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Within an accreditation-based approach to quality assurance in higher education, a site visit to an applicant's institution by an accrediting body is the culmination of the evidence-gathering phase of the accreditation process. During the site visit, accreditation representatives conduct standards-related observations and interviews with the applicant and its associates. However, when the pandemic curtailed travel and campuses were forced to close, traditional physical site visits were no longer possible, and were replaced by synchronous online visits. In this qualitative paper, multiple participants reflect on their experiences of participating in a cross-national virtual site visit for the accreditation of teacher education, a novel phenomenon for all parties involved, and a facet of teacher education that has not yet been addressed in the literature. Participating stakeholders, both accreditation body representatives and applicants alike, report many perceived advantages to virtual site visits, but concur that they lack what one key informant termed 'the essential aromas' of teacher education in situ. Despite this however, virtual visits are likely to be increasingly common in the future, and in light of this, inferences are drawn for optimising the quality of online interactions in the international accreditation of teacher education.

The Middle Eastern population in New Zealand has grown significantly in the past two decades. However, little is known about Middle Eastern parents' expectations and their children's experiences of the New Zealand early education system. The PhD research on which this article is based was an attempt to address this gap. The findings discussed in this article derive from semistructured interviews with four case-study teachers. Using thematic analysis and drawing on constructs from critical multiculturalism and funds of knowledge, I argue that there is a lack of congruence between the early childhood discourses promoted by the New Zealand teachers and Middle Eastern parents' expectations for their children's early education. Possible implications for early childhood pedagogy are suggested to meet the needs of increasingly ethnically and culturally diverse early childhood educational contexts.

This study analyses international research collaboration (IRC) trends of South African public universities during the 2012-2021 period. While previous studies have explored IRC trends between South Africa and the rest of the world, there is a gap in literature when it comes to the analysis of institutional IRC trends. Using bibliometric data from Scopus, we analyse the internationally coauthored scholarly output of 24 public universities. Our focus is on the annual and overall institutional IRC trends; a comparison of IRC trends between different institutional types; and an analysis of institutional IRC trends broken down by world regions. Our findings show that the inequalities rooted in colonial and apartheid policies continue to be evident in South African higher education, and that most of the scholarly output through IRC is produced by historically white institutions (HWIs). The findings highlight that HWIs prioritise IRC with the Global North while neglecting research collaboration with the African continent and Global South. On the other hand, even though research output at historically black institutions (HBIs) is low, these institutions prioritise intra-Africa and South-South IRC. Our findings highlight the need for the government to move beyond the policy rhetoric and implement programmes that would enable HBIs to develop capacity to produce scholarly output through national and international collaboration. The government also needs to develop incentives for universities which are contributing to the expansion and strengthening of IRC within the African continent and Global South, in line with the national higher education and research priorities.

In this study, it was aimed to determine the relationship between self-efficacy and job satisfaction of teachers Turkish teaching as a foreign language. The mixed methods study was used by collecting quantitative and qualitative data from teachers. The study was conducted with 150 Turkish teachers working in different countries. Interviews were conducted with 12 participants selected from the sample. Participants voluntarily participated in the study. Job satisfaction scale, general self-efficacy scale, and interview guide were used to collect data. In the study, they have used scales with high validity and reliability and an interview guide prepared by the researcher. Data has been collected online. In the analysis of the data, t-test, ANOVA, correlation, and regression analysis were performed using the SPSS 22.0 package program. Content analysis was used for qualitative data. According to the results, it was determined that there were significant differences according to the variables of gender, age, place of work, and professional seniority. Positive and significant relationships were found between teachers' self-efficacy perceptions and job satisfaction, and it was determined that self-efficacy predicted job satisfaction. It was determined that general self-efficacy and job satisfaction have an important effect on solving problems in professional life. The results of the research are expected to guide the professional life of language teachers.

This case study explores leadership emergence within a faculty-based community of practice engaged in a scholarly interprofessional education initiative between nursing, medical, and clinical simulation educators within a transnational higher education context in the Middle East. Findings in this qualitative study revealed rich insights into the inner mindset of an interprofessional education systems convener as applied to the four dimensions of Wenger Trayner and Wenger-Trayner's (2021) theoretical model. The study identifies and presents the role and salient capacities of a systems convener in attempting to reconfigure professional identities within a unique interprofessional education landscape of practice.

Maintaining a positive relationship among family members creates a harmonious learning environment. When children are nurtured in such surroundings, they are likely to increase their emotional, social, and academic accomplishments and learn more effectively. The purpose of this paper was to analyze the familial role in emotional, social and academic adaptation of middle school students. The sample consisted of 9,728 middle school students from different parts of a Middle East country. The size of the sample was determined using multistage random sampling. Data were obtained using an emotional, social and academic survey and a family structure questionnaire. The study showed that most students have average or better behavior adaptation. Moreover, healthy family structures, favorable economic situation, and high-end paternal professions facilitate behavior adaptation. On the other hand, maternal employment has no effect upon behavior adaptation.

This study examines how an online training into teacher research has been evaluated in relation to the three main elements of the community of inquiry framework (CoI): teaching, social, and cognitive presences. We held the online training as a part of TESOL's Electronic Village Online (EVO) and offered a course on how teacher research can be conducted. A survey was administered to elicit the perceptions of 27 volunteering teacher researchers regarding how social, cognitive and teaching presences within the framework of CoI support professional development of teachers, and to examine how CoI presences correlate with overall satisfaction in this research-based professional development online course. In addition to quantitative measures including means, modes and standard deviations, we analysed the data through the Spearman Rank Correlation Coefficient on SPSS to explore the correlation between the degree to which each of the three presences supported these teachers in their professional development. Findings imply that participants held highly positive perceptions towards cognitive, social and teaching presences of CoI and that these different aspects of the framework correlate positively with the overall course satisfaction. Moreover, there are important implications for instructional design of online professional development programs using the CoI framework and maintaining effective online research mentoring practices.

With the goal to effectively produce a cadre of trained and ready foreign language (FL) teachers, the academic debate is not only focused on what content knowledge and skills the teacher needs, but also on how to best deliver teacher training in order to acquire such knowledge and skills (Darling-Hammond et al., 2017). Hence, it is particularly important to evaluate the design and facilitation of teacher professional development (PD) courses to maximize learning and transfer of training. This action research study investigated the instructional approaches offered in a PD course in a FL institute and teachers' perceptions of benefits and drawbacks of each approach on their learning. A mixed method approach (Teddlie & Tashakkori, 2009; Tsushima, 2017) was followed to obtain a holistic understanding of the issue. Quantitative and qualitative data were collected. This included tracking the time spent on different instructional approaches over two iterations of the course in two different Middle-Eastern (ME) language schools and using a survey with open-ended questions to collect teachers' input about the instructional approaches. Four course facilitators and thirteen teachers participated in the study. Data analysis indicated that mentoring played a significant role in participants' learning. The mentoring sessions embedded within the workshop instructional hours and the one-on-one ad hoc out of class mentoring sessions, constituting 73% of the total instructional hours, were perceived as being instrumental to the participants' learning experiences. One implication for teacher trainers is that they need to be aware of what specific personal and professional qualities they bring to mentoring teachers or what skills they do not yet possess. Teacher training courses and on-going reflective practice need to include such opportunities.

Special Education teachers face increasing difficulties when teaching students with Mathematical learning disorders. The purpose of this study was to investigate whether special education pre-service and in-service teachers in a university in the Middle East are receiving proper training to deal with students with disabilities in learning mathematics. A 24-item self-developed questionnaire was distributed to a sample of 95 (N=95) special education pre-service and in-service teachers. The analysis of the data revealed that pre-service teachers had not accomplished sufficient competency in any of the NCTM standards that are necessary for providing meaningful and useful learning experiences to their future students. However, the analysis of the data revealed that in-service teachers had sufficient competencies in all NCTM standards. These results help to contribute in informing the design and implementation of teacher education programs. Implications of these findings are further discussed along with recommendations for further development within the teacher education program for special education teachers.

Under globalization conditions, the main priority of the state education policy in many countries of the world is to ensure higher education quality. This is possible through close and efficient cooperation between the state, higher education institutions, future specialists, employers and innovative structures (clusters). This study focuses on the development of indicators that can comprehensively assess the effectiveness of regional innovation clusters in the higher education system. The main attention is given to the analysis of innovations, business, education development and competitiveness, as indicators of the effectiveness of regional innovation clusters in the higher education system. The following methods have been used within the research: content analysis, statistical, correlation and regression analysis, econometric modeling and the graphical method. As a result of the research, indicators of the effectiveness of regional innovation clusters have been identified and the impact of these indicators on the higher education system has been evaluated. The authors have shown that there is a close relationship between the level of development of regional innovation clusters, indicators of business and innovations development, and the level of competitiveness. The direct impact of those on the higher education system has been established and confirmed by the provided calculations.

This study examined how students who do not speak English as their first language rely on their native tongue while studying English and participating in English courses. The researchers focused primarily on student opinions and perspectives related to their first language. Data were collected from 175 respondents through an online survey; a questionnaire survey of 21 teachers was also used. The participants came from diverse backgrounds, were of different ages, had different English language skill levels, and spoke various first languages. The study showed that students use their first languages in a classroom for numerous reasons, which are affected by factors such as their age or their English comprehension. Teachers and students can use this study to evaluate first language usage in the classroom and improve learning outcomes by recognizing why students revert to their first languages.

This paper traces Middle Eastern elements in Islamic education in Indonesia by looking at their institutions, curricula, method of teaching, orientations, and Islamic ideological transmission. The information on values and impacts of Indonesian and Middle Eastern Islam takes a one-way traffic pattern in general terms. The dynamics of Islam in Middle Eastern regions will fundamentally affect the practice and dynamic of Islam in Indonesia. This paper maps out Middle Eastern components' influence on the course of education run by these two largest Islamic organizations in Indonesia, Muhammadiyah and Nahdlatul Ulama'. However, following the New Order's fall, many Islamic groups emerged; education offered by these new groups and orientations is also worthy of evaluation. In the modernist group, the idea and practice of Islamic reform, which constitutes one of its significant agendas, mostly echoed the similar and earlier movements in the Middle East. Similarly, traditionalist groups are often described as the revivers of more locally-rooted Islamic practice, and therefore, they tend to blend local and Middle Eastern elements within their religious way.

Understanding how language is used in specific contexts and the reasons for this can be helped by examining historical change in genres. In this study focusing on business communication, texts serving the same purpose of demanding payment for a debt but separated by 4,000 years are analysed. The ancient text is a Sumerian cuneiform tablet which is compared to two modern model business letters. The texts are investigated through a genre analysis focusing on functions and linguistic features and a multidimensional register analysis. Both analyses produce similar results with the main exception being the sequencing of functions. The lack of much meaningful change in business communication in the last 4,000 years is likely to be due to the dominant influence of communicative purposes in guiding how language is used.

This study is unique in its attempt to combine the Technology Acceptance Model (TAM) with external variables and the Information System Continuance Theory, in the context of mobile learning. It extends TAM with the external variables perceived mobility and perceived enjoyment. Mainly, students' perception of cell phones effect on their academic performance is investigated. The study was conducted at two different universities--in Europe and the Middle East. Cell phone usage is analyzed from the perspective of mobile learning. The data in this study were collected from 103 students from the University of Latvia and 106 students from a Middle Eastern private American University. This study shows that there is no significant difference on how the two groups perceive the use of cell phone and their opinion of its impact on their academic performance. The obtained results are in line with the theoretical model. They show the influence of perceived enjoyment and perceived usefulness on students' attitudes towards using cell phones. Data shows that there is a positive relationship between cell phone usage and students' perception of its effect on their academic performance. This study reveals several interesting findings, and it is believed that this research offers the educators and administrators further insight in analysing the current effect of cell phones on students' academic performance and the possibility of adopting mobile learning as one of the technological tools which supports technology enhanced learning.

The aim of the research and investigation methodology was based on an expert survey, using questionnaires translated into German, English, French, Spanish and Portuguese languages. The experts, interviewed in this study as part of the international community, represent institutions or organizations, that are involved in educational policy or in university research and teaching contexts with the topics and content as well as the implementation of ESD. The answers of the experts provide a different and wide range of variations in assessments of the implementation of the UN Decade and its characteristics of democratic potential and support. This shows that the potential democratic influences can always be assessed much more positively through sustainable development than that of actual democratic changes, particularly in reference to good governance, to the basic and human rights, to the protection of minorities, to civil society participation and to the separation of powers and the rule of law.

Entrepreneurial activities have been vital to economic growth as a feasible career option for many university graduates. Nonetheless, it has been recognised that the lowest intentions to undertake entrepreneurial activity are among female graduates. While entrepreneurship is claimed to be a reflection of creative activity from which individuals generate value, graduates' creativity can be a crucial aspect of entrepreneurship, with innovative concepts, products and services. This study examines the role of creativity skills in the entrepreneurial intentions of female university students attending business programs. Built on the Theory of Planned Behaviour, the survey results collected from 303 female business graduates identified the positive influence of creativity on entrepreneurial intentions. Recognising the need to embed creative skills and activities in the university curriculum is fundamental to encouraging entrepreneurial aspirations among female graduates.

This study comparatively examines variation among the expectations of parents worldwide for the educational attainment of their children. The data are from the 2011 Progress in International Reading and Literacy Study (PIRLS). A two-level hierarchical linear model (HLM) was used to estimate multilevel and multi-contextual effects on such expectations. The results reveal that parents in the Middle East had the highest expectations for the educational attainment of their children, followed by parents in East Asia and the Pacific region. Parents in European regions expressed the lowest expectations; however, they expressed significantly higher expectations for their daughters' educational attainment than for their sons'. In European countries, immigrant parents had significantly higher expectations for the educational attainment of their children than did nonimmigrant parents, but the opposite was true in the Middle East, East Asia, and the Pacific. These results suggest that although parents who belong to different nations and different cultures share norms and values regarding educational attainment, regional differences persist as the result of social, cultural, and economic differences.

The present research aimed to uncover individual differences that can be used to predict, at the start of a course, performance difficulties in female students of an understudied population who are at the beginning of their academic journey. Measures of active and passive procrastination and general self-efficacy were collected at the start of the semester from students enrolled in one of two courses representative of the general education curriculum at a university in the Middle East. Grades on the first homework assignment and test in each course were used as indices of students' early performance. Measures of procrastination and self-efficacy failed to adequately predict either early performance or attendance rates. Yet, attendance predicted a portion of the variance in assignment performance. This study suggests that class presence, rather than dispositional individual differences, can shape the early academic success of an understudied student population.

Few studies examine plagiarism in a Middle Eastern context, specifically from the perspectives of preservice teachers. As future gatekeepers of academic integrity, preservice teachers need to understand plagiarism. This study surveyed 128 female preservice teachers in one university in the Gulf Cooperation Council (GCC) countries. The survey explores preservice teachers regarding their understandings and reasons for academic plagiarism and their responses to particular scenarios. Findings indicate that preservice teachers have a thorough comprehension of plagiarism and suggest a lack of knowledge of citing sources, weak writing skills, a lack of time, and not knowing the research process as reasons for plagiarism. Informants' responses to six scenarios are presented to illustrate their perspectives further. Discussion addresses language and cultural issues to contextualize the study.

The rapid development of information and communication technologies (ICT), and the unexpected transition to online teaching due to COVID-19 necessitates that teachers should have the knowledge, competent skills and strategies to integrate digital tools and platforms effectively. Literature suggests however that many teachers do not feel confident enough or lack perceived capability in teaching using advanced technologies in classrooms, and do not have positive self-efficacy beliefs towards their online teaching. Hence, the purpose of this mixed-method study is to investigate teachers' self-efficacy (TSE) in online learning environments amid COVID-19. A total of 150 K-12 teachers from six Arab countries were invited to participate in the study. Quantitative and qualitative data revealed that perceived self-efficacy of online teaching was high. Two main factors, receiving support to design online instruction and receiving professional development in online teaching, significantly predict participants' sense of self-efficacy. Teachers who have previous experience in online teaching scored higher on their self-efficacy than teachers with limited or no experience. Student engagement had the weakest correlation between the four scales with the overall self-efficacy. Parental involvement was discovered through the qualitative analysis to be an emerging factor that could enhance teachers' self-efficacy. Recommendations and limitations are further discussed.

This manuscript reports the results of a pilot study that investigated the views of an international cohort of teacher educators regarding the efficacy of flipped classrooms. In particular, the study addressed an existing void in the literature pertaining to the value of flipped classrooms with respect to K-12 subgroups, including students who are culturally and linguistically diverse or manifest disabilities. Key findings from the participants' responses to a 12-item survey were that they believed that the flipped classroom paradigm is efficacious for both elementary and high school students, as well as those who are culturally and linguistically diverse--particularly with respect to teaching complex subjects. Conversely, respondents did not believe the paradigm is appropriate for students with disabilities, and that noteworthy barriers involving a digital divide impede its use with students living in impoverished rural areas. Future research topics are discussed.

This paper presents research on girls' and boys' gendered perceptions of their learning during school closures due to COVID-19. The research was conducted in ten countries affected by displacement across Asia, the Middle East, Africa, and Latin America. We applied statistical analysis using multivariate logistic regression models from the results of a survey conducted with parents or caregivers and their children. We complemented the quantitative study with qualitative methodology, which provided a nuanced understanding of girls' and boys' perceptions of their learning and their voiced concerns during the COVID-19-related school closures. Our results show that the children in the displaced settings are likely to perceive a decline in learning during the pandemic, and that the factors influencing this perception differ between boys and girls. Girls' perceptions of learning "nothing" or only "a little bit" were more strongly associated with material barriers, such as limited access to learning materials and household economic circumstances, than was the case for boys. The boys' experience of learning "a little bit" or "nothing" was more strongly associated with increased negative feelings, including feeling sad or worried, increased violence in the home, and increased responsibility for looking after siblings or other children. This research notes the importance of supporting displaced children by providing adequate resources to enable equitable access to learning, and calls for cross-sectoral programming to support displaced children who are dealing with emotional pressure.

This piece responds to the article by Arif Rachmatullah, Soonhye Park, and Minsu Ha "Crossing borders between science and religion: Muslim Indonesian biology teachers' perceptions of teaching the theory of evolution," in which the authors are among the first researchers to explore the views of Indonesian science teachers regarding evolution instruction. This new context is important for furthering a global perspective on evolution education. However, the authors use preexisting taxonomies for their analyses that were developed in studies executed in mostly Christian contexts. In this response, we argue that investigations into new geographical and religious milieus, such as the teachers in the study by Rachmatullah and colleagues, could instead be used to develop more attuned categorizations for the burgeoning research area of the interaction of Islam, Judaism, and other traditions with evolution. We reflect upon experiences from our own work in studying Jewish and Muslim views of evolution, as well as on alternative taxonomies developed regarding Islam and evolution; we close with a brief rationale for a current initiative to create a researchers' network for those who study the interface of science, religion, and society in the Middle East and North Africa.

This qualitative short report considers the viability of the use of rubrics or alternative methods to assess writing in Asia and the Middle East. The background of learning theories, assessment types, and self-assessment literature provides a foundation for further discussion of the appropriate use of rubrics, including the prioritization of criterion, the quality of scoring, the impact of organizational features on scoring, the influence of bias, and the best application of rubric assessment. Relevant points for further study are identified, such as differentiation in research between generalized analytical rating systems and rubric assessment with specific, empirical criterion. The contradictory research regarding the advantages and disadvantages of rubric assessment in comparison with holistic assessment are of particular and crucial interest for global pedagogy. Many of the reviewed Western articles excluded Asian perspectives- except for China -and thus present a limited understanding of social and educational compatibility with new assessments and rubric assessments in particular. The discussion identifies patterns and points of contention and seeks to explore viewpoints rather than limit the scope of inquiry and consideration thus noting that relevant literature suggests that with appropriate teacher training, teachers may appropriately use rubrics as a formative assessment tool for writing in Asia and the Middle East.

This paper examines the native/nonnative debate from an angle that is often disregarded: the challenges and difficulties faced by native English-speaking teachers who live and work abroad for an extended period of time. We argue that while they often stand a better chance in job application procedures, preferential treatment is secured by political and economic considerations rather than professional ones. Our survey data indicate that despite the seemingly advantageous position native expats enjoy, many of them face discrimination and marginalization in their work context and beyond in terms of their professional status and remuneration. We believe that our knowledge of the native/nonnative debate would be deepened if both groups were given equal attention and representation in research. A comparative analysis of the problems encountered and injustices suffered by both natives and nonnatives is hoped to contribute to remedying the present situation.

This study presents empirical findings demonstrating predictive validities of noncognitive variables for mathematics achievement among primary and secondary school students from cross-country perspectives. Results based on TIMSS 2015 assessment showed that confidence was a moderately strong predictor of mathematics achievement in all TIMSS participant countries (100%). Interest, on the other hand, was a moderately strong predictor in most countries for eighth-graders (77%) but only in about a dozen countries for fourth-graders (20%), showing a stronger interest-achievement link for the secondary school students, from the cross-national perspective. The sense of belonging measure demonstrated a lack of its relevance to primary school students' achievement. Further, bullying showed predictive relevance for student achievement only in three countries (South Africa, Jordan, and Egypt). The study concludes that while confidence was a universally relevant predictor of student achievement across all countries/regions, predictive utilities of interest, sense of belonging, and bullying appeared to be heavily dependent on a grade-level and country/regional context.

This article describes an innovative interdisciplinary collaboration between English faculty and an organizational behavior (OB) professor to scaffold case analysis writing in an upper-level OB course at an English-medium university in the Middle East. Case analysis writing is challenging for students as an academic genre or type of writing because they do not always know when to report on the case, when to explain OB concepts, and when to go beyond reporting or explaining by using analysis in support of claims. Combining the English faculty's linguistic knowledge with the OB professor's disciplinary knowledge, we developed visual support materials to make the valued features of case analysis writing explicit for students. We describe two sets of instructional materials that we used to help students meet genre expectations. We provide evidence from multiple data sources, including on-going analysis of student writing, that points to the effectiveness of our innovative interdisciplinary collaboration. Our findings provide evidence of the benefits of distributed responsibilities in teaching and assessing university students' communication skills in disciplinary contexts, particularly for L2 learners.

The Middle Years Programme (MYP) is one of four programmes offered by the International Baccalaureate, together with the Diploma Programme, Career-related Programme and Primary Years Programme. This study investigated the difference in job satisfaction levels of MYP Coordinators based on the number of IB programmes delivered in the school. Schools offering the MYP are required to appoint a member of staff to the role of MYP Coordinator. MYP Coordinators differ by age, gender and experience, and work in diverse school environments. The purpose of this study was to explore the job satisfaction of the critical role of MYP Coordinator. Using Herzberg's Two Factor Theory as the theoretical framework, a modified version of the Job Satisfaction Survey was distributed to all registered Coordinators via email. 344 participants responded to eighteen items addressing the central question: What is the difference in job satisfaction levels of active MYP Coordinators based on demographic factors? The independent variables were age, gender, experience as a coordinator, number of IB programmes in school and eAssessment implementation. Using one-way ANOVA tests and t-tests, no statistical difference in job satisfaction was found for age, gender, experience as a Coordinator or the implementation of eAssessments. There was a difference in job satisfaction levels for MYP Coordinators working in 3-programme (MYP plus Diploma Programme and Primary Years Programme) schools compared with those in MYP-only schools, with the former recording higher job satisfaction levels. This finding demonstrates the need for whole-school alignment in the promotion of an atmosphere that is conducive to effective MYP coordination.

This article explores the management of multilingual mobile communicators at the International Committee of the Red Cross (ICRC) according to institutional requirements and the consequences on Arabic-speaking communicators' careers. Based on interviews complemented by institutional documents, I analyse the impact of "multiple languages", "'easy' nationality" and "flexibility for non-family posts" as key requirements for mobile communicators. The institutional shortage of Arabic speakers largely limited their experience to Middle East and Northern Africa (MENA) while other communicators allegedly had a broader variety of field experience for career advancement. Linguistic repertoires and nationality shaped mission allocation since acceptance of one's nationality in the host country largely outweighed linguistic competences in Arabic in MENA, with a preference for European or dual nationals and the Lebanese over other Arab nationals. Flexibility for non-family posts, numerous in MENA, seems to reinforce an unequal distribution of reproductive work and structural gender inequalities. Many interviewed women felt that they had to choose between the agency and family. Although desirable, family posts outside MENA were not considered as exciting communications work. Besides hiring L2 speakers with an acceptable nationality, interviewed communicators suggested a new rotation system, advising roles for Arabic-speaking professionals and special quota for women.

Creativity is a vital topic of various educational discourses, yet the support it receives within the school system is insufficient. This chapter focuses on four particular ways of making creativity more democratized, salient, and accessible in school settings. We start by exploring the educational benefits of egalitarian theoretical approaches to creativity. Then, we posit that democratization requires an equal focus on the cognitive aspects of creative potential and the motivational sphere of self-perception and self-regulation. Third, analyzing cognitive characteristics, we pay special attention to creative imagery: an understudied yet critical aspect of creative potential. By meta-analyzing available evidence from interventional studies, we show that there are multiple effective approaches to enhancing creative imagery, so--in a sense--supporting creative potential might be democratized as well by going beyond creativity training. Fourth, and finally, we discuss the possibilities of adapting so-called wise interventions for the educational psychology of creativity. We review available evidence of how to strengthen creative confidence and the perceived value of creativity among students, and how to make their creative self-regulation more effective.