relationships with teachers throughout their careers, and working to strengthen the interconnectedness between initial teacher education, induction, and ongoing professional learning.

ABSTRACT: Refugee integration into healthcare is a global challenge, with millions facing barriers in accessing healthcare services due to language, cultural differences, and limited health literacy. In response to these challenges, this study explores the experiences and recommendations contributed by individuals directly involved in the co-design and co-creation of a massive open online course (MOOC) and its effectiveness in addressing refugees’ integration into the European healthcare system. A bimodal research approach was employed, combining qualitative insights from individuals involved in the design and development of the MOOC and quantitative data from refugees and professionals engaged in the MOOC’s evaluation. Stakeholder discussions were conducted to explore experiences, challenges, and recommendations related to MOOC development. Additionally, a Computer System Usability Questionnaire (CSUQ) was administered to evaluate the MOOC’s usability, quality, and interface. Stakeholder discussions emphasized the importance of collaboration, cultural sensitivity, and participatory design in MOOC development. Involving stakeholders and refugees in this participatory process ensured that the MOOC addressed real-world needs and experiences. Additionally, CSUQ results indicated high participant satisfaction with the MOOC, with digital users’ literacy level and educational background influencing their perceptions. In summary, this study contributes to the ongoing discussion on refugee healthcare integration and the role of digital education in this context.

ABSTRACT: This study investigates the impact of imaginative pedagogy on the cognitive and perceptual abilities of elementary school students aged 7–8, using a case comparison approach. Focusing on a Waldorf school as a case for imaginative education and a mainstream Greek school, the research examines abilities including Spatial, Linguistic, Kinesthetic, Naturalistic, Mathematical, and Musical. The study utilized a mixed method consisting of playful assessment activities and classroom observations to evaluate these abilities comprehensively. The findings reveal that students in the Waldorf school demonstrate significant advantages in the Spatial, Linguistic, Kinesthetic, and Naturalistic areas, attributed to the school’s imaginative teaching methods. More specifically, imaginative pedagogy is shown to resonate well with competences related to physical activities, language processing, understanding of the natural world, and visual-spatial reasoning. In contrast, there are no significant differences in Math-Logic and Musical abilities between the two school types, despite the traditional emphasis on language and mathematics in mainstream Greek schools. The study highlights the potential benefits of imaginative pedagogy for holistic cognitive development, suggesting its applicability in mainstream education.

ABSTRACT: This study aimed to explore the critical reflection experiences of teachers who took part in effective and ineffective professional learning events. It examined the influence of D.A. Kolb’s reflective observation stage within the experiential learning theory (ELT) framework on teachers’ professional development. Using a qualitative interpretive phenomenological method, the research investigated teachers’ viewpoints, beliefs, and experiences related to various professional development activities to evaluate their effectiveness. Eleven teachers attended the same educational conference. The investigation involved semi-structured individual interviews and a focus group discussion. The interview questions centered around the concepts of enactive mastery and vicarious experiences. Open-ended discussions allowed participants to explore their experiences of professional learning. To highlight emergent patterns, this study employed a phenomenological technique to analyze data and identified critical observations through an inductive coding method using the NVivo software. The study’s findings suggested that the reflective process necessitated time, collaboration, and structure during professional learning sessions. Moreover, having a group of peers was advantageous for critical reflection. They created a learning environment where support was the norm, and dedicated time encouraged self-reflection, which promoted effective growth in teacher development. The researchers found that inquiry-based professional development promoted introspection and facilitated profound learning. The research emphasized that teachers responded positively when professional development facilitators allowed participants time to link their personal experiences to new teaching methods, prompting reflection and collaboration with peers.

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: 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: 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: Gamified learning experiences use game mechanics and structures in curriculum and learning activities to engage students with content and scaffold toward intended learning outcomes. Using the domains of Bloom’s taxonomy of learning in the cognitive domain to explore the possible relationship between games and learning for application to university learning, links can be made between thinking skills and game types. This paper describes the development of the gamification alignment table and the gamification alignment model, how these were used to design a gamified learning experience (GLE) for the intended student learning outcomes at the first-year undergraduate level, and how they could be used at master’s level with different available in-game choices. The gamification alignment table allows learning designers to identify how the pedagogical lexicon matches to existing features of games and therefore can be easily transformed into GLEs. In the gamification alignment model, the six levels of knowledge in the cognitive domain, with pedagogical verbs used by educators and learning designers in planning and designing GLEs, are paired with game types involving different sorts of learning activities. The concept explored in the example GLE in this paper was the accounting and finance threshold concept of the time value of money. This research provides a further link between Bloom’s levels and the Australian Qualifications Framework levels and the comparable European Qualifications Framework levels. This novel mapping provides rationale for the linking of game design and learning outcomes and will be of interest to educational designers, as well as academics, with a learning focus.

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: 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: 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: School leaders are integrating social and emotional skills content into their academic curriculumto create a supportive learning environment and improve the implicit curriculum. The Generation Schools Network (GSN) Advocacy Program is a comprehensive, multi-component schoolwide initiative designed to promote students’ social-emotional competence, college and career readiness, and academic success. Overall, theGSN Advocacy Program represents a holistic approach that promotes the interconnectedness of social-emotional development and academic success, aiming to prepare students for the challenges and opportunities they will encounter. The study aimed to test for baseline equivalence between the comparison and intervention groups regarding school climate, leadership, school connectedness, emotional distress, self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. This quasi-experimental process compared secondary students in the intervention group (125) participating in the yearlong GSN Advocacy Program with students in the comparison group (115). After controlling for preassessment variables of social-emotional competence, the analysis of covariance revealed significant improvements among students in the intervention group for total social-emotional competence and constructs of school climate and school connectedness. The program’s multicomponent approach, including structural support through professional development for implementers and specific social-emotional learning lessons, helped students develop social-emotional skills. Accordingly, students also demonstrated increased interaction with others, an improved sense of school connectedness, and an enhanced ability to handle emotional distress, which is crucial for academic stressors. This study suggests that the multi-component approach, including student-centered social-emotional competency instruction and environmental focus, engendered the intervention group’s acquisition of social-emotional skills. Accordingly, by adopting a multi-component approach that addresses these various aspects of social-emotional programming, school leaders can create a holistic support system that nurtures students’ social-emotional competence, resilience, and overall well-being. This comprehensive approach enhances students’ academic success and equips them with the skills and attitudes necessary for success beyond the classroom.

ABSTRACT: Online collaborative conversation is one of the crucial approaches to promote students’ collaborative skills and cognitive development. Students’ social roles in collaborative learning have a key impact on the process of collaborative learning activities and the
development of students’ cognition. What are the differences in the cognitive structures and processes between rotated-role and fixedrole in students’ groups? This paper explored this question by empirical research. The results of epistemic network analysis showed that the rotated-role groups had more high-level cognition and more complex cognitive structure, while the fixed-role groups had more management activities. In the rotated-role groups, the leaders can better mobilize the atmosphere, organize, and coordinate the cognitive processes of the team, to contribute more to the collaborative conversations. The cognitive depth and efficiency of fixed-role groups significantly decreased over time. These imply that in online collaborative conversation activities, role-rotation can be used to promote higher-order cognitive development, and fixed role can be used to improve management efficiency. Teachers should encourage team leaders to take on more cognitive activity organization and coordination tasks in online collaborative conversation activities. In the later stages of online collaborative conversation activities, teachers should strengthen intervention and support for fixed social role groups.

ABSTRACT: Sub-Saharan Africa having remained economically poor throughout its more than sixty years of independence and relying on the finding that the acquisition of a high level of digital and entrepreneurship skills tends to create wealth for nations in modern times, this study investigates the extent to which sub-Saharan Africa’s higher education institutions may leverage the facilitation of the learning of digital technologies and entrepreneurship for Africa’s economic emancipation through lifelong learning. The work carried out at the level of eight (8) lifelong learning outfits of eight (8) premier universities drawn from the four (4) regions of sub-Saharan Africa is scrutinized through the administration of a six (6)-item questionnaire with a view to establish whether or not Africa’s higher education institutions are currently facilitating the learning of digital technologies and entrepreneurship through lifelong learning to a level that may promote Africa’s economic emancipation. The findings of the current study are that sub-Saharan Africa (i). possesses very few higher education institutions in comparison to the global average, (ii). is yet to prioritize lifelong learning both nationally and at the higher education level, and (iii). is incapable to produce the needed population of digital and entrepreneurship graduates that may propel its economic emancipation as a result of its current level of neglect of lifelong learning.

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: The goal of this research study was to investigate the effects of D.A. Kolb’s active experimentation stage of experiential learning theory (ELT) on teacher professional development. This qualitative interpretive phenomenological study addressed the problem of teachers’ desires for effective professional learning experiences to improve student learning and instruction in the classroom. The research questions explored the perceptions of private school teachers regarding professional development sessions, specifically in the context of active experimentation. The study aimed to investigate the advantages of promoting a professional culture of continuous learning and teamwork among teachers through various methods such as lab classrooms, peer observation, professional learning communities, and peer coaching. The study adopts a descriptive approach utilizing focus group discussion and semi-structured interviews for data collection. Purposeful sampling was used to determine the sample and criterion sampling was used to select the participants. Biographic data were collected to provide background information about the participants involved. The biographic data allowed for stratification enabling the examination of various factors connected to the aim of the study. The study focused on understanding the benefits of providing teacher support through active experimentation during professional development sessions. Results showed that although teachers did not explicitly reference ELT when discussing effective strategies during professional development sessions, they referenced the value of hands-on, active participation in realclassroom stimulations during teacher professional development. The study’s findings also indicate a need for creating a consistent framework for professional development sessions that includes active learning, teacher collaboration, and continuous support in a culture anchored in trust.

ABSTRACT: Student evaluation of teaching surveys (SETS) is one of the most controversial tools used in higher education, globally. Recently the impact that SETS had on innovation in pedagogy has been raised as a potential problem. The teaching team experienced a gap between the SETS results generated for a final-year undergraduate class that utilized flipped learning as the innovation and an empirical research project using the same cohort of students that investigated the effectiveness of that pedagogy. Accordingly, from 2014, we established this crosssectional sequential study over seven semesters to understand how students used the SETS after experiencing this innovation. We conducted a thematic analysis on the 588 SETS results from a final-year undergraduate class studying at an Australian university and found resisting students used the SETS as a weapon with adoption of the innovation of the prime casualty. We recommend SETS be tailored for use where students experience innovation in pedagogy as the use of SETS by students may undermine the adoption of otherwise effective pedagogy and impact the willingness of faculty to pursue innovation in pedagogy.

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: 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: This research compared the effects of solo and collaborative gameplay formats on learning achievement and motivation among freshmen English students. Sixty studentswere randomly assigned to play educational games either individually or in small groups over 10weeks.While both groups received similar instructional time, one played independently using individual devices, while the other played in small groups sharing a single device. A pre-test and post-test design was used, with a 20-multiple-choice exam assessing freshman English knowledge. A modified Motivated Strategies for Learning Questionnaire was also administered to measure five dimensions of motivation (intrinsic goal orientation, extrinsic goal orientation, task value beliefs, control beliefs, and self-efficacy for learning). Post-test scores were significantly higher for the collaborative gameplay group, suggesting team-based interaction enhanced learning. However, a multivariate analysis of variance showed no significant differences between groups on any of the motivation dimensions measured. The findings demonstrate collaborative gameplay may boost achievement without compromising motivation when compared to solo gameplay.

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: In the context of the COVID-19 epidemic, it has become a new trend for people to use online learning communities for learning and communication. Previous studies had shown that trust was one of the important factors affecting knowledge sharing behavior in the online learning communities. However, related studies had not analyzed its mechanism from the micro level. Based on the knowledge sharing gain coefficient and multi-angle trust degree of the online learning communities, this paper constructed the corresponding public goods evolution game model and constructed the Holme–Kim theoretical network model according to the structural characteristics of the community user interaction network. The simulation experiment was carried out by using Matlab to analyze the influence of group trust value and individual trust value on group sharing behavior. From the micro level, this paper analyzed the evolution law of knowledge sharing behavior in the network under the influence of trust. The results showed that the degree of trust knowledge sharing played an important role in improving the behavior of group knowledge sharing. This study provided theoretical guidance for improving the level of knowledge sharing in the e-learning community and creating a good learning atmosphere.