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"Proceedings of International Conference on Studies in Education and Social Sciences" includes full papers presented at the International Conference on Studies in Education and Social Sciences (ICSES) which took place on October 20-23, 2023, in Antalya, Turkey. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and social sciences. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICSES invites submissions which address the theory, research, or applications in all disciplines of education and social sciences. The ICSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals and all interested in education and social sciences. After peer-reviewing process, all full papers are published in the Conference Proceedings. [Individual papers are indexed in ERIC. The month of the conference on the cover page (November) is incorrect. The correct month is October.]

"Proceedings of International Conference on Studies in Education and Social Sciences" includes full papers presented at the International Conference on Studies in Education and Social Sciences (ICSES) which took place on November 10-13, 2022, in Antalya, Turkey. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and social sciences. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICSES invites submissions which address the theory, research, or applications in all disciplines of education and social sciences. The ICSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals and all interested in education and social sciences. After peer-reviewing process, all full papers are published in the Conference Proceedings. [Individual papers are indexed in ERIC.]

"Proceedings of International Conference on Social and Education Sciences" includes full papers presented at the International Conference on Social and Education Sciences (IConSES), which took place on October 13-16, 2022, in Austin, Texas. The aim of the conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and to connect with the leaders in the fields of education and social sciences. The IConSES invites submissions that address the theory, research, or applications in all disciplines of education and social sciences. The IConSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals, and all interested in education and social sciences. [Individual papers are indexed in ERIC.]

This volume contains selected papers submitted to the 20th Jubilee Annual International Conference of the Bulgarian Comparative Education Society (BCES), conducted virtually in June 2022. The 20th BCES Conference theme is "Towards the Next Epoch of Education." The theme is focused on problems, discussions, changes, solutions, and challenges that have recently happened, and as well on various opportunities, prospects, and advantages that have been made available to all actors in the educational systems around the world--students, parents, teachers, administrators, psychologists, principals, faculty members, researchers, and policy makers at municipal, regional, and national level. The book includes 33 papers and starts with an introductory piece authored by Charl Wolhuter. The other 32 papers are divided into 6 parts representing the BCES Conference thematic sections: (1) Comparative and International Education & History of Education; (2) International Education Issues; (3) School Education: Policies, Innovations, Practices & Entrepreneurship; (4) Higher Education & Teacher Education and Training; (5) Law and Education; and (6) Research Education & Research Practice. [Individual papers are indexed in ERIC. This content is provided in the format of an e-book.]

"Current Studies in Educational Disciplines 2021" is published annually from the selected papers invited by the editors. This edition includes 6 sections and 14 papers from the field of Environmental Education, Science Education, Educational Technology, Mathematics Education, Assessment in Education and STEM Education. All submissions are reviewed by at least two international reviewers. The purpose of the book is to provide the readers with the opportunity of a scholarly refereed publication in the field of education. "Current Studies in Educational Disciplines 2021" is published by ISRES Publishing.

"Research Highlights in Education and Science" is published annually from the selected papers invited by the editors. This edition includes 3 section and 12 papers from the fields of Education. All submissions are reviewed by at least two international reviewers. The purpose of the book is to provide the readers with the opportunity of a scholarly refereed publication in the field of education. "Research Highlights in Education and Science" is published by ISRES Publishing.

"Proceedings of International Conference on Humanities, Social and Education Sciences" includes full papers presented at the International Conference on Humanities, Social and Education Sciences (iHSES), which took place on July 15-19, 2020, in Washington, D.C. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues, and to connect with the leaders in the fields of "humanities," "education," and "social sciences." The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The iHSES invites submissions which address the theory, research, or applications in all disciplines of humanities, education, and social sciences. The iHSES is organized for: (1) faculty members in all disciplines of humanities, education, and social sciences; (2) graduate students; (3) K-12 administrators; (4) teachers; (5) principals; and (6) all interested in education and social sciences. [Individual papers are indexed in ERIC.]

The Annual International Conference of the Bulgarian Comparative Education Society is now running in its thirteenth year. From its modest beginnings thirteen years ago, to its impressive size today, a tradition has been the production of a conference book, consistently launched on the first day of the conference each year. This year, Volume 13 of BCES Conference Books is published in 2 parts. Number 1 of the volume contains papers submitted to the XIII Annual International Conference of the Bulgarian Comparative Education Society (BCES), held in Sofia, Bulgaria, 10-13 June 2015. Number 2 of the volume includes papers submitted to the III International Partner Conference of the International Research Centre (IRC) "Scientific cooperation," Rostov-on-Don, Russia. Such a partner conference has been organized as part of the BCES Conferences for the past three years. The XIII BCES Conference theme is Quality, Social Justice and Accountability in Education Worldwide. The book consists of an introductory chapter by J. P. Rossouw and 58 papers written by 91 authors that are grouped into 6 parts. Part 1: Comparative Education & History of Education contains the following: (1) The Crisis in World Education and Comparative Education (Charl Wolhuter, Konstantinos Karras & Pella Calogiannakis); (2) Torsten Husén--A Co-Founder and Chairman of IEA from 1962 to 1978 (Teodora Genova); (3) Comparing Labor Insertion of Graduates from Two Areas of Knowledge in Three Mexican Localities (Marco Aurelio Navarro Leal & Ruth Roux); (4) A (New) Discursive Framework for Dealing with the Problem of Unsafe Schools (Johannes L. van der Walt) (5) Beyond Tolerance: Educating for Religious Respect and Hospitality in Pedagogic-Multilogical Sanctuaries (Ferdinand J. Potgieter); (6) Pedagogy of Discernment, New Wine in Old Skins? A Response to Potgieter (F. J. Nieuwenhuis); (7) A Study on the Type of School during the Dawn of Modern Education in Bhutan (Takehiro Hirayama); (8) Jerusalem and Istanbul: Juxtaposing and Personifying Ancient Cities for a 21st Century Readership (Regan Treewater-Lipes); (9) The Concepts "Benchmarks and Benchmarking" Used in Education Planning: Teacher Education as Example (H. J. Steyn); (10) Understanding Policy Intentions is Critical for Successful Policy Implementation within the Technical and Vocational Education and Training College's Sector (Ntlantla Sebele); and (11) The Quality of Gymnasium Education in the Banal Croatia in the Era of Neoabsolutism (1854-1860) (Arijana Kolak Bošnjak). Part 2: Pre-Service and In-Service Teacher Training & Learning and Teaching Styles, contains the following: (12) Competence-Based Approach in the Education of Pedagogues--Comparative View (Klara Skubic Ermenc & Nataša Vujisic-Živkovic); (13) Educating Teachers for Intercultural Education (Klara Skubic Ermenc); (14) Becoming a Student: The Liminal Experience (Amanda S. Potgieter); (15) Teachers' Perceptions of and Solutions for Student School Failure (Slavica Maksic); (16) Quality through Holistic Simplicity (Johannes A. Slabbert); (17) Has the Change of Educational Paradigm Reached Every School and Every Class? (Sandra Ozola & Inga Riemere); (18) In-Service Training Programmes for Inclusive Education in Serbia--Offer and Implementation (Nataša Matovic & Vera Spasenovic); (19) Obstacles to Special Education for Students with Intellectual Disabilities in Turkey (Bekir Fatih Meral); (20) Coaching Process Based on Transformative Learning Theory for Changing the Instructional Mindset of Elementary School Teachers (Milintra Kawinkamolroj, Charinee Triwaranyu & Sumlee Thongthew); and (21) Development of a Curriculum Management Process by Applying Lean Concept for Waste Elimination to Enhance Curriculum Implementation of Primary School Teacher (Nadrudee Chitrangsan, Wichai Sawekngam & Sumlee Thongthew). Part 3: Education Policy, Reforms & School Leadership contains: (22) School Led Training: An Examination of the School Direct Recent Policy Initiative in England Making Schools Leaders in the Education of Teachers (Gillian L. S. Hilton & Helen Tyler); (23) School Led Training: An Investigation into the New School Direct Initiative for Teacher Education in England, the Experiences of Trainees and Trainers (Gillian L. S. Hilton & Helen Tyler); (24) Current Situation and Reforms Making Way for Future Positive Developments in the National Education System of Bulgaria: An Overview (Teodora Genova); (25) The Quality of Early Childhood Education Curriculum Framework in the Republic of Serbia (Živka Krnjaja); (26) Evaluation of School Education in Serbia (Emina Hebib, Vera Spasenovic & Zorica Šaljic); (27) Early Childhood Education and Care (ECEC) Quality Standards in the Republic of Ireland and the Republic of Serbia: Two Discourses of Quality (Dragana Pavlovic Breneselovic); (28) Social Justice and Music Education: Toward a Multicultural Concept of Music Education (Snježana Dobrota); (29) Social Justice, Education and School Social Work in Turkey (Ural Nadir & Mehmet Can Aktan); (30) Government Expenditures on Education as the Percentage of GDP in the EU (Fran Galetic); (31) Teaching and Assessment Practices at the National University of Lesotho: Some Critical Comments (Tebello Tlali & Lynette Jacobs); (32) The Flexibility of the Curriculum as a Strategy for Exercising Social Justice in Public Universities (Amelia Molina, José Luis Andrade & Christian Ponce); and (33) Education as an Environmental Tool (Claudio-Rafael Vasquez-Martinez, Clara Gonzalez, Fatima Carrillo, Luis Delgado, Miguel Alvarez, Maria Morfin-Otero). Part 4: Higher Education, Lifelong Learning & Social Inclusion contains: (34) Students' and Teachers' Perceptions of a "Successful" Lifelong Learning Training Intervention--An EMILIA Project Research Report (James Ogunleye, Chris Griffiths & Peter Ryan); (35) Living with Anxiety Disorders--Unemployment as a Barrier to Social Inclusion (Julian Anczewski & Marta Anczewska); (36) Using Contact and Education as a Means of Combating the Stigma of Mental Illness: An Example of a Polish Foundation "EF Kropka" (Anna Chrostek, Janina Sonik, Joanna Krzyzanowska-Zbucka, Piotr Switaj, Izabela Nowak, Marta Anczewska); (37) Recovery-Oriented Services--the Role of Training in Transformation (Izabela Nowak, Piotr Switaj & Marta Anczewska); (38) A Virtual World Case Study --Quality, Social Justice, and Accountability in a Simulation-Based Educational Environment (Susan Stockton & Terry McNeeley); (39) Challenges and Hurdles. Examining VET Transition Systems in Different European Countries--Due to Participation of Vulnerable Groups (Maren Gag & Joachim Schroeder); (40) Social Responsibility and Envy: Multicultural Reflections (Alberto G. Canen & Ana Ivenicki); (41) Education of Students with Special Educational Needs and Their Inclusion in the Community (Gordana Stankovska, Slagana Angelkoska & Svetlana Pandiloska Grncaroska); (42) Children Voices in Research (Tijana Borovac); (43) The Interaction between Higher Education and Labour Market in Changing Economic Environment (Aija Gravite); (44) Neoliberal Values and Disability: Critical Approach to Inclusive Education (Ksenija Romstein); (45) Aging Memory is "Not" a Limiting Factor for Lifelong Learning (Dejan Lalovic & Vasilije Gvozdenovic); (46) Students' Plans for Lifelong Learning and Teaching (Marlena Plavšic & Marina Dikovic); (47) Assessment of the Implementation of the ERASMUS Programme in Turkey through the Experiences of Foreign Students Visiting Turkish HEI's (Sibel Burçer); (48) Teachers' Perceptions of Cultural Differences: Ethnocentric and Ethnorelative Worldview in School Context (Bojana M. Dimitrijevic); and (49) Tutorship and Academic Trajectories in School: Comparative Study in Two Public Universities in Mexico (Emma Leticia Canales Rodríguez & Octaviano García Robelo). Part 5: Law and Education: Legislation and Inclusive Education, Child Protection & Human Rights Education provides the following: (50) What Are the Implications of Tier 4 UK Immigration Rules and Policy for Non-EU Students? The Experiences of Students from Nigeria (Elizabeth Achinewhu-Nworgu, Queen Chioma Nworgu & Helen Ayinde); (51) The Challenges Faced by Eastern European Students within a 16-19 Education Setting in the United Kingdom (Shade Babalola); (52) Doctoral Students' Understanding of Legal and Ethical Obligations in Conducting Education Research (Elizabeth Achinewhu-Nworgu, Queen Chioma Nworgu, Steve Azaiki, Charles Nna Dikeh); and (53) "A Game for All Shapes and Sizes": Safeguarding Children from Sporting Mismatches (Steve Greenfield). Part 6: Research Education: Developing Globally Competent Researchers for International and Interdisciplinary Research provides: (54) Developing Educationists as Globally Competent Education Law Researchers for International Interdisciplinary Research: A South African Perspective (Johan Beckmann & Justus Prinsloo); (55) Understanding the Nature of Structures in Education: Recent Developments (Johannes L. van der Walt); (56) Developing Research Capacity through Professional Training (Lynette Jacobs); (57) Martini Qualitative Research: Shaken, Not Stirred (FJ (Jan) Nieuwenhuis); and (58) Enriching Higher Education Training through Values and Social Engagement (Gustavo Gregorutti). Individual papers contain references. [For "Quality, Social Justice and Accountability in Education Worldwide. BCES Conference Books, Volume 13, Number 2," see ED568600.]

Virtual exchange is gaining popularity in formal and non-formal education, partly as a means to internationalise the curriculum, and also to offer more sustainable and inclusive international and intercultural experiences to young people around the world. This volume brings together 19 case studies (17 in higher education and two in youth work) of virtual exchange projects in Europe and the South Mediterranean region. They span across a range of disciplines, from STEM to business, tourism, and languages, and are presented as real-life pedagogical practices that can be of interest to educators looking for ideas and inspiration. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]

This volume is a compilation of selected papers that were presented at the annual conference of the International Council of Educational Media (ICEM) in Tallinn, Estonia, on September 5 - 7, 2018. The book reports on recent interdisciplinary research and innovative practices regarding school-wide implementation of digital innovation and connects it with recent developments in the field of educational media. The key concept is "Digital Turn," which is understood as a socio-technical transition towards next-generation digital learning ecosystems in education. Although Digital Turn can also be implemented at the classroom or national levels, most of the contributions in this volume take a whole-school perspective on the policies and practices regarding digital innovation, educational media, e-assessment, digital competences of teachers and students as well as learning design and learning analytics.