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In this paper Johan Dahlbeck sets out to propose a pedagogy of "as if," seeking to address the educational paradox of how students can be influenced to approximate a life guided by reason without assuming that they are already sufficiently rational to adhere to dictates of practical reason. He does so by outlining a fictionalist account, drawing primarily on Hans Vaihinger's systematic treatment of heuristic fictions and on Spinoza's ideas about how passive affects can be made to strengthen reason. Dahlbeck suggests that such an account can help us overcome the problem of assuming that reason needs to be enlisted as an instrument in the educational endeavor to live according to the guidance of reason. The reason this is so is that fictions can use passive affects that are prosocial and that thereby strengthen the sense of community necessary for laying a cooperative foundation for successful joint striving. Dahlbeck suggests further that exemplary teachers are crucial to this endeavor insofar as they can offer educational fictions as imaginative and temporary placeholders for the truth, allowing students to act "as if" they were already guided by reason.

The aim of this study was to analyse whether specialised musical training influences auditory discrimination, working memory, learning strategies and academic performance. Sixty students (30 with at least four years of musical training and 30 without) of the same socioeconomic level were compared. Significant differences were found between students with and without musical training in terms of learning strategies, working memory and academic performance (p= <0.05). This study shows the benefits of musical training offered at specialised centres, the development of students' cognitive skills and the contributions of neuroscience to improving professional practice.

Increases in student experiences with social and mental health, acts of violence, and the school-to-prison nexus have prompted many schools to evaluate alternatives to safety that are equitable, inclusive, and student and family-centered. Punitive approaches to school safety have been shown to disproportionately affect underserved schools and students, especially racially- and ethnically-minoritized students, students with disabilities, LGBTQ + students, and students of low socioeconomic status. Building on an equity-based framework, we reviewed the literature on school safety alternatives that promote a safe, inclusive campus and foster students' overall wellbeing. In our scoping review, we identified 17 alternatives aligned with the equity-based framework. We then used an integrative review to organize these alternatives into four approaches: "Equity and Inclusion," "Social-psychological," "Community-based," and "Self-governance." Research findings of these approaches support the adoption of programs and practices across these four areas to enhance students' overall well-being and provide an equitable and safe environment for all within the school community.

In recent years, the South African basic and higher education departments have been besieged by egregious forms of violence. Although this has been a worrisome phenomenon dating back to time immemorial, of late, violence is at a very concerning and alarming level. The profusion of violence serves as an indictment to various stakeholders including the sitting government, which seems to have done very little, if not nothing, to mitigate the issue. Several media houses and numerous media platforms have, on a daily basis, tracked bullying which has advanced to the gruesome murder of learners and teachers alike. Very often, societies wake up to new and traumatising experiences that have since endorsed schools and higher education institutions as war zones where bloodbaths have become commonplace. This article drew its data from extensive reviews of news items, scholarly articles, and social media news. The study sought to highlight how much violence has ravaged schools, colleges, and universities. After tracing different versions of violence experienced in the aforementioned institutions, the study established that institutions had experienced a deluge of violent incidents. Several institutions have lost educators, principals, ancillary staff, and students through violent death. The study further suggested ways through which violence may be mitigated in the institutions. Active stakeholder involvement, re-skilling of teachers in handling 21st-century learners/students and introduction of modules on teachers' soft skills in dealing with recalcitrant learners are some of the recommendations that resulted from the findings of this study.

Is it possible to reduce the time students spend in classrooms and schools? Would such a reduction be better for learning and retaining teachers? How should learning be more flexibly enacted in the post-pandemic era? This article discusses the possibilities of rethinking school participation and calls for schools to reconsider the necessity and costs/benefits of forcing students and teachers to be physically present in schools for the traditional 5 days a week.

The goal of this paper is to present several methods of visualizing student activity and collaboration in problem-based learning (PBL) in ways that can augment understanding of the complexity within PBL classrooms as well as to provide insights into the use of specific visual representations to address research questions in PBL. Grounded in sociocultural theory, we consider these representations to be an aid to mediate researchers' interpretation of the multiple data streams generated in PBL. For quantitative analysis, we introduce social network system (SNA), structural equation model (SEM) and path modeling. In terms of qualitative analysis, we exhibit chronologically-ordered representation of discourse and tool-related activity (CORDTRA), event maps, and spatial representations of physical activity. By reviewing articles that utilized these representations in PBL, we present several examples of how these visualizations were helpful in interpreting complex data and illuminating how students learn in PBL and other forms of collaborative inquiry. Although such visual representation methods enable us to visualize and trace complex dynamics and communicate findings with readers, they are not self-explanatory. We further discuss potential pitfalls of using visualizations and how to fully take advantage of those tools in PBL research studies.

The Council of Europe's (CoE) model on Digital Citizenship Education (DCE) has at its basis the 'Competencies of Democratic Culture' model, which considers being an active and responsible citizen and implies the development of a set of lifelong competencies both online and offline at various levels, as well. Taking the 'Competencies of Democratic Culture' the CoE experts elaborated on the DCE domains, which are the appropriate way to develop democratic culture competences in the digital environment. Georgia, as a member country, signed the agreement on DCE to be applied at the K-12 curriculum level and joined the DCE project of the CoE in July 2020. Thus, as an educational concept, DCE is relatively new to the education system of Georgia. The aim of the study was to describe the current situation concerning DCE in Georgia, namely on awareness of the concept and its foundations, as well as identifying self-reported DCE competences by teachers, students and parents, in the light of the Ribble's and the CoE's models. Data was collected in five schools in 2020. The issue was studied using the quantitative method, an online survey, 1954 respondents were involved in the research. It was demonstrated that most of the respondents had a lack of awareness about information-communication technologies. It can be concluded that communication among school teachers, students and parents about the issues of digital security has not started yet. The correlation between the geographic location of a school and teachers' digital competences is not confirmed.

Emotional abuse can have an enormous impact on children. Its effects can be equivalent to, or exceed, those of other forms of abuse. In today's classrooms, educators can expect to encounter numerous children who are exposed to this form of violence in their lives. It is essential that those who work with child are aware of the signs and symptoms of this excessive mistreatment. Through education and guidance, teachers and other educational staff can become proactive and empower their students who endure and suffer from emotional abuse.

Social and emotional learning (SEL) is critically important for well-being and success and must not be overlooked when students are learning online. In a qualitative exploration of parents, teachers, and students across the United States, this study investigates the ways in which transformative SEL (Jagers et al., 2019), a form of SEL specifically focused on social justice, can be fostered in online spaces. As our findings suggest, decisions made at the school level have critical potential to either support or hinder this work.

This paper explores the ways in which COVID-19 and the rapid shift to remote education has impacted teachers' mental health. Teachers play multiple roles in students' lives (Cross & Hong, 2012) and already face high levels of work stress. This study, which draws on interview data from a larger pool of interviews conducted with K-12 teachers nationally and internationally from 2020-2022, documents teachers' increased responsibilities for monitoring students' mental health and helping families cope with the consequences of the pandemic. This oftenunacknowledged work was a source of stress and impacted teacher well-being. Black, Indigenous, and People of Color (BIPOC) teachers and white teachers who explicitly resisted white supremacy particularly experienced more elevated stress and responsibilities because of the disproportionate impacts of COVID-19 and the concurrent racial uprisings. Nevertheless, these teachers also demonstrated remarkable resilience in coping with their own and students'/families' needs.

Reformatory students are those whose deviant behaviors and habits prevent them from receiving education under normal educational conditions. These students frequently lead a careless, undisciplined lifestyle, being unwilling to work and learn eager to play and demanding. Therefore, when they are admitted to reformatories with severe study and lifestyle requirements, they have great psychological difficulty adjusting to their new environment. Students' psychological issues in adapting to reformatory learning and living regimes are difficult and psychological deficits make it challenging for students to adapt to reformatory learning and living conditions. In Vietnam, 665 students from reformatory schools were polled to determine the causes of psychological issues. According to the findings, a variety of elements contribute to students' psychological difficulties. Individual student conditions such as health, awareness, attitudes and actions as well as inappropriate habits, living without goals or aspirations, etc. are on the subjective side of the equation. On the objective side are the students' conditions, family, education and psychological obstacles brought on by less-than-ideal circumstances which will make it more difficult for community students to adapt. Both the new school and society must pay more attention to reformatory students in order to establish the conditions necessary for successful integration into the new school and ultimate readmission into society for these students.

The purpose of this study was to evaluate student learnings from an online community food security service-learning course in which students self-selected a community partner for an in-person service experience. Four major themes emerged from the data: (1) "food insecurity doesn't have a single face," (2) understanding of the complexities and nuances of food insecurity, (3) use of emotion to describe and discuss the service component of the service-learning experience, and (4) expression of appreciation and respect for organizations working to address food insecurity. The findings of this study support a scalable framework for online service-learning courses where students self-select their community partners.

This paper attempts to describe the signifier choice of student artists in thematic representations of digital visual arts and determine its implications for digital pedagogy. Utilising a qualitative approach to research and covering a corpus of six digital artworks of student artists, the semiotic analysis utilising Peirce's (1991) sign modes showed the student artists' preference for mostly indexical and symbolic signifiers in thematic representations of Filipinos' resiliency to the pandemic. This signifier choice of student artists was influenced by their experience, family, self, other artists, and their initiatives for finding information and drawing inspiration from online sources, as revealed in the conducted Focus Group Discussion (FGD) with the participants. Moreover, the individual interviews with the participants demonstrated that the student artists' choice of signifiers served as a vehicle for expression, representation, and impression of ideas, themes, and abstractions dominating their artworks. This study calls for the integration of digital artmaking tools into pedagogy to provide opportunities for artistic expression and support diverse representation. Teachers can introduce various digital tools and platforms, create assignments that encourage creative experimentation, and foster a safe and inclusive classroom environment. Future research could explore the practical applications of digital pedagogy in visual arts education.

This promising practice describes the summer programming transformation at a rural, Title I school. After eliminating barriers to education and remediation overtones, the school now provides free transportation, meals, and books for all participants and engages them in research-based, enrichment-focused literacy learning. The program's first year experienced a 746% increase in registration, a 34% increase in retention, and an 18% increase in attendance. Similar registration and participation numbers were reported in years two through four, with reading growth demonstrated in all four summers. Both students and their parents reported increased engagement and motivation to read in the summer months. Results from the program's modifications highlight the need for and value of equitable and enrichment-focused summer learning in rural communities.

The US uses an evidence-based approach to education (US-EBE) as a strategy for pursuing two major goals: (1) to raise achievement in the US overall by facilitating improvement among all students, including students in disadvantaged groups; (2) to narrow achievement gaps between socially advantaged and disadvantaged groups by levelling up achievement among disadvantaged students. While both goals prioritize improvement among disadvantaged students in absolute terms, only the second attempts to address unequal achievement by prioritizing improvement among disadvantaged students relative to advantaged students. I argue that US-EBE can be reasonably expected to advance either the first goal or the second goal but not both simultaneously, as intended. This descriptive point raises a normative question: which goal should we pursue using US-EBE? I explore moral considerations that bear on this question, focusing on costs and benefits for students. I argue, provisionally, that we ought to use US-EBE to narrow gaps because the costs associated with doing so are morally justifiable whereas those associated with the alternative are not.

During the advancement of COVID-19, many safety protocols, including facial masks, were incorporated into public settings. The Centers for Disease Control and Prevention (CDC) (2021), due to safety regulations, recommended wearing face masks when in close contact with other people in public environments, such as in a classroom, where social distancing was difficult. Many industries smoothly transitioned to daily use of traditional cloth masks, but other industries that served children sought masking alternatives. This study examined related research to explore whether wearing masks had any impact on student engagement, particularly in Early Childhood Education (ECE) and Education of Students with Exceptionalities (ESE) settings. The synthesis of research here suggested that masks influenced children's engagement, including intellectual, emotional, social, behavioral, and physical aspects, and recommended the use of transparent masks with young children and children with exceptionalities. The paper also provides recommendations for future research.

Over the years, there has been a surge in the demand for a proficient STEM (Science, Technology, Engineering, and Math) workforce to occupy the proliferating STEM job vacancies worldwide. The STEM workforce must be expanded in order to fill this gap. However, the reputation of STEM learning as being arduous has proven to be a deterrent to students' interest in the pursuit of STEM careers. In an expounding qualitative study, three STEM teachers were interviewed for the purpose of examining STEM Impostor Syndrome (IS) and STEM Self-Efficacy (S-SE) from a teacher's perspective. Findings suggest that teachers are sentient of the manifestation of STEM IS among students. Teachers noted that STEM IS poses a significant challenge for their interactions with students in the classroom, and also suggested that STEM IS is inversely proportional to S-SE.

The after-school program is a crucial initiative for implementing the Double Reduction policy; however, prior research has not provided conclusive evidence on whether extended school hours contribute to students' cognitive and non-cognitive development or on which types of after-school services are more beneficial for student development. This study analyzed 37 after-school programs from 18 publications using meta-analytic techniques, and the results indicated that participation in after-school programs had positive effects on student cognitive and non-cognitive development despite the small effect size (d = 0.327, p = 0.000). The decomposition of the effects of after-school programs revealed that they had modestly positive effects on academic achievement (d = 0.369) and social-emotional competence (d = 0.220). In addition, the analysis of moderating variables revealed that socioeconomic status, educational phase, number of after-school service days per week, sample size, and testing instrument all influenced the after-school program effects. This study concludes, based on the results of the meta-analysis, that there should be a balanced consideration of the development of student cognitive and non-cognitive abilities in planning after-school service, a substantial variety of activities in afterschool programs, a flexible adoption of diverse after-school programs, and a reasonable participation frequency in after-school service.

This study aimed to measure the success of teaching volleyball in the physical education course with the mind map technique. The study employed a quasi-experimental pre-posttest design with an experimental group and a control group. The study was completed with a total of 66 students, including 33 students in the experimental group and 33 in the control group. A pretest was administered to the groups to explore the cognitive and psychomotor skill levels of the students in relevant subjects to be taught. The experimental group was taught using mind maps in 40-min classes every week for 9 weeks, while the control group was taught using conventional teaching methods. At the end of the 9-week period, the tests were administered again. To collect data, a Volleyball Knowledge Test and a Volleyball Skill Test were used. The posttest results showed that the cognitive domain, overhead pass, and bump pass scores of the experimental group were higher. In the comparisons of the cognitive and psychomotor skill levels of the two groups, a statistically significant difference was found in favor of the experimental group in the cognitive and psychomotor domains.

The phenomenon of misconception and poor conceptual understanding is a problem that often occurs in science learning, not least in physics learning. Learning models that specifically aim to improve conceptual understanding and remediate misconceptions are not widely available. This study aims to determine the effect of the CCBL model in improving conceptual understanding and remediating misconceptions of students. The method consisted of pretest-posttest control group quasi-experimental design. The sample consisted of 89 students from three groups in the physics department. The research instrument was a static fluid concept test, a type of two-level multiple-choice test, and an open reason answer. Percentage techniques and descriptive narrative were used to obtain the level of understanding of students' concepts. These results indicated that the CCBL model was effective in remediating student misconceptions. The implication of this research is that the CCBL model has the syntax that capable of remediating students' misconceptions, namely: (1) activation of preconceptions and misconceptions; (2) presentation of cognitive conflict; (3) discovery of concepts and equations; and (4) reflection. It is recommended to conduct further research to see the significance of the effectiveness of the CCBL model.

This study aimed to investigate the effectiveness of a learning management plan designed using the GPAS 5 Step model in enhancing the learning achievement of 31 Thai language learners in the area of sentence structure. Participants were selected through cluster sampling from a population of Thai language learners in a public school. The research instruments included the learning management plan, a learning achievement test, and a questionnaire to assess participant satisfaction with the learning experience. Data were collected using a one-group pretest-posttest design. Descriptive statistics, paired samples t-test, and an effectiveness index with a criterion of 80/80 were employed for data analysis. The results indicated that the learning management plan designed using the GPAS 5 Step model had a significant positive impact on participants' learning achievement in sentence structure. Additionally, participants reported high levels of satisfaction with the learning experience, highlighting the effectiveness of the GPAS 5 Step model in creating an engaging and satisfying learning environment. These findings contribute to the growing body of research supporting the effectiveness of the GPAS 5 Step model and emphasize the importance of participant satisfaction in language learning contexts.

In this paper, an analysis is carried out to review the comparison of the mean EEG power between groups of ASD students in terms of duration <3 years, 3 to 9 years and =9 years, so that a significant difference can be seen. In this study, 33 ASD students were observed using EEG, which had a sampling frequency of 500 Hz with eight electrodes at points F3, F4, C3, C4, P3, P4, O1, O2. The results show that the longer the child gets EIBI, the absolute power of the delta and slow theta waves will decrease. Relative power results also show that the longer the duration of the student obtaining EIBI, the higher the percentage of the emergence of alpha waves. So, the comparison of power EEGs based on group division for the duration of the intervention program, shows that EIBI has the potential to improve student quality.

Many studies have identified differences in the effectiveness of the integration of blended learning and project-based learning (BPjBL) models on student achievement. However, the results of previous studies showed different results. Therefore, this study aims to determine the differences in the effectiveness of the integration of blended learning and project-based learning (BPjBL) models on student achievement, compared to traditional learning. The design used in this study was a contrast group meta-analysis. The studies analyzed to calculate the effect size were 11 primary studies that met the established inclusion criteria. To be more accurate, data analysis was performed with the help of JASP software version 0.16.3. The results of the analysis using the random effects approach obtained an overall effect size (d = 1.28; p <0.05). This effect size is included in the large effect category. It can be concluded that the use of the BPjBL model has a major effect on student achievement when compared to traditional learning. The meta-analysis in this study has no problem with publication bias, so this meta-analytic research is objective and scientifically justifiable. The results of this meta-analysis research show more accurate information, which can be used as a basis for policymaking, so as to improve the quality of learning.

Some older deaf students encounter challenges with print literacy, which can result from experiencing language deprivation and communication neglect. This article describes the authors' evidence-based framework that provides tailored language support--Strategic and Interactive Writing Instruction (SIWI)--and how it can counter language deprivation through a careful design of the environment to make it fully accessible. They share the results of their study where two deaf students who had faced language deprivation since their early years were immersed in SIWI and how both students showed growth within a year by using specialized receptive and expressive language strategies through frequent and meaningful interactions. Steps are provided for teachers to apply these strategies during instruction which can result in language skills ultimately being linked to print literacy skills.

During the shift to online learning in 2020, the disruption to students and families was nearly universal, but the causes--and effects--varied. In this time, a shocking number of students did not attend school regularly, or at all. The work of the intervening years has been largely twofold: ensure that students reengage with learning and help them to get back on track with their academic progress. Therefore, the most important questions for state board members to ask are, Who is missing? and Why? Finding the answers is the first step to understanding the nature of unmet needs in each state, district, and school so that solutions are responsive. In search for these answers, the author illustrates four individual efforts of schools and states in analyzing attendance data, improving coordination and communication, tackling truancy, and connecting students with mentors, concluding with an explanation of how state boards can adapt the examples to their own needs.

By now, members of state boards of education will have heard the dire statistics about the rise in students' mental health struggles, which were exacerbated by exposure to added traumatic events during the pandemic. When they are prepared to do so, educators play an important role in helping these students. In this article, the authors discuss how applying trauma-informed practices in the classroom can help students build the resilience and emotional intelligence they will need to reduce the impact of trauma on their well-being and learning. The authors also argue that state boards should take action to ensure that educators are trained in trauma-informed practices.

Belonging is a critical factor for supporting student success and well-being in school. Unfortunately, the work of fostering belonging at school for all students continues to face significant challenges. One reason is that the field of education is working from a limited conception of school belonging, based mainly in the discipline of psychology. Belonging is more than just a psychological sense--it is also a social, cultural, and even political process. In this article, Paul Kuttner explores six aspects of belonging that are underemphasized in the school belonging literature, arguing that we should think of school belonging as agentic, intersectional, systemic, political, place-based, and a right. Kuttner proposes a definition of belonging that encompasses these aspects and uses it to suggest future directions for research and practice.

Though schools do not track in Brazil, I find that racial classroom segregation in Brazil is on par with recent estimates from North Carolina high schools (Clotfelter et al., 2020). How does racial classroom segregation occur without tracking, and in a supposed "racial paradise," no less? Using national, student-level data spanning from 2011 to 2017, I describe racial classroom segregation among Brazilian 5th and 9th graders and assess potential mechanisms identified in the literature. The findings are consistent with segregation by chance in which: (1) schools initially segregate students by using effectively random classrooms assignment practices and (2) schools choose to move forward with these initial assignments, even when they are highly segregating, rather than make race-conscious adjustments. This is consistent with the myth of racial democracy, a prominent colorblind ideology in Brazil that promotes the legitimacy of de facto racial segregation and undermines the legitimacy of race-conscious desegregation.

Purpose: The aim of this study was to explore the link between upper secondary school students' experiences of school democracy and their future role as democratic citizens, focusing on a comparison between men and women. Design/methodology/approach: The data derives from a questionnaire conducted to all last year upper secondary school students in Kronoberg county, Sweden. A hypothesis based on the theory of participatory democracy was tested through a four-step multilevel regression analysis. Findings: The result show no direct effects from experiences of school democracy on the intention to vote, neither for female nor for male students. Instead, the most important factor for civic virtues and behaviour seems to be the personal trait of ambition, which is more prevalent among female students. Research limitations/implications: More research on different ways to realize democracy in classroom connected to promotion of citizenship is needed, and so is research on how to encourage students' ambition which is shown to be beneficial both for the individual and for the common good in a democratic society.

Students of color, first-generation, and residents of communities experiencing disinvestment--who aspire to obtain meaningful postsecondary degrees, career success, financial security, and social mobility--face tremendous challenges in navigating science, technology, engineering, math, and health science (STEM-H) education and career sectors. The Rush Education and Career Hub (REACH) utilizes a place-based workforce intermediary model that joins an academic medical center with academic institutions, community-based organizations, and employers to increase and broaden STEM-H participation. REACH provides innovative, hands-on learning for underrepresented youth cradle-to-career to increase postsecondary achievement and diversity in STEM-H professions through: (1) early and sustained access to high quality STEM-H education experiences, (2) paid work-based learning paired with professional development, (3) the ability to earn recognized industry credentials, (4) mentorship to facilitate participant engagement and promote program completion, and (5) OutREACH community engagement that provides information, resources and wraparound supports for students, their families, and the community. Preliminary findings suggest that this model inspires and prepares young people for success. REACH offers institutions an equity-centered community-engaged framework for cultivating education and workforce partnerships to foster opportunities, support, and the relationships necessary to thrive in STEM-H for those who have historically been denied.

Previous research has shown the consolidation of the digital divide as an object of study over the last two decades. The pandemic caused by COVID-19 has multiplied the consequences of digital exclusion, as well as the number of studies examining its effects in the educational field. Based on this current educational reality, we approach a proposal that examines in depth the existing literature on the digital divide in the educational context by using the systematic review as a research methodology. We present an analysis of relevant studies published in the last three years with the aim of answering the following questions: How did the digital divide affected e-learning and ICT implementation during the pandemic?; what methods were used to assess it?; and what are the proposals to counteract its presence?. The results obtained in our study confirm the use of systematic reviewing which synthesize and accumulate the results of different primary studies. These results also serve to identify research gaps that point, in our case, towards future lines of work on the causes, persistence and interventions to mitigate the expansion of the digital divide in today's educational landscape.

Superhero themes have been increasingly used in the teaching of a range of topics including business, humanities and science in recent years. Typically, characters from existing popular media are adopted for the teaching activities. On the other hand, customised characters that are developed from scratch allow the educator to have more control of the characters' features so that the learning objectives can be achieved more effectively. In this work, new fictitious characters have been created as cases for students to perform their engineering materials selection assignment. The motivation for using the superhero theme was to increase the students' excitement in the assignment. This paper shares the approach taken and the teaching experience after running the superhero theme with two cohorts of students.

This article and project perfectly illustrate community, connection, and collaboration across disciplines and institutions. As history has shown us, sometimes it is difficult to study abroad or offer cultural immersion opportunities for students when global catastrophes or geopolitics maketravel difficult. Instead, this project approximates cultural immersion through engaged learning projects and teleconferencing. Featured most proximately is a project that includes three communities (a Ugandan vocational school, a Kansas university, and a city library) and is interdisciplinary in practice. As an international community of learners, this project brings together people from different backgrounds and continents. Among other things, the projectallows its participants an opportunity to recognize the global community and shared humanity that we all belong to. Breaking down stereotypes and misperceptions creates space for learning from and about one another. One way to overcome geographic, political, and even catastrophicglobal health challenges may be to create engaged learning opportunities where students conduct investigations.

The development of conversational artificial intelligence (AI) has brought about new opportunities for improving the learning experience in education. ChatGPT, a large language model trained on a vast corpus of text, has the potential to revolutionize education by enhancing learning through personalized and interactive conversations. This paper explores the benefits of integrating ChatGPT in education in Thailand. The research strategy employed in this study was qualitative, utilizing in-depth interviews with eight key informants who were selected using purposive sampling. The collected data was analyzed using content analysis and the software NVivo. The study's results indicated that ChatGPT can provide personalized learning experiences by adapting to individual student needs and preferences. Its ability to understand natural language and context can also facilitate more meaningful interactions between students and the system. Additionally, ChatGPT can assist with administrative tasks such as grading and feedback, allowing educators to focus on more personalized and meaningful interactions with students. Furthermore, ChatGPT can serve as a valuable tool for remote learning, providing students with the ability to access educational resources and support outside of traditional classroom settings. The paper also discusses potential ethical considerations in utilizing AI in education, such as data privacy and bias. Overall, this paper argues that the integration of ChatGPT in education has the potential to enhance the learning experience for students by providing personalized, interactive, and efficient support.

Students who are visually impaired but receive adequate support at an early stage have a greater chance of progressing in their academics and future careers. In this research article, the author identified various practice guidelines that can help students with visual impairments achieve a successful transition into the world of work. To discuss available practice guidelines for students from this population, the author conducted a narrative-integrative literature review. According to the study findings, teachers and schools have practical roles to play in assessing and administering educational programs for these students, as well as in utilizing assistive technologies. Further, the study provided guidelines for encouraging career transitions among these students, what is expected of their parents and caregivers, how to provide social and emotional support to these students, and ways to improve their access to library resources. This research contributes to advancing teachers', parents', librarians', and counsellors' knowledge about how to best assist students with visual impairments. The study concluded that ongoing training is critical for all relevant stakeholders, including school administrators, parents, and teachers of visually impaired students.

This study investigated teachers' and counsellors' perception of a purpose-based career coaching as a strategy for increasing employability of graduates in Nigeria. The design employed to conduct this study was a cross-sectional survey design that featured desk research and sensitivity workshop. The participants were 100 teachers and 100 counsellors from South-East region of Nigeria. Multi-stage sampling procedure was adopted in this study. Purpose-based Career Coaching and Employability Questionnaire" (PCCEQ) was used to collect data, while descriptive and inferential analysis were used to analyse data. The results obtained revealed that the knowledge level of the teachers and counsellors increased through the sensitivity workshop with respect to the use of purpose-based career coaching as a strategy for increasing employability of graduates. In addition, with a slight significant difference, the perception of both teachers and the counsellors was high in terms of application, workability and effectiveness of the purpose-based career coaching. Gender did not have any significant contribution or influence on the participants' perceptions. Therefore, the conclusion reached in this study is that teachers and counsellors perceived purpose-based career coaching as effective, applicable and workable strategy for increasing employability of graduates in Nigeria.