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: 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: This paper introduces a quality-based conceptual framework for planning and conducting research and developmental projects within the knowledge co-production continuum. This paper uses a longitudinal self-study methodology to analyze six case studies over a decade and identify comparative and cumulative trends. The analysis shows the importance of inputs, processes, and outputs in knowledge co-production and reveals intangible benefits such as deep engagement and capacity strengthening relationships. This paper also demonstrates how diverse teams can effectively convert tacit knowledge into explicit knowledge through knowledge co-production. This paper adopts an innovative approach of cross-linking cases along a timeline to provide insights into comparative and cumulative trends and suggests future research directions to explore the interconnections among the framework’s components. This paper argues that the careful design of inputs and processes is essential for successful knowledge co-production outcomes and that the proposed framework can be applied to address complex developmental issues. This paper contributes a novel conceptual framework and a unique cross-linking approach, offering a comprehensive and practical tool for researchers and practitioners.

ABSTRACT: The study aims to explore Strategies for restrainingClassroomDisruptive BehaviorAmong Public Secondary Schools Students in Ekiti State. Specifically, it sought to examine the types of disruptive behaviors, problems encountered by the schools, and strategies to be adopted to curb disruptive behaviors perpetuated by students in the classroom during teaching and learning. Three research questions guided the study. The study adopted a descriptive research design and utilized a quantitative approach. A sample of 100 respondents involving principals and teachers was used through purposive sampling. Strategies for Restraining Students’ Disruptive Behaviors in Public Secondary Schools served as an instrument. Data collected were analyzed using mean and standard deviation. The analysis revealed that (1) lateness to school, irregular class attendance, fighting with each other within and outside the school, refusal to do assignments given by teachers, non-participation in-class activities, use of abusive language against one another, and operating phones during class hours were disruptive behaviors perpetrated by students. (2) The school encountered several problems such as bullying of teachers and management by the punished students, and teachers get discouraged going back to class, which causes more stress for teachers as they become detracted from academic routine. (3) The use of classroom management, allowing students to have easy access to the teachers, promptness of teachers to the discharge of their tasks of teaching profession, ensuring of appropriate seating arrangement by teachers, attentiveness of the teachers to both reported and unreported cases in class, regular checking of children by parents in schools, and maintenance of small and well-controlled
class size were strategies to be adopted to curb disruptive behaviors among public secondary schools students in Ekiti state.

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: 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 conducts a systematic literature review to examine the potential of post-positivism and critical realism as epistemological frameworks for enhancing educational research. By employing a rigorous methodology that involves explicit inclusion and exclusion criteria, comprehensive data extraction, and thematic analysis, the study synthesizes existing literature to elucidate the theoretical foundations and methodological implications of these paradigms. The originality of this research lies in its focused exploration of how these frameworks can address the current limitations in educational inquiry, particularly regarding the need for a deeper understanding of causal mechanisms and contextual influences. The findings underscore the significance of clarifying epistemological assumptions, adopting methodological pluralism, and promoting reflexivity in educational research. Additionally, the study provides practical recommendations for researchers seeking to apply these frameworks in their work effectively. By bridging the existing knowledge gap, this research aims to inspire future investigations and foster deeper insights into the complexities of educational contexts.

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.