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In the current study, we focused on measuring the development of important professional attitudes, such as "compassion satisfaction" and "burnout." Students from four different colleges worked in teams to conceptualize innovative engineering products. During the ideation phase of their project, participants completed a Professional Quality of Life survey to assess metrics related to "compassion satisfaction" and "burnout." On average, the combined "compassion satisfaction" score was high for both medical students (42/50) and non-medical students (43/50). In terms of "burnout," 77% of medical students and 81% of non-medical students reported low "burnout"; the average "burnout" score for medical students was 19/50, and for non-medical students 17/50. Only one statement produced a statistically significant difference between groups. For the statement, "I am a caring person," only 31% of medical students self-described as being a very caring person 'very often' as opposed to 62% of non-medical students. Through this innovative curriculum project, faculty were able to measure the level of student "compassion satisfaction," and "burnout" for the students involved. Surrounded by the rationality of science, students learned to communicate and contribute to projects that supported a positive sense of contribution and effort, and a low perception of "burnout."

This research paper aimed to develop a training curriculum to enhance the competency of music teachers in Buriram Province who graduated from Rajabhat University and became professional teachers in active learning management. The study involved 50 music teachers who participated in workshops and academic exchange forums. The training curriculum consisted of eight components, including the development of active learning unit plans and lesson plans. The research instruments used were the training curriculum, the active learning unit plan assessment form, and the active learning lesson plan assessment form. The use of the curriculum resulted in positive outcomes, with most of the active learning unit plans receiving high assessment scores, and the academic exchange forums effectively showcased best practices. This study provides insights into the development of a training curriculum aimed at enhancing the competencies of music teachers in active learning management, which can be adapted to other teaching fields.

Studies found that the mastery of Level-4 Science Process Skills (L4SPS) among secondary school students is still relatively weak. Thus, the purpose of this research was to determine the effects of 5E Inquiry-based Learning and Group Investigation (I5E-GI) model on the five constructs of L4SPS, namely Identifying Manipulated, Responding, and Constant Variables, Forming Hypotheses, Making Observations, Making Inferences, and Defining Operationally. A teaching and learning (TL) module was developed to guide teachers in implementing the I5E-GI method for the five L4SPS constructs. The L4SPS Test Instrument was constructed to measure the level of L4SPS mastery at the end of intervention. The quasi-experimental research design was conducted on 180 Form Four students taking Core Science subjects. A total of three groups were assigned, namely i) 5E Inquiry-based Learning and Group Investigation method (I5E-GI, n = 60), ii) 5E Inquiry-based Learning method (5E, n= 60), and iii) Traditional Learning (TR, n = 60) in an urban secondary school in Sarawak, Malaysia. Data were analyzed using the inferential statistical tests of MANOVA, MANCOVA, ANCOVA, and effect size. The results showed that there was a statistically significant effect across the three groups of TL methods. There is a statistically significant effect of the I5E-GI method compared to the 5E and TR methods on the five L4SPS constructs. As for the effect size, the I5E-GI method provides a more significant effect size than the 5E and TR learning methods. Overall, the findings prove that the I5E-GI method has positive implications for the mastery of L4SPS among Form Four students.

There has been a call to amplify the scholarship of teaching and learning (SoTL) and expand its reach by engaging with audiences outside the academy. In this paper, we share our journey in crossing disciplinary boundaries and creating a SoTL-informed infographic for public consumption. As the field of SoTL continues to evolve, infographics hold tremendous potential to communicate SoTL to various stakeholders, including educators, students, administrators, policymakers, and the public. We outline best practices in infographic development and the potential of infographics as a tool for taking SoTL public, emphasizing their visual appeal and effectiveness in conveying complex information. We conclude by discussing the implications of using infographics to advance SoTL communication. The efforts of our group serve as a valuable example of how infographics can be used to bring SoTL knowledge out of academia and into the public domain.

Chuanjiang Haozi, a distinctive form of folk music originating from the Yangtze River Basin in Chongqing, China, serves as a unique cultural treasure, blending utility with artistic expression. This study aims to investigate the preservation and promotion of literacy through performing arts education in Chuanjiang Haozi in Chongqing Province, China. Through a comprehensive research approach, including interviews with key informants who are inheritors of this art form, this study delves into the preservation and promotion strategies for Chuanjiang Haozi. The research site encompasses the Chuanjiang River system, spanning Chongqing and Sichuan, where this art form has deep historical roots. The two key informants were interviewed to gather essential information for this study, including prominent inheritors of Chuanjiang Haozi, providing valuable insights into its cultural significance and preservation challenges. The data analysis process involves transcription, coding, categorization, and theme identification, enabling a comprehensive understanding of the research topic. The research results advocate for a multifaceted approach, including the establishment of digital museums, festival tourism, legal support, and funding for inheritors, to ensure the continued preservation and promotion of Chuanjiang Haozi. These strategies aim to integrate tradition with modernity, safeguarding this intangible cultural heritage for future generations.

We report on the development of a rubric to reliably qualify and score responses to the "Views of Nature of Science Questionnaire" (VNOS): The "VNOS Analysis and Scoring Rubric" (VAScoR). The "VAScoR" is designed to (a) provide systematic guidance for the qualitative analysis, and score assignment to nuanced categories, of "VNOS" responses, (b) explicitly scaffold qualitative inferencing and standardize score assignment to substantially lessen the burden of, and variance in, analyzing and scoring the "VNOS," and (c) improve the viability and meaningfulness of cross-study comparisons drawing on "VNOS" data. The rubric adopted the "VNOS's" consensus NOS framework and further delineated core and related elements across 10 target NOS aspects. The "VAScoR's" reliability was examined in two studies that drew on "VNOS" questionnaires completed by 185 preservice secondary science teachers (58% female; 126 undergraduate and 59 graduate students) enrolled over several years in a combined undergraduate and graduate licensure program in a large U.S. Midwestern university. In Study I, "VAScoR" analyses of 86 "VNOS" questionnaires undertaken by a single author were used to examine the rubric's intra-rater reliability, which resulted in a robust Cronbach's alpha value of 0.81. In Study II, analyses by four authors of a randomly generated, overlapping set of 18 questionnaires were used to examine inter-rater reliability, which was supported with substantial consensus among raters as indicated by a Cohen's kappa of 0.71. Further evidence for the "VAScoR's" inter-rater reliability was indicated by moderate to strong consistency among four raters with an overall Pearson's correlation coefficient of 0.82, and coefficient values ranging from 0.77 to 0.89 for six possible rater pairings.

In the current article, we describe the development and validation of the Social Comparison Rumination Scale. This measured was developed as a supplement to existing social comparison measures and to enable us to determine its potential relevance to perfectionism and other personality constructs. The Social Comparison Rumination Scale (SCRS) is a six-item inventory assessing the extent to which an individual is cognitively preoccupied and thinking repetitively about social comparison outcomes and information. Three studies with five samples of university students are described. Psychometric analyses established the SCRS consists of one factor assessed with high internal consistency and the measure is reliable and valid. Analyses showed that elevated levels of social comparison rumination are associated with trait perfectionism, perfectionistic automatic thoughts, perfectionistic self-presentation, ruminative brooding, burnout, depression, and fear of negative evaluation. Links were also established between social comparison rumination and both narcissism and dispositional envy. Overall, our findings support the further use of the SCRS and highlight the tendency of many people to think in deleterious ways about social comparisons long after the actual comparisons have taken place. We discuss social comparison rumination within the context of concerns about excessive social media use and young people being exposed to seemingly perfect lives that became a vexing cognitive preoccupation.

Creativity is highly valued in both education and the workforce, but assessing and developing creativity can be difficult without psychometrically robust and affordable tools. The open-ended nature of creativity assessments has made them difficult to score, expensive, often imprecise, and therefore impractical for school- or district-wide use. To address this challenge, we developed and validated the Measure of Original Thinking for Elementary School (MOTES) in five phases, including the development of the item pool and test instructions, expert validation, cognitive pilots, and validation of the automated scoring and latent test structure. MOTES consists of three game-like computerized activities (uses, examples, and sentences subscales), with eight items in each for a total of 24 items. Using large language modeling techniques, MOTES is scored for originality by our open-access artificial intelligence platform with a high level of agreement with independent subjective human ratings across all three subscales at the response level (rs = .79, .91, and .85 for uses, examples, and sentences, respectively). Confirmatory factor analyses showed a good fit with three factors corresponding to each game, subsumed under a higher-order originality factor. Internal consistency reliability was strong for both the subscales (H = 0.82, 0.85, and 0.88 for uses, examples, and sentences, respectively) and the higher-order originality factor (H = 0.89). MOTES scores showed moderate positive correlations with external creative performance indicators as well as academic achievement. The implications of these findings are discussed in relation to the challenges of assessing creativity in schools and research.

Academic incivility is a serious concern for higher education. The continuum of incivility to bullying is not agreed upon, but the behaviors associated with these constructs disrupt education at every level. Unaddressed, these behaviors can significantly complicate teaching and learning conditions for students, faculty, and institutions. Acts of academic incivility in higher education influence (a) student achievement, (b) psychological well-being, (c) instructor performance, and (d) institutional growth. Incivility can be overt or covert, but the damage can be pervasive and long-lasting. To support faculty and institutions of higher education in their efforts to mitigate of incivility, an instrument to measure incivility is warranted. To meet this need, the "Academic Incivility Scale" was developed, and an exploratory factor analysis was conducted to determine the scale's factor structure and psychometric properties. The scale, intended for students, measures the frequency of academic incivility. Theoretically and statistically, the final two-factor solution yielded the subscales of Interpersonal Communication and Personal Conduct, included 33 items, and accounted for 60% of the variance. The scale demonstrated evidence of internal consistency, convergent validity, and divergent validity.

The Caregiver Strain Questionnaire assesses the three dimensions of caregiver strain, namely the objective, subjective externalized and subjective internalized strain. It was validated among caregivers of children with Autism Spectrum Disorder (ASD) in the United States and Mainland China with promising psychometric properties. This study aimed to develop and validate the Chinese (traditional script) version of the Caregiver Strain Questionnaire (C-CGSQ) among 198 caregivers of children with ASD in Hong Kong. The C-CGSQ showed excellent internal consistency ([alpha] = 0.958) and test-retest reliability (Spearman's r = 0.966). Concurrent, convergent, divergent validity and a three-factor structure (consistent with previous studies) were established. The C-CGSQ demonstrated promising psychometric properties in measuring caregiver strain among caregivers of Chinese ASD children in Hong Kong.

AR technology is utilized in several disciplines at various educational levels, from primary to higher education. It is evident that AR technology has been investigated by addressing numerous subtopics related to individuals at different levels of science and mathematics education within the field of special education. Since emerging evidence indicates that the implementation of this technology has a positive impact on students' acquisition of academic skills, it could be argued that more effort is required to develop and implement AR applications for students with cognitive challenges. This study aims to identify the areas of science and mathematics where secondary school students with SEN encounter learning difficulties by conducting a needs analysis with special education professionals. The purposive sampling method was employed for this study, and a total of 150 teachers were interviewed. The findings indicate that science teachers struggle to teach students with learning disabilities, particularly in subjects requiring abstract thinking and physics. In addition to science classes, teachers stated that they encountered difficulties when teaching certain mathematics subjects, such as the four operations, fraction problem-solving, and geometric shapes, to students with learning difficulties. Finally, teachers also suggested that augmented reality applications should be implemented for mathematics topics like problem-solving, fractions, geometry, ratio, and proportion.

This study aimed to develop and validate the Evaluator Competencies Assessment Tool (ECAT) Cultural Competencies Subscale, which measures cultural competence among evaluators. By addressing the scarcity of validated tools in this area, the study offers professionals a valuable resource to assess their strengths and areas for improvement. The subscale comprises 11 items rated on a seven-point Likert scale, derived from the American Evaluation Association (AEA) Evaluator Competencies. Validation involved a survey of 116 AEA members, employing multiple validity procedures. The subscale demonstrated excellent internal consistency ([alpha] =0.96) and significant correlation with the Cultural Competence of Program Evaluators scale, confirming its convergent validity. However, the subscale's structural validity yielded mixed results, indicating the need for further exploration. Moreover, the demographic analysis highlighted underrepresentation of Asian and younger members. Overall, the ECAT Cultural Competencies Subscale shows promise for assessing cultural competency, but refinement of its factor structure and additional research are needed.

Urbanization, vocational education, and industry in China have been influenced by policy and economic changes. This article outlines potential solutions for the integrated development of urbanization, vocational education, and industry in China. By integrating the development ideas of the triple helix model based on international related research literature, this article proposes a development model for China's industry-education city integration. Taking the Liuzhou rail transit industry-education city as an example, this article adopts a comprehensive and sustainable development approach, including urban management, industry-education integration, and industry innovation and entrepreneurship, centered around the characteristics of urbanization, vocational education, and industry. The development of China's industry-education city through the triple helix model has brought about innovations in education, industry, urban form, policy, technology, and social culture, which can help China's urbanization, vocational education, and industry achieve spiral development.

Intercultural Communicative Competence (ICC) plays a significant role in learning a foreign language. Therefore, it is important to measure the ICC level of language learners before taking actions to improve the educational process. The present study aimed at developing an ICC Scale to measure the perceived ICC level of Academic English students studying in the Foreign Language Division of an international university. The participants of the study consisted of 325 first year students in their second semester in the 2021 to 2022 academic year enrolled in 48 English-medium instructed (EMI) departments. In order to produce a reliable and valid ICC Scale, statistical data were analyzed through software programs. Further, the Exploratory Factor Analysis generated an 18-item Intercultural Communicative Competence (ICC) Scale with four factors, namely "knowledge," "awareness," "attitude," and "skills." Additionally, the Confirmatory Factor Analysis results confirmed and validated the four factors. Consequently, the ICC Scale was found to be highly reliable in measuring the perceived ICC level of students and had a high internal consistency. The newly designed ICC Scale proves to be a useful instrument for measuring the perceived ICC level of language learners.

As artificial intelligence (AI) permeates almost all aspects of our lives, university students need to acquire relevant knowledge, skills, and attitudes to adapt to the challenges it poses. This study reports the development and validation of a scale called the Artificial Intelligence Learning Intention Scale (AILIS). AILIS was designed to measure the different factors that shape university students' behavioral intentions to learn about AI and their AI learning. We recruited 907 Chinese university students who answered the survey. The scale is comprised of 9 factors that are categorized into various dimensions pertaining to epistemic capacity (AI basic knowledge, programming efficacy, designing AI for social good), facilitating environments (actual use of AI systems, subjective norms, access to support and technology), psychological attitudes (resilience, optimism, personal relevance), and focal outcomes (behavioral intention to learn AI, actual learning of AI). Reliability analyses and confirmatory factor analyses indicated that the scale has acceptable reliability and construct validity. Structural equational modeling results demonstrated the critical role played by epistemic capacity, facilitating environments, and psychological attitudes in promoting students' behavioral intentions and actual learning of AI. Overall, the findings revealed that university students express a strong intention to learn about AI, and this behavioral intention is positively associated with actual learning. The study contextualizes the theory of planned behavior for university AI education, provides guidelines on the design of AI curriculum courses, and proposes a possible tool to evaluate university AI curriculum.

Postgraduate students need to be equipped with self-determined learning skills in order to meet the demands of higher degree and employment in the fourth industrial revolution (IR 4.0) environment. However, the lack of analysis conducted on item level for validating the measurement of postgraduate students' self-determined learning skills prompted the development of The Postgraduate Self-determined Learning Questionnaire (PSLQ) to fill in the research gaps. This paper aimed to assess the psychometric properties of the newly developed 42-item instrument through a mixed method approach as no study has evaluated the psychometric properties of PSLQ at the item level through Rasch model analysis. Quantitatively, 440 postgraduate students were sampled from a higher education institution in Malaysia to answer the questionnaire. Qualitatively, 10 respondents from science and non-science disciplines were interviewed. The paper reports findings on the psychometric properties of PSLQ through Rasch Rating Analysis and participants' perspectives on the item validity. The results revealed that the items in PSLQ demonstrated good psychometric properties for the measurement of self-determined learning skills of postgraduate students. Implications of the study were discussed in this paper. Future studies can further investigate the psychometric properties of PSLQ according to students' discipline of study.

Numerous studies have been carried out in recent years on the use of virtual reality (VR) technologies and environments in education. On the other hand, many researchers have drawn attention to the inadequacy of studies that deal with the education process in virtual reality environments from a broad perspective. In this research, the process of designing, developing, and testing an educational virtual reality environment in the light of a design model that includes pedagogical, design, and technical steps have been experienced and reported with a holistic perspective. The study was carried out in a two meso cycle structure based on the educational design research methodology. In the scope of research, the educational virtual reality campus platform has been developed to provide a skill-based educational environment for learners. The Internet of Things training process in the platform was held in a single session with each participant. At the end of the practices, it has been seen that the training carried out on the platform can provide learning at both cognitive and skill levels; the knowledge learned in the virtual reality environment can be transferred to real life and has a lasting effect. Furthermore, it was determined that there was a reverse relationship between the participants' sense of presence and their cognitive load, and there was a positive relationship between the participants' sense of presence and their pleasure and arousal levels. It has been concluded that technical data such as frames per second, latency, draw call, and polygon count provided by the platform can have a remarkable effect on the VR experience.

The COVID-19 pandemic has compelled innovations in science teaching and learning, such as blending online sessions with conventional face-to-face classes. We developed and validated the Blended Laboratory and E-learning iNstructional Design (BLEND) model for university-level remote laboratory sessions (RLS) to respond to the fluctuating instructional environment necessitated by the pandemic. We used the design and development research method to construct and apply an ID model in an analytical chemistry experiment (ACE) course for pre-service chemistry teachers, iteratively revising the model with participant feedback. We based the initial BLEND model on a literature review and lessons from our preliminary study in 2020. For internal validation, six stakeholders participated in the usability test, and 10 science subject-matter educators and three educational technology experts provided expert reviews. For external validation, we developed and implemented an ACE-RLS course module, and surveyed and interviewed seven university students who took the course. After two rounds of validation, the BLEND model was confirmed to be internally efficient and externally effective, with interactions between the instructor and students particularly appreciated. The final BLEND model for university-level RLS emphasizes constant formative evaluation, feedback, and structures and visualizes the RLS instructional system at both weekly and overall course levels.

This research article aims to (1) determine the knowledge and experience of early childhood education of Suan Dusit University, and (2) develop and study the effectiveness of learning experience provision models that synergize the knowledge of Suan Dusit University to enhance the proper development of young children according to the 75/75 criteria. Data is obtained from personnel of 87 various agencies of Suan Dusit University, e.g., deans, directors, managers, chairpersons of programs, heads of departments, and 129 students in kindergarten 1, 2, and 3 of La-orutis Demonstration School, Suan Dusit University. The research results consisted of 15 learning experience provision models for young children, such as gravity-powered toys, battery-powered toys, the differences between a toy using force and a toy using a battery, toy caring, and how to play with toys, etc. Every learning experience provision models has a performance rating according to the 75/75 criteria.

This study aims to (1) comprehensively describe the design of web-based sexual violence information systems (SIM) in universities, (2) Describe sexual violence efforts in (3) Explore and explain the role of web-based Management Information Systems (SIM) in efforts to prevent sexual violence in Higher Education. This research was designed with the type of Research and Development research. This type is directed to show facts or events systematically and accurately regarding certain conditions as the focus of the study. The data collection method is carried out in three ways, including: (1) observation, (2) interview, (3) questionnaire, (4) documentation. All four are carried out in a planned manner to obtain complete and relevant data. The collected data are then analyzed using induction techniques, namely by drawing conclusions ranging from specific statements or facts to conclusions of a general nature. Research reports are presented in the form of detailed descriptive descriptions, equipped with product prototypes, images and tables as the scope of discussion. The findings of this study show that (1) the sexual violence management information system in higher education is a form of service that manages data into information with the support of website facilities as a medium of interaction, (2) efforts to prevent sexual violence in universities include task force making activities, training and workshops on sexual violence assistance, and (3) the role of web-based management information systems in preventing sexual violence in universities as a form of university commitment to make decisions / policies in developing educational institutions, and also helping service users (stakeholders) to channel their aspire for the development of institutions.

Teaching is a complex activity that requires a combination of different knowledges, attitudes, skills and values. Teachers are continuously making decisions in the classroom to promote the teaching-learning process. This paper presents the development of a prototype that aims to facilitate teachers' decision making in the classroom in real time, considering variables related to the students, the teacher, and the environment or environmental factors in the classroom. We used the DBR (Design Based Research) methodology for this project. We reached the first iteration when the second version of the prototype was presented. An analysis of the literature was carried out as a starting point and to establish the foundations for the first version of the prototype. A later expert judgment allowed the prototype to evolve to the second version. This is the starting point for the technological development of the designed solution. This research is a first step towards using technology to improve teacher decision making in the classroom, and has great potential benefits for both the teacher, for improving their skills, and the student, so they can have a better and more customized learning experience.

The relevance of our study is related to the need to help adolescents effectively cope with the challenges of modern society, which is characterised by increased tension, aggressiveness and conflict. The lack of social skills and demonstration of violent ways of overcoming contradictions by adults leads to an increase in conflicts among adolescents. The purpose of our study is the development of conflictological culture in older adolescents. We adhere to Shcherbakova's definition (2010), according to which conflictological culture is an integrative quality of personality, which is based on humanistic values. Its structure is represented by the culture of feelings and thinking as well as behavioural and communicative culture. The sample consisted of 307 adolescents, 16-18 years old, living in Chisinau. To identify the level of development of conflict culture, we used the method developed by Shcherbakova (2011). Based on the obtained data, we developed the program of conflictological culture development. The cognitive-behavioural approach of A. Beck (2017) acts as a methodological basis of the psychological training program. Twelve adolescents, with a low level of conflictological culture development, participated in the training. The following changes were obtained in the study sample: adolescents demonstrate a greater ability to prevent and manage conflicts at all stages; they show a greater readiness for dialogue, the ability to adequately verbalize their own and other people's experiences; and to a greater extent they possess the techniques of assertive communication compared to adolescents from the control group. The obtained results confirm the effectiveness of the program developed by us and the validity of the hypothesis of the study. The novelty and practical significance of our study is determined by the fact that conflictological culture is studied for the first time in our country. Our proposed program for the development of conflictological culture can serve as a basis for educational programs that develop skills to prevent and overcome conflict situations among adolescents.

This study aims to analyze, determine, and quantify the literature on student intention toward entrepreneurship development (ED) and identify trends, developments, or progressions in the SCOPUS database. By utilizing an electronic search methodology, the most pertinent scholarly articles were identified. VOS Viewer software and R program code were utilized to evaluate each analytical instrument. Coauthorship, co-citation, conceptual structure, co-word occurrence, and citation analysis were among the numerous factors investigated. The study incorporates data from 1,465 sources, including conference proceedings, journals, and books. The source with the second-highest impact is the "International Journal of Education", while "Computers and Education" has the greatest influence. This study provides a complete picture and description of the resulting body of knowledge in student intention toward entrepreneurship development.

The rapid advancement of digital technology has not only affected the world of work but also students' learning. Digital learning competence (DLC) is one of the essential skills students need for effective learning in a digital environment. Despite the significant presence of secondary vocational school students in China, constituting one-third of the high school demographic, research on their digital learning needs remains sparse. Addressing this gap, this paper attempted to propose the elements and structural model of digital learning competence for secondary vocational school students (V-DLC). A corresponding questionnaire was compiled, and an analysis was carried out with 872 valid survey data of secondary vocational school students achieved by convenient sampling. A five-factor model for the V-DLC was established through exploratory and confirmatory factor analyses, cross-validity, and criterion validity tests. This paper suggests that evaluating students' digital learning competence in secondary vocational schools can be achieved by considering the dimensions of cognitive processing and reading, technology use, thinking skills, activity management, and will management, combined with students' learning experiences in school and other fields. Given the global focus on digital learning competence, this framework will pave the way for empirical research on digital learning and guide the enhancement of student learning ability in vocational settings, adapting to the digital era. Furthermore, transitioning to a digitalized vocational education system is essential for preparing students for a digitally-driven workforce, aligning with modern job market demands and global trends.

This article examines Georgia's integration into the Bologna Process, focusing on academic social responsibility (ASR). Utilizing qualitative methods, including document analysis and 30 in-depth interviews, the study assesses the evolution of higher education, alignment with Bologna standards, and external quality assurance. Findings reveal postintegration improvements, including university closures, fairer examinations, and modernized literature. Challenges include European standard implementation and perceived academic freedom encroachments. Overall, the Bologna Process positively influences Georgia's education system, fostering organizational improvements and successful assimilation within the broader European educational context.

This article examines the involvement of family, community, and school in citizenship education in China, particularly in terms of the tension between traditional cultural values and today's modernisation. The analysis was based on written materials acquired through a systematic search of English and Chinese scholarly literature on the subject and relevant Chinese policy documents and laws. Following a hermeneutic approach, the image formed in the literature of Chinese citizenship education was interpreted and explained in a broader historical-cultural-social context. The results show that the traditional values of Chinese civilisation continue to play a strong role in all three arenas of citizenship education, although the conflict between traditional values emphasising conformism and modern values emphasising individual self-determination is also recognisable in them.

After World War II, educational television became a significant tool for improving the quality of schooling worldwide. The use of educational television was starting to be considered a modernized way for developing the educational system in many countries including South Korea. Drawing on the archival sources of U.S. Agency for International Development (USAID) and Korean government, this article examines the USAID's educational aid programs in South Korea by focusing on the establishment of educational television. It first covers the rise of modernization theory as a framework for national development by focusing on educational television in less-industrialized countries. The second part explores how educational television in South Korea was shaped by the international interaction. Finally, this study argues that the case of educational television in South Korea reflects the dynamics of dualized modernization, in which South Korean adapt U.S. educational television to their own needs.

Increasing student numbers, heterogeneity and individual biographies lead to a growing need for personalized support. To meet these challenges, an Individual Digital Study Assistant (IDSA) provides features to help students improve their self-regulation and organizational skills to achieve individual study goals. Based on qualitative expert interviews, a quantitative student survey, and current literature we derived requirements for an IDSA. Based on them, we designed, developed, and implemented a first IDSA prototype for higher education institutions (HEI). We continuously evaluated the prototype within different workshops and analyzed the usage data to improve it further in three enhanced prototypes. Based on this iterative process, we derived guidelines for an IDSA design and development. Accordingly, the framework, project management, content, team selection, team development, team communication, marketing, and student habits are important to consider. The guidelines advance the knowledge base of IDSA in HEI and guide and support practitioners in the design, development, and implementation of IDSA in HEI.

Every school counselor must be fully prepared to build homeplace and Black Joy in K-12 education. For white school counselors, this requires an ongoing personal and professional commitment to cultural humility and racial identity development. Affinity groups can be an opportunity for white school counselors to develop cultural humility, racial identity, and prepare to thoughtfully engage in antiracist action with their larger school communities. In this article, we use our experience in facilitating and researching affinity groups for school counselors to provide recommendations for implementation.

Drawing on recent syntheses of the emerging science of learning and development and its implications for school practice, this article examines the kinds of preparation teachers need to enact such practices. We synthesize research on how children learn and develop and research on how effective preparation programs support teachers in developing the knowledge, skills, and dispositions associated with developing the whole child. This includes the "what" of teacher preparation -- the content educators need to learn about children and their and learning -- and the "how" of preparation -- the strategies for educator learning that can produce deep understanding, critical skills and dispositions, and the capacity to reflect, learn, and continue to improve. Preparing educators to acquire and use these insights holds promise for generating the kinds of education that enable children ultimately to learn independently and thrive.

Background: Alzheimer's disease (AD) is a progressive neurodegenerative disease. Cognitive functions and communication skills worsen as the disease progresses, thereby reducing patients' independence levels. Therefore, recommending software that can be used at home may be a useful means of slowing down the cognitive and communicative decline in AD. Aims: To develop software that can be used at home to slow down the cognitive and communicative decline and increase independence in individuals with AD; and to examine the effect of this software on the cognitive communication skills of individuals with AD. Methods & Procedures: The study was completed in four stages: the development of the application; the evaluation of the participants and their training for the application; their use of the application at home; and the re-evaluation of the participants. A total of 32 individuals who met the inclusion criteria were included in the study. These individuals were randomly divided into study and control groups, each consisting of a total of 16 participants, including six in the mild stage, six in the moderate stage, and four in the severe stages. The developed software was loaded on tablets and given to the participants in the study group. The participants in the control group only received their pharmacological treatment, while those in the study group received both their pharmacological treatment and used the developed application. All participants were evaluated with the Mini-Mental State Examination (MMSE) and Language Assessment Test for Aphasia (LATA) before and after application use. A survey was administered to the caregivers of the participants in the study group after the use of the application. Outcomes & Results: The results revealed a positive change in the cognitive-communication skills of the individuals in the study group, even if they were in the severe stage, according to the LATA and MMSE, as well as the survey. The application led to the greatest improvements in grammar on the LATA and orientation on the MMSE. No rapid cognitive decline was seen in individuals at all stages in the control group. Conclusions & Implications: In this study, software was developed in Turkish that can be used in every stage of AD as part of a holistic cognitive-communication intervention programme offering alternative and supportive communication for individuals with AD, even those in the severe stage. Results prove the effectiveness of the developed software on the cognitive-communication skills of individuals with AD.

Alterations in the development of attention control and learning have been associated with autism and can be measured using the "antisaccade task," which assesses a child's ability to make an oculomotor response away from a distracting stimulus, and learn to instead anticipate a later reward. We aimed to assess these cognitive processes using portable eye-tracking in an understudied population of pre-school children with and without a diagnosis of autism spectrum disorder in community settings in New Delhi, India. The eye-tracking antisaccade task was presented to children in three groups (n = 104) (children with a clinical diagnosis of autism spectrum disorder or intellectual disability and children meeting developmental milestones). In accordance with findings from high-income, laboratory-based environments, children learnt to anticipate looks towards a reward, as well as inhibit eye-movements towards a distractor stimulus. We also provide novel evidence that while differences in inhibition responses might be applicable to multiple developmental conditions, a reduced learning to anticipate looks towards a target in this age group may be specific to autism. This eye-tracking task may, therefore, have the potential to identify and assess autism specific traits across development, and be used in longitudinal research studies such as investigating response to intervention in low-resource settings.

Background: Video conferencing learning offers a more accessible and flexible learning mode for students who cannot attend face-to-face class in person. However, research about the video conferencing learning is still lacked, especially for students' engagement in this setting. Objectives: This study adopts the self-system model of motivational development to uncover effects of the video conferencing learning environment (VCLE) to students' engagement. Methods: Two hundred and ninety-eight primary school students involved in the VCLE were surveyed. The partial least square structural equation modelling was employed to explore the link between the VCLE and students' engagement with a mediating role of basic psychological needs satisfaction (BPNS). Results and Conclusions: Results showed that the BPNS played a mediating role in the processes from the VCLE to engagement. Both pedagogical and social affordance had a significant effect on the BPNS. However, their influences were different. Specifically, pedagogical affordance yielded a stronger effect on the BPNS for autonomy than social affordance. The predicting power of social affordance on BPNS for relatedness and competence was stronger than pedagogical affordance. Generally, social affordance yielded more contributions to behavioral and emotional engagement than pedagogical affordance. Moreover, BPNS for competence was the only significant mediator between the VCLE and behavioral engagement, and it owned the strongest mediating power on the relationship between the VCLE and emotional engagement, followed by autonomy, and the smallest of relatedness. This study suggests that practitioners and researchers should give more consideration to improve social affordance of the VCLE and to meet students' BPNS especially for competence in order to design and implement an engaged video conferencing course.

The hostile learning environment and academic disruptions that result from high school violence underscore the need for prevention education. Technology can facilitate the dissemination of educational content, prevention tools, and resources to students. We describe the three-phase iterative process that engaged high school students, administrators and staff, and parents to develop and refine the school safety mobile application (app), uSafeHS™. During the three-phase development process focus groups and surveys were administered with students, school administrators and staff, and guardians at 13 high schools. Pilot data was collected from seven New England public and private high schools. Optimizing mobile app technology is a promising method of reaching high school students and delivering student support resources that are customizable by each school and safety tools not currently available for this population.

Temporality is a relatively new conception in the field of education policy. Drawing upon historical sociology, this article aims to contribute to the field by deconstructing China's policy discourse - education modernization. It traces the history of the discourse (1904-2012) to analyze how Chinese rurality is interwoven into the nation's pursuit of modern country status. Two temporal threads are identified: "the rural as a problem" and "the rural as a modernization plan." The article reveals how the threads forms a paradoxical position of the rural in China's current modernization agenda: "the problematized rural as a potential empowering force." The findings illuminate how the policy constructs a history narrative thereby constructing a unified destiny of the nation for the future, which entrusts education policy with moral significances. China's case demonstrates how education policy inherits and utilizes historical and cultural assumptions as a governing technique, while being shaped and constrained by them.

The need for a new measure of social-emotional wellbeing for children 6--12 years emerged in our collaboration with schools and community agencies in a disadvantaged region of Brisbane, Australia. Our search for an age-appropriate medium led us to develop "Clowning Around", a computer game generating data which was assessed for validity and reliability in Study 1 (N = 3,461), revealing four wellbeing factors with satisfactory properties. The imperative to support autonomous use at scale led to development of the "Rumble's Quest" user management system and game app, incorporating a slightly modified version of the measure. Reassessment of the factor structure (Study 2: N = 4,333) supported Study 1 results but extended factors to five: School Attachment, Social Wellbeing, Emotional Wellbeing, Family Support, and Behavioral Conformity. The measure exhibits sound convergent and concurrent validity and is a reliable and practical tool for data-guided service planning and evaluation, and for monitoring child wellbeing trends.

Objective: The purpose of this study was to begin developing and validating an instrument to measure self-trust in adults. Method: Using a multi-phased and mixed methods approach to instrument development, the RSTI scores were tested across three samples reflecting national demographics of adults in the United States (n = 157, n = 692, n = 261). The 3 studies included construct conceptualization, development and pilot testing of initial items, exploration of factor structure through EFA and parallel analysis, confirmation of factor structure using CFA, and assessment of reliability and validity evidence. Results: The RSTI was composed of 26 items extracted into five factors, which demonstrated largely adequate model fit, good internal consistency, and adequate validity. Conclusion: This research provided an operational definition of self-trust, a new measure self-trust in adults, and a framework for counselors to investigate the role of self-trust in client conceptualization and treatment.

The aim of this study is to empirically investigate the reasons for regional disparities in educational expansion in Germany (i.e., rising rates of general university entrance qualification) on the basis of theoretically relevant influencing factors: changes in school policies, changes in social structure, or general social modernization processes. We pay special attention to the legal framework of schools, which has changed at different times in the German states. Our analysis is based on data from the National Educational Panel Study and on a database on the development of schooling regulations in the German states after World War II. For the analysis, we use two-way crossed random-effects models. Our analyses show that the modernization of school structures is only associated with increasing individual opportunities to access higher school education. However, this association disappears when controlling for social structure and cohort sequence. Rather, the educational expansion of the recent decades is characterized by a changed social structure and, in small parts, by general social modernization processes. In light of our findings, we argue that educational policy adapts school structures to societal changes, opens up new opportunities, yet at the same time reproduces and exacerbates educational inequality.

Teacher professional development aims to bolster effective instructional practices that enhance student learning. The development of the Sustained Investment and Teacher Engagement Scale for Professional Development (SITES-PD) grew out of a need to understand how teachers respond to opportunities for professional learning in ways that contribute to skill improvement. One hundred and eight elementary teachers participated in a sustained professional development coaching intervention. Prior to and following the intervention, data were collected from multiple sources (e.g., teacher report, blind classroom observations). For the development of this instrument, coaches rated teacher engagement with opportunities for professional learning. Exploratory factor analysis reveals a one factor solution and that a summed composite of eight items is appropriate. Reliability and validity results suggest the SITES-PD instrument may be a useful tool for investigating the underlying mechanisms that mediate the efficacy of teacher professional development interventions.

Developing a virtual learning environment model to fortify life skills for teenagers in Thailand entails an application between information technology and communication for managing an instruction in life skills and expanding the opportunities of Thai teenagers to have access to the skills contents. The objectives of research were to develop the virtual learning environment model to fortify life skills for teenagers in Thailand. There were 4 sample groups: 176 specialists in life skills; 45 teenagers at the age of 12-18 years; 5 experts in related fields; and 9 specialists in related fields. There were 4 components of the model of virtual learning environment to fortify life skills for Thai teenagers: input, processes, output, and feedback. The model of virtual learning environment to fortify life skills for Thai teenagers gained the process and outcome was 89.66/90.90. The result indicated that the score of process of model was 89.66% and the score of product of model was 90.90%, and the efficiency index of 0.8063. The satisfaction towards virtual learning environment is fluctuating but tend to be useful for learners. This virtual learning environment model can use and employ for implementing in education.

The need to assess the possibilities and prospects of IT in medical education has determined the relevance of the study, the purpose of which was to consider the experience of introducing information technologies into the educational process of medical universities. A total of 322 students and 169 teachers took part in an anonymous online survey. The research design involved two major research units, namely the theoretical and experimental ones, which consisted of several successive stages. The psychological consequences of introducing information technologies into the educational process were studied using valid psychodiagnostic methods. As a result of the study it was found that possible obstacles to the expansion of the use of IT to teach medical students clinical disciplines are inadequate technological infrastructure, lack of adequate curricula, and students' lack of independent work and self-discipline skills. The distance learning experience was generally assessed as positive with an average level of satisfaction. The main positive aspects of introducing information technology and distance learning in medical education are timesaving and flexibility of classes. The limitations of the study were related to the problem of conducting the study in a pandemic environment, so it was conducted online.

Background: Narrative exposure therapy (NET) is a trauma-focused cognitive behavioural therapy, recommended by the National Institute for Health and Care Excellence in 2018, to treat posttraumatic stress disorder in adults. There is a lack of research exploring the effectiveness of NET with adults with intellectual disabilities. The aim of this study is to develop an adapted version of the NET protocol (IDNET) for use with adults with mild intellectual disability. Methods: A qualitative research design was employed. Stage one involved systematically adapting the NET protocol for adults with mild intellectual disabilities in collaboration with a service user group comprising eight consultants. Stage two involved gaining professionals' views on the adapted protocol and on the use of NET in intellectual disability services. This comprised a focus group of eight clinical psychologists specialising in intellectual disabilities and an expert panel of three NET clinicians. The framework approach was conducted on the focus group data only following guidance from a previous study. Findings: An adapted NET protocol and collection of 'easy read' therapy materials were developed (IDNET), which incorporated feedback from the three stakeholder groups. Key concepts of 'Optimism and motivation to adapt NET for people with mild intellectual disabilities' and 'Factors related to NET in practice' were developed to describe the views of clinical psychologists. A number of issues were raised by professionals regarding the delivery of IDNET. Conclusions: Professionals were optimistic about IDNET; however, issues raised regarding the delivery of IDNET require exploration when IDNET is trialled in practice. Specific implications for clinical practice and future research are discussed.

School dropout is a structural problem which permanently penalizes students and society in areas such as low qualification jobs, higher poverty levels and lower life expectancy, lower pensions, and higher economic burden for governments. Given these high consequences and the surge of the problem due to COVID-19 pandemic, in this paper we propose a methodology to design, develop, and evaluate a machine learning model for predicting dropout in school systems. In this methodology, we introduce necessary steps to develop a robust model to estimate the individual risk of each student to drop out of school. As advancement from previous research, this proposal focuses on analyzing individual trajectories of students, incorporating the student situation at school, family, among other levels, changes, and accumulation of events to predict dropout. Following the methodology, we create a model for the Chilean case based on data available mostly through administrative data from the educational system, and according to known factors associated with school dropout. Our results are better than those from previous research with a relevant sample size, with a predictive capability 20% higher for the actual dropout cases. Also, in contrast to previous work, the including non-individual dimensions results in a substantive contribution to the prediction of leaving school. We also illustrate applications of the model for Chilean case to support public policy decision making such as profiling schools for qualitative studies of pedagogic practices, profiling students' dropout trajectories and simulating scenarios.

In this article, I briefly review theories about the development of theory of mind, and then examine evidence for minimalism, the idea that infants initially understand only behaviors. To this end, I consider the need for a wide variety of species to predict the behaviors of other animals and that human infants are not unique in this regard. I also discuss evidence for infants' understanding of behaviors, including their good statistical learning skills and their rich exposure to patterns of behavior, which correlates with their acquisition of mental state vocabulary. Finally, I discuss evidence for how maternal mental state talk, as well as children's evolving language and understanding of self, contributes to learning that mental states underlie behaviors.

This article begins with Geoffrey Clarfield describing how by becoming an anthropologist, going to graduate school, shipping out to Kenya in the mid-1980s, and doing field work among a Cushitic speaking group of camel nomads in the desert lands of northern Kenya, he was able to achieve his goal of both experiencing and understanding the difference between preindustrial and industrial societies, socially, cultural, and psychologically. He goes on to explain that because he was studying an East African Cushitic speaking people he had read articles by a British anthropologist, Christopher Hallpike, who had done field work among the Konso, a Cushitic people who live north of the Rendille in southern Ethiopia. Hallpike later wrote a book called "The Foundations of Primitive Thought" (1979) which Clarfield describes as an enlightening and glorious read for those who have swum in the anthropological literature for decades. It is a work that has not only been ignored by mainstream anthropology but vilified because of its political incorrectness. Hallpike is now retired and living in England (where he was born, raised, and educated). He has managed to take on the neo-Darwinians in an extended essay/book called "Darwinism, Dogma and Cultural Evolution" and published a series of essays on modern anthropological myths called "Ship of Fools: An Anthology of Learned Nonsense about Primitive Society." The remainder of the article provides a transcribed interview between Clarfield and Hallpike. Some of the topics discussed include: social and cultural anthropology during the last twenty to thirty years; the work of Richard Dawkins, Jared Diamond and other cultural materialists; Hallpike's developmental writings; "Foundations of Primitive Thought"; and Hallpike's advice for young aspiring anthropologists.

Despite the critiques generated in critical internationalization studies in response to the neoliberal and neocolonial orientation of internationalization of higher education, the direction of internationalization appears to be unchanged. This paper takes up the challenge of imagining internationalization otherwise by drawing from the field of post-development (PD) studies, which, it is argued, has parallels to the realities and debates on internationalization. An overview of the debates in PD and why they offer important ideas for critical internationalization studies will be followed by a discussion of how key analyses and arguments in PD can be applied to internationalization. This argument leads to the question of whether it is time to recognize an emerging post-internationalization movement, acknowledging that internationalization as we know it is in decline. The paper concludes with an exploration of a new commons in internationalization, refocusing on educational principles and values, while recognizing the complexities and contradictions inherent in seeking international education that is "in between, with and from multiple worlds."

Over the past 15 years, various government agencies in Singapore have supported educational game development and research, producing multiple digital games (e.g., "Legends of Alkhemia," "Statecraft X"), and non-digital games (e.g., "Green City Blues," "Money Matters"). Although these games had been successful as research tools used to investigate game-based learning, their impact in schools has been limited by contextual factors including the school environment and culture (Chee et al., 2014). Further, little is documented regarding the details of designing educational games for these contexts. This paper describes the challenges I faced as a new researcher in Singapore tasked with designing new educational games that could simultaneously be used as research tools while also serving as effective, sustainable learning experiences in classrooms in Singapore. Although research-based educational games in Singapore and around the world have been created to instantiate and test theories of learning, these games have often been created without much attention given to classroom practicality and longer-term sustainability. This paper recounts this process and describes the constraints that were faced. By describing the conditions and constraints from the development process, the author hopes to inform and improve the design of future research/educational games that can have lasting and significant impact on Singapore student learning.

The aim of this work is to throw light on the regulatory plans of the city of Korça. Based on the researches done in the press of time and in the relevant institutions as well, it comes out that the city had a regulatory plan for its development. It is documented in the press of time since 1875 making it an early document for both the city and Albania in general. These data derive mainly from the press of time published in Korças they have had a great impact on the social and economic life of the city. The ever documented regulatory plan is that of 1931 in co-operation with two foreign engineers and approved by the Albanian Ministry of Infrastructure. Based not only on the press publications, but also on what we have inherited up to nowadays, we conclude that this plan has never been implemented. The only " new thing " this plan brought is the "Pirro Boulevard" or the today known "Skenderbe", (Scanderbeg) which joins the Shen Gjergj Blvd with that of "Republikës" ( Republic). In the end, based on archive researches we can deduce that the city of Korça has been among the first cities of Albania having a regulatory plan. A concise and definite fact is the article of 1910 which speaks of "the City Card" (Chart).

Although John Dewey continues to be a source to which scholars look in order to address contemporary social and educational issues, others have suggested that Dewey may be too implicated in the project of modernity to be acceptable in educational theory and practice today. To what extent Dewey was modern, and what we make of the question of his modernity, depends on our reading of Dewey and on our understanding of modernity more generally. I will argue that a broad reading of both Dewey and modernity helps us avoid treating Dewey either as education's saviour or as inimical to our present purposes. First, I examine Dewey's own conception of modernity and then broaden its scope by bringing into view four aspects of Western modernity: economic modernization, the struggle for justice, individualism, and naturalism. Second, I show how Dewey can and has been read as representing one or more of these aspects, but also from the perspective of one or more of these aspects. This generates what I will call Dewey's four "faces": Dewey as engineer, Dewey as activist, Dewey as Romantic, and Dewey as naturalist. This mapping offers a way of making more sense of the diverse readings of Dewey that exist in the secondary literature. Finally, I make a case for Dewey's ongoing relevance because of his capacious view of the goods of modernity and his distinctively educational philosophy.

This article reflects on some influential theories, concepts and institutions that have shaped the nature and substance of international development since the mid-20th century. In particular, theories of modernisation and dependency are deployed to reflect on the ways in which the International Financial Institutions, such as, the World Bank and the Asian Development Bank have adopted a 'Washington Consensus' concerning the social and economic development of 'developing' nations. 'Soft power' national agencies, such as, the British Council and USAID are brought into consideration, especially, for their interests and influences over matters of learning for development. The multi-national Commonwealth of Learning's particular contribution to learning for development is discussed with suggestions made for developing member nations' capacities to produce new local knowledge and to bring their existing local knowledge to the fore to share as part of a (Lockean) 'commonwealth of learning'.