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

Research on international students suggests they have a low sense of belonging at the U.S. institutions they attend. This study examined whether academic advisor's cultural empathy, advisor-advisee rapport, and international students' advising satisfaction influenced international students' perspectives of belonging to the institution. We further examined whether cultural empathy and advisor-advisee rapport mediated the effect of advising satisfaction on international students' sense of belonging. The cross-sectional quantitative study used a convenience sample of 209 international students enrolled in two institutions in the United States. Results indicated that cultural empathy and student advising satisfaction had a statistically significant influence on the sense of belonging, not advisor-advisee rapport, and cultural empathy mediated the effect of advising satisfaction on sense of belonging. We offered recommendations for institutions and academic advisors when working with international students.

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

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

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

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

Studies into why young people choose to study journalism have often been informed by a belief in journalism's inherent worthiness within civil society. However, as surveys show decreasing trust in journalism and increasing avoidance of news in many countries, this article asks whether young people are being put off studying journalism in part because of rising public cynicism around its societal worth. The research compares data sets across multiple countries to explore whether there is a statistical relationship between attitudes among 18- to 20-year-olds toward trust in news and interest in learning to produce it.

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

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

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

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

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

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

Previous research indicates that menopause can be an extremely difficult transition for some autistic people. This study asks how autistic people experience menopause and how they can better access services, support and information; autistic Community Research Associates played an important role in each stage of the research. Online focus groups and interviews were conducted with 24 autistic participants who lived in Canada (n = 13) or the United Kingdom (n = 11) and had experience with the menopausal transition. Transcripts were coded and analysed by four team members using reflexive thematic analysis. Four themes and eight subthemes were identified: (1) Complexity, multiplicity and intensity of symptoms (0 subthemes); (2) Life experience and adversity converging at midlife (three subthemes); (3) The importance of knowledge and connection (two subthemes); and (4) Barriers to support and care (three subthemes). Limitations include a potential sample bias towards difficult experiences of menopause. The majority of our sample had a late diagnosis or discovery of autism, and their experiences might not generalize to wider autistic populations. This research may help autistic people prepare for menopause and recognize symptoms earlier. Hearing about the experiences of others may let autistic people who struggle with menopause know they are not alone.

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

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

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

Both of us were drawn into the writing assessment field initially through our lived experiences as schoolteachers. We worked in radically different contexts -- Martin was head of a languages department and teacher of French and German in the late 1990s in the UK, and David was a Grade 12 teacher of Academic English in Alberta, Canada, at the turn of the twenty-first century. In both these contexts, the traditional direct test of writing -- referred to, for example, as the 'timed impromptu writing test' (Weigle, 2002, p. 59) or the 'snapshot approach' (Hamp-Lyons & Kroll, 1997, p. 18) -- featured significantly in our practices, albeit in very different ways. This form of writing assessment still holds considerable sway across the globe. For us, however, it provoked early questions and concerns around the consequential and ethical aspects of writing assessment.

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

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

Since most schools and learners had no choice but to learn online during the pandemic, online learning became the mainstream learning mode rather than a substitute for traditional face-to-face learning. Given this enormous change in online learning, we conducted a systematic review of 191 of the most recent online learning studies published during the COVID-19 era. The systematic review results indicated that the themes regarding "courses and instructors" became popular during the pandemic, whereas most online learning research has focused on "learners" pre-COVID-19. Notably, the research topics "course and instructors" and "course technology" received more attention than prior to COVID-19. We found that "engagement" remained the most common research theme even after the pandemic. New research topics included parents, technology acceptance or adoption of online learning, and learners' and instructors' perceptions of online learning.

While ChatGPT has recently become very popular, AI has a long history and philosophy. This paper intends to explore the promises and pitfalls of the Generative Pre-trained Transformer (GPT) AI and potentially future technologies by adopting a speculative methodology. Speculative future narratives with a specific focus on educational contexts are provided in an attempt to identify emerging themes and discuss their implications for education in the 21st century. Affordances of (using) AI in Education (AIEd) and possible adverse effects are identified and discussed which emerge from the narratives. It is argued that now is the best of times to define human vs AI contribution to education because AI can accomplish more and more educational activities that used to be the prerogative of human educators. Therefore, it is imperative to rethink the respective roles of technology and human educators in education with a future-oriented mindset.

The present study explores the self-regulated learning (SRL) research published in English or Turkish language journals included in the Web of Science database from the beginning to 2021 via bibliometric analysis. The 2197 articles that met the eligibility criteria were included in the study. The results reveal that the research on SRL has been carried out mostly by scholars from the USA and has gained increased attention since the 2000s. The three most influential scholars of self-regulated research are Chia-Wen Tsai, Philip H. Winne, and Roger Azevedo; however, the two top documents by local citations belong to Barry J. Zimmerman (2008) and Paul R. Pintrich (2004) in the study. The analyzed studies cited the Journal of Educational Psychology and Contemporary Educational Psychology most. The results reveal that motivation, metacognition, self-efficacy, and learning strategies are the keywords that most frequently occur and co-occur in the analyzed studies along with SRL. The trend topics of SRL research have been learning analytics, flipped classrooms, and MOOCs since 2018.

In this work, a bibliometric analysis of the investigations of the last 54 years focused on the teaching of topology and its applications in the learning of other areas of knowledge was carried out. The articles that appear in the SCOPUS database were taken into account under the search criteria of the words topology and teaching, connected with the Boolean expression AND in the search field ABS. As a result, 329 articles were obtained which, based on the PRISMA methodology, were reduced to 74 papers. In them publication trends, impact of publications, citation frequencies, among others, were compared. In addition, its use was identified for learning topology at different levels of training, areas of knowledge where this discipline is most applied and strategies used to teach these applications.

Prior to the pandemic, the number of international secondary students in anglophone countries had grown rapidly. Yet these minor transnational learners, most of whom unaccompanied, remain largely understudied and neglected in the educational research and policy discourses. This hermeneutic literature review addresses the literature gap by (a) identifying and synthesizing the available scholarly evidence on the cross-cultural experiences of international secondary students in anglophone countries, and (b) offering a critical analysis and assessment of the evidence that led to identification of knowledge and methodological gaps as well as implications for future studies. A conceptual framework was developed to provide a visual guideline of the cross-cultural adaptation process of international secondary students.

Background: Despite the growing interest in knowledge brokering as an approach to mobilising knowledge for societal benefit, research has only recently begun investigating the consequences of knowledge brokers' actions. In particular, while it is known that failure can provide a valuable learning experience for individuals and organisations alike, very few studies have explored failure in knowledge brokering. Aims and objectives: With the aim of informing how knowledge brokers can navigate common professional challenges, this article discusses a spectrum of reasons for failure in the professional practice of knowledge brokering. Methods: Data for this article comes from a developmental evaluation of a network of knowledge brokers, focusing specifically on a set of semi-structured interviews (N = 20). Findings: The overarching themes identified in this study are organised according to the three constructs that knowledge brokers act upon in the i-PARIHS framework: innovation, recipients, and context. Knowledge brokers experienced different types of failure across these constructs, ranging from violations of prescribed practices and processes to exploratory testing. Discussion and conclusions: Failure is not a monolithic outcome, and future research could seek to identify levers for change regarding the failure experiences available to knowledge brokers. Additionally, it will not be enough to learn to fail; research and practice in knowledge brokering must learn to fail "intelligently." Finally, failure cannot remain a private experience. Advancing the field of knowledge brokering will require researchers and practitioners to share when and how their efforts have failed.

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

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

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

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

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

Participation in authentic research in the field and online through Community and Citizen Science (CCS) has shown to bring learning benefits to volunteers. In online CCS, available platforms present distinct features, ranging from scaffolding the process of data collection, to supporting data analysis and enabling volunteers to initiate their own studies. What is yet not well understood is how best to design CCS programmes that are educational, inclusive, and accessible by diverse volunteers, including young people and those with limited prior science experiences who are rather few in CCS. In this study, we interviewed 31 young people, aged 7-20 years old, who used iNaturalist, an online biodiversity monitoring platform, and identified how different forms of participation online and in the field facilitated (or inhibited) certain forms of learning, as defined by the Environmental Science Agency framework. Findings revealed that iNaturalist enabled participation of young people including those with limited science experiences and facilitated science learning such as the development of science competence and understanding. A blended learning framework for biodiversity monitoring in CCS is presented as a means to support the development of hybrid, educational, and inclusive CCS programmes for young people.

Drivers must respond promptly to a wide range of possible road hazards, from trucks veering into their lane to pedestrians stepping onto the road. While drivers' vision is tested at the point of licensure, visual function can degrade, and drivers may not notice how these changes impact their ability to notice and respond to events in the world in a timely fashion. To safely examine the potential consequences of visual degradation on hazard detection, we performed two experiments examining the impact of simulated optical blur on participants' viewing duration thresholds in a hazard detection task, as a proxy for eyes-on-road duration behind the wheel. Examining this question with older and younger participants, across two experiments, we found an overall increase in viewing duration thresholds under blurred conditions, such that younger and older adults were similarly impacted by blur. Critically, in both groups, we found that the increment in thresholds produced by blur was larger for non-vehicular road hazards (pedestrians, cyclists and animals) compared to vehicular road hazards (cars, trucks and buses). This work suggests that blur poses a particular problem for drivers detecting non-vehicular road users, a population considerably more vulnerable in a collision than vehicular road users. These results also highlight the importance of taking into account the type of hazard when considering the impacts of blur on road hazard detection.

Specialized research training is a key component of graduate education, yet sexual and gender diverse (SGD) emerging scholars may not receive quality training and networking opportunities at their home institutions. International and interdisciplinary trainings by SGD scholars may develop research competence and academic networks, but few such extracurricular research training programs exist. This article presents the curriculum and mixed-method evaluation of the International Student Training Network (ISTN), a two-year bilingual training program designed to train SGD emerging scholars in Canada, the USA, Mexico, and the UK to conduct research with SGD youth. The racially diverse and interdisciplinary trainees (N = 38) completed a competence self-assessment at pre-test, midpoint, and post-test. Significant improvements in knowledge and skill were found, while importance of the concepts remained consistently high. Twelve trainees participated in interviews to reflect on their experience. Thematic analysis produced three themes, describing benefits of the ISTN: (1) 'You do stick out a lot': Fostering SGD scholarly community in academia; (2) 'We were all working together': Bridging the disciplinary and geographic gaps; and (3) 'A transformative experience': Developing scholarly self-concept and academic self-efficacy. The findings highlight the utility of specialized research training for emerging SGD scholars limited by geographical and disciplinary siloes.

In today's rapidly evolving global economy, it is essential to equip young learners with the necessary skills and knowledge to thrive in the workforce and contribute to economic development. Education is a vital driver of human capital and development in countries, and the effectiveness of any educational system depends heavily on its curriculum. This article studies the pivotal role of the curriculum in shaping education and its contribution to economic development. We examined four components (objectives, content, teaching-learning methods, and evaluation) of secondary school curricula in G7 countries (Canada, France, Germany, Italy, Japan, UK, USA) and Iran to present a set of proposed concepts for the Iranian curriculum with a focus on economic features. A comparative strategy with four qualitative stages (description, interpretation, juxtaposition, comparison) was used. The proposed concepts are arranged in three layers: the first includes improvement of scientific skills; technical skills; and process skills. The second includes study of world history and geography, and other countries' languages and cultures. The third includes altruism for others, and health and environment. Our study serves as an introduction to the skills and abilities needed by Iranian students to compete in the real world. It also provides a concise outline of some of the essential competencies for tomorrow's society and workplaces.

The connection between grit and achievement in a variety of areas is well documented. Nevertheless, the factors that affect domain-specific academic grit and the relationship of these factors to academic achievement still require clarification. The present study aimed to explore the contribution of three main categories of variables: subjective well-being (SWB), coping resources (e.g., self-efficacy and help-seeking orientation (HSO)), and self-cultivation characteristics (e.g., savouring art and personal growth) to academic grit and academic achievement as well as the significance of academic grit as a predictor and mediator for academic achievement. The sample comprised a total of 351 university students between the ages of 18 and 58 from Anglophonic countries (US, Canada, and UK), and Israel. Using structural equation modelling (SEM), academic grit was found to be directly associated with academic achievement among university students while SWB, coping resources, and self-cultivation characteristics were only indirectly associated with academic achievement with the mediation of academic grit. These results have important educational implications since they reveal existing effects which should serve as a basis for the implementation of university programmes. The results indicate the importance of student well-being, coping resources, and self-cultivating characteristics, especially regarding personal growth to perform optimally at university studies.

Purpose: Microteaching is a teacher training method based on microclasses (groups of four or five students) and microlessons lasting no more than 5-20 min. Since it was first explored in the late 20th century in experiments at Stanford University, microteaching has evolved at the interdisciplinary level. The purpose of this paper is to examine the networks found via an analytical bibliometric study of the scientific output related with microteaching in teacher training, through a study and examination of the Web of Science database. Design/methodology/approach: This research was conducted with the VOSviewer tool for content analysis through data mining and scientific network structure mapping by means of the normalisation technique. This technique is based on the association strength indicator, which is interpreted as a measurement of the similarity of the units of analysis. Findings: Two hundred and nine articles were thus obtained from the Web of Science database. The networks generated and the connections among the various items, co-authorship and co-citation are presented in the results, which clearly indicates that there are significant authors and institutions in the field of microteaching. The largest cluster is made up of institutions such as Australian Catholic University. The most often-cited document is by Rich and Hannafin. Allen (1968), who defines microteaching as a technique based on microclasses and microlessons, is the author most often cited and has the largest number of connections. Research limitations/implications: This research's limitations concern either aspects that lie beyond the study's possibilities or goals that have proved unattainable. The second perspective, which focuses on skill transfer, contains a lower percentage of documents and therefore has a weaker central documentary structure. Lastly, the authors have also had to bear in mind the fact that the scientific output hinges upon a highly specific realm, the appearance and/or liberalisation of digital technologies and access to those technologies in the late 20th century. Originality/value: This research shows that microteaching is a promising area of research that opens up vast possibilities in higher education teacher training for application in the realm of technologies. This paper could lead to several lines of future research, such as access to and the universal design of learning from the standpoint of different communication and pedagogical models based on microteaching.

Understanding the school nurse's experience in human papillomavirus (HPV) vaccine promotion can reduce vaccine disparities. HPV vaccination is critical to cancer prevention. Despite the importance of the school nurse in vaccine promotion, there is a lack of understanding. This article aims to examine the knowledge, attitude, experience, and role of school nurses related to HPV vaccination and promotion in school settings. A systematic search for school nurses and their experiences related to HPV vaccination was conducted. A thematic synthesis was undertaken using the socioecological model. This review highlights the complexity of HPV vaccine promotion in schools over time. Multilevel factors impact nursing practice. Nurses have good vaccine knowledge and positive attitudes. Poor workflow processes, competing demands, and vaccine communication challenge school nurses. The themes that were synthesized informed the LEADS model. With the support of school nurses, reaching the goal of eliminating cervical cancer as a public health problem is possible.

Although concepts such as research without borders have become more commonplace in recent decades, few studies have investigated the capabilities that global researchers require to cross both cultural and disciplinary borders. This paper explores global capabilities along with strategies and spaces that may facilitate academic researchers' acquisition and development of global research competence. The study's dataset comprises responses of 26 participants across 15 countries -- all of whom are members of a specific comparative education society -- who contributed their views via e-questionnaire. Findings indicate that research capacity building is a dynamic process and global competence calls for complex skills and conscious attitudes. Commitment to expand scientific curiosity beyond one's own culture and academic discipline appears to be a main criterion in achieving global competence. Results of this study are not meant to be prescriptive but rather exploratory and informative for a broad group of academic stakeholders.

Purpose: The study aims to investigate the state of higher education (HE) leadership research after the intensified focus on teaching and learning (TL) in academia. Design/methodology/approach: The authors clarify the use of key concepts in English-medium empirical journal articles published between 2017 and 2021 by analysing 64 publications through qualitative content analysis. Findings: The analysed papers on leadership of TL in HE activate a number of concepts, the commonest concepts being academic leadership, distributed leadership, educational leadership, transformational leadership, leadership and transformative leadership. Even if the papers highlight partly overlapping aspects of leadership, the study finds a rationale for the use of several concepts in the HE context. Contrary to the expectation raised in earlier scholarship, no holistic framework evolves from within the recent research to reveal the contribution that leadership of TL makes to leadership in HE generally. Research limitations/implications: Limitations: Nearly 40 per cent of the analysed articles are from the United States of America (USA), United Kingdom (UK), Australia and Canada, which leaves large areas of the world aside. Implications: The found geographical incoherence might be remediated and the research of leadership of TL in HE generally led forward by widening the cultural and situational diversity in the field. Originality/value: This research contributes to an enhanced understanding of the field of leadership in TL in HE in that it frames the concepts used in recent research and makes the differences, similarities and rationale between concepts visible.

Primary care health checks, screenings and GP consultations are often the gateway for people with intellectual disabilities to access their physical and mental healthcare. For a population who experience greater levels of health difficulties alongside significant health inequality, improving care quality and access is of major importance. This meta-ethnographic, qualitative review aims to explore people with intellectual disabilities experiences of health checks, screenings and GP visits, while assessing the quality of the current literature and synthesising findings to consider clinical and research recommendations based on third order constructs. A systematic search identified 20 studies that met inclusion criteria. Quality assessment of each paper was conducted. Meta-ethnography methods were used to analyse and synthesis findings. One overarching concept was identified: Include Me, along with seven core concepts; Empowerment and Disempowerment, Communication and Interpersonal Factors, Access and Adaptations and Biased Narratives and Shifting Perspectives. Implications for practice and future direction are discussed.

The purpose of this study was to review academic papers on the experiences of binary and non-binary trans people in physical education (PE), published between January 2000 and August 2022. The selection process yielded 16 articles from Brazil, the UK, Spain, Canada, Finland, Ireland, New Zealand, and the USA. The discussion focuses on five themes for analysis: (a) school policies and control, (b) curriculum activities, (c) social environment, (d) transgendering while surviving, and (e) trans-positive experiences. The systematic review highlights the fact that heteronormativity is still present in schools and PE spaces, positioning, categorizing, and policing dissenting bodies and gender identities, which means that many trans students did not have good memories of PE classes. Many similar situations were faced by both binary and non-binary trans students, although with some notable differences. It is thus necessary to deconstruct the prevailing cis-heteronormativity during PE lessons to eradicate the discrimination that (re)produces a hostile environment for these students.

In this article, a team of teacher educators collectively think through the many possibilities of how concepts such as decolonization, abolition, and fugitivity intersect with and are taken up by teacher education programs. To do so, we undertook a critical interpretive synthesis of scholarly literature spanning 2000 to 2020 to locate, examine, and organize existing examples of teacher education programs that work to transgress hegemonic colonial models of education. We revisit de Oliveira Andreotti et al.'s social cartography as a framework for comparing the theoretical foundations and social implications of each teacher education program.

This study provides research-based evidence to profile: (1) the roles of artificial intelligence in nursing; (2) its research applications; and (3) the research trends for future study. On the basis of the PRISMA statement, a series of AI and nursing education related keywords from the literature were used to retrieve high-quality journal articles from the Web of Science. A total of 112 AI-supported nursing education research articles were analyzed based on a three-dimensional framework, including interaction (e.g. the roles of AI, types of AI systems), research (e.g. methods and fields), and performance (e.g. research groups and measurement foci). The results revealed that AI played a primary role in profiling and prediction in nursing research (63%), and the most used AI system in nursing was intelligent agents (53%). The quantitative approach (87%) was the dominant research method, and the most relevant studies concerned health and medicine (92%). Regarding sample and measurement matters, patients and medical staff (75%) were the two primary research samples, and the performance evaluation of AI-related tools and systems (90%) was the core measurement focus. Additional content analysis across the three research interests was performed and discussed. Directions for future studies are provided.

Background: Studies indicate that access to nature may increase general human health and wellbeing. As a learning environment, the outdoors can also positively influence children's personal and social growth, healthy development, wellbeing and learning abilities. To maximise the potential offered by outdoor learning, it is necessary to gain deeper understanding of its implementation, particularly in early childhood education and care (ECEC) settings. Purpose: This review study sought to explore a small subset of relevant literature in detail, in order to identify and describe the noted benefits and challenges of implementing outdoor learning in early childhood. Method: A narrative synthesis was undertaken. In total, 20 studies from 10 different countries on learning outdoors during ECEC were selected for in-depth analysis and synthesis. The benefits and challenges of outdoor learning implementation in ECEC were identified and categorised using thematic analysis. Findings: The analysis yielded a detailed description of the opportunities, preconditions and resources for outdoor learning. Six data-driven categories emerged (i) children's holistic development; (ii) health and wellbeing; (iii) multimodal, hands-on learning opportunities; (iv) experiences in and of nature; (v) teachers as mediators; and (vi) the organisation of outdoor learning. Overall, these categories suggested that three main elements need to be considered when planning and implementing outdoor learning: as well as providing experiences in and of nature for children, outdoor learning may benefit the holistic wellbeing and well-rounded development of children and can offer multimodal, hands-on learning opportunities. According to the analysis, one of the main challenges related to teachers' understanding and knowledge around organising and implementing outdoor learning opportunities for young children. Conclusion: In addition to highlighting the compelling potential benefits of outdoor learning in ECEC, the study findings draw attention to the need for teachers to be supported in developing the required competences to implement outdoor learning. In particular, introducing multimodal outdoor learning into educational practice necessitates pre- and in-service teacher education and professional development.

In recent years, there has been an increasing interest in student and teacher voice in education. What distinguishes 'teacher voice' or 'student voice' from simply reflecting participants' views as a source of data is the placement of participants in an empowered participatory position. It is the positioning of their voice as consisting of more than a process, and as something with value and power that extends voice engagement as one beyond that of informant. While research might focus on either student voice or teacher voice in isolation, there are few studies that position voice as something with power, and integrate the perspectives of both groups as being views that matter. This systematic review investigates and describes the nexus between student voice and teacher voice in educational research over 25 years and provides a framework for identifying the extent to which certain views and perspectives are prioritised in research, and whether the participatory function of the positioned research is doing what it sets out to do.

Executive function (EF) is critical to students' academic behaviors and well-being. Environmental influences, particularly teacher-student interaction (TSI), play a key role in enhancing EF development. Previous studies have linked TSI quality to children's EF, yet the relationships between subdimensions of TSI--such as closeness, conflict, dependency, emotional support, classroom management, and instructional support--and EF outcomes remain unclear. Moreover, it is unclear whether these relations hold true across different cultural contexts. From an initial pool of 14,915 articles, in this meta-analysis, we considered 84 empirical studies across 18 cultural regions, revealing that TSI subdimensions are consistently related to EF with small-to-medium effect sizes. The analysis also identified statistically significant moderating factors, such as individualism, power distance, EF type, EF instrument, and socioeconomic status. Notably, stronger TSI-EF correlations were found among children from cultures with low-individualism and high-power-distance, as well as among children from higher socioeconomic backgrounds. These patterns were particularly pronounced in studies measuring hot EF through adult-reported data. This comprehensive meta-analysis bridges knowledge gaps in TSI-EF dynamics, and supporting theories, such as attachment theory, social learning theory, and socio-cultural theory within educational settings. Crucially, it provides cross-cultural perspectives showing how cultural and contextual factors may intertwine with TSI-EF interactions.

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