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While scholars have found that undergraduate involvement in research is beneficial, the lack of such experiences in the social sciences and humanities is glaring. This paper analyzes how an emphasis on community through cohort models impacts undergraduate student experience in research, taking from the Emerging Scholars Program, an interdisciplinary research program where cohorts of undergraduates are matched with faculty and attend meetings, workshops, and presentations together. We find that the cohort model created a robust community that fosters positive relationships that develop professional skills and emotional support, allowing students to collaborate and aim more toward their professional goals. The results from this study offer valuable insights into how universities can ensure that students have meaningful research experience beyond the classroom.

ICAP is a framework that classifies learning processes based on students' explicit behaviors. The framework is developed for testing the hypothesis that interactive exercises are better than constructive exercises, and active exercises are better than the passive exercises for higher cognitive engagement and better learning outcomes. The ICAP Framework is intended to assist researchers, instruction designers and instructors in determining the activities appropriate for the aimed research and teaching. This study aims to evaluate articles based on or supported by the ICAP Framework from various aspects. In the study, employing the descriptive survey method, data collection was conducted through document analysis, while content analysis was utilized to analyze the data. The 71 articles reviewed within the study's scope were examined through the "data collection form" developed by the authors. In this context, the articles' general and methodological characteristics and themes and the findings related to ICAP contexts are presented. As a result of the research, no study regarding the ICAP Framework was conducted in Turkey. It was revealed that most of the studies, which have increased in number since 2017 in various countries, utilize the ICAP framework at the analytical level or create models-modules and develop toolsscales based on the ICAP Framework. Additionally, it was observed that mostly undergraduate and K12 students were studied in face-to-face education, with social sciences as the leading disciplinary field and teaching-learning approaches and design-development-evaluation as the most frequently studied topics, while in studies in which mixed and qualitative methods were the leading methods, exploratory and experimental approaches were more preferred. In line with these results, recommendations are presented to contribute to the field.

Required undergraduate diversity courses often expose students to topics and worldviews which may push them out of their comfort zones and prompt dissonance and even resistance. This paper reports on interviews with 68 faculty members across 16 humanities and social science disciplines at five predominantly white institutions in the Southern United States, detailing how they navigated discussion of controversial topics in required diversity courses. Most instructors aimed to expose students to critical social issues yet were concerned that resistance could disturb the learning process. We identified 20 unique strategies for handling controversial topics in class that included proactively establishing community and safety and normalizing conflict, and reactively acknowledging and surfacing multiple perspectives, as well as connecting content to students' lived experiences. Some instructors also reported a lack of controversy or conflict in their classrooms, which they variously attributed to student characteristics or their own disinclination to promote heated discussion - which, we argue, calls into question the breadth and criteria of many institutionally defined diversity course requirements. We conclude the paper with implications for faculty, educational developers, administrators, and institutions.

It can be difficult to align with the present theoretical change in education from teacher-centered to student-centered learning especially in high-power distance cultures like Malaysia that are communal. This study aims to investigate the perceptions of students and lecturers regarding the psychosocial barriers to promoting self-directed and autonomous learning in the Malaysian context. The qualitative research method was chosen based on the research questions. Qualitative research allows the researcher to understand people's beliefs, attitudes, perceptions and behaviors. This study used purposive sampling and semi-structured interviews were conducted with thirteen students and four lecturers at a Malaysian public university. The study found two types of challenges: personal (within the student) and environmental (surrounding the student). Personal obstacles include ideas about the value of education such as an emphasis on grades and diplomas as well as attitudes towards life, such as a propensity for hedonism and a need for spoon-feeding. Environmental barriers include a lack of encouragement for critical thinking, the development of student dependency, issues with university regulations, family and lecturers' attitudes and teaching methods. These challenges were explained using Hofstede's, self-determination and ARCS theories. The study highlights how important it is for teachers to modify their pedagogical approaches and attitudes in order to encourage student-centered learning as well as how important it is for students to get more assistance and support.

Recently debatable arguments have existed regarding the perceived lack of numerical skills among the graduates from the Humanities and Social Sciences. In response to this concern, the Faculty of Humanities and Social Sciences, Faculties of Art in national universities in Sri Lanka have taken measures to more opportunities to undergraduates to bolster their numerical proficiency. This is achieved through the incorporation of mathematics course units for their degree programs along with the main subject streams. The study focuses on factors that affect the undergraduates' attitudes towards making the decision to select the subject mathematics for their first-degree program. A sample survey was carried out using structured questionnaire and stratified random sampling technique was utilized to select a sample size of 352 from the undergraduates belongs to Faculty of Humanities and Social Sciences in University of Sri Jayewardenepura. The binary logistic regression model is utilized, and the study revealed that self efficacy, mathematical anxiety, and interest in mathematics are significantly affected students' attitudes on counting mathematics course units for their degree program. The student who has self-efficacy is 1.03 times more likely to select mathematics course unit at the first academic year than other students. A unit increase of mathematics anxiety with all other factors remaining constant, the odds of a student selecting the mathematics course decreased by 11.2%. When one-unit increases in the interest in mathematics of students the odds of selecting mathematics course unit is 1.06 times more likely to than other peers. These insights suggest that educational institutes, particularly those in the humanities and social sciences, should prioritize enhancing students 'numerical skills. This can be achieved by providing valuable consideration aimed at refining their curriculum and support mechanism, increasing awareness programmes about the importance of studying mathematics course units within their degree programmes and conducting programmes to reduce mathematics anxiety while fostering an increased interest in mathematics.

Individual development plans (IDPs) are increasingly being used in higher education to provide personalized guidance to students that can foster a more purposeful and productive education experience. In this study, we document the graduate student's perspective on the effectiveness of the IDP based on responses from students in course- and thesis-based masters and doctoral programs in science and social science. Informational interviews and mentor meetings were seen as the most useful components of the IDP. Students also felt that the IDP had helped them with many career development activities, but they also highlighted several challenges. Findings from a content and thematic analysis provide insight for those interested in implementing the IDP at their own institution.

Background: Formative assessment is an essential element for improving teaching and learning in the classroom. During the COVID-19 pandemic and national lockdown, educators were confronted with the need to adapt to online assessment. South African educators also experienced challenges that made online formative assessment difficult. Aim: This study explores the experiences of intermediate-phase educators using online tools to enact formative assessment in the teaching and learning of social sciences. This research included a narrow spectrum of socioeconomically diverse schools. Setting: Data were obtained through interviews with a sample of six diverse intermediate-phase educators teaching social sciences from one district in the Gauteng North province. Methods: This research adopted a generic qualitative approach. Themes were derived from the data and five subthemes were identified to report the findings. Results: The results of this study identified factors that prevented the implementation of online formative assessment in the intermediate phase. The data also identified online tools that educators used for online assessment in their classrooms and some barriers. These barriers hindered the participants' ability to provide an interactive and stimulating learning experience for their students. Conclusion: Despite challenges, which included a lack of training and support, as well a lack of trust in their abilities, the participants demonstrated a willingness to incorporate technology in their teaching and assessment. The study highlights the need for ongoing professional development and improved infrastructure and accessibility to support the use of information and communications technology (ICT) in education. Contribution: Based on educators' perceived willingness to make use of ICTs for formative assessments, and their ability to even identify some useful tools themselves, findings contribute to the field of policy implementation related to teaching with technology at this level.

Cognitive and affective interrelationships are increasingly gaining importance in educational literature, assigning emotions a prominent role in the teaching and learning process. This study aims to promote awareness among prospective teachers of their emotional vulnerability and the influence of affective and emotional aspects in the teaching of natural sciences, mathematics, and social sciences. The research had a dual purpose: to analyse the beliefs, attitudes, and emotions of prospective teachers regarding the teaching of these disciplines and to examine the impact on their beliefs and emotions after undergoing specific training. The study topic is justified by the growing attention emotions are receiving as decisive factors in learning processes and the persistent substantial gap in scientific education research, particularly in the realm of online teacher training. To address and analyse this gap, a descriptive quantitative survey study on beliefs, attitudes, and emotions towards the teaching of these courses before and after participation in a training program was designed. The analysis of the data revealed results consistent with previous studies. Specifically, the results demonstrated that prospective teachers showed more negative emotions, beliefs, and attitudes towards the teaching of natural sciences and mathematics compared to the teaching of social sciences. However, in all cases, improvements were observed after receiving specific training. These findings highlight the need to incorporate emotional improvement projects into online teacher training, particularly in the fields of natural sciences and mathematics.

What are the meanings and aims of social sciences in a global social environment marked by ever-growing processes of exchange, connection, inequality and conflict? How do we contend with the social sciences as the science of modernization? How do we account for the Western-centered biases ingrained in their proclamations? And in what ways are the social sciences useful to scholars and professionals in different societies? These questions figure at the heart of IDEAS (International Digital Exchange between Africa and Switzerland), a project that aimed to examine them across continents and generations. [This article was written by the IDEAS Collective. Note: The publication date (2023) shown on the PDF is incorrect. The correct publication date is 2024.]

The purpose of this study was to examine gender and discipline-based Differential Item Functioning (DIF) and Differential Distractor Functioning (DDF) on the Islamic Azad University English Proficiency Test (IAUEPT). The study evaluated DIF and DDF across genders and disciplines using the Rasch model. To conduct DIF and DDF analysis, the examinees were divided into two groups: Humanities and Social Sciences (HSS) and Non-Humanities and Social Sciences (N-HSS). The results of the DIF analysis showed that four out of 100 items had DIF across gender, and two items had discipline DIF. Additionally, gender DDF analysis identified one item each for Options A, B, and C, and four items for Option D. Similarly, the discipline DDF analysis revealed one item for Option A, three items for Option B, four items for Option C, and three items for Option D. The findings of this study have significant implications for test developers. The identification of potential biases in high-stakes proficiency tests can help ensure fairness and equity for all examinees. Furthermore, identifying gender DIF can shed light on potential gender-based gaps in the curriculum, highlighting areas where male or female learners may be disadvantaged or underrepresented in terms of knowledge or skills.

This article reports an English language needs analysis of Colombian Social Science master's students. Information from faculty interviews, course syllabi, and student surveys shows that students need English to access and update their disciplinary knowledge through research articles and book chapters to successfully participate in class activities in Spanish, for which low English proficiency and lack of graduate reading skills can be an obstacle. These findings inspired the creation of "Reading Research Articles in the Social Sciences" course and confirmed the importance of source variety, triangulation, and addressing needs when identified. Methodological and practical contributions are discussed, emphasizing syllabi as key information sources not considered in other needs analyses.

Mathematical symbols, such as those embodying quantum concepts, are indispensable for conveying complex ideas and relationships in academic writing. However, some education researchers and students keep a distance from anything mathematical: algebraic equations, geometrical reasoning, or statistical symbols. How to lower the access threshold for this type of mathematical narrative and reveal the meanings of a range of quantum conceptions to modern educators thus becomes a real problem. Using the pendulum motion equation as a reference point, I argue in this article for the advantages of academic English or French writing genres that fuse a range of mathematical symbols of quantum concepts and conceptual change. Such writings help demonstrate how incorporating the idea of probability (a) refines the debate among conceptual, verbal, and mathematical academic writing; (b) allows new conceptions that draw on the insights from quantum cognition-supported theories; (c) helps explain students' understanding of mathematical symbols; and (d) offers a new taxonomy for categorizing academic writings.

As a "wicked problem," climate change requires interdisciplinary understanding and collaboration in order to prepare future leaders to develop solutions. To this end, as an ecologist and an anthropologist at a mid-sized university in the southeastern U.S., we designed a pair of interdisciplinary, research-intensive courses for first-year Honors students with the goal of improving understanding and communicating the urgency of climate change. We employed High Impact Practices (HIPs) and Course-Based Undergraduate Research Experiences (CUREs) to accomplish learning outcomes during both years of the course. Gains in scientific knowledge and climate change-specific knowledge were assessed with quantitative and qualitative analysis of pre and post-tests. Analysis suggests that the course improved climate change knowledge and sophistication of interdisciplinary thinking and increased student confidence in understanding of the process of science. This course structure offers an approach to providing a practice space for developing multifaceted solutions to wicked problems.

International doctoral students are an indispensable part of the increasingly globalized Higher Education Institutions and play a vital role in continually refreshing the host country's research base and fostering cross-national research collaborations. Despite their contributions, most international student employability experiences have been centered on undergraduate and master's students, and fewer studies have been undertaken to explore the employability experiences of those who study for a doctoral degree. The research team conducted two focus groups with Chinese international doctoral students studying social sciences at two British universities. The focus groups examined the students' perceptions of their employability development within the PhD programs and identified areas for enhancing international doctoral student employability. Results highlight an urgent need for UK universities to develop effective channels to support Chinese doctoral student employability, focusing on supervisors as career mentors, developing graduate skills through fieldwork and teaching opportunities, and co-publications.

The aim of this study was to make a situation assessment by examining the postgraduate theses on flipped learning in Turkey between 2014-2023 in terms of thematic, methodological, and analysis techniques. In the study, the systematic review method, which is one of the literature review methods, was used, and data were collected by document analysis method with 177 graduate dissertation samples sourced from the National Thesis Center of the Council of Higher Education. Thematic examination revealed that the many of studies were completed in 2019 at the master's level within programs at Gazi University, primarily in the Institute of Social Sciences and focusing on the discipline of foreign language education. Methodologically, mixed research methods were frequently used, with the pretest-posttest control group design being prevalent, and a university-level sample size ranging from 1 to 50. Academic achievement tests were the preferred quantitative data collection tools, while interviews were commonly used for qualitative data. In terms of analysis techniques, the t-test dominated quantitative data analysis, while content analysis was the primary method for qualitative data analysis.

This paper critically reviews the research done in education faculties in Nigerian universities. This research, though categorized in postgraduate schools or colleges as mainly in the liberal arts/humanities and the social sciences, depends on the theories and methodologies from other disciplines. The arts and social sciences are disciplines where undergraduates in education take courses in teaching to earn bachelor's degrees, the postgraduate level offers varied opportunities for educational research to maximize the uniqueness of mixed method research for education.

In 2020 a University of Saskatchewan Library Working Group investigated liaison librarian workloads across disciplines to help develop a clearer understanding of variance in disciplinary needs, which would then help inform equitable annual liaison assignments. This article describes the process and data used to compare liaison workloads across the health sciences, fine arts, humanities, science, and social sciences disciplines. Although the Working Group was able to formulate some general recommendations, there was uncertainty around how the COVID-19 pandemic, as well as the Library's shift to a functional organizational structure, might impact liaison librarian activities and annual assignments in the future.

Although well established in developed countries, Ethics review boards in the academia, and specifically for social and behavioral sciences (SBS) research, is a relatively new, and still a controversy inducing endeavor. This study explores the establishment and functioning of ERBs in Israeli academia, serving as a case study for the challenges and progress made in ensuring ethical research practices in non-medical related spheres. A purposeful sample of 46 participants was selected, comprising ERB current or past members and SBS researchers, who each interacted extensively with ERB's evaluation processes. The participants came from all eight research universities of Israel, as well as seven large public and private academic colleges. Open, semi structured In-depth interviews were conducted in order to facilitate a critical reflective stance among the various participants, exploring their experiences, behaviors and the meanings they assign to ERB processes. Our research revealed two major themes. The first is the developmental trajectories in the construction processes of ERBs in Israel, comprised of the following stages: Initiation, expansion, opposition, and acceptance and assimilation. The second was a typology of participation throughout the ERBs' construction process. Inspired by Merton's strain theory, this typology includes conformists, ritualists, ideologists, control-freaks, and insurgents. The findings expose a unique perspective into the initiation, establishment, and development of ERBs, which can shed light on the role of ERBs in general, as well as point out how resistance to ERBs, as well as the different reasons for championing them, affected not only ERBs form and their legitimacy, but also their interaction with researchers.

Climate change (CC) is one of the most urgent problems to solve in this century, the effects of which cover a wide range of disciplines that go beyond the environmental component, becoming a social and economic problem as well. Social educators are professionals who must ensure that the quality of life in socially vulnerable societies is improved. In order to mitigate the problem of climate change, it is necessary for all professionals in the most varied areas to have climate literacy, so that they can adopt behaviors that comply with the objectives of sustainable development. Recognizing the importance of the social educator in the context of contemporary societies, we intended to find out the university students' perceptions on the social education course. With this in mind, we set out to carry out this study, which was based on the application of a questionnaire using a Likert scale. The respondents were 161 social education students at a higher education institution in Portugal. In order to carry out the inferential analysis, we took care to meet the necessary criteria for carrying out parametric tests. The results showed that a majority (72.6 %) of students were concerned about climate change. They (54.7 %) also stated that they would like their course to deal more with climate change, as 74 % acknowledged that they did not have the skills to deal with climate change as a future professional. The results also showed that the students were incapable of correctly listing a consequence of climate change. The data collected and analyzed in this study allowed us to conclude that Environmental Education played a fundamental role in the academic training of social educators, suggesting the need for its reinforcement and inclusion in their training plans. We also found that greater efforts were needed to improve students' climate literacy.

In German primary schools, natural sciences and social studies are learned and taught in an integrative manner within a subject called Sachunterricht. To teach Sachunterricht in a high-quality manner, it is reasonable to assume that primary school teachers themselves require-- among other things, such as knowledge about pedagogy, teaching Sachunterricht, and the various content areas of Sachunterricht--a distinct interest, academic self-concept, and sense of belonging regarding natural and social sciences. Furthermore, they should possess a solid interdisciplinary competence that enables them to teach natural and social sciences in an integrative way. In the present study, we conducted a longitudinal survey of pre-service primary school teachers from a German university over a period of 2 years to investigate the changes in their (self-evaluated) interdisciplinary competence; the changes in their interest, academic self-concept, and sense of belonging regarding natural and social sciences; and the correlations between these constructs. Our data analysis revealed a decrease over time in participants' sense of belonging to natural and social sciences, as well as their (self-evaluated) interdisciplinary competence, while their academic self-concept in natural and social sciences remained stable. Participants' interest in social sciences decreased, while their interest in natural sciences increased. Moreover, we found varying degrees of correlation between these constructs. In summary, the results of the present study provide important insights into the professional development of pre-service primary school teachers within university-based teacher education for teaching natural and social sciences in primary school. The implications of these findings are discussed in detail at the end of this paper.

This paper replicates models developed by previous research to study the effects of graduate education on new graduates' initial employment in the Japanese labor market. If education is the best investment for an individual's economic success, then graduate degrees are expected to provide an individual with higher-earning job opportunities. Despite this reasonable economic premise, previous research showed that master's degrees in the humanities or social sciences in Japan have, in fact, a negative impact on obtaining initial employment compared to those with only a bachelor's degree in the humanities or social sciences. This previous research, however, could not overcome omitted variable bias because of data limitations. Omitted variable bias is a key problem for research on education; therefore, this study uses new longitudinal data to overcome omitted variable bias and clearly demonstrate the robustness of these earlier findings. The empirical results of this study corroborate earlier work, showing that master's degrees in the humanities or social sciences do not provide graduate students with an advantage in obtaining initial employment, after controlling for potential bias. At the same time, this study also confirms that natural science majors have a higher probability of obtaining initial employment in comparison with humanities or social science majors. In other words, this paper offers a valid replication of existing research. This shows that the Japanese labor market structure for graduate students has, in essence, remained the same since previous research was completed.

This study aims to determine preservice music teachers' self-esteem and happiness levels and compare them with other departments. The study group comprised 242 students from Gazi University Gazi Faculty of Education. The Two-Dimensional Self-Esteem Scale and The Oxford Happiness Questionnaire Short Form were used as data collection tools. The method of the study conducted with a quantitative approach was a survey. According to the research data, music education students' happiness and self-competence levels are good, while self-liking levels are moderate. Self-esteem scores do not differ according to grade and gender variables. The contentment levels of music education students showed a substantial difference, favoring females. Looking at the faculty of education in general, all departments are at a moderate level in the self-liking aspect, and all are at a good level in the self-competence aspect. In happiness scores, it was determined that Music and Turkish-Social Sciences students had good scores, while Mathematics-Science group students had average scores at medium level. It was determined that music education pupils had higher averages in all aspects. As the outcome of the comparison analysis, it was determined that the happiness levels of Music Education students were significantly higher than Mathematics-Science Education students.

Systematic reviews, along with other types of knowledge synthesis, are a type of research methodology that attempt to find all available evidence on a topic to help answer specific questions. Librarian involvement in systematic reviews is well established in the health sciences, and in recent years there has been growing awareness of, and literature about, librarians outside of health supporting systematic reviews. This study benchmarks librarian support of systematic reviews in the sciences, humanities, and social sciences (SHSS) by looking at the growth of demand for support, the disciplines requesting this kind of librarian support, and the specific types of support needed. It also examines what SHSS librarians need to be successful in this type of work, including administrative support and workload adjustments.

Suburban inequality is the focus of this double issue of "RSF: The Russell Sage Foundation Journal of the Social Sciences." This introduction addresses the limited related scholarship, describes how inequality unfolds differently in suburban communities than in urban and rural communities, and draws attention to urgent issues related to stratification between and within suburban communities. We argue that inattention to the study of suburban space, methodological and disciplinary silos, and the changing nature of the suburbs have left large holes in our understanding of how inequality operates. This critical review covers areas such as measurement, forgotten suburban scholarship, demographic change, suburban poverty, social supports, race, immigration, education, politics, policing, and future directions for suburban studies. In our call for resisting amnesia, we also draw attention to forgotten suburban histories and studies of a diverse range of suburban communities.

Software installation is an early barrier to success for graduate students in our online statistics class. To help them overcome this potential barrier, our instructional team created the SPSS Early Adopter Program (SEAP). The SEAP gamified the installation task with a discussion badge and bonus point; these external motivators encouraged students to avoid procrastinating on their SPSS installation. To document student experiences with the SEAP, we conducted a nonexperimental, descriptive study of 475 students enrolled in an online statistics course. Data collection and analysis consisted of descriptive statistics of the SEAP completion rate and a reflexive thematic analysis of students' spontaneous reactions to the installation process. Results showed that 205 of 475 students (43%) completed the SEAP challenge. In their unsolicited responses, 14 SEAP completers (7%) spontaneously expressed confusion and uncertainty; we coded this as a theme of academic vulnerability. Another 27 SEAP completers (13%) spontaneously expressed comments like, "I finally figured it out!" We coded these responses as a theme of academic resilience. For academically resilient students, the SPSS Early Adopter Program transformed a success barrier into a rewarding challenge.

Because of the scattered pieces of documents both in Khmer and English about the education systems in Cambodia from the prehistoric period to the present, we have tried to collect all the related documents to review and then combined them into one piece. The combined piece from this review makes it a lot easier for all the researchers and readers who want to know about the education system in Cambodia from the past to the present since the piece has highlighted all the stages of the education process in Cambodia along with the review from the look into the history of Cambodia. This article also looks into the future of the education strategic plan (ESP) in Cambodia based on the policy of the Royal Government of the Kingdom of Cambodia and ESP put forth by the Ministry of Education, Youth and Sport (MoEYS).

Evolution by natural selection is a theory that constitutes a powerful paradigm capable of conveying the teaching-learning of multiple concepts in biology. However, it has been controversial from its formulation to the present, which also affects education. For instance, while some of the basic curricula of primary education in Europe are arranged around the concepts that are considered necessary for structuring the scientific model of evolution (i.e., Sweden), other curricula do not contemplate such concepts. The last is the case of the basic curriculum of primary education in Spain. However, in Spain, on the basis of such a curriculum, there are 17 different primary education curricula corresponding to each of the autonomous communities of the state. The objective of this work is to state a detailed geographical picture of the presence of the concepts necessary to articulate the model of evolution through the analysis of the autonomic curricula of Spain. With such an aim, words that represent such concepts (evolution, inheritance, selection, adaptation and biodiversity, etc.) have been searched for in the natural sciences and social sciences areas of the autonomous curricula of primary education. Furthermore, a search for such evolution-related concepts has also been performed in the activities of eighteen Spanish primary education textbooks on natural and social science subjects. For this purpose, two aspects were considered: characterisation and scientific skills. Both the autonomous curricula of primary education and the textbooks hold important gaps when addressing evolution. The texts include activities that prioritise basic cognitive skills over the more demanding ones associated with scientific competence.

The 'new normal' setup of education posed challenges on courses requiring learners' collaboration. Despite the proven advantages of collaborative writing, several challenges still confront the learners which may affect the quality of their output. Collaboration per se is already a challenge for learners in face-to-face classes, more so in online distance learning. Thus, this study explored the views, challenges, coping strategies, and takeaways of senior high school students in collaborative research writing in the 'new normal.' Thirty (30) reflective essays written by senior high school students from three (3) academic strands, namely Humanities and Social Sciences, General Academic, and Science, Technology, Engineering, and Mathematics were analysed. Ten (10) sample essays from each strand were selected through Critical Case Sampling. Findings revealed that students view collaborative research writing in general as easy, while some see it as difficult. The students met challenges in research technicalities, communication, and collaboration. Varied coping strategies were identified, such as having a positive mindset, being patient, considerate and determined, seeking help from others, maintaining proper communication and collaboration, seeking spiritual guidance, and taking a break. Ultimately, the takeaways of the students were not limited to academics or cognitive aspects--they were also able to gain important values.

This study takes a fresh look at vocabulary learning from the lens of professional translation practice and proposes integrating parallel texts with translation tasks to foster vocabulary learning. The study adopts a quasiexperimental design to examine the effectiveness of using parallel texts in pedagogical translation to foster EFL learners' lexical gains and vocabulary retention. It compares learners' foreign language vocabulary gains as a direct result of pedagogical translation tasks completed under two conditions: (1) Translation tasks with parallel texts (the "parallel-text approach") versus (2) translation tasks without parallel texts. A total of 40 Chinese EFL sophomores in social sciences participated in this study. The study consists of two experiments with identical procedures to allow all participants to swap roles and experience vocabulary learning under both conditions. Qualitative and quantitative data were retrieved from learners' drafts, revisions, and post-tests. The potential benefits of using parallel texts in pedagogical translation tasks were revealed in both between-group and within-subjects analyses. Empirical evidence of the pedagogical value of parallel texts may help language educators to innovate and facilitate learners to rethink their strategies.

To date, very limited research interest has been given to the strategies English medium instruction (EMI) teachers or lecturers deploy to provide corrective feedback (CF) on the language use to their students during class interaction. In other words, when EMI teachers incidentally focus on students' problematic language use, how do they correct it -- providing explicit correction or using recast or elicitation? This article reports on a study that examined CF types EMI teachers and lecturers used during classroom discourse, drawing on data collected from classroom observations and recordings of six different EMI classes in high school and university settings in Korea. The frequency and types of CF used in reactive language-related episodes (LREs) were identified in the EMI classes and compared between the two settings and across disciplines (social science, mathematics, and computer science). Findings showed that all the EMI teachers and lecturers offered CF to their students but with different frequency; the schoolteachers offered CF more frequently than the university lecturers. Also, the schoolteachers used more various types of CF than the lecturers. In both settings, CF occurred most frequently in mathematics compared to the other two disciplines. This article ends with suggestions for ways the findings of this study can be used to raise EMI teachers' awareness of various options for providing CF on students' linguistic errors during their incidental teaching practices.

This study aims to evaluate mathematics curriculum used in social sciences high schools' preparatory classes based on Stufflebeam (CIPP) evaluation model in terms of context, input, process and product dimensions. With this aim, this study seeks to answer "How is preparatory class mathematics curriculum (PCMC) evaluated in terms of its context, input, process and products?" from the viewpoint of teachers and students. Case study method which is one of qualitative research methods is used in this study. The study is carried out in the first term of 2021-2022 academic year in a social sciences high school which uses National Ministry of Education's curriculum. Participants of the study are 65 students and four mathematics teachers. Mathematics achievement test and interview forms are used as data gathering tools. The results of the study revealed that both teachers and students have critical views of context, input, process and product dimensions of the curriculum; however, the criticisms intensify in process and product dimensions of the curriculum. Another finding of the study is that specific conditions of schools and characteristics of students and teachers have a major impact on commitment to curriculum, teaching-learning processes and learning outcomes. Some recommendations are made for implementers and researchers based on the findings of the study. [This article includes an extended summary in Turkish.]

Published studies on SPOC provided inconsistent findings regarding its effectiveness. Adopting a meta-analysis method, this study combined the results of 32 experimental and quasi-experimental studies published in the past 8 years in China for analyzing the overall effect size of SPOC for improving student learning in vocational schools. Data analysis confirmed that SPOC has a moderate positive effect, with a combined effect size of 0.592 (P<0.05). Further analysis revealed three significant factors that moderate the effect of SPOC, including discipline area, group size, and knowledge type. SPOC has a larger effect size for disciplines of engineering technology and medical education than of natural science, and humanities and social science. Integrating SPOC for a small to medium-sized group with no more than 50 students brings about significant improvement in learning outcomes. Compared to declarative knowledge, SPOC is effective for developing procedural knowledge. The findings support the adoption of SPOC in vocational education. To amplify its impacts, multiple factors need to be carefully considered in the design and implementation.

Objective: The purpose of this study was to evaluate the mentoring program of the Minority Scholars from Under-Represented Groups in Engineering and the Social Sciences (SURGE) Capacity in Disasters initiative, a pilot program that aimed to address the challenges that graduate students of color face in academic programs. SURGE promotes mentoring and professional development through its mentoring program for Science, Technology, Engineering, and Mathematics (STEM) students. Methods: Data collection involved distributing online surveys designed in Qualtrics to mentors and mentees five months after the SURGE program's initiation. Separate surveys were created for student mentees and faculty mentors in order to collect feedback about the mentoring program. Mentees and mentors were also asked to rate their satisfaction with the specific individuals in their mentoring network so that the evaluation team could identify issues that arose across participants. Results: We found that students had several motivations for and expectations from SURGE. A majority of the students found the SURGE mentoring program to have been at least somewhat valuable in helping them achieve these expectations. Nonetheless, students did identify a few challenges, namely lack of swift responsiveness from some mentors, not enough guidance on navigating the mentor-mentee relationship, and little to no in-person interaction. While half of the students mentioned that some individuals within their mentoring team were hard to reach, a majority remained satisfied with the overall responsiveness of their mentors. This suggests that the many-to-many mentoring model helped to ensure none were entirely dissatisfied on this measure. Conclusions: These findings support previous research and show promise for mentoring as an effective intervention to the challenges that underrepresented students face in their academic programs and for their retention and representation, particularly in hazards and disaster-related fields. Implications: Overall, given the unique barriers and challenges to retention for minority students in graduate programs, it is important to understand the mentoring needs of underrepresented students in order to provide the best possible help to them during what can be an extraordinarily difficult transition into academia. It is especially crucial to do this for underrepresented students in the fields of hazards and disaster research and practice, as their contributions and perspectives are needed to address social disparities and inequities.

The scholarship of teaching and learning (SoTL) defines itself as an inclusive field of study, and scholars have long lauded its ability to engage academics from each and every discipline. Yet SoTL's research culture has long been dominated by a narrow conception of social science. As a result, the lived experience of scholars from other disciplines, particularly the humanities, is one of engaged alienation. The borders created by SoTL's research paradigm are invisible to those within and somewhat impenetrable to those who are othered by virtue of their disciplinary identities. This paper interrogates the contradictions between SoTL's espoused values and values-in-use.

In an uncertain labour market, the questions around the employability of graduate students take on a new urgency. Fears about the graduate market in the coming years are acute and are compounded by a sense that there is a large disconnect between a university education and what is expected in the workplace. Australian labour market trends clearly demonstrate that the skills most in demand by Australian graduate employers are precisely the transferrable skills which are honed by doing a HASS degree at the university. However, HASS academics do not usually talk about the skills and attributes students are gaining during their university studies and how this is useful in the workplace. Creating this awareness in both staff and students is immensely important for future graduates to survive and excel beyond university. Based on focus groups, interviews, and student-led projects over the last three years, this paper explores how to balance the need to engage with deep disciplinary knowledge with the understanding that this knowledge is only useful in the real world if accompanied by explicit skills. By using a case study, this paper showcases how to articulate skills and knowledge to HASS students to prepare for workforce. Furthermore, it focusses on how graduate attributes and learning outcomes can be connected from assessment tasks to classroom teaching.

The paradigm on which a methodological approach is developed determines the situations in which its application will be most appropriate. The quantitative approach implies a positivist paradigm, the basis of which is cause-and-effect relationships, as well as the questioning and verifying of existing theories. Positivism aims to prove that phenomena from the field of social sciences and humanities are equally subject to measurement as natural phenomena. That assumption is also the epicenter of criticism directed at positivism, from which, in addition to its strengths, post-positivism developed, characterized by more flexible views on absolute objectivity. The aim of this paper is focused on the analysis of the basis of the quantitative approach, the possibilities and limitations of the positivist paradigm and the post-positivist paradigm that overcomes the limitations of positivism. The tasks are as follows: 1. Define the concept of paradigm and its role in pedagogical research, 2. Determine the connection between the positivist and post-positivist paradigms and the quantitative approach, 3. Analyze the strengths and limitations of positivism and post-positivism and the possibilities of overcoming its weaknesses. The authors applied the theoretical method with content analysis and accepted the facts and ideas of positivism as the primary paradigm for researching educational reality. They state that post-positivism is intuitive and holistic, flexible in research, while positivism is based on solid facts that are objective and do not depend on subjective interpretation.

Purpose: The study examines students' conceptions of power and important aspects of teaching for developing the ability to analyse power relations in social science. Methodology: Phenomenography is used in the analysis of 155 student essays, to identify different ways of analysing societal power issues. Findings: When conducting a qualified analysis of a societal power issue, it is crucial that students discern that power is tied to an agent, that power is exercised through agency in specific contextual power arenas, and that they understand how power is relative to the power of other agents in the same arena. Research limitations: The study focuses on Swedish upper secondary students. Comparisons with other groups of learners are welcomed. Practical implications: The critical aspects identified should be used as a basis for teaching designs. Findings imply that the meaning of power as a concept should be highlighted in social science teacher education.

Purpose: This paper explores social media practices with an exemplarily focus on constructions of space and social movements. It aims at identifying prospects for social science education under digital conditions regarding the reconfiguration of content and possibilities for digital literacy. Approach: By reviewing and summarizing popular strands of discussion on the application of social media practices in constructions of spaces and social movements, we identify common didactical themes from an educational perspective. Subsequently, we discuss social networks as real-world learning contexts in light of creative practices. Findings: Building on this, we derive theoretical implications for social science education for teaching and learning within social networks with a special focus on creativity. Following this, we present implications for social science literacy as well as digital literacy, which are two sides of the same coin. Practical implications: Finally, we present implications for future research and outline prospects for a future social science education.

The aim of this study is to determine the environmental behaviour and the approaches to environmental ethics of teacher candidates whether or not they differ in terms of gender, department and place of residence. Moreover, the relationship between the approaches to environmental ethics of teacher candidates and their environmental behaviours was established and interpreted in the study. The research group of the study, in which screening model is used, consists of 881 third year and final year student teachers from the departments of science teaching, primary school teaching and social sciences teaching in five state universities. Out of the teacher candidates, 650 are female and 231 are male students. The data were obtained with Environmental Behaviour Scale and the Approaches to Environmental Ethics Scale. Descriptive statistics, Mann Whitney-U and Kruskal-Wallis H tests, and Spearman Rank-Difference Coefficient of Correlation methods were used for the analysis of the data which determined that there was a low level of relationship between the environmental behaviours and the approaches to environmental ethics of the teacher candidates and that the approaches to environmental ethics and the environmental behaviours differed for some of the variables including gender, department and place of residence.

There has been little real progress in finding feasible approaches to addressing global knowledge asymmetries, especially in the social sciences and humanities. With China's new global role, how Chinese experiences could contribute to global theoretical construction in the human and social sciences becomes the order of the day? As the most valued resources for human, social, and cultural theorization, Chinese thought and experiences also serve as an effective catalytic agent for global intellectual pluralism. The great value of China's intellectual traditions in global theoretical construction fuels Chinese scholarship in the humanities and social sciences to win a reputation on the world stage.

This research determined the implication of code switching to the English achievement of the Grade 11 students enrolled in Humanities and Social Sciences strand. Quantitative research design was used to find out the factors, forms, functions, and frequency of the students' code switching, and to correlate the code switching and the students' English achievement. A survey questionnaire was used to gather the needed data and Pearson correlation was used to determine the relationship between the students' code switching and their English achievement. The results of the study showed that the dominant factors or reasons which influence the students' English-Cebuano code switching were loss of words, exposure in English and Cebuano languages, comfort, and lack of awareness on equivalent English terms or phrases. The study found out that the most common form of the students' code switching was extra-sentential or tag switching. Furthermore, the findings showed that the prevalent functions or usage of students' code switching were quotation, addressee specification, interjection, message qualification, personalization, clarification, and facility of expression. Generally, the students rarely code switched and they have very satisfactory English achievement. It was found out that the students' code switching has no significant relationship with their English achievement.

The pandemic has posed a number of challenges to university studies. The whole study process, the conditions, the context, the conditions for student mobility, the technical possibilities, and finally the quality of the studies have changed. During the pandemic period, a number of studies have been carried out on how higher education is organised in the context of a pandemic, but there is still a lack of analysis on how students perceive the usefulness of distance learning. A quantitative study was carried out with a contingent of 132 prospective preschool and primary education teachers, and students in the field of social sciences at three Lithuanian universities. The aim was to explore possible antecedents of the perceived usefulness of an online learning platform during the pandemic. The sample consisted of 24 first-year, 52 second-year, 28 third-year and 28 fourth-year students. The data obtained during the study were processed and analysed using SPSS software. In addition, structural Equation Modelling (SEM) with Lisrel 9.3 for Windows has been used to test the model. Three factors were extracted. All constructs have a very good convergent and discriminant validity. These factors are important for analyzing the effectiveness of distance learning in general. It was found that the most important contributor to the perceived usefulness is the ease of access. It was also found that content adaptation has a positive influence on the perceived usefulness.

The objective of this study is to assess the efficacy of a comprehensive strategy for developing the professional abilities of social educators. Additionally, it seeks to identify the problems encountered by high schools in this regard and examine the process of cultivating professional competencies. The research comprised a sample of 253 individuals from L. Gumilyov Eurasian National University, located in Astana, Kazakhsta. The study compares the diagnostic results on a quantitative and qualitative level. The assessment standards of Fisher and the descriptive statistics were acquired. The study's data was gathered by requesting questions from teachers and students, testing, interviews, and evaluations from experts who fit this profile. The findings indicated that future social educators will have problems with their lack of high-level professional competence. Additionally, the majority of employers have requirements that are related to how well students develop their skills as well as their motivation to engage in extracurricular activities, work on themselves, and engage in future professional endeavors. The study revealed that employing an integrated strategy for the training of prospective social teachers yielded the most significant impact on the development of their professional abilities. The study's findings can be used to improve vocational training for social educators.

In South Korea, curriculum is revised, made public and implemented under a system known as a nation led curriculum. The South Korean national curriculum was completely revised 10 times between 1946 and 2015. At present, a complete revision is underway to replace the current 2015 national curriculum which is called the 2022 revised national curriculum. This study aims to analyze stakeholders' responses to the YouTube public hearing on social studies curriculum according to the 2022 revised national curriculum in South Korea in order to understand the context and causes of the issues that emerged. Text mining, semantic network analysis and word cloud techniques were employed to identify issues. As a result, three issues were identified in the social studies curriculum: the balanced development of general elective subjects in high school; the separation of social sciences and geography and division of textbooks in middle school social studies and the separate listing of four subjects, specifically geography, social sciences, history and morals. The issues revealed in this study provide beneficial implications for future social studies curriculum development, revision as well as the development of future research.

Situated against the increasingly popular role of English and the internationalization of higher education, English as a medium of instruction (EMI) has become an observable phenomenon in Vietnamese tertiary education. However, there is still a dearth of studies looking at how EMI is viewed and understood by students from different disciplines. This study aims to investigate the attitude of university students majoring in natural sciences and social sciences towards EMI. By exploring the students' attitudes towards EMI, the study attempts to explain the challenges they encountered. Data were collected using questionnaires administered to 215 university students, including a group of 103 natural science students and another group of 112 social science students. The data highlight significant attitudinal differences between these two groups of students. Those majoring in natural sciences were recognizably satisfied with more obviously-defined learning intentions in EMI classes, whereas those majoring in social sciences were more concerned about their levels of concrete achievement in English proficiency. Based on the study findings, it is implied that lecturers should develop an informed EMI pedagogical competence and assist students in developing discipline-relevant EMI learning strategies.

Purpose: The Basque Country has been suffering political conflict and human rights´ violation for decades, tearing the social fabric. Human rights and peace education carried out through the testimony of the victims and their memory about this recent violent past can play an essential role in reestablishing the social understanding. This article aims to make known the experience of Adi-Adian initiative developed with the victims of the politic violence in the Teacher Training School of the University of Basque Country and asses its effectiveness in terms of critical thinking and empathy. Design/methodology/approach: This research is based on group discussion and personal surveys focused on students' feedback as a suitable method to analyze the way of thinking of students, their feelings and opinions about the violence. Findings: The results indicate that these initiatives implemented at school might be suitable to achieve the goals of human rights and peace education and deepen on democratic citizenship.

Purpose: The purpose of this study is to discuss mutual understandings of political issues among students and academics. The aim is to suggest a framework that teachers can use to address politics from both the discipline's and the students' perspectives. Design/methodology/approach: This study is based on semi-structured interviews with twelve students in six upper secondary schools and eight social science academics in Norway and Sweden. Findings: We identified four guiding aspects for defining political issues in social science education to connect disciplinary thinking with students' views of the political. These aspects are: 1) collective, 2) contemporary, 3) conflictual, and 4) contextual. Limitations: This study relied on interviews with a selection of students and academics and what they chose to express. The results may not be applicable to other samples. Implications: The framework presented can be used in social science education to understand and discuss the nature of political issues.

The study aimed to investigate students' perceptions of undergraduate programs in relation to exit examinations, employing a mixed research design. A total of 145 students participated in the study. Deans, Department Heads, and College Quality Assurance Coordinators were selected based on availability and purposive sampling methods. The study focused on three colleges each with four years program durations, including Colleges of Social Sciences and Humanities (CSSH), Business and Economics (CBE), and Natural and Computational Sciences (CNCS). Two departments were randomly selected from each college, ensuring equal representation. Survey data was analyzed using mean, stepwise regression, and one-way ANOVA, while interview data was directly cited from respondents. Results of the study revealed that students' perceptions of exit exams varied across colleges, with CBE students demonstrating a more positive perception compared to CSSH and CNCS. Stepwise regression analysis identified significant predictor variables, including anxiety, stress, risk of exclusion, and resource scarcity, all of which influenced students' perceptions of exit examinations. Overall, the study found that students generally held negative perceptions of exit exams. It was evident that factors such as anxiety, stress, unknown content of the exam, risk of exclusion, and resource constraints contributed to the undesirable perceptions. A collaborative approach involving various stakeholders, including the Ministry of Education (MoE), educational institutions, and departments is necessary to reduce excessive stress and anxiety levels, emphasize the importance of exit examinations, address resource deficiencies, and undertake a nationwide study. MoE needs to formulate a well-defined policy concerning students who do not successfully pass their exit exams.

The Bologna Process represents the most significant extensive reform of higher education in Europe. The particular aspects of the Bologna Process still incite critical evaluations as regards the successfulness of its implementation. The theoretical part of the paper analyzes the fundamental principles defined in the Bologna Declaration, requirements and critical views of the Bologna Process, as well as the relevant research conducted on this issue used for the comparative analysis. The introduction of the Bologna Process into the Serbian university education has initiated numerous changes, the increase of the student mobility being the most striking one. The empirical part of the paper focuses on the study of the following problem: the manner in which students of social sciences and humanities perceive the Bologna Process fifteen years after its implementation into the Serbian university education. Consequently, the subject matter of the research is the observation and description of students' attitudes to this phenomenon with the purpose of acquiring relevant information "firsthand." The achievable objective of the presented research reviews the context and condition of the Bologna Process during 2019/2020 academic year and its feasible improvements, which can contribute to comparative study of similar researches in the time of the pandemics. The specific research tasks include the study of the Bologna requirements, attitudes to the Bologna Process, benefits and restrictions of this reform, and particularly the attempt to suggest the improvement of the Bologna Process realization from the perspective of students of social sciences and humanities. The research sample consisted of the Bachelor students of social sciences and humanities from the Faculty of Philosophy in Niš (N=150). The survey technique and the scaling technique with a rating scale questionnaire were used (BOL-JM-JOZ). The questionnaire had five closed-ended questions, while the Likert scale was comprised of 23 items. The test of the instrument consistency proved its reliability. The obtained results were shown by the chi square test, which proved a statistically significant difference in the respondents' answers as regards the year of study, p<0.05. The main factors were extracted from the assessment scale by the application of the factor analysis. These factors examined the students' perceptions of the Bologna Process, comparing the answers provided by the students of the first, second, third and fourth year of study of social sciences and humanities, p<0.05.