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Research learning engagement is the basic element of master's students' innovation output, and the supervisor is the first responsible body for master's students' cultivation. Exploring the influence of the supervisor–postgraduate relationship on master's students' research learning engagement, with a focus on the mediating role of academic aspiration, is of great significance for the improvement of master's students' cultivation quality. We surveyed 569 master's students at a university in Wuhan, China, using 3 measurement tools: the Supervisor–Postgraduate Relationship Scale, the Research Learning Engagement Scale, and the Academic Aspirations Scale. The results showed that: (1) The supervisor–postgraduate relationship positively and significantly predicted master's students' research learning engagement, and academic aspiration played a fully mediating role in the process. (2) There were differences in the effects of the three dimensions of the supervisor–postgraduate relationship on master's students' research learning engagement, with research collaboration having the greatest total effect on the impact of master's students' research learning engagement. This study emphasizes the importance of the supervisor–postgraduate relationship and academic aspirations and provides some implications for improving the research learning engagement of master's students. [ABSTRACT FROM AUTHOR]

This study draws upon faculty interviews conducted in 2019 and 2021 to document dramatic shifts in primary source instruction of undergraduate students during the COVID-19 pandemic. Synthesizing these data, it analyzes how faculty cultivated pedagogical practice, developed practical approaches to teaching with primary sources, and adjusted goals for student learning outcomes. The study also identifies lessons that may be learned from the pivot to remote and hybrid instruction, including ways to support new and emerging instruction practices; developing instructor training programs; better showcasing collections of digital primary sources; and adopting a trauma-informed approach to outreach in the years to come. [ABSTRACT FROM AUTHOR]

Taking the Learning to 'tell Chinese's story well' narrative prevalent in policies as a starting point, this article draws on data collected from a provincial university and delves into the institutional involvement and support in response to the state's international higher education policies. By foregrounding the underlying structures of power and control, I illustrate the mechanisms by which the policy was translated into and implemented through the practice of the hidden curriculum – an integrated approach of 'listening', 'watching' and 'telling' at the meso level, where international students' aspirations were shaped (or not). This 'implementation study' offers a valuable contribution to the growing scholarship of recent policy studies, especially in the Chinese context, and thus adds to understandings about how the official discourse becomes integral to mid-level institutions' routine and everyday practices and processes. The implications of China's experiences and the direction of further study are discussed. [ABSTRACT FROM AUTHOR]

This study investigated multilingual students' linguistic challenges at English-medium instruction (EMI) universities in Kazakhstan. Using language policy and planning as a theoretical lens, this study looked at EMI policy in general, particularly the academic English challenges of students due to a haphazard implementation of the EMI policy in Kazakhstani universities. The data were collected through an online survey and semi-structured interviews held with students and instructors at eight purposefully selected EMI universities in Kazakhstan. The data analysis revealed that over 70% of students had no prior exposure to EMI, 66.9% were dissatisfied with their English proficiency, 65.3% were dissatisfied with their literacy skills, and 72.6% did not enjoy reading and writing in English. Therefore, their transition to the EMI environment was chaotic and stressful. The EMI policy and practice seem to have failed because the macro-level policy from the top is not in sync with the resources and preparation at the micro-level (teachers and students). The ambitious goals of internationalization, global competitiveness, and human capital development through EMI cannot be achieved without careful planning, systematic implementation, and appropriate support mechanisms for students and instructors. [ABSTRACT FROM AUTHOR]

Objective - Let's look into the sustainable entrepreneurial goals of university students in Can Tho, Vietnam, as well as the roles that demographic factors like gender, age, occupation, and marital status played in the process. Methodology/Technique - In addition, the study investigates how factors such as the current school year, school entrepreneurship training, family generation, field of study, and family business might affect a person's sustainable entrepreneurial intentions. The information needed for this research came from the participation of 284 student respondents who were enrolled in a variety of institutions in Can Tho, Vietnam. Finding - The study used t-tests and ANOVA to examine relationships between demographic factors (gender, age, occupation, and marriage) and current school year, school entrepreneurship training, family generation, field of study, and family business in relation to sustainable entrepreneurial intentions. Researchers were particularly interested in determining whether or not there was a link between these criteria and the ambition to maintain a viable business venture. According to the findings, the field of study and the current school year have a significant bearing on the students' plans to engage in environmentally responsible business. Novelty - These results contribute to our understanding of the demographic factors that play a role in determining the degree to which students attending institutions in Can Tho, Vietnam, have an interest in launching their own companies. These results may provide information useful to policymakers, educators, and other stakeholders in establishing targeted interventions and support systems to encourage sustainable entrepreneurship among students in the area. [ABSTRACT FROM AUTHOR]

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Purpose: The purpose of this study is to explore the relationship between career competencies and leadership aspiration among women IT/ITeS professionals in South India, examining the mediating effects of work role salience and occupational self-efficacy, along with the moderating effect of achievement aspiration. Design/methodology/approach: The sample consists of 348 women professionals working in the IT/ITeS industry in South India. The study adopts a descriptive methodology and employs a cross-sectional research design. Findings: The result shows that work role salience mediates the relationship between career competencies and leadership aspiration and that this mediation is moderated by achievement aspiration. Additionally, occupational self-efficacy is found to have a supplementary effect on leadership aspiration, further contributing to the model. Research limitations/implications: Despite the limitations of online data collection, the study showcases adaptability, providing valuable insights into women's career aspirations. It acknowledges opportunities for future research improvements, such as implementing longitudinal frameworks and incorporating a more diverse sample, to enhance the robustness and applicability of findings. Practical implications: The study offers valuable insights for managers, researchers and academia, aiding in the identification of crucial competencies for women aspiring to leadership roles, and fostering the retention of top talent in a diverse and inclusive work environment. Individuals can leverage these insights for enhanced career development by recognizing and emphasizing strengths while addressing weaknesses through accurate self-assessments. Originality/value: This study offers a novel perspective by identifying the essential competencies that are crucial for women to achieve leadership positions, thus making a valuable contribution to the existing literature in the field. [ABSTRACT FROM AUTHOR]

Background: Living under siege and deteriorated health, social, educational, and economic conditions and isolation with scarce opportunities to fulfil basic needs and aspirations affect the civil population's mental health and perceived quality of life. In this cross-sectional investigation, we explored the consequences of mental distress, fear of COVID-19, and social support for QoL in the Gaza strip. Methods: Nine hundred seventy nine (32.9% males; 67.1% females; mean age was 35.2 years; s.d. = 11.4) adults were recruited in the Gaza strip. We used the Fear for COVID-19 scale (FCS-19), The WHOQOL-BREF Scale, Berlin Social Support Scale (BSSS), Depression Anxiety and Stress Scale (DASS). Pearson correlation coefficient was computed to assess relationships between quality of life, fear of COVID19, mental distress, and social support; a hierarchical regression analysis was used to assess the association between QoL as the dependent variable and demographic variables and fear of COVID19, mental health, and social support as the independent variables. Results: QoL was positively associated with perceived emotion, instrumental, and support seeking. Depression, anxiety, stress, and fear of COVID19 were negatively associated with quality of life. Gender was significantly associated with lower QoL. The study highlighted that the level of fear of COVID-19 was negatively influencing individuals' quality of life (QoL). This fear was negatively associated to psychological distress, gender, place of residence, and family type. Lower-educated and poorer participants had lower QoL scores. Conversely, female gender was notably linked to a lower QOL. The hierarchical regression confirmed that COVID-19 was an added burden for the Palestinian population. The fear of COVID-19 term added a 6.2% variance in QoL. In the final analysis, all predictors were statistically significant, with the fear of COVID-19 term recording a higher contribution of 22.5%, followed by depression term with 21.5%, perceived emotional 18.5%, income at 15.4%, and perceived instruments at 14.8% towards QoL. Conclusions: Practitioners and policymakers must consider the severe violation of human rights when developing psychosocial programs to intervene in the COVID-19 crisis. [ABSTRACT FROM AUTHOR]

Although academic resilience is of great concern to contemporary educational practitioners, there is no consensus on its measurement. Furthermore, protective factors characterized by East Asian societal contexts remain ambiguous. This systematic review aims to offer an overview of the operational definitions, statistical methodology, and protective factors of academic resilience identified in East Asian countries/economies. With a focus on large‐scale assessment (LSA) research, three databases (i.e., Web of Science, CNKI, and AiritiLibary) were searched and returned 31 peer‐reviewed studies over the last decade. Results indicated that the definition‐driven method was commonly adopted in international LSA studies (e.g., Programme for the International Student Assessment) to measure academic resilience, and the research conducted in national/regional LSA (e.g., China Education Panel Survey) tended to use the process‐driven approach. Logistic regression was the most frequently data analysis technique utilized in the definition‐driven approach, while structural equation modeling and mediation/moderation analyses accounted for the largest proportion of the process‐driven methods. Our study shed light on the methodological issues of academic resilience in LSA. Additionally, it highlights the aspiration of educational researchers to identify Asian‐specific protective factors from the social‐ecological perspective to propose appropriate interventions fostering academic resilience. Practitioner points: Most international large‐scale assessment studies utilized the definition‐driven method to conceptualize academic resilience, while national/regional large‐scale assessment studies commonly adopted the process‐driven method.Logistic regression was the most prevalent data analysis technique used to explore academic resilience in international large‐scale assessment studies.Emotional styles and behavioral engagement are identified as the most studied protective factors of academic resilience in East Asia. [ABSTRACT FROM AUTHOR]

The current study's purpose is to present a picture of the extent to and frequency at which Israeli Arab principals are perceived as displaying the leadership styles of participative leadership versus directive leadership and transformation versus transactional leadership and then investigating the relationship of these leadership styles to teachers' organizational commitment (OC). Data were collected from two sources: senior management team members and teachers to avoid same source and common method bias: 426 participants overall from 71 high schools in the Israeli Arab educational system. Unianova analysis and hierarchical regression analyses were used to test the proposed relationships. The results of the overall model indicated that although principals in the Arab society in Israel are perceived mostly as directive leaders, participative leadership was positively associated with teacher OC beyond the specific influence of directive leadership. Changes in teacher perceptions, toward freedom of self‐expression and career advancement, seem to be reflected in the influence of principals' leadership styles on teachers' OC that are derived in part from cultural features of the school's environment. Implications for theory and practice are discussed. Practitioner points: Principals in the Arab educational system in Israel are perceived mostly as directive leaders and thus display leadership styles that are aligned with the cultural attributes of their society.The positive implication of participative leadership on teacher organizational commitment seems to indicate a shift in Israeli Arab teachers' aspirations for change, autonomy and involvement in school policy and decision making.Israeli Arab society has been engaged in a process of transition in which a traditional society that puts the collective at the center is being influenced by modern values such as social equality and individual aspirations for career advancement, with the result of placing the individual rather than the collective in the center. [ABSTRACT FROM AUTHOR]

Existing analyses of lifestyle in migration studies have focused on individual, rather than family, aspirations, while studies of Chinese transnational migration have focused on instrumentalism, rather than the quality-of-life factors, driving family migration. Moreover, these two fields of study have tended to center on the privileges of relatively affluent migrants, largely overlooking important familial and economic dimensions for middle- and upper-middle-class migrants. Drawing on 38 in-depth interviews with returnee parents from Hong Kong who have migrated back to their previous places of residence in the West or have plans to do so, this article addresses these gaps by examining reverse family migration considerations. We identify the aspiration for a better quality of life for the family, rather than for the self, as the dominant driver of migration. We find that returnee parents' main frames of reference for considering how and where to live were shaped by interactions between their children's education, economic factors, transnational mobility, and imaginary and emotional aspects of migration. Our analysis shows the value of engaging with lifestyle in efforts to understand reverse migration among Chinese families. More broadly, this article contributes to better understanding of migration motivation by drawing attention to family-centered lifestyle aspirations and the coexistence of privilege and precarity among relatively affluent middling migrants, areas that have been insufficiently explored in research on Chinese transnational migration and lifestyle migration. [ABSTRACT FROM AUTHOR]

Access to higher education remains elusive for many young people despite substantial investment in outreach interventions, most of which target students in underrepresented equity groups. This paper explores an alternative approach to widening participation in Australia that focuses on teacher professional development to support student aspirations. We examine school teachers' responses to a course designed to develop their conceptual understanding of aspirations and provide a framework for developing aspirations-related initiatives with their students and colleagues. The course pilot was evaluated drawing on surveys (N = 49) and interviews (N = 21). Teachers reported that they gained the following: (1) access to robust evidence of factors affecting aspirations; (2) relevant theoretical perspectives to conceptualise aspirations in new ways; and (3) insights on practical strategies with which they might nurture student pathways to higher education. To support widening participation in higher education, we argue that the scope of current outreach initiatives offered by universities must broaden to capitalise on the untapped potential of teachers. [ABSTRACT FROM AUTHOR]

In this paper, we show that the village social structure shapes the learning outcome of marginalised children in rural India. Exploiting the variation in the dominant social group in the village, we find a significant impact of village dominance. The reading and arithmetic skills of Scheduled Castes are better in their own castes-dominated villages compared to higher castes-dominated villages. Our findings show that village dominance affects learning outcomes primarily through differential teachers' behaviour. Children from marginalised castes are more likely to be scolded, beaten up, and treated unfairly by teachers in villages dominated by higher castes compared to their own castes. We do not find evidence of other mechanisms like the difference in parent and children's aspirations, caste diversity, discrimination in the village, or positive group externalities, which could explain why children from Scheduled Castes fare better in their own castes-dominated villages. [ABSTRACT FROM AUTHOR]

In recent years, the use of social media has been very high among millennials and the middle class in Papua. This represents a new communication channel, especially in underdeveloped areas, where the political relations between citizens and the government are mostly conducted through conventional means such as demonstrations, dialogues, public hearings, submitting open letters to the government, putting up banners, and open complaint boxes. This article aims to analyze the role of social media in the process of public policy-making in the Province of Papua. The use of social media is very high among the millennial generation in Papua to respond to local government policies. However, its influence on policy change is still limited. Only traffic management policies have changed in response to criticisms on social media. This descriptive qualitative research was conducted through interviews and document analysis. The results show that social media plays a role in voicing public aspirations but has not yet influenced policy decision-making. There is a need for political will from the Papua Local Government to integrate citizens' aspirations into public policies. Further research could formulate a model of the relationship between citizens and the government through social media for more participatory public policies. [ABSTRACT FROM AUTHOR]

As Romania has recurrently indicated in recent years that the main external objective is to consolidate the country's profile in the region and, in particular, in its immediate eastern neighbourhood, this article explores Romania's regional status and argues that, despite Romania's aspirations of a higher status in its foreign outlook, externally, the country has so far only displayed a 'small power' behaviour. To study Romania's status, the article investigates both internal and external perceptions of Romania's capabilities underpinning status by building on data obtained from expert interviews, which were conducted in Romania, Ukraine, and Moldova. [ABSTRACT FROM AUTHOR]

The current study focuses on how academic motivation, academic identity, and gender work in concert to predict STEM career aspirations. We examined these relations in a sample of adolescents who predominantly identified as East Asian American (61%), which afforded insight into how career decision-making operates among students who are not well represented in the academic motivation literature. Participants were 629 adolescents (Mage = 16.09) who attended a US high school. Findings demonstrated that both facets of academic motivation (i.e., STEM self-expectancy and STEM value) were indirectly associated with STEM career interest via STEM identity. The link between STEM identity and STEM career interest was significantly stronger for girls than it was for boys. Although analyses revealed few ethnic differences, the hypothesized mediation model explained less variance for East Asian American participants than it did for participants from other ethnic backgrounds. These findings have theoretical implications for models of STEM identity development and applied implications for interventions that seek to reduce gender disparities in STEM fields. [ABSTRACT FROM AUTHOR]

This article explores and constructs the concept of Cultural Intelligence (CQ) as the primary form of intelligence among knowmads. The study aims to investigate and understand the relationships between individuals' perception of their intelligence, their view of intelligence that best reflects knowmads, and their aspiration to become knowmads. The research questions are addressed by integrating qualitative and quantitative methods, including VOSviewer, SPSS, and PLS-SEM analyses. The statistical evaluation was derived from a questionnaire survey that yielded 309 valid replies. The findings of this study indicate that among the leading three forms of intelligence (Intellectual Quotient: IQ, Emotional intelligence: EQ, and CQ), IQ is the most relevant, utilized, and referred to form, followed by EQ in second place, and CQ in third position, as revealed by the VOSviewer and SPSS analysis. Moreover, knowledge dynamics have been identified as a significant catalyst and enabler of these intelligence concepts. However, when explicitly focusing on knowmads, CQ emerges as their main intelligence, followed by EQ, and then IQ, reinforcing the findings from the VOSviewer analysis. The alignment between intelligence types and knowmads is further supported by statistical analysis using SPSS. Respondents predominantly identified cultural intelligence as the dominant intelligence type among knowmads, supporting the hypothesis that Cultural Intelligence is highly valued in navigating diverse cultural landscapes. Analyzing the answers from the self-identified knowmads revealed exciting insights. While 47.5% of the knowmads positioned IQ as their main intelligence form, 37.5% identified CQ, and 15% mentioned EQ. However, when estimating the intelligence forms that best describe knowmads overall, the respondents prioritized CQ (65%), followed by EQ (22.5%), and IQ (12.5%). This suggests that societal biases and the emphasis on IQ may explain the discrepancy between self-perception and the perception of knowmads' intelligence. Our further analysis using SmartPLS demonstrates a mildly positive relationship between individuals' perception of their own intelligence and their aspiration to become knowmads. However, the relationship is not statistically significant, indicating that self-perceived intelligence is not a decisive factor in driving this aspiration. In contrast, the perception of the intelligence that best describes knowmads (CQ, EQ, or IQ) shows a stronger and statistically significant relationship with the dream of becoming a knowmad. In conclusion, Cultural Intelligence is the main intelligence among knowmads, followed by EQ and IQ. The perception of intelligence characteristics associated with knowmads plays a crucial role in shaping individuals' aspirations to embrace a knowmad lifestyle. This study highlights the significance of CQ in developing multicultural leadership skills and meeting the next generation's expectations, emphasizing work-life balance. Future research will explore the practical implications of these findings in preparing individuals for knowmadic and knowledge-based living and working new patterns. [ABSTRACT FROM AUTHOR]

Introduction: New technologies have great potential to facilitate students' understanding and appreciation of one of the most abstract and challenging school subjects -- physics. This study aimed to examine the effects of a gamebased virtual reality teaching method on secondary school students' self-beliefs, interest, and performance in physics through a quasi-experimental design using pre- and post-test data. The evaluation is based on the systemic actiotope model that explains a person's goal-oriented actions by an interplay of their environment, action repertoire (i.e., students' performance and interest in physics), and subjective action space (i.e., students' self-efficacy, self-concept, and implicit theories regarding physics). Method: A game-based virtual reality App to be used with Google cardboards was developed containing 10 teaching units from the secondary school physics class curriculum. Participants in the control group were taught using traditional teaching methods, while students in the experimental group went through the VR with the teacher and conducted the prepared VR experiments in addition to the traditionally presented content. Three tests measured students' physics performance during the semester. In addition, students answered questionnaires assessing their interest, self-efficacy, self-concept, and entity implicit theories regarding physics before and after the intervention, resulting in a Pretest-Posttest Control Group Design. Results: There were no significant differences between the control and experimental group in test scores on the first and second tests but compared to the control group, the experimental group achieved higher scores on the third test. In addition, the results indicate differential effects of the game-based virtual reality teaching method on students' interest and self-efficacy regarding physics to the advantage of students identifying as male, but no effects on students' self-concept, and entity implicit theories regarding physics. Discussion: The results of our pilot study suggest that incorporating innovative didactic methods into secondary school physics classes could potentially contribute to higher performance in and motivation for physics during this crucial period of adolescence when students develop educational and career aspirations. However, game-based virtual reality teaching methods seem to favor students identifying as male, which should be considered in their development and presentation. Other practical implications for practitioners and researchers are discussed. [ABSTRACT FROM AUTHOR]

This qualitative case study explores the Human Resource Development (HRD) interventions utilised in respect of local eco‐skills with one marginalised group, the Roma, in the City of Liverpool, UK, and responds to HRD research calls into the cause of cycles of inequality. The case study illustrates the challenges experienced by precarious workers in accessing education and training. Further, it shares the interventions taken to address inequalities that a Higher EducationUK University and a local Non‐Government Organisation took between 2016 and 2019. Roma is among the UK and Europe's most disadvantaged and marginalised groups. Working in partnership, utilising Community‐Based Participatory Research, we developed three HRD interventions: stakeholder groups (adult and young Roma), motivational interviewing and employability/education events. The findings unpack an understudied experience and context: the need for more attention to developing skills at a local level for marginalised precarious workers. We found that aspiration grew through focused community support and a partnership approach, and educational opportunities emerged, albeit at a relatively slow pace. This paper ends with a call for action for more HRD educators to work with those at the margins of society. [ABSTRACT FROM AUTHOR]

In today's digital age, access to quality education remains a pressing issue, especially for students in rural areas who face numerous challenges in pursuing their academic aspirations. This paper endeavors to address this educational divide by developing a comprehensive application "Rural EduRevamp" tailored to the unique needs of rural students. The core objective is to provide these students with essential study materials, a learning environment and a platform for participating in assessments. This multifaceted application is designed to level the educational playing field, ensuring that rural students have access to the same resources and opportunities as their urban counterparts. By granting students access to study materials through a user-friendly interface, we aim to break down geographical barriers and enhance the learning experience. Furthermore, the application incorporates a virtual assistant to maintain a supportive and engaging learning environment. This real-time oversight in the form of a virtual assistant helps students stay on track and receive the aid they need to excel in their studies. Additionally, the application facilitates assessments, enabling students to demonstrate their knowledge and progress, thereby fostering a culture of continuous learning and improvement. In summary, this application for rural education seeks to empower students by providing them with study materials and assessment tools, all aimed at improving educational outcomes and offering a path to a brighter future. This paper represents a significant step towards achieving equity in education. [ABSTRACT FROM AUTHOR]

School violence plays a significant role in shaping a school's culture and climate, which can have an impact on the participation and performance of learners in secondary education. In many instances, school violence can hinder the educational aspirations of learners. This paper investigates the impact of school violence on learners through the lenses of social justice theory and an interpretive paradigm. The sample of this qualitative research included three secondary schools in the Vhembe District in the Limpopo Province, South Africa, and are from advantaged and disadvantaged communities, representing a varied sample. Data collection included semi-structured interviews with 27 purposively selected teachers, including three principals, three heads of department, and 21 teachers. Data were analysed and interpreted using the constant comparative method of data analysis. The findings revealed corporal punishment, bullying, and sexual harassment as the major forms of violence perpetrated at the three schools. These are the direct result of the low socioeconomic status of parents, crime in the communities, and cultural and traditional beliefs of the community members. The study found that teachers spend most of their time solving challenges associated with various forms of school violence instead of focusing on teaching and learning. School violence also affects learners' concentration, thus increasing poor academic performance, classroom chaos, bunking of classes and depression. The study suggests that the victims of any form of school violence are encouraged to report the perpetrators to the school teachers and principals immediately. In addition, the school must conduct awareness seminars and workshops on various forms of school violence. If not monitored, these causes and effects may contribute to the widening gap of unequal educational outcomes of learners in the country. [ABSTRACT FROM AUTHOR]

"Constructing Student Mobility: How Universities Recruit Students and Shape Pathways between Berkeley and Seoul" by Stephanie K. Kim is a book that explores the dynamics of international student mobility, with a focus on South Korean students studying in the US and South Korea. The book highlights the role of universities in shaping the pathways of international education and provides insights into the evolving educational landscape in South Korea. It offers a nuanced perspective on the experiences of South Korean students and bridges the understanding gap between different cultural and educational contexts. While the book simplifies the roles of various actors involved in student mobility, it makes a significant contribution to our understanding of South Korean student mobility and the complexities of international education. [Extracted from the article]

This study considers whether participation in several out-of-class high school experiences increased the odds that a student would aspire to earn a bachelor's degree, whether these relationships were moderated by the student's race/ethnicity or socioeconomic status, and whether these experiences, considered together, had a cumulative influence on educational aspirations. Results suggest that participation in several experiences, including science-related school programs, extracurricular activities, taking a college class, searching the Internet or reading college guides, and talking to a school counselor about going to college, increased the odds that a student will aspire to earn a bachelor's degree. Findings also suggest a positive, linear relationship as a student increases their participation in these experiences, where participation in four or more of the high school experiences examined significantly increases students' college aspirations. [ABSTRACT FROM AUTHOR]

Following Slavoj Žižek, critical marketing scholars have interrogated the ideological fantasies of mainstream marketing, de-romanticising markets and marketing. However, Žižek argues there is no ideology-free subject, so it stands to Žižekean reason that critical marketing scholars are also ideological fantasists. Our paper seeks to de-romanticise critical marketing theory by identifying the fantasy of capitalist corruption. This sustains the ideology of critical marketing theory by disavowing (self-)destructive desires within the human unconscious and suggesting that displacing capitalism will be enough to usher in a postcapitalist utopia. This ideological fantasy has therapeutic, motivational, and institutional benefits, but romanticises the human subject in ways that ultimately frustrate the critical project of societal betterment. By acknowledging the human unconscious as a corrupting influence, we hope to make critical aspirations more likely to be realised. We illustrate our argument via studies of sustainability, a favoured topic of Žižekean, critical, and mainstream scholars alike. [ABSTRACT FROM AUTHOR]

In rural lowland Laos, aspirations to a good life and visions of well-being are defined and impacted by the process of negotiating health. The state of sabai (well-being) situates the person in relation to their family, social, and spiritual worlds, and the associated practices have taken on increasing importance as new vulnerabilities and social struggles emerge in the late-socialist era. Traditional healers are rapidly disappearing while public biomedical health services have not yet fully evolved into a trusted alternative, leaving rural people in a healthcare gap involving complex care-seeking trajectories at high personal and familial cost. Differing experiences of the therapeutic encounter show how healthcare choices are closely associated with relationships. These experiences are influenced by the practitioner's motives for providing care, guided by the desire for a life that is both meaningful and judged as "good" according to social principles. Although lacking in financial compensation, providers who feel otherwise rewarded are likely to provide care that is acceptable to the patient and allied with the production of well-being. Village healers find satisfaction in personal and spiritual attainment and occupy a high social status where they experience reciprocity through care from others, while rural health staff lack agency and professional reward. Achieving a "good life" in rural Laos is thus highly interdependent with the good lives of others. [ABSTRACT FROM AUTHOR]

Educational aspirations are of interest to scholars in several disciplines. They can affect multiple aspects of educational success and have been shown to differ between major social groups. Explanations for educational aspirations typically link to two main models of aspiration formation: the Wisconsin model (WM) and rational choice theory (RCT). Whereas the WM highlights significant others' educational norms, RCT cites cost-benefit calculations to explain how aspirations are formed. As it is still unclear how the two approaches interrelate, we apply a third model, namely the model of frame selection (MFS), which allows the integration of both WM and RCT arguments. In short, it suggests that the importance of others' educational norms moderates the relevance of own cost-benefit calculations. We assume that considering this interrelation is fruitful when explaining aspirations in general, and specifically when explaining immigrant students' aspirations, who often perceive high educational obligations by their parents. Using data from the German National Educational Panel Study (NEPS), we test prognoses derived from the three theoretical models for their relevance when explaining the aspirations of Turkish and German students. Results indicate that the processes suggested by both WM and RCT shape aspirations. Consistent with the MFS, these processes also interrelate in that parents' educational norms reduce the relevance of students' own cost-benefit calculations. This interrelation does not only apply to Turkish students but holds for all students in the sample. [ABSTRACT FROM AUTHOR]

Youth's aspirations are a key influence on their decision-making process but may perpetuate poverty traps among marginalised and socioeconomically disadvantaged groups. We aim to examine the complex formation of female youth aspirations and geographical demographic differences. We recruited 56 16-year-old Malaysian female students from one urban (n = 24) and two rural schools in Malaysia (n = 32). A mixed-design approach was utilised by (1) quantitatively assessing their aspirations from drawings of future selves and (2) qualitatively complementing the drawings with semi-structured interviews (n = 28, 14/14). Results showed that youth aspirations are socially produced, primarily by family members but also by internal factors (e.g., domain passion and self-efficacy). While there were similar rural-urban aspiration levels, rural youth demonstrated more self-blaming tendencies (resulting in them choosing careers of lower occupational prestige) and frequently mentioned resorting to part-time entrepreneurship to supplement employment their income. Our study has implications for interventions targeted at driving social mobility for rural and/or low-income young women and emphasises the importance of a multifaceted capacity-building approach while also addressing structural constraints. [ABSTRACT FROM AUTHOR]

This document explores the integration of entrepreneurship education in applied music lessons in higher education. It emphasizes the importance of developing entrepreneurial skills alongside technical abilities in order to succeed in the competitive music industry. The document provides practical strategies for professors to incorporate entrepreneurship into their teaching, such as integrating marketing and business planning into music lessons. It acknowledges the challenges and constraints of integrating entrepreneurship and suggests tailored strategies to enhance integration and meet the specific needs of students in different musical disciplines. The document also discusses the need for diverse pedagogical strategies, mentorship programs, and collaboration between music and business departments in music schools. [Extracted from the article]

Before full‐scale war broke out in 2022, over 1 million Ukrainians resided legally in Poland. Within weeks of Russia's aggression, around 1.5 million new Ukrainian forced migrants had arrived, many of whom remain in Poland. As of September 2023, 970,000 Ukrainian refugees were still in Poland, where they enjoyed temporary protection status. This paper analyses data from a 2022 survey of both forcibly displaced and pre‐war Ukrainian migrants with the aim of establishing what measures are needed to facilitate the economic integration of the former group. The two cohorts differ in terms of gender, age, family status, ways of seeking employment, employment situation and aspirations. Although 66 per cent of respondents had completed tertiary education, only 30 per cent of the forcibly displaced group had Polish‐language skills. The paper recommends strategies for the provision of language education along with solutions to enable the labour market participation of this group and otherwise support their integration. [ABSTRACT FROM AUTHOR]

There is a socioeconomic hierarchy by people's migration and hukou status in urban migration destinations in China. Children's education determines to a large extent how that hierarchy evolves into the future. Using a sample of 473 children from the Shanghai Urban Neighborhood Survey, we examine how hukou and migration status stratifies parents' educational aspirations for children in big cities in China. Results suggest that "migrant optimism" exists among permanent migrants and temporary migrants with rural hukou in Shanghai. Everything else being equal, both permanent migrants and temporary migrants with rural hukou have higher educational aspirations for children than native parents. Moreover, adjusting for hukou-based differential treatments in the labor market and unequal information access, the difference in educational aspirations for children between native residents and temporary migrants with rural hukou becomes even larger. To the extent that parents' educational aspirations for children are closely linked with children's eventual educational and occupational attainment, these results suggest that children of permanent migrants are likely to maintain their parents' socioeconomic advantages. Children of temporary migrants with rural hukou have great potentials to achieve upward intergenerational mobility. However, given China's hukou-based educational policies, temporary migrants face enormous difficulties in realizing their educational aspirations in destination cities. Policy implications of our findings are discussed in the end. [ABSTRACT FROM AUTHOR]

The purpose of this study was to gain a deeper understanding of preservice music educators' perceptions of elementary general music (EGM), pedagogical competencies, and specialization preference. Preservice music teachers responded to a survey about perceptions of personal experiences with EGM, preparation and comfort related to EGM, and confidence in the ability to teach content and skills common in EGM curricula. Participants (n = 203) also answered questions about their preferred specialization and about factors that would influence their choice of job in the future. Most participants remembered having positive personal experiences with general music in elementary school and believe it is important for future musical success. Confidence in content and skills common in teaching EGM increases as they progress through their degree program. Most identify ensemble teaching and middle and high school grades as their future aspirations. Significant predictors of future career choice included undergraduate major and comfort teaching. [ABSTRACT FROM AUTHOR]

Introduction: The ideal second/foreign language (L2) self, a concept in secondlanguage acquisition theory, is a learner's future vision about their language ability. Research on the ideal L2 self is important for finding ways to improve motivation for learning a new language, foreign language teaching strategies, and personalization of instruction for individuals with different backgrounds and aspirations. The present study aimed to better understand the factors that might influence the ideal L2 self among Japanese elementary school students. While there have been numerous studies about the ideal L2 self in English language learning, few have focused on elementary school students' motivation to learn English. Methods: Data were collected from 225 4th- and 6th-grade elementary school students in Japan. The data were analyzed by performing t-tests and a hierarchical linear regression to understand the relationships between the pertinent variables and the ideal L2 self. Results: The analysis results revealed three characteristics of the relationship between elementary school students' English language skills and their ideal L2 selves. First, the results of the t-test suggested that international travel and English cram school experiences were differentiating factors for the ideal L2 self, suggesting that the groups of participants with and without those factors (experiences) had significantly different ideal L2 selves. Second, the experience of living abroad was not a significant differentiating factor for the ideal L2 self. Third, the results of the regression analysis suggested that school, home, and foreign media influences are significant contributors to the formation of the ideal L2 self. These factors may therefore subsume international travel and English cram school experiences. Discussion: By understanding the factors that contribute to the ideal L2 self, educators and policymakers can strive to establish a more effective environment to improve students' motivation to learn English. [ABSTRACT FROM AUTHOR]

There is a significant gap in the literature about Indiana Latino students' struggles to access post-secondary options. This study uses focus groups and interviews to explore parents', students', and teachers' perceptions about barriers and opportunities Latino high school students have to transition into education options after high school. Findings suggest that Latino families, especially newcomers, lack knowledge and resources to overcome perceived barriers and take advantage of available opportunities. While parents have college aspirations for their children and perceive financial issues as the main obstacle, students identified language, academic, financial, cultural, and legal barriers hindering them from reaching their education goals. Newcomer families find more challenges as they have not built college-knowing social networks. The study expands on existing knowledge about how factors such as college aspirations, immigrant status, English proficiency level, perceived academic preparation, acculturative stress, and school messages and resources interplay to influence students' decisions and expectations. The study reaffirms the need for early exposure to college-going knowledge and strategies to reduce the negative impact of social stressors and to provide Latino students with equal educational opportunities to fulfill their goals. [ABSTRACT FROM AUTHOR]

Scholarship on Latinx communities has consistently underscored the role that families play in college students' educational aspirations and success. Forms of familial empowerment are particularly beneficial as Latinx college students encounter environments and individuals that do not account for their cultural knowledges. A subset of this literature has focused on the gendered dynamics that exist as Latina daughters navigate postsecondary education, especially as they employ lessons and strategies from their mothers. To add to this scholarship, this study engaged a narrative inquiry methodological approach to examine the stories of twelve Latina college students. Informed by a conceptual framework integrating community cultural wealth (CCW) and funds of knowledge, we were interested in how Latina daughters described the influence of their maternal relationships on their educational journeys. Findings illustrated how mothers translated their own funds of knowledge to their daughters; how daughters interpreted this knowledge and, in turn, gained capital; and how they mobilized these capitals to sustain the larger community. We then provide implications for future research and practice. [ABSTRACT FROM AUTHOR]

Chile is undertaking an ambitious public education reform, re-centralising the administration of municipal schools in larger territories. This reform is unprecedented, both for the size of the new intermediate-level services (Servicios Locales de Educación Pública) and the escalation of their bureaucratic complexity, facing widespread organisational problems that cause high stress and labour suffering. We argue that improving emotional working conditions is necessary to accomplish pedagogical goals, but this dimension has received little attention. This article presents a follow-up study focused on school principals and professionals' emotional and occupational experiences that have worked in the initial two-and-half years of one of the first Servicios Locales de Educación Pública created in the country. The qualitative analysis of interviews reveals how they make sense of organisational dilemmas while crafting solutions for facing structural shortcomings of new institutions. We understand their extraordinary commitment as 'philanthropic emotional work', driven by genuine care for children and the nation's future. However, in this effort, they also experience labour suffering and work overload, which may compromise their well-being and the long-term accomplishment of this reform's goals. These observations highlight the need for a reflexive improvement of this reform, recognising emotional work as a valuable resource but unsustainable without appropriate institutional support. [ABSTRACT FROM AUTHOR]

This study focuses on the disparities between the educational aspirations and expectations of high school students in the U.S., and explores why students do not expect to earn a bachelor's degree despite their aspirations. Using a national dataset and logistic/multinomial logistic regression analyses, the study identified the factors associated with this diminished expectation, such as family background, school experiences, and college preparedness activities. Additionally, students with low expectations of reaching their college aspirations are less likely to search for, apply to, and/or enroll in 4-year colleges. This study provides new insights into the college access process. [ABSTRACT FROM AUTHOR]

Focusing on asylum seeker and refugee students attending a school with the stated mission to cater to recent immigrants, asylees, and refugees in Texas, we explored the school experiences of asylum-seeking and refugee middle schoolers and how they see their education. Having obtained political asylum in the United States, they are hiding from strife in their native lands, but also seeking a schooling experience that will nurture their dreams. We explored that seeking by having students envision their ideal classrooms with a group drawing exercise and then discuss these visions, the experiences that shaped them, and how their current schooling experience compares to their ideal in in-depth interviews. Complementary school data were collected. By focusing on asylum seeker and refugee students, we sought to eschew assimilationist ideologies and to highlight the diversity of experiences and interpretations within this group. We explored the themes found in students' conceptualizations of their ideals, including the high aspirations students hold, their comparative outlook on education processes, the centrality of relationships to student success, and the conflicted identities students have to negotiate daily. [ABSTRACT FROM AUTHOR]

This paper studies educational aspirations and grade achievements of teenagers in India, using Structural Equation Modelling with data from the Young Lives Study. The analysis differentiates direct effects of relevant socio-economic and individual characteristics on educational output from indirect effects through aspirations. In this sample, some student characteristics – parents' education, mothers' caste and the student's gender – have no direct effect on educational output, but an indirect effect on educational aspirations going through abilities. Students from disadvantaged backgrounds, and in particular girls, are at a disadvantage at age 12 because they have accumulated lower cognitive abilities. Abilities shape aspirations, which then impact educational output beyond the mere effect of abilities. Girls are at a double disadvantage: besides lower average skills at age 12, they developed lower aspirations than boys of the same characteristics. The economic situation of the household was neither directly nor indirectly related with students' achievements in school. These results help distinguish aspirations as drivers of behaviour from aspirations as correlates of other characteristics, and they have relevant policy implications. [ABSTRACT FROM AUTHOR]

The gender gap in residential preferences among rural youth has been documented in several studies -- and for the most attributed to educational aspirations, employment, and income opportunities. The hereby study adds to this block of research by addressing the role of sports. Sports has been connected to place belonging. As a traditional masculine arena, sports can also be assumed to contribute to the gender gap in belonging. On this background, the study explores the role of sports participation in rural girls' and boys' residential preferences. As theoretical framework, feminist theories of gendered space contrasts feminist theories of sports participation, supplemented by elements from poststructuralist theories. Data consisted of school surveys from pupils aged 13-16 years living in Norway's most peripheral municipalities (N=11,971). The analyses confirmed a gender gap in residential preferences. Boys more often considered living in their native municipality compared to girls. The role of sports was on the contrary more surprising. Rural girls who participated in sports had higher predicted probabilities for preferring to live in the native municipality compared to non-participants, but this was not the case for boys. Findings indicate that for girls living in rural Norway, organized sports represent arenas for positive place relations. This diverges from prevailing assumptions of gendered rural space. Furthermore, the study questions common representations of sports arenas as local hearths for masculine versions of Northern rural identity. New developments in leisure's spatial and social organization within the rural periphery are discussed as potential reasons for these results. By combining and contrasting different strands of feminist thinking, the study gains new insights into gender, sports, and place belonging in the digital age. [ABSTRACT FROM AUTHOR]

The rapid growth of postgraduate education in China necessitates the imperative to augment the innovative behaviors of postgraduates. The purpose of this study was to explore whether a supportive mentoring style affects the innovative behavior of master's degree students and the potential role that academic aspiration may play in the relationship between the two. A time-lag questionnaire was given to 911 master's degree students in central China for Study 1. The results revealed that a supportive mentoring style positively predicted innovative behavior. Furthermore, the connection between a supportive mentoring style and innovative behaviors was mediated by academic aspirations. Study 2 matched five pairs of students with mentors to administer the survey using semi-structured interviews. The results confirmed the mechanisms through which supportive mentoring styles impact innovative behavior and provided more evidence for them. This study examines the development path of master's degree students' innovative behavior, reveals how internal (academic aspiration) and external (mentoring) factors impact such behavior, and offers insights into graduate students' educational practices. [ABSTRACT FROM AUTHOR]

The article delves into the spectrum of conflicting views surrounding the need for the establishment of an art academy in Latvia. Authors with predominantly modernist attitudes asserted that an independent nation's cultural objectives should diverge from those of the Russian-German imperial academies, which they believed stifled creativity. Instead, they advocated for training in private or state studios, reminiscent of the "good old times of the Renaissance". Critical opinions were summarized in an open letter to the government, asserting that true art has always been revolutionary and, therefore, at odds with academic aspirations. However, opposing viewpoints argued that the future academy need not be confined to teaching drab academism. They contended that training under a single individual, without a broader educational foundation, would only produce imitators and dilet-tantes. While the verbal skirmishes between modernists and traditionalists subsided during the 1920s, the spotlight once again fell on the need for this institution, as the echoes of the Great Depression in the USA brought financial challenges. However, it was widely recognized that no viable alternatives to academic education had emerged, and the withdrawal of state funding would only result in a radical impoverishment of educational options. [ABSTRACT FROM AUTHOR]

Through secondary analysis of baseline data from the Longitudinal Cohort Study on Filipino Children, this study traced the factors related to children's work aspirations. Sex, locality of residence, and household income were tested for their significance to types of work aspiration, categorized using the Holland Codes of work personality types (realistic, investigative, artistic, social, enterprising, and conventional or RIASEC) by John Holland (1997). Applying the RIASEC categories to analyze the specific answers to the question "What do you want to be when you grow up?" provides insights into work personality types in the context of Filipino children's work aspirations. The chi-square test of independence investigated the significance of bivariate relationships. For the multivariate analysis, multinomial logistic regression yielded relative risk ratios between each variable relative to the types of work aspirations and investigative jobs. Sex was the most predictive variable with girls more inclined towards artistic and social jobs while boys towards realistic and enterprising jobs. This study makes policy recommendations related to the need for career guidance in basic school services to counter limiting stereotypes, widen the children's scope of possibilities, and prepare Filipino children to flourish in the future of work. [ABSTRACT FROM AUTHOR]

Whereas the literature on educational inequality extensively illustrates how parents shape children’s educational experiences, we know little about parental involvement in track selection – even though tracking is a major determinant of educational inequality. This study investigates the impact of social class on parental roles in selecting the best-paid educational tracks among Indian American students in the US. Focusing on Indian Americans, and the best-paid tracks, we explore social class differences in parental roles in track selection. Data from 71 in-depth interviews of Indian American students majoring in engineering and science tracks, employs grounded theory to explore differences in parental strategies across social classes. Findings indicate that while the overall parental encouragement strategies are similar regardless of social class, the methods employed by affluent and less affluent families differ significantly. Affluent families leverage their resources and networks, whereas less affluent families rely on non-familial resources to support their children’s educational aspirations. This is because the best-paid tracks hold different meanings to different classes. This further highlights the complex interplay between social class, parental involvement, and track selection while contributing to understanding the broader implications of educational tracking and parental roles in perpetuating or mitigating social inequalities. [ABSTRACT FROM AUTHOR]

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This study examined the relationship between preferred ethnic labels and cultural, psychosocial, and academic variables in a sample of 174 Cambodian high school students in the United States. Results indicated that participants who chose "American" ethnic labels reported higher scores on White/Anglo orientation and on English language usage and fluency, whereas participants who chose the "Cambodian" ethnic label reported more Khmer language usage and frequency. Students who chose the combined "Cambodian American" ethnic label reported stronger beliefs in the utility of education and higher academic aspirations. The findings from this study expand the research on ethnic identity by focusing on 2nd generation Cambodian adolescents. [ABSTRACT FROM AUTHOR]

A child-centered approach to education paves the way to discover a child's personal dreams, aspirations, experiences, abilities, and interests. In child-centered educational contexts, students are encouraged to express and discover themselves. This is particularly relevant for refugee children who have suffered trauma, change, and repeated schooling interruptions that may negatively affect the future-oriented thinking that forms their career ambitions. The purpose of this study is to identify the aspirations of refugee children through a small-scale study conducted at a Refugee Hospitality Centre in the outskirts of Athens, Greece. Twenty-one (N) refugee teenagers were interviewed and participated upon their parents and teachers' consent, through a semi-structured interview about their career preferences as well as their academic aspirations and intentions, as well as their chosen destination countries. The motives behind their choices were discussed and differentiations with gender, country of origin, and school attendance were examined. Finally, suggestions are made to support refugee students to explore possibilities about their career orientations and values in order to be included effectively within society and fulfill their aspirations. [ABSTRACT FROM AUTHOR]

The article informs about the significance of teacher diversity in education, highlighting its impact on student outcomes and the barriers faced by diverse educators. Topic include emphasizes the need for inclusive practices, cultural alignment between teachers and students, and leadership's crucial role in fostering inclusion, proposing actionable strategies to enhance teacher diversity and reduce the burden on educators.

The article informs about the significance of recognition days in schools for enhancing education, fostering self-discovery, and bridging the school-to-work divide. Topic include Christian O'Connor discusses how these days contribute to academic enrichment, personal development, and community engagement, ultimately creating a more inclusive and vibrant school environment.