Search

ChatGPT has become a prominent tool for fostering personalized and interactive learning with the advancements in AI technology. This study analyzes 212 academic research articles indexed in the Scopus database as of July 2023. It maps the trajectory of educational studies on ChatGPT, identifying primary themes, influential authors, and contributing institutions. By employing bibliometric indicators and network analysis, the study explores collaboration patterns, citation trends, and the evolution of research interests. The findings show the exponential growth of interest in leveraging ChatGPT for educational purposes and provide insights into the specific educational domains and contexts that have garnered the most attention. Furthermore, the study reveals the collaborative dynamics and intellectual foundations shaping the field by examining co-authorship and citation networks. This bibliometric analysis contributes to a comprehensive understanding of the current state of ChatGPT research in education, offering researchers and practitioners valuable insights into evolving trends and potential future directions for this innovative aspect of AI and learning.

In this article we offer a conceptual and practical contribution to the field of STEM education by investigating the concepts educators may include in Quantum Technologies (QT) outreach activities. We embed our approach in the discipline-culture (DC) framework, in which we consider the cultural nuances of QT as an important factor which must not be ignored in education efforts. To this end, a survey study by the pilot project Quantum Technologies Education For Everyone (QuTE4E), investigating key concepts for QT outreach, was conducted between December 2021 and June 2022. Here we present the results of the study, analysed through the DC framework, and consider the implications for designing QT outreach activities. The data hints at the perceived value of highlighting core concepts of Quantum Mechanics (QM), while also raising the question of whether QT sits as a discipline of Physics, Computer Science, or elsewhere. This calls for a reordering of the primacy of certain concepts (such as qubit and spin) for outreach purposes, where core concepts in QM might not be core concepts in QT, and vice versa. The results of this study provide valuable insights for those interested in learning more about this rapidly-evolving field.

This article presents the life story of "Profile." The story is based on an ethnographic case study that aimed to understand the viewpoints of Profile's new writers and reviewers regarding the role of scientific journals in fostering communities in the knowledge society. To gather information, I relied on personal reflections from my experience as the creator and editor of the journal, along with documentary evidence (published issues, regularly collected statistics, editorial workflows, and communications with editorial teams and various bodies of Universidad Nacional de Colombia, which funds the publication). The story illustrates the inception, development, and primary challenges that need to be addressed to ensure its continuity.

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

Background: Mentorship is critical to success in postgraduate science, technology, engineering, math, and medicine (STEMM) settings. As such, the purpose of this study is to comprehensively explore the state of mentorship interventions in postgraduate STEMM settings to identify novel practices and future research directions. The selection criteria for reviewed articles included: (1) published between 2002 and 2022, (2) peer-reviewed, (3) in English, (4) postgraduate mentees, (5) a program where mentorship is a significant, explicit focus, and (6) a description of mentee outcomes related to the mentorship intervention. Overall, 2583 articles were screened, and 109 articles were reviewed. Results: Most postgraduate STEMM mentorship intervention studies lack strong evidence to evaluate the effectiveness of the intervention, with only 5.5% of articles designed as randomized controlled trials. Most mentorship interventions (45.6%) were created for faculty, and few (4%) were for postdoctoral researchers. Also, only 18.8% of interventions focused on underrepresented groups in STEMM. Most interventions (53.7%) prescribed a dyadic structure, and there was more mentorship training for mentors than mentees. Conclusion: Overall, these findings identify gaps in mentorship interventions and provide step-by-step guidance for future interventions, including a consideration for underrepresented groups and postdoctoral scholars, robust mentorship training, and more randomized controlled trials.

Research demonstrates that young people value mental health support that is tailored to their needs and preferences, rather than a "one size fits all" offer, which is often not equitably accessible (National Children's Bureau, 2021). Understanding young people's lived experiences across different sociocultural contexts is important. The aim of this research was to conduct an international qualitative study on the views of young people with lived experience and professionals, on proposed aspects of personalised support for anxiety and/or depression. Participatory action focus groups were conducted with N = 120 young people with lived experience of anxiety and/or depression (14-24 years) and with N = 63 professionals in Brazil, India, Kenya, Pakistan, Portugal, South Africa, Turkey, and the United Kingdom. Data were analysed using the rigorous and accelerated data reduction (RADaR) technique. Overall, although some country-specific differences were found in terms of what aspects of support young people found to be most important, individual preferences were considered stronger, furthering the view that support should be personalised to the needs of the individual young person. Young people experiencing anxiety and/or depression should be able to choose for themselves which aspects of support they would prefer in their own care and support plans, with families and mental health professionals providing guidance where appropriate, rather than removing the young person from the decision-making process altogether. It should also be ensured that the aspects of personalised support can be understood by young people and professionals from different contexts, including marginalised and minoritised groups and communities.

This qualitative study captured the reflections of 53 English language teachers from 40 different contexts including Bangladesh, Colombia, France, India, Scotland, Taiwan, Türkiye and the United Kingdom on teaching English during the times of COVID-19 and its post-effects on their practices. Data were collected through an online form consisting of three stems and the participants were asked to create similes about teaching English before, during and after the pandemic. By conducting thematic analysis, images created for each phase were categorized under occupational well-being, digital transformation, transactional distance, gap of communication and social isolation. Teachers pointed out work overload, lack of administrational support, instructions' not making sense, decreasing level of participation, dropouts, loss of student--teacher interaction and isolation as the drawbacks of the process along with the possibility of digital transformation ahead of their profession.

In this article, we discuss the significance of English in the internationalization of higher education and international student mobility, using Kachru's (1985) Three Circles Model of World English. As education is one of the major forms of migration (Liu-Farrer, 2022; Borlongan, 2023) in the so-called 'age of migration' (cf. de Haas, Castles, & Miller, 2020), more and more students are motivated to study abroad to complete their tertiary education. First, we discuss motivating factors both for the internationalization of higher education and international student mobility. Second, we point out how English has been playing a very central role in the internationalization of higher education institutions and international student mobility (Philipson, 2010; Jenkins, 2017) among these factors. Then, we present the dynamics of international student mobility by looking at their global flow, English-medium programs, and English language proficiency requirements. While Inner Circle countries are still the most attractive destinations for most international students, Expanding Circle countries, where English is not an institutionalized medium of instruction in higher education, also value English by expanding English-medium degree programs and requiring English proficiency test scores to admission. Finally, we end the article by reiterating the dominance and utility of English in the internationalization of higher education and international student mobility and its stable position as the language of educational migration.

Since social media is increasingly pervasive in modern society, this bibliometric study aims to investigate its educational applications. Using the Scopus database, the bibliometric method analyses publications published between 2010 and 2022. The research indicates that student participation and ease of access are the two main benefits of using social media in the classroom. However, it also spreads misinformation and poses privacy and security risks. Articles that discussed how social media could be used in the classroom were found and organised using a bibliometric analysis based on their subject matter, year of publication, and authors. The research shows that between 2001 and 2020, there was a rise in the number of papers discussing the use of social media in the classroom. In addition, the top five countries in terms of annual publication output include the United States, the United Kingdom, Australia/India, and Canada. To further explore the connections between relevant articles, a co-citation network analysis was performed. Therefore, there must be strict rules and policies for using social media in education to address privacy and security concerns and the spread of false information.

This study uses an education in emergencies (EiE) lens and a scientometric approach to examine the educational research landscape during the COVID-19 pandemic by analyzing 95,628 publications indexed in the Web of Science Core Collection database from 2020 to February 2023. It employed descriptive and network approaches to map growth trajectory, productivity, social structure, conceptual structure, and research methodologies used in the retrieved sources. The findings reveal a steady increase in publications on education and COVID-19 since the onset of the pandemic. However, the majority of productive countries and institutions are in the Global North, with limited representation from the Global South, except for China. English is the dominant language in publications, and funding agencies from English-speaking countries are the most active. The most frequently occurring keywords revolve around performativity, institutions, teaching methodologies, attitudes, and experiences, while keywords related to social justice are a peripheral focus. Publications mainly focus on technical and methodological aspects of education, such as online teaching and learning. Most productive journals represent a mix of foci and are not limited to distance learning. The extracted literature showcases diversity in research methodologies used. Future studies should use systematic reviews on narrow topics to evaluate the effects of the pandemic, inform decision-making, enhance education system resilience, and envision a more equitable education system. The study's contributions are notable for its unique EiE perspective, comprehensive scope, extensive data extraction, and meticulous examination of research design, effectively addressing limitations in bibliometric software.

For over two decades now, the application of Citizen Science to Education has been evolving, and fundamental topics, such as the drivers of motivation to participate in Citizen Science projects, are still under discussion. Some recent developments, though, like the use of Artificial Intelligence to support data collection and validation, seem to point to a clear-cut divergence from the mainstream research path. The objective of this paper is to summarise the development trajectory of research on Citizen Science in Education so far, and then shed light on its future development, to help researchers direct their efforts towards the most promising open questions in this field. We achieved these objectives by using the lens of the Affordance-Actualisation theory and the Main Path Analysis method.

It is important that software testing courses at universities provide students with testing skills that are close to the skills needed by industry. To investigate if these courses do accomplish this role, this research provides comparison and empirical analysis of the topics provided by 80 software testing courses in nine countries around the world and the skills that are required by 400 software testing related job advertisements in the same investigated countries. Based on this analysis, the research provides a taxonomy of the testing topics by universities and the needed skills by industry. The main knowledge gaps between testing courses and job ads are explained in detail. The results revealed that the testing techniques with huge gap with industry are load testing, regression testing, performance testing, functional testing, penetration testing, accessibility testing, exploratory testing and compatibility testing. The gaps in other areas of testing are also specified by the research. Providing data analysis of the required testing skills by industry and comparing these skills with the topics of testing courses will help universities to modify the topics and learning outcomes of these courses to make them closer to industrial needs.

The increasing rate of publications on emotional intelligence, especially regarding student learning, underscores the need to study research trends in this domain. This research utilizes bibliometric and science mapping analyses to generate an overview of research on emotional intelligence in education, using data sourced from SCOPUS. The terms "emotional intelligence," "teaching," and "education" were used as keywords for data search and retrieval. Data were analysed using various bibliometric indicators such as the number of publications, citations, collaborations, co-citation, and keywords. While descriptive statistics were used to analyse bibliometric indicators, bibliometric network analyses using VOSviewer were carried out for science mapping analyses. The findings indicate that while publication counts surged between 2012 and 2021, average citations remained constant. Despite Western predominance, Asia significantly contributed to research output. Notable collaboration was seen among Asian, Balkan, and European nations, but limited among individual authors. The keyword analysis informed major themes such as leadership skills, training, medical education, entrepreneurship, personality, special needs, and psychosocial aspects. Summarily, emotional intelligence in education has emerged as a globally acknowledged research area, and this work elucidates its thematic knowledge, offering insights for prospective researchers.

Aim: In the present studies, we examine the construct validity and criterionrelated validity of a previously unpublished, eight-item measure of relational wellbeing. Methods: First, in two pre-COVID-Era pilot studies within the UK (n's = 207 and 146, respectively), results of exploratory factor analyses revealed that--with the possible exception of one item regarding close relationships--the items assessed individual differences along a single dimension (i.e., relational wellbeing), rather than two distinct dimensions (i.e., social connections and close relationships). Second, in an initial pre-COVID-Era main study within the UK (n = 192), results of confirmatory factor analyses provided support for the hypothesized onedimensional factor pattern, although the same problematic item from the pilot studies continued to under-perform relative to the other seven items. Findings: In a subsequent COVID-Lockdown-Era main study across India (n = 205), Greece (n = 354), and the UK (n = 390), results of confirmatory factor analyses established that--after omitting the same problematic item that had surfaced in the preceding studies--a one-dimensional factor pattern provided equally satisfactory fit for the three samples. Original value: Although we had not set out to test a priori hypotheses regarding mean similarities or differences in relational wellbeing among our COVIDLockdown-Era studies, results of an analysis of variance revealed that persons within the UK scored significantly lower in relational wellbeing than did persons in India or Greece. Limitations: As noted above, one particular item repeatedly performed poorly in factor analyses; this item ideally should be dropped from the relational wellbeing scale in future research. [ABSTRACT FROM AUTHOR]

Purpose: In the last two decades, risk reporting has followed a normative and calculative culture rather than the "materiality" of data. Although integrated reporting (IR) has become flooded with extra information, it does not adequately disseminate material information to stakeholders. In addition, the poor tone from the top diminishes creativity. This study aims to investigate how companies creatively address issues of the materiality of risk information in IR and how IR can be aligned with enterprise risk management. Design/methodology/approach: Qualitative research was conducted via interviews with 50 chief risk officers and senior management executives in the Indian and UK insurance markets. Findings: Overall, five institutions were observed to exhibit elements of being early adopters of institutional creativity. This confirmed the present study's theoretical contribution of five divergent types of early adopters. The motivations for creativity are reflected in the resources available to these institutions. Originality/value: To the best of the authors' knowledge, this study provides a new insight into IR from internal mechanisms to deal with issue of materiality. [ABSTRACT FROM AUTHOR]

While the growth of global markets in health‐related services may have significant consequences for healthcare provisioning and training, it has received relatively little attention from the social sciences. This article examines UK–India, and specifically England–India, exports in health worker education and training as one such global market, drawing on sociological scholarship on moral economies to understand how trading in this field is constructed and legitimated by the individuals and organisations involved, what tensions evolve, and what is at stake in them. We employ a qualitative mixed methods approach using publicly available materials on existing UK–India collaborations and primary data from interviews with key stakeholders in India and the UK, including government departments, arms‐length bodies, NHS Trusts, trade associations and private providers. Our analysis illustrates the key discursive strategies used to legitimate engagement in these markets, and the complex and contested moral economies unfolding between and across these stakeholders and contexts. Not least, we demonstrate the conflicting moral sentiments and the boundary work required to realise commodification. Situating cross‐border trade in health worker education and training in a moral economy framework thus illuminates the social context and moral worlds in which this evolving trade is embedded. [ABSTRACT FROM AUTHOR]

AimIn the present studies, we examine the construct validity and criterion-related validity of a previously unpublished, eight-item measure of relational wellbeing.MethodsFirst, in two pre-COVID-Era pilot studies within the UK (n’s = 207 and 146, respectively), results of exploratory factor analyses revealed that—with the possible exception of one item regarding close relationships—the items assessed individual differences along a single dimension (i.e., relational wellbeing), rather than two distinct dimensions (i.e., social connections and close relationships). Second, in an initial pre-COVID-Era main study within the UK (n = 192), results of confirmatory factor analyses provided support for the hypothesized one-dimensional factor pattern, although the same problematic item from the pilot studies continued to under-perform relative to the other seven items.FindingsIn a subsequent COVID-Lockdown-Era main study across India (n = 205), Greece (n = 354), and the UK (n = 390), results of confirmatory factor analyses established that—after omitting the same problematic item that had surfaced in the preceding studies—a one-dimensional factor pattern provided equally satisfactory fit for the three samples.Original valueAlthough we had not set out to test a priori hypotheses regarding mean similarities or differences in relational wellbeing among our COVID-Lockdown-Era studies, results of an analysis of variance revealed that persons within the UK scored significantly lower in relational wellbeing than did persons in India or Greece.LimitationsAs noted above, one particular item repeatedly performed poorly in factor analyses; this item ideally should be dropped from the relational wellbeing scale in future research.

Copyright of French Journal of British Studies / Revue Française de Civilisation Britannique is the property of Centre de Recherches et d'Etudes en Civilisation Britannique and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Energy systems across the world are becoming localized, decarbonized, and digitalized. This is the era of local energy system integrating heat, power, and transport. Local energy system refers to arrangements that operate locally at a scale less than the traditional centralized model to maximize social, economic, environmental benefits for people or organization in a specific geographical area. Beyond decarbonization, local energy systems are expected to provide a wide range of other benefits such as alleviating fuel poverty, community income generation. The increase in the deployment of local energy systems has been the subject of intensive research and development in recent era. This article aims to review the recent local energy system developments in India and United Kingdom. Specifically, this will focus on local energy system taxonomy, landscape, challenges, pilot projects, policies, energy storage technologies in India and United Kingdom. Further, this work will also discuss how local energy system can be used for electrification of rural India. Thus, this work will put forward the latest developments of local energy system in a developed and developing country. This work will conclude by presenting the way forward for local energy system adoption and development in India and United Kingdom. It is expected that this work will help power and energy system researchers to track down the recent developments and landscape, and lessons of local energy system. This article is categorized under:Sustainable Energy > Other RenewablesClimate and Environment > Net Zero Planning and DecarbonizationEnergy and Power Systems > Energy Infrastructure [ABSTRACT FROM AUTHOR]