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Aim: The aim of this research was to identify healthcare teaching staff's understanding of spirituality, how their understanding may shape teaching practice and how this may contribute to the documented issues around incorporating spirituality into patient assessment and care., Method: A mixed-method, small-scale explorative online survey was used., Findings: Several perceptions and practices were identified that led to a better understanding of the obstacles to teaching in this area. Suggestions were made about how to shape teaching spirituality to improve patients' experience and ensure spirituality is integrated more fully into assessment and care., Conclusion: This study brought a better understanding of obstacles to integrating spirituality into teaching for healthcare lecturers and offered some ideas on how to best address these obstacles.

The integration of digital technology into the practices of teacher education is expected to become the norm in the Fourth Industrial Revolution era. This study sought to determine how lecturers integrate technology into teacher education in two Southern African universities (one in South Africa and one in the Kingdom of Eswatini). In this study, a multiple case study design was utilised, employing a qualitative research approach within an interpretive research paradigm. The study occurred at the two universities as mentioned earlier, conveniently chosen as they were the workplaces of the researchers. Data collection involved an open-ended questionnaire completed by lecturers, and a focus group discussion consisted of purposively selected lecturers from both institutions. Thematic analysis was applied to examine the data gathered from study participants. The findings indicated that initially, lecturers from both universities had limited digital literacy as they were in the process of transitioning from traditional face-to-face teaching methods and required guidance on integrating technology into their instructional practices. The study concludes that the availability of digital tools, software, and the Internet will not automatically equip student teachers with the required competencies to include technology into their instructional methods.

Thesis Defense Examination (TDE) is an assessment that most undergraduate students around the world have to pass in order to graduate from universities. Some students can pass the examination satisfactorily, while others fail due to their poor performance. In the EFL general context, the issue of poor performance of undergraduate students in the TDE conducted in English is a piece of common knowledge among lecturers as the examiners and students as the examinees. Within the Indonesian context, this study aims at investigating students and lecturers’ experiences in Research Methodology (RM) (focusing on written competence) and Seminar on ELT (SoELT) (focusing on oral competence) courses, where the case was taken from the English Education Department of a public university located in Banda Aceh, Indonesia. By using a purposive sampling technique, we involved five students who have passed RM and SoELT, two lecturers who teach RM, and two lecturers who teach SoELT as the participants in this qualitative research. Interviews were employed to gather the data to address the investigation. We consulted Hyland (2004) for the analysis of the teaching and learning of written competence, and Alptekin (2002) to analyze the teaching and learning of oral competence in classroom activities. The results of the analysis show that there are matches and mismatches between what was experienced by the students and what the lecturers experienced. We also found that some activities in the courses hindered students from being competent in their performance in TDE.

Previous research has shown that humor can have an impact on people's interpersonal relationships and the way they are perceived by others. In addition, it has been suggested that use of humor by teachers can be positive, but also negative. The aim of the research was to examine students' perceptions of lecturers described as using different 'humor styles.' Using an online study, a sample of undergraduate students (n = 201) were presented with one of 20 vignettes of a male or female lecturer using a particular style of humor (affiliative, aggressive, self-defeating, self-enhancing) or no humor, while they were teaching content described as 'easy' or 'challenging.' They responded to questions to assess: approachability of the lecturer, feelings of engagement, perceptions of the learning environment, and general perceptions of the lecturer. It was found that a lecturer using aggressive humor was perceived more negatively compared to when using the other humor styles, and that the adaptive styles of humor (particularly affiliative) had a positive impact on student perceptions, compared to when no humor was used. Self-defeating humor was perceived more positively compared to aggressive humor, but, unexpectedly, no differently to the other styles of humor. The findings will add to the growing literature on the use of humor in an educational context. [ABSTRACT FROM AUTHOR]

This study investigates the scholarly publishing practices among LIS lecturers in Nigerian higher education institutions, focusing on their publishing outlets, perceived barriers, and necessary skills for successful publishing. Utilizing a descriptive survey design, the study gathered data from 362 LIS educators across Nigerian institutions through a questionnaire, analyzed using descriptive statistics. The study reveals that LIS lecturers in Nigerian higher education institutions have positive perceptions of scholarly publishing, recognizing its importance for professional growth and career advancement. Furthermore, the findings indicate that while academic journals are the primary outlet for communicating research findings, LIS lecturers also utilize a range of other channels, including conference proceedings, books, social media, and collaborative research projects, highlighting a diverse approach to scholarly dissemination. The findings emphasize the paramount importance of skills required to navigate the scholarly publishing process effectively. The study recommended that higher institutions of education should implement mentorship and training programs specifically designed to support lecturers in developing the skills needed for scholarly publishing.

The lecturers' effectiveness is a key indicator of how higher education is improving. The university will do better the more well its lecturers perform. Performance results from lecturers carrying out their assigned tasks, in this case, implementing the higher education tri-dharma, which consists of teaching, research, and civil service. Achieving both the quantity and quality of higher education's tridharma implementation requires several criteria that impact both internal and external considerations. This research examines how organizational commitment in private higher education institutions in LLDIKTI Region IX affects lecturer performance regarding professionalism. Explanatory research using a quantitative approach directed by questionnaires is employed in the research design. Primary data was analyzed descriptively, and Structural Equation Modeling (SEM) was used. Based on research results, professionalism can improve lecturer performance. In this regard, it was found that professionalism can most influence lecturer performance. In particular, professionalism in social competence is reflected in the ability to express opinions. The main thing that can improve lecturer performance is having social competence that can build good and stable collaboration with other lecturers, education staff, students, and the community to support education.

Abuse of power harms the actions and effects of organizations. In the same vein, the damage will be greater if the abuse occurs in educational institutions. In developing countries like Afghanistan, the possibility of abuse of power in private universities is high. This study presents cases of power abuse in private higher education institutions in Nangarhar, Afghanistan. In this regard, the case study design fits the scope and purpose of the research. The researchers conducted interviews with students, administrative staff, and lecturers of private universities in eastern Afghanistan. As a result, the study found that there are two types of power abuse in private universities in Nangarhar: abuse of power by lecturers and abuse of power by senior management staff. The study also found that the abuse of power in private universities has many negative effects on the education process, such as the graduation of bogus students, low-quality teaching, and reduced research activities.

This descriptive survey investigated students' views on lecturers' engagement in corrupt practices within Kwara State's tertiary educational institutions in Nigeria. The study targeted NCE. Three-level students, with 150 respondents randomly sampled using stratified and purposive techniques from public Colleges of Education. A researcher-designed questionnaire was used, addressing four research questions. Mean and standard deviation analyzed the data, revealing a high level of lecturer involvement in Corruption. Causes cited included greed, students' disinterest in learning, weak enforcement of anti-corruption laws, and lecturer intimidation. Corrupt practices identified encompassed money extortion from students, sexual harassment, score manipulation, forcing `handout purchases, and certificate forgery. Proposed solutions included timely salary payments, robust anti-corruption groups, funding lecturers' international conferences, strict sanctions against wrongdoers, and merit-based recruitment and promotion. These findings emphasize the need to combat Corruption, preserve institutional integrity, and create a conducive learning atmosphere. Implementation of effective anti-corruption measures can promote ethical academic conduct, ensuring transparent and accountable educational systems. Further research and practical interventions are vital to curb Corruption's impact on Nigeria's educational sector.

English-medium instruction (EMI) programmes have been mushrooming in the last two decades as part of the internationalisation processes. However, the rapid implementation of EMI has outpaced research in many different areas, classroom interaction being one of them. Since classroom interaction is an indication of quality teaching, the analysis of the use of questions made by EMI lecturers needs to be carefully examined. Questioning practices, however, may be determined not only by the use of English as means of instruction but also by the discipline. In this study, we intend to analyse whether the questioning practices of university lecturers from different disciplines differ both in the number and the type of questions asked. Thirty-six lectures from history, engineering and economics at various Spanish universities were recorded and transcribed verbatim, to later on undertake the analysis of the questions made. The findings revealed that questions were not very frequent in class, and that there was no statistically significant difference between disciplines. As for the type of questions asked, confirmation check questions were by far the most common, followed by display, referential and self-answered questions in the three disciplines. Based on these results, some pedagogical implications are drawn with a view to fostering more interactive lectures. [ABSTRACT FROM AUTHOR]

This paper presents critical reflections on the interdisciplinary peer observation experiences of early career lecturers at an Irish University in 2020. Participants (from electronic engineering, economics, history and law disciplines) engaged in a reciprocal peer observation of teaching process. This article highlights the observations and lessons learned from the experiences of the participants. In doing so, the study demonstrates the potential benefits of interdisciplinary peer observation, which may encourage early career teachers to adopt a similar approach for teaching observations in other higher-level education institutes. [ABSTRACT FROM AUTHOR]

Background: In education, lecturers play a crucial role in facilitating students' learning process. However, only a few studies explored which lecturers' characteristics can facilitate this process in higher education for rehabilitation healthcare professionals. Starting from students' perspectives, our qualitative study investigated the lecturers' characteristics that facilitate students' learning process in the rehabilitation sciences. Methods: A qualitative interview study. We enrolled students attending the 2nd year of the Master of Science (MSc) degree in 'Rehabilitation Sciences of Healthcare Professions'. Different themes were generated following a 'Reflexive Thematic Analysis'. Results: Thirteen students completed the interviews. From their analysis, we generated five themes. Specifically, a lecturer that facilitates students' learning process should be: 1) 'A Performer who Interacts with the Classroom', 2) A Flexible Planner who Adopts Innovative Teaching Skills', 3) 'A Motivator who Embraces Transformational Leadership', 4) 'A Facilitator Who Encourages a Constructive Learning Context' and 5) 'A Coach who Devises Strategies to Reach Shared Learning Goals'. Conclusions: The results of this study underscore the importance for lecturers in rehabilitation to cultivate a diverse set of skills drawn from the arts and performance, education, team building and leadership to facilitate students' learning process. By developing these skills, lecturers can design lessons that are worth attending not only for their relevant content but also for their value in human experience. [ABSTRACT FROM AUTHOR]

We address calls to develop accountants' critical thinking skills by describing a pedagogy based on Bloom's ([1956]. Taxonomy of educational objectives, handbook I: The cognitive domain. David McKay) taxonomy for cognitive development which can be integrated into an introductory accounting class. The pedagogy recommends instructors be more cognizant of how critical thinking skills are developed, and adopt instructional examples, problems, and testing strategies for each course topic that are explicitly intended to help develop students' critical thinking skills in a stepwise manner. To facilitate implementation, we describe how an introductory accounting class was modified to accommodate the proposed pedagogy. Specific examples are included. We also provide preliminary evidence that the proposed pedagogy positively impacts students' ability to apply accounting concepts (i.e. step three of six in Bloom's taxonomy). [ABSTRACT FROM AUTHOR]

A central aim of university teaching is to transform students' conceptual understanding of disciplinary knowledge. In order to achieve this, lecturers make decisions on subject matter and teaching approaches. However, there seems to be little attention for the role of subject matter pedagogy in university teaching. This study aims to explore a knowledge base of teaching through lecturers' accounts of a relation between subject matter, theory and practice in Child and Education Studies (CES). Four narratives of the lecturers suggest that subject matter is central to how a relation between theory and practice is taught. At the same time, orientation towards teaching was relevant to teaching subject matter. Furthermore, the analysis revealed that every lecture runs into their own limits when teaching theory and practice. The findings suggest that university pedagogy is informed by specific subjects rather than the discipline. Implications for teaching and academic development are discussed. [ABSTRACT FROM AUTHOR]

This study explores whether and to what extent the background information supplied by 10,155 immigrants who took an official language test in Norwegian affected their chances of passing one, two, or all three parts of the test. The background information included in the analysis was prior education, region (location of their home country), language (first language [L1] background, knowledge of English), second language (hours of second language [L2] instruction, L2 use), L1 community (years of residence, contact with L1 speakers), age, and gender. An ordered logistic regression analysis revealed that eight of the hypothesised explanatory variables significantly impacted the dependent variable (test result). Several of the significant variables relate to pre-immigration conditions, such as educational opportunities earlier in life. The findings have implications for language testing and also, to some extent, for the understanding of variation in learning outcomes. [ABSTRACT FROM AUTHOR]

Because of the multicultural nature of Nigerian schools, most employees, particularly teachers, are exposed to one or more psychological hazards at work. In Nigeria, psychosocial work hazards are frequent, but no research has been done to see how lecturers' demographics affect their psychosocial work hazards. As a result, the impact of marital status and qualification on the psychological work hazards of plant science and science education lecturers was investigated in this study. The study used a quantitative research approach and an ex-post fact research design with a sample of 87 teachers from the University of Nigeria, Nsukka. The researchers adapted a 28-item questionnaire on work deviant behaviour to collect data for the study. The questionnaire items have internal consistency reliability of 0.76. Mean and analysis of variance were used to analyze the data. The study's findings demonstrated that lecturers' marital status and qualifications had no bearing on their psychological work hazards. This suggests that the marital status and qualification of lecturers are not significant factors in their psychosocial work hazards. As a result, it was recommended that university authorities be equitable in their handling of psychosocial work hazards of lectures, taking into account their marital status and qualification.

An efficient development of competency-based educational process requires lecturers with high scientific and innovative potential. In order to increase considerably such competencesof senior lecturers and teaching assistants Far Eastern State Technical Fisheries University implements Master’s programme for their training, which provides a noticeable increase in academic potential as well as creation of methodically self-developing environment at theacademic department while lecturers-candidates for Master’s degree are working on their pedagogical theses.

The article deals with preparation of lecturers for research-based teaching in the framework of professional development programs at European universities. It has been noted that the development of professional competencies among lecturers, necessary for such teaching, is determined by 2 factors: the orientation of the institutional policy and corporate culture of a higher educational institution towards the introduction of a holistic system of teaching based on research, as well as professional development programs at university aimed at improvement of existing professional competencies and acquisition of the new ones. The article analyzes the experience of University College London (UK) and the University of Gohenheim (Germany) in preparation of lecturers for research-based teaching. It has been confirmed that these higher educational institutions have implemented a holistic research-based teaching system, as well as extensive professional development programs for lectures to prepare them for such teaching, including not only trainings, but also individual consultations and seminars, mentoring support from more experienced colleagues, manuals, scientific resources, online directories, etc. The article presents actual examples of introduction by lecturers of a holistic research-based teaching system into the educational process at all educational levels.

The article focuses on the environment and nursing knowledge were at the heart of this half-day training, called pre-conference, organized by the University of Laval, Quebec. Topics include considered the six speakers, Clémence Dallaire, Thierno Diallo, Marie-Soleil Hardy, Nisrine Moubarak, Bruno Pilote and Nicolas Vonarx, took turns in an innovative educational exercise.

This study examined the relationship between social media (SN) use, work environment (WE), and research output among lecturers in private universities in Ogun State, Nigeria. A survey research design was utilized, with a sample population of 621 lecturers from management & social science and natural & applied science in all private universities in Ogun State. Data was collected using a questionnaire, and both descriptive and inferential statistics were used to analyze the data. The findings showed that the level of output among lecturers was low, with a higher preference for publishing journal articles over other types of publications such as books and seminar papers. The extent of SN use among lecturers was found to be below average, while the quality of WE were found to be conducive for research activities. The study also revealed that SN and WE jointly influenced lecturers' research output. In conclusion, this study recommends that lecturers increase their use of SN while at the same time ensuring a conducive work environment to improve the low research output among lecturers in private universities in Ogun State, Nigeria. The combined use of SN and a supportive WE could enhance research output and contribute to the overall academic success of lecturers in private universities.

This study aims to reveal the use of software that works with Natural Language Processing (NLP) technology by students, teachers, and lecturers in Indonesia. A total of 166 respondents from 51 institutions in 12 provinces in Indonesia have participated in data collection through questionnaires and interviews. Questionnaire data were presented in percentage form, while interview data were analyzed using the purposive sampling technique. The analysis results show that most students are unfamiliar with NLP but have used the technology in various applications. Based on the data analysis, students and lecturers have commonly used Google translate and Grammarly. However, PoP and elicit applications useful for searching metadata for scientific papers are not widely known. VOS-Viewer and Nvivo as qualitative data processing applications have not been widely used. Thus, it is crucial to conduct training on using the applications mentioned. [ABSTRACT FROM AUTHOR]

Bu araştırmanın amacı, Türkçe eğitimi öğretim elemanlarının teknoloji yeterliliklerine dair görüşlerini belirlemektir. Öğretim elemanlarının görüşleri araştırmacı tarafından oluşturulan “Öğretmen Eğiticileri Teknoloji Yeterlilikleri Anketi” ile Google Formlar üzerinden alınmıştır. Anket, kişisel bilgilerle soruların yer aldığı iki ayrı bölümden oluşmaktadır. Çalışma nicel araştırma yöntemlerinden tarama deseniyle yürütülmüştür. Çalışma verileri 38 farklı üniversitenin 88 Türkçe eğitimi öğretim elemanından alınan görüşlerden elde edilmiştir. Veriler betimsel analiz tekniği kullanılarak analiz edilmiştir. Yeterliliklerin varlığı, yokluğu veya kısmen varlığı anlamına gelen “evet”, “hayır” ve “kısmen” yanıtları sayısal ifadelere dönüştürülerek frekans ve yüzdeler ile sunulmuş ve değerlendirilmiştir. Türkçe eğitimi öğretim elemanlarının 12 ana, 41 alt maddeden oluşan anketin “5.1. Farklı öğrencilerin ihtiyaçlarını karşılayabilmek için teknoloji kullanarak öğretim tasarlarım.”, “6.2. Çeşitli teknolojik değerlendirme uygulamaları kullanarak öğretmen adaylarına model olurum.”, “8.1. Öğretmen adaylarına teknoloji kullanarak diğer kültür ve bölgelerle iletişime geçip küresel bağlantılar kurması için model olurum.”, “10.2. Teknoloji bilgi ve becerilerimi destekleyen sürekli mesleki gelişim ve iletişim faaliyetlerine katılırım.”, “11.2. Eğitimde teknoloji kullanımını savunan profesyonel kuruluşlarla etkileşim kurarım.” ve “11.3. Teknoloji entegrasyonuyla ilgili olarak öğretmen adaylarının düşünce ve kararlarını etkilerim.” maddelerinde kısmen yeterli; “8.2. Öğretmen adaylarının farklı kültürlere ve deneyimlere sahip öğrencilerle teknoloji kullanarak iş birliği yapabilecekleri öğretim içerikleri tasarlarım.” ve “8.3. Farklı düzeylerde teknolojik bağlantı ağına sahip bölge ve kültürler için öğretmen adaylarının ihtiyaç duyabilecekleri stratejileri ele alırım.” maddelerinde yetersiz; diğer maddelerde ise yeterli olduklarını düşündükleri sonucuna ulaşılmış, elde edilen sonuçlardan hareketle çeşitli önerilerde bulunulmuştur.

The research reported on in this article examines the attitudes towards student linguistic diversity and multilingual pedagogies of 30 university lecturer participants enrolled for an accredited short course on multilingual pedagogies at a South African institution. The aim of the course is to support lecturers in helping students gain access to their disciplines using multilingual strategies including translation and translanguaging. Staff from a range of disciplines drawn from 8 faculties formed the first cohort of participants. Within a postmodern research paradigm, an interpretive approach was used to understand and analyze data collected from questionnaires, language histories and a language portrait exercise. We discuss findings on staff perceptions of translanguaging in their teaching; their knowledge of and sensitivity towards their students' linguistic repertoires, their own language backgrounds and the challenges they face in catering for linguistic diversity in their lectures. We also present participants' examples of multilingual pedagogies based on what they had learned from the MP course. [ABSTRACT FROM AUTHOR]

Tolerance is the key to living comfortably, peacefully and happily. In the life of the people and the nation, tolerance has become the benchmark in realizing the advance of a country, as reflected in the Charter of Medina that the Prophet Muhammad p.b.u.h formed a state on the basis of Islamic values, one of which was tolerance. A state or community will embrace safety and peace once its people live in mutual tolerance. In this study, there were three questions needed to be addressed: (1) What is the concept of tolerance in Islam?, (2) What is the attitude of tolerance between religious believers and social tolerance according to Islamic religious education lecturers at UIN Ar-Raniry Banda Aceh? and (3) How is the response of the Islamic religious education lecturers of UIN Ar-Raniry Banda Aceh towards the study which concluded that the city of Banda Aceh was of low tolerance? This study used the qualitative approach with field research methods, employing primary and secondary data. The results of the study revealed that the main criterion in defining religious tolerance was found in the Qur’an Surah al-Kafirun verse 6, while that in defining the social tolerance was in Surah an-Nisaa verse 86. The attitude of tolerance that the Prophet p.b.u.h had shown on various occasions was very comprehensive regardless of place and person, in any capacity. Therefore, the attitude of tolerance of the Prophet p.b.u.h had become a reference for every community to this day and he was also dubbed as the role model (Uswatun Hasanah). Responding to the finding of low tolerance in the city of Banda Aceh from a study, most respondents, however, believed otherwise. They agreed that Banda Aceh has already been a very tolerant city in terms of religious and social aspects in Indonesia. Thus, such low tolerance could not be generalized to all aspects and concluded that the city of Banda Aceh was an intolerant city or had a low tolerance level.

One of the important topics that many STEM (science, technology, engineering, and mathematics) students learn at the tertiary level is differential equations (DEs). Previous studies have explored students’ perceptions of engaging in puzzle tasks in STEM courses; however, no study has explored lecturers’ and students’ perceptions toward using sophism and paradox tasks in teaching mathematics courses, including DEs. This study explores DEs lecturers’ and undergraduate engineering students’ perceptions of using sophism and paradox tasks in the teaching and learning of DEs. The perceptions of 17 lecturers and 134 undergraduate engineering students of sophism and paradox tasks were explored using a questionnaire and semi-structured interviews. The findings showed that more than 50% of lecturers and students perceived that sophism and paradox tasks are enjoyable and entertaining activities which improve students’ mathematical understanding and problem-solving skills, and enhance thinking skills. The findings suggest that sophism and paradox tasks can be used along with routine problems in teaching DEs to provide good opportunities for students to participate more effectively in classroom discussions and motivate them to learn DEs.

Delivery of instructions on line (e-learning) is trending globally especially in areas with security challenges like the North East, Nigeria. Teachers and students can no longer stay in the classrooms without fear of being attacked or kidnapped with attendant consequences on attrition rate and quality of products. This study investigated the e-learning readiness of lecturers and students in Federal Colleges of Education in the North East, Nigeria. The design of the study is descriptive survey. Four research questions and two hypotheses guided the study. The population comprised of 2100 lecturers and students from three accessible federal colleges of education in the North East, Nigeria. Taro Yamen sampling formula was used to determine the sample size of 336. Two instruments were used for data collection. They were Checklist and Questionnaire. Descriptive statistics and t-test were used for data analysis. The study found that e-learning facilities are available and the lecturers and students are ready but faced by many constrains. Recommendations were made based on the findings of the study. [ABSTRACT FROM AUTHOR]

COVID-19 is the biggest pandemic of the 20th century and has hurt humans. Apart from death, this virus also has an impact on the social, economic, and educational fields. Like it or not, COVID-19 causes most schools and campuses to change their learning patterns. This paper tries to discuss freedom of learning, educational management, and challenges in industry 4.0 for Indonesia during this outbreak. With these 3 objectives, we use a literature review approach. The first conclusion is that the independence of learning in Indonesia has not been optimal so far, because in general many teachers and lecturers still use the old pattern (they are the centers of learning). The second affirmation is that education management in Indonesia is still traditionally based, meaning that the use of learning media (for example online) is not fully used. Third, in terms of Industry 4.0, education in schools and campuses, there is an obligation to take advantage of IoT with the aim that students and students can think critically, develop creativity, hone soft skills to communicate, and train to collaborate with various parties. The biggest job is under the Ministry of Education and Culture of the Republic of Indonesia, to evaluate the education curriculum and make extra policies to accelerate the civilization of education during COVID-19.

The purpose of this study was to examine and visualize lecturers' writings submitted to the Mataram State Islamic University's institutional repository during the COVID-19 pandemic. The study used bibliometric analysis with the total number of publications was 166 documents in various types. The results indicated that journal articles accounted for 42.16 percent (n=70) of all publications and more than half (65.66%) of total publications were authored in Indonesian language. Additionally, it was discovered that the terms pendidikan (education) and pembelajaran (learning) were the two most frequent terms in all type of publications, appearing 10,714 and 9,834 times respectively. Furthermore, this study discovered that Abdul Wahid was the most prolific author, while Abdul Quddus was the most collaborative one. This research also found that the terms covid-19 and pendidikan (education) were the most frequently occurring words combined in a single document with at least three cooccurrences. This study was expected to encourage lecturers to have publications and deposited into the institutional repository. It will benefit both lecturers and university in national and international scale. [ABSTRACT FROM AUTHOR]

This study was conducted to determine the quality of work-life among lecturers during the COVID-19 pandemic. The process involved in reviewing relevant literature from the PubMed and Google Scholar databases were based on the criteria that they are written in English, published in 2020, and peer-reviewed. This was achieved using Boolean search with “lecturer or academic or nurse lecturer AND e-learning or online learning or web-based learning or remote learning or distance learning related with the quality of work-life”. The electronic searches identified 53 citations and 5 retained citations. The results showed online learning during the COVID-19 pandemic caused a decline in the quality of work-life among lecturers and the causative factors were found to include poor psychological well-being, stress on IT usage, and reduced work-life balance. [ABSTRACT FROM AUTHOR]

Open educational resources (OERs) have increased in popularity and are becoming an important method of providing access to, and enhancing, the teaching and learning experience for both lecturers and students. Despite their popularity, approaches that may work best for sustaining OER initiatives in Nigerian universities are still evolving in Library and Information Science (LIS) literature. Considering the current budget climate for higher education in Nigeria, a framework that is tended towards the sustainability of OER needs to be developed. This article examines opportunities and threats surrounding OER, as well as highlighting major players in the OER landscape. A mixed method approach consisting of a survey and focus groups was used to gather both qualitative and quantitative information from academics and librarians at selected universities in Nigeria, who participated in the Nigerian Universities Commission's (NUC) OER ranking exercise. Data was analysed using descriptive statistics and thematic analysis respectively. While this paper provides recommendations based on findings on one hand, it also proffers suggestions for other libraries interested in growing OER initiatives focusing on development, implementation and assessment for universities operating with limited resources. [ABSTRACT FROM AUTHOR]

Google App for Education is a technological tool built on web 2.0 ideologies predominantly for coaching, collaborating and mentoring for social contacts and sharing of ideas. However, regardless of it use and value to learning by the lecturers it has not been considerably established. Therefore, the study sought to; identify the GAfE tools utilised by the lecturers; investigate how often the lectures used GAfE; examined difference between lecturers use of GAfE and for instruction and investigates lecturers understand the usefulness of GAfE. Study was a descriptive of cross-sectional employing survey meth-od with purposive sampling of 153 lecturers across the tertiary institution in Oyo State, Nigeria. Stratified sampling technique is used to choose lecturers along institution and gender. Researchers designed structured questionnaire was administered to 153 lecturers (76 males and 77 females). Mean scores was used to answer research questions, while the two hypothesis are tested with: t-test and Analysis of Variance (ANOVA). The findings revealed that lectures usefulness of GAfE is positive, no significant amid male and female and their institution on the use of GAfE. It must be stated that lecturers confidence, boldness, and interaction involvement in using GAfE for learning should be encouraged.

The article focuses on the English Teachers Association of Queensland State Conference 2023, highlighting key insights from keynote speakers and workshops on navigating challenges in education, such as artificial intelligence (AI) integration, and innovative approaches to curriculum delivery in senior English. Topics include discussions on managing the impact of AI tools, practical strategies for inspiring creativity and dynamic pedagogical approaches to facilitate collaboration and discussion.

This paper attempts to describe the role of Islamic boarding school education (Pondok pesantren) in shaping the inclusive mentality and religious ideology of the community, especially in university professors. The results of the study show that teachers with experience in Islamic boarding schools have an inclusive religious ideology. The data shows that 95% of these teachers recognize the reality outside of schools and groups. Eighty percent are tolerant in religion or practice fiqh. Sixty-five percent do not agree with the khilafah, and thirty percent believe that it is difficult to implement the khilafah in Indonesia. [ABSTRACT FROM AUTHOR]

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Assignment model is a powerful operations research techniques that can be used to solve assignment or allocation problem. This study applies the assignment model to the course allocation problem in Nigeria tertiary institution in order to maximize lecturers' effectiveness. A well-structured questionnaire was used to obtain data from lecturers and solved with Hungarian method. The study revealed that adoption of the assignment model in course allocation will help the institution to experience 13.20% increment in lecturers' effectiveness in taking each topic in analysis for business decision. This will lead to increase in the quality of education students get. The study concluded that assignment model is a unique model that can be used to solve course allocation problems in tertiary institutions. The study then recommends that institutions should endeavor to adopt the assignment model in course allocation for optimal benefit and to improve the quality of education in the country. [ABSTRACT FROM AUTHOR]

This article revisits the famous "two cultures" debate between F.R. Leavis and C.P. Snow, with a view to examining its relevance to the academic field of physical education. Snow, in his 1959 lecture, lamented the "gulf of mutual incomprehension" that had developed within the education system between the sciences and the humanities. In hostile response, Leavis contended that Snow's lecture did little more than unreasonably promote the sciences over the humanities. Our article looks at how the sciences and humanities have coexisted within the interdisciplinary domain of physical education in the modern university. We advocate the need for a humanistic approach extending across the sciences and the humanities and social sciences. Relatedly, drawing on the ideas of Leavis, we conclude by contemplating the possibility of a common "creative front" within physical education to the mutual benefit of science and the humanities. [ABSTRACT FROM AUTHOR]

Due to the COVID-19 pandemic, higher education institutions with a face-to-face model have found themselves in the contingency of migrating to online learning. This study explores the perspective of all the lecturers at a Portuguese private higher education institution who were invited to participate, regardless of their research area, in this questionnaire. It aims to propose and test a conceptual model that combines attitudes, preferred activities, and technological experience with the sentiment about the impact of this experience on students’ learning process, on their teaching activity, and on the strategy of higher education institutions. An online questionnaire was conducted to 65 lecturers engaging in emergency online lecturing. The obtained results showed that lecturers reveal a positive attitude towards online lecturing, tend to prefer activities in which they feel most comfortable in face-to-face lecturing, and consider having technological experience useful for online activities. Lecturers have a positive sentiment about the impact of online learning on students’ learning, their faculty career, and the strategy of higher education institutions. The proposed conceptual model test shows that the model has well-fitting conditions. The results confirm the hypotheses formulated: namely, the predictive effect of attitude, preferred activities, and technological experience on sentiment. Faculty engagement in emergency online lecturing shows that the members are available to participate in the changing process, and the proposed conceptual model can be used to assess this readiness.

The study examined the information literacy competencies of lecturers in Nigeria with specific reference to academics in the Faculty of Education, University of Nigeria Nsukka. Seven (7) specific objectives and seven (7) research questions guided the study. The research design was descriptive. Using a simple random sample technique, a sample of 100 was drawn from a population of 241 lecturers from seven Departments in the Faculty of Education of the University. The instrument for data collection was a questionnaire developed specifically for the study. The findings revealed that lecturers have a high literacy level in information media, materials, tools and systems. The findings also revealed that the lecturers possessed literacy skills in the area of user education, library literacy, information literacy, media literacy and internet literacy. Furthermore, it was found that lack of mission statement on information literacy among others impacted negatively on their development of information literacy skills. Understanding the importance of information literacy competencies of university lecturers is important for learning, teaching and research in the university. The study has implications for the university authority. In view of the importance of information literacy for successful educational outcomes, it is important that the university provides the academic staff with the necessary support that will ensure that they have the skills required for success in the academic environment. [ABSTRACT FROM AUTHOR]

Lecturers may be exposed to the same Academic Development Programme but their course of action at personal and professional level vary. In this paper, I analyze the lecturers' contribution in shaping their learning to teach. I interviewed twenty-five lecturers in four private universities in Kenya using semi-structured interviews. The analysis showed that the onus to learn how to teach lies with the individual lecturer (agency) especially in contexts that lack a systematic approach to lecturers' learning. Academic developers may be interested in understanding how the exercise of agency in learning how to teach leads to variations in lecturers' actions. [ABSTRACT FROM AUTHOR]

The article focuses on the English Teachers State Conference, highlighting presentations by various speakers, including previous Botsman award winners and notable figures in Queensland's English education. Topics covered include the importance of reading newspapers, innovative approaches to teaching poetry, the significance of creativity in education, and strategies for enhancing the junior English curriculum through a contextual and creative lens.

Many academic curricula suffer from a teacher-centred focus on knowledge transfer and do not consider the societal needs for competences. This paper reflects on the transformation from theory-centred towards competency-oriented curricula at three Vietnamese Agriculture Universities with support of a Netherlands-funded project. Experts guided the implementation, from analysis of labour market to evaluation of new courses. Based on students' evaluation and lecturers' experiences, both types of respondents reported that after having been exposed to a series of trainings and hands-on experience in and outside classrooms, they gained new sets of knowledge and skills. However, some issues emerged in the process. Among these are the lack of competence among lecturers to design curricula based on outcomes, particularly addressing competence of students' knowledge, skills and attitudes; lack of staff to develop and implement a competence-based curricula; non- aggregation of closely related courses in modules that avoid repetitions and provides time for training of skills and attitudes. There is also a need to train students for competency in performing more complex learning outcomes, such as critical thinking. For this change to happen, lecturers need continuous training in didactics for active teaching, and Universities need to provide means for participative learning.