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Widespread academic dishonesty among higher education (HE) students has been a concern for higher education institutes (HEIs). Ethics literature reports that unintentional plagiarism is more prevalent among HE students and the root cause is, limited or no awareness of nuances of ethics concerning plagiarism resulting in poor ethical judgments. This study attempts to examine what is students' ethical reasoning for unintentional plagiarism and how HEIs' ethical awareness efforts impact students' ethical judgments which ultimately shape their ethical behavior. The study also explored whether and how individual-level factors such as intrinsic religiosity, age, gender, and work experience moderate the focal relationships. A longitudinal quasi-experimental field study was conducted. The subjects of the study were 294 postgraduate students of an internationally accredited higher education institution in India. The pretest-posttest design involved a set of experimental manipulations reflecting the HEI's endeavors to explicate the unethical implications of plagiarism.

This study explores the factors that affect the accumulation of employee emotional capital and the subsequent returns generated in an organisation. It uses qualitative research methods based on interpretative phenomenological analysis (IPA) to collect data which enables an in-depth investigation of the lived experience of the participants. This study identifies how factors like investment, leadership, culture, and systems impact the accumulation of employee emotional capital in an organisation. It also identifies which specific returns emotional capital can generate for individual employees and the organisation. This study also augments the Socio-technical systems theory (Trist and Bamforth, 1951) and makes it more relevant for the current business scenarios. The study provides a comprehensive understanding of factors which can strengthen the integration of technology and human components of an organisation and generate a higher order performance.

Education in Afghanistan and Pakistan is characterised by indicators showing lack of mastering of reading, writing and mathematics literacy skills. To foster effective education systems and provide quality education, experts have encouraged and established various mechanisms of accountability. We conducted participatory workshops with 556 teachers representing 102 primary schools in Afghanistan and Pakistan to investigate their understanding of teachers' roles and responsibilities in education. Teachers acknowledged their own responsibilities for student learning but also emphasized that improving the quality of education should involve providing good teaching and learning environments, child-centred pedagogy, caring relationships, parental involvement, inclusive communities, and respect for teachers.

Acquisition of skills and its continual development may be considered as a defining element for the growth story of India, where we need to explore its integration with education. If we look back at the conventional model of education, we find that the success of those students totally depends on, what we don't see are the countless hours they consumed behind the divisions, improving their expertise, and edifying their skills. Today's Indian workforce is massively talented and adaptable. It focuses not only on economic, infrastructure and technical development but also tend to lead the nation towards industrial development, giving a global recognition in Indian Industry. The present paper explores how the institution, employer, and government need to collaborate to make sure that the employability skill honed by the graduates of higher learning institutions match with the needs of the industry and its job requirements. The study aims to consider the place of skills in the universities to draw a suggested framework with an initiative that may be introduced to promote such skills for dynamic entrepreneurship.

This paper is based on a larger doctoral study about Critical Sexuality Education with children in Delhi, India. It puts forth alternate research and pedagogic interventions, inspired by the 'real' world, to engage children on ideas about sexuality beyond the biological. After presenting a brief overview of political debates and state programmes about sex/uality education in recent years in India, I go on to detail two examples of Participatory Research with girls at a Shelter Home for street children. These involve spatial mapping of their neighbourhood and interviewing a woman E-rickshaw driver. The children-researchers collaborated with the researcher-facilitator to pose questions about gender, violence, equity, access, social justice and so on, vis-à-vis their own lived experiences and social realities.

Purpose: The present paper is an attempt to study Education 4.0 supported by Industry 4.0 tools and techniques. The main purpose of the study is to examine the acceptance and use of one of the internet of things (IoT)-based learning management systems, i.e. videoconferencing application (Google Meet, Microsoft Teams, Zoom, GoToMeeting, WebEx), by academicians of higher education using the unified theory of acceptance and use of technology (UTAUT) model. Design/methodology/approach: The study comprises 218 responses of academicians associated with higher education in the Sultanate of Oman. Descriptive and factor analysis of the collected data are employed using SPSS-26. Further, using Amos-21, the fit and validity indices of the measurement model are computed. Various relationships of the UTAUT structural model along with moderation effects of gender and nationality are tested. Findings: The results suggest that performance expectancy, effort expectancy and social influence significantly predict behavioral intention. In turn, behavioral intention and facilitating conditions also significantly predict the use behavior of academicians for videoconferencing in higher education. Finally, gender moderates two out of four UTAUT relations, but nationality does not moderate any of these relations. Originality/value: A lot of prior studies investigate several models to use technology-enabled pedagogy from educators' or students' perspectives. There are very limited studies that examine IoT-based learning tools within the UTAUT environment. Additionally, no study is available that considers UTAUT relations for the use of videoconferencing in higher education. Also, in the present study, one more moderator, i.e. nationality, is tested.

COVID-19 has forced educators to switch to online teaching as the only viable option, whether through video lecturing or using other online teaching tools. Therefore, the study investigates university teachers' perceptions towards their continuing intention of using the online platforms after COVID-19 situations. To answer such questions, the present study conducted a survey of 242 faculties engaged in higher education teaching at assistant. We have conducted the present study using a sample of 242 faculties. Based on the framework of technology adoption model (TAM), this study investigates the research questions in the context of India. The study has adopted a mixed-method research design comprising both qualitative and quantitative techniques. The data were analyzed using partial least square structure equation modeling (PLS-SEM). The results of hypotheses testing indicate that all the hypotheses based on were accepted in the complete sample and for the men's sample were accepted at p < 0.05 level. However, for the sample of women respondents, this was not the case. The study resulted that ease of use positively influences teachers' attitude towards online teaching. This study provides theoretical contributions by applying the TAM to measure post-COVID-19 online teaching intention of teachers working at universities and college levels in India. It could help policyholders in the education sector to design appropriate strategies for online learning and teaching process. Though COVID-19 has adversely hit most of the industries, some industries might have benefited from this as well. Particularly, industries are thriving in the online market place.

The study examined the extent that teacher-student relationships (TSR) influenced basic psychological needs, engagement, and student growth using the self-systems process model as a framework using structural equation modeling. Based on prior research, it was hypothesized that context (TSR) influenced self (basic psychological needs), which influenced action (engagement), and consequently, influenced outcome (student score and grade point average-GPA). The findings of the study supported prior research that a TSR positively influenced levels of engagement in the classroom and, consequently, student outcomes as measured by classroom grade point average (GPA) and standardized assessment results. Using an identical methodological setup that substituted student growth percentiles (SGP) for scale scores, it was determined that TSR, basic psychological need satisfaction, and level of engagement do not influence SGP. Implications and potential contributions are discussed.

Access to education has been the central tenet of the Millennium Development Goal 2, which focused strongly on increasing enrolment yet failed to promote education quality and equity and address contextual complexities that sustain exclusion. As a consequence, many children are not learning. There is growing recognition that effective, efficient and equitable education for all will not be achieved without better accountability. The present paper details innovative methods for strengthening the learning process through better social accountability. The paper defines and tests in rural schools of Afghanistan and Pakistan a community-based system dynamics protocol using participatory group model building (GMB) techniques. We tested the protocol with two groups of teachers and one group of children, with the three produced causal loop diagrams highlighting factors that influence learning in the classroom from the perspectives of the participants. The sessions showed interest, engagement, quick mastery of how GMB methods work and clear understanding of how the current classroom system hinders learning for many students. Researchers found that large autonomy and initiative could be left to the workshop participants, keeping the facilitator's role to one of explaining the method and asking clarification about causal relations.

This article is focused on the creation of a new scale for measuring preservice teachers' positive affect for science, the Preservice Elementary Teacher Affect Scale for Science (PETAS-S). This new instrument is designed specifically to measure the level of positive affect toward the subject of science in preservice elementary teachers. Confirmatory factor analysis reveals the instrument loads on a single factor, positive affect. Reliability is robust, with Cronbach's alpha of 0.96. Positive affect has been shown to predict future levels of engagement in domain-specific academic subjects and is expected to aid preservice teachers in understanding the complex relationship between their students' interest and enjoyment of science with their own. This research contributes to the important role of emotion in preservice teachers' attitudes toward the subject of science and how it might affect the way they teach their future students.

Problem Statement: The current higher learning institutions in developed countries have adapted to their changing role in a knowledge-based society It is time for developing countries like India to focus on Knowledge Management thus, the current study presents research undertaken in understanding the implication of Knowledge Management in the field of education in India. After analysing the need of Information and Communications TechnologiesICT for implementation of KM in Institutions of Higher Technical Education (IHTE) and identifying KM technologies, which academia felt could be leveraged to a greater extent, this study investigates the factors affecting the implementation and use of Knowledge Management technologies for enhancing research in IHTE. Problem statement: Realizing the importance and value of KM, the researcher has identified the key features to come out of a viable KM portal for enhancing research Institutions of Higher Technical Education Method: Data has been collected through a structured questionnaire given to 141 respondents covering 30 higher educational institutions in India, including both national as well as state level institutions. Designations of the targeted respondents in the IHTE have been categorized into two sections. The first one consists of management and senior academia, e.g. Professors, Associate Professors. These are considered to be the best addressees because they are the overseers of their institutions' operations and are likely to be the thought leaders of KM. The second section consists of assistant professors, lecturers, and research scholars who are using and also contributing to the KM system. Findings and Results: The results highlight that the academia supports the need for KM portal for research in IHTE. Three components of portal design as identified by academia of IHTE are: Research Initiation, Research Facilitation, and Research Commercialisation. A regression analysis further highlighted that there is a positive relationship between perceived benefits of research and Research Facilitation and Research Commercialisation. Based upon the above results, the portal has been designed for facilitating research in IHTE. Conclusions and Recommendations: The portal designed will facilitate the researchers in India as well as in other developed countries in identifying the new areas of research, avoiding duplication of research, and providing links of various funding agencies to support their research activities. Moreover, the portal will provide a platform for commercialising research. Thus, it is extremely important for IHTE to design a portal for simulating research activities, as research will not only enhance curriculum development but also help in enhancing the global image for the institution.

The purpose of this empirical research was to use the perceived resources and technology acceptance model (PRATAM; Ku, 2009) to observe and measure students' beliefs on using the WebCT online learning system (OLS) in two WebCT courses offered at a large university in the south-eastern United States. PRATAM was replicated from previous research to address the factors of perceived resources (R), perceived usefulness (U), perceived ease of use (EOU), attitude towards using, behavioural intention to use (BI), and actual system use (USE). The results show that the constructs of PRATAM explained the data well in both surveys conducted. This study makes a contribution to the literature on PRATAM by identifying and understanding the factors that influence students' behaviours in response to the OLS. Moreover, it provides insights for administrators and instructional designers for improving students' persistence and retention in online learning courses.

Background: The critical role of phonetic transcription in the assessment, diagnosis and management of speech disorders is well established and thus pre-registration degrees dedicate numerous hours to phonetic training. However, this training is not always fully used in clinical work and clinicians may find it difficult to maintain their skills, suggesting a 'theory/practice gap'. Aims: This paper surveys speech and language therapists' (SLTs) views of their training, practice and maintenance of transcription in order to investigate the posited theory/practice gap and to explore how education in phonetics is translated into practice. Methods & Procedures: A total of 759 SLTs from the UK were surveyed via an online questionnaire. Multiple-choice questions were analysed using descriptive statistics, and free-text comments were analysed thematically. Outcomes & Results: Thirty-five per cent of SLTs found learning phonetics quite easy, and 30% quite difficult. Respondents suggested that more time was needed to practise transcription in and out of the classroom; nevertheless, the majority felt at least equipped to undertake transcription after their training. A total of 75% of SLTs require transcription for their role, with 61% using it often or all the time. Some 45% use a mix of broad and narrow transcription, with 41% using only broad transcription. Those not using narrow transcription attributed this to lack of confidence. A total of 57% of SLTs did not feel supported to maintain transcription skills in the workplace, and 80% had never attended a refresher course in transcription, with 75% wishing to do so. Conclusions & Implications: As many clinicians found it difficult to learn transcription, there is an opportunity to provide more transcription practice both in and beyond the classroom. Despite most clinicians feeling equipped to undertake transcription upon completion of their training, and a large majority requiring transcription for their role, a theory/practice gap is apparent in the relatively small number of clinicians using narrow transcription exclusively, and those not using it expressing lack of confidence in their skills. Additionally, as many clinicians have never attended refresher training in transcription, and rely on their course notes to maintain their skills, more provision of opportunities for revision should be made available. With clinicians remembering a need for more practice during their training, and expressing a desire for more training opportunities in practice, there is an opportunity for clinicians, educators and regulatory bodies to work together to provide packages of transcription training material that can be used by students and practitioners to maintain and extend their skills.

Statistical literacy refers to understanding fundamental statistical concepts. Assessment of statistical literacy can take the forms of tasks that require students to identify, translate, compute, read, and interpret data. In addition, statistical instruction can take many forms encompassing course delivery format such as face-to-face, hybrid, online, video capture, and flipped. In this study, we examined statistical literacy of graduate students using a validated assessment tool (the Comprehensive Assessment of Outcomes in Statistics; CAOS) across two increasingly popular delivery formats--hybrid and online. In addition, we examined condensed (six week) semesters to full (16 week) semesters to determine if course length was related to statistical literacy. Our findings suggest that, holding other factors constant, delivery format is not related to statistical literacy for graduate students. This contradicts some existing research that shows hybrid delivery outperforms online only. Our results have important implications for the teaching of statistics as well as for graduate education overall.

Every woman, man, youth and child has the human right to the highest attainable standard of physical and mental health, without discrimination of any kind. This is enshrined in the Indian Constitution and the Universal Declaration on Human Rights. Enjoyment of the human right to health is vital to all aspects of a person's life and well-being, and is crucial to the realization of many other fundamental human rights and freedoms. Furthermore, the social rights of victims of crime and their sensitive needs for mental health support is based on the Declaration of Basic Principles of Justice for Victims of Crime and Abuse of Power, 1985 (Resolution adopted by the UN General Assembly, non-binding principles upon member nations). Remarkable developments have taken place both internationally and nationally when it comes to prioritising child rights, but the links between child abuse, child labour and the care for a child's mental health are still absent. The role of mental health of rescued and victimised children is also absent in Indian case law. In cases of legislations concerning children and their rights, the author contends that mental health considerations must become an inextricable component of law, and therapists must be included in the legal framework both as an appreciation of evidence and for the future benefit of the child as a long term remedy. The author also stresses that specialist services should be made directly accessible to child victims, and professionals made available to provide individual support for each child.

This study used exploratory and confirmatory factor analyses to examine the structures of scores from the Conners' Teacher and Parent Rating Scales-Revised (CTRS-R and CPRS-R, respectively; Conners, 1997). The scales were administered to 1,835 parents and 1,387 teachers of children in Nepal's Sarlahi district, a region where no other measures of child psychopathology have been studied. With a Nepali sample, the findings indicated that reduced two-factor models for the Conners' scales were superior to the models identified in the scale development research. The hyperactivity and inattention factors were comparable to what has been identified in prior research, while other factors (e.g., social problems) differed substantially. Implications for use of the Conners' scales in Nepal and cross-cultural issues in the assessment of ADHD symptoms are discussed.

Education for children with disabilities in Afghanistan, particularly disabled girls, continues to lag behind despite laudable efforts of the Ministry of Education to promote universal access for all. The opportunity for education constitutes not just a means of achieving learning outcomes but also a space for social interaction, individual development and psychosocial support, which are paramount in Conflict-Affected Fragile States (CAFS). However, many persisting barriers still need to be overcome in Afghanistan to allow education for all and change negative attitudes towards education of children with disabilities. In this paper we argue that viewing education as a basic commodity, which is the widespread practice in CAFS, is not conducive to expanding human freedoms and capabilities. More specifically, through analyses of a national survey, we demonstrate that despite considerable resources, increasing access to education in Afghanistan has maintained processes of marginalisation of the already excluded. (Contains 3 notes, 4 tables and 5 figures.)

Humanitarian crises as a result of conflict are often characterised by failure of the social contract between the state and its citizens. For a variety of reasons, children with disabilities are often particularly vulnerable in time of humanitarian crisis. This paper draws on research undertaken by the authors in a series of countries affected by conflict and looks at how the politics and policies of such countries, and the humanitarian and development agencies working in them, continue to exclude children with disabilities from formal and informal education structures. It will be argued that this exclusion not only impedes progress on inclusive education, but also has wider implications as education programmes are often the conduit through which a number of additional child protection mechanisms are implemented. Children with disabilities who are not in the formal education system are therefore at risk not only of missing out on education opportunities, but are also excluded from critical child survival initiatives, thus increasing their vulnerability. (Contains 5 tables.)

Purpose: The purpose of this paper is to outline the critical success factors for crafting a strategic architecture for e-learning at HP University. Design/methodology/approach: A descriptive survey type of research design was used. An empirical study was conducted on students enrolled with the International Centre for Distance and Open Learning who were attending personal contact programs (PCPs) in professional courses so as to elicit the importance of e-learning in distance education programs. Findings: From the research questions for implementing e-learning it was found that the current practices of instruction are satisfactory, the centers where PCPs are not sufficiently equipped for the training of learners and resource persons at PCPs do not have interest in the ICT program although the learners are ICT savvy, but there is no regular electricity supply, sufficient facilities and consumables for the usage. Research limitations/implications: Although an empirical study was conducted, the respondents, the students, sometimes disclose the information and do not reply to the questions in good faith. Practical implications: The article addresses the critical success factors in crafting a strategic architecture for e-learning at HP University so as to implement e-learning for the benefit of the staff and the students. Originality/value: The article addresses the critical success factors for implementing e-learning in a traditional university environment. (Contains 7 tables and 2 figures.)

This article provides a broad overview of the definition of web-based surveys examining some of the benefits and burdens related to using the Web for data collection. It draws upon the experience of two years of data collection on 10 university campuses demonstrating that there are noticeable differences in the speed with which web-based surveys can be conducted with a broad cross-section of college students. These differences are related to the technology environment of college campuses, gender, school year, and other factors that surveyors need to consider when deciding on conducting web-based surveys. (Contains 8 figures.)