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The purpose of this study is to examine the effect of missing data imputation methods, namely regression imputation (RI), multiple imputation (MI) and k-nearest neighbor (kNN) on differential item functioning (DIF). In this regard, the datasets used in the research were created by deleting some of the data via the missing completely at random mechanism from the complete datasets obtained from 600 students in Türkiye, the United Kingdom, the USA, New Zealand and Australia, who answered booklets 14 and 15 from the PISA 2018 science literacy test. Data imputation was applied to the datasets through missing data using RI, MI and kNN methods and DIF analysis was performed on all datasets in terms of language and gender variables via Lord's X[superscript 2] method, Raju's area measurement method and item response theory likelihood ratio method. DIF results from the complete datasets were taken as a reference and they were compared with the results from other datasets. As a result of the research, values close to 10% of accurate imputation were achieved in the RI method depending on language and gender variables. In MI and kNN methods, results closest to the complete datasets were obtained at a rate of 5% depending on the language variable. In the MI method, inaccurate results were obtained in all proportions in terms of the gender variable. For the gender variable, the kNN method gave accurate results at rates of 5% and 10%. [The page range (445-462) listed on the PDF is incorrect. The correct page range is 445-463.]

The purpose of this research is to determine whether PISA 2018 mathematical literacy test items show a differential item functioning across countries. For this purpose, only the items in booklet number three were examined using the MIMIC method with Latent Class Analysis (LCA) approach. PISA 2018 tests are mostly developed in English. Therefore, in DIF analyses, the reference group is the UK, while the focal groups consist of the other countries examined in the research (Türkiye, Finland, Japan, and the USA). According to the results, of the 23 test items, statistically significant DIF was observed in eight items in the UK-Türkiye sample, in seven items in the UK-Finland sample, in eleven items in the UK-Japan sample, and in three items in the UK-USA sample. It is seen that the effect and size of DIF in non-homogeneous groups differ between groups and these effects can be examined in more detail with the LCA method.

Public speaking often imposes a nerve-wracking atmosphere in the L2 classrooms. Consequently, an alternative to the anxiety-arousing activity by using advanced technology for pedagogy is urgent. Prior publications reported the use of virtual reality (VR) for training public speaking and alleviating students' public speaking anxiety (PSA). However, no latest review in this area has been published. This present study employed a systematic review to delineate the trends in the latest decade (between 2011 and 2023), synthesizing research outcomes, methodologies, loci, participants, treatment duration, and research focuses. This systematic review was based on inclusion and exclusion criteria. Conceptual and theoretical studies were removed, yielding 16 studies with empirical data to be thoroughly examined. Most studies indicated the effectiveness of VR for teaching public speaking and reducing speech apprehension. Several gaps were disclosed, such as the inconsistency of the research findings regarding whether the short duration of VR exposure resulted in the statistically non-significant effects, the unequal distribution of research loci which were mostly reported from the US, the UK, and Europe, and the major focus on English as L1 instead of L2 public speaking training. The results of this review suggest that more pertinent studies in countries with EFL or L2 learning contexts and longer treatment duration be conducted and reported in the globally renowned English-language journals to verify the effectiveness of VR technology in treating PSA.

This study aims to look at research trends on inquiry and socioscientific in the last 2 decades from 2004 to 2023. The PRISMA method is a reference in determining inclusion and exclusion criteria, as many as 449 articles were synthesized using bibliometric analysis. The result synthesis refers to the distribution of articles per year, research themes, affiliations, countries, authors, and productive journals. The inquiry and socioscientific research trends will peak in 2022, affiliated with the University of Wisconsin-Madison and the University of Southampton. Productive country United states and United Kingdom. Best author Laursen S. and Zeidler D.L. Productive journal CBE Life Science Education from United Kingdom and International Journal of Science Education from United States.

Chinese students studying abroad have been increasing rapidly in the past decades and become a significant financial contribution to receiving countries. Accordingly, understanding their enrollment choice is essential to facilitate college marketing and admission strategies. Though the decision process is believed to be different from domestic students, empirical analysis of Chinese students' enrollment choices is still lacking. This paper fills the void by examining the influential factors of Chinese students' enrollment choice with novel student-level data. We find that in addition to factors domestic students typically consider, such as financial aid and academic quality, Chinese students particularly emphasize college ranking, reputation, and location in their decision process. Furthermore, unlike domestic students who usually prefer colleges with proximity to home, Chinese students' location preference is linked to job prosperity. We also find that the impact of the factors varies for students from different regions of China, which can be attributable to uneven economic development within the country.

As humanity reaches the 5.0 industrial revolution, education plays a critical role in boosting the quality of human resources. This paper reports bibliometric research on emerging TiP during 1993-2022 in the educational field to analyse its development on any level of education during the last three decades. This study employed a Scopus database. The findings are that the trend of TiP publication in educational fields has tended to increase every year during the past three decades and conference paper became the most published document type, the USA is the country which produces the most publications; "Students" being the most occurrences keyword and total link strength. The publication of the TiP is ranked to the Quartile 1, which implies that a publication with the cited performance is a publication with credibility because the publisher has a good reputation. Researchers can find the topics most relevant to other metadata sources such as Web of Science, Publish, and Perish.

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.

Social regulation as a tool is designed to change behavior and ultimately protect the public from some form of harm. In this sense, social work regulation is a tool with the primary goal of public protection. Social work practice regulations vary widely within the United States, and the concept becomes more distorted when examined through an international lens. This manuscript outlines the regulation of social work practice in the United States, the United Kingdom, and the European Economic Area. Regulation in this context is examined through the framework of governance. Attention is given to the mechanism of regulation that is the regulatory body. The regulation of social work practice in the United States, the United Kingdom, and the European Economic Area share many similarities and several fundamental differences.

This paper examines the interplay of creativity, education, and the expressive arts. We begin by presenting a narrative literature review focusing on the use of artistic tools to promote creativity, self-expressiveness, and meaningful aspects of emotional and social learning. This review reveals strong connections between the different components of this interplay, and a special attention is given to the use of arts to promoting creativity and meaningful learning. We then propose the Empowering Creative Education Model (ECEM), which aims to provide a practical framework for employing artistic tools in each of the model's four developmental circles: I, Us, Educational and Community. Each of the four circles includes unique aspects of personal development.

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.

Following the gradual post-COVID-19 return of international student flows, it is important to examine how higher education institutions and international students are reacting to their new environment and how they relate to each other. Central to this relationship is the concept of "belonging"; what it means for international students, as newcomers and temporary residents in their host environment, to feel as if they belong. To address this question, and as a springboard from which further research into the topic can be undertaken, we examined the question of "belonging" within contemporary academic literature. We examined a broad range of literature to determine the key findings, as well as gaps in the implications for theory and practice. Our findings indicate that "belonging" is seldom clearly defined in the scholarly research. We also found that a proactive approach to student integration was the most common thread across the studies examined.

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.

This systematic literature review presents a review of the effects of integrated language arts, science and technology (ILS&T) instruction, with an inquiry- or design-based pedagogy, in elementary schools on student achievement. To this end, an overview of the characteristics of the 19 included studies and their interventions is first presented. Second, the effects of interventions in relation to the study characteristics and outcome variables were examined, by comparing the mean effect sizes. The findings demonstrate positive effects of ILS&T instruction for all reported student learning outcome variables. Third, the relation between characteristics of the intervention and effect sizes was analysed. Interventions with higher levels of integration, a short duration, and teacher professional development activities produce higher effect sizes. These findings are relevant for the design of ILS&T interventions. The analysis was challenged by a lack of detailed information in study and intervention descriptions, which prompts a call for scholars to provide more comprehensive information in their intervention studies.

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.

Objective: This study aimed to compare the approval of medicines for attention deficit/hyperactivity disorder (ADHD) for pediatric patients across five countries. Method: A document analysis was completed, using the drug labeling for ADHD medicines from five countries; United Kingdom, Australia, New Zealand, Canada and United States (US). Comparisons of available formulations and approval information for ADHD medicine use in pediatric patients were made. Results: The US had the highest number of approved medicines and medicine forms across the studied countries (29 medicine forms for 10 approved medicines). Approved age and dosage variations across countries and missing dosage information were identified in several drug labeling. Conclusions: The discrepancies in approval information in ADHD medicine drug labeling and differing availability of medicine formulations across countries suggest variations in the management of ADHD across countries. The update of drug labeling and further research into reasons for variability and impact on practice are needed.

BACKGROUND: The emergence of COVID-19 resulted in a substantial loss of education because of global school closures. Face masks are a potential measure to restrain the COVID-19 spread; therefore, this paper evaluated the effectiveness of face masks in reducing COVID-19 incidence in school settings. METHODS: A systematic review was conducted by searching the literature in the Cochrane COVID-19 Study Register and the World Health Organization COVID-19 global literature. Data were summarized in tabular forms, and the findings were presented as narrative synthesis. RESULTS: A total of 15,709 records were retrieved. The screening and selection led to the inclusion of 12 observational and 2 quasi-experimental studies. Nine studies were conducted in different states, counties, or districts of the United States, and the remaining 5 were reported from Germany, Finland, Spain, and the United Kingdom. The results of 10 out of 14 studies favored mask use in reducing school COVID-19 incidence. Three studies found no link between mask use and COVID-19 incidences, whereas 1 quasi-experimental study noted a higher COVID-19 incidence with mask use in students aged 6-11 years than no use of mask among preschool children aged 3-5 years. CONCLUSION: Mask mandates may lessen the incidence of respiratory infectious diseases in school settings during a pandemic; more well-designed studies are warranted to clarify further the evidence regarding mask use in school settings.

Social contagion, the process whereby psychological states spread from one person to another, is a pervasive phenomenon. However, this has not been adequately explored in the educational context, especially in relation to the social contagion between principals and teachers. This study aimed to examine the social contagion of job satisfaction from principals to teachers and its implications for instructional quality (i.e., clarity of instruction and cognitive activation). We made use of the Teaching and Learning International Survey (TALIS) 2018 data and drew on 47,315 teachers and 3008 principals from two cultural groups: Confucian societies (Japan, Taiwan, Korea, and Shanghai) and English-speaking societies (Canada, Australia, New Zealand, United States, and United Kingdom). Results of multilevel mediation analyses revealed that principal job satisfaction was related to teacher job satisfaction, providing support for the principal-teacher job satisfaction contagion. The job satisfaction contagion was subsequently associated with teachers' clarity of instruction and cognitive activation in Confucian societies, but only cognitive activation in English-speaking societies. Teacher job satisfaction was associated with both instructional quality indicators in both cultural groups. The study provided evidence of the social contagion of job satisfaction between principals and teachers. Study results also demonstrated how the contagion of job satisfaction is subsequently associated with teachers' instructional quality across different cultural contexts.

The study of infant gaze has long been a key tool for understanding the developing mind. However, labor-intensive data collection and processing limit the speed at which this understanding can be advanced. Here, we demonstrate an asynchronous workflow for conducting violation-of-expectation (VoE) experiments, which is fully "hands-off" for the experimenter. We first replicate four classic VoE experiments in a synchronous online setting, and show that VoE can generate highly replicable effects through remote testing. We then confirm the accuracy of a state-of-the-art gaze annotation software, iCatcher+ in a new setting. Third, we train parents to control the experiment flow based on the infant's gaze. Combining all three innovations, we then conduct an asynchronous automated infant-contingent VoE experiment. The hands-off workflow successfully replicates a classic VoE effect: infants look longer at inefficient actions than efficient ones. We compare the resulting effect size and statistical power to the same study run in-lab and synchronously via Zoom. The hands-off workflow significantly reduces the marginal cost and time per participant, enabling larger sample sizes. By enhancing the reproducibility and robustness of findings relying on infant looking, this workflow could help support a cumulative science of infant cognition. Tools to implement the workflow are openly available.

For applied psychologists, the goal is to promote positive outcomes among the individuals and groups they serve. Psychological practice takes place within a real-world context, including societal conditions that both harm and support children. Within school and counseling psychology, growing recognition of the impact of society on children has led to efforts to identify social justice as a key framework and set of strategies. Despite the obvious impact of public policy on the lives of children, there is very limited research on pathways and experiences of counseling and school psychologists who are involved in public policy efforts in their capacity as psychologists. This study addresses this gap, interviewing eighteen individuals across the United Kingdom and United States. Key findings include the importance of cultural responsiveness, professional development opportunities, and building and sustaining relationships. Several implications for future research and practice are provided, highlighting the need for multidisciplinary collaboration among those engaged in public policy and social justice efforts.

This paper reports a systematic narrative synthesis review conducted on the educational effectiveness of genre theory/systemic functional linguistics pedagogies for improving reading and writing outcomes in K-10 education within mainstream classrooms in Australia, the UK, the USA, New Zealand, and Canada. This framework has significant influence on reading and writing curriculum, teacher training, and literacy practices. However, its evidence base has never been systematically reviewed. An exhaustive database search sourced 7846 potentially relevant studies, which were screened according to guidelines for evaluating evidence through systematic narrative synthesis reviews and standardly applied criteria for educational evidence (e.g., The Centre for Education Statistics and Evaluation, What Works Clearinghouse). Very few peer-reviewed intervention studies with control groups and quantitatively measured outcomes were found. A surprising result. Those studies showing positive effects had flaws in research design and quality that preclude their use as educational evidence. This systematic review indicates that there is insufficient rigorous evidence of the benefits, or lack thereof, of genre theory/systemic functional linguistics--based approaches to teaching reading and writing within K-10 education, at least in terms of measurable outcomes for students. More high-quality research needs to be undertaken as the current research record is not sufficient to prove or disprove the value of this approach.

This article provides a review of existing research on youth transitions within regional, remote and rural communities. Results were organised according to the Systems Theory Framework of Career Development, highlighting the importance of geographical location as an environmental influence within the career decision-making process. By deploying a scoping review methodology it was determined that educational institutions, the employment market, socioeconomic status and families are the most significant influences on the career decision-making processes for young people in regional, remote and rural communities. Future research in this area would involve an examination of these four areas.

School absenteeism is a major societal problem, with a range of potential adverse long-term consequences. This scoping review aimed to provide a comprehensive overview of the research on school absenteeism in autistic children and adolescents, expose important gaps in the literature, and explore possibilities for future systematic reviews. Five relevant databases were searched systematically from inception to June 2023, yielding a total of 46 eligible reports from 42 separate studies. All studies were conducted in high-income countries, and most were published in the last decade. Three major themes emerged: occurrence, contextual factors, and interventions. The results of large-scale population-based studies clearly suggested that autistic children and adolescents were absent from school more often than their non-autistic peers, which partly was attributable to co-occurring conditions. Bullying also emerged as a potential risk factor. Only a few preliminary studies were available on targeted interventions, emphasizing the need for more robust studies. More research is also needed on the mechanisms leading to and maintaining school absenteeism in this group of learners. Overall, the diversity of research questions, methods, and definitions used in this body of research suggests that systematic reviews with narrow focus on a few key questions may still be premature.

Intimate partner violence and sexual assault are under-researched experiences in autistic people's lives. Recent research, however, has shown that autistic people are more likely to have been victimized than non-autistic people. This research, therefore, sought to explore the firsthand accounts of a range of autistic people about intimate partner violence and sexual assault. Twenty-four autistic adults with lived experience (6 male, 15 female, 3 non-binary) aged 25-61 years took part in semi-structured interviews online. They were asked about their experiences of intimate partner violence and sexual assault, whether and how they felt being autistic interacted with those experiences, and what recommendations they would have for improving education in the future. Almost all participants had repeated experiences of intimate partner violence and sexual assault, regardless of gender, and there were clear similarities in their stories. Six themes with subthemes were identified. These were "'experiences of abuse'", "'autism used against you'", "'poor family models'", "'impact of/on friendships'", "'handling trauma'", and "'recommendations for future practice'". Autistic people experience many of the same patterns of abuse as non-autistic people do, but there are unique autism-related vulnerabilities and outcomes. We found that there were a variety of responses to these experiences, and call for greater understanding so that autistic victims can be better supported.

This narrative inquiry explores three Chinese university leaders' intercultural competence as a key dimension of their leadership that overseas leadership development programmes enabled them to develop. The leaders visited three different countries -- namely, the United States, the United Kingdom and Canada -- storied their experiences in the programmes and connected their reflections to leadership in the Chinese higher education system. Our narrative analyses show that the overseas leadership development programmes were mediators in the construction of leadership, for which there were two focal themes: (1) leadership as a personal and contextual construction process and (2) intercultural competence as a key dimension of university leaders' leadership. Betwixt and between different higher education systems in different cultural contexts, the reconceptualisation of leadership with intercultural competence is unfurled in the liminal space, which goes beyond the functionalist paradigm of leadership and is also of international interest and value in the global communication of higher education.

Background: Understanding students' naive conceptions about the norms that guide scientific best practice is important so that teachers can adapt to students' existing understandings. Objective: We examined what incoming undergraduate students of psychology believe about reproducibility and open science practices. Method: We conducted an online survey with participants who were about to start their first course in psychology at a university (N = 239). Results: When asked to indicate how a researcher should conduct her study, most students endorsed several open science practices. When asked to estimate the proportion of published psychological studies that follow various open science practices, participants' estimates averaged near 50%. Only 18% of participants reported that they had heard the term "replication crisis." Conclusion: Despite media attention about the replication crisis, few incoming psychology students in our sample were familiar with the term. The students were nevertheless in favour of most open science practices, although they overestimated the prevalence of some of these practices in psychology. Teaching Implications: Teachers of incoming psychology students should not assume pre-existing knowledge about open science or replicability.

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.

This paper analyzes interviews with 27 K-12 distance/online learning experts conducted during the early COVID-19 pandemic, as schools rapidly transitioned to emergency remote instruction. Short video interviews gathered insights from veteran online teachers, school leaders, officials, and scholars on effective remote practices and supporting home learning. Five key themes emerged from qualitative analysis of the transcripts: leveraging synchronous learning for engagement, community, and social-emotional needs; building personal connections among teachers, students, and parents; using technology simply and purposefully; individualizing learning experiences; and distinguishing emergency remote teaching from well-designed online learning. Findings highlighted the value of synchronous interaction, simplicity in technology use, personalized instruction, and managing expectations around crisis teaching limitations compared to systematic online programs. This study offers practitioner perspectives on quality K-12 online education amid emergency circumstances.

Children with neurodevelopmental diagnoses often experience discrimination from their peers at school. This may result from a lack of understanding, and intolerance of differences in their thinking, communication and social interactions. Learning About Neurodiversity at School (LEANS) is a teaching programme designed to educate primary school children about the concept of neurodiversity. The LEANS programme was created by a neurodiverse team, using participatory methods. In the current study, we evaluated whether the wider neurodiverse community endorsed the planned design generated by our participatory approach. Respondents (n = 111) rated their support for key elements of the planned LEANS content, via an online survey. Participants were majority neurodivergent (70%), 98% of whom reported moderate-to-high familiarity with neurodiversity concepts. Over 90% of respondents expressed support for the planned content presented, and 73% of respondents endorsed the draft neurodiversity definition provided. A small number of respondents provided open-ended comments giving further detail on their views. Overall, the LEANS programme plan received a high level of support from this independent, neurodiversity-aware sample -- demonstrating the potential of small-group participatory methods to generate wider community support. The completed resource is now available as a free online download.

This research explores responsible investment practices at Canadian and international universities. We analyze universities' "Statement of Investment Policy and Procedures" and "Responsible Investing Policies" to understand how responsible investing is included and how this varies by region. Our results show that most university investment policies are lacking in content and specificity. We compare four different regions, Canada, the United States (USA), the United Kingdom and Ireland (UK-I) and Australia New Zealand (ANZ) in terms of responsible investment integration. We find a clear international hierarchy, with the UK-I as the most advanced region in responsible investing integration, followed by Canada and ANZ with the USA a distant last place. We develop recommendations which act as tools to help mobilize university knowledge in responsible investing, drawing on globally recognized frameworks, in two areas: governance and policy. Our recommendations are broadly applicable to any post-secondary institution and also expand to other sectors attempting to incorporate responsible investing. Implications for universities and areas for future research will be discussed.

For centuries, the collaboration between higher education and industry (or academic engagement) has become an exciting topic for all related stakeholders, such as researchers, policymakers, or entrepreneurs. Nonetheless, there has yet to be any comprehensive understanding of the extant literature on this topic. Motivated by this gap, this study applies the bibliometric method to review all related documents of academic engagement indexed in the Scopus database between 1978 and 2021. The results showed that the period from 2018 to 2021 identified itself as a golden era with the palpable attention of scholars who contributed to approximately 80% of the related topic. The countries ranked in the top five with dominant publications include the US, the UK, Spain, Italy and Germany. The co-word analysis also recognized technology transfer, research and development, and entrepreneurial university and university-industry relations as the key topics focused on academic engagement works of literature.

Theoretical roots of higher education institutions (HEIs) and Stakeholder Analysis date back to mid-1990s and research was focussed on the role of HEIs in society and sustainable development. While various studies have been published about 'triple-helix model' - bringing government, academia, and industry closer, the concept of HEIs and Stakeholder Analysis needs a comprehensive review of the work carried out till date. Bibliometric and content analyses were performed, incorporating citations from Scopus' database during last 25 years. Thematic mapping was carried out and evolving trends were identified. Findings and analysis of this research disclosed that during the last 25 years there has been a growing interest among scholars towards Stakeholder Analysis and HEIs. It was also noted that majority of research pursuits concentrated in western countries such as USA and UK, while Africa, Asia and South America were under-represented. This work will not only lay a foundation for academics to carry out further research, but it will also give new insights to the policymakers which would enable them to device strategies aiming at enhanced participation of universities/HEIs in the local, regional, and national development.

Background Study: Technology-supported learning environments, act as significant observational and enabling indicators for evaluating and encouraging the digital revolution of education, are of vital importance in current educational research. Keeping track of the dynamics of technology-supported learning environment research allows for the enrichment of theoretical studies and a prompt innovation of talent-training environments. Objectives: The present study carried out a bibliometric analysis of the core collection of WoS database over the last two decades. Method: This study is a bibliometric research. We applied CiteSpace and VOSviewer for co-occurrence and evolution analysis. In addition, we extracted the fundamental ideas and thoughts through reading and analysis. Results: First, the study found that technology-supported learning environment research is in a growth phase, with core journals such as Interactive Learning Environments or Computers & Education. The findings show that a core research team comprised of such scholars as Hwang Gwo-Jen, Lester James C. and Wong Lung-Hsiang. Key nations of publishing and research strength are from China, the United States, the United Kingdom and the Netherlands. Second, the hot topics in research on technology-supported learning environments were virtual learning environments, technology-enabled learning environments and interactive learning environments. Nine study specifics were derived from these three topics such as moulding function, generating scenario, stimulating sensation, effect verification, design idea, research reflection, inquiry and research, virtual community, and mixed environment. Lastly, the frontier evolution offers a pattern of development from enhancing performance to changing mode to incorporating experience. Conclusion: Looking ahead, our research recommendations for the field of technology-supported learning environments include a multifaceted approach. We should aim to enhance research designs and methodologies, develop contemporary guiding theories and strive for a balanced representation across various educational domains, expanding our scope to encompass all academic disciplines. In terms of practical application, it is imperative to focus on the design and implementation of technology-supported learning environments from three critical perspectives: "change-demand," "student-learning" and "online-offline." These approaches will collectively ensure that technology-supported learning environments are both innovative and responsive to the diverse needs of the educational landscape.

Mobile devices in the primary school classroom may improve literacy and numeracy learning, though concerns about risk of bias and uncertainty about modes of effect limit conclusions. This review gathered evidence on how mobile devices (including tablets, mobile phones, and handheld digital games) are used in primary school classrooms to help children's literacy and numeracy skills. An Expert Advisory Group supported the process to help findings relate to everyday practice. The review aimed to assess the impact of mobile devices in primary school classrooms on children's literacy and numeracy achievement, and its methodological quality. The secondary objectives were to assess whether some devices or classroom activities were more effective than others in supporting literacy and numeracy; whether some children benefitted more from these devices (e.g., across age or gender); and whether effects lasted beyond the duration of the studies.

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.

Purpose: This purpose of this paper is to report on the development of an evidence-informed framework created to facilitate the formulation of generative artificial intelligence (GenAI) academic integrity policy responses for English medium instruction (EMI) higher education, responding to both the bespoke challenges for the sector and longstanding calls to define and disseminate quality implementation good practice. Design/methodology/approach: A virtual nominal group technique engaged experts (n = 14) in idea generation, refinement and consensus building across asynchronous and synchronous stages. The resulting qualitative and quantitative data were analysed using thematic analysis and descriptive statistics, respectively. Findings: The GenAI Academic Integrity Policy Development Blueprint for EMI Tertiary Education is not a definitive mandate but represents a roadmap of inquiry for reflective deliberation as institutions chart their own courses in this complex terrain. Research limitations/implications: If repeated with varying expert panellists, findings may vary to a certain extent; thus, further research with a wider range of stakeholders may be necessary for additional validation. Practical implications: While grounded within the theoretical underpinnings of the field, the tool holds practical utility for stakeholders to develop bespoke policies and critically re-examine existing frameworks. Social implications: As texts produced by students using English as an additional language are at risk of being wrongly accused of GenAI-assisted plagiarism, owing to the limited efficacy of text classifiers such as Turnitin, the policy recommendations encapsulated in the blueprint aim to reduce potential bias and unfair treatment of students. Originality/value: The novel blueprint represents a step towards bridging concerning gaps in policy responses worldwide and aims to spark discussion and further much-needed scholarly exploration to this end.

The present study aimed to reveal science education research (SER) general trends via VOSviewer version 1.6.17 software program. For this purpose, a bibliometric analysis of 13,242 articles in the Education and Educational Research (E&ER) category of Web of Science (WoS) was performed. It was found that there was a significant increase in article counts since 2007, and that the most articles were published in 2020. The first conclusion of the current research was that funding support is an important factor in SER article counts published in WoS. The bibliometric analysis results showed that the most frequently used keywords in SER articles were science education, STEM/STEM education, nature of science, assessment, professional development, science, scientific literacy, argumentation, gender, and conceptual change. Another conclusion of this study was that science education researchers' interest varied according to certain year intervals. The study revealed that the most preferred topics were nature of science and professional development during 2007-2021. Additionally, research interest in the topics of conceptual change, scientific literacy, chemistry education, and attitudes during 2007-2016 declined during 2017-2021. The top four research topics in recent years were STEM, argumentation, self-efficacy, and motivation. The countries where most publications came from were the USA, UK, Australia, Turkey, and Canada. The results of this study showed that science education researchers' interest varied according to countries. The results of the study revealed that STEM/STEM education is mostly referred to in articles from the USA, Australia, UK, Taiwan, and Canada. Additionally, while there was more interest in the nature of science in the USA, Turkey, UK, and Canada there was more interest in argumentation in the USA, Turkey, UK, and Taiwan. Additionally, this study revealed the most cited SER articles' distinctive features and strength collaborations between countries and between authors. The results provided a comprehensive review to understand the recent developments in the SER.

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.

In recent years, self-theories such as growth mindset and resilience have gained interest as they have a sizable influence on achievement and school-related motivation. The aim of this study is to investigate the relationship between immigrant students' growth mindset, resilience, and science achievement in PISA 2018 by considering the mediating effect of attitudes toward school. Using secondary data for Australia, the UK, and the USA obtained from PISA 2018, we conducted a series of Structural Equation Modeling analyses to unravel the relationship between self-theories and science achievement. The growth mindset had the strongest effect on science achievement for both immigrants and non-immigrants in all three countries; resilience was positively related to science achievement for immigrants in the US, and attitudes toward school were positively related to science achievement for immigrants in Australia. The mediating role of attitudes toward school between growth mindset, resilience and science achievement could not have been confirmed. We speculate that self-theories might be affecting immigrant groups differently in different countries. Implications regarding these findings are discussed.

This corpus-based study explores the expression of gratitude in the acknowledgement section of doctoral dissertations in both English and Arabic. The objective is to analyse how gratitude in academic discourse is structured in these languages and to explore any differences related to gender. The study examines 80 dissertations (40 in English and 40 in Arabic), further divided by the authors' gender (20 male and 20 female for each language). Data collection involved searching for doctoral dissertations from various sources, verifying the authenticity of the native language through biographical checks, and categorising the acknowledgements based on the year and field of study. The analysis utilised a mixed-methods approach based on Hyland and Tse's (2004) framework, enabling quantitative and qualitative text analysis. The study revealed distinct differences in gratitude expression patterns between English and Arabic dissertations: English acknowledgements often used performative verbs and adjectives, while Arabic acknowledgements primarily employed nominalisation. Notably, Arabic texts showed no use of passive constructions or adjectives. Gender-related differences were also observed, such as the preference for nominalisation among male Arabic authors and the preference for bare mention among female English authors. These findings underscore the significant cultural and linguistic influences on the construction of gratitude in academic acknowledgements. The research contributes valuable insights into pedagogical approaches to teaching academic writing and highlights the interplay between language, culture, and gender in scholarly communications.

This article is concerned with the discourses of teachers and teaching work that have circulated in UK and US education policy circles during the COVID-19 pandemic. Drawing on UK and US policy texts published in Spring and Summer 2020, we discuss how the policy discourses underpinning these texts re/define and mis/recognise teaching work. On a theoretical level, the article bears on a poststructuralist tradition calling, "inter alia," for a critical deconstruction of discourses and the relationships of power they sustain, while also borrowing from critical theorists' understandings of social justice. We argue that while some aspects of teachers' work have attracted more visibility and recognition, these processes have been partial and coexist with the strengthening of some of the hierarchies of teaching work in place prior to the pandemic.

Whether intended by education policy (e.g., via school entrance examinations) or unintended (e.g., via social stratification), selection effects in education (who goes where, gets what, and how much) shape educational opportunities -- influencing the life chances of individuals and groups, and the structure of societies. However, within the quantitative approach to educational research, current statistical methods can struggle to simultaneously evaluate both the presence and impacts of these effects. In turn, this methodological limitation impedes efforts to facilitate equality of educational opportunity. This paper responds with a critical overview of types of selection effects in education, their consequences for educational opportunity, and the statistical methods used for their identification. Two empirical illustrations show how a new statistical method ("airbag moderation") can enable better detection and evaluation of selection effects in education and help direct future research into selection effects in education with a focus on opportunities for equality of educational opportunity.

Swearing uses language forms that are taboo and potentially offensive. These are often used for emotional expression. Multilingual research shows that because the first language retains most emotional force (Dewaele [2004]. "The Emotional Force of Swearwords and Taboo Words in the Speech of Multilinguals." "Journal of Multilingual and Multicultural Development" 25 (2/3): 204-219; Pavlenko [2012]. "Affective Processing in Bilingual Speakers: Disembodied Cognition?" International Journal of Psychology 47 (6): 405-428), it is often the language of choice for swearing. Furthermore, swearing frequency and language preference are associated with different personality traits (Dewaele [2017a]. "Self-Reported Frequency of Swearing in English: Do Situational, Psychological and Socio-Biographical Variables Have Similar Effects on First and Foreign Language Users?" "Journal of Multilingual and Multicultural Development" 38 (4): 330-345). This study draws together these multilingualism research areas to investigate Persian immigrants' language choice for swearing, with reference to personality traits and socio-biographical factors, and in light of the Iranian cultural context. A mixed methods approach was adopted combining questionnaire and interview data. 204 Persian-English multilinguals residing outside Iran participated. Key findings revealed nuanced gender and personality dimensions. Specifically, women with higher Social Initiative (Extraversion) used English swearwords more frequently than Persian swearwords. Men who showed lower Emotional Stability (high Neuroticism) used Persian swearwords more frequently than English swearwords. There was also a positive relation between frequency of the use of Persian/English, self-rated knowledge in Persian/English, and Cultural Empathy and Open-mindedness. Semi-structured interviews provided deeper insight into these language choices. The study highlights how language preferences for swearing are shaped by both personality and socio-biographical factors in complex and nuanced ways.

This cross-cultural ethnography explored the global student mobility patterns of international students from English-speaking countries in China and asked research questions about (a) their motivational factors and acculturation expectations before arrival; (b) linguistic factors influencing their acculturative stressors in the host group community's culture and its academic, social, and public systems after arrival; and (c) their reflections on intergroup ideologies with the host community after graduation, based on looking ahead. This study collected data through fieldwork by observing and interacting with approximately 80 individuals from the United Kingdom, the United States, Canada, Australia, and New Zealand in university towns in East China during the academic years from 2012 to 2023. In turn, 17 individuals who graduated before 2021 were selected as the final sample to conduct in-depth interviews. The study placed the concepts of acculturation expectations and intergroup ideologies at the nexus of linguistic hegemony, symbolic power, and social space. The overarching findings showed that despite positive motivations to visit China, language barriers led participants to express confusion, culture shock, anxiety, and perceived discrimination in their academic, social, and public domains. However, some participants who remained in China after graduation expressed their authentic voices regarding changes in attitude toward the host community culture and their heritage language. Therefore, this study focused on a different dimension of acculturation and linguistic ideology by examining how a linguistically and culturally dominant cohort faced acculturative challenges and negotiated to cope with their stressors in power dynamics.

With their increasing popularity, there is a need for more research clarifying the potential strengths and weaknesses of the comic format for education. The panelled comic format may be particularly effective for educating adults on the scientific aspects of processes (sequences of events, occurring over time, in a series of discrete steps). We tested change in performance in adults (n = 879) in correctly ordering the stages in four processes before and after being exposed to educational material about these processes. The material was presented in a random selection of one of seven experimentally manipulated formats based on characteristics of comic books. Overall, participant performance improved after seeing the educational material. There were significant differences in learning between the processes, suggesting that the benefits, or detriments, of the comic format may be subject-specific. Performance was significantly better when images were subdivided into panels, and worse when an explanatory agent (character) was included, though these differences in performance did not survive adjustment for multiple comparisons. This study presents some evidence that the panelled nature of the comic format supports learning about scientific processes in adults. Given results differed notably between the specific topics to be learned, there is substantial scope for further investigation.

This study provides a "narrative synthesis" of the findings published in journal articles from a broad range of scientific fields about the impact of extracurricular activities (ECAs) on the academic success and employability of university students. The analysis included 39 articles from the Scopus and Web of Science databases, published over the period 2010-2021. Results show that the vast majority of ECAs have a positive impact on the academic success and employability of university students. ECAs showing a negative impact are residual. In light of these results, higher education institutions should promote activities with an educational purpose outside the strictly curricular objectives and beyond the classroom, fostering a more holistic development of students that combines academic success with a better capacity/preparation to enter the labour market.

Background: The imperative for social justice in education means that pre-service teachers should learn how to teach for and about social justice, including pedagogical and content knowledge. Understanding how physical education (PE) pre-service teachers and teacher educators construct and develop their knowledge of social justice pedagogies and critical content, intertwined with values based on social justice and equity, is needed to best support future teachers. Purpose: The focus of this paper is how physical education teacher educators and PE and sport pedagogy university faculty have developed their knowledge of teaching for and about social justice: where their knowledge came from and how they draw upon it in their teaching and programme design. Method: Seventy-two faculty from seven countries engaged in an in-depth interview about their conceptualisation of social justice, their knowledge, practices, institutions, and policy contexts and completed a demographic survey on their social identity and professional experiences. Using a social justice pedagogical and content knowledge (SJPACK) model, thematic analysis generated formal educational study, workplace experience, and personal or social identity bases of social justice knowledge. Findings: Many of those who expressed a commitment to teaching about and for social justice had personal and professional experiences that had provided 'eye-opening' moments. For instance, some had encountered marginalisation and discrimination based on their identity. If social justice issues were not a part of a participant's lived experience, but they had professional experience in the field, they were struck by what they did not know and subsequently sought out postgraduate or professional development. Professional experiences in the field were much more likely than formal education experiences to provide recognition that participants needed to learn more about social justice. Social justice is both knowledge and an ideological stance, so learning about social justice is as much about values and disposition as about content. Social justice must be important enough for teacher educators to embed in their belief system so that it becomes part of their pedagogical practice. Conclusion: This study prompts consideration of the professional development needs of teacher educators concerning social justice that goes beyond acknowledging the existence of sociocultural issues by moving towards changes in pedagogical practices in PETE and PESP programmes. We advocate collaborative and reflective professional development for educators if SJPACK is to be woven throughout teacher education programmes and not just incumbent on educators with personal experience of social justice issues.

Policies of dispersal are increasingly favoured internationally for the resettlement of refugees and asylum seekers. With forty percent of the world's forcibly displaced people being school-aged children, the dispersal of refugee-background people into regional areas means that rural schools are central sites of community response to refugees. Little is known in published research about how rural schools engage in refugee education within the policy context of 'dispersal'. This review of relevant literature examines the educational dimensions of dispersal policies, drawing on research in Australia, Canada, the United Kingdom, the United States and Sweden. Research linking refugee resettlement, refugee education and rurality shows a complex interplay between histories of exclusion and contemporary challenges in both the construction of rural spaces, and the deployment of humanitarian dispersal policies at national and international levels. This literature is thematically organised to show that in refugee education within a policyscape of dispersal, rural schools may be 1) operating in racialised community contexts; 2) working within poorly resourced infrastructure; 3) unfamiliar with refugee-background students; and, despite these challenges, they may become 4) key sites of resistance, creativity and support for refugee-background students and their families.

The emergence of ChatGPT, a Generative AI program, has sparked discussions about its teaching and learning value, and concerns about academic integrity in higher education (HE). An extant review of the literature indicates that a scarcity of research exists on GenAI, specifically a synthesis of the official views, guidelines and articles of top-ranked universities on the use, limitations, challenges, and opportunities brought by ChatGPT in the early phase when ChatGPT was released in 2022 until early May 2023, which can offer insights into the concerns and recommendations for educators. Using the corpus assisted discourse analysis approach, this study identified the key themes and emotions elicited by evaluations of the ChatGPT situation from a self-built corpus containing 151 articles from 47 top-ranked U.S. universities and 34 U.K. ones. Our findings indicated three prominent themes discussed on official websites, including ChatGPT as a text and content generator, use of ChatGPT in teaching and learning, and potential implications and opportunities of using ChatGPT in HE. Further examination revealed that bias, concern, worry, threat, fear, and trust were the prevailing emotions relating to ChatGPT. Illustrated with examples collected from our corpus, this paper offers an in-depth discussion of universities' first responses to the use of ChatGPT. The insights gained have some pedagogical implications for academics, researchers and educators and may inform policy and practice in HE on the use of GenAI.

In this research we attempt to empirically validate a model - using signalling theory - that explains important antecedents and consequences of students' attitude towards internationally accredited business schools. Using a quasi-experimental design, we collected data from undergraduate students of eight countries across four scenarios. The results of our overall model suggest that students' concern for achievement is strongly correlated with their attitude towards international accredited schools. Students' attitude towards accredited business school is a strong predictor of school reputation and legitimacy and both influence their support intentions. The study also indicates that multiple accreditations do not moderate the relationships in our proposed model.