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"International Journal of Assessment Tools in Education" (IJATE) is one of the educational journals that is indexed in major worldwide databases such as Web of Science (WoS) and ERIC. This study presents the bibliometric characteristics of articles published in IJATE between 2014 and 2021 through the bibliometric analyses. Harzing's "Publish or Perish software" was used to collect citation data from WoS and Google Scholar databases as a tool to analyze the impact of articles. Firstly, when contributing institutions are analyzed, especially in recent, it is seen that researchers from countries such as France and Kuwait have been contributing to the journal with publications produced through international collaboration. Moreover, when the average citation numbers per article is calculated, it is understood that Australia (13) and Canada (3.5) are the countries that contribute significantly to the visibility of the journal. Such a trend will contribute significantly to the international recognition of the journal soon. On the other hand, there is a statistically significant positive relationship (r = 0.339; p < 0.01) between usage count and the number of citations by WoS. Our results reveal that while the number of references used in the articles was in consistent with the literature, the average article title lengths (12 ± 3) were slightly longer than the ideal length (10 ± 3). The results will provide important contributions to editors, reviewers, and authors in the journey of IJATE from local to global. The findings can guide authors, the editors and referees and also serve as a potential roadmap for the future studies and journal.

The aim of this study was to examine the current trends and main findings of the empirical computer assisted foreign language learning studies. The database, Web of Science, was reviewed and a total of 36 studies between 2000 and 2020 were analysed. The systematic analysis was performed with the content analysis method. The content of the reviewed articles was analysed in the following categories: The technological trends, the technological context used, variables, duration of the studies, data collection tools, data analysis strategies, skills/factors analysed, underlying theories, and countries of the studies, target languages, participants, and years of the studies. Along with other insights this review found, the most common technological trend was educational software, while the technological contexts used varied greatly. Key variables from mostly small studies (less than 100 participants generally tertiary students), focused on technological contexts, language learning skills (typically vocabulary and speaking) and participants' attitudes. Underlying theories of these studies varied greatly, Technology Acceptance Model and Cognitive Load Theory being common. This review study can serve as a guide for practitioners who plan designing computer-assisted language learning and teaching activities.

This paper presents a systematic literature review of studies about writing in elementary schools. A systematic search of databases was conducted to select studies. The aim was to identify and categorize difficulties and suggestions. A total of 52 articles published in peer-reviewed journals over the past 21 years were reviewed and analyzed using a well-established systematic literature review methodology, in academic-based research databases, after carefully reviewing the available literature and utilizing relevant sources. This review revealed that the studies mainly emphasize the relation between reading and writing, using technology in teaching writing, acquisition of writing and a method/approach or strategy suggestion, and structure/grammar in writing. Additionally, feedback, affective domain, and teaching writing at an early age are the focus points of other studies. The findings of this literature review allow teachers, administrators, and policy makers to employ and explore efficient writing activities to improve student engagement, motivation, and performance.

The implementation of good multicultural education in schools will be able to have a positive influence on fostering multicultural traits in students. With the development of science and technology, there will be more and more challenges in research on multicultural education, but it is not yet known whether research on multicultural education is still in demand in educational research. This study utilized the VOSViewer software to conduct a bibliometric analysis of articles available in the open-source Google Scholar database for a 5-year period (2012-2021). The research methodology involved using bibliometric analysis with VOSViewer mapping on the Google Scholar database. From the search results with the keyword multicultural education, it was found that there were 617 relevant articles published in the last 5 years. It can be concluded that from the results of the mapping it appears that the field of multicultural education is still open to carrying out newer research linked to other terms so that newer and up-to-date research can be carried out. The implementation of research with the theme of Multicultural Education is still very broad and can be carried out by connecting it to various new terms such as 21st learning skills, social conflict, conflict-based management, diversity and global education, and other terms.

This systematic review, specifically a Meta-synthesis, aimed to synthesize the challenges and implementation of Inclusive Education (IE) in selected Asian countries. Fifteen (15) out of 792 studies were selected and screened through a set of inclusion and exclusion criteria. Academic databases such as Google Scholar, Cross Ref, Open Alex, and Scopus using Publish or Perish, and repositories such as The National University of Malaysia Journal Article Repository and Seoul National University Open Repository were used to gather relevant articles. The articles selected were organized using the PRISMA 2020 Flow Diagram. The synthesized data were analyzed using Braun and Clarke's six-step thematic analysis, which emerged with eight sub-themes: insufficient resources, lack of purposeful training and professional development, contrasting IE laws and policies, weak government support, appropriate curriculum and proper classroom organization, assessment practices, awareness of IE, and constant collaboration among different stakeholders. The challenges and implementation of IE in selected Asian countries emerged as the meta-theme of the study. This study recommends that the respective governments and Teacher Education Institutions (TEIs) provide adequate fund allocation and revisit and strengthen existing laws and policies, professional development programs, and administrative support.

In recent years, our schools have faced the necessity of creating a new school administration system, which would provide a good basis for electronic management. In this article, we will show how an electronic school management system works, and we will track the teachers' opinions from our school regarding the use of the electronic school management system. Our research method is survey research, with quantitative and qualitative data. The selected sample is a total of 25 teachers from the primary and lower secondary school "Heronjtë e Lumës" in the village of Vërmicë, municipality of Prizren, Republic of Kosovo. Data were collected using a questionnaire. In conclusion, the findings from this study showed that the participants have a positive opinion of the school's electronic management system and it met the teachers' expectations, and they think that this system should be continued in the future. The entire school and our pedagogical staff have benefited from the use of this system.

This review examines the potential of Project-Based Learning (PjBL) to enhance students' life skills in the field of biology, and analyzes the challenges that may hinder its implementation. Using a Systematic Literature Network Analysis (SLNA), which combines Bibliometrics Analysis (BA) and Systematic Literature Review (SLR), this study analyzed articles from SCOPUS that met specific criteria. The findings reveal that PjBL is associated with e-learning and blended learning, and that the majority of articles on PjBL were published in 2020, particularly in the Journal of Microbiology & Biology Education. Additionally, this SLNA highlights the contributions of these articles to the developing of various life skills in biology learning. By identifying key trends and insights from existing literature, this study sheds light on the potential of PjBL to enhance students' biology education and their ability to apply it in their daily lives.

Mathematics teachers play the most pivotal role in reflecting students' abilities and interests, providing a conceptual understanding through high PCK. However, research that comprehensively analyses the available literature relating to factors that could affect mathematics teachers' PCK is still lacking. There is a compelling demand to strengthen our present mathematics teachers in order to close this gap to boost their competence and raise their PCK level. As a result, the purpose of this research is to investigate the aspects that influence the PCK of mathematics teachers, with a focus on primary and secondary mathematics teachers. To perform the systematic review successfully, The Preferred Reporting Items for Systematic Review and MetaAnalyses (guidelines), Web of Science and Scopus (databases) were used to access the evaluated publications in this research from January 2018 to January 2022. The findings revealed that mathematics teachers' PCK is influenced by three types of factors: individual, professional, and organizational. Professional development and teaching experience are the two factors with the highest frequency and dominance. The outcomes of this research may be employed as a maneuverer for researchers in the field of mathematics education who are embarking on PCK studies. This article also makes recommendations for further research on mathematics teachers' PCK.

Over the last two decades, a remarkable number of studies have examined the role of engineering education in supporting knowledge and skill building among children. In this paper, we present a synthesis of this literature to evaluate the added value of pre-college engineering design experiences at the elementary level, and ways researchers have gathered evidence of children's development of this knowledge and skills. We have conducted a systematic literature review. The initial search across four different databases with relevant keywords resulted in over 3000 journal articles and conference papers. In a two-rounds screening, by applying the inclusion criteria first to titles and abstracts, and then to the full text, 78 peer-reviewed publications were included in this systematic literature review. We summarized and synthesized empirical evidence of student learning and engagement in engineering design activities, and approaches they were assessed and elicited. The thematic analysis revealed five categories of knowledge and skills: (1) disciplinary content knowledge; (2) engineering design practices, (3) engineering thinking skills; (4) professional skills; and (5) career awareness. Additionally, the assessment and evaluation approaches that were used for each of these categories were identified and discussed. The findings provide collective evidence of variety in student learning opportunities but also suggest the need to carefully define these knowledge and skills. Since a wide range of evaluation approaches were used to capture similar outcomes, we conclude that it is imperative to develop a shared research agenda by carefully defining the knowledge and skills we expect children to learn.

The study performed a bibliometric analysis on research literature related to 'engineering design process' (EDP) that has emerged as a popular approach for STEM education in K-12. The literature comprised 142 journal articles published from 2011 to 2021. There are three objectives of the study. Firstly, to identify the leading research trends of EDP for STEM education that have developed since the release of "A Framework for K-12 Science Education" in 2011. This framework is pivotal as it paved the way for the establishment of the "Next Generation Science Standards" in the United States. Secondly, to discern possible research issues on the aforesaid topic by analyzing the research trends. Lastly, to identify publications and authors that have generated prominent citation impact. Since EDP is an emergent approach for STEM education, fulfilling these three objectives can be conducive in facilitating future researchers to build upon the past foundation of research. In this study, the bibliometric data was identified and exported from "Web of Science Core Collection": a database with rich scientific literature. The results identified major research trends and issues on EDP pertaining to professional development, design thinking and computational thinking, STEM competencies, scientific inquiry, and gender gaps in STEM education.

The present study is undertaken to investigate research towards thinking skills and creativity in the field of education by utilizing the bibliometric mapping method. The metadata of a total of 326 studies completed between the years 1975-2021 retrieved from the Web of Science (WoS) database constitute the scope of the study. In this context, the program VOSViewer was used to reveal the most used keywords and common citations. The findings present a systematic map demonstrating the increasing interest in thinking skills and creativity in education. The findings demonstrate that the majority of the studies consist of papers and articles of Indonesian, Chinese, and American origin written in English. In addition, the results highlight that the number of studies in the relevant field increased rapidly between 2012 and 2021. King Abdulaziz University and The Hong Kong Polytechnic University have been identified as the leading educational institutions in terms of thinking skills and creativity in education. The results of the current study appeal not only to the academic community but also to educators and politicians to strengthen the spirit of thinking skills and creativity in education, design effective policy tools, and ultimately improve social well-being. In addition, it was observed that the academics who conducted research in this field explained the theme of thinking skills and creativity by associating it with various teaching processes and technology-supported elements at different levels of education. Therefore, it is predicted that our study will contribute to the field of thinking skills and creativity in education as a guide.

The purpose of this study is to determine the general trend of research in the field of educational robotics through bibliometric analysis. 1382 papers indexed in the WOS database between 1975-2021 were subjected to bibliometric analyses. The data of the study were analyzed using VOSviwer and SciMAT. At the end of the study, it has been concluded that in the field of educational robotics the most productive country was the USA, the most influential journal was Computers and Education, the most influential author was Bers, M.U., and the most influential institution was Tufts University. It has been also concluded that computational thinking, STEM, coding, programming, social robots, and communication themes have become a trend in the field of educational robotics in recent years.

The integration of STEM (Science, Technology, Engineering and Mathematics) approaches into learning continues to attract the attention of researchers and academics. Teachers play a key role in the success and support of learning when implementing STEM-based learning. This study aims to provide a comprehensive overview, building on previous literature, and to provide future directions for further STEM research by researchers and educators. There are 193 documents containing his STEM in the Taylor & Francis database, which were synthesized. Research questions include annual publication frequency. Distribution includes STEM titles, method and topic distributions, most cited counts, most contributing countries, and frequently publishing journals in the STEM field. Of the 193 articles, only 21 contained the word MINT in the title, and 64 documents saw a significant increase in publication frequency in 2022. Most of the research published in the STEM field focuses on teaching and learning and mastering concepts. Aligned by country, the United States, United Kingdom and Sweden make the largest contributions in this area compared to other countries, followed by the Netherlands, Germany, Finland and Norway. The most cited authors are Joseph Krajcik, Susan Codere, Chanyah Dahsah, Renee Bayer, and Kongju Mun, who have been cited 110 times. Based on the number of articles, the International Journal of Science Education is the journal that contributed the most to STEM between 2013 and 2022.

There are few sources that critically evaluate the ways of reviewing the literature on scholarship of teaching and learning (SoTL). We use an academic literacies perspective as a lens with which to explore the ways that literature reviews may be undertaken. While reviewing the literature is often presented as a scientific, objective process, the reality is much messier, nuanced, and iterative. It is a complex, context-dependent procedure. We provide a practical, critical guide to undertaking SoTL literature reviews. We distinguish between embedded reviews that present a review contextualising the research that follows, as in most SoTL articles; and freestanding reviews that synthesise research on specific topics. We discuss the nature of embedded reviews, and evaluate systematic and narrative review approaches to undertaking freestanding reviews. We contend that the claims of the superiority of systematic reviews are unjustified. It is important that contextually-sensitive judgements and interpretation of texts associated with narrative reviews are seen as central to the reviewing process, and as a strength rather than a weakness. This article complements a separate one, where we apply an academic literacies lens to reviewing the literature on searching the SoTL literature. Together, they present a narrative review of searching and reviewing the SoTL literature undertaken systematically. We call for studies investigating the lived experiences of SoTL scholars. We illustrate this argument with an auto-ethnographic account of the often-serendipitous nature of our hunt for sources in preparing this review and the way our thinking and writing evolved during the writing of the two articles. [For Part 1, see EJ1375465.]

There are few references that critically evaluate the different ways of searching the literature on scholarship of teaching and learning (SoTL), or how these are related to researchers' goals. We use an academic literacies perspective as a lens with which to explore the different ways that literature searches may be undertaken. While searching the literature is often presented as a scientific objective process, the reality is much messier, nuanced, and iterative. It is a complex, context-dependent process. We provide a practical, critical guide to undertaking SoTL literature searches and argue that these need to be seen as socially constructed processes. There is no one right way of searching the SoTL literature. The academic literacies perspective leads us to emphasise the variety of different purposes for carrying out a literature search. We distinguish between using comprehensive tools and selective sources. We end by arguing that there is a need for SoTL researchers to be less insular and take purposeful steps to search for, cite, and amplify diverse voices. This article complements a separate one where we review and synthesise the SoTL literature. [For Part 2, see EJ1375466.]

Due notably to the emergence of massive open online courses (MOOCs), stakeholders in online education have amassed extensive databases on learners throughout the past decade. Administrators of online course platforms, for instance, possess a broad spectrum of information about their users. This information spans from users' areas of interest to their learning habits, all of which is deduced from diverse analytics. Such circumstances have sparked intense discussions over the ethical implications and potential risks that databases present. In this article, we delve into an analysis of a survey distributed across three MOOCs with the intention to gain a deeper understanding of learners' viewpoints on the use of their data. We first explore the perception of features and mechanisms of recommendation systems. Subsequently, we examine the issue of data transmission to third parties, particularly potential recruiters interested in applicants' performance records on course platforms. Our findings reveal that younger generations demonstrate less resistance towards the exploitation of their data.

This study aimed to reveal the trend of research on e-assessment in the field of educational sciences through scientific mapping and bibliometric analyses. For this purpose, the numerical distribution of research on e-assessment, citation analysis, research themes and the change of trend topics were examined. The publications to be examined were selected from WoS database according to PRISMA model, and 911 studies were included in the analysis. VOSviewer, Biblioshiny, Smart Bibliometrics and Leximancer software were used in data analysis. Apparently, there has been a significant increase in the number of research since 2005, and publications have been mostly produced in form of articles and papers. The most cited and the most productive countries are the USA, the United Kingdom and Australia, while the most cited journals are Assessment & Evaluation in Higher Education and British Journal of Educational Technology. An analysis of the keyword map revealed that the themes of technology and motivation, blended learning and collaboration, interaction and innovative approaches, validity and reliability, higher education, quality, basic disciplines and COVID-19 were frequently emphasized in the studies on e-assessment. An analysis of trend topics by years showed that, between 2010 and 2021, the trend topic distribution changed to include topics such as COVID-19, academic integrity, engagement, cheating, case study, and higher education. All these findings reveal that e-evaluation activities have displayed a development and transformation over time with the effect of developing technology, the pandemic, the spread of e-learning, the expansion of communication opportunities and many other factors.

Micro-credentials can provide easily accessible and transparent evidence of skills or knowledge that have been certified by an authority, based on small units of learning. The recognition and transfer of credits is becoming essential, as an increasing number of students are studying at different institutions, often at the same time, online or in traditional settings. "Blockchain is a type of database that stores data in an "open, peer-to-peer (P2P) network that favors communal functionality in lieu of a centralized controlling entity" (Columbia Engineering Bootcamps, 2021, para 5). The development of blockchain (https://theconversation.com/demystifying-the-blockchain-a-basic-user-guide-60226) holds promise of becoming a useful facilitator for supporting the storage and dissemination of micro-credentials on a global scale. Besides providing effective data security and privacy, blockchain can also facilitate maintaining and disseminating credentials, while ensuring that access is readily available for students under their control. Because of its immutability, blockchain can be used to confidently attest to students' accomplishments and is therefore particularly appropriate for micro-credentials.

The purpose of this article is to provide an introductory survey of the field that might be called "mediated theatre studies"--that is, the study of recordings of theatrical performances. The survey has three parts. First, I chart broad trends in the research. Next, I review types and capabilities of some of the longer-running digital platforms. Finally, I plot the range of approaches to mediated theatre in existing pedagogical articles. Ultimately, the aim of this article is to help instructors to refine established, or develop new approaches to teaching with mediated theatre. In particular, where it seems relevant and helpful for students, I hope that this survey can help instructors to design courses that are not only informed by the now established discourse of performance criticism but also by specific questions and topics in mediated theatre studies.

This paper provides a systematic review of the current literature regarding the effectiveness of reflection on the professional development of English as a foreign language (EFL) teachers. To meet the needs of students in the modern educational system, instructors need to think about their professional development. Reflecting on the teaching process helps instructors to become better teachers because it allows them to recognize what is not going well in their classrooms and in which area students have problems. The purpose of this study is to review the significance of reflective practices in the professional development of EFL teachers. For doing this review, online scientific and updated databases such as ERIC, Google Scholar, and Academicjournals.org were searched. To find relevant articles, keywords such as "reflective teaching", "EFL teachers", "professional development", and "teacher efficacy" were searched. The article selection criteria were that the articles should be written in English, researched in Asian countries, and papers should have been published between 2009 and 2020, and related to the topic that was reviewed. After choosing 80 peer-reviewed articles, twenty two articles that were mostly related to my research topic were studied. Twenty two articles from 2009-2020 are included in this review which mostly discussed the effectiveness of reflective teaching on the professional development of EFL teachers. Many researchers supported the effectiveness of reflective teaching in the professional growth of EFL teachers through their research findings and the review of previous research.

Semantic variables enable L2 researchers and materials creators to quantify and control the effects of meaning on cognition. However, in recent years, many variables have been normed and published. Parsing the methods employed in norming this myriad of variables and which disparate theories informed their creation can be an opaque and arduous task. To facilitate effective use of these measures, this study consists of a literature review of concreteness, imageability, semantic network variables, and embodied variables. In each section, the theory underlying each variable is first outlined with the methods employed in norming studies delineated next. The final part of each section consists of an exemplary study in which the semantic variable was employed in analyses. The overarching goal of this review is to facilitate effective theory-driven use of these variables in L2 research and materials creation.

Malaysia is among the biggest hosts of refugees and asylum seekers (RAS) in Southeast Asia, of whom the majority are Rohingya Muslims. In Malaysia, RAS children are not allowed to enroll in public schools and therefore rely on a non-formal parallel education system that comprises learning centers run by refugee communities, NGOs, and faith-based organizations. To date, little research is available on initiatives that attempt to integrate RAS children into Malaysian society through education. This study aims to gather evidence on the current situation of RAS children's education in Malaysia and answer the following questions: (a) what is the current state of evidence? and (b) to what extent has existing research/evidence addressed the question of RAS children integration into the national education system? We conducted a scoping review that gathers and summarizes findings from existing studies using a specific strategy: selection of keywords and systematic search through online databases, followed by screening of papers based on predetermined inclusion and exclusion criteria. Our findings showed that the overall body of evidence is small, with most studies describing the challenges and barriers faced by RAS children in accessing formal/non-formal and quality education. There was little focus and discussion on integrating RAS children into the national education system, which perhaps is due to the underlying assumption that Malaysia remains a transit country for RAS, and not a destination for permanent settlement.

This study examines lexical density, lexical diversity and academic vocabulary use in the dissertation abstracts written by EFL (English as a foreign language), ESL (English as a second language) and English L1 (Native Speakers) postgraduate students to find out whether these lexical features differ across different English language backgrounds of writers. The data for this study came from a total of 75 dissertation abstracts (n=25 per group) which were about English Language Teaching and related areas. The abstracts were analyzed whereby automated text processing tools and the mean differences were compared between groups with ANOVA and post hoc analysis. A correlation analysis was also computed between the investigated variables. According to the findings, lexical diversity index produced statistically significant differences between EFL and NS groups, however, the subtle mean differences of lexical density and academic vocabulary use were not found significant. On the other hand, the correlations co-efficient scores offered insights into the nature of relationships of the variables in question. The findings are discussed within the framework of idiosyncratic context of 'abstract genre'.

This study aims to provide a comprehensive overview of the current state and potential future research in learning style detection. With the increasing number and diversity of research in this area, a quantitative approach is necessary to map out current themes and identify potential areas for future research. To achieve this goal, a bibliometric and content analysis will be conducted to map out the existing research and identify emerging topics and directions for future research. The study analyzes 1074 bibliographic sources from Scopus and visualizes the results of the bibliometric analysis through cooccurrence and thematic map analysis using VOSviewer and BibliometriX software. Content analysis is then conducted based on the results of the co-occurrence analysis. The findings reveal a significant increase in publications and citations in the field, with popular research topics including classification, adaptive learning, and MOOCs, and the most frequently used learning style models being Felder-Silverman, VARK, and Kolb. Emerging research topics include the use of EEG signals, online learning, and feature extraction. Future research may focus on classification, intelligent tutoring systems, MOOCs, online learning, adaptive learning, and deep learning. This study provides valuable insights into the current and future research trends in learning style detection, which can support the development of adaptive e-learning systems, intelligent tutoring systems, and MOOCs. By identifying popular research topics and emerging areas of study, this research can guide the design and implementation of effective online learning environments. Additionally, the study advances the field of e-learning knowledge by providing a comprehensive overview of the most frequently used learning style models and potential research areas. It sheds light on the ongoing development of learning style detection research and the potential for future advancements in the field, ultimately contributing to the growth and improvement of e-learning practices.

The purpose of this study is to identify current research trends in the area of ESD. The SLR (Systematic Literature Review) method was used in this bibliometric investigation. Sourced from Scopus from 2019 to 2023, the database is used. Research on Education for Sustainable Development (ESD) has seen a significantly increased attention in recent years. Therefore, it is necessary to conduct a detailed examination regarding this matter promptly. This can help enhance our ability to identify study trends and better understand the character of the ESD method. Using a bibliometric approach, we identified 3,247 journal articles that containing the keyword "education for sustainable development". The results of the study show that scientific publications about ESD have relatively increased. After filtering with certain criteria, 60 articles were obtained. Consequently, Sweden contributed the most documents on ESD and the Futur Institute from Germany predominated in publications. The most contributing author is Gericle n. The research trends on ESD were grouped into five clusters, namely 1) ESD in the scope of learning; 2) ESD on educational programs and policies; 3) ESD linked to learning and teaching in practice; 4) ESD related to achievements or competencies in continuous learning; and 5) ESD related to continuous evaluation. Research findings can assist researchers to understand the ESD research trends and provide recommendations for further research directions.

This research aims to examine research on Social and Emotional Learning (SEL) in Turkey in the 21st century. A qualitative approach was used in the sample of 43 studies conducted in Turkey between January/2001-January/2023, including research articles and theses in SEL. The data was collected through document analysis from the databases of the Turkey National Thesis Center of the Council of Higher Education and Ankara Social Sciences University Library, and the Documentation Department. The data was analyzed by descriptive analysis. Findings proved that SEL measurement tools were developed and adapted as self-reports from primary school to higher education. SEL is correlated with desirable/positive and undesirable/negative traits in children and youth. There are short-term interventions developed and adapted. These programs are effective in improving SEL. As a result, it can be declared that the importance of SEL in raising healthy, successful, and happy generations is accepted in Turkey. However, there is a need for more systematic studies on SEL, both in theory and in practice. First of all, SEL standards should be determined at the national level, considering the cultural sensitivity of the SEL. [This article was presented at the 1st International Congress of Positive Schools and Well-being organized by Cyprus International University, May 16-17, 2023.]

The concept of ubiquitous learning has emerged as a pedagogical approach in response to the advancements made in mobile, wireless communication, and sensing technologies. The domain of ubiquitous learning is distinguished by swift progression, thereby presenting a difficulty in maintaining current knowledge of its developments. The implementation of bibliometric analysis would enable the tracking of its development and current status. The objective of the present investigation is to perform a thorough bibliometric examination of the domain of ubiquitous learning. This research aims to discern significant attributes, patterns, and influencers within the discipline by analyzing scholarly works. The primary objective of this study is to provide a comprehensive depiction of the salient characteristics and patterns exhibited by the datasets employed in ubiquitous learning research, namely Scopus, Web of Science (WoS), and merged datasets. Additionally, the study seeks to trace the historical development of publications in this domain and to ascertain the most noteworthy publications and authors that have exerted a significant impact on this field. This study provides an extensive bibliometric analysis of ubiquitous learning, examining output from Scopus, WoS, and a merged dataset. It highlights the field's growth and the rising use of diverse data sources, with Scopus and the merged dataset revealing broader insights. The analysis reveals an interest peak in 2016 and a subsequent decline likely due to incomplete recent data. Documents, predominantly articles, differ across databases, underscoring the unique contributions of each. The study identifies "Lecture Notes in Computer Science" and "Ubiquitous Learning" as major research sources. It recognizes Hwang, G.-J. as a highly influential author, with Asian institutions leading in research output. However, Western institutions also show strong representation in WoS and merged databases. Despite variations in total citation counts, countries like China, Switzerland, and Ireland contribute significantly to the field. Terms like "mobile learning" and "life log" have vital roles in bridging research clusters, while thematic maps reveal evolving trends like mobile learning and learning analytics. The collaborative structure and key figures in ubiquitous learning are illuminated through network analysis, emphasizing the importance of cross-database analysis for a comprehensive view of the field.

This study examines the impact of AI chatbots as a communication medium on student engagement and support in higher education. The qualitative method and Interpretative Phenomenological Analysis (IPA) were employed as the research approach, utilizing in-depth semi-structured interviews. Purposive sampling was used to select 11 participants from the state of Kerala, India, in higher education. Data analysis followed the Systematic Text Consideration (STC), a five-step process, including framing meaning units, condensing meaning units, coding, creating sub-themes, and deriving themes. By exploring themes aligned with the UTAUT2 constructs, a comprehensive understanding of the factors influencing student engagement and support was achieved. A total of eight themes were identified, encompassing "Effectiveness and Limitations," "Beyond," "Enrichment," "Optimization," "Synergize," "Streamlining Communication," "Engage+AI," and "Refine." These themes provided compelling evidence of the transformative potential of AI chatbots in facilitating effective communication, enhancing engagement, and offering timely support. The study's results carry significant practical implications for higher education institutions. Embracing AI chatbots, universities and institutions can enhance student engagement and support through efficient communication, personalized recommendations, and streamlined interactions. These chatbots offer a balance between quick assistance and human expertise, optimizing both routine tasks and complex inquiries. Additionally, addressing security and privacy concerns is crucial to fostering trust and successful integration. Overall, embracing AI chatbots can transform the educational experience, making it more efficient, engaging, and supportive for students in higher education.

Teachers are important assets of the country in ensuring competitive education to achieve the country's vision and mission. The quality of work and good life among teachers will directly benefit the school and the teacher themselves. School leaders play a very important role in ensuring that work demands and personal needs can be met by teachers with minimal conflict management between work and personal life. The purpose of this study is to analyse the factors that affect the work-life balance of teachers by highlighting the literature. The selection is carried out by the process of identifying factors such as keyword setting and database selection. Out of the 47 articles listed, there are 38 studies in the study of teachers' work-life balance using a comprehensive quantitative method. This study has identified the factors of organisational support, job satisfaction, family support, workload and flexible work as factors that affect the work-life balance of teachers in Malaysia. However, only the factors of job satisfaction, flexible work, organisational support, family support and spiritual intelligence are the main factors affecting the work-life balance of teachers in the Malaysian context. This study suggests that further research should be done related to the analysis of factors measuring the work-life balance of school leaders. This is based on the limitations of the study, as there is no study has been done in the work-life balance of school leaders.

PTSD is a common mental health disorder among students across the globe that manifests after encountering traumatic events. This study explored the nexus between poverty and PTSD among students. This review employed a scoping review lens to examine the nexus between PTSD and poverty among students. Literature search was conducted in online databases such as PubMed, Google Scholar, Scopus, and Semantic Scholar. This study followed the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analysis) extension for scoping reviews (PRISMA-SCR) for study selection and data extraction. Poverty is a significant factor that predisposes individuals to the development of post-traumatic stress disorder after experiencing a traumatic event, as determined by this review. In addition, this review discloses that psychological treatments such as Trauma Focused Behavioural Therapy, Cognitive Behavioural therapy for PTSD, narrative exposure therapy among others have been identified as effective for treating PTSD; however, the cost of treatment has been found to be unaffordable among poor individuals. This study also revealed that there is a dearth of empirical studies that focus specifically on students' PTSD and Poverty or studies conducted in educational settings with reference to PTSD and poverty. In light of this, this study recommends that feature research should investigate the relationships between PTSD and poverty among students.

This article examined trends in Islamic education and finance publications using bibliometric analysis. The authors used co-citation and co-word analysis to examine 449 Islamic education and finance studies from Scopus database. In the co-citation analysis, 10 themes in Islamic education and finance were identified. After that, co-word analysis is used to understand and identify each research theme's potential future research directions. The results showed that per year the average publication of articles was 2.65. There has been extensive research on this topic in the United States (US) and the United Kingdom (UK), and the most popped-up keywords are 'education', 'finance education', 'banking education' and very limited 'Islamic finance education'. Further research can be developed using Islamic jurisprudence education, Islamic insurance education, Islamic capital market education, "zakat" education and "waqf" as keywords. In addition, the study offers a visualization map of theme patterns for future studies to create educational fields for Islamic banking and finance education, particularly in Muslim-majority nations like Indonesia, Malaysia, and the Middle East. This research contributes as a foundation for further research in enriching and developing knowledge about Islamic education and finance, especially in majority countries.

The importance of academic journals in second language (L2) research is evident on at least two levels. Journals are, first of all, central to the process of disseminating scientific findings. Journals are also critical on a professional level as most L2 researchers must publish articles to advance their careers. However, not all journals are perceived as equal; some may be considered more prestigious or of higher quality and may, therefore, achieve a greater impact on the field. It is therefore necessary that we understand the identity and quality of L2 research journals, yet very little research (e.g., Egbert, 2007; VanPatten & Williams, 2002) has considered these issues to date. The current study sought to explore L2 journal identity and quality, and the relationship between these constructs. In order to do so, a database was compiled based on three different types of sources: (1) a questionnaire eliciting L2 researchers' perceptions of the quality and prestige of 27 journals that publish L2 research (N = 327); (2) manual coding of different types of articles (e.g., empirical studies, review papers), data (quantitative, qualitative, mixed), research settings, and authorship patterns (K = 2,024) using the same 27 journals; and (3) bibliometric and submission data such as impact factors, citation counts, and acceptance rates. Descriptive statistics were applied to explore overall quality and prestige ratings as well as publication trends found in each journal. The relationships between those patterns and subjective ratings were also examined. In addition, regression models were built to determine the extent to which perceptions of journal quality and prestige could be explained as a function of journal and article features. We discuss the findings of the study in terms of on-going debates concerning publication practices, study quality, impact factors, journal selection, and the "journal culture" in applied linguistics.

Traditional information literacy skills (e.g., effectively finding and evaluating information) need to be updated due to the rapidly changing information ecosystem and the growing dominance of online platforms that use algorithms to control and shape information. This article proposes additions to the current ACRL "Framework for Information Literacy for Higher Education" that relate to algorithmic literacy. The "Authority is Constructed and Contextual" frame can be applied to recognizing the need to question algorithmic authority (including algorithmic bias), the Information Has Value" frame can be used to acknowledge online platforms' use of proprietary algorithms allowing third parties to access personal data, and the "Searching as Strategic Exploration" frame can draw attention to search results in online platforms are mediated through algorithms. Classroom activities to teach the new knowledge practices and dispositions are also included.

A flipped classroom is an e-learning model that blends traditional face-to-face teaching and online teaching. It is gaining popularity in nowadays education systems. This review aimed to evaluate the research trends in the usage of flipped classrooms in higher learning education. During the review, sources were retrieved from various databases such as Google Scholar, Scopus, and ERIC to name a few. Using systematic search and selection methods to answer the proposed research questions regarding the types of methodological approaches that have been regularly used in the flipped classroom research; subjects of flipped classroom teaching practices have been widely researched; kind of technological platforms have been used in flipped classroom research; the outcomes of flipped learning research and the challenges encountered in flipped classroom implementation. The analysis showed that the quantitative methods are the most used while education is the subject most reported in flipped classroom research. Learning management systems are the most technological platforms that have been used in flipped classroom research. Academic achievement is the major learning outcome reported in the analysed flipped classroom research. The reluctance of instructors and students to adapt to new roles is among the challenges reported in the analysed reports. Overall flipped classroom model has a positive effect on students' learning outcomes. Therefore it is encouraged to use the flipped classroom model taking into consideration the challenges reported to make it more effective.

The learning process through forecasting patent information based on technology can provide the direction in which technology is needed, especially supporting developments into the future. Technology mapping through patent information in the market becomes leverage development of products. Foresight technology in a patent is a tool to predict advanced technology that brings a competitive product to the market needs. This paper discusses patent information that becomes useful for developing technology through emerging market segmentation through a portfolio, innovation, and emerging market based on the WIPO database. This paper used a qualitative method with descriptive analysis and study literature using Innography software to see related information utilization of bioethanol from sorghum plants. This paper aims to obtain information technology from the patent analysis in bioethanol from sorghum plants to develop foresight products. The results show 310 patents registered in WIPO fields from 2006-2021 with dominant IP Class dominate from sectors C and A, also economic value range held by the Republic of Korea. Foresight technology through patent analysis provides information for industry and stakeholders who need the impact of the implementation of the latest technology and the appropriate level of competition in the commercialization of bioethanol products from sorghum plants.

The aim of this research is to explore the research trends of inquiry-based science (IBS) articles in the Web of Science database during 2000-2021. The bibliometric method was used in the research. A total of 662 IBS education articles were included in the study, out of 1389 IBS publications covering all fields published in Web of Science during 2000-2021. Citation and co-citation analysis were applied using VOSviewer software. The data obtained from this analysis are presented with tables, graphs, and bibliometric maps. According to the results, there is an increase in the number of IBS publications or citations in the recent years. The most cited keywords are teacher development, professional development, primary school, science achievement, and PISA. The most cited countries are the USA, Germany, and France. It has recently been determined that there is a trend towards sustainability education, local perspectives, technology, and interdisciplinary integration in IBS studies. The results were discussed with previous studies in the literature and some suggestions were made for future research. This research, which photographs inquired-based science studies published over the last two decades, may be useful to science education experts and curriculum evaluators.

The aim of higher education is to make the student the protagonist of their learning. In this context, the researchers must create appropriate scenarios that enable students to explore and develop critical thinking both independently and cooperatively while making use of information technology. This paper presents a model of pedagogical practice in the subject of Introduction to Research Methodology (IRM) based on the construction of literature maps applying John W. Creswell's research design theory through the use of virtual whiteboards. 120 students from the seventh cycle of the study plan of the School of Architecture of the National University of San Agustín participated. As a result, the model used in this paper enabled students to collect and organize the data necessary to formulate their research and develop critical thinking based on scientific knowledge. In this process, it was possible to reflect on the importance of emphasizing the development of critical and creative thinking skills in order to create literary maps that contribute to the comprehensive education of students. It should be noted that students are obliged to be protagonists in the construction of their knowledge especially in subjects that develop competencies related to scientific research.

This research is motivated by the increasing number of users of android-based learning media it impacts the learning outcomes obtained. This study aims to determine the effect of android-based learning media on improving student learning outcomes. This research is a meta-analysis study. Data collection techniques are taken from indexing databases such as Google Scholar. The filtered data results from research that contains the value of the number of data (N), correlation test (r), and classification, then analyzed using meta-analysis through effect size and standard error to see the summary effect size. The results of data analysis research using JASP software show that the estimation of the summary effect or mean effect size and publication bias test uses a random effect approach. The results of the effect size analysis using the random effects model show that there is a significant positive correlation between the effect of android-based learning media to improve student learning outcomes (z = 4.383; p < 0.001; 95%CI [0.213; 0.559]). Therefore, the influence of android-based learning media on student learning outcomes is included in the low category (rRE = 0.386). In this study, it can be concluded that there is an influence of android-based learning media to improve student learning outcomes where at the 95% confidence level, the p-value <0.05.

Estimates of the price or value of the individual journals within a full-text database may be useful to librarians engaged in serials reviews or other collection development projects, to scholars investigating the determinants of journal prices, and to publishers seeking to rationalize their pricing strategies. This paper evaluates six methods of apportioning the cost of a full-text database among the individual journals in the database--methods based on variables such as journal size, total citations, Journal Impact Factor (JIF) percentile, and single-journal list price. Each method is evaluated based on how well the resulting prices can be predicted by the determinants of journal prices identified in previous research. Although the six methods yield similar results, the single best option is to use price estimates that account for JIF percentile. If citation data are not available and cannot be estimated, the best alternative is to rely on the equal-value assumption--to split the total price equally among the wanted journals in the database.

This article introduces the CELI corpus, a new learner corpus of written Italian consisting of ca. 600,000 tokens, evenly distributed among CEFR (Common European Framework of Reference for Languages) proficiency levels B1, B2, C1 and C2. The collected texts derive from the language certification exams administered by the University for Foreigners of Perugia all around the world. The corpus contains rich metadata pertaining to text-related and learner-related variables. It expands the domain of learner corpora by being, among other things, both freely available online to the research community, and by focusing on a target language other than English. The article also presents and evaluates the POS-tagging procedure, thus contributing to best practices in learner corpus annotation.

This meta-analysis examined literature from the last two decades to identify factors that correlate with teachers' classroom management self-efficacy (CMSE) and to estimate the effect size of these relationships. Online and reference list searches from international and Chinese databases yielded 1085 unique results. However, with a focus on empirical research the final sample consisted of 87 studies and 22 correlates. The findings cluster the correlates of CMSE into three categories: teacher-level factors (working experience, constructivist beliefs, teacher stress, job satisfaction, teacher commitment, teacher personality, and teacher burnout), classroom-level factors (classroom climate, classroom management, students' misbehaviour, students' achievement, classroom interaction, and student-teacher relationship), and school-level factors (principal leadership and school culture). The results of this meta-analysis show small to large correlations between these 15 factors with CMSE. How these factors are associated with teachers' CMSE and recommendations for future CMSE research are discussed.

This study provides a comprehensive overview of methodological aspects when using heart rate variability (HRV) measures in educational research. Following PRISMA 2020 guidelines, we searched four databases for relevant studies published until March 5, 2024. From the 48 studies reviewed, we extracted data across three analytical categories: (1) area of study interest and participant populations, (2) data collection and analysis methodologies, and (3) the concurrent and predictive validity of HRV measurement for educational research. Study quality was evaluated using QualSyst assessment criteria. Most studies measured stress and enlisted undergraduate students as participants. Data were predominately collected using wearable devices, measuring HRV for durations of less than 30 min, and in varied contexts, including during exams, while learning, and in experiments. The parameters analyzed varied within both time and frequency domains. HRV data had a moderate level of concurrent validity as a measure of stress in an educational context. The concurrent validity of HRV data for measuring attention remains uncertain with insufficient evidence. Limited correlations appeared between stress and performance. The findings, potentials, and limitations of HRV measures are discussed, and synthesized recommendations for educational research using HRV data are provided.

To review the longitudinal trajectories -- and the factors influencing their development -- of mental health problems in children with neurodevelopmental disabilities. Systematic review methods were employed. Searches of six databases used keywords and MeSH terms related to children with neurodevelopmental disabilities, mental health problems, and longitudinal research. After the removal of duplicates, reviewers independently screened records for inclusion, extracted data (outcomes and influencing factors), and evaluated the risk of bias. Findings were tabulated and synthesized using graphs and a narrative. Searches identified 94,662 unique records, from which 49 publications were included. The median publication year was 2015. Children with attention deficit hyperactivity disorder were the most commonly included population in retrieved studies. In almost 50% of studies, trajectories of mental health problems changed by < 10% between the first and last time point. Despite multiple studies reporting longitudinal trajectories of mental health problems, greater conceptual clarity and consideration of the measures included in research is needed, along with the inclusion of a more diverse range of populations of children with neurodevelopmental disabilities.

This study aims to explore the trends and the perceived benefits and challenges of flipped language instruction regarding student achievement and attitudes in Turkiye. To that end, the databases, including Web of Science Core Collection, Scopus, ERIC and DergiPark were reviewed, and a total of 20 articles were analyzed. Systematic review was utilized as the research methodology. The findings revealed that flipped instruction in ELT has gained importance since 2015 in Turkiye and has been gradually receiving more attention in research and practice. In the reviewed studies, the most employed research method turned out to be the mixed method, whilst the purely quantitative and qualitative studies were not abundant. It is seen that writing has been the most frequently researched language skill with respect to flipped instruction, whereas the other skills were not subject to investigation considerably. Furthermore, apart from language skills as the primary focus, the studies also concentrated on students' perceptions, achievement, self-directed learning, attitudes, and classroom engagement. Finally, the reviewed studies illustrated the challenges and benefits of the flipped classroom in relation to students' achievement and attitudes towards learning. In the light of the findings, implications for practice and recommendations for future research are provided.