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This article problematises the place of religion within publicly managed Education and Training Board (ETB) schools in the Republic of Ireland. The study draws on interview data from 43 school personnel across 18 ETB second-level schools, as well as eight interviews with ETB Education/Chief Executive Officers. Having established the legal and historical contexts, the place of religion is explored from the perspective of school life and prescribed curriculum. Across the 18 schools, the prescribed curriculum for Religious Education did not take the form of 'faith formation'. Rather, focus was placed on exploring all world religions. However, this compares with the role of religion within the life of the school; 14 of the 18 participating schools had religious dimensions as part of school life. Half of these schools (n = 7) were Designated Community Colleges, while the remainder were Non-Designated (n = 7). The religious dimension was always Catholic in nature. Bar a few exceptions, the role of religion within the life of the school remained largely unquestioned by school personnel. The article explores the findings in light of the legislative and historical contexts.

The dissonance between the socialisation experiences of student teachers during their own schooling and practicums and university-based teacher education programmes is indicative of the broader theory/practice dichotomy in education. While this dichotomy is of considerable interest to all teacher educators, studies of students' pre- and post-placement professional beliefs are rare. The authors availed of the publication of alternative curriculum pathways for Ireland to investigate the curriculum beliefs of student teachers immediately before and after their final school placement. Important contextual aspects of the study including school and teacher culture and the proposed curriculum pathways are introduced. The stark contrast between student teachers' preferences and their views regarding the feasibility of the various pathways and their commitment to pupil-centred learning are among the main findings of the current study. A positive relationship emerged between respondents' curriculum preferences and their grades in curriculum studies. These emerging themes are considered from the perspectives of student teachers' beliefs about pupil learning, the theory/practice dichotomy and the importance of developing school--university partnerships.

This paper reports a longitudinal study of levels of moral reasoning in a convenience sample of Irish undergraduate university students, using the Defining Issues Test 2 (DIT2). The study was timely, as higher education institutions are becoming increasingly interested in the promotion of social capital and the development of the whole person. A total of 259 students completed the DIT2 at the beginning, mid-point and conclusion of their degree course. As with similar international studies, increases in levels of moral reasoning over time were statistically significant. However, Irish students' DIT2 scores were markedly lower than their international peers with 62% of graduating students at the pre-conventional and conventional stages. The paper suggests some context-related explanations for the under-performance of Irish students including the instrumentalist nature of Irish post-primary education, the prevailing culture of consensualism, authoritarianism and anti-intellectualism, the conflation of religious and moral education and the emphasis on economic outputs and contractual accountability.

The Sustainable Development Goals set out by the United Nations advocate that all learners will have the knowledge and skills needed to promote sustainable development. Development education, education for sustainable development and global citizenship education are deliberate educational interventions, which all address global justice and sustainability issues. Current research continues to expand our understanding of the field, but there are no recent reviews of the literature addressing the impact of these educational interventions. The objective of this paper is, therefore, to examine the impact of intentional development education, education for sustainable development and global citizenship education. We reviewed 243 abstracts against specific inclusion criteria: 127 from Scopus, 101 from ERIC, and 15 from EBSCO. Of those abstracts, 99 met inclusion criteria and underwent double review, which excluded further studies. Of the final 44 papers included for review, 26 focused on education for sustainable development or environmental educational themes, 12 were global orientated in content, either through development education or global citizenship, and six were intercultural educational interventions. In this paper, we provide an overview of measures of assessment of learning used, review the evidence of the impact on learners, and address some methodological and pedagogical questions arising from the review. [ABSTRACT FROM AUTHOR]

Teachers' social and emotional competence has influenced the recruitment, preparation, and retention of teacher candidates. Latent growth models assessed the growth trajectories of pre-service teachers' (N = 305) reported levels of psychological well-being during four years of teacher preparation. Ryff's 54-item scale, six sub-domain model, of eudaimonic psychological well-being was used. Results indicated there were longitudinal mean changes in the six sub-domains across four years: autonomy showed a significant increase; environmental mastery, positive relations with others, and purpose in life all decreased significantly; self-acceptance and personal growth showed non-significant decreases. Evidence-based teacher preparation programs are needed to develop pre-service teachers' academic, social, and emotional learning. • Growth trajectories of pre-service teachers' reported levels of psychological well-being were examined. • Results indicated there was longitudinal mean change in the six dimensions across the four years. • Environmental mastery, positive relations with others, and purpose in life all decreased significantly. • Autonomy showed a significant increase. Self-acceptance and personal growth showed non-significant decreases. • High quality research evaluating interventions to improve teacher well-being and SEL are needed. [ABSTRACT FROM AUTHOR]

Student evaluation of teaching surveys (SETS) is one of the most controversial tools used in higher education, globally. Recently the impact that SETS had on innovation in pedagogy has been raised as a potential problem. The teaching team experienced a gap between the SETS results generated for a final-year undergraduate class that utilized flipped learning as the innovation and an empirical research project using the same cohort of students that investigated the effectiveness of that pedagogy. Accordingly, from 2014, we established this cross-sectional sequential study over seven semesters to understand how students used the SETS after experiencing this innovation. We conducted a thematic analysis on the 588 SETS results from a final-year undergraduate class studying at an Australian university and found resisting students used the SETS as a weapon with adoption of the innovation of the prime casualty. We recommend SETS be tailored for use where students experience innovation in pedagogy as the use of SETS by students may undermine the adoption of otherwise effective pedagogy and impact the willingness of faculty to pursue innovation in pedagogy. [ABSTRACT FROM AUTHOR]

The purpose of this research is to examine current alignment of tourism, hospitality, culinary, events, and sports management curriculum with the United Nations Sustainable Development Goals (SDG's) across two departments in Higher Education Institutions in Ireland. To do this, a quantitative approach was adopted utilising a content analysis of programme learning outcomes and surveys with programme specific educators. This permitted an evaluation on the current status of incorporation of SDG's within existing curricula and an insight into the motivations and challenges of Education for Sustainable Development (ESD) integration from the perspective of educators. Findings revealed weak levels of current alignment of learning outcomes to SDG's for tourism, hospitality, culinary, events, and sports management curriculum across two sampled departments while educators emphasised a need to upskill on the subject matter in an effort to ensure more comprehensive ESD integration across modules and programmes. The Results overall highlighted the need to ensure future curriculum review and development takes appropriate cognisance of ESD and through communities of Practice within Higher Education Institutions, educators can better embed and advance ESD within third level curricula. The findings presented in this study may have lessons to be learned for other Higher Education Institutions across Ireland and internationally. [ABSTRACT FROM AUTHOR]

Purpose: Higher education is undergoing a significant transformation, demanding a rethinking of instructional methods, the establishment of novel assessment frameworks and the incorporation of state-of-the-art technologies to advance the development of learning competencies. The use of simulations is an alternative that offers satisfactory results and favors learning in new generations. This study aims to present a methodology for assessing the advancement of self-directed learning (SDL) in participants through simulation techniques and show that the incorporation of simulations can improve participants' SDL skills. Design/methodology/approach: This study uses a quantitative approach to evaluate the evolution of various competencies related to SDL among participants. Includes the application of scales specifically designed to measure readiness for SDL, the use of factor analysis to identify and validate essential factors and conducting hypothesis testing to verify shifts in students' perceptions regarding the significance of SDL-related skills. Findings: The findings of this study reveal a positive impact of simulations on the SDL readiness. Factor analysis identified five key factors: self-management skills, openness to learning opportunities, initiative and independence in learning, self-concept as an effective learner and desire for Learning. The use of simulations significantly improved critical thinking, logical reasoning, analysis and decision-making capabilities. These results demonstrate the effectiveness of this technique as a valuable tool for developing SDL skills and highlight the potential of such interventions in complex and uncertain learning environments. Research limitations/implications: The study provided valuable insights into the impact of simulations in the logistics field, particularly in the development of SDL-related skills. There is a need for studies in other areas of knowledge that would allow for the generalization of these results. Likewise, it is advisable to use scales that measure the development of other types of skills. Additionally, the study's focus on short-term effects may not fully capture the long-term development of SDL-related skills. Future research should address these limitations, expand the sample size, conduct longitudinal studies and explore possible contextual and external factors that may influence SDL outcomes in various educational settings, leading to broader and more robust conclusions. Practical implications: The practical implications of this study are significant for both higher education institutions and educators in the logistics domain. The positive impact of the serious game on participants' SDL skills highlights the potential of incorporating interactive and engaging learning tools in the curriculum. Educators can leverage serious games to foster critical thinking, logical reasoning and decision-making abilities in their students. Moreover, the identified key factors influencing SDL development provide valuable guidance for designing targeted interventions to enhance students' self-management, initiative and love for learning. Social implications: The social implications of this study underscore the importance of equipping individuals with SDL skills in a rapidly changing world. By integrating serious games and fostering SDL competencies, higher education institutions can contribute to a more adaptable and resilient workforce. Empowering students with critical thinking, innovative thinking and independent learning, they can enhance their ability to navigate the challenges of the labor market. This, in turn, may lead to a more informed and proactive society capable of addressing complex issues and making well-informed decisions. Originality/value: This article arises from empirical exploration with students from two countries in Latin America (Mexico and Colombia), examining the importance of games in developing SDL skills. Furthermore, it promotes the use of a methodology with a low level of complexity, and that can be replicated with different games. This perspective adds valuable insights to the existing literature, offering practical implications for educators and institutions seeking effective strategies to promote SDL skills among students. [ABSTRACT FROM AUTHOR]

Introduction: The flipped classroom (FC) model shifts the initial presentation of new content from in-class to out-of-class, while in-class time focuses on elaborating previously presented content. Although FC's benefits on learning outcomes are well-documented, the mediating processes remain unclear due to the simultaneous enrichment of learning activities in many studies. This study investigates whether merely flipping the initial presentation of new content, without additional enrichment, enhances learning outcomes. Method: In two studies, psychology students (Study 1: N = 306; Study 2: N = 413) participated in either a non-flipped lecture series (new content presented in class) or a flipped lecture series (new content presented out-of-class via lecture recordings). Learning outcomes were assessed in terms of knowledge acquisition, knowledge application, and metacognitive monitoring. Results: Results showed that students in the flipped classroom condition had significantly higher learning outcomes compared to those in the non-flipped condition. Specifically, the flipped approach improved knowledge acquisition, knowledge application, and metacognitive monitoring. Discussion: These findings indicate that simply shifting the initial presentation of new content to an out-of-class setting is sufficient to enhance learning outcomes in a flipped classroom. This study highlights the effectiveness of the flipped classroom model in fostering student learning without the need for additional enrichment activities, suggesting a structured approach to analyze the components that contribute to learning benefit from flipping the classroom. [ABSTRACT FROM AUTHOR]

This article addresses the integration of Education for Sustainable Development (ESD) in higher education institutions, exploring its effects on academic performance and students' ability to address sustainability challenges. Using the PRISMA 2020 methodology for a systematic literature review, 50 relevant articles were selected from 543 records, providing data on the academic impacts of ESD through bibliometric approaches and surveys. The results revealed that ESD improves academic performance, motivation and engagement, as well as enhances students' ability to solve complex problems sustainably. However, significant barriers, such as a lack of resources and adequate teacher training, hinder effective implementation. Approximately 60% of students in ESD programs show greater motivation and analytical abilities compared to 50% in traditional programs. ESD enriches academic training and equips students with essential practical skills, preparing them to be agents of positive change. Incorporating emerging technologies and participatory learning methods is crucial to enhancing ESD effectiveness. Greater investment in teacher training and standardized educational materials, along with the promotion of international collaboration to share resources and best practices, is required. [ABSTRACT FROM AUTHOR]

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Since the COVID-19 pandemic, the migration to teaching and learning using technology-enhanced activities has accelerated, especially in higher education. With this shift, teaching staff are required to either use commercial products or develop individual online teaching resources. However, commercial resources come with a cost, may not exist for the required topic(s), or may not suit the teaching requirements of a particular student cohort. In addition, it is common for most academics to have limited to no experience in making educationally effective interactive technology-enhanced learning resources. Thus, generated materials may lack critical features that maximise student learning experiences. To address this problem, we distilled over a decade's experience designing and implementing online educational materials for tertiary STEM and Medical and Health Science courses to develop a micro-model taxonomy. Our proposed model builds on the ASSURE and Design Thinking Macro models providing a detailed breakdown of important factors and justifications, where possible, for their inclusion in all resources. While our approach is based on the Articulate Storyline software platform, the taxonomy is software agnostic and can be applied to the design of any technology-enhanced learning resource for any course. Potential pitfalls and areas for enhancing student learning are also addressed. [ABSTRACT FROM AUTHOR]

Education for Sustainable Development (ESD) is a framework proposed by UNESCO to develop knowledge, skills, values, and behaviors in youth for sustainable development. As part of the global development agenda, higher educational institutions are expected to integrate ESD into their curricula. Service-Learning is a type of experiential learning in which students combine academic coursework with community service which is aligned with the learning objectives of their academic program. In light of the global trend, our paper investigates how universities are responding to this call through the introduction of Service-Learning programs. First, a comprehensive review of UN documents presents the background and structure of ESD. Second, a systematic review of the academic literature analyses how Service-Learning is being introduced in higher educational institutes. Key findings are that Service-Learning programs align with most of the UNESCO framework components, but higher education institutions are finding it challenging to implement them. Educators play a pivotal role in implementation, and unless they are trained and incentivized and this is systematized, not only Service-Learning but also ESD may fail to transform learning environments. Furthermore, there is a need for impact evaluation, particularly in terms of key sustainability competences. The three major challenges are insufficient educator capacity, funding, and educator attitudes. These challenges can be addressed through university-based projects addressing local problems that have a visible impact, as well as collaboration with local communities, other institutions and, social enterprises. [ABSTRACT FROM AUTHOR]

Purpose: The importance of multidimensional and engaging instruction for sustainable development goals (SDGs) in higher education cannot be overstated. Such instructions should motivate students not only to memorize and contemplate these goals but also to actively participate in addressing SDG-related challenges. Consequently, this study aims to develop practical and appropriate instructional approaches to education for sustainable development (ESD) in higher education to enhance students' knowledge, attitudes and behaviors concerning sustainability. Design/methodology/approach: By using a quasi-experimental design, this ESD study was conducted at a university in central Taiwan. A total of 121 students from diverse academic backgrounds participated in the 16-week experiment, which was divided into three groups. Lecturing, thematic teaching and design-thinking strategies were applied to these respective groups. Findings: The thematic-teaching and design-thinking groups displaying improved cognitive performance. However, the quantity results revealed that the design-thinking group surpassed the other two groups in sustainability knowledge, attitudes, behaviors and mind map tasks. The qualitative findings further indicated that design thinking – through multiple practical problem-solving activities – guided college students to think independently and sustainably, as well as enabled them to internalize the value of sustainable development. By implementing these effective approaches, the core goals of ESD-related personal and societal transformations may be realized. Practical implications: This study proposed a goal-oriented ESD instructional model for educators, demonstrating the efficacy of design thinking in cultivating higher-order thinking and affection for ESD in students. Additionally, this study introduced an innovative evaluation approach – mind mapping – to the ESD domain, which may compensate for the limitations of the survey method. Originality/value: This study provides empirical evidence for the effectiveness of design thinking and thematic-based pedagogies in sustainable development higher education. Additionally, it also offers a practical ESD instructional model with reference value for scholars and multi-domain instructors. Moreover, the study highlights that by examining organizational governance from the perspectives of design thinking and higher-order affection, sustainable and economic development need not be mutually exclusive concepts. Instead, pursuing SDGs can be viewed as investment opportunities for organizations rather than mere costs. [ABSTRACT FROM AUTHOR]

The aim of this study was to assess student satisfaction levels when implementing the collaborative flipped classroom learning model in sailing-sports-related content. The sample consisted of eighty second-year students (21.9 ± 4 years old) pursuing a degree in Physical Activity and Sports Sciences. To evaluate student satisfaction levels, a validated self-assessment questionnaire was administered following completion of the various workshops. The language used was formal, objective, and clear, without biased or ornamental language. The survey comprised six questions, three of which were in the Likert format and three in the dichotomous format. These questions explored students' viewpoints on participation, usefulness, and satisfaction regarding the implementation of this pedagogical approach. The findings indicate a significant degree of satisfaction and usefulness associated with the employment of this model for teaching sailing sports content. Moreover, students demonstrated a strong sense of engagement with their peers. The implementation of the flipped classroom teaching model among higher education students enhances their satisfaction levels while acquiring knowledge on sailing sports content. [ABSTRACT FROM AUTHOR]

Micro-teaching as a pedagogical approach is practiced in many higher education programmes focused on building knowledge, understanding, skills and attitudes that can be applied in a professional setting. The previous literature attests to the usefulness of micro-teaching experiences in supporting the development of the beginning professional. This paper describes the design and implementation of a micro-teaching programme in one teacher preparation programme with a dual focus on core practices and Approximation of Practice (AoP). AoPs, in this instance, are defined as opportunities to engage in core practices that are proximal to the practices of a particular profession. The paper begins by exploring practice-based education, focusing on core practices and approximations of practice. Micro-teaching as a pedagogical approach is briefly introduced before describing the design and implementation of a specific enactment of pedagogy, a micro-teaching programme using core practices and AoPs. Opportunities and challenges of designing and implementing the micro-teaching programme are discussed and problematised. Finally, some practice considerations are offered to the broader higher education audience regarding the use of AoPs in higher education in the preparation of beginning professionals. [ABSTRACT FROM AUTHOR]

There has been a significant increase in the number of studies on higher education over the years. Higher education research has changed in terms of quantity and quality over time. However, there is a lack of a holistic study on higher education research. The purpose of this research study is to examine the higher education literature holistically based on the top 15 journals addressing higher education, to examine the contribution to the field on the basis of a particular journal, institution and country, and to discover the patterns of the higher education literature. For this purpose, bibliometric analysis was carried out with 19685 publications obtained from the Web of Science covering the years 1956-2022. According to the findings of the study, higher education literature has shown a growth trend. This growth has accelerated significantly in the last two decades. The largest contribution to the literature was made by the "Journal of College Student Development". In the higher education literature, the USA has pulled ahead of 120 countries demonstrated by a significant margin and has become the dominant of the higher education literature. The main themes of higher education literature are (1) assessment, (2) internationalization, (3) equity and social justice, (4) university, and (5) pedagogy/academic writing/curriculum. The countries with the most collaboration among 120 countries are USA, UK, and Australia, respectively. This study has provided a comprehensive perspective on the field by addressing the higher education research with long-term data. By revealing the structure of existing knowledge, it has prepared the ground for future research directions. [ABSTRACT FROM AUTHOR]

Transformation and diversification efforts in South African higher education system continue thirty years into democracy. Access universities play a crucial role in attracting students from previously excluded groups to higher education, specifically Black learners from poor schools with the least resources. Black lecturers in access universities, through shared cultural identities and backgrounds, carry an unspoken responsibility, beyond academic duties, to develop inclusive assessment and feedback practices. This unspoken responsibility must be carried out without compromising academic curriculum requirements and became acutely important during the COVID-19 lockdown period. Through transdisciplinary pragmatism in pedagogical practice, relatability ensures that students engage in meaning-making through participation in the development of solutions that address hyper-localised problems, thus contextualising science in real-world contexts. This study evaluates the role of relatability in the development of inclusive, transdisciplinary, and pragmatic formative assessment and feedback practices for student success in higher education. It does this by comparing the practices and experiences of young, Black lecturers in an access university. Our formative assessment and feedback methodologies and analysis of our teaching portfolios are presented to demonstrate how our personal student experiences have shaped more inclusive practices. In the discussion, we highlight the influence of unspoken responsibilities on Black lecturers to develop student outcomes beyond academic success through assessment and feedback. We seek to highlight how relatability can be leveraged to improve formative assessment and feedback practices towards strengthening inclusive teaching and learning for students' academic success. [ABSTRACT FROM AUTHOR]

Copyright of Investigações em Ensino de Ciências is the property of Instituto de Fisica-UFRGS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Evidence-based decision-making is increasingly common in higher education business programs and business courses. Despite the increase in evidence-based decision-making courses, limited experiential learning exercises are available and no gamified activities could be located. Experiential learning is associated with increased learning, competency development, equity, achievement, engagement, and satisfaction while traditional pedagogies are argued not to meet the needs of a new generation of students. To fill the notable void of gamified exercises for evidence-based courses, this work introduces an adaptation of the classic egg drop exercise with gamified elements. In the gamified experiential exercise, learners navigate the acquisition of resources in a competitive auction, the construction of an egg delivery device, the test of their assembled devices, and the pitch to secure a lucrative egg delivery contract while applying evidence-based decision-making in each phase. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this systematic review was to explore the benefits and challenges in the implementation of simulation-based education (SBE) in the classroom and clinical settings in sub-Saharan Africa. The objectives of this systematic review were to identify the benefits of utilising SBE in the classroom and clinical practice in sub-Saharan Africa and to assess the challenges in the implementation of SBE in the classroom and clinical practice in sub-Saharan Africa. Design/methodology/approach: Five databases were searched for existing English literature (Medline, CINAHL and Science Direct), including grey literature on the subject. Out of 26 eligible studies conducted in sub-Saharan Africa between 2014 and 2021, six studies that used mixed-methods design were included. Hawker et al.'s framework was used to assess the quality of the studies. Quantitative data were presented using descriptive and inferential statistics in the form of means and standard deviations while qualitative data were analysed and presented thematically. Findings: Quantitative findings showed that participants rated SBE highly in terms of teaching (93.2%), learning (91.4%) and skill acquisition (88.6%). SBE improved the clinical skill competency from 30% at baseline to 75% at the end. On the other hand, qualitative findings yielded themes namely: improved confidence and competence; knowledge acquisition and critical thinking; motivation and supervision; independent, self-paced learning; simulation equipment and work schedules; and planning and delivery of simulation activity. Pedagogical skills, competence and confidence are some of the elements that determine the feasibility of implementing SBE in the classroom and clinical settings. Practical implications: SBE could help to bridge the gap between theory and practice and improve the quality of care provided by nurses. Simulation-based training is effective in improving the clinical skills of midwives and increasing their confidence in providing care. However, SBE trainees require motivation and close supervision in classroom settings if simulation is to be successfully implemented in sub-Saharan Africa. Furthermore, careful planning of scenarios, students briefing and reading of content prior to implementation facilitate effective simulation. Originality/value: While there may be a lack of literature on the use of SBE for training nurses and midwives in the developing world, there is growing evidence that it can be an effective way to improve clinical skills and quality of care. However, there are also significant challenges to implementing simulation-based training in resource-limited settings, and more research is needed to understand how best to address these challenges. This study fills this gap in the literature. [ABSTRACT FROM AUTHOR]

The way in which young people's post-school intentions and pathways reflect their social background has been the subject of a good deal of research. However, much less attention has been paid to social differentiation in the amount and kind of career guidance information received by young people and its role in reinforcing or ameliorating social differentiation in transitions. This article contributes by examining the extent to which sources of information and guidance activities vary by social background and school social mix and the consequences of this variation for intentions to go on to higher education. The paper draws on data from a large-scale longitudinal study of young people in Ireland, the Growing Up in Ireland study. It finds that young people from more advantaged backgrounds are much more reliant on their parents as a source of information and advice, reflecting access to insider knowledge of the educational system, and are more likely to pay for private guidance services. In contrast, young people from less advantaged backgrounds and those attending schools with a concentration of working-class students are more reliant on school-based sources of information, though these resources are insufficient to boost their chances of making the transition to higher education. [ABSTRACT FROM AUTHOR]

In accordance with contemporary educational policy, changes have been made to the requirements of initial teacher education (ITE) with the aim of promoting the development of digital competence among pre-service teachers (PSTs). This paper explores what it means for a primary PST to develop digital competence and posits that programmes of ITE should develop the digital teaching competence of PSTs, alongside positive attitudes toward digital technology use. This is a complex and under-researched process involving multiple actors, including higher education institution tutors, school placement tutors, and cooperating teachers. This research gap is addressed within this paper by examining these actors and unpacking the key issues which may prevent PSTs from developing and enacting digital teaching competence. It appears there is a lack of alignment across these actors, which may negatively impact the digital competence of PSTs. Consequently, we propose that the conceptualization of digital competence across programmes of ITE needs to be brought into alignment. Actions including the establishment of a shared vision of pedagogical use of digital technology, formal induction, and ongoing transformative professional learning for all actors across a programme of ITE are proposed if PSTs are to be enabled to develop the digital competence required by policy. [ABSTRACT FROM AUTHOR]

Purpose: This article aims to examine the related effects between out-of-class activities, mediated by in-class activities, on the perception of course and teacher performance in a flipped classroom institutionalized setting. Design/methodology/approach: The authors argue that institutionalized out-of-class (content) and in-class (learning) activities positively impact course and teaching quality perception. This study used a sample of 978 responses from MBA students to conduct a path model analysis to test four hypotheses developed from literature from flipped classroom proposing the positive relationship of out-of-class activities in in-class activities and its influence on the course and teaching performance. Findings: The findings reported that out-class and in-class activities and educator performance influenced course performance perception. In-class activities mediated the out-of-class activities' impact and directly impacted educator's and course performance. Educator performance is positively correlated with course performance. Overall, executives have a positive perception on institutionalized flipped classroom for MBA courses as an effective provision form. The flipped classroom is able to mobilize their experiences and enrich learners' educational experience. Research limitations/implications: Only one unit of the higher education organization was studied, and the authors do not consider indirect effects of the environment on variable's relationships nor the indirect effects whose would be a suggested for future studies. Originality/value: The present study provides new insights on flipped classroom. This study evidenced that flipped classroom planned and standardized in an institutional level positively impacts the outcome within the context of executive education. [ABSTRACT FROM AUTHOR]

Competence assessment has been one of the most crucial aspects in initial teacher training in the context of the European Higher Education Area (EHEA). It has implied a change in teachers' approaches to teaching and learning and is based on different assessment procedures for their training. In order to discover the effect of the assessment procedures applied to the training of competences in teachers, the present study examines research along these lines and in this context published between 2010 and 2021 in international high-impact journals. A total of 1,772 articles have been reviewed, 17 of which were included after the application of the inclusion criteria established according to the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) Statement. The results demonstrate the use of assessment procedures based on applied means, strategies and tools in order to train pre-service teachers in cross-cutting teaching competences. However, in the majority of the studies analysed, the effectiveness of these procedures is empirically based on the self-perception of those involved and not so much on experimental studies. We advocate the latter due to their value in terms of cause and effect. [ABSTRACT FROM AUTHOR]

The social foundations of education (SFE), an interdisciplinary educational field of study, occupies a tenuous position in university-based schools of education. In the era of teacher professionalization and practice-based teacher education, SFE has been relegated to the fringe and its value to teaching practice has been largely disregarded. Focusing specifically on conceptual essays and qualitative studies published by SFE university faculty that advocate for a closer relationship between SFE and teacher education, this literature review examines the ways that SFE teacher educators articulate the value, purpose, and contributory role of SFE in teacher education and explores the pedagogical approaches that they use in their pre-service teacher education classrooms. After analyzing the purposes of SFE in teacher education, as defined by SFE faculty, and the pedagogies that inform their teaching practice, I conclude this review by discussing the fundamental tensions and deeply embedded conflicts between teacher professionalism and the cultural perspectives and knowledges that are highly valued within the SFE discipline and by offering recommendations concerning the future of SFE. [ABSTRACT FROM AUTHOR]

Purpose: Unprecedented progressions in the sector of Information and Communication Technologies (ICTs) have led to the trendsetting of Education 4.0 paradigms. A byproduct of breakthroughs in Education 4.0 is the "Cybergogy" paradigm that particularly stimulates learning and builds competencies in a virtual environment for the new era. Toward that, the objective of this review paper is to explore how cyber-physical learning is being adopted within cybergogy paradigms with its current state-of-the-art, traits, design models, applications and difficulties in Higher Education Institutions (HEIs) around the globe. Design/methodology/approach: A narrative review of literature has been conducted in which major electronic bibliographic databases are targeted for study selection. Seven themes have emerged from the literature search that descript the resourcefulness, inventiveness and challenges of cyber-technology in transferring learning and interaction in and outside HEI boundary walls. Findings: Grounded on the findings, it is valuable to mention that cybergogy media facilitates an array of options for collaboration, information gathering, intellectual discussions, the convenience of access, etc. among higher education learners. Consisting of interconnected technology, distinctive intricate digital systems and physical elements working together, the trend has implementation efforts of a smart learning institution for providing engaged learning and advanced skills training. However, there are certain implementation risks and consequences that must be considered thoughtfully. Practical implications: This review can be used as an effective guide in designing cyber-technology-mediated teaching instruction and strategies for supporting collaborations and inventive learning in higher academia. Future researchers interested in exploring cyber-physical blends and media usage in education will also be facilitated with this review. Originality/value: This literature review is unique because it details significant practices of collaborative learning for the twenty-first century through cybergogy in Higher Education 4.0 that was not examined previously. [ABSTRACT FROM AUTHOR]

In recent years, flipping classrooms has become a popular topic of discussion. However, few previous studies have focused on the effect of the flow experience on programming self-efficacy. To address this gap, the present researchers developed a model that included six research hypotheses. The study applied a flipped classroom model to a programming course in order to examine the relationship between self-efficacy, flow experience, and learning performance in a flipped programming course. The research model was empirically examined using a survey to collect data from 46 college students in Taiwan. Programming courses were conducted for 180 minutes once a week, with six weeks of total teaching time. The findings of this study indicate that there is a positive relationship between programming self-efficacy and enjoyment, engagement, and flow control. The study also revealed that certain important implications and factors to improve the design and delivery of such courses. [ABSTRACT FROM AUTHOR]

Initial Teacher Education (ITE) Programmes comprise campus-based teaching sessions and school practice. This article carries out a systematic review from the context of Initial Teacher Education programmes in Higher Education, using the term 'nexus' to summarise the various ways research is integrated into campus-based teaching, and the various forms of research-informed teaching in school placement within ITE programmes. The review focused on empirical studies, written in either English or Spanish between 2015 to 2022, that report on this nexus--17 articles written in English met all the inclusion criteria, but none written in Spanish. The nexus is manifested on three levels: the intended level (related to courses), the implemented level (concerning campus-based teaching), and the impact level (among pre-service teachers). The nexus appears on the intended level through how courses and associated focal points for pedagogical practice are engineered and systematically designed to integrate research and teaching. On the implemented level, the nexus emerges in teacher educators' emphasis on epistemic connections between research and current school practice, and this highlights the identities of teacher educators and their professional development needs. On the impact level, the nexus means achieving harmony between, on the one hand, what pre-service teachers have learnt from researching and, on the other, real social contexts--cognitively, affectively and self-efficaciously. Discussion of these results provides a working definition of the research-teaching nexus: for both teacher educators and pre-service teachers to use the products and processes of research to enhance the effectiveness of teaching, either in campus-teaching or school placement practice. [ABSTRACT FROM AUTHOR]

This study analyzed the effect of online flipped learning model (OFLM) on university students' online learning environment engagement. In addition, students' views about experiences in flipped teaching implementation were examined. The participants consisted of 34 students who were in the 2nd year of a primary school mathematics teaching program at a state university in Türkiye and who enrolled in the Approaches to Learning and Teaching Mathematics course taught online during the COVID-19 pandemic period. Quantitative and qualitative methods were simultaneously used to capture a holistic perspective. The quantitative data were obtained from the student engagement scale, and the qualitative data from the reflective diaries written by the students. The results revealed that OFLM had a positive and significant effect on students' learning environment engagement when compared before and after the implementation process. Considering the factors of engagement scale, a significant increase was identified across the students' behavioral and emotional engagement. However, no significant increase was noted across their cognitive engagement. The positive effect of OFLM on students' engagement was also observed in reflective diaries written by the students during the implementation process. In this regard, the majority of the students reported that OFLM provided effective and active teaching, they had a lot of fun during the process, and their interest increased in the lesson. The qualitative results confirmed those of quantitative and revealed the reasons for the significant increase in students' engagement. The results of the present study yield strong evidence for the flipped learning to improve student engagement. This study harmonizes that flipped learning can be applied effectively in online education, and thus increasing students' learning environment engagement. [ABSTRACT FROM AUTHOR]

The pandemic context has presented new challenges for education. In a short time, higher education institutions (HEIs) adapted their students, staff, technology, and infrastructures for a fast migration to distance learning. This change brought new challenges but also new opportunities that justify more contributions. The purpose of this paper is to study distance education (DE) methods and approaches, with a focus on management studies that are understudied. The research adopted a descriptive quantitative approach. Based on a sample of 400 documents using the Scopus database, a bibliometric analysis was carried out, aiming to identify the most prominent keywords, authors, sources, and countries for DE in general, with a focus on management courses in HEIs. The results suggest that innovation can be an asset for HEIs and can be seen as an ally for both teachers and students in learning new practices that involve digitalization. The bibliometric analysis highlights that motivation and collaboration are very important aspects and should be considered, especially when students are at the center of the teaching process. The main limitation regards the dominance of papers about DE, mostly based on the education sciences, and just a small number focusing on management courses. This limitation can influence the results achieved, but also allows this research to contribute for a better understanding of this field. This is one of few studies that has innovated by identifying the main subjects in DE literature, with a special emphasis on management courses, thus complementing previous scarce research in the field. [ABSTRACT FROM AUTHOR]

The Flipped Classroom (FC) approach is an important model for individualizing teaching, improving motivation, interaction, and increasing academic performance in a student-centered learning environment. However, at FC, not all students benefit equally from teaching opportunities. There may be important individual differences that affect their academic performance. The relationship between personality traits and academic performance in the FC model in which collaborative group studies are carried out is important for the design of individualized learning environments. In this context, the aim of this study is to research the relationship between academic success and personality traits within a collaborative flipped classroom model. Additionally, in this study, the differentiation of the relationship between academic success and personality traits according to gender, motivation, engagement, and interaction variables were examined. In this research, relational screening model was utilized. The application was achieved through the participation of 167 students for a 14-week period in Turkey. In the research, self-description form and data collection instruments were utilized. At the end of this research, Extraversion from personality traits is the strongest predictor of academic performance in FC. According to descriptive statistics, it was found that female students scored higher in FC settings for extraversion, and male students had higher scores for openness than other structures. In addition, it was found that the motivation scores of women and engagement scores of men were prominent. It was observed that the openness personality of the students with low motivation and the agreeableness of the students with high motivation is more dominant than the other personality structures. Students with the low level of engagement had the highest openness, and those with high agreeableness scores were the highest. The students with the low level of interaction had the highest openness scores, while those with high levels of interaction had the highest conscientiousness. While personality traits and academic achievements of students differed significantly according to gender, motivation and interaction levels, no significant difference was found according to engagement levels. The results reached in this study will guide the applicators about how the students become more ready to learn based on the personality traits of the classroom in which the FC model was utilized. [ABSTRACT FROM AUTHOR]

Purpose: According to the importance of higher education institutions (HEIs) in meeting sustainable development goals (SDGs), the purpose of this study is to analyze how sustainability was implemented in Ecuadorian higher education. The case study of the Universidad Técnica del Norte (UTN) process was analyzed to show the advantages of implementing projects with SD approaches. Design/methodology/approach: This study includes an analytic-synthetic method. In the case study, a longitudinal-documentary method was used to analyze the projects implemented in the UTN. The primary source of information corresponds to reports, minutes, publications, interviews and surveys from the academic staff of UTN, which can be found in the Postgraduate Institute of the UTN archives. Findings: Projects implemented at UTN facilitated the development of skills in the participating university community and influenced the general organizational development of the university. Likewise, the potential benefits of the projects in each of the components are highlighted, so that social learning and the development of skills in students and teachers have been facilitated, focusing on internationalization. Research limitations/implications: The population analyzed corresponds to Ecuadorian universities and technical institutes, however, access to information from all HEIs is limited, due to processing time and economic resources. Practical implications: This study presents implications for representatives of higher education and policymakers at the national level since the positive aspects can be rescued to promote the sustainable performance of HEIs. Social implications: HEIs train ethical professionals capable of transforming the world. The study shows successful experiences that can be used by other HEIs to have a positive impact on society, providing a sustainable future. In addition, UTN has prioritized the initiative of the students in several activities. Originality/value: The primary information for the case study comes from the experiences obtained during the international cooperation projects of the UTN. Positive findings and limitations have been identified, which are published with the purpose of contributing to the scientific community. [ABSTRACT FROM AUTHOR]

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This study aimed to investigate the effect of online, flipped, and in-class critical thinking teaching on critical thinking skills and dispositions of university students. Pretest-posttest control group quasi-experimental design was employed in this study that has three experimental groups and one control group. In the first experimental group, critical thinking teaching was conducted fully online. In the second experimental group, flipped classroom approach was employed while teaching critical thinking. In the third experimental group, critical thinking teaching was conducted in face-to-face classes. Watson-Glaser Critical Thinking Test and Sosu Critical Thinking Dispositions Scale were used to collect the data. Online, flipped, and in-class explicit critical thinking instructions enhanced university students’ critical thinking skills and dispositions with a large effect. Also, the most effective learning environment to promote critical thinking skills and dispositions was flipped, online, and in-class, respectively. [ABSTRACT FROM AUTHOR]

Educational technologies have experienced unprecedented prominence on university agendas with many institutions motivated to keep the lessons learned from the COVID‐19 sparked transition with regard to online teaching. In response to this renewed interest in ensuring the longevity of educational technologies in higher education, this systematic review analysed the various organisational factors—for example, leadership, infrastructure, strategy—considered essential in the literature for the successful implementation of educational technologies. Specifically, we reviewed 1614 papers published in five prominent educational technology journals in the last decade. From this sample, we identified 47 papers that discussed organisational factors. Drawing on these studies, we constructed an organisational framework, which outlines the different organisational factors, actors and processes involved in implementing educational technologies. The identified organisational factors are structured into three main categories: (1) Leadership and Strategy, (2) Infrastructure and Resources and (3) Recognition and Motivation. Our aim was to further the scholarly understanding of the organisational layer involved in digital change as well as provide concrete recommendations for practitioners. Practitioner notesWhat is already known about this topic Previous research has stressed the importance of taking organisational factors such as infrastructure, leadership, strategy and staff commitment into account when implementing educational technologies.However, review papers have failed to systematically organise these studies to create a comprehensive understanding of the organisational factors involved in implementing educational technologies and ensuring their longevity at an institution.There is currently a high level of interest in how educational technologies can be implemented in the higher education landscape, as many institutions are facing the question of what lessons they can learn from the crisis and how they can continue on their path of digitalisation.What this paper addsThis review paper addresses a gap in our scholarly understanding of the organisational layers involved in the implementation of educational technologies in higher education institutions (HEIs).This paper provides a framework on organisational factors, which influence the implementation of educational technologies in HEIs.This review paper demonstrates that bottom‐up and opinion leadership, support structures tailored to the need and time of faculty as well as recognition and incentives have the largest impact on a sustainable implementation of educational technologies in HEIs.Implications for practice and/or policyUniversities should create structures that enable innovation and creativity by promoting bottom‐up and opinion leadership as well as shared decision‐making processes as they are important for the successful implementation of educational technologies in HEIs.Besides providing a reliable and suitable infrastructure, institutional support and resources in terms of technical advice and training tailored to specific needs, should be in place when planning the implementation of educational technologies in HEIs.The additional workload instructors face when implementing digital teaching should be recognised and incentivised as it strengthens instructor engagement which is crucial for the implementation of educational technologies in HEIs. [ABSTRACT FROM AUTHOR]

Flipped classrooms have become widely adopted in educational settings (e.g., in higher education) worldwide. However, there is a need for more precise understanding of the ingredients for student satisfaction in a flipped setting. The aim of this paper was to investigate university students' experiences of the factors that create a successful flipped course. Ten measures were used to investigate the hypothesized factors affecting satisfaction, which were chosen based on the results from previous flipped classroom studies and higher educational research. These measures were grouped into three dimensions: (1) pedagogical (five measures), (2) social (three measures), and (3) technological (two measures). Exploratory factor analysis was run to analyze the adequacy of the instruments. Results revealed that the factor structure was as expected and that the instruments measuring all ten factors of teaching and learning in a flipped classroom were adequate. Furthermore, confirmatory factor analysis was used to formally operationalize the hypothesized latent constructs, and to build a structural equation model for predicting the student satisfaction of a flipped classroom. In the end, seven factors were found to predict student satisfaction with flipped courses. The highest predictor was guidance from the dimension of pedagogy, and the second-best predictor was experienced teaching for understanding. The results, limitations, and conclusion are discussed in terms of key issues and the development of a flipped classroom pedagogical design for higher education. [ABSTRACT FROM AUTHOR]

The effectiveness of technology-enhanced resources in mathematics in higher education is far from clear, nor is student engagement with such resources. In this review article, we investigate the existing literature in three interrelated areas: student engagement with technology in higher education and mathematics; what works and what does not in technology in education and in mathematics in higher education; evaluating the use of technology in higher education and mathematics; and the use of frameworks and models. Over 300 research articles were identified for this purpose and the results are reported in this review. We found a dearth of studies in undergraduate mathematics education that specifically focus on student engagement with technology. In addition, there is no overarching framework that describes both the pedagogical aspects and the educational context of technology integration in mathematics. [ABSTRACT FROM AUTHOR]

The sustainable development goals set by the United Nations require all learners to have the knowledge necessary to promote sustainable development. Sustainable development education is a deliberate education intervention that addresses issues of global justice and sustainability. This article attempts to discuss the changes of external environment that influence field education development of medical social work in China from the perspective of sustainable development. We apply the perspective of future research to guide our work. We employ exploratory qualitative research to analyze the narration of field education experience of social work students in the medical environment. We discuss the impact on field education, which is caused by expected changes; our research results show that critical reflection is very important in field education. In order to better develop medical social work field education, students' sustainable development conceptualization and sustainable development ability must be cultivated. [ABSTRACT FROM AUTHOR]

Virtual Classroom (VC) learning approaches have recently drawn considerable attention because they have the potential to encourage student engagement to ensure active and collaborative learning. Although research on online learning has gained visibility in recent times, VC learning has not received notable attention, especially in Gulf countries like the United Arab Emirates (UAE). The study examines students' perception and experience of VC in a university in UAE during the COVID-19 pandemic in terms of its necessity and helpfulness. This research also examines the situational pressure of VC and aims to explain the reasons for its desirability and inevitability. As a current learning space beyond the conventional face-to-face classroom learning, VC learning is available in various forms and quality depending on creating opportunities for the learners' participation. However, there are issues with VC practice too. Our analysis of survey data (N = 334) leads to portraying autonomous learning freedom in different learning environments in VC. We argue that students may resort to VC not because of its proven effectiveness but because of the necessity to continue addressing their learning needs. This study contributes to the general understanding of the online and traditional in-person classroom learning and virtual learning resources in the teaching of English as a globally desired language. [ABSTRACT FROM AUTHOR]

The practice of combining digital and face-to-face elements into blended learning courses is becoming the new normal in higher education and offers a promising learning format. While studies on the effects of blended learning have so far focused mostly on the online components of the blends, the success of blended learning also rests on the quality of the integrated face-to-face activities. This scoping review examines evidence from 59 experimental studies conducted in higher education settings to explore what makes face-to-face components of blended learning efficacious. The focus is on pedagogical intentions rather than on quantifying the balance between online and face-to-face activities. The results indicate which face-to-face activities support the pedagogical objectives of higher-order processing, social interaction, and engagement. The review identifies current gaps in blended learning research and calls for richer characterizations of face-to-face activities in blended learning to support the development of finely tuned interventions and guide practice. [ABSTRACT FROM AUTHOR]

Currently, social media is a fundamental source of information for higher education students, and universities are seeking to strengthen the ethical training and environmental concern of their students enrolled in engineering and business careers since they should lead teams and make relevant decisions in private or public organizations, affecting their subordinates, clients, suppliers and the environment. There is little information about the relationship between exposure to social media platforms and the level of moral reasoning and environmental concern of students enrolled in these areas, differentiating such relationships among younger students who are part of the centennial generation and older ones. To address this knowledge gap, this research analyses the responses of 237 Chilean engineering and business students to an online self-report survey through the Mann-U Wilcoxon test and Spearman correlation coefficients. Students were selected through convenience sampling during the 2020–2021 academic year. The results suggest that there is a positive relationship between the frequency of exposure to social media and the aforementioned concepts and that this relationship is more prominent in the centennial generation. Significant differences among the social media platforms are also supported. WhatsApp is a more transversal social media platform that shows significant correlations in both the younger and older students. This research highlights that social media platforms can be a relevant tool to strengthen the moral reasoning and environmental concern of engineering students who will lead people in organizations. [ABSTRACT FROM AUTHOR]

The internationalization of students in tertiary education has increased worldwide for the past 20 years. International students (IS) are considered consumers of Higher Education (HE) in host countries and are often a significant contributor to many countries' economies. This paper explores the push and pull factors that influence international Gulf Cooperation Council (GCC) students to select Higher Education in the UK as a preferred destination of choice and the potential implications this may have for the wider international student body. The authors utilized face‐to‐face interviews and purposive sampling of 40 undergraduate students from a university in the UK North West. The sample was nationals from Bahrain, Kuwait, Oman, Qatar, Saudi Arabia, and the United Arab Emirates. NVivo11 software was utilized by the researchers to facilitate data management and analysis. Analysis revealed six main push factors that led those sampled to depart their home country and pursue their university education in the UK. Alternatively, there were 10 pull factors that encouraged GCC students to pursue their university education in the UK. It is imperative that UK Higher Education institutions/universities are cognizant of the push/pull factors that boost GCC international students' intake at their institutions since there is an observable decline in international student numbers in recent years that can negatively impact the said universities and the wider UK economy. [ABSTRACT FROM AUTHOR]

This article analyzes whether the use of videos in flipped classrooms applied to lab practices in higher-education degrees improves the students' performance. For this purpose, the flipped classroom methodology was used in the Sustainability and Environment Technologies subject, which is included in the curriculum of different engineering degrees. The results were evaluated by considering three different aspects: student satisfaction, student performance during the lab practice, and academic marks. The methodology of the study combines qualitative and quantitative approaches. The results show an improvement in student satisfaction, as well as in student performance during the lab practice. The academic marks of the test students in comparison to the control students also show some improvement. Overall, those who undertook the flipped classroom lab practice noted many benefits, including increased student engagement and satisfaction, as well as improvements in student skills and academic results. Novel aspects such as the qualitative and quantitative evaluations of the performance of the lab practice have been introduced in this research. [ABSTRACT FROM AUTHOR]

The present study explored the impact of flipped classroom on English as a foreign language (EFL) students' global writing performance and writing complexity, accuracy, and fluency (CAF) through a quasi-experimental research design. In so doing, two intact classes were selected from an Iranian university as the participants of the study and they were randomly assigned as the control and experimental groups with 24 and 27 EFL students respectively. Over a period of one semester, the control group (the non-flipped classroom) was taught using traditional writing instruction whereas the experimental group (the flipped classroom) was taught in a flipped learning mode. The students' performance on two timed writing tasks was examined in terms of global writing performance and writing CAF. Paired samples t-tests, one-way ANCOVA, Mann Whitney U, and Wilcoxon Signed Rank tests were used to analyse the data. The results demonstrated that the flipped classroom significantly developed and outperformed the non-flipped classroom on EFL students' global writing performance and writing fluency; however, its effect on the students' writing complexity and accuracy fell short of significance. Based on the findings, implications are provided for EFL writing instruction. [ABSTRACT FROM AUTHOR]

With higher education moving more towards online education and wider adoption of more flexible models of teaching, especially during and after COVID-19, faculty members at a small private university in the Kingdom of Saudi Arabia made their first attempts at flipping. Given the lack of studies that examined the transitional period that instructors go through in their initial attempts to flip, this study explored the perceptions of instructors making the transition, where traditional teacher-centered approaches to teaching have prevailed. Their insights can be detrimental to its successful delivery and continued use. To achieve its objective, this research paper investigated the initial perceptions of the requirements of flipping from thirty-seven female faculty members across six different colleges. This study employed a qualitative synthesis of quantitative and qualitative data elicited from interviews, surveys, and self-reflection reports, concluding that instructors transitioning into flipping cannot rely solely on their intuitive beliefs but need extensive training and guidance. The findings will inform instructors and institutions making the transition and will guide educators preparing for flipped classroom training workshops. [ABSTRACT FROM AUTHOR]

Schools have long been identified as important sites in terms of instilling values within the next generation. In order to develop our understanding of values, this paper sets out to explore how values are understood in Irish educational legislation, policies and curriculum. Irish Legislation, policies and curricula were searched systematically. Following the application of inclusion criteria, 188 documents were included in the sample, policies (n = 49), legislation (n = 39) and curriculum specifications (n = 100). Across these documents, 'values' tend to be understood in four main ways: 1) establishing the role of the school in developing students' values, 2) supporting the development of particular values, 3) respecting a diverse range of values, and 4) respecting and protecting schools' values. Some considerations are presented in terms of supporting schools to navigate these different and at times diverging policy, legislative and curriculum contexts with regards conditions for implementation of values in education. [ABSTRACT FROM AUTHOR]