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Involving the global issues as listed in Sustainable Development Goals (SDGs) in education is necessarily done in the education process, especially in English as a Foreign Language (EFL) learning. Exposure to global issues is known to improve students' understanding, awareness, and ability to solve urgent issues faced by global society. This paper aims to find out the trend of research on the coverage of SDGs in students' learning process. This systematic literature analysis was done by applying Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) Method. A total of 25 studies were recognized through a systematic search by using Sustainability, SDGs, and EFL as keywords. The result shows that the trend of associating SDGs with EFL settings was done mostly in Indonesia. In the recent year 2022, it reached the highest number of studies in the particular matter with 7 total of research. It was also found that the study involving SDGs on EFL learning was mostly done in the tertiary setting, compared with K-12, junior high school, secondary, high school, and other educational institutions. It was also discovered that the specific area of study enhances EFL students' learning achievement, environmental awareness, global citizen values, as well as students' levels of self-norms, beliefs, and self-value.

The aim of this study is to identify the most prolific countries in the field of special education and to discuss the widespread impact of their papers by taking into account the country's h-index. Through a bibliometric analysis, the data were collected in the Web of Science Core Collection category "Education, Special" in the Social Science Citation Index during 2011-2020. The 25 most prolific countries in the field of special education were determined in terms of paper productivity, and it was seen that the leading country was undisputedly the USA (54.42%). Meanwhile, a strong positive correlation was found between the h-index and the number of papers published by the countries (r=0.864). On the other hand, when the ranking in terms of the number of papers was reconfigured by the h-index, it was relatively changed. The possible reasons for this change for the countries with the most changing rankings were discussed by considering some definitive criteria such as the journal quartiles, the percentage of international and domestic, and the percentage of open access papers. This study reports a positive correlation between the quality and quantity in the field of special education for the publications of countries. It has been shown that where the positive correlation deviates, then especially, the journal quartiles, the percentage of international collaboration and the percentage of open access papers have a significant effect. The bibliometric findings may be useful to enrich the discussion about the widespread impact of papers and debate whether the use of h-index is acceptable for cross-national comparisons.

Using data from the Program for the International Assessment of Adult Competencies, this paper compares the earnings premium and employment share of jobs in Science, Technology, Engineering and Mathematics (STEM) across 11 member countries of the Organisation for Economic Co-operation and Development. The results reveal that the STEM wage premium is higher in the United States than in any of the other comparison countries, despite the fact that the U.S. has a larger share of workers in STEM jobs. We also find evidence that the premium varies significantly across STEM sub-fields and education levels, and that the premium tends to be higher in countries with lower unionization rates, less employment protection, or a larger share of employment in the public sector.

This paper attempts to reinterpret asylum theory (1954) propounded by Ortwin Henssler (1923-2017) as a free-space theory of education, as a way of grasping the problematic nature of 'pedagogical protection.' The theoretical potential of Henssler's thought has been more appreciated, accepted, and developed in Japan than in his native Germany. First, I outline Henssler's theory of asylum and show how his theory has been received and developed in Japan, especially in the fields of historical researches. Secondly, I discuss the possibility of reading Henssler's thought of asylum as a theory of 'pedagogical protection.' Thirdly, I consider whether it is possible to interpret 'free space' in education based on the model of asylum. Finally, I delineate some prospects for and challenges involved in connecting the theory of asylum to the theory of education.

This study aims to identify the literacy skills of individuals whose highest level of education was in the field 'teacher training and educational sciences'. The study sample comprised 10,618 individuals in the field of teacher training and educational sciences, selected from 31 countries (participating in the International Adult Skills Assessment Programme during the 2014-2015 survey) using a multi-stage sampling method. The study employed multi-level latent class analysis and three-step analysis in order to determine both the number of multi-level latent classes of educators' literacy scores as well as the selected independent variables' success in predicting those latent classes. The analysis revealed that educators in Germany constituted the group with the highest literacy skills while educators from Singapore comprised the group with the lowest literacy skills. [This study was presented at the 9th International Congress of Educational Research. Ordu University, Ordu, Turkey.]

Purpose: Higher education institutions (HEIs) should play a fundamental role in achieving the international 2030 sustainable development (SD) agenda. Quality education is the fourth of the sustainable development goals (SDGs), and one of the targets related to this is to ensure that by 2030 all learners acquire the knowledge and skills needed to promote SD. Therefore, the SDGs provide a motive for HEIs to integrate SD concepts into their day-to-day practices. This study aims to introduce a framework for HEIs' sustainable development assessment. Such a framework guides HEIs and educational leaders to support their countries' commitments to achieving the SDGs. Design/methodology/approach: This paper presents the results of a case study analysis of the role and successful techniques of HEIs in achieving SD in three countries, namely, Germany, Japan and Egypt. Primary data was collected by semi-structured interviews with three Cairo University officials, while secondary data was collected by reviewing the universities' official websites, reports, publications and related papers. This study introduces a novel framework for HEIs' SD analysis and assessment, which guides HEIs and educational leaders to support SD to fulfill their countries' commitments to achieving the SDGs. This framework is based on the following five categories: strategic direction and institutional working practices, supporting students, supporting university staff competencies, supporting society's stakeholders and networking and sustainable campus. Consideration is given to the potential role of HEIs to support SD in each of these areas. Findings: Cairo University could learn from the novel and pioneer practices of the Leuphana University of Lüneburg, and the University of Tokyo to fill in the gaps it has in different roles. It can also put more effort into adopting the suggested higher education programs of Egypt's Vision 2030. Research limitations/implications: This paper is limited to a case analysis comparing three countries, Germany, Japan and Egypt. Second, this study has not considered school education, which is equally essential in countries' SD. Practical implications: HEIs can use the framework and the findings in this paper to evaluate their current roles in supporting SD, identify the gaps and take actions accordingly to address their weaknesses. Originality/value: The paper compares three universities, one in each of the case study countries. It draws conclusions that identify ways in which the paper's framework and findings can guide SD practice in HEIs internationally, especially those in the developing world.

Delivering a project has several challenges to be addressed, and to mitigate them, multiple approaches have arisen and suggested as best practices to stakeholders' satisfaction. This research presents a proposal to manage communication inside a virtual project team, adapting concepts from traditional and agile approaches into a hybrid framework, created using the action research spiral approach to evaluate the performance. It was possible to implement three action-research cycles, considering the spiral approach, starting will a diagnosis of the team, followed by action planning and implementation in a two month cycle, finishing with evaluation of the results and collection of feedbacks and potentials improvements. This paper describes all the process, tools and communication structure implemented in a product development project team of an industrial company for a period of six months. The results show that the team became project oriented, increasing trust among members and the alignment of dependencies between areas.

International comparative ethnographic studies of ECEC (Early Childhood Education and Care) are difficult to conduct but worth the effort. Comparative studies featuring thick description and polysemic interpretations can challenge taken-for-granted assumptions, expand the menu of the possible, expose the provincialism of national approaches, and illuminate the global circulation of ECEC practices and ideas. Based on reflections on four major comparative international studies I have led, in this paper I describe effective strategies for conducting comparative ethnographic research in ECEC settings, explicate the rationale for doing so, and provide examples of how this approach can impact research, practice, and policy. Issues I address include the rationale for selecting countries for comparison, the formation of a research team, and distributing interpretive voice and power.

This paper explores faculty's perspectives and use of open educational resources (OER) and their repositories across different countries by conducting a multiple case study to find similarities and differences between academics' awareness, perceptions and use of OER, as well as examining related aspects of institutional policy and quality that may influence individual views. Data were collected through nine expert reports on each country studied (Australia, Canada, China, Germany, Japan, South Africa, South Korea, Spain and Turkey) and were analyzed through qualitative content analysis using thematic coding. Findings show the impact on individual OER adoption with regard to the individual control of diverse factors by faculty members; of institutional policies and quality measures on the externally determined factors (by the institution); and of institutional professional development and provision of incentives in more internally determined factors (by the faculty members themselves). These findings carry implications for higher education institutions around the world in their attempt to boost OER adoption by faculty members.

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This paper looks at the unstudied link between cultural factors and necessary adaptations to typically standardized project management methodologies. In an empirical study resulting in 768 questionnaires for the US, Germany, and Japan, the well-established Hofstede dimensions were for the first time found to be correlated with the dimensions of the established methodology of the Project Management Institute (PMI). In addition, eight detailed elements of the PMI methodology were studied, with six areas displaying correlations to the Hofstede dimensions – the strongest for Project Human Resource Management (UAI r=0.394, MAS r=0.445, PDI r=0.441, IDV r=-0.358). Real-life projects however showed a lack of such considerations, making the derived recommendations for project managers as relevant as the suggested avenues for further research. [ABSTRACT FROM AUTHOR]

Introduction: With advancements in communication technologies and internet connectivity, avatar robots for children who cannot attend school in person due to illness or disabilities have become more widespread. Introducing these technologies to the classroom aims to offer possibilities of social and educational inclusion. While implementation is still at an experimental level, several of these avatars have already been introduced as a marketable service. However, various obstacles impede widespread acceptance. Methods: In our explorative qualitative case study we conducted semistructured interviews with eight individuals involved in the implementation of the avatar robots AV1 in Germany and eleven participants involved with implementing OriHime in Japan. We analyzed and compared implementation processes, application areas, access and eligibility, and the potential and limitations of avatars at schools. Results: We identified structural similarities and differences in both countries. In the German cases the target is defined as temporary use for children who cannot attend school in person because of childhood illness, with the clear goal of returning to school. Whereas in Japan OriHime is also implemented for children with physical or developmental disabilities, or who cannot attend school in person for other reasons. Discussion: Our study suggests that avatar technologies bear high potential for children to stay socially and educationally connected. Yet, structures need establishing that grant equal access to avatar technologies. These include educational board regulations, budgets for funding avatar technologies and making them accessible to the public, and privacy protection standards that are adequate, yet do not create implementation hurdles that are too high. Furthermore, guidelines or training sessions on technical, educational and psychosocial aspects of including avatar technologies in the classroom for teachers are important for successful implementation. Since our Japanese cases suggest that expanding the area of application beyond childhood illness is promising, further research on the benefits for different groups is needed. [ABSTRACT FROM AUTHOR]

New inter-national and transnational complexities of economic and political relationships destabilize extant categories and units of analysis for studying trajectories of social change and explaining commonalities and differences of complex inequalities across countries. New insights on gender regime change emerge by shifting from a singular to a multi-scalar analytical frame. The paper argues that complex inequalities cannot be understood by studying a bounded geographic unit of analysis. Toward this end, the paper compares Germany and Japan in a world regional perspective, applying Walby's gender regime theory. Case comparisons of Germany and Japan not only reveal historical pathways of national developments, but also can show the benefits of a multi-scalar analytic in differentiating varieties and futures of gender regimes. An examination of the care economy shows why a multi-scalar analytic is critical for tracking the economic geographies of reproductive/care labor (both paid and unpaid). [ABSTRACT FROM AUTHOR]

In criminological country comparisons, countries are often assumed to be relatively homogeneous units ('methodological nationalism'). Within individual countries, there seems to be a more or less uniform understanding of crime. In contrast to this supposition, we assume the possibility that interpretations of deviance or crime can also diverge to a great extent within countries. Based on an explorative comparative study with young people in Japan and Germany, we show that there are both similarities and differences: The youths we interviewed in the two countries share some views on norms and norm violations (for instance, relating to school norms which they, at the same time, question, and acknowledge), while in others they differ (e.g. concerning the assessment of the severity of deviant behavior). Criminological country comparisons, we conclude, should pay more attention to controversies on the definition of deviance and crime and to heterogeneity within countries. [ABSTRACT FROM AUTHOR]

The current study examines the association between earnings quality (EQ) and investment efficiency (IE) using the conditional effect of legal origin. Further, we assess the influence of the institutional ownership (IOW) on the relationship between EQ and IE within different legal environments, using a sample of 22,446 firm-year observations from the US, the UK, Germany and Japan over the period of 2001–2018. In general, the results provide cross-country evidence that a higher EQ enhances IE. Further, the results indicate that higher EQ can mitigate overinvestment and underinvestment problems by ensuring that firms move toward their optimal level of investment. In addition, the findings reveal that a country's legal environment affects IE with EQ having a stronger association with IE in common law countries as compared to code law economies. In terms of the conditional role of IOW, the findings illustrate that the effect of IOW on the relationship between EQ and IE varies within different legal origins. The results are robust to alternative measures for the main variables examined. This study provides policy implications for investors, managers, regulators, and theorists about the role of the institutional settings on the relation between certain properties of EQ and IE. [ABSTRACT FROM AUTHOR]

This article addresses the extent to which culture has an impact in crisis management at the government level, exemplified by the corona crisis in Germany and Japan. The cultural dimensions of the Global Leadership and Organizational Behavior Effectiveness study provide a central framework for the study, enabling a comparison of the cultures. The findings suggest that cultural principles can shape crisis management in practice. However, values and ideals are significantly modified by the crisis. Through our developed framework, the cultural and crisis barriers can be identified and thus solutions can be found to operate more efficiently a successful crisis management. [ABSTRACT FROM AUTHOR]

Spatial planners deal with aspects related to the quality of life and future development of cities and regions, which are highly relevant for society. Due to various institutional and cultural settings, spatial planning systems emerged with comparable features. However, such systems have been adapted to specific cultural, normative, and spatial conditions. In our study, we conducted a comparison to investigate changes in planning cultures in the context of shrinking cities across the USA, Germany and Japan. The findings make it possible to detect interdependencies between changes in planning cultures and societal changes in the wake of shrinkage processes and potentially to place planning cultures in the perspective of a refiguration of spaces. We conclude with the hypothesis that planning cultures are framed by an array of factors in a somewhat polycontexturalized mode, such as geographic entities (nations, regions, cities), and also topics such as shrinking cities. [ABSTRACT FROM AUTHOR]