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As humanity reaches the 5.0 industrial revolution, education plays a critical role in boosting the quality of human resources. This paper reports bibliometric research on emerging TiP during 1993-2022 in the educational field to analyse its development on any level of education during the last three decades. This study employed a Scopus database. The findings are that the trend of TiP publication in educational fields has tended to increase every year during the past three decades and conference paper became the most published document type, the USA is the country which produces the most publications; "Students" being the most occurrences keyword and total link strength. The publication of the TiP is ranked to the Quartile 1, which implies that a publication with the cited performance is a publication with credibility because the publisher has a good reputation. Researchers can find the topics most relevant to other metadata sources such as Web of Science, Publish, and Perish.

The review article presents an analysis of the literature on environmental literacy in sustainable development. By utilizing techniques to examine multiple documents published between 2013 and 2023, including citation analysis, co-authorship analysis, subject area analysis, and keyword analysis, this study aims to provide valuable information and insights into the research landscape surrounding environmental literacy and its contribution to promoting sustainable development. A systematic search was conducted to gather several scientific articles, conference papers, and publications from the Scopus database from 2013 to 2023. The findings of this analysis shed light on authors, influential institutions, and active research groups that contributed to the study of environmental literacy and sustainable development. This comprehensive review offers an understanding of the state of research in this field while identifying areas for further exploration and research gaps. The insights gained from this study can be highly beneficial for researchers, policymakers, and practitioners seeking to advance knowledge and take action toward promoting literacy's role in sustainable development. This analysis is a foundation for advancing our understanding of literacy's significance while emphasizing its vital role in sustainable development efforts.

This paper examines the interplay of creativity, education, and the expressive arts. We begin by presenting a narrative literature review focusing on the use of artistic tools to promote creativity, self-expressiveness, and meaningful aspects of emotional and social learning. This review reveals strong connections between the different components of this interplay, and a special attention is given to the use of arts to promoting creativity and meaningful learning. We then propose the Empowering Creative Education Model (ECEM), which aims to provide a practical framework for employing artistic tools in each of the model's four developmental circles: I, Us, Educational and Community. Each of the four circles includes unique aspects of personal development.

In the United States, school curricula are often created and taught with distinct boundaries between disciplines. This division between curricular areas may serve as a hindrance to students' long-term learning and their ability to generalize. In contrast, cross-curricular pedagogy provides a way for students to think beyond the classroom walls and make important connections across disciplines. The purpose of this paper is a theoretical reflection on our use of Expansive Framing in our design of lessons across learning environments within the school. We provide a narrative account of our early work in using this theoretical framework to co-plan and enact interdisciplinary mathematics and computer science (CS) tasks with a team of elementary school educators and school district personnel. The unit focuses on the concepts of exponents in mathematics and repeat loops as a control structure in computer science. Using a narrative approach, we describe what occurred during the collaborative planning of lessons and subsequent enactments in two fifth-grade classrooms and one computer lab and provide a practitioner-oriented account of our experience.

This paper focuses on Vietnamese PhD students' imaginative geographies of their destination countries. Using the data collected from in-depth semi-structured interviews with 18 Vietnamese PhD students, the study examines the participants' preparation for their sojourn before their departure, as well as their first multi-sensory experiences of the study countries on the first days of arrival, which then revealed how their imaginative geographies had been constructed and how they perceived the contrast between their imaginative geographies and reality. The findings of the study suggest that when the students chose to study overseas, they had diverse imaginations of the destinations that had been constructed over long periods of time thanks to the influences of movies, newspapers, media, and experiences of those in their social networks. Furthermore, the paper also highlights the collective imagination about countries in the West and the imagination of the collective West among Vietnamese students.

Initiatives aimed at improving STEM education have largely focused on school-based programs, with the majority of STEM professional development targeting primary and secondary school educators. However, there is growing interest in STEM education in the early childhood years. This paper reviews the available evidence to explore the extent to which early childhood STEM professional learning programs are represented in the research literature. The review examines: 1. The emergence of research focused on STEM professional learning for early childhood educators; 2. The characteristics of these professional learning programs; and 3. The research evidence for the efficacy and impact of these programs. Using a scoping review methodology, our search yielded only 22 papers for analysis, with most of the studies published in the last seven years of the review period. Different views and definitions of STEM were evident across the studies, with few explicitly describing the integration of the four STEM disciplines. The majority of papers reported a workshops/in-service training approach. Unanimously, the 22 studies reported positive outcomes from the participants' engagement with early childhood STEM professional learning. However, the small number of research papers available for review confirms the need to build the evidence base for early childhood STEM professional learning.

Purpose: The study aims to investigate the state of higher education (HE) leadership research after the intensified focus on teaching and learning (TL) in academia. Design/methodology/approach: The authors clarify the use of key concepts in English-medium empirical journal articles published between 2017 and 2021 by analysing 64 publications through qualitative content analysis. Findings: The analysed papers on leadership of TL in HE activate a number of concepts, the commonest concepts being academic leadership, distributed leadership, educational leadership, transformational leadership, leadership and transformative leadership. Even if the papers highlight partly overlapping aspects of leadership, the study finds a rationale for the use of several concepts in the HE context. Contrary to the expectation raised in earlier scholarship, no holistic framework evolves from within the recent research to reveal the contribution that leadership of TL makes to leadership in HE generally. Research limitations/implications: Limitations: Nearly 40 per cent of the analysed articles are from the United States of America (USA), United Kingdom (UK), Australia and Canada, which leaves large areas of the world aside. Implications: The found geographical incoherence might be remediated and the research of leadership of TL in HE generally led forward by widening the cultural and situational diversity in the field. Originality/value: This research contributes to an enhanced understanding of the field of leadership in TL in HE in that it frames the concepts used in recent research and makes the differences, similarities and rationale between concepts visible.

Colleges are important providers of vocational education and training and in some countries they are the major provider. Although the international literature on colleges has grown considerably in the past two decades, it still consists primarily of qualitative descriptions of college sectors in different countries. Quantitative studies of differences in the activity mix of colleges in different countries could improve knowledge of international variation in the roles of colleges and provide a stronger foundation for study of the sources and consequences of variation in college roles. After reviewing different methodological frameworks for comparative analysis of college activity, the research reported here employs one of these frameworks to analyse differences in the activity mix of colleges in five countries. In addition to finding some noteworthy differences among the five countries, the paper also identified several problems of comparability of college data from different countries. The paper concludes that the development of internationally comparable data on colleges would require leadership by international organisations and agencies and is an undertaking well worth pursuing both for the benefits that it could bring to those whom colleges serve and for its contribution to the advancement of comparative study of vocational education and training.

Global science is set to experience different times in the 2020s. China surpasses the USA in terms of the number of scientific papers in 2020 in most scientific databases. This scenario is expected to have implications not only in East Asia but also beyond the region. Against this backdrop, this paper investigates the scientific influence of the US-China competition on six major Muslim-majority science systems. Multiple data sources are used to collect data for the bibliometric analyses, which include the trend analysis of collaboration patterns, discipline-based collaborations, authorship patterns for responsibility in collaborations, and citation premium of collaborations with the USA versus China. All the analyses consistently demonstrate that the USA is losing its scientific influence on the selected Muslim-majority science systems to China. Analysis results indicate an astonishing increase in collaborations with China-based scientists in the last decade. Half of the selected Muslim-majority science systems collaborate more with China-based scientists, whereas the other half collaborate more with the USA in 2021, indicating a fifty-fifty split. The collaborations with China-based authors garner higher citation premiums for the selected Muslim-majority science systems than the collaborations with the USA.

This paper aims at identifying and explaining the correlation between the Covid-19 and multi-lingualism through cross-country research, drawing on three datasets: WHO data on the expanse of the pandemic, UNESCO data on endangered languages, and the LDI (Linguistic Diversity Index). Results establishing a direct correlation between the pandemic and multi-lingualism vary across the countries, except the USA, India, and Brazil. The three countries experiencing the highest global pandemic caseload occupy the top positions in the number of endangered languages and are among the top ten linguistically diverse countries. Drawing from the research findings, the paper addresses the criticality of investing in multi-lingualism and calls for a shift of perspective among policymakers driven by neoliberal rationale towards greater recognition and higher funding for multi-lingual education.

Purpose: Microteaching is a teacher training method based on microclasses (groups of four or five students) and microlessons lasting no more than 5-20 min. Since it was first explored in the late 20th century in experiments at Stanford University, microteaching has evolved at the interdisciplinary level. The purpose of this paper is to examine the networks found via an analytical bibliometric study of the scientific output related with microteaching in teacher training, through a study and examination of the Web of Science database. Design/methodology/approach: This research was conducted with the VOSviewer tool for content analysis through data mining and scientific network structure mapping by means of the normalisation technique. This technique is based on the association strength indicator, which is interpreted as a measurement of the similarity of the units of analysis. Findings: Two hundred and nine articles were thus obtained from the Web of Science database. The networks generated and the connections among the various items, co-authorship and co-citation are presented in the results, which clearly indicates that there are significant authors and institutions in the field of microteaching. The largest cluster is made up of institutions such as Australian Catholic University. The most often-cited document is by Rich and Hannafin. Allen (1968), who defines microteaching as a technique based on microclasses and microlessons, is the author most often cited and has the largest number of connections. Research limitations/implications: This research's limitations concern either aspects that lie beyond the study's possibilities or goals that have proved unattainable. The second perspective, which focuses on skill transfer, contains a lower percentage of documents and therefore has a weaker central documentary structure. Lastly, the authors have also had to bear in mind the fact that the scientific output hinges upon a highly specific realm, the appearance and/or liberalisation of digital technologies and access to those technologies in the late 20th century. Originality/value: This research shows that microteaching is a promising area of research that opens up vast possibilities in higher education teacher training for application in the realm of technologies. This paper could lead to several lines of future research, such as access to and the universal design of learning from the standpoint of different communication and pedagogical models based on microteaching.

Over the past two decades, there has been an increased focus on designing STEM learning experiences for primary and second-level students. We posit that for teachers to design rich learning experiences for their students, they must first have the opportunity to develop their own STEM knowledge and competences, either during their pre-service teacher education or as part of their professional learning as in-service teachers. This systematic review of literature examines programmes which offer either pre-service or in-service teachers immersive learning experiences through placements in STEM roles in business or industry. A total of nine papers were identified in this review, featuring three unique programmes--one in the UK for pre-service teachers, and two in the USA involving in-service teachers. The findings indicate a variation in motivation and structures across the three programmes. The influence on teachers' personal and professional development, and their intentions to change their classroom practices or behaviours to incorporate more 'real-world' contexts into their STEM learning activities, inspired by their experiences in industry, is discussed. This study presents recommendations for the design and implementation of immersive learning placements in industry to support STEM teacher professional learning, as well as suggestions for further studies to examine the influence on their classroom practice.

Background: With a growing new materialism paradigm and research on multimodality, there is an increasing attention on the role of material objects in science teaching and learning. However, there is currently no available framework, coding scheme, or method of inquiry to specifically analyze the use of material objects in science meaning-making. Purpose: This paper presents and discusses two analytical frameworks developed to examine teachers' and students' interaction with material objects during classroom discourse. Design and methods: The first analytical framework was theoretically informed by multimodal interaction analysis (MIA), focusing on humans' situated interaction using embodied and disembodied modes located in the material world. The second framework was informed by social semiotics multimodal analysis (SSMA), focusing on material interaction as a semiotic mode with unique affordances for sign-makers to make meaning alongside other semiotic modes (e.g. speech, gesture). Sample: Both frameworks are used to analyze two vignettes of classroom discourse generated from video data to illustrate their applications, coding procedures, and interpretative potential. Results: The MIA-informed framework highlighted the dynamic and reciprocal relations between students' experiences and the transformation of materials, while the SSMA-informed framework highlighted the subtle meanings constructed with the unique affordances of the material mode. Conclusion: The affordances and limitations of the two frameworks are discussed, along with their compatibility and complementary relations. This work contributes to the emerging field of materiality in science education research and provides a foundation for future studies on the analysis of material interaction in science meaning-making.

The purpose of this study was to review academic papers on the experiences of binary and non-binary trans people in physical education (PE), published between January 2000 and August 2022. The selection process yielded 16 articles from Brazil, the UK, Spain, Canada, Finland, Ireland, New Zealand, and the USA. The discussion focuses on five themes for analysis: (a) school policies and control, (b) curriculum activities, (c) social environment, (d) transgendering while surviving, and (e) trans-positive experiences. The systematic review highlights the fact that heteronormativity is still present in schools and PE spaces, positioning, categorizing, and policing dissenting bodies and gender identities, which means that many trans students did not have good memories of PE classes. Many similar situations were faced by both binary and non-binary trans students, although with some notable differences. It is thus necessary to deconstruct the prevailing cis-heteronormativity during PE lessons to eradicate the discrimination that (re)produces a hostile environment for these students.

The fragmentation of academic work and its uneven distribution among academic staff have produced particular challenges for new entrants to teaching in Higher Education, Early Career Teachers [ECTs]. In this paper, documentary analysis of the narratives of fourteen ECTs, who worked across six different continents, was undertaken. The findings highlight the diverse forms of precarity that ECTs face, which cut across migratory, identitarian, economic, and ideological dimensions. It discusses ECTs' reflections on their expectations of teaching and their adaptation to the demands of neoliberal Higher Education. Drawing from their narratives and Sevil Sümer's theories of differentiated academic citizenship, ECTs are recognised as 'precarious academic citizens'. This has important implications for revealing the unique circumstances of this group, thereby opening further questions as regards their mentoring and support to enable them to be situated more equally as citizens of the academy.

The 'See the World -- Winchester' programme was funded by the UK Turing scheme in 2021-2022 and aimed to broaden the horizons of historically marginalised students who may not otherwise have had access to extracurricular opportunities such as international travel. The purpose of this article is twofold. Firstly, the authors reflect on the successes, failures and challenges involved with running internationalisation activities during a time of travel disruption. Secondly, this article presents findings from a small-scale evaluation that sought to measure the impact of short-term mobility with historically marginalised or under-represented students. The paper is useful for institutions looking to run international mobilities with students during a period of travel disruption using the COVID-19 pandemic as a case study. In addition, the findings highlight the experiences and benefits to students participating in short mobilities, which include, a cultural experience, opportunity for personal growth and development, enhanced employability, and ultimately, broader horizons.

The 2022 Educational Policy and Accreditation Standards (EPAS) from the Council on Social Work Education (CSWE) definitively identifies anti-racism as a necessary component of social work education. This change supports an effort to ensure that coming generations of social workers are more than culturally competent, but rather actively anti-racist in their practice across the micro, mezzo, and macro spectrum. While some social work programs have already embraced anti-racist education, many still have significant work to do. The fact remains that every accredited school will be required to make this shift to stay in compliance with CSWE accreditation once the newly ratified EPAS comes into effect. Although changes are expected of social work schools/programs, guidance on how to make such changes has been scarce. This paper provides an overview of what is meant by "anti-racist social work education" and why it is important, inclusive of emphasizing the difference between rhetoric and praxis. Based on a narrative review of the literature related to social work schools/programs in the U.S. and Canada that began incorporating anti-racism prior to EPAS 2022, suggestions for encouraging strategies within both the implicit and explicit curricula that align with anti-racist social work education are offered.

Background: Rehabilitation for cognitive-communication impairments following brain injury can be complex given the heterogenous nature of impairments post injury. Project-based intervention has the potential to improve communication skills and create a meaningful real-life context where individuals collaborate to develop a concrete product, which benefits others. While evidence for this intervention is emerging, the COVID-19 pandemic prompted increased use of telehealth interventions to serve people with brain injury. This paper aims to describe a framework for the delivery of project-based intervention via telehealth within community rehabilitation settings; and present several case studies of telehealth groups completed in the United Kingdom and the United States during the COVID-19 pandemic. Methods: A working group was formed to map the components of project-based intervention onto the rehabilitation treatment specification system (RTSS). This system is a conceptual framework that helps to explain the link between treatment theory and ingredients, allowing a clinician to clearly understand how and why a treatment works. First, a literature search was completed to identify eligible studies on project-based intervention after brain injury. Second, those studies were thematically mapped onto the RTSS to identify important intervention components. Third, the presence of these components was assessed for community brain injury groups delivered via telehealth in the United Kingdom and United States. These groups were further described using a taxonomy of social activities that help to describe the degree of meaningful social engagement. Results: The literature was described with a thematic RTSS summary. Treatment aims focus on skills training and self-efficacy, advocacy and self-empowerment, emotional well-being and quality of life, and collaboration and community belonging. Treatment ingredients involve a range of cognitive and behavioural supports to deliver meaningful activities and contexts to complete a project. Mechanisms of action involve learning by doing and cognitive and affective information processing. All four telehealth groups conducted in the United Kingdom and United States involved at least three treatment aims, >7 targets, and >8 treatment ingredients. All groups reported positive experiences from activities that involve working collaboratively to help others and contribute to society. Conclusions: Project-based intervention delivered via telehealth has the potential for supporting people with acquired brain injury to improve their communication skills and engage in meaningful, collaborative activity. Application of the RTSS helps clinicians to understand the aims and therapeutic ingredients (or clinician activities) through which a person with brain injury may achieve specific treatment targets during the rehabilitation process.

Primary care health checks, screenings and GP consultations are often the gateway for people with intellectual disabilities to access their physical and mental healthcare. For a population who experience greater levels of health difficulties alongside significant health inequality, improving care quality and access is of major importance. This meta-ethnographic, qualitative review aims to explore people with intellectual disabilities experiences of health checks, screenings and GP visits, while assessing the quality of the current literature and synthesising findings to consider clinical and research recommendations based on third order constructs. A systematic search identified 20 studies that met inclusion criteria. Quality assessment of each paper was conducted. Meta-ethnography methods were used to analyse and synthesis findings. One overarching concept was identified: Include Me, along with seven core concepts; Empowerment and Disempowerment, Communication and Interpersonal Factors, Access and Adaptations and Biased Narratives and Shifting Perspectives. Implications for practice and future direction are discussed.

Currently, the analysis of rhetorical moves is extensively applied to business genre conventions. This paper adopts a corpus-assisted genre approach to compare three major rhetorical moves in corpora of students' and professionals' project proposal abstracts to elicit evidence-based recommendations for the pedagogy of business communication. The findings indicate that, while overall features in the proposal abstracts written by actual business professionals and those by students of business vary quantitatively but not qualitatively, students focus more on the aim of the project, and professionals tend to evenly highlight all sides of the project and position it within the context.

The main theories of the thriving field of study of public policies have been formulated at institutions of developed countries, mostly by the American academy, based on the particular conditions of policy-making processes of their own country. However, its heuristic premises are considered, initially, as universal and are used extensively in teaching and academic studies around the world. This paper examines the complexities derived from the application of such predominant theoretical approaches to the study and teaching of public policies that are implemented in Latin American countries. Based on an extensive use of specialized literature, 10 public policy variables are identified and organized into two dimensions, one institutional and the other procedural. It is argued that the values of these variables in the countries of this region differ significantly from those observed in the United States, which reveals the explanatory shortcomings of those approaches to account for the particular modalities of public policymaking in these countries.

The closing of schools world-wide in March 2020 due to the COVID-19 pandemic resulted in a rapid and unexpected shift from predominantly in-person teaching to online teaching practices. As teacher educators in the field of educational technology, we wondered about the preparedness of teachers for making the transition to fully online environments. Through an internationally distributed survey consisting of predominantly open-ended questions, we captured teachers' perceptions of this transition. We aimed to inform our practice and that of other teacher educators about the strengths and weaknesses of professional development designed to develop teachers' digital competence. In this paper, we present data from Norwegian (n = 574) and US (n = 239) teachers related to their elaborations on readiness. We qualitatively examined data for evidence of extent of preparedness and alignment to the pedagogical, ethical, attitudinal, and technical dimensions of digital competence. Findings indicated themes related to extent of preparedness, trends in preparation, focus on digital tools, teacher agency without autonomy, collaboration/networks, and challenges for work and learning lives. Findings informed implications and recommendations for the professional development of teachers' digital competence at the teacher education, K-12 schools, and school policy/leadership levels.

As the roles of faculty members have continued to expand, leaders in higher education need a better understanding of the drivers of faculty engagement. The current paper develops and tests a hypothesized model of faculty engagement in which faculty member grit is positively related to faculty member engagement both directly and indirectly through faculty member-academic chair leader member exchange (LMX). Using a sample of 156 faculty members in a mid-sized public university in the mid-Atlantic region of the United States, we tested the hypothesized model using PROCESS Model 4 with 5000 boot-strapped samples and a 95% confidence interval. Results show significant direct positive relationships between faculty member grit and faculty member engagement and between faculty member-academic chair LMX and faculty member engagement, but no significant indirect relationship of faculty member grit through LMX. Implications for higher education leaders are discussed, along with limitations and directions for future research.

Purpose: This paper explores who among the AACSB categorization of academics conducts the scholarship of teaching and learning (SoTL) research within business schools and how AACSB-accredited business schools capture SoTL research as part of their portfolio of intellectual contributions. Design/methodology/approach: This study adopts a qualitative-method research design by collecting primary data through surveys, semi-structured interviews and secondary data in policy documents focused on AACSB-accredited business schools in Canada and the United States. Findings: The findings establish that scholarly and practice academics who possess rigorously acquired research skills due to their terminal degrees are most likely to conduct SoTL research. The results also reveal an even split among respondents regarding whether their AACSB-accredited business school captures SoTL with their journal ranking frameworks. Practical implications: Based on the findings, two recommendations are offered to foster more SoTL research at AACSB-accredited schools. First, higher education leaders (e.g. business school deans) can further inculcate a culture of SoTL research at the department and institutional levels by creating communities of practice (CoPs). Second, AACSB-accredited business schools could adopt more inclusive journal ranking frameworks to capture better and incentivize SoTL research. Originality/value: This is the first known study to explore how AACSB Standards 3 and 8 are implemented and operationalized regarding SoTL research. Understanding how these standards are adopted and implemented could help institutional leaders, standard setters and administrators better facilitate SoTL research.