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The main aim of this paper is to assess the level of knowledge, attitude and practice of university teachers regarding plagiarism in Bangladesh. An online questionnaire consisted of 20 knowledge questions, 23 attitude items, and 18 practice questions was created using Google Forms. The link to the questionnaire was sent via email to university teachers. The total correct answers for knowledge and practice questions, and the total attitude score were converted to percentile scores and categorized accordingly as poor (< mean -- 1 SD), average (mean ± 1 SD), and good (> mean + 1 SD). Bivariate analyses were conducted to compare the total knowledge, attitude and practice scores based on demographic and academic variables. Multiple linear regressions were used to identify the association between knowledge, attitude and practice scores, and other covariates. The findings revealed an average level of knowledge, attitude and practice regarding plagiarism among the majority of university teachers. The knowledge, attitude and practice scores were significantly higher for teachers who attended academic writing workshops compared to those who did not attend such events. Demographic and academic variables did not impact knowledge and attitude scores. However, the number of papers published in the last two years and their indexing in Web of Science (WoS) or Scopus significantly impacted attitude and knowledge scores. The multiple regression analyses showed that the practice score was significantly associated with age, highest education, and knowledge.

This paper presents a comprehensive review of existing literature concerning the domains of accreditation and quality assurance in various sectors. Accreditation and quality assurance play vital roles in ensuring the credibility, transparency, and effectiveness of educational institutions, healthcare facilities, industries, and other domains. This paper synthesizes the findings of numerous studies, focusing on the conceptual frameworks, methodologies, and outcomes associated with accreditation and quality assurance processes. The review encompasses a wide range of perspectives, including historical context, best practices, challenges, and advancements in accreditation and quality assurance. Through a systematic analysis of these scholarly works, this paper aims to provide a deeper understanding of the evolving landscape of accreditation and quality assurance across diverse sectors and shed light on potential future research directions.

The paper examines the effectiveness of materials designed and distributed among course instructors to teach an intermediate writing course in an online platform during the pandemic. The study is examined in the context of a private university in Bangladesh, where the students enrolled are bi-lingual learners. The paper reviews literature in fields of technology-enhanced language learning (TELL), activity theory and scaffolding to understand the extent to which the teaching materials are effective. In addition, by analysing semi-structured interview responses from course instructors, the paper highlights numerous strengths, weaknesses and suggestions regarding the materials disbursed among the faculty members. The research findings suggest that the given materials were useful and helped to promote understanding of course content, but improvements can be made to assist student learning. Increased emphasis on learner autonomy can facilitate the learning process for students and motivate them to become independent learners. Based on the findings, the writer includes suggestions that might be beneficial for institutions beyond borders.

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.

By examining Bangladesh's educational policies and practices, this paper investigates the transition from technical vocational education and training (TVET) to HE (HE). This study specifically focuses on two areas: how TVET graduates' access to HE looks like in Bangladesh and what role HE institutions can play in boosting TVET graduates' engagement in HE in Bangladesh by taking a cue from the Australian TVET system. Based on Marginson's 'high participation systems' theory, it focuses on how TVET courses can lead to HE and how universities can facilitate TVET diploma holders' access to bachelor's degrees in their fields of study in Bangladesh. The qualitative content analysis of policy documents served as the foundation for this paper. This paper aims to advance our understanding of how structural obstacles (elitism) affect pathways from TVET to HE and how international 'best practices' can be localized in the Bangladeshi context.

In the face of sudden migration to online teaching due to Covid-19 pandemic, education is going under trying times globally, especially in the low resource contexts of the Global South. Little is, however, known about how this forced migration to and coping with emergency remote teaching (ERT) are happening in the low resource context of developing Bangladesh, particularly in the Higher Education (HE). This paper, therefore, aims to understand how virtual classrooms look like in the Higher Education context in Bangladesh through TESOL teachers' narratives from initial virtual classrooms imparting ERT. Employing narrative inquiry, four teachers from four different public and private universities in Bangladesh share their experiences of doing, undergoing and reflecting as they try to adopt, adapt and strive in imparting ERT and carrying out education in HE. Insights from these initial teacher narratives may inform higher education pedagogies, teacher development in distance education environments in Bangladesh and similar contexts in the Global South. As the paper addresses HE teachers' initial orientation to ERT without exclusively dealing with TESOL education, it has multidisciplinary approach to migration to and coping with ERT in HE in general.

The study aims to understand the foremost challenges in the transition to online teaching and learning during the COVID-19 pandemic. The study adopts the PRISMA approach to screening the selection of journal articles and review papers according to the research aims and the inclusion criteria. The journal articles and review papers were extracted and stored in Microsoft Excel and Google Scholar, Academic. Microsoft, Semantic Scholar, Elsevier, and Emerald Insight databases searched relevant documents using formulated keywords. A statistical technique was applied using the M.S. Excel analysis tool (PivotTable and an independent t-Test) to analyze data and determine the differences between teachers and students. The review revealed the evidence that the majority of the studies were primarily focused on the individual developing countries and results from other developing countries were not considered. In addition, the foremost challenges in the transition to online teaching and learning during the COVID-19 pandemic were inadequate skills and training, inadequate Internet/Infrastructure, lack of supporting resources and lack of online student engagement and feedback. Finally, the independent t-test reveals there is no statistically significant difference in challenges in the transition to online teaching and learning during the COVID-19 pandemic. Both teachers and students encounter similar challenges. The systematic review raised concerns that higher learning needs to effectively implement long term strategies and support teachers and students in getting into online teaching and learning.

This paper seeks to explore the impact of video lectures on the students of the Department of English of a Bangladeshi private university during the world pandemic, COVID-19. Using various online resources, especially YouTube videos, website links, e-texts, and journal articles, to make a classroom vibrant, interesting, engaging, and entertaining and to disseminate the best possible knowledge among students was the common trend in the classrooms of the English Department of Daffodil International University (DIU) before the pandemic. However, using teacher-developed materials in the classroom was not a regular phenomenon in the culture of higher education in Bangladesh, particularly in the Department of English at DIU. This paper will explore what kind of positive motivation this shift brought to get the students more engaged in the classroom during the worldwide crisis. It will also discuss whether the teacher-made video lectures helped students understand the topic(s) better. This study intends to address these issues besides inspecting the general pros and cons of using such materials in a tertiary classroom. The data were collected through close-ended and open-ended questionnaires from the selected students and analyzed using qualitative and quantitative research methods. The researchers hypothesized that teacher-made video lectures were more effective given that students' and instructors' similar stress and intonation, pronunciation, and cultural experiences which helped learners comprehend the lesson topics in comparison with materials prepared commercially. This paper also highlights the students' expectations and satisfaction, particularly related to the video lectures made by teachers compared to those taken from popular online resources.

Vocabulary knowledge is very crucial for learners who want to be competent in a language. Vocabulary knowledge means having the knowledge of or command over words of a language and their usages in real-life contexts. Vocabulary knowledge can be gained incidentally and intentionally. The paper compares the effectiveness of the reading-only condition and reading-while-listening condition in incidental vocabulary acquisition. It seeks to find out whether students acquire more vocabulary knowledge by reading a text only or reading the text while listening to it. It also disseminates the effect of word exposure frequency. By applying four vocabulary tests, it proves that learners can gain vocabulary knowledge in both the conditions; but the reading-while-listening condition can result in more gain of vocabulary knowledge. The paper also shows that the more the number of encounters with words in context, the more the vocabulary gains. Studies with students from different levels of education and gender based studies can be conducted. This is a pioneering study on this topic in Bangladesh, so the paper will pave a way for the researchers who want to work on the same topic.

The major analytical research question addressed in this paper is: What are Thailand's strengths and weaknesses as an international education hub for students from the Asian region? The key descriptive research question is: What is the nature of the educational experience of Asian students in Thailand? The two major research methodologies of the study are mixed research methods and comparative case studies, with the use of in-depth interviews of influential experts, surveys, and an autoethnography. In terms of major findings, there has been a dramatic growth of Asian students at Thai universities during the past two decades. Thailand's major advantages relate to low costs, location, quality campus facilities, and a welcoming attitude toward outsiders, while major disadvantages are the quality of many of Thailand's international programs often related to low English language capabilities. The paper concludes by presenting a creative new architecture for thinking about Asian study abroad in Thailand.

Technology Enabled Learning (TEL) has a major impact on the learning adaptability of the learners. During the COVID-19 pandemic, there has been a drastic change in the learning methodology. The adaptability of learners from the various domains, levels and age has been a significant component of research in context to education. In this paper, the authors have proposed a machine learning and explainable AI based solution to identify critical learning parameters for students' adaptability level in online education. In this research the authors have employed various explainable AI (XAI) algorithms namely Local Interpretable Model-agnostic Explanations (LIME), SHapley Additive exPlanations (SHAP), FEature iMportance based eXplanable AI algorithm (FAMeX) for identifying the critical learning parameters to decide the adaptability level of a student. To test the efficacy of the solution, a dataset of students of several education levels of Bangladesh, collected from both online and offline surveys has been used. The results revealed are quite interesting, and counter intuitive.

Contemporary technology, along with the tangible/virtual duality of present-day learner consciousness, are, in the authors' opinion, necessitating and enabling a fundamental educational transformation. A central feature of this development will be 'letting the learners lead', including (from secondary onwards) their identification of the content of their curriculum. This paper considers how this pedagogical innovation might operate in practice. Nine United Kingdom (specifically South Wales) senior secondary students were invited to decide what they would "like to learn in the coming academic year". The group then explored how their agreed set of subjects (including, for instance, Sign Language; History of Coal Mining in My Locality; Mental Health and Me; Being Ready for the Next Pandemic; Pantomime…) might best be learned. These approaches and findings were shared with, understood by, and generally supported by a group of upper secondary school students in Australia and, to a lesser extent, by another group in Bangladesh. Dialogue with a small number of professors and other United Kingdom professionals also took place. The tentative conclusions and implications are that (a) university entrance requirements are predominantly aimed at student selection rather than at covering necessary pre-tertiary knowledge; (b) if, somehow, the competitive element -- including the allocation of grades -- could be eliminated, then giving learners the opportunity to shape their curricula becomes feasible; (c) letting the learners lead is seen (by a sample of them) as realistic and (with some reservations) desirable; (d) much of this learning would involve on-line research through the confident utilisation of familiar devices and systems (i.e. how 'non-school' information is now acquired); (e) there would also be on-line and face-to-face discussions with experts and practitioners; (f) teachers, with radically restructured roles, could offer valuable coordination and encouragement; and (g) the school as 'place' (as opposed to 'process') may wither away as the transformation proceeds. The authors are keen that their provisional findings should be tested by educational planners and researchers in other educational situations across the world.

Globally, fewer students are choosing careers in science. In developing countries like Bangladesh, this attrition is often attributed to limited access to laboratories, lack of qualified science teachers, and limited use of student-centered strategies (SCS). Educators are attempting to design professional development programs to empower teachers with innovative teaching methods that will eventually boost enrolment in STEM-related fields. With this end in mind, we designed a six-month-long grant-funded project that equipped five urban schools in Bangladesh with 20 science toolkits. We also provided 20 science teachers and five site coordinators with ongoing professional development to support use of these toolkits with 109 students for inquiry-based learning (IBL). Using an explanatory sequential design, we analyzed quantitative and qualitative data from three surveys. We also used transcripts from interviews with five site coordinators and four Zoom panel presentations to understand the numeric findings. While quantitative analysis with SPSS revealed that teacher-centered strategies (TCS) continue to be widespread in Bangladesh, we noted that the IBL project influenced student outcomes in several ways. The qualitative data confirmed that teachers who receive training and support over an extended period implemented SCS quite effectively. Both quantitative and qualitative findings revealed that a shift from TCS to SCS enhanced students' ability to hypothesize, experiment, and make real-life connections. In this paper, we describe statistically significant differences in the students' knowledge across curriculum type and gender. We also describe the influence of the project on student attitudes.

The Congregation of Holy Cross has been working on evangelisation and education in Bangladesh for more than 170 years. This study examines the educational mission of the Congregation in Bangladesh. The study is conducted from a historical perspective. The paper is based primarily on the examination of written documents -- primary and secondary -- and field work involving oral history interviews. The study identifies four primary aims of Holy Cross education in Bangladesh. The paper argues that they have distinctive educational aims at the nation's elite education both through English and Bengali medium, and villages' primary and secondary level education. The study illustrates that there has been a shift of emphasis on the educational mission over the years. A significant contribution to the changing mission of Holy Cross education has been the independence of Bangladesh. Another factor that contributed significantly to changes in Holy Cross education has been the Catholic Church itself and the structure of Catholic life, as a result of Vatican II. Mission models that emerged after the Council emphasised social justice and religious pluralism. Those teachings of the Church brought changes to the educational missions of Holy Cross in Bangladesh.

Well-being commonly refers to the concept that equates to a good life. What constitutes a good life at school for students has emerged as an important education agenda over time due to its wide-reaching benefits. However, there is a limited understanding of the well-being experiences of children from diverse cultures and countries, particularly from the Global South, such as Bangladesh. This paper presents findings from a qualitative study among 40 Grade 7-10 students (aged 13-16 years) from Bangladesh, and aims to explore the barriers to their well-being experiences at school. Using a constructivist grounded theory approach, the authors found key three barriers: (i) punitive disciplinary school practices; (ii) poor pedagogic school practices; and (iii) perceived injustice at school that prevents students from experiencing well-being at school. The findings have implications for improving school practice and policy for promoting student well-being in Bangladesh.

Background: The university cafeteria is a crucial element in shaping students' dining experiences and their physical well-being. This study was conducted at a public university in Bangladesh. Purpose: This research has a dual purpose: firstly, to assess student satisfaction with the university cafeteria using key indicators and secondly, to identify critical factors influencing this satisfaction through advanced data analysis employing recursive feature elimination (RFE). The ultimate goal is to enhance cafeteria services, align them with student preferences, and boost overall satisfaction. Methods: Data collection involved 150 paper-based questionnaires with mixed data types, including questions based on prior research assessments. The model-building process included the chisquared test and the recursive feature elimination process. Results: The study identifies 12 factors significantly affecting cafeteria food satisfaction, with four factors having a notable impact: meal type and freshness, staff attitude, and wait length. Discussion: This research highlights the interconnectedness of seemingly distinct cafeteria factors and their potential to influence health outcomes. Practical recommendations are made for improving cafeteria efficiency and adapting to changing student needs. Translation to Health Education Practice: Health education interventions aimed at enhancing the cafeteria experience for university students should include a quantitative analysis of factors impacting students' overall cafeteria satisfaction.

The adoption of English medium instruction (EMI) in higher education has gained popularity in China's tertiary education as a result of globalization. International students in Chinese universities are celebrated as part of soft power projection to extend China's global impact. Informed by Piller and Cho's concept of "Neoliberalism as language policy" (2013) and Collins' "social reproduction theory" (2009, 2012), this study attempts to explore the EMI learning experiences of a cohort of international students at a border university in China. The policy documents, in-depth interviews, classroom observation, reflective journals and online interactions converge to reveal that, international students in EMI programmes experience exclusion and inequality despite the welcoming discourses of diversity. The paper highlights the necessity to pay attention to the ways in which higher education institutions reproduce inequalities of social stratification of international students through explicit and implicit institutional practices. It is argued that EMI policy in China's peripheral regions targeting international students from less-developed countries tends to perpetuate and accentuate educational inequalities. The study sheds light on a more inclusive pedagogical approach to alleviating international students' marginalisation and educating students of diverse linguistic, cultural, socioeconomic backgrounds for global citizenship in the context of China's Belt and Road Initiative.

Purpose: Presenteeism is the productivity loss due to working with ill health. This paper aims to develop a presenteeism scale for students (PSS) and reveals its association with the academic achievement of undergraduate (Bachelor) students. Design/methodology/approach: This is a cross-sectional study based on a reputed public university in Bangladesh. The study collected data from 164 undergraduate students by relying upon the systematic random sampling technique. Findings: Nearly 70 percent of the study population have reported some health problems, with male students reporting frustration (59.6 percent) and female students reporting migraine (61.2 percent) as the most prevalent issues. Predictors such as gender, living status, television and social media use, absenteeism, physical activity, BMI (body mass index), hygienic meal intake, exhaustion score and PSS score have significantly influenced presenteeism and reduced academic performance. As many students face multiple health issues, it is recommended that the issue of presenteeism on university campuses be addressed. Originality/value: This study breaks from the conventional approach of studying presenteeism in business settings and expands knowledge in the education domain. Additionally, it examines the interconnection of primary health conditions, work impairment score, presenteeism and academic performance.

This study investigates the role of English literature in fostering essential soft skills necessary for employability in the context of Bangladesh's educational system. This paper employs qualitative methods, including interviews with faculty members and senior students from tertiary-level colleges affiliated with the National University. The thematic analysis reveals that English literature contributes significantly to the development of communication, interpersonal, self-management, collaboration, emotional intelligence, time management, problem-solving, decision-making, critical thinking, leadership, and creativity skills among students. The findings underscore the importance of integrating diverse pedagogical approaches, such as constructivist teaching, literature circles, and experiential learning, to effectively nurture these skills. The study recommends prioritizing soft skills training within the curriculum to enhance graduates' employability in the face of evolving job market demands, particularly amidst the challenges posed by the Fourth Industrial Revolution.

Considering the contradictions in the structured and static approaches to the nation and national identity observed world-wide and fluid "trans-" approaches to language in applied linguistics and sociolinguistics, the paper explores how national identity is constructed and sustained nowadays, specifically in digital spaces both discursively and non-discursively. Based on the notion of 'practice' by Theodore Schatzki (2002), the paper focuses on the translingual practices in relation to national issues and events in Bangladesh drawn from digital spaces through a virtual ethnography. The findings in this paper show that translingual practices and national identity may apparently seem fluid in digital spaces. However, actors nurture beliefs, values, and ideologies in their translingual practices with reference to a territory-based notion of nation, religion, and national identity. Their discursive construction of nation and national identity also seems entangled with a non-discursive bundle of activities and symbolic and material artefacts within material arrangements of spaces. Verbal violence and terrorism accentuating nationalism get immediacy and are concretized in materially mediated semiotized spaces. With an immediate focus on spatial dynamics, while acknowledging the ethos of the post-structuralist approach to language, the paper, hence, indicates the necessity of transgressing the 'logocentrism' in language and identity research in applied linguistics and contributing to the recent development in the post-humanist applied linguistics.

The paper foregrounds analysis of the significance of English in individual and collective life in relation to a myriad of feelings that religious and ethnic minorities experience in South and Central Asia within their multilingual ecology. The data reveal an entangling of varied yet coexisting emotions on the part of these minorities in Bangladesh, Pakistan, and Tajikistan in relation to English and its positioning vis-à-vis other languages. The discursive realisation of emotion also gives a nascent understanding of the historical, political, social, cultural, and material significance of English at the microlevel -- as the language is practised, nurtured, and sustained with anxieties and insecurities as well as desires and hopes of its users. Most importantly, the data indicate that English is used to legitimise ethnic and religious identity by minority communities. Drawing on findings from two ethnographic case studies, the paper thereby suggests the necessity of exploring individual metalinguistic awareness and subjective "structures of feeling" (Park, Joseph Sung-Yul. 2015. Structures of feeling in unequal Englishes. In Ruanni Tupas (ed.), Unequal Englishes, 59-73. London: Palgrave Macmillan) of users of English in order to understand its shifting meanings in varied contexts of Asia. The paper thereby brings together understudied areas in Asia, whilst also going beyond a South/Central Asia divide by incorporating studies from both (Bolander, Brook and Till Mostoslansky. 2017. Introducing language and globalisation in South and Central Asian spaces. "International Journal of the Sociology of Language" 247; Bolander, Brook & Shaila Sultana. 2019. Ordinary English amongst Muslim communities in South and Central Asia. "International Journal of Multilingualism" 16(2). 162-174).

In response to the COVID-19 crisis, governments all around are producing new policy provisions to mitigate the learning gap. Based on the new policy provision, universities switched to online education because social distancing was necessary to stop community transmission of the virus (Crawford et al., 2020). This study aims to explore how faculties perceive the effect of higher education policy response on Bangladeshi students. The paper identifies cost-sharing approach, disregard of policy context, encouragement of global job market competition, decentralisation of management, digitization of education, and individual responsibility as neoliberal features of emergency response. The data were critically analysed to understand the effect of neoliberal features of the emergency response on the university students of Bangladesh from the faculty perspective. The paper argues that the policy response is failing to address the learning gap of the students. Moreover, the implementation of this policy is generating more challenges for students by strengthening the root of social inequality and hindering social mobility.

The status of English as a medium of instruction in higher education in Bangladesh has always been a contentious issue since public universities move back and forth for continuing with English as a medium of instruction or not. On the other hand, the introduction of private universities in Bangladesh complicated the issue even more. The medium of instruction in private universities in Bangladesh is invariably English, while public universities do promote English in all their official activities, and the teachers at public universities use both Bangla and English in their class lectures, leading to the questions of what is hindering them from promoting English and how are they confronting this challenge? In order to investigate these problems, this paper attempts to initiate the debate on the status of English in public and private universities at the tertiary level.

During the COVID-19 pandemic situation, the English literature learning and assessment have moved from classroom form to online form. This study emphasizes on the challenges of online English literature learning and students' experience and expectation regarding online English literature course assessment in private universities of Bangladesh. English literature students were invited to participate in the survey and 326 students from 10 private universities partook. Students dwelling in towns and villages addressed their problems what they experienced while attending online literature class and assessment. Previous researches shed light on abrupt transit to online education in different countries including Bangladesh, voices and views of teachers and students of English and other departments, even on language courses, but none of them addressed the situation English literature students of private universities undergo during the pandemic of COVID-19, which stopped on-sight education across the globe. This paper determines to elaborate the challenges, experience, expectation and overall voices of English literature students from private universities of Bangladesh regarding online literature class and assessment. This qualitative research labels students' exact problems and recommendation which will help minimize the loss of students' learning, thus, will benefit the students of English literature of Bangladeshi private universities. The findings will also assist the instructors to overcome the challenges of online English literature teaching and assessment.

The study was carried out to explore the pedagogical skills of secondary-level English language (EL) teachers in Bangladesh. Classroom teaching is a challenging job, and more so for English language (EL) teachers as English is a skill-based subject. Teachers are supposed to demonstrate the required pedagogical skills for effective classroom EL teaching-learning. Following the constructivist research paradigm and a multiple case study approach, qualitative data were collected through direct non-participant classroom observations and face-to-face interviews with six EL teachers and other secondary informants. The collected data were analysed by a qualitative data analysis software, NVivo 11 Pro, using thematic analysis. The main findings of the study substantiated that the participating EL teachers had poor pedagogical skills in classroom management, ignored the four skills, built no rapport with learners, failed to retain learners' attention, encouraged memorization, could not motivate the learners, assigned ritualistic homework, taught grammar and vocabulary without contextualization, used teaching aids insufficiently and ineffectively, and exhibited poor planning and preparation for classroom teaching. The paper also discusses the implications of the key findings and proposes some recommendations for the EL teachers and other stakeholders concerned.

Purpose: This paper aims to examine the role of responsible leadership in faculty readiness for online crisis teaching (FROCT) in higher education institutions (HEIs). Additionally, the paper investigates the mediating effect of teaching satisfaction on the relationship between responsible leadership and FROCT. Design/methodology/approach: An online survey was conducted to collect responses from 437 faculty members from Bangladeshi HEIs. A partial least square structural equation model was employed to examine the research hypotheses. Findings: Responsible leadership has no direct relationship with FROCT; however, responsible leadership increases teaching satisfaction. Teaching satisfaction acts as a significant mediator between responsible leadership and FROCT. A symbiotic relationship between responsible leadership and teaching satisfaction is essential for improving FROCT. The findings of this study, in general, emphasise the importance of teaching satisfaction in facilitating the implementation of the responsible leadership model in HEIs. Originality/value: Despite numerous studies on faculty online teaching, extant literature lacks empirical evidence on the relationship between responsible leadership, teaching satisfaction, and FROCT in HEI settings. This study provides evidence for implementing the responsible leadership model in developing countries' HEIs.

Purpose: The paper documents the roles played by the institutional quality assurance cells (IQACs) to implement the University Grants Commission (UGC) directive to shift to online education during the COVID-19 pandemic period in Bangladesh. It highlights the government's efforts to ensure quality education, particularly in utilizing IQACs in the various public and private universities. The paper starts with the pandemic situation in the country, followed by the overall responses of the government, including its directives regarding the conduct of higher education. Design/methodology/approach: The paper utilizes as framework the Sloan Consortium's Five Pillars of Quality Online Learning--learning effectiveness, student satisfaction, teacher satisfaction, scale and access. The paper then analyzes the oral reports of 26 IQACs, which were presented to government officials in two meetings. Findings: From the analysis, it is apparent that IQACs have contributed toward the shift to full online education during the pandemic period. Universities responded to the crisis mainly in the areas of governance, teaching and learning and student support services. To guide policy formulation, the IQACs (with the help of other university units) conducted surveys among their faculty and students regarding their access to Internet, financial difficulties and mental health situation. From here, they drafted academic policies (attendance, student assessment and online teaching), conducted capacity building activities, monitored faculty performance, formulated guidelines on student online behavior and encouraged stakeholders to trust the online system. Originality/value: The study is original since (like many countries) the pandemic has forced education activities to go online. It looks at both the macro level (the concerns of the University Grants Commission or UGC concerning quality education in an online setting) and the micro level (what universities have undertaken to address the concerns of the UGC).

Concerns with how religion is placed in education has garnered considerable attention in the past fifteen years, due in large part to heightened politics and social agendas to strengthen community cohesion. This paper addresses the need to better understand how school leaders are internalising such discourses on religion and spirituality. A qualitative case study of school leaders situated in English Medium Schools in Bangladesh, involved observations across five schools and semi-structured interviews with 54 participants. Theoretically informed thematic analysis revealed that while some school leaders consider religion and spirituality to be connected and integral to their leadership practice, others were equally firm in their perceptions that religion is an entirely personal practice separate from professional work. These contradictory perceptions are discussed in relation to local and global tensions on religion and secularity. The paper makes an empirical contribution to considerations of religion and spirituality within school leadership.

This paper locates the emergence of critical pedagogy (CP) as praxis in the protest movements in New Delhi, India, against the new citizenship amendment laws that were brought about by the Indian government. The ruling government in India brought amendments to the existing provisions for citizenship, such that persons from Hindu, Sikh, Buddhist, Jain, Parsi and Christian religious communities from neighbouring Afghanistan, Bangladesh or Pakistan were allowed Indian citizenship. Muslims, however, were excluded from this. This exclusion, coupled with the national project established for finding illegal immigrants in India -- called the National Citizenship Registry project -- affects the Muslim communities in South-Asia and has been widely resisted across India, by Muslims and other social and political organisations. This paper traces the development of such a struggle in Shaheen Bagh, New Delhi, and proposes that CP as a critique of the social, emerged from the specificity of the Shaheen Bagh movement. Shaheen Bagh gives critical insights into rethinking CP whenever its foundational tenets seem to have been lost or are merely subsumed by disciplinary compartments within academia. This struggle offers us insights toward returning to the insurrectionary character of CP, by locating CP within the context of such struggles. At the same time, this study of Shaheen Bagh and the specific form of CP that emerged in thatcontext, also shows us the limitations of contemporary social movements to take CP to its logical conclusion where oppressive class relations are undermined.

Campus crisis management remains an understudied topic in the context of COVID-affected higher education. In this paper, we contrasted the ability to tame the wicked problems brought by the pandemic of COVID-19 in private and public universities in Bangladesh, Cambodia, Colombia, India, Kazakhstan, Uganda, and Ukraine. The cross-country analysis and diversity of institutional types allowed us to consider a wide range of challenges faced by academic leaders and their institutions during the global pandemic. By drawing on institutional policy reviews and interviews with university administrators, we have examined tensions between the human and institutional agencies on these crisis-stricken campuses given differing institutional coupling, sizes, resources, and missions. The focus on agential co-dependencies and institutional coupling lays the ground for conceptualizing campus crisis management as a culturally specific construct in the context of higher education affected by the global pandemic.

Academic mobility has been predominantly investigated as a resource for career development and progression of individuals or as a contributor to national economic growth and advancement (brain-drain/gain). Yet, despite its significance, the temporal dimensions of academic immobility/mobility remain undertheorized in academic mobility studies. By temporal, I am going beyond clock-time to include any phenomenon tied to making meaning and related to time-related changes. Drawing on Shahjahan et al.'s (2022) notion of shomoyscapes, this paper focuses on Bangladeshi faculty's experiences as an example of how a temporal lens can help illuminate the interrelationships between academic immobility/mobility and temporality to enliven scholarly understandings of such a migration process. It showcases three Bangladeshi scholars' narratives to highlight different temporal rationales, constraints, and agencies of migration among aspiring, returnee, and/or immigrant mobile scholars' experiences, which are often studied separately in academic mobility studies. It argues that a temporal lens showcases how mobility begins and continues temporally in people's lives before and/or after spatial movements (i.e., physical movements from one space to another). Such time work was interconnected with relational entanglements, constituting complex temporal landscapes (i.e., shomoyscapes) encompassing future, present, and past. It concludes with implications of a temporal lens for future academic mobility studies.

This paper used longitudinal data from five studies conducted in Bangladesh, Bhutan, Cambodia, Ethiopia, and Rwanda to examine the links between family stimulation and early childhood development outcomes (N = 4904; M[subscript age] = 51.5; 49% girls). Results from random-effects and more conservative child-fixed effects models indicate that across these studies, family stimulation, measured by caregivers' engagement in nine activities (e.g., reading, playing, singing), predicted increments in children's early numeracy, literacy, social-emotional, motor, and executive function skills (standardized associations ranged from 0.05 to 0.11 SD). Study-specific models showed variability in the estimates, with null associations in two out of the five studies. These findings indicate the need for additional research on culturally specific ways in which caregivers may support early development and highlight the importance of promoting family stimulation to catalyze positive developmental trajectories in global contexts.

The paper is a reflective narrative of engaging two school students aged 13-16 as advisors in participatory research in Bangladesh during the COVID-19 crisis. It outlines different ways to facilitate the active engagement of children and young people and include their voices in research. The authors also discuss the benefits and methodological and ethical complexities of engaging children and young people as advisors of adult researchers during the pandemic in a country from the Global South, such as Bangladesh. The findings underscore the need to rethink the traditional view of considering children and young people as vulnerable and passive members of society in times of emergency and explore the scope of involving them as active stakeholders in producing quality research data.

The current debates in the area of researchers' positionalities criticize the notion of the 'insider/outsider' dichotomy and favour the idea of a fluid inbetweener position. However, these narratives foreground researchers' perspectives and often ignore participants' agency in constructing a researcher's positionality in the field. In this paper, as an early career researcher, I analyze my journey with my own positionalities in ethnographic research in a rural community in Bangladesh. Adopting a Critical Realist ontological standpoint, I argue that positionalities are co-constructed by researcher and participant and are products of complex interactions between their agencies and the social structure. I illustrate how reflexivity, taking both my and the participants' views into account, facilitated my movement towards a position where the participants expose their habitual behaviour (not hesitating to offer their day-to-day food -- mash potato) rather than providing superficial information (as they do to a guest, for whom they will at least fry an egg -- a special arrangement -- for dinner).

This paper looks at how the promotion and usage of translanguaging practices in the teaching process facilitates learning Greek as a L2 by unaccompanied minor refugee students in a class of non-formal education. Drawing on ethnographic data the present study examines how educational interventions that were designed following the principles of translanguaging pedagogy can facilitate language learning and encourage unaccompanied minor refugees to participate in the teaching process. The main methodological tools that were implemented were action research, class observation, field notes and interviews with students. The findings show that translanguaging pedagogy can promote learning effortlessly by doing, as students stated in their interviews that they were actively engaged in teamwork through real-life language interactions empowering their multilingual and multicultural identities.

Purpose: Incorporating student voice to improve both academic and institutional performances is the contemporary innovative way to enhance and ensure quality in higher education. Higher education organizations are developing a culture and an encouraging environment for the students where they can express their opinions and be an integral part and partner of educational improvement process. The purpose of this paper is to explore students preferred learning and teaching methods for management education, to study current intended learning outcome and practiced teaching methods, to investigate prerequisites to implement students expected teaching methods in the college-level management education of National University. Design/methodology/approach: Nature of the study is exploratory and descriptive as well. Primary data were collected using focus group discussions, surveys conducted using structured and closed-ended questions and in-depth, face-to-face interviews employed to collect data from academic staff. Findings: The key findings include the need for bringing changes in teaching techniques at college-level management education. Furthermore, the study has explored challenging issues which can hinder changes in teaching techniques. Practical implications: The study pointed to the need of including student voice to keep improving teaching techniques that can satisfy students' learning needs continuously. Originality/value: The study adds the body of knowledge on incorporating student voice to improve the quality of higher education teaching techniques and in other services as well in Bangladesh.

Sustainable Development Goal Target 4.2.1 is monitored by determining the proportion of children aged 24 to 59 months who are developmentally on track in the domains of health, learning, and psychosocial well-being. UNICEF has developed a caregiver report measure, the Early Childhood Development Index 2030 (ECDI2030), to measure progress towards this target. This paper examines whether a newly developed tool, the Early Childhood Development Assessment Scale--Direct Assessment (ECDAS-DA) can add value to the measurement of Target Indicator 4.2.1 by complementing UNICEF's ECDI2030, and explores the psychometric properties of the ECDAS-DA. A total of 956 children (476 girls) aged 3 to 5 years from Bangladesh, China, India and Myanmar were administered the ECDAS-DA in individual sessions. Caregivers provided responses to a survey based on UNICEF's ECDI2030. Confirmatory Factor Analyses indicated that learning, health, and psychosocial well-being domains of the ECDAS-DA were three component parts of one underlying construct of early child development. Significant correlations between the ECDAS-DA and the caregiver-reported ECDI2030 survey were found in the learning and health domains but findings were mixed for the psychosocial well-being domain. Multiple measures of early development could be important in measuring SDG Target 4.2.1 and the ECDAS-DA has the potential to complement UNICEF's ECDI2030.

In the novel 'Pride and Prejudice', Austen (1813) wanted to show the marginal or subaltern standing of a woman in the 18th century England by saying that a woman was always subservient to a man, and the sole identity of a woman was being a wife to a male at that time. In present-day Bangladesh, a similar view is evident, where women are raised with the notion that their raison d'etre is to have and maintain stable relationships with men for a lifetime, despite the changing workplace dynamics that offer opportunities for progress. Bangladeshi women quietly embrace the philosophy of lifelong learning, yet their dedication to this pursuit remains largely unexplored and unrecorded, with only occasional publications touching upon the subject in an organized manner. The study examines how patriarchy restricts women's access to lifelong learning in Bangladesh, presenting a scoping review of literature to identify gaps and potential solutions. By advocating a radical approach, the paper aims to empower Bangladeshi professional women to overcome barriers and challenge patriarchal norms for their educational and career advancement.

The scarcity of teachers worldwide has led to educators teaching multiple subjects outside their area of expertise. This challenge of teaching out-of-field or multi-subject instruction raises the need for (re)constructing the identity of multi-subject generalist teachers (M-SGTs). However, the matter has received little attention in current literature. This study aimed to explore the process by which M-SGTs develop a salient identity as EFL teachers and how this identity impacts their practices in teaching EFL. To achieve this, a case-study approach was employed, and six M-SGTs from three private kindergarten schools in rural Bangladesh were selected using convenient sampling. Data were gathered from observation protocols, semi-structured interviews, and documents. The interviews and observation protocols were transcribed and coded, while the documents were reviewed thematically and categorically in line with Kvale's recommendations. The results of this investigation highlight the complex and multifaceted nature of the development of salient identity as EFL teachers among M-SGTs. The study reveals that M-SGTs develop a strong identity as EFL teachers through negotiation, adaptation, subject selection, confidence, language acquisition experience, pre-service pedagogical skills, social support, positive feedback and endorsement by principals. The study also finds that M-SGTs' salient identity is reflected in their teaching practices that involve being role models, adapting English language instruction, employing interactivity, differentiation in pedagogy, comprehensive feedback, whole-class teaching and the use of supplementary materials. This paper ends with an important implication.

Purpose: Like every other sector, educational institutions have also been suffering immensely due to COVID-19 pandemic. Many educational institutions are now adopting digital classroom services. However, an online platform with the need for appropriate technology and infrastructure from the students' perspective poses a severe challenge to developing countries like Bangladesh. The paper aims to figure out the relevant factors that affect the extent of student satisfaction with digital classroom services at the school and tertiary levels. Design/methodology/approach: It is a quantitative study of 450 students from Bangladesh who encountered online classes during the pandemic of COVID-19. An equal number of students from all levels, including schools, colleges and tertiary stages, participated in the survey. Exploratory and confirmatory factor analyses are used to interpret the data. Structural equation modeling using AMOS graphic software is incorporated to test the study's hypothesis. Findings: Among all the four determinants of student satisfaction during this critical era, all levels look satisfied with the three underlying influences--technological, convenience and resource-related factors. However, school-level students found the digital classroom services abrasive with Internet connectivity and technical structures during online classes and exams. Research limitations/implications: A comprehensive study can assess the difference between private and public university students in this regard. In addition, the impact of gender and/or location (rural/urban area) can be assessed by using the same model of the study. Practical implications: Having the experience of the students' satisfaction level during this pandemic, the government, educational institutions and other stakeholders can take away the findings of the results to have a better plan for Internet-based education at every level. Originality/value: The study is unique to see the readiness of developing nations such as Bangladesh to focus on the sudden uncertainty like a pandemic in introducing the digital education platform. The study can add value to achieving the country's sustainable development goal of becoming a digitally enabled regional education hub.

The Sustainable Development Goals (SDGs) are a universal call to action to end poverty, protect the planet, and ensure that all people enjoy peace and prosperity. To maintain the pace of development, local government institutions (LGIs) in many countries have started adapting innovative good practices. These practices are being generated as an offshoot of some projects, initiated by local governments, sub-national and/or national governments. However, these innovations are generally so closely associated, and depend so much on those projects, that once the projects officially phase out, the good practices also start falling apart. Those training institutions for LGIs in Asian countries are imparting training and applying participatory methodologies like peer learning. This enhances the capacities of the functionaries of the respective LGIs. However, the learning that emerges from the good practices, that have evolved, is often missed out in these course curricula, despite the fact that both the good practices and capacity for generating good practices, exist at the local level in the form of tacit learning. The Horizontal Learning Process (HLP) helps to overcome the inherent limitations of existing training methodology by capturing, upscaling, and nurturing tacit learning based on good practices. This paper highlights the concept and salient features of HLP, its evolution, process and steps, application areas, achievements and challenges--especially in the context of the SDGs and the role of LGIs.

Building durable peace through education requires addressing the gender ideologies and hierarchies that encourage both direct physical aggression and indirect harm through marginalization and exploitation. Although formal education systems are shaped by gendered patterns of social conflict, enmity, and inequity, schools can help young people to build on their inclination, relationships, and capability to participate in building sustainable, gender-just peace. In this paper, we draw from focus group research conducted with youth and teachers in public schools in Mexico, Bangladesh, and Canada to investigate how young people understood the social conflicts and violence surrounding them and what citizens could do about these issues; and how their teachers used the school curricula to address them. The research revealed that gender-based violence was pervasive in students' lives in all three settings, yet the curriculum the teachers and students described, with minor differences between contexts, included few opportunities to examine or resist the gender norms, institutions, and hierarchies that are the roots of exploitation and violence.

Internationalisation and forced migration are rarely thought about as related phenomena in higher education (HE) literature. Internationalisation is associated with movement, choice and brand recognition, and used in international rankings methodologies as a proxy for quality. Forced migration is associated not only with movement, but also with lack of choice, containment, or 'stuckness'. Some scholars have called for a rethinking of 'the international' through attention to students as mobile agents, and international study as situated within broader mobile lives. Our study responded to these calls through exploring the educational biographies of 37 international and refugee-background women students based in two universities: 21 in New Zealand and 16 in Bangladesh. Ten of the women were from refugee or refugee-like backgrounds, while the remainder were international students. The women's accounts revealed the complex ways in which circumstances shaped their educational journeys similarly and differently. One woman represented mobility in relation to autonomy and choice; but most emphasised relational webs as shaping their access to and experiences of international study, and post-study aspirations. In this paper, we draw on selected narratives to illustrate the range of ways in which family and/or community members appeared in women's accounts of their education journeys: as a source of (1) sustenance and support; (2) inspiration and motivation; and (3) obligation, and sometimes regulation. We conclude by suggesting that attention to the affective and embodied entanglements that shape students' international study journeys might inform new ways of thinking about both 'the international' and higher education more broadly.

The paper reports a study that seeks to develop an instrument so as to explore Bangladeshi science teachers' perceived importance and perceived current practices, geared to the inclusion of four suggested areas of focus within a context-based, socio-scientific framework--student motivation, scientific problem-solving, socio-scientific decision-making and a beyond school, active informed citizenry concern. The study, taking into consideration the influence of different realities in the Bangladesh context (large class size, gender stereotypes and inadequate teacher development programmes), was conducted in 2 stages involving first piloting of a devised instrument with participant teachers involved in an international 'We Act' project which sought to promote socio-scientific activism. Expert validation and Cronbach Alpha test were carried out to establish the validity and reliability of the instrument. The actual implementation of the revised instrument was with purposefully chosen Bangladeshi science teachers. The results showed the participant Bangladeshi science teachers' comparatively higher perceived importance, yet lower perceived current practice of incorporating different orientations associated to a context-based, socio-scientific framework. The results also revealed the influence of large class size, professional development programmes and gender factors on Bangladeshi science teachers' perception. The significance of the study lies in emphasising the need for a more socio-scientific approach to Bangladesh science education and initiating professional development programmes for enabling teachers to perceive the role of science education to promote citizens who are able to meet the social needs as indicated in the constitution.

Sustainable Development Goals (SDGs) are a universal call to action to end poverty, protect the planet, and ensure that all people enjoy peace and prosperity. To maintain the pace of development, local government institutions (LGIs) in many countries have started adapting innovative good practices. These practices are being generated as an offshoot of some projects, initiated by local governments, sub-national and/or national governments. However, these innovations are generally so closely associated, and depend so much on those projects, that once the projects officially phase out, the good practices also start falling apart. Those training institutions for LGIs in Asian countries are imparting training and applying participatory methodologies like peer learning. This enhances the capacities of the functionaries of the respective LGIs. However, the learning that emerges from the good practices, that have evolved, is often missed out in these course curricula, despite the fact that both the good practices and capacity for generating good practices, exist at the local level in the form of tacit learning. The Horizontal Learning Process (HLP) helps to overcome the inherent limitations of existing training methodology by capturing, upscaling, and nurturing tacit learning based on good practices. This paper highlights the concept and salient features of HLP, its evolution, process and steps, application areas, achievements and challenges--especially in the context of the SDGs and the role of LGIs.