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Catalonia is experiencing a significant wave of innovation in its schools. After decades of little change, since 2015 there has been a systemic surge of innovation in education that includes hundreds of primary and secondary schools. Almost at the same time, in 2015, the Catalan government enacted a new inclusive school framework based on the Salamanca Statement and subsequent developments (Ainscow, Booth, Slee, Stainback or Pujolàs, among others). This position paper analyses exploratory what is occurring in schools regarding the intersectionality between innovation and inclusion. The preliminary results show that, inclusion often competes and clashes with innovation in concrete school perspectives and practices. Our appraisal is that some schools tend to prioritise innovative practices over inclusive ones and present them as a 'school brand' in order to compete for white middle-class families. At the same time, some (head) teachers avoid implementing inclusive practices because they feel they are related to having more Special Educational Needs (SEN) students and a more complex and less 'competitive' school. The paper concludes by critiquing the setback to inclusive practices due to intersectionality with innovation, and by outlining some recommendations to generate positive synergies between the movements of innovation and inclusion [ABSTRACT FROM AUTHOR]

The paper conceptualises digital technology as a source of innovation in value co-creation (VCC) at the bottom of pyramid (BOP) markets through fieldwork focused on vegetable supply chains in Indonesia. An inductive analysis based uponin-depth, semi-structured interviews with multiple business actors identified VCC in an emerging e-commerce channel where digital technologies enabled engagement and interaction amongst channel members. The results suggest that market scripting based upon an inclusive, collaborative and empowerment ideology, which can lead to sustainable development and income redistribution from consumers to producers, was explicitly embedded in their VCC agenda. Fair-trade practices supported customer-driven innovations. For consumers, digital technologies created online 'consumption communities' where information and educational interactions supported online food purchases and innovation in the supply chain 'pull' strategies. The paper concludes that the logic underpinning this new transformative business approach of digitally enabled VCC in local BOP markets is akin to a 'social justice logic'. [ABSTRACT FROM AUTHOR]

Emerging digital technologies offer a transformative potential to redefine learning tasks and many examples of this potential are now available. The scaling of the innovative pedagogies emerging from the research into widespread and sustainable practice, however, remains problematic. This paper addresses the issue of scaling by using Design Based Research (DBR), also known as Educational Design Research, within teacher professional development to reposition teachers' thinking about the place of digital tools in their teaching. Using a project seeking to support the use of new digital technologies to develop children's spatial reasoning as a 'worked example', this paper highlights how the bringing together of the knowledge of educational research and knowledge of teaching practice in DBR can provide a catalyst for epistemic change. The paper will argue that DBR positions the knowledge and practice objects of both research and teaching as 'epistemic' or 'not yet known' objects and, therefore, the legitimate focus of experimentation and reflection. [ABSTRACT FROM AUTHOR]

With the development of globalization, transnational higher education is gradually becoming an essential means for many countries to achieve internationalization. Nowadays, Sino-foreign cooperative universities and programmeshave been turned into an important form of internationalization of Chinese higher education, increasingly attracting the attention among policy-makers and academic researchers. This paper focuses on student satisfaction with Sino-foreign cooperative universities by both quantitative and qualitative approaches. Based on the case study, the development trend of Sino-foreign cooperative universities is discussed. Therefore, this paper is of far-reaching significance in improving the student satisfaction of Sino-foreign cooperative universities and promoting the internationalization of other ordinary public universities in China. Through the mixed empirical methods and case study approach, this paper found that the student evaluation of Sino-foreign cooperative universities shows the characteristics of "integration" that effectively absorbs the maternal resources and characteristics of both Chinese and foreign parties, and also realizes self-management and education innovation. [ABSTRACT FROM AUTHOR]

The papers in this special issue describe evaluations of the scaling journey of five different education programmes operating in humanitarian crises. This introduction first presents the research context for these evaluations followed by a synthesis of the overarching barriers and facilitators to scaling across three domains: (1) context, (2) business model, and (3) advocacy and ownership based on a qualitative synthesis. The synthesis showed that implementers often started multiple pilot projects in different contexts rather than scaling-up in one context. We also present a summary of impacts on learning outcomes from impact evaluations of three of the five education programmes. [ABSTRACT FROM AUTHOR]

This paper outlines how digital technologies support innovation in teaching and learning the English language across Palestinian Higher Education Institutes. A European project collaborated to build staff capacity in knowledge and skills, shown here through the redesign of curricula, pedagogical training, the design and implementation of interactive textbooks, the creation of language labs, helping to develop expertise in creating and utilising Open Educational Resources (OER) and significantly, the development of individual agency as a form of OER. In this paper, we draw on three years of data to present a model for teacher innovation showing how digital innovation is firstly personal at a practitioner level and shaped by need, before becoming driven by collaboration at an organisational level with like-minded colleagues. Shared practice at this level can lead to community discourse through practitioner networks, which in turn can lead to dialogue initiating instances of organisational change. This resonates with literature which shows innovation has three outcomes: originality (practitioner-based agency); scale (going beyond the site of creation) and value (how this produces benefits for others). We perceive that the resulting capacity-building extends beyond the redesign of curricula mentioned to professional enrichment, collegiality through cascading innovation to other areas, and enhanced practitioner agency. [ABSTRACT FROM AUTHOR]

Early career teachers (ECTs) are potential resources for educational innovation and development in schools. Innovative professional potential (IPP) emerges in interaction between ECTs and their school ecology. Using semi-structured timeline interviews, we explored 105 IPP experiences of 19 ECTs in the Netherlands, aiming to understand when and how IPP emerges in the school, and to obtain a first grasp of how it can be stimulated. We categorised typification, location and professional interests and explored interaction processes with persons and affordances in the school ecology. Findings showed that ECTs initiate and perform innovative tasks and activities mainly at school or subject department levels. These tasks and activities are mostly social in nature or focused on educational development, while including a wide range of professional interests. Rather than one specific interaction with a person or an affordance, accumulations of restricting and stimulating interactions appear important for how IPP emerges. This paper concludes that it is crucial to consider ECTs capable of exercising the full range of teaching activities from the start of their career, and to share responsibilities among professionals in the school during ECTs' induction. These practices can help to increase educational quality and prevent teacher attrition. [ABSTRACT FROM AUTHOR]

One of the most important challenges for our society is how we view and organise learning and education. To respond to this challenge the European Commission stimulated a debate in order to generate forward-looking policy ideas. A specific topic addressed is the likely future development and importance of social innovation in education. The basis for this paper is a specific foresight study investigating future trends in education and supporting elements, especially with regard to the Europe 2020 strategy and the 'Future of Learning' agenda. Therefore, the aim of this paper is to provide a vision of the future of social innovation in education and derive implications for the education system and policy. [ABSTRACT FROM AUTHOR]

This paper, based on the contributions of researchers in maker movement as one of the most important modern educational innovations in the last decade, explained the promising prospects of makerspace for K-12 Education, and identified what key direct drivers of change that should be considered when exploring possible futures of makerspaces as an important basic component of K-12 Education in terms of its three basic pillars. The paper also reinforced the argument that connected learning is the next stage in providing educational services. The "4-quadrant method" was adopted to develop four possible contrasting scenarios for the future of makerspaces in K-12 Education which will help educational policymakers, and educators to better envision the future of makerspace and making activities in K-12 Education. [ABSTRACT FROM AUTHOR]

Intermediaries are specialised organisations that perform bridging and integrative functions to achieve improved results of social policies. Intermediaries have been most effective in the United States (US) when aligned with education and workforce system improvements and redesign, not as parallel and separate efforts. Intermediaries operate in many US social policy domains, including workforce and education, where they contribute to overcoming fragmented institutions and solving mismatch problems that interfere with hiring, career pathways and educational achievements. Intermediary solutions are especially important for creating better outcomes for low-income students and workers and improving overall racial and ethnic equity. Five mismatches especially prevalent in the US labour market require intermediary solutions: organising business to improve human resources, creating improved pathways from school to work, integrating and focussing multiple education investments, linking workforce and economic development, and improving access and use of data for design, performance management and advocacy. This paper discusses these mismatches and related intermediary solutions in more depth, offers examples of specific intermediaries in action and identifies intermediary challenges and opportunities faced by intermediaries to function better. The paper also points out that, more broadly, intermediaries are only a part of the solution to labour market and education inequalities and that broader changes in the political economy and policies are required to effect wage growth and labour market participation. [ABSTRACT FROM AUTHOR]

This paper proposes an education 3.0 system called Mutual Learning Community (MLCOM) by combining the subsystems of the Virtual based Learning Classroom (VLC), Mobile based Learning Classroom (MLC), and Flipped Learning Classroom (FLC). In terms of originality, the findings lead to the key elements of the system architecture to develop MLCOM, which enhance twenty-first century skills for higher education learners in Thailand. The list of discovered elements for each subsystem indicates that a virtual smart classroom consists of (1) learning and innovation via a smart agent, Inno Ed Tools, (2) experience exchange via technological educational media, (3) access to learning resources various media in the virtual smart classroom, and (4) testing and evaluation of work submitted via the virtual smart classroom system. Smart classroom application consists of (1) presenting questions or problems, (2) identifying information for answering questions or problems, and (3) choosing media and information technology to research, as well as (4) evaluating information and sources critically, (5) connecting information and formulating a summary, and (6) presenting the project. A flipped classroom consists of (1) self-learning preparation, (2) various online media for diverse learners, (3) learning reflection and questioning, (4) in-class collaboration, (5) learning transition facility, and (6) learning evaluation. However, the construction of such a community was no implemented in this paper due to limited resources and the sheer enormity of scale required for the task. [ABSTRACT FROM AUTHOR]

Japanese Lesson Study (JLS) is a professional development method, involving teachers collaboratively planning lessons, observing their enactment, then discussing observations of teaching and learning. This paper explores translation of JLS internationally, seeking to understand how and why it is adapted and how an understanding of national culture and implementation paradigms might support translation. We begin by examining evidence on adaptation and challenges of JLS implementation internationally, finding both deviation from the seven components of JLS, and qualitative evidence of perceived challenges to successful implementation. Further we explore two bodies of the literature explaining how and why such adaptations occur. First, implementation science reveals that full fidelity appears not to be amenable to the complexity of education innovations like LS, but that adaptation is fraught with challenges, with no linear pathway. Secondly, Hofstede's and colleagues' dimensions of culture enable us to hypothesise about how Japan's culture might have framed development of JLS, and to predict possible challenges when translated into a host nation. Finally, we hypothesize as to the relationship between adoption of either fidelity or adaptation implementation paradigms, and identified differences between Japan and the host nation's national culture, suggesting avenues for further research which may serve to test hypotheses empirically. [ABSTRACT FROM AUTHOR]

Occupationally mobile families exist in multiple forms globally. While these families contribute significantly to the socioeconomic life of the locations that they traverse, sometimes their mobilities generate hostility in those locations. This hostility in the form of an anti-nomadic/sedentarist ideology creates corresponding difficulties for the schooling options and outcomes of the children of these mobile families. This paper explores the educational applications and implications of the anti-nomadic/sedentarist ideology as experienced by occupationally mobile families globally, and investigates also several successful schooling approaches for their children. The analysis identifies effective forms of schooling provision implemented in specific ways in these distinctive learning contexts. The author posits that 'innovative' in relation to the education of occupationally mobile communities is enacted in the historically constructed and materially grounded mobilities of each community, and 'works' and 'makes sense' only when conceptualised with references to those mobilities. [ABSTRACT FROM AUTHOR]

With some of the propositions from the literature on 'policy enactments' as a backdrop, this paper addresses the circulation of a research policy innovation and its effects on the knowledge territory of an unlikely profession. Specifically, I show how the Research Excellence Frameworks' impact policy in the UK was an object first managed by policymakers but later released as an object of concern for professional academics, including philosophers. I follow 'impact' through texts, events and testimonies about its doings with a special interest in its creation, its polemical encounter with philosophers, its management and issues about its definition and the assessment criteria used and experienced by philosophers. I conclude with some remarks on the effects that the circulation and writing of impact case studies had on producing a social valorisation and attachment to impact, even amongst philosophers. [ABSTRACT FROM AUTHOR]

As burgeoning twenty-first century technologies have enabled new ways of reading, writing and communicating, conceptions of literacy have changed – and English curricula internationally have been modified to include new literacy skills. Second-level English teachers, however, report needing more guidance in incorporating the teaching of these skills into their practice, and they seek to understand how changes to their curriculum and teaching practice impact their students. This study, which took place within an educational laboratory in Ireland, sought to address these two issues. This paper first presents an exploration into the adaptation of a practical, innovative pedagogy for teaching new literacy skills in the English context. Secondly, this paper reports on the impact this approach had on students' confidence and engagement in English. Results indicate largely positive changes in students' attitudes towards the English subject and towards learning English with technology. The authors argue this practical approach can be valuable to educators in formal school settings and that it warrants further investigation in such contexts. [ABSTRACT FROM AUTHOR]

While some academic health centers have organizational structures to support educational scholarship, such as Medical Education Research Units (MERU), many education scholars may lack access to such institutional resources to support their research agenda and professional growth. In 2014, as part of an externally funded education grant, three faculty educators established a unique education data management system Research & Evaluation Data for Educational Improvement (REDEI). Lacking an institutional MERU, they established an educational research community of practice (CoP) using REDEI as the research dataset. The senior faculty member's effort to facilitate the group is funded by the Dean's Office. The CoP meets every 2 weeks to generate research ideas, discuss analytic approach and strategy, review analyses designed to address or explore a research question, and plans for manuscript development. Our CoP has grown from 3 to 18 members representing faculty educators, administrators, and staff across many departments in the School of Medicine. As of 2021, the REDEI system contains performance data on 1,246 students across all years of undergraduate medical education. To date, we have published 11 peer-reviewed educational research manuscripts. Five learners have served as coauthors (three medical students and two residents), three of whom were first authors. Eleven additional papers are in process. This community of practice supports productivity, provides mentorship, overcomes barriers, and is flexible enough for people to join when they can or when an area of interest is actively under development. We are working on educational interdisciplinary research grant submission and creating collaborations with other institutions. Our focus remains on honing skills in grantsmanship, identification of impactful research questions, application of rigorous methods and instrumentation to address them, and refining process of budget development, timelines, and other planning strategies. [ABSTRACT FROM AUTHOR]

Nowadays, technology has become dominant in the daily lives of most people around the world. Technology is present from children to older people, helping in the most diverse daily tasks and allowing accessibility. However, many times these people are just end-users, without any incentive to develop computational thinking (CT). With advances in technologies, the abstraction of coding, programming languages, and the hardware resources involved will become a reality. However, while we have not progressed to this stage, it is necessary to encourage the development of CT teaching from an early age. This work will present the state of the art concerning teaching initiatives and tools on programming, robotics, and other playful tools for the development of CT in the early ages, explicitly filling the gap of CT at the kindergarten level. We present a systematic literature review evaluating more than 60 papers from 2010 to December 2020. The paper's amount was classified in taxonomy to show CT's principal tools and initiates applied to children early. To conclude this paper, an extensive discussion about the future trends in this field is present. [ABSTRACT FROM AUTHOR]

The paradigm of innovation has evolved over the last decades worldwide. The old conception of innovation as technological change has become more diversified and specialised. Current debates express the need to provide a holistic view of innovation, with its pros and cons, including all dimensions of innovation in society and different fields. This paper consists of a qualitative review focusing on three concepts: 'innovation', 'social innovation' and 'innovation in education'. This research includes a historical analysis within 1939–2019 as the base period of analysis. This article is based on 108 different sources, which were carefully selected. The analysis was carried out with content analysis in our main sample. This paper contributes to our understanding of innovation more holistically, by discovering how innovation is understood and used, but also by looking at the different stages it has gone through in historical debates and evolutionary trends. This article presents different perspectives on innovation over time and helps to recognise the evolution of the concept of innovation and the emergence of social innovation as a field of its own. Furthermore, the relevance of innovation in the field of education is presented and current debates on the understanding of innovation are situated. [ABSTRACT FROM AUTHOR]

This article aims to propose a framework with the relationship between education and social innovation (SI). To do this, we conducted a systematic literature review using the Web of Science database in two stages: (1) scientometric analysis, using the software CitNetExplorer and VOSViewer: a historiography analysis, co-occurrence of keywords analysis, and author co-citation analysis; (2) filtering and meta-analysis of the papers found, defined based on the number of citations of the papers, the year of their publication, and the presence of impact factors in the publication channels (method ordinatio method). Results indicate that social innovation originates in education, either as a process or as a product. And educational innovation processes are supported by co-creation and institutional articulations in different educational loci, including non-formal education. This study argues that SI can arise through education, having several purposes, and being able to become a vector of initiatives and technologies applied to the educational field, which generates a cycle between the two phenomena. This study contributes socially to the discussion on the emancipation of social actors through education. We also make a practical contribution, providing examples of the application of the theme, which can support new educational policy models and management. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to analyze the use of the exemplar methodology (ExM) as a method for selecting exemplars in education research. ExM is a systematic approach to selecting outliers that can be used to education researchers who investigate outliers to better understand phenomena among students, teachers, schools, and communities. While ExM is prevalent in development psychology and its use is growing in other social science fields, it is not yet frequently used in education. Selecting outliers while maintaining validity requires a methodological approach. When there are not established standards for exemplarity, ExM provides a step-by-step approach to choosing exemplars to study. While there are great opportunities in using ExM, investigating outliers comes with inherent challenges; this paper examines those challenges and describes how education researchers using ExM can mitigate them. [ABSTRACT FROM AUTHOR]

Over the last years, Information and Communication Technologies have played a substantial role in improving both the quality of life for people. However, their potential in education is still developing. In this regard, this paper provides a systematic review of the literature on digital competencies and teacher professional development from 2008 to 2018. The purpose of this study is identifying research trends and potential directions on this topic for future research. The method followed is based on the PRISMA Statement Guidelines for Systematic Reviews and Meta-analysis. After applying criteria of inclusion, exclusion and thematic belonging, in Scopus and Wos databases, the sample was constituted in 21 studies. The selected studies emphasise the importance of digital competence as one of the challenges facing teachers today, being mainly qualitative methodology studies. Among the conclusions we highlight that most of the selected studies reveal a lack of teacher training and insufficient ICT training. [ABSTRACT FROM AUTHOR]

This paper investigates whether board directors with foreign experience promote firm innovation. The evidence suggests that firms with a larger proportion of directors with foreign experience on their board have better innovation outcomes, both quantity and quality. This finding remains for various robustness tests. We propose three potential underlying channels behind and verify them. The findings show that the positive effect of directors' foreign experience on firm innovation is stronger for highly innovative industries and more pronounced when foreign experience is gained in highly innovative countries, supporting the advising channel. Besides, independent directors exert a greater effect on innovation than non-independent directors, supporting the monitoring channel. Furthermore, directors with foreign experience provide more failure-tolerant CEO incentives as they lower CEO turnover-performance sensitivity and CEO pay-for-performance sensitivity, supporting the insurance channel. Overall, our paper provides robust and comprehensive evidence for the impact of directors' foreign experience on firm innovation. [ABSTRACT FROM AUTHOR]

Transcripts and testamurs serve to confirm the award of a degree but offer limited information on what a student can actually do. This conceptual paper considers the problem of how graduate achievements are represented by universities in typically reductive and limited ways that do not enable student achievements and distinctiveness to be communicated to future employers, communities and students themselves. It argues that refinements to existing methods for the design and development of assessment are needed to encompass both university validated and contextualised credentials along with student-constructed portrayals of achievement and personas. Significant change is needed to assessment design, data capture and storage and the ways in which learning outcomes are tracked across a program and over time. Innovations in assessment representation should strengthen employer trust in the value of degrees, student trust in assessment processes and scaffold student agency in curating their employability narratives. [ABSTRACT FROM AUTHOR]

China has undergone unprecedented changes since the Reform and Opening-up policy in 1978. Policy experimentation (PE) has been key in generating and catalysing reforms in the process. This study proposes a conceptual framework to describe the different pathways of PE-enabled reforms. Comparing two empirically informed case studies, this study demonstrates the functions of this policy tool plays within China's higher education policy-making and development: generative, rhetorical and regulatory. The paper argues that PE can be a genuinely productive mechanism for producing, identifying and negotiating new policy options while allowing the government to supervise and regulate institutional reform behaviours. However, under certain conditions, it assumes more of a symbolic role allowing the government to acquire or consolidate reform legitimacy without engaging substantial innovation. By highlighting those key roles of PE, this paper provides a distinctive perspective for understanding the policy-making and reform process in China's higher education development. [ABSTRACT FROM AUTHOR]

This paper presents findings from qualitative research which examines school principals' understandings of digital technologies policies for Australian schools during the period of the Digital Education Revolution (2008–2013). The concepts of 'steering at a distance' and policy enactment are used as a conceptual lens from which to position and analyse the principals' interpretations of digital technologies policies designed for schools. The research involved semi-structured interviews with school principals, and an assistant principal, which revealed a range of themes including compliance and latitude in policy responses, policy accountability, policy language, accountability and symbolism, and the purpose of 'acceptable use' policies. This paper contributes to a theoretical and historical understanding of school principals' agency as policy actors which can inform an analysis of the contemporary federalist school policy trajectories and how principals are positioned in relation to them. [ABSTRACT FROM AUTHOR]

The outbreak of COVID-19 has triggered a worldwide upsurge in online education. This paper first reviews the actions implemented by Tsinghua University in response to COVID-19 as an example. Based on the experience, the paper further discusses how to turn the 'forced innovation' happened in the pandemic into an 'anti-pandemic dividend' that could expedite the transformation of higher education, through institutionalizing and normalizing the actions taken under the outbreak. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses articles in the issue on topics including innovation in academic education; similarity between the modern patent system and the protection the Ancient Greeks; and innovation in Great Britain wave energy.

In the early 1990s, Mike and his wife and collaborative partner Ann started building the foundations for an ambitious research agenda to support creative engagements with computing and crafts. On the contrary, in their "Shop Class" paper (Eisenberg & Eisenberg (Nishioka), [8]), Mike and Ann state a position that, twenty years later, was rediscovered by many of us in the present era. 8 Eisenberg, M., & Eisenberg (Nishioka), A. (1998). 9 Eisenberg, M., & Eisenberg (Nishioka), A. (1999). [Extracted from the article]

The urgency of the current climate crisis emphasizes the need for university graduates equipped with relevant knowledge and skills to tackle environmental and social problems such as material consumption, environmental degradation and inequality at all spatial scales. Geographic and spatially sensitive concepts and approaches to sustainability and greening are particularly relevant as best practices and success models are not easily transferable across different contexts. But how can students learn the necessary skills to connect theory with practice? Based on a third-year geography module at a British university that teaches green economy concepts, this paper presents insights from a problem- and project-based group learning exercise designed to help students translate conceptual approaches into practice highlighting the strength of geographic thinking. As part of the exercise, students work in groups to develop a green project that they present in a green dragons' den-style ideas pitch to an expert panel for evaluation. Students are tasked to develop innovative, feasible and applicable proposals that address specific sustainability challenges. Findings from five consecutive years of teaching illustrate the value of project- and problem-based learning to students through the diversity of practical applications, the need for critical thinking and context-dependent assessments and enhanced transferable skills. [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]

This paper makes a case for revisiting the understandings of translation to enhance the co-production of geographical knowledge on climate change. Specifically, it offers insights about the potential role that schoolteachers and students can have as knowledge producers in relation to climate change by drawing on a case study of collaborative research on El Niño in Sechura, northern Peru. We call for researchers to pay greater attention to how co-production can be achieved through the integration of research agendas and practice with curricula development and innovation in school education. We contribute to work on how a generational shift in understanding about climate adaptation can be achieved through exploring communities' knowledge of the lesser-known opportunities of the El Niño phenomenon in northern desert regions. We conclude by arguing that revisiting how geography engages in and with translation is an urgent priority in climate-challenged times. [ABSTRACT FROM AUTHOR]

The rapid advancement of generative AI technology offers new opportunities for the innovation and transformation of education. However, this also brings forth risks and challenges, including the potential to exacerbate educational inequality and integrity. This study aims to address the extensive controversies surrounding the application of generative AI technology in education by providing an objective and comprehensive understanding of its current state, development in educational contexts. Using the CiteSpace and VOSviewer software, we conducted visual analyses of relevant literature from the Web of Science core collection pertaining to the application of generative AI in education.Subsequently, we identified productive journals, productive articles, collaboration patterns, article hotspots, and prevalent topics in this field.This study will facilitate the promotion of in-depth research and practical implementation of AI in education. [ABSTRACT FROM AUTHOR]

There is an increased need for leadership development in higher education around the world. Reported in this paper is an explorative higher education leadership development program developed from an international comparative perspective. This ongoing program is offered to Chinese university administrators at a Canadian university since 2012. This paper hopes to share the design of the program and its potential contribution to the theorizing of leadership development in higher education. The international comparative approach perceives leadership in higher education as closely aligned with different models of governance, and leadership development involves raising system awareness as a foundation for innovation. [ABSTRACT FROM AUTHOR]

With the exponential increase in the volume of data available in the 21st century, data literacy skills have become vitally important in work places and everyday life. This paper provides a systematic review of available data literacy assessments targeted at different audiences and educational levels. The results can help researchers and practitioners better understand the current state of data literacy assessments in terms of issues related to 1) educational levels and audiences; 2) data literacy definitions and competencies; 3) assessment types and item formats; and 4) reliability and validity evidence. The results from the present review led us to conclude that teaching and assessing data literacy is still an emerging field in education. Therefore, high-quality assessment tools are greatly needed to provide valuable insights for students and instructors to monitor progress as well as facilitate and support teaching and learning. [ABSTRACT FROM AUTHOR]

In this paper, a site ontological approach to practice seeks to understand how educational development can be accomplished through the practices of 'middle leaders' - educators who exercise their leading 'between' the principal and the teaching staff. Analysis of two vignettes of leading in extraordinary circumstances untangles the web of interrelationships, conditions and practices that comprise middle leading in schools. The discussion focuses on how middle leaders' practices are enabled and constrained by practice architectures, and how their leading is ecologically arranged with other educational practices present. It is argued that notions of 'best practice' are an idealised but erroneous myth that often provokes educational development to be practised in homogenised or pre-packaged ways that do not necessarily serve the needs and interests of schools. We conclude by suggesting that best practice might be better conceptualised as site based practices, uniquely realised in response to local issues and concerns. [ABSTRACT FROM AUTHOR]

Computer-Supported Collaborative Learning is a promising innovation that ameliorates tutoring through modern technologies. However, the way of recommending collaborative activities to learners, by taking into account their learning needs and preferences, is an important issue of increasing interest. In this context, this paper presents a framework for providing recommendations of collaborative activities to learners by employing an Artificial Neural Network (ANN) and the Weighted Sum Model (WSM). In our approach, the Gardner and Korth framework is employed to identify the dimensions of the learners' collaborative learning styles. For each dimension, different weights are assigned and used as input data for the ANN. Then, the WSM and the activation function determine the output vector by mapping the resulting values. The final output of the ANN is a different percentage of collaborative activities in which learners can participate. This output is used to recommend the activities to the learners. As a testbed for our research, we have developed an intelligent tutoring system for the programming language "Java". Our system was evaluated using an established framework and the statistical hypothesis test. The results show a high degree of pedagogical affordance and usefulness of our approach as well as its positive impact on learning. [ABSTRACT FROM AUTHOR]

This paper aims to explore the potential role of Master's of Education dissertation/thesis work in developing twenty-first century skills. A total of 600 education professionals studying Master's of Education programmes in five countries – Poland, Portugal, England, Latvia, and Romania – were surveyed. The findings have revealed that participants recognise the usefulness of twenty-first century skills for their (future) professional practice, and perceive dissertation/thesis work as a valuable foundation for developing these skills. This study offers practical implications for designers of Master's of Education programmes and contributes to our understanding that this assignment is not only a formal requirement for obtaining a degree, but that it also serves as a pathway towards deepening students' professional learning. [ABSTRACT FROM AUTHOR]

Teaching innovations in the field of higher education (HE) have the potential to lead to better learning outcomes and higher faculty motivation. While the pedagogy literature has explored different types of teaching innovations, International Business (IB) scholars have paid relatively little attention to how these innovations are disseminated and generate impact across the IB field. This paper addresses this gap. Drawing on the innovation literature in management and the pedagogy literature on teaching innovations, we provide a typology of teaching innovations and their impact in the context of IB education. This framework illustrates the spread of teaching innovations by considering the intersection of types of pedagogy innovations, and the stakeholders impacted by them. By introducing this framework and illustrating select IB teaching innovations, we contribute to the pedagogy literature in the IB field. The framework also offers practical guidance for innovative educators and HE institutions. [ABSTRACT FROM AUTHOR]

After nearly 25 years of democracy, lives of young South Africans are still profoundly shaped by the legacies of apartheid. This paper considers how these differences are produced, maintained and disrupted through an exploration of changing narratives developed by a small group of South African pre-service teachers, with a particular focus on the narratives developed around discourses of fatherhood generally and absent fathers in particular. We draw on interviews conducted with three students in which we discussed their digital stories and literature reviews. In this paper, we draw attention to the limitations of digital storytelling and the risks such autobiographical storytelling presents of perpetuating dominant narratives that maintain and reproduce historical inequalities. At the same time, in highlighting ways in which this risk might be confronted, the paper also aims to show the possibilities in which these dominant narratives may be challenged. [ABSTRACT FROM AUTHOR]

This paper aims to provide evidence on whether the specialization of schools in certain teaching strategies contributes to promoting student skills. Specifically, we will focus on comparing those that make intensive use of innovative practices with those specialized in the use of traditional methodologies. By employing propensity score matching (PSM) to reduce potential bias related to the different characteristics of schools, we provide robust evidence that specialization in the use of innovative teaching practices does not lead to better academic performance and may even be harmful to some competencies. [ABSTRACT FROM AUTHOR]

The goal of the university professional development course BINE is to encourage participants to address education for sustainable development (ESD) in a reflective way. The main aims are for the participants to learn about action research and to reflect and implement ESD in their work and institutions. This paper briefly describes the concepts of action research in relation to ESD and gives an overview of the structure of the course. The central part reports on the programme evaluation and the main results. Findings indicate that the systematic collection and analysis of data and the writing of a study are regarded as strenuous but conducive to learning. It seems that a balance of provocation and support as elements of a dynamic didactical design offers space for more in-depth reflections on ESD. [ABSTRACT FROM AUTHOR]

This paper explores how a legacy digital artefact can be adopted within formal education settings and looks at the pedagogical and other opportunities created by its use within three primary and secondary classrooms in the UK. Through a comparative case study, the paper investigates the potential of using a virtual 3D model of the 1938 British Empire Exhibition in formal educational settings and highlights a number of salient issues and challenges. As the data suggests, engagement with the model created opportunities for playful learning, facilitated motivation and collaboration, and enhanced student interest. However, participation was often compromised by technical inhibitors as well as the wider pressures of the curriculum, teacher time and assessment regimes. Last, the paper considers the range of actors and factors that influenced the experiences of teachers and students who engaged with the use of the 3D model and concludes by considering the implications of these findings. [ABSTRACT FROM AUTHOR]

This paper considers the implications of the current landscape of education policy reform in Australian schooling. We argue that the decontextualisation of education policy enactments and the eschewing of concerns relevant at the local level of the school over the past two decades have prompted various reform agendas to fail. We contend that recognition of the deep contextualisation of schools is paramount in any attempt at renewal. Therefore, it is at the local school-level that reform agendas can and should be directed by the pedagogical and innovative work of educators. We focus on 'relational pedagogy' because it offers opportunities to enact school-wide reform and enhance the professional capacities of educators as pedagogical innovators. Contemporary education reform agendas are best situated and registered within school sites and relational pedagogy stands as a deeply contextualised provocation for enacting school renewal. [ABSTRACT FROM AUTHOR]

The threshold concepts framework provides educators with a useful way of thinking about the struggles students have in coming to know essential, hard to grasp knowledge. A threshold concept is often best understood through reference to eight characteristics that together describe what is critical to effective knowledge acquisition. This conceptual paper hones in on just one of these characteristics – the bounded quality – that we propose is the most overlooked, but important, of the characteristics. The bounded characteristic frames the unique knowledge of a discipline and reflects its particular world-view. In this critical review, we analyse examples from threshold concepts scholarship: first, to explore the limitations of overlooking what the bounded characteristic has to offer, and second, to show how attention to ways of thinking and practising (WTP), may help to bring the bounded characteristic into focus, and reveal it as another non-negotiable threshold concept characteristic. [ABSTRACT FROM AUTHOR]

The focus of this paper is the history of how special needs technology in the UK was developed for people with special educational needs between 1970 and 1999. Despite the proclaimed potential of technology, this context and period has undergone very little historical examination. This paper will draw on interviews with 52 experienced professionals in order to illuminate this history. Analysis will attempt to extend our understanding of the perceived transformative potential of technologies and the factors that influenced the actual transformative potential of technologies. In particular the analysis will focus on three particular kinds of transformations: a transformation of the micro-technology industry; a transformation of teaching practice and a transformation of experience of special educational needs/disability. These three transformations and the potential tensions between them will be illuminated through two themes: 'Entrepreneurialism versus Creativity' and '"Miracle Cure" versus "Just a Tool"'. [ABSTRACT FROM AUTHOR]

This paper tells a story about the design, development and impact of a post-graduate Masters-level module aimed at (1) enabling groups of teachers within schools to develop innovative approaches to teaching and learning on the basis of their own Lesson Studies and (2) creating a school network of excellence for Lesson Study in the area as a context for building a cumulative evidence-base, which focuses on identifying and resolving enduring problems of teaching and learning in schools. The first part of the paper outlines the curriculum for the module and sets the innovative conceptual framework that underpins its design. This framework is innovative because it connects and unifies a number of distinct pedagogical perspectives. It links the methodology of Japanese Lesson Study with Stenhouse's idea of 'the teacher as a researcher' and his 'process model' of curriculum development as an alternative to the globally dominant 'objectives model'. Then in turn, the framework incorporates Marton and Booth's pedagogical theory of 'variation'. The paper argues that linking and fusing Lesson Study methodology with this wider context of pedagogical ideas unambiguously renders teacher research as learning study. [ABSTRACT FROM AUTHOR]

The prerequisite of developing countries' economic growth is to move along the technological development trajectory through technological learning, and large firms as hubs of technological knowledge, play an important role in this transition. In this paper, we tried to bridge two main taxonomies in the field of technological development, one of them referring to taxonomies of firms, and the other one referring to technological learning processes. We have identified technological learning processes in several post catch-up large firms through content analysis and then by employing a survey approach, we explore technological learning processes of Iranian large firms. The results indicate that as per scale-intensive firms in Iran, learning by doing, learning by using, learning by interacting and learning from spillovers are respectively the most important technological learning processes. Regarding large science-based firms, learning by searching, learning by interacting and learning from spillovers are the key learning processes. Finally, these results have been compared with those of post catch-up large firms. [ABSTRACT FROM AUTHOR]

This paper provides an analysis of the exit profile of a student who completes their studies at the Claret School of Barcelona, a primary and secondary educational institution belonging to the Claretian Community in Spain. The Claret School of Barcelona is a center that is partially funded by the government, however, all students must pay tuition. The final two grades at the school, that is the baccalaureate years, are private and receive no public funding. During a five-year period (2014–2019), a group of teachers from both the primary and secondary schools, along with the management team and external psycho-pedagogical advisors with expertise in educational innovation, undertook a project to identify the values that are taught and developed during the course of a student's compulsory educational career at the Claret School of Barcelona. To verify that the values identified by the faculty complied with the students' reality, a questionnaire to survey students' perceptions regarding the 14 ideal characteristics of a Claret student upon the completion of their studies was designed and validated, obtaining a CVI (content validity index) of 0.77. Completed by a total of 312 students, the results confirmed the importance of 12 of these characteristics, while two received rather low results when compared to the average score (66.04%). The characteristic which scored the lowest score was the question regarding the religious dimension of the student (question 10). [ABSTRACT FROM AUTHOR]