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Research shows an increasing interest in video game use for educational purposes. However, their use does not always give rise to positive learning, particularly when moral learning is analysed. This result can be explained since video games promote pragmatic goals aimed at success. Therefore, we believe that to facilitate moral learning, it is necessary to promote a moral cognition focus on epistemic goals oriented towards reflection on the actions and events that take place in the game. To identify if epistemic goals can promote moral cognition with a video game, we used Papers, Please. In this game, players take on the role of a customs officer who should face moral dilemmas related to allowing immigrants to cross the border into their country. We analysed the dialogues and decisions made by 12 pairs of students through a category system. The dialogue between players facilitated greater moral activation compared to studies that analysed spontaneous play. In addition, we identified that the game mechanics that promoted moral conflicts between players fostered more moral dialogue. Likewise, when the players empathised with the immigrants, the moral dialogue was more frequent. Therefore, we believe that these characteristics should be considered when designing educational practices using video games to promote moral cognition.

This essay offers a broken narrative concerning the early history of anti-oppressive practice as an approach in the U.K. to youth and community work and the struggles over this in the context of UK higher education between the 1960's and the early 2000's. Educating informal educators as youth and community workers in the UK has been a site of contestation. Aspects of a genealogy of that struggle are presented in ways which link publicly available histories with personal memories and narratives, through the use of a personal archive developed through collective memory work. These are chosen to illuminate the links between theory and practice: on the one hand, the conceptual field which has framed the education of youth and community workers, whose sources lie in the academic disciplines of education and sociology, and, on the other hand, the social movements which have formed the practice of informal educators. Six have been chosen: (1) The long 1968: challenging approaches to authority; (2) the group as a source of learning; (3) The personal and political: experiential learning from discontent; (4) Paolo Freire and Critical Praxis; (5) A critical break in social education and the reality of youth work spaces as defensive spaces; (6) New managerialism: ethics vs. paper trails. The approach taken, of linking memory work with present struggles, is argued to be a generative form for current critical and enlivening practice.

Background: In fact, most schools around the world are not well equipped to have discussions and keep current on the expansion of artificial intelligence (AI) in many aspects of society and economy. They either ignore this conversation, or simply criticize technology, but these resistances are not stopping wide spread of various types of AI projects in schools, mainly driven by corporations, and fueled by incentives that might not match well with long term educational objectives of student success, diversity, equity, and inclusivity. Objectives: The overall purpose is to address the rising gap between the ultrafast development of AI and the meticulous technological application of education, and to suggest the important bridge of building technological leadership in teacher preparation to get ready for the grow of AI in education. Methods: The contextual review examines the field of AI development in education through three lenses--conceptual context, practice context, and research context. Results and Conclusions: The paper provides educators and policy makers an overall background of the phenomenon of AI in education. The study has revealed there is an urgent need for research and development in teacher preparation as well as in the philosophy of technology in education to bridge the gap between AI and education.

The economic value of education to individuals, families, communities, and nations continues to be one of the key justifications for investments in education globally. Yet, the total value of education should capture the value of both economic and non-economic outcomes that accrue to societies, in addition to all private returns. Unfortunately, there has been little progress to date in terms of estimating not just the social economic return from education, but the social non-economic return (i.e. externalities) that accrue from the experience of participating in education, particularly higher education, in a country such as Ethiopia. This paper aims to address these gaps by exploring whether participation in education yields immediate community benefits in Ethiopia. In particular, it addresses the question: is there evidence that young people who have recently participated in formal education are more engaged with community action in Ethiopia? Community action is an important form of education externality, as it could impact on the development of civic institutions over time in this low-income country. To set this in context, this paper considers the aims and outcomes of the Ethiopian education system with respect to the formation of young people's civic participation, the status of civics and ethical education in the curriculum, and how this relates to values and expectations within the community.

The aim of this paper is to examine the communication content of Instagram social network users, on the basis of the hashtags they use relating to gamification and to define communities within the network in the context of education. The results are based on the analysis of Instagram's worldwide social network. Primary data were collected using script to capture communication on the social network Instagram. The analysis included Instagram photos selected on the basis of hashtag #gamification (17,994 contributions). The results identify that the most commonly associated expressions with hashtags #gamification are hashtags associated with education and business, especially where startup and innovation are concerned. On the basis of an analysis visually isolated communities with an average modularity of 0.506 were identified, which relate to the communication of the gamification on the social network Instagram: 1) Education, 2) Entrepreneurship, 3) Gamification in general, 4) Social and 5) Enjoyment. The benefit of analysis for the education area is to identify the university's links between Education and Entrepreneurship and the Teacher and Trust between education and enjoyment.

The World Health Organization (WHO) officially declared the novel coronavirus (COVID-19) as a pandemic on 11 March 2020, and educational institutions have had to modify most of their activities (face-to-face activities were suspended). This situation forced academic institutions to modify the evaluation format of students. The use of proctoring systems quickly became widespread, although some controversies arose. The two main discussions regarding these systems are the integrity of the assessment and the capacity of the students to adapt to this new assessment method, without changes in theirs scores. To elucidate two controversies, we have analyzed the preferences and the scores obtained from a trial of 660 scores from 332 students of the third grade of Veterinary Medicine. The experiment involved three modalities of exam: an online format from home using the Respondus Lockdown Browser system (Modality 1), online in person using the Respondus Lockdown Browser system with the supervision of a teacher (Modality 2), or paper format in person with the supervision of a teacher (Modality 3). The results obtained showed that the students preferred Modality 1 (online at home with Respondus Lockdown Browser system). No statistical differences between the scores obtained by students were found between the three modalities analyzed. The proctoring system is a good method to adjudicate exams in higher education institutions, and the scores of students are similar to those obtained through traditional evaluation and control systems.

The proposed paper seeks to add a different dimension to the educational borrowing, lending, and transfer literature by examining the consequences of educational reforms that are implemented under dictatorships and their lasting impacts. In using Tunisia as an example, we assess the effects of the 2008 Licence-Maitrise-Doctorat ([LMD] Bachelor-Master-PhD) reform under Tunisia's former dictator, Zine El Abidine Ben Ali (from 1987 to 2011). The use of coercive transfer and subsequent implementation of LMD reforms by Ben Ali's government were in response to the creation of the European Higher Education Area in 1999 under the Bologna Declaration, which was adopted by twenty-nine European countries. The justification for the indirect coercive transfer of the Bologna model was to ensure the quality of higher education, to encourage student and teacher mobility, to facilitate both the equivalence of diplomas and young people's integration into the labor market. In what follows, we seek to construct a typology of the consequence of wholesaling adopting a reform without tailoring it to the local needs. In this typology, we account for the processes of policy mobilization, local articulation and ownership, structural factors, and path dependency by discussing the power relations through which indirect coercive transfer occur. In doing this, methodologically, we use a comparative-historical approach to Tunisia's higher education policy discourse. Theoretically, we seek to advance the literature of indirect coercive transfer by concluding as to the different factors that should be considered in North-South policy borrowing and transfer.