ABSTRACT: This review addresses the growing integration of technology in education by examining the role of Mentimeter, a student response system (SRS), in enhancing teaching and learning. The study aims to consolidate existing research to provide insights into Mentimeter’s impact on educational practices, identifying both its advantages and limitations and offering guidance for its effective use in diverse learning environments. A systematic review of 40 peer-reviewed studies published between 2010 and 2023 was conducted using thematic analysis. The studies were selected through extensive searches across six electronic databases, employing predefined inclusion and exclusion criteria. Data extraction and analysis focused on identifying recurring themes and patterns related to the use of Mentimeter in various educational settings. The review reveals that Mentimeter enhances student engagement, encourages collaboration, and boosts participation through its interactive and anonymous response features. It supports active learning and facilitates real-time formative assessment, making it a valuable tool for both in-person and online teaching. However, challenges such as technical issues, costs, and the need for training and ethical guidelines were also identified. The findings suggest that integrating Mentimeter into teaching practices can improve learning experiences by bringing interactivity and engagement. Educators are encouraged to explore innovative applications of the tool while addressing its limitations. Future research should focus on its long-term impact, applications in remote and hybrid learning environments, and comparative evaluations with other SRS.

ABSTRACT: The significance of open data in higher education stems from the changing tendencies toward open science, and open research in higher education encourages new ways of making scientific inquiry more transparent, collaborative, and accessible. This study focuses on the critical role of open data stewards in this transition, essential for managing and disseminating research data effectively in universities. Further, it highlights the increasing demand for structured training and professional policies for data stewards in academic settings. Building upon this context, the paper investigates the essential skills and competences required for effective data stewardship in higher education institutions by elaborating on a critical literature review, coupled with practical engagement in open data stewardship at universities, and providing insights into the roles and responsibilities of data stewards. This approach bridges the theoretical and practical aspects of data stewardship, offering a holistic view of the requirements for effective management and dissemination of data. In response to these identified needs, the paper proposes a structured curriculum for data stewardship, a direct response to the gaps identified in the literature, and the practical insights gained from the study. It addresses five competence categories for open data stewards, focusing on five critical streams of knowledge required to build a comprehensive understanding for open data managers. By advocating for a structured approach to data stewardship education, this work sets the foundation for improved data management in universities and serves as a critical step toward professionalizing the role of data stewards in higher education. The emphasis on the role of open data stewards is expected to advance data
accessibility and sharing practices, fostering increased transparency, collaboration, and innovation in academic research. This approach contributes to the evolution of universities into open ecosystems, where there is a free flow of data for global education and research advancement.

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: This study examines the experiences of nine secondary content teachers who report high self-efficacy in working with English learners (ELs) in mainstream classrooms. As the number of ELs in US schools grows, many content area teachers feel unprepared to support these students effectively. Grounded in the theoretical frameworks of culturally responsive pedagogy and teacher self-efficacy, this phenomenological study focuses on mathematics, science, and social studies teachers in Florida public schools. The research employs in-depth, semi-structured interviews to explore teachers’ perceptions and lived experiences. Significant themes that emerged from the analysis include (a) undercover advocacy, (b) ethic of care, and (c) leveraging student achievement data. A common thread woven through all narratives was the integration of students’ native languages through translation and translanguaging practices while leading with empathy. Participants created more equitable learning environments for ELs in mainstream classrooms through multifaceted, often covert, advocacy efforts. Implications for teacher preparation programs and school districts are discussed, including professional development initiatives to cultivate teachers’ asset-based ideologies toward ELs and improve their pedagogical practices. Recommendations for state and national policymakers include modifications to ESOL certification requirements. This research informs efforts to foster mainstream teacher preparedness and efficacy in working with linguistically diverse student populations.

ABSTRACT: The academic achievement of secondary students remains a top goal for an increasing number of parents, teachers, administrators, students, and policymakers. This is because students with high academic learning outcomes gain a lot in the long run, including
future admission success in college or university and later in the workforce. As a result, all educational stakeholders must focus on figuring out how to raise student academic achievement. One of the promising avenues to increase academic achievement is student engagement. According to self-determination theory, satisfying a student’s need for relatedness, autonomy, and competence is one of the conditions for raising student engagement. This study, therefore, mainly examined how the classroom environment of student cohesiveness (SC), equity (EQ), teacher support (TS), and teacher autonomy support (TAS) predicts behavioral engagement (BE), cognitive engagement (CE), emotional engagement (EE), and agentic engagement (AE) of students. Data were collected from 305 students (150 males and 155 females) in four purposively selected secondary schools in the Nyamagabe district of Rwanda. The four subscales from the What Is Happening In this Class (WIHIC) questionnaire, the Learning Climate Questionnaire, and the Student Engagement Scale were used to collect data. Data were analyzed using the Mean and SD, multivariate analysis of variance, and regression analyses. Based on the results, the SC, TS, EQ, and TAS were significantly related to all components of student engagement (BE, CE, EE, and AE). There was a significant difference between boys’ and girls’ perceptions of BE and TAS. Gender, SC, and EQ predict BE; TAS predicts CE; EQ and TAS predict EE; and SC, TS, and TAS predict AE. Thus, responding to students’ SC, TS, EQ, and TAS needs is crucial as they can foster student engagement in various aspects.

ABSTRACT: This study examined elementary school learners’ mediation competence and awareness based on the Basic user framework of the Common European Framework of Reference for Languages (CEFR). A mixed-methods approach was employed to assess the learners’ mediation competence and awareness during functional-integrated lessons incorporating both individual and group activities. English and Korean were strategically integrated using Google Translator as a mediation tool to help learners understand and express their thoughts in English. Classroom interactions were qualitatively analyzed, focusing on learners’ speech and behaviors concerning the CEFR Basic user ‘can-do’ statements. Pre-surveys and post-surveys were conducted to measure changes in learners’ mediation awareness using the same mediation scale. The results indicated an overall improvement in mediation awareness after 12 sessions, with significant improvements in Mediating a text but more moderate gains in Mediating concepts and Mediating communication. Interviews revealed that translation, summarization activities, and peer support helped learners build confidence in using English and enhanced their understanding of concepts. However, the impact of translation tools varied by proficiency level, with lower-proficiency learners benefiting more than higher-proficiency learners. The study also acknowledged the limitation of a small sample size, suggesting that future research with a larger and more diverse group of participants is necessary to explore the broader applicability of these findings. This research contributes to the understanding of mediation as an active component of language learning. It highlights the potential of CEFR mediation elements to enhance communicative competence in elementary English as a Foreign Language settings.

ABSTRACT: Graduate employability skills are very important for getting entry-level jobs and succeeding in the career. Employers need employees to possess 21st-century skills and personal traits that are transferrable and required in all job profiles. The IT sector of India
is expanding exponentially and requires a high number of job-ready graduates. However, literature indicates a lack of awareness among graduates on importance of employability skills. Students are searching for the job with a different mindset from what employers are expecting. This descriptive research studied the perceptions of IT graduates on the importance of employability skills to get entry-level jobs using the online survey method. The research reveals that with an average mean value of 4.6, learners were aware of the importance of employability skills for attaining entry-level jobs. However, the learners were unclear about the terminologies used for employability skills. The results confirm the latest trends in employability skills among Indian graduates. The study suggests that there is a need to revisit these skills at regular intervals in consultation with the industry to get the contemporary trends. Industry, academia, and policymakers should work collaboratively towards creating a clear picture of relevant employability skills among the learners to bring the learners at par with the industry requirements.

ABSTRACT: In recent years, the Chinese government has actively promoted the digital transformation of education, with a strong emphasis on integrating digital technologies into teaching practices. As a result, teachers’ digital competence has become a key focus of academic research. This study surveyed secondary school teachers in mainland China using the Teacher Digital Competence Self-perception Instrument, and descriptive statistical analysis and inferential statistical analysis were conducted on the data. The findings indicate that teachers generally have a positive self-perception of their digital competence. However, they demonstrate weaker skills in digital teaching and learning management, while excelling in digital engagement. Significant differences in digital competence were observed based on teaching experience, educational background, and regional disparities. To address these challenges, China should offer more professional development opportunities for teachers and enhance policy support for improving digital competence. These findings and recommendations may provide useful insights for other countries and regions pursuing similar initiatives.

ABSTRACT: This article explores the relationship between authoritarianism, Social Darwinism, and exclusivist attitudes toward individuals with disabilities in the context of inclusive education. Using the method of structural equation modeling, we test whether authoritarianism and Social Darwinism pose a barrier to inclusive education (understood as segregated placement, transmissive learning and teaching beliefs, and a medical model of disability). The sample consists of N = 215 student teachers and psychology students from a southwestern German university. The hypothesis that Social Darwinism plays a mediating role between authoritarian attitudes and exclusivist attitudes toward inclusion was tested for the first time. Findings confirm the assumed predictive relationship between right-wing authoritarianism and opposition to inclusive education. While right-wing authoritarianism and Social Darwinism are indeed significantly related, we do not observe, however, a significant relationship between Social Darwinism and exclusionary attitudes—a finding we discuss particularly in light of our sample. The results indicate that the opposition to inclusive education is based on a coherent attitude that is in compliance with authoritarianism. Practical implications are discussed.

ABSTRACT: This paper presents a qualitative study that explores how educators in higher education construct their meaning of social justice. The data consist of transcripts of personal stories shared by three subjects in a public panel discussion. The data analysis employs two complementary methods: thematic analysis and poetic inquiry and analysis. The thematic analysis identifies two main themes: reflection from life events and heightened self-awareness, which illustrate how the subjects’ life experiences and perceptions have shaped their understanding of social justice. The poetic inquiry and analysis transformthe subjects’ voices into narrative and lyrical poems that evoke the emotional and experiential aspects of their stories. The paper explores the consequences of the findings for campus programming and social justice education. This paper also reflects on the benefits and challenges of using thematic analysis and poetic inquiry as qualitative research methods. The dual approach illuminates the complexities of social justice in education, contributing to a more holistic understanding.