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Classroom management is a vital aspect of teaching that greatly affects students’ learning experiences, particularly in secondary schools. This review paper examines the various strategies teachers use to maintain order and promote effective learning. In Pakistan, where classrooms often face challenges like large sizes and diverse student needs, teachers employ a range of techniques to keep students focused and engaged. These include establishing explicit guidelines, utilizing interactive teaching techniques, and fostering a positive environment. The article helps to find out the answers of these research questions: (1) how do different classroom management strategies impact student engagement and academic performance in secondary education? (2) To what extent do teacher preparation programs contribute to the development of effective classroom management skills for teachers working in diverse classrooms? The assessment also highlights the importance of teacher preparation programs and policies that support effective classroom management. It means that by understanding and implementing tried-and-true management techniques, educators can create a learning environment where every student has the opportunity to succeed. Since effective classroom management changes over time, it calls for ongoing effort. Enhancing the learning environment can be achieved through incorporating evidence-based practices, theoretical insights, and a thorough understanding of each student's needs. It encourages students' empowerment, academic advancement, and the growth of their interest in learning. [ABSTRACT FROM AUTHOR]

Purpose: Flattering emails are crucial in tempting authors to submit papers to predatory journals. Although there is ample literature regarding the questionable practices of predatory journals, the nature and detection of spam emails need more attention. Current research provides insight into fallacious calls for papers from potential predatory journals and develops a toolkit in this regard. Methods: In this study, we analyzed three datasets of calls for papers from potential predatory journals and legitimate journals using a text mining approach and R programming language. Results: Overall, most potential predatory journals use similar language and templates in their calls for papers. Importantly, these journals praise themselves in glorious terms involving positive words that may be rarely seen in emails from legitimate journals. Based on these findings, we developed a lexicon for detecting unsolicited calls for papers from potential predatory journals. Conclusion: We conclude that calls for papers from potential predatory journals and legitimate journals are different, and it can help to distinguish them. By providing an educational plan and easily usable tools, we can deal with predatory journals better than previously. [ABSTRACT FROM AUTHOR]

Predicting student performance in the future is a crucial behavior prediction problem in education. By predicting student performance, educational experts can provide individualized instruction, optimize the allocation of resources, and develop educational strategies. If the prediction results are unreliable, it is difficult to earn the trust of educational experts. Therefore, prediction methods need to satisfy the requirement of interpretability. For this reason, the prediction model is constructed in this paper using belief rule base (BRB). BRB not only combines expert knowledge, but also has good interpretability. There are two problems in applying BRB to student performance prediction: first, in the modeling process, the system is too complex due to the large number of indicators involved. Secondly, the interpretability of the model can be compromised during the optimization process. To overcome these challenges, this paper introduces a hierarchical belief rule base with interpretability (HBRB-I) for student performance prediction. First, it analyzes how the HBRB-I model achieves interpretability. Then, an attribute grouping method is proposed to construct a hierarchical structure by reasonably organizing the indicators, so as to effectively reduce the complexity of the model. Finally, an objective function considering interpretability is designed and the projected covariance matrix adaptive evolution strategy (P-CMA-ES) optimization algorithm is improved. The aim is to ensure that the model remains interpretable after optimization. By conducting experiments on the student performance dataset, it is demonstrated that the proposed model performs well in terms of both accuracy and interpretability. [ABSTRACT FROM AUTHOR]

This paper discusses a sustained effort to introduce and make richer educational development opportunities for colleagues in Slovakia: a community that has common experiences, needs, expectations, access to opportunity and social interactions that follow mutual interest. In this paper, I reflect on the challenges and lessons learnt over two decades while I worked with teachers, educational developers and students taking a community-based, transformation-oriented, and needs-based approach. Over time, this resulted in expanding the community and offering it a broader range of services. The article concludes with four recommendations for those taking community-based approach, including cultivating trust and nurturing hope within the community. [ABSTRACT FROM AUTHOR]

Discussions of randomised controlled trials (RCTs) in education that do not show an impact regularly focus on the intervention and how it failed to impact on expected measures, with typologies identifying persistent critical points of failure. This paper uses one such RCT—the Integrating English programme—to exemplify the application of a new model to explain failure in RCTs. To do so, the paper develops a set of categories of context drawing on the wider social evaluation field: backdrop, design, operation and interpretation. Thus, the paper exposes critical weak points in the commission and interpretation, as well as the implementation, of an RCT. Our aim is to work towards more robust evaluations by demonstrating that it is not simply the programme design, implementation and evaluation that can contribute to a lack of impact; there can be more fundamental system issues at play. [ABSTRACT FROM AUTHOR]

Confronted by myriad interconnected societal challenges, this paper asks: what kind of pedagogy does justice to the experience and challenge of living in a complex world? Departing from a critical reading of a preparative-logic to education, this paper emphasises students' entangledness: more-or-less consciously, students are uniquely shaped-by and shapers-of complex societal challenges in a here-and-now sense. Utilising this premise, the paper develops a set of pedagogical perspectives that might inspire and help teachers to design their own responses to particular complex societal challenges in their unique teaching contexts. Drawing on emerging outcomes from a narrative diffractive inquiry with 12 teachers as co-researchers and engaging with complexity thinking, six perspectives are presented and discussed: entanglement-orientedness, entanglement-awareness, hopeful action, inquiry within complex societal challenges, practicing perceptiveness, and practicing integrity. Together, these perspectives offer a heuristic for embracing complexity in education. [ABSTRACT FROM AUTHOR]

The position paper of the State Student Council for Everyday Culture and Health at the Pedagogical Universities in Baden-Württemberg demands that the subject Everyday Culture, Nutrition, Social Affairs (AES) be mandatory for all students in secondary level I in the educational plan. The subject should teach students skills for a health-promoting and sustainable everyday life. Currently, AES is only provided as an elective subject starting from 7th grade, which means that not all students have access to this subject. The position paper also argues that a general inclusion of AES in the curriculum would not only benefit the students but also the economy and society. It is pointed out that AES offers relevant educational opportunities for the guiding perspectives of prevention and health promotion, education for sustainable development, and consumer education. Furthermore, it is emphasized that AES can also contribute to raising awareness for gender equality and career orientation in the care sector. The position paper "AES for all" argues that the subject Everyday Culture, Nutrition, Social Affairs (AES) should be mandatory for all students starting from 5th grade. AES lays the foundation for career orientation in the fields of social work, household services, health and care, education and training. A mandatory inclusion of AES could contribute to strengthening career orientation in these areas and alleviate the shortage of teachers. [Extracted from the article]

As part of the special issue "Business English: Research into Professional Practice", this article aims to contribute to a major discussion in the field of business English concerning ways of strengthening the research–pedagogy interface. The article is a commentary on my previously published paper, " Forging a link between research and pedagogy: A holistic framework for evaluating business English materials " (2009). In this commentary, I discuss various aspects of the paper, including the significance of its proposed approach to connecting research with pedagogy, the influence of the paper on business English and other fields, and the application of its ideas by practitioners to business English materials evaluation and beyond. I also reflect on the paper's influence on my subsequent work as both a researcher and a practitioner. I conclude by suggesting future directions that should help to bring research closer to pedagogical practice. • A commentary on my previously published paper (Chan, 2009) is presented. • The significance of the paper's proposal for research-informed pedagogy is highlighted. • The influence of the paper on ESP materials evaluation and beyond is discussed. • The influence of the paper on my own research and pedagogical practice is illustrated. • Future directions for strengthening the research–pedagogy interface are suggested. [ABSTRACT FROM AUTHOR]

In this paper we address the question of whether academic educational planning programmes are prepared to provide future planning professionals with the essential expertise to promote the transformation towards carbon-free cities and regions. Drawing upon interviews with master's programme directors and involved academic teachers from European schools of planning, we argue that in view of transformative planning there is a need for adjustments in terms of knowledge areas and methodological skills. Our results also suggest reconsideration of normative and ethical aspects of planning as well as the attributed roles of planners and planning educators. [ABSTRACT FROM AUTHOR]

In 2014 the International Journal for Academic Development (IJAD) issued a call for papers for 'Beyond learning and teaching: Extending the frontiers of academic development'. Though it was never published, the conceptual and definitional opacity that this special issue was expected to address, along with prevalent epistemic parochialism, remain problematic for academic development scholarship, and this article focuses on them. The article incorporates a critique of the field's scholarship within a conceptual analysis of academic development that culminates in presentation of the author's original conceptual model of the componential structure of academic development. Academic development scholarship, it is argued, is poised at a crossroad; its epistemic development is dependent upon its adopting a wider focus and agenda that its critical scholars are calling for, to diffuse the mainstream focus on teaching and learning. Mainstream scholarship is ripe for epistemic expansion into neighbouring fields, to encourage academic developers to shift their focus from what it is they do, to what they do is. [ABSTRACT FROM AUTHOR]

This paper presents an overview of the state of the art and a series of reflections on the contributions of digital games in the educational development processes of local authorities. To this end, an exhaustive review was initially carried out, focusing on research works, publications and congresses carried out on the subject. We also proceeded through a web search, using google and webs of associations and research groups to find and analyse digital recreational applications (video games, serious games, gamified apps, etc.) developed to spread local entities and disseminate their culture, traditions, experiences of the population, etc. It was used as a methodology for content analysis through the adaptation of guides proposed in previous studies to evaluate fundamental aspects for the achievement of the objectives of each game. Based on the analyses, the discourse focuses on describing the reality and, on that basis, making suggestions and recommendations, with the aim of providing strategies that contribute to the use of this type of resources as tools for socio-educational development in municipal contexts and guiding the decision-making process of the different agents for their selection and use. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to present a theoretical model for restructuring Colombia's educational initiatives in response to current socioeconomic needs. More equitable and decolonized education could help learners decouple their capacities to imagine the future from colonialized paradigms, thereby opening spaces for more active engagement in their own futures. Design/methodology/approach: The authors take a critical, postmodern approach focused on empowering people to transcend constraints from a colonial past and recognizing that the purpose of knowledge, although reflecting power and social relationships, is to help people improve society. Notions of situated and futures literacies nourish an approach toward a decolonized and glocalized educational model. Findings: The current Colombian educational system tends to favor a single focus – local, national or international – at the expense of the others. The authors argue that educational policy and planning should account for three realms of knowledge: locally situated literacies, nationally situated literacies and globally situated literacies. Originality/value: Deconstructing obsolete and colonized methodologies could not only help prepare Colombian learners for active engagement both within and beyond their modern-day borders but could also help transform other educational systems originally designed to support societies and economies that no longer exist, including those of the Global North. [ABSTRACT FROM AUTHOR]

Online education is popular for its flexibility and high accessibility. The transactions of educational multimedia data resources can effectively promote the development of educational informatization and solve the island situation of educational resources. However, educational resources may be facing severe illegal redistribution. And the copyright is not well protected. In most of existing transaction schemes for educational multimedia data, there is always a centralized third party, which may lead to dispute, distrust, or privacy issues. In this paper, we propose a fair and accountable trading scheme for educational multimedia data based on blockchain. We combine anti-collusion code named BIBD-ACC and asymmetric fingerprinting technology to achieve a relatively strong copyright protection. To realize a fair trading, we implement a smart contract with a reasonable pricing model. In addition, we leverage TEE to solve the privacy issues of public chain and IPFS to mitigate the storage cost of the blockchain. We implemented and evaluated the scheme in Ethereum. The results show that our scheme can achieve well copyright protection and preserve the users' privacy. The overall overhead is reasonable. [ABSTRACT FROM AUTHOR]

AbstractStudent engagement is a key contributor to educational programme quality. It is a complex construct often defined with the focus on student behaviors. However, a broader, more organizational approach takes into account the institutional context and how this can be structured to encourage and support students’ willingness and ability to become engaged. This paper includes suggestions for a student engagement system using key elements recognized in the literature and concrete examples from medical schools that achieved recognition in the ASPIRE-to-Excellence student engagement initiative. The examples from the ASPIRE participants demonstrate that the presence of certain key features creates a mutually beneficial collaborative approach between students and their institutions. This includes opportunities for students to formally engage in four domains touching on the breadth of student life, including institutional governance and policy-making, educational programme development and evaluation, participation in activities in the academic community, and participation in local community and international outreach. Based on an in-depth review of the information from three medical schools that recently received an ASPIRE-to-Excellence award in student engagement, it was possible to identify certain specific practices that individually and taken together allow an institution to demonstrate excellence in this complex construct. As an overarching concept, it was clear that student participation in each of these domain areas benefitted from a supportive institutional culture characterized by specific formal attributes and activities. Examples included codifying student involvement in governance through institutional policies; maximizing communication routes among students and between students and school administrators and faculty; and formalizing a participatory environment through missions statements or strategic plans. For programme planning, a helpful conceptualization is that a successful student engagement programme occurs when change is championed by all stakeholders within an institution and the organization supports a collaborative culture that includes students as active participants and partners. [ABSTRACT FROM AUTHOR]

We introduce the special issue entitled 'Beyond academic development as institutional practice: advancing community-led approaches' and offer critical commentary that advances the concept and practice of academic community development. Through repeated readings of the 10 articles from diverse contexts included in this issue, we draw out four main themes highlighting why and how academic communities beyond single institutions support academic development. First, we revise the initial conceptual framework of 'academic community development (ACD)', which focused the call for papers, presenting six dimensions rather than the previous three continua. Then, we consider the degree of 'institutionalisation' of this range of initiatives. From that analysis, we derive a typology of ACD initiatives. We then consider a) what common interests have been served by these communities, and whose they are; b) the focus of these communities in relation to the revised conceptual framework; and c) the essential ingredients for success. We emphasise that communities leverage assets in ways that traditional needs-based academic development often does not. We conclude with implications for typical academic development work. [ABSTRACT FROM AUTHOR]

This paper examines how pracademics who teach at different universities in Ghana contribute to shaping their academic development. In this study, a pracademic refers to an industry practitioner who is employed by a university as a part-time academic to teach academic courses and support the knowledge and skills development of learners. Using a dialogical narrative approach, data were gathered from 14 pracademics who teach academic courses at different universities in Ghana. The findings revealed that the academic development of pracademics is linked to their unique professional identity, the social networks that support their personal and professional growth, and the complex professional community in which they operate. The narratives of the participants revealed that the network of pracademics serves to promote their common interests, which include needs (social, job-related, and resources), expectations, access to opportunities, and their ability to promote academic disciplines. Additionally, pracademics are likely to be highly motivated to join informal networks within a broad context – pracademia, when they know that issues concerning their job security and professional development in the areas of teaching, research, and engaged scholarship will be prioritised by the management of universities. [ABSTRACT FROM AUTHOR]

This paper reports on a new version of the ISSOTL (International Society of the Scholarship of Teaching and Learning)-based International Collaborative Writing Groups (ICWGs), which has a specific focus on public scholarship. In this study, we focus on the community-based elements of the ICWGs-Public, and in particular on community-based academic development, including cross-institutional and international collaboration aspects of ICWGs-Public. In this qualitative study, we use Wenger and Wenger-Trayner's communities of practice evaluation framework, which outlines seven levels of value, to explore the potential outcomes and benefits of ICWGs-Public, based on a series of semi-structured interviews with participants. ICWGs-Public show potential as a model for cross-institutional community-based academic development, particularly if the community of practice has a strong central focus, in this case public SoTL. Community-based academic development may therefore have an important role to play in extending SoTL beyond the academic realm. [ABSTRACT FROM AUTHOR]

This study evaluates the integration of the Professional Capability Framework (PCF) in England's social work education and its potential applicability in the Czech Republic. As England has advanced its social work training through holistic approaches and continuous professional development [1], this paper explores the feasibility of adapting such reforms to enhance the Czech educational system. By conducting a comparative analysis, the research identifies gaps in the Czech framework and suggests tailored adaptations from the English model. This streamlined examination not only furthers the international discourse on social work education but also proposes actionable strategies for cross-cultural educational enhancements. [ABSTRACT FROM AUTHOR]

This research paper explores the awareness, perceptions, and beliefs of English as a Foreign Language (EFL) students at the South East European University regarding Howard Gardner's Multiple Intelligences (MI) theory. Focusing on the dynamic landscape of contemporary education, the study aims to understand the extent to which students acknowledge and identify with different intelligences and the potential implications for language learning strategies and overall educational experiences. The research employs an exploratory mixed-methods approach, including a case study design, surveys, and qualitative analysis, to gather insights from bachelor's and master's-level students. Findings indicate a moderate level of familiarity with MI theory among the participants, with significant agreement on the utility of the theory in understanding learning abilities. The study underscores the importance of recognizing linguistic intelligence and suggests implications for pedagogical practices, curriculum development, and the creation of inclusive learning environments. Recommendations include fostering collaboration among educators to share best practices and seeking institutional support for initiatives related to MI theory integration in teaching. The research contributes to the ongoing discourse on effective language education and its alignment with theories of cognitive diversity, providing actionable insights for educators and institutions. [ABSTRACT FROM AUTHOR]

Labeling of gifted pupils can negatively affect the life path of gifted individuals. The study explores whether and how a teacher can label gifted pupils when applying educational strategies based on internal differentiation. We focused on formally identified intellectually gifted pupils (age 7–12) educated in (mainstream) elementary schools in the Czech Republic (Central Europe). Qualitative data were collected through classroom observations and teacher interviews. We observed 24 gifted pupils and 15 teachers from 12 schools. We identified five main types of educational strategies leading to inappropriate labeling, such as Tasks for Quick‐witted, Challenges, Boffins Goes to Competition, Teacher's Assistant, and Individual Projects. The "inappropriateness" of these strategies consisted of the significant preference and presentation of gifted pupils, in the useless and overused selection of gifted pupils, and the rigidity of the applied strategies. The paper seeks to highlight the existence of a paradoxical phenomenon whereby, when teachers are maximally interested in promoting giftedness, the stagnation of gifted pupils and other pupils in the class occurs. The study concludes with recommendations for eliminating inappropriate labeling of gifted pupils. [ABSTRACT FROM AUTHOR]

First-year medical students are often challenged by the rapid pace and large volume of content that must be learned. Peer teaching has emerged as a supportive educational strategy. However, the most effective strategies for training peer tutors (PTs) for their role are not known. This paper examines the use of an Objective Structured Teaching Exercise (OSTE) to augment PT training sessions. Applying deliberate practice as a conceptual framework, an OSTE was used to provide tutors with an opportunity to practice their skills and receive feedback about their performance when meeting with a student presenting with a challenge. The newly trained PTs were required to assess a standardized student, determine challenge(s) being experienced, and present options to address the challenge(s). Standardized students evaluated the tutors' performance and a pre- and post-OSTE questionnaire was used to determine whether the OSTE was effective in increasing the confidence level of PTs to effectively assess and support students seeking help. Participants reported an increase in confidence in their ability to assess areas requiring improvement, understand the active learning strategies, and suggest appropriate active learning study strategies. Evaluations completed by standardized students documented that newly trained PTs accurately diagnosed the challenge presented in the OSTE and in most cases PTs asked all relevant questions to assess. Increased self-efficacy promotes PT's capacity to perform their work and feedback during an OSTE can further advance required skills. Aggregate OSTE results can also inform efforts to enhance the PT training program. NEW & NOTEWORTHY: This novel application of the Objective Structured Teaching Exercise (OSTE) was done to enhance tutors' skills as valued members of our integrated academic support program. The OSTE provided feedback to the tutors and enabled us to identify a need for enhanced tutor training in active learning strategies. The OSTE can be adapted for use in other health science educational programs to enhance their training programs and to assess tutor's skills in preparation for their role. Listen to this article's corresponding podcast at https://apspublicationspodcast.podbean.com/e/teaching-the-tutors-use-of-an-oste-to-train-medical-students-to-be-peer-tutors/. [ABSTRACT FROM AUTHOR]

Under the background of the rapid development of innovation economy promoted by education science and technology, this paper uses the DEA Malmquist index model to build an evaluation index system based on the research object of the Education Science and technology industry of 31 provinces in China from 2010 to 2019. It makes a static analysis of its input–output efficiency from the aspects of comprehensive efficiency, pure technical efficiency and scale efficiency. Also, the Malmquist index method is used to analyse the changes of comprehensive efficiency, technical efficiency and technological progress. It is found that the development of the educational science and technology industry in different regions of China has its own characteristics. The efficiency of educational science and technology in some regions is good, but the growth rate slows down, and some efficiency lags behind, so there is a lot of space for improvement. On the whole, technological progress is an important factor affecting the change in total input–output efficiency. It is suggested that regional cooperation should be strengthened to optimise the allocation of educational science and technology resources. It should accelerate the deployment of next-generation technology to promote overall high-quality development. [ABSTRACT FROM AUTHOR]

This paper reflects historically and contemporaneously on the relationship between 'International Education and Development' actors and foreign intervention in our colonial past and present, with a particular focus on Education in Emergencies (EiE), a sub-field of research and practice within 'International Education and Development'. Theoretically, this work is underpinned by a critical application of the 'implicated subject', Rothberg's (2019) conceptual addition to the study of violence and injustice which seeks to go beyond binaries of 'victim and perpetrator' and recognise the way many others are 'implicated' in systems of violence and injustice. In the first section we explore this framing for researchers and practitioners in the field of EiE and the complex ways that researchers and practitioners might be understood as 'implicated subjects'. In the second part we explore two dimensions of EiE actors as 'implicated subjects': Diachronic and Synchronic. In the diachronic dimension we highlight the way the colonial past hangs heavy in the present and in the synchronic dimension we explore the case of Afghanistan, and the links between military, development and education strategy. In the conclusion we reflect on their implication for improved ethical practices in EiE and in the broader field of International Education and Development. [ABSTRACT FROM AUTHOR]

Despite the acknowledged complexity of early childhood educators' work, little is documented about how early childhood educators actually spend their time at work. A typical way of studying time at work is through the use of time-use diaries. Recent developments have shown the benefits of using randomized sampling electronic time-use diaries. This paper reports on the development and useability testing of a random time sampling (RTS) time-use smart-phone application to capture the work of educators, the first time such a method has been used in early childhood settings. Descriptive analyses were conducted of time use data collected from 20 Australian early childhood educators. Seventeen went on to participate in follow-up focus groups / interviews, which were thematically analysed. The paper demonstrates the capacity of RTS apps to gather accurate and useful data about educators' work, and points to the acceptability of this method to educators, and its manageability within early childhood settings. Limitations of the method, including, participant buy-in, design and technical requirements, and cost, are also highlighted. [ABSTRACT FROM AUTHOR]

The paper in question is focused on (1) valuing the expanded and transdisciplinary approach for the definition of cultural heritage, consolidated in Brazil from the 1970s/1980s onwards, (2) and its subsequent applicability in the field of education, under the influence of a liberating pedagogy proposed by educator Paulo Freire. An important consequence of this process involves the conception of a formal education system structured to promote collectivity, equality, diversity, and educational equity, as a solution towards ensuring both the learning and development of students. (3) The paper discusses the contribution of the expanded context of cultural heritage and its relationship with the field of education in the development of pedagogical strategies that promote educational equity, through the Base Nacional Comum Curricular (BNCC), a document that parameterizes the curricula from early childhood education to high school in Brazil. From a bibliographic review, the paper presents the conjuncture on which the new look at cultural heritage has been consolidated, and the consequent redefinition of heritage education actions, and then, as a result, analyzes the approximation between this new approach and the formal educational strategies present in the BNCC, as well as the possibilities of intercommunication between both. [ABSTRACT FROM AUTHOR]

As online education continues to proliferate that there is a need to understand how institutions can better support faculty in the transition to online education. Building on work that has suggested the importance of learning spaces for faculty to engage in discussion and reflection on their move to online education, this paper employs Bakhtin's notion of ideological becoming to provide a theoretically grounded understanding of how the design of such spaces can better facilitate this move. The paper reveals how learning spaces designed to develop critical awareness empower faculty to navigate discourses of online education, enabling them to build on their existing knowledge and skills as educators. The findings reveal how engaging faculty in critical dialogue can enable a cumulative shift in thinking from discussions dominated by authoritative discourses of online education that create an initial confusion between performance and pedagogy to the development of critical awareness that enables them to challenge dominant discourses and reconnect with the self as an experienced educator. The paper provides an important insight into an approach that might enable institutions to better support faculty buy‐in and acceptance of online education. Practitioner NotesWhat is already known about this topicInstitutions struggle to understand how best to engage faculty in the transition to online education.A number of frameworks and models have been proposed to facilitate the transition, but these mostly take a managerial perspective.The transition to online teaching is most effective when supported by opportunities for faculty to engage in critical reflection and discussion.Less is known about how opportunities for critical reflection support the transition process and there is a need to theoretically ground such understanding.What this paper addsThe paper draws on Bakhtin's notion of ideological becoming to explore how learning spaces for educator discussion and reflection can be used to facilitate the transition process.The findings show how learning spaces can be designed to enable faculty to develop the skills to navigate and challenge dominant discourses of online learning.The development of critical awareness among educators can also facilitate the development of educational practices for both classroom and online teaching.Implications for practice and/or policyThe transition to online education is not an individual activity, but a collaborative and dialogical process.Faculty need time and space to critically challenge dominant discourses of online education and to re‐establish their existing skills and experience within an online context.This should not be a one‐off event but an ongoing process and conversation in a constantly changing and evolving higher education context.At the policy level, we should not expect online educational practice to be based on one approach or model, but to celebrate individuality and innovation. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to examine the design of choreographies or learning environments which the students participating in Ocean i3 pass through during their participation in the project, which requires constant review and interpretation, in times of COVID-19. To this end, it is proposed to: define the institutional teaching choreographies to create authentic and meaningful environments for the active learning of university students; interpret the transversal competences for the sustainability developed in Ocean i3 within the framework of institutional teaching choreographies; and value the strengths and weaknesses of the teaching choreographies implemented for the development of transversal competences for sustainability in a situation of health-care crisis. Design/methodology/approach: An exploratory method with an interpretative approach has been selected that enables us to address living and evolving scenarios, didactic choreographies and the development of competences for sustainability. Findings: The perception of students and teachers reveals that it is the use of a multilingual linguistic repertoire (multilingualism) that is most enhanced in Ocean i3, although the global and integrative vision of problems and the integration and management of knowledge through contributions from different disciplines and the social context (transdisciplinarity) are also highlighted. Originality/value: This paper describes how face-to-face institutional teaching choreographies for an innovation project have been transformed into synchronous online choreographies encouraging the development of competences for sustainability. [ABSTRACT FROM AUTHOR]

Education, under the neoliberal doctrine, has undoubtedly undergone multiple reforms that have led to its economisation. They have also turned education into a mechanism that intensifies the reproduction of inequalities and suppresses diversity, which only helps to perpetuate social exclusion. Despite radical criticism of neoliberalism's effect on education, neoliberal educational strategies have emerged stronger in the aftermath of the 2008 financial crisis. The goal of this paper is to review the effect of the neoliberal paradox on diversity and equity in education and to consider a new socio-economic paradigm that would foster more progressive educational practices. Such practices are advocated by Kalantzis and Cope's New Learning model, which points to the relationship between senses of belonging and academic achievement in education. To achieve this, this paper adopts a polemical, critical approach to analysing the selected literature. It highlights the paradoxes and contradictions of neoliberalism on diversity and equity and analyses how inequity is perpetuated through neoliberal education. Then, it discusses neoliberal education and considers the reasons criticism of neoliberalism has been rather ineffective. The paper concludes by exploring alternative pedagogical models and contemplating whether education can be recalibrated in the interest of an inclusive and just society. [ABSTRACT FROM AUTHOR]

In this paper, the endeavour to understand how to think of education 'after progress', viz. in an age in which progress has become problematic, is undertaken by focusing on the theme of time. Dovetailing Klaus Mollenhauer's reflections on the rise of the Bildungszeit at the dawn of modernity with Thomas Popkewitz's analyses of 'cosmopolitan time' presiding over pedagogical reform from the 19th century to the present, I shall, first, explore this temporal configuration of modern schooling (which goes hand in hand with a specific understanding of the child). Against this backdrop, I shall, second, advance an interpretive hypothesis, that of substituting what will be called the 'child-as-migrant' for the 'cosmopolitan child', by appropriating, in an educational key, some insights of Thomas Nail's 'migrant cosmopolitanism'. I shall thereby suggest an alternative view of 'progressivity', construed not along modern-developmentalist lines but as a form of non-conservativeness, linked with a recognition of the ekstatikon (that is, destabilizing) character of time. This will require a revisiting of some Aristotelian intuitions about time as the rhythm of movement , reinterpreted as the affective experience of that ek-statikon without which there is no potential for the new. Accordingly, 'progressive' education (in the different interpretation investigated here) is the concern to allow all of us as 'migrants' to live actively in the abode of our ek-static and unpredictable condition and, therefore, to be vulnerable to the new, without merely remaining in a taken-for-granted ethos, cosmopolitan, inclusive, and progress-oriented though it may be. (Editor's note: This paper forms part of the suite entitled 'Education After Progress'.) [ABSTRACT FROM AUTHOR]

This paper explores the concept of time in education. It argues that the neoliberal capitalist construct of time as a resource to be deployed in service of labour—ever-accelerating—has permeated education, with implications for curriculum, teaching, and learning. To slow the effects of neoliberal capitalism in schools requires a reconsideration of time that permits both different understandings of how time is encountered and different values orienting how one spends one's time. Using Hägglund's argument for finitude and Levinas' idea of time as a gift, the paper articulates the philosophical rationale and pedagogical implications for making the most of one's educational time. [ABSTRACT FROM AUTHOR]

Inclusion has been a cornerstone of the Italian school system since the 1970s, when special sections were gradually abolished, students with disabilities merged into regular classrooms, introducing specialized support teachers who became co-teachers in every aspect of the classes. Over the years, it has become increasingly evident that working with disabilities means creating synergies among professionals – not only educators – through longitudinal and transversal skills and knowledge, in an interdisciplinary perspective. The paper presents the results of a research, involving a group of support teachers, regarding the complexity of their role within the inclusive school. It highlights the relationships among various stakeholders – families, educators, healthcare professionals, etc. – in addressing the needs of students with disabilities and in designing interventions specific to the Individualized Educational Plan. [ABSTRACT FROM AUTHOR]

This paper deals with changes in code status policy in Ontario and endorses a new College of Physicians and Surgeons of Ontario (CPSO) policy. We argue that the recent policy changes in this area necessitate an active educational strategy around end-of-life care to prevent harm to dying patients. [ABSTRACT FROM AUTHOR]

Artificial Intelligence (AI) has increasingly influenced higher education, notably in academic writing where AI-powered assisting tools offer both opportunities and challenges. Recently, the rapid growth of generative AI (GAI) has brought its impacts into sharper focus, yet the dynamics of its utilisation in academic writing remain largely unexplored. This paper focuses on examining the nature of human-AI interactions in academic writing, specifically investigating the strategies doctoral students employ when collaborating with a GAI-powered assisting tool. This study involves 626 recorded activities on how ten doctoral students interact with GAI-powered assisting tool during academic writing. AI-driven learning analytics approach was adopted for three layered analyses: (1) data pre-processing and analysis with quantitative content analysis, (2) sequence analysis with Hidden Markov Model (HMM) and hierarchical sequence clustering, and (3) pattern analysis with process mining. Findings indicate that doctoral students engaging in iterative, highly interactive processes with the GAI-powered assisting tool generally achieve better performance in the writing task. In contrast, those who use GAI merely as a supplementary information source, maintaining a linear writing approach, tend to get lower writing performance. This study points to the need for further investigations into human-AI collaboration in learning in higher education, with implications for tailored educational strategies and solutions. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of the paper is to describe the development and implementation of a specialized Virtual Learning Environment (VLE) designed to enhance the knowledge and skills related to sustainability in students with Down Syndrome. This VLE serves as a means to make sustainable concepts more accessible and comprehensible to this specific student group, with the aim of promoting their engagement and understanding of sustainability, environmental awareness, recycling, and sustainable construction. The ultimate goal is to empower students with Down syndrome by providing them with a tailored educational tool that facilitates their learning in a manner that is engaging and effective. Design/methodology/approach: The approach outlines the overarching plan for creating the e-learning platform, including the technological choices and design considerations necessary to make it effective and accessible for students with Down Syndrome. It's a fundamental component of the methodology, as it sets the direction for the platform's development and aligns with the objectives of the study. And also encompass the strategy for teaching and learning sustainability aspects to students with Down syndrome. Findings: Positive Feedback from Tutors and Professionals: The feedback from tutors and professionals is generally positive, with 91.4% finding the platform to be well-organized and 88.6% considering the content adequate and understandable. This suggests that the VLE met the needs and expectations of educators and professionals involved in the learning process. Utility for Professional Practice: Approximately 80% of tutors and professionals found the platform useful for their professional practice, indicating that it has practical applications beyond student learning. This information highlights the success and potential impact of the VLE for this specific target group. Research limitations/implications: The study may not have explored the depth of sustainability concepts covered within the VLE. Future research could delve into the specifics of the content and its effectiveness in teaching complex sustainability topics. Practical implications: The incorporation of universal design principles in the VLE development could serve as a model for creating inclusive e-learning platforms. This has broader implications for improving digital accessibility in education. The positive feedback from tutors and professionals suggests the importance of interdisciplinary collaboration in education. Professionals from various fields, including special education and sustainability, can work together to create effective and inclusive learning tools. Social implications: This study can contribute to the broader discussion on inclusive education and the effective use of technology to enhance learning experiences for individuals with disabilities. Originality/value: The study addresses a crucial gap in the field of sustainability education by focusing on students with Down syndrome. It highlights the importance of making sustainability education inclusive and accessible to a diverse range of learners, including those with disabilities. This originality contributes to the broader discourse on inclusive education and environmental awareness. The development of a specialized Virtual Learning Environment (VLE) for this specific target group is an original contribution. It demonstrates the potential for adapting educational technology to meet the unique needs of students with Down syndrome, potentially serving as a model for future educational tool development. [ABSTRACT FROM AUTHOR]

Problem-solving skills are an ability that must be cultivated to equip students with the skills needed to deal with today's increasingly complex and volatile environment. Computational thinking represents a new paradigm in problem-solving skills. After Wing proposed Computational Thinking as problem-solving skills in 2006, other scholars investigated this topic; nevertheless, the link between Computational Thinking and problem-solving has not been clearly discussed in previous studies. To uncover evidence for the connection between Computational Thinking and problem-solving skills, we conduct a systematic literature review of 37 papers collected from Web of Science database. The results indicate that (a) problem-solving is discussed in the 37 articles in the context of Computational Thinking, (b) the most frequently employed Computational Thinking stages in problem-solving skills are decomposition, pattern recognition, abstraction, and algorithm, (c) Computational Thinking is closely linked to problem-solving, and (d) Computational Thinking and problem-solving stages serve the same functions in solving problems. The results of this study will encourage the development of education research, particularly in the application of CTas a problem-solving tool in various real-life scenarios. [ABSTRACT FROM AUTHOR]

This paper reflects upon and discusses the case of a participatory action research project in a public school in Nepal with the aim of exploring the possibilities for participatory approaches to contextualised teaching and learning. We discuss how research-degree students and school stakeholders involved in participatory needs assessment identified the need for contextualised teaching and learning and the participatory and generative model of contextualised teaching and learning we initiated in response. However, at the end of three different participatory action research (PAR) cycles, we came to an understanding that, for sustainable pedagogical reforms, even buzz words like 'participatory' and 'shifts in perspectives' have some limitations. In a bureaucratic schooling structure, like that in Nepal, pedagogical innovations for contextualised teaching and learning have to negotiate pre-structured schooling cultures, and therefore, any change in individual and group perspectives has to be accompanied by a shift in regular schooling design, from linear closedness to ecological openness. Otherwise, the innovations for contextualised teaching and learning are unlikely to be sustained in the face of the dominant practice architecture. [ABSTRACT FROM AUTHOR]

Interdisciplinary education has become increasingly prominent as a core instrument to prepare the next generation workforce. Yet, little is known about the impacts of long-term degree-oriented interdisciplinary education on post-graduation outcomes. This paper aims to investigate the influence of long-term degree-oriented interdisciplinary education on graduates' post-graduation plan choices and labour market outcomes using unique administrative micro-data and career-tracking data from a comprehensive research university. Our results indicate that higher levels of engagement in interdisciplinary learning increase the probability of pursuing future study and employment in a field that differs from a graduate's college degree, and are also associated with a higher probability to enter the workforce. Yet, this positive association between interdisciplinary learning and the probability of entering the workforce is specific to graduates from traditional disciplinary programmes. Additionally, our findings suggest that the impact of long-term degree-oriented interdisciplinary education on early labour market outcomes is overall beneficial but varies across degree fields. The findings of our study provided partial evidence in support of the influence of long-term degree-oriented interdisciplinary education on post-graduation plan choices and early labour market outcomes. We suggest that given resource constraints, higher education institutions could consider relaxing module choice restrictions in traditional disciplinary programmes to promote interdisciplinary education. However, it is important to note that higher education institutions should carefully consider the potential trade-off between the breadth of interdisciplinary content and the depth of specialist content, in order to strike a balance. [ABSTRACT FROM AUTHOR]

The purpose of this research is to analyze the acquisition of teachers' digital competencies through the use of virtual environments and information and communication technologies to improve the teaching-learning process. A systematic review was conducted through the search and compilation of empirical studies over five years (2019 to 2023), in the specialized databases: Scopus, Redalyc, SciELO, and the academic search engine Google Scholar. Based on the PRISMA statement, and through inclusion and exclusion criteria, a total of fourteen research papers were selected. After examining them, it was possible to identify how digital literacy through the use of virtual learning environments influences the development of teaching work and performance and consequently also contributes to student learning. Among the digital skills most used by teachers that have allowed innovation and improvement of the teaching process are mainly the management of information and mastery of digital tools for the creation and management of educational resources. [ABSTRACT FROM AUTHOR]

In response to calls to revisit the engagement of students in academic development, the authors - an educational development consultant and a graduate student - share the findings of a nation-wide study which explored how Canadian teaching and learning centres (TLCs) partner with graduate students in academic development (AD). This paper highlights the benefits and challenges identified by the participants and draws on students-as-partners (SaP) literature to frame the recommendations and lessons learned about how to engage graduate students meaningfully and ethically in AD activities. We share pragmatic strategies while emphasizing the importance of aligning partnerships with the SaP principles of respect, reciprocity, and responsibility. [ABSTRACT FROM AUTHOR]

This exploratory study uses semi-structured, in-depth qualitative interviews (n = 32) with journalism educators at universities in Europe, Australia, North America, and the South Pacific to examine the current state of local news pedagogy. While these journalism educators understand the significance of the news desert crisis, their efforts to engage their students around the issue often fall short. Using an ecological framework of system theory, this paper argues that journalism higher education has largely failed in helping repair or preventing the crisis facing local news. [ABSTRACT FROM AUTHOR]

In recent years, the application of artificial intelligence in various fields of education has increasingly become a social hotspot, and people have begun to use the research of artificial intelligence as a means to promote the development of education. Promoting teaching equality and improving the quality of education through AI is an important breakthrough in achieving educational development. Soccer is the number one sport in the world, and generally speaking the level of development of soccer indicates the level of development of sports in that country. This study combines artificial intelligence technology and deep learning methods with school soccer to solve school soccer development problems from a technical perspective, which has certain practical significance, fills the research gap in this field, and promotes the development of this field. Therefore, how to use artificial intelligence and deep learning to develop soccer teaching in schools is of great significance. The article proceeds according to the idea of asking questions to solve problems, this paper firstly explains the research on technologies such as artificial intelligence and deep learning, after that, we deeply investigate the dilemma of school soccer development, through questionnaire method and field interview method we come up with the current situation of low overall satisfaction of school soccer participation, concentration of participation grades and low level of skill learning, for which we propose to improve the underlying data of artificial intelligence for these problems, the Promote the integration of AI and education, and the development of AI in education driven by big data strategies. Finally, the research content of the paper is summarized. This paper is innovative and professional in addressing the dilemmas in education from a technical perspective. [ABSTRACT FROM AUTHOR]

The role of a manager within any organisation is often complex and multifaceted. Overtime management theory has developed in an effort to appreciate these complexities and suggest frameworks from which managers should operate. However, should management and the role of a manager be considered generic? Or, instead should we appreciate the distinctions dependant on the context in which a manager is operating in? This paper focuses on education middle managers working in vocational education and training using the Further Education sector in England as a case study to investigate the role. Utilising systematic review the paper will discuss literature on management theory, competency theory and further education management. It considers a range of management theories such as scientific, human relations and open systems theory discussing how these have informed the development of competency theory and frameworks, highlighting the strengths and limitations of prior studies. Building from these studies, this paper creates a new way to develop management competency frameworks. This is illustrated by proposing a contextualised literature-informed competency framework for further education middle managers. Challenging the generic approach to management competency frameworks and providing a platform for empirical studies that develop frameworks contextualised to the external operating environment of the manager. [ABSTRACT FROM AUTHOR]

In today's universities, women are still underrepresented in senior leadership positions. The research-focused systems and structures that support the progression of men often work against women who are drawn to alternative career paths within the academy for a variety of reasons. UK universities have seen an increase in teaching-focused career paths as well as 'Third Space' roles, which navigate an increasing space between purely professional and purely academic jobs. Since 2018, four research-intensive universities in the UK have appointed women to the position of PVC Education who have come from Third Space, academic development backgrounds. This paper explores their career paths and experiences and identifies that they have had to constantly navigate between professional and academic contracts in order to negotiate their own progression, thus creating their own space in which they are able to advance. The paper considers whether women in the Third Space end up trapped in a 'glass classroom' or whether a more fundamental political and transformational act in gender and Third Space career progression is emerging. [ABSTRACT FROM AUTHOR]

This paper utilises selective writings by John Dewey and Maurice Merleau-Ponty as the conceptual basis for considering how an enhanced synergistic focus on habit and embodiment could support practice gains in schools. The paper focuses on Dewey's belief that established habits can help students to incorporate experiences into evaluations of educational progress and Merleau-Ponty's spotlight on the body-subject, and how it provides a holistic way of conceiving relations that avoid over privileging abstraction and cognition and under-representing the centrality of the body in human experience. We then evaluate the role of language and reflection in relation to habit, embodiment, and education before discussing some of the general educational practice considerations which might improve the quality of students learning experiences. In conclusion, we consider the possibilities for Dewey's pragmatism to function as a theoretical bridge to Merleau-Ponty's phenomenology of perception and the nature of experience. We argue that while it is important to recognise points of difference, in relation to philosophical treatments of habit and embodiment, it is also important to consider the overlap and new connections between Merleau-Ponty and Dewey which are valuable to take forward in contemporary education. [ABSTRACT FROM AUTHOR]

Equity, diversity, and inclusion (EDI) and open education are key areas in the current development of educational systems internationally. However, little is known about the general perspective of what has been addressed about EDI in open educational contexts to date. To address this gap, this paper presents a systematic literature review of 15 papers where we examined the current state of the art and the main suggestions for EDI implementation. Results indicate that practitioners should involve all stakeholders, including institutions, faculty members, and students, in EDI development to enhance open educational practices as well as in the cocreation of open educational resources which need to consider culture, language, and location, among others. This review of literature contributes an evidence base to support the future development and adoption of EDI in open educational contexts by organizing relevant literature into coherent themes that can inform future research. [ABSTRACT FROM AUTHOR]

In this paper, based on an invited keynote given at the 2022 Colloquium of the Society for Educational Studies, I explore the question of the integrity of educational studies. I ask is whether educational studies in their current configuration are able to offer resistance to the instrumentalisation of education and the push towards empirical research that is only interested in finding out what works, but is unable to engage with this question in a properly educational way. Through a reconstruction of the history of educational studies in the English-speaking world, I show how educational studies are predominantly configured as an 'applied field'. The problem with this configuration is that educational studies lack the resources for generating educational questions about and an educational perspective on education. I show why this is a problem, also in relation to ongoing misunderstandings and misrepresentations of education. In the final part of the paper I outline two approaches, one focusing on educational concepts and one highlighting the unique and distinctive form of education, that may help to build a stronger identity for educational studies. I see this as a major challenge for the future of educational studies in the English-speaking world. [ABSTRACT FROM AUTHOR]

This paper examines the current crisis in education research and how we might confront it. It begins by arguing that the 'coming crisis' facing empirical sociology identified by Savage and Burrows (2007) applies equally – if not more so – to empirical education research. Education researchers can no longer lay claim to specialist expertise in the analysis of social institutions and our 'tools of the trade' are increasingly unviable. These developments are compounded by the dominance of the 'cultural turn' within British education research which has made it difficult for education researchers to develop a cumulative evidence base, leading to a lack of traction with policymakers and a privileging of cultural inequalities in education over economic inequalities. The paper discusses how the education research community might respond to the challenges and considers whether we might do worse than follow the suggestion offered to sociologists that they should take 'a descriptive turn'. Taking such a turn will not be easy, but the alternative may be that education research in the UK will be even more marginalised as it becomes increasingly out-of-step with the developments in data, evidence and analysis being fostered outside the academy. [ABSTRACT FROM AUTHOR]