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Abstract Distance learning is not a novel concept. Education or learning conducted online is a form of distance education. Online learning presents a convenient alternative to traditional learning. Numerous researchers have investigated the usage of online education in educational institutions and across nations. A set of essentials for effective online learning are elaborated in this study to ensure stakeholders would not get demotivated in the online learning process. Also, the study lists a set of factors that motivate students and other stakeholders to engage in online learning with enthusiasm and work towards online learning.

It could be said that gender is an ever-present variable when investigations of attitude towards Inclusive Education are accounted for. It could be deduced that the investigation of attitude and gender remains a relevant research activity, especially that the teacher course and the teaching career are dominated by one gender group. Thus, utilizing a reliable research tool ([alpha] = 0.90), this current empirical, cross-sectional study embarked on measuring the attitude towards IE of pre-service teachers, and determined whether gender polarization with respect to attitude exists. The study revealed intriguing results. Moreover, it was noted that if teachers would take an indifferent attitude towards IE, mainstreaming would not become as successful as it should be, and that the concept 'Education for All' shall remain elusive , and nothing but a mere dream resting in the minds of those who should do better.

The intension of employment and entrepreneurship is introduced. The present situation that application-oriented colleges and universities carry out employment and entrepreneurship education for students in textile specialties is surveyed. Some suggestions, such as reforming recruit system, strengthening employment concept education, improving entrepreneurship guidance, establishing entrepreneurship teams with students from different specialties, vigorously promoting the facts of successor of entrepreneurship, striving to train entrepreneurship tutors, encouraging teachers to practice in enterprises and strengthening university-industry cooperation, are proposed. [ABSTRACT FROM AUTHOR]

The emergence of Japan as an economic superpower evokes some now familiar images: throngs of well-dressed "salarymen" converging on Tokyo's business districts, urban workaholic commuters squeezed on trains by white-gloved station attendants, neat rows of uniformed students obediently marking their answers to entrance exams. In the aftermath of World War II, the Japanese media quickly dubbed these new urban salaryman and their student aspirants as "soldiers" in the new global economic warfare. Education mamas are products of the organization of postwar Japan. Soon after the end of the second World War, a nationalized competitive education system began teaching young men the skills that would be needed in the new economy, while social and economic pressures encouraged women to spend more time at home. Mothers in the rising middle class bore fewer children and prided themselves on the latest household timesavers: refrigerators, rice cookers, washing machines and flush toilets. While education mamas are best known for their strategies for children, the concept "education mama" can also be understood as a strategy of gender.

Our paper argues that the criticism that has recently been launched against the concept of rationality as taught by academic business schools outlines deficiencies that were incurred by turning rationality into a mere tool for advancing economic prosperity, a concept that we term utility-driven rationality. Our leading hypothesis is that the commodification of rationality into its utility-driven manifestation expunged the application of epistemological doubt from it, which, because epistemological doubt was originally the precondition of rationality's ethical, political, and societal potential, shut down access to this potential in the process. By tracing this process of commodification from Adam Smith to Max Weber's critical diagnosis of it, we offer the suggestion of re-radicalizing rationality and thus re-introducing epistemological doubt to it to secure the future of academic management education. [ABSTRACT FROM AUTHOR]

Poor regional spatial planning makes the lack of water catchment functions and green open spaces result in environmental problems, particularly in Pekanbaru City, Indonesia. The solution is to utilise the potential of the Siak River and its historical heritage through waterfront city (WFC) management. Structuring a WFC based on a low-carbon concept can solve environmental problems by significantly reducing carbon emissions. This study aims to inventory, map, and evaluate the condition of the existing landscape, analyse public perceptions, and develop recommendations for a WFC with a low-carbon landscape concept. The methods used are historic urban landscape analysis, spatial analysis with land evaluation, community perception, and the preparation of recommendations. The results showed that the management of historical and cultural heritage is still poor. Based on the evaluation of land suitability, the WFC area has the potential to develop tourism, settlement, conservation, and pond areas with varying degrees of suitability according to the function of the area and several limiting factors. Through public perception, the level of enthusiasm of respondents is very high for applying the low-carbon landscape concept. Recommendations are made with the 15-Minute City Strategy through zoning and management programmes, namely tourism, mixed-use, conservation, and cultural preservation. [ABSTRACT FROM AUTHOR]

After the first wave of the COVID-19 pandemic, during which the severity of the disease in certain countries was attributed to a lack of basic education of the inhabitants, the authors of this paper initiated a literature review of educational trajectories, health, and ageing well. The findings strongly demonstrate that alongside genetics, the affective and educational family environment, as well as the general environment, greatly interact starting from the very first days of life. Thus, epigenetics plays a major role in the determination of health and disease [DOHAD] in the first 1,000 days of life as well as in the characterization of gender. Other factors such as socio-economic level, parental education, schooling in urban or rural areas, also play a major role in the differential acquisition of health literacy. This determines adherence (or lack thereof) to healthy lifestyles, risky behaviours, substance abuse, but also compliance with hygiene rules, and adherence to vaccines and treatments. The combination of all these elements and lifestyle choices facilitates the emergence of metabolic disorders (obesity, diabetes), which promote cardiovascular and kidney damage, and neurodegenerative diseases, explaining that the less well educated have shorter survival and spend more years of life in disability. After having demonstrated the impact of the educational level on health and longevity, the members of this inter-academic group propose specific educational actions at three levels: (1) teachers and health professionals, (2) parents, (3) the public, emphasizing that these crucial actions can only be carried out with the unfailing support of state and academic authorities. [ABSTRACT FROM AUTHOR]

Peters is best known for 'Ethics and Education', (1966) an attempt, using analytical methods, to provide a universal canonical account of the nature of education. This corresponded closely with the prevailing conception of liberal education of the time. Despite the acclaim with which this work was received, Peters became increasingly dissatisfied with his early views of education and in a series of papers written between 1973 and 1982, he retreated slowly from the view that one could construct a universal canonical account of education and even from the view that this could be possible for liberal education. As his views changed, his philosophical methods developed as well, moving from the Moorean essentialist analysis of 1966, through a more Strawsonian connective analysis in the mid 1970s to a position based on W.B. Gallie's account of essentially contested concepts in the early 1980s. Parallel to and connected with this changing philosophical methodology came a distinction between an overarching concept of education and particular conceptions of education related to different societies and their values. [ABSTRACT FROM AUTHOR]

School spaces, technologies, and educational activities shape each other reciprocally. This mixed-methods study (i) developed a methodological framework for tracing the interdependence between school spaces, digital instruments, and teachers' practices in their use, and (ii) created practice-based knowledge about the relations of teachers' perceptions of educational activities to school spaces in order to acknowledge architects and educational practitioners in designing learning environments that support educational renewal. We participated in the construction process of a new general upper-secondary school building in Finland, taking into consideration the school's operating culture and teachers' pedagogic needs (social aspects), as well as the mediation of school spaces by digitalization and national curriculum reformation (material aspects). The data were collected through a teacher survey (n = 31), teacher interviews (n = 10), and the analysis of group notes that teachers (n = 39) generated in a participatory workshop. The results revealed that teachers consider it critical in the design of new learning environments to foster a collaborative and multidisciplinary school culture that emphasizes learners' wellbeing and inclusion, as well as utilizing readily-available digital instruments with basic-level functionality. The developed methodological framework appeared suitable for visualizing (with radar charts) the sociomaterial interdependence of school spaces, digital instruments, and teachers' personal and collective pedagogical activities. We argue that teachers' perceptions of school spaces, digital instruments, and pedagogic practices entanglement consolidates learning environments design from an educational point of view and should be taken into consideration when constructing new school buildings. [ABSTRACT FROM AUTHOR]

The purpose of this study is to perform a bibliometric analysis of articles on misconception in the education research category of the Web of Science (WoS) database. Bibliometric analyses are carried out to identify conceptual developments in a subject area, trends of researchers over time, themes researched, changes in the boundaries of disciplines, and the most productive academics, institutions, or countries and to present the "big picture". This study used the descriptive survey model. In line with the purpose of the study, the keywords "misconception" and "misconceptions" were searched in "topic" in the WoS database using the "OR" option. As a result of the survey carried out on 12.01.2023, 3,545 articles were accessed. The obtained data were analyzed using the "bibliometrix" package in the RStudio programming language, included in the open-source R program. Journal of Chemical Education (f=310) was found to be the journal publishing the most articles on misconception in the WoS database, and the academics with the most studies were determined to be Bretz S. L., Treagust D. F., and Geban, O. The authors whose studies on misconception have the highest h-index values are Bretz S. L., Treagust D. F., and Sanger M. J. The first three countries producing the most articles on misconception are the USA, Turkey, and the United Kingdom, and the researchers who have the most international collaborations with researchers from different countries are also from the USA (83 articles). The most used keywords are "misconception/misconceptions", "conceptual change", and "science education". This study is anticipated to present a comprehensive and detailed projection for academics who plan to conduct research in the subject area of misconception. In addition to different studies may be designed focusing on other dimensions of concept teaching. [ABSTRACT FROM AUTHOR]

Copyright of Educação em Revista is the property of Educacao em Revista and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: Given that online search visibility is influenced by various determinants, and that influence may vary across industries, this study aims in investigating the major predictors of online search visibility in the context of blood banks. Design/methodology/approach: To formalize the online visibility, the authors have found theoretical foundations in activity theory, while to quantify online visiblity the authors have used the search engine optimization (SEO) Index, ranking, and a number of visitors. The examined model includes ten hypotheses and was tested on data from 57 blood banks. Findings: Results challenge shallow domain knowledge. The major predictors of online search visibility are Alternative Text Attribute (ALT) text, backlinks, robots, domain authority (DA) and bounce rate (BR). The issues are related to the number of backlinks, social score, and DA. Polarized utilization of SEO techniques is evident. Practical implications: The methodology can be used to analyze the online search visibility of other industries or similar not-for-profit organizations. Findings in terms of individual predictors can be useful for marketers to better manage online search visibility. Social implications: The acute blood donation problems may be to a certain degree level as the information flow between donors and blood banks will be facilitated. Originality/value: This is the first study to analyze the blood bank context. The results provide invaluable inputs to marketers, managers, and policymakers. [ABSTRACT FROM AUTHOR]

Copyright of Journal for Pedagogical & Educational Matters / Školski Vjesnik is the property of Hrvatski Pedagosko-Knjizevni Zbor, Ogranak Split and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The current stage of global social and economic development is characterized by digitalization, bringing many changes to education. In the last two years, marked by combatting the SARS-CoV-2 pandemic, information and communication technology in education has seen exponential growth, which has resulted in the need to adapt teaching methods to achieve planned learning outcomes. Teachers have faced the challenge of adequately perfecting teaching and learning methods to respond to pupil demands and their different educational needs and to increase their motivation to participate in an increasingly virtually oriented teaching process. The increasing use of digital technology in teaching in recent years has accelerated the development of new areas of pedagogy. In the scientific literature, there is increasing talk about digital pedagogy as a new branch or approach in pedagogy that studies the laws of digital education, developing new strategies and approaches to enrich the curriculum using information and communication technology. This paper seeks to explain the concept of digital pedagogy and how it can solve traditional didactic problems, shaping and developing innovative learning processes while developing and supporting a curriculum increasingly oriented toward digital technology. It proposes opportunities for teachers to improve the quality of the teaching process and highlights shortcomings and new challenges facing the increased use of information and communication technology in teaching. [ABSTRACT FROM AUTHOR]

Copyright of DAYAH: Journal of Islamic Education is the property of DAYAH: Journal of Islamic Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of İnsan ve İsan is the property of Okur Yazar Dernegi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Digital technologies have brought changes to the nature and scope of education and led education systems worldwide to adopt strategies and policies for ICT integration. The latter brought about issues regarding the quality of teaching and learning with ICTs, especially concerning the understanding, adaptation, and design of the education systems in accordance with current technological trends. These issues were emphasized during the recent COVID-19 pandemic that accelerated the use of digital technologies in education, generating questions regarding digitalization in schools. Specifically, many schools demonstrated a lack of experience and low digital capacity, which resulted in widening gaps, inequalities, and learning losses. Such results have engendered the need for schools to learn and build upon the experience to enhance their digital capacity and preparedness, increase their digitalization levels, and achieve a successful digital transformation. Given that the integration of digital technologies is a complex and continuous process that impacts different actors within the school ecosystem, there is a need to show how these impacts are interconnected and identify the factors that can encourage an effective and efficient change in the school environments. For this purpose, we conducted a non-systematic literature review. The results of the literature review were organized thematically based on the evidence presented about the impact of digital technology on education and the factors that affect the schools' digital capacity and digital transformation. The findings suggest that ICT integration in schools impacts more than just students' performance; it affects several other school-related aspects and stakeholders, too. Furthermore, various factors affect the impact of digital technologies on education. These factors are interconnected and play a vital role in the digital transformation process. The study results shed light on how ICTs can positively contribute to the digital transformation of schools and which factors should be considered for schools to achieve effective and efficient change. [ABSTRACT FROM AUTHOR]

Practice-oriented educational research is renowned for its impact, both in educational practice and research. Yet, existing studies on the impact of practice-oriented educational research reflect a proliferation of ideas on what impact is, can or should be. This study aims to contribute to an in-depth understanding by establishing a theoretically informed and empirically substantiated conceptualisation of the impact of practice-oriented educational research. Based on current literature, a tentative conceptualisation in the dimensions scope, nature and progress, representing the who, what and when of change, is proposed. The tenability and completeness of this conceptualisation is subsequently investigated in a qualitative empirical study. Based on interviews, individual reflections and small-group discussions, the impact of 10 purposefully selected practice-oriented studies in secondary STEM-education in the Netherlands is compared to the tentative conceptualisation of impact. This results in an empirical substantiation and extension of the tentative conceptualisation. The presented conceptualisation of impact of practice-oriented educational research in terms of scope, covering educational practice and research within the context of a study or beyond, nature, including conceptual, instrumental and symbolic change, and progress, comprising sustainability, timeframe, and stability of change, can facilitate and focus discussions, considerations and analyses of the impact of practice-oriented educational research. [ABSTRACT FROM AUTHOR]

The study focuses on usability provisions of learning management systems (LMS) in a corrective service organization. Under the influence of goal-directed interaction design principles in design science, the study outlines a new innovative artifact as a conceptual LMS solution that addresses the employee-centric learning model. The collective artifact represents relevant design knowledge assistive to meeting stakeholders' contextual learning needs, for instance, demonstrating the potential significance of the developed mobile-based approach to support correctional officers in improving their learning on safety professional development. The paper concludes with a practical model that could be applied to assist correctional officers in their in-house training purposes. [ABSTRACT FROM AUTHOR]

Copyright of Digital Education Review is the property of University of Barcelona, Virtual Teaching & Learning Research Group and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this study is to summarize the essence of Zoltán Kodály's music education philosophy and concept and to shed light on the presence of this music education concept in domestic and foreign music education in the 21st century. In the study, I present how music education based on Kodály's principles has been adapted in the USA, Great Britain, Ireland, Scotland, Greece, Netherlands, Australia, Japan, and China and how it flourishes even in the 21st century. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Education for Life / Yaşadıkça Eğitim Dergisi is the property of Istanbul Kultur Universitesi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aims to find out the effect of activities and practices on concept education to help carry out activities to teach these concepts more effectively and permanently, and determine student preconceptions about the concepts related to the landforms in the 5th-grade social studies curriculum in the learning subdomain called “People, Places and Environments.” It was conducted as an action research study, employing a qualitative research design. The participants of the study were 16 fifth graders who were studying at a state secondary school in Bekilli District of the province of Denizli, Turkey. Mind maps, worksheet activities, models and mock-up, focus group interviews and field notes were used as the data collection tools, concept development tools, and process support tools. Collected in four class hours, the data were subjected to statement-based content analysis, and then compared with the criteria developed for the related concept and converted into findings and conclusions. The findings indicate that the student group has a partial preliminary knowledge and perception of the distinctive landforms they see around them. However, the student group's preliminary knowledge and perception of the landforms they do not observe around them is insufficient. The results obtained at the end of the instructional intervention process indicate that the student group is confused about the definitions of the bay, gulf, cape, peninsula, island, strait, and ocean. With the activities implemented after the additional action plan, the student group made progress by effectively learning the basic and sub-dimensional landforms they were confused about. The student group found it useful to carry out mind maps and application activities and achieved effective learning with models and mock-ups. Based on research result, use of sightseeing –observation techniques can be recommended to social studies teachers.

Background: The assessment of quality of life (QOL) is a particularly important public health tool for the elderly in an era when life expectancy is increasing. Aims & Objectives: To measure Quality of Life among the elderly and identify its determinants. Material & Methods: This cross-sectional study was conducted on 220 elderly residing in rural areas of Dehradun district after taking written informed consent. Multistage random sampling was done, WHOQOL-OLD questionnaire was used to assess the QOL and data were analyzed by SPSS-22. Results: 55.5% subjects were females and the rest were males. Maximum percentage of respondents were in the age group of 66-75 years (46.4%). The mean (±SD) of transformed total QOL score (TTS) was 57.76 (±10.97). The mean score of facet V (death and dying) was the highest (82.58) and the lowest mean score was observed in facet VI, intimacy (44.83). Overall QOL scores were found to be associated with education and financial dependency. Variation was observed between the determinants of QOL facet scores. Conclusion: Quality of life is a multidimensional concept. Education and financial dependency were found to be the possible determinants of QOL. More extensive studies are recommended to identify other factors affecting QOL. [ABSTRACT FROM AUTHOR]

Several studies have investigated the perceptions of inclusion by students with special educational needs (SEN) and without SEN, most of them quantitatively. This research aims to expand the understanding of the perceived inclusion of students through qualitative interviews by examining how emotions, social relationships, and academic concepts matter. Therefore, the photovoice method was used for data collection, followed by semi-structured interviews, which were analyzed according to Mayring's Qualitative Content Analysis. Regarding social integration in the classroom, the results of the interviews with six students with SEN and three students without SEN show mainly positive experiences with their classmates and attach great importance to school spaces (e.g., the schoolyard) that are used for interaction and communication among each other. In terms of the teacher–student relationship, it becomes apparent that the students place particular value on the support and help of the teachers in everyday school life as well as in private matters. Some students' statements indicate that the self-perception of their academic self-concept differs in various school subjects. A contrast of perception between the students with and without SEN was not detected. Concerning emotional inclusion, the students primarily expressed statements related to emotion regulation and individual adaption strategies. [ABSTRACT FROM AUTHOR]

The article focuses on the theme of "Education for Sustainable Development in the Caribbean," exploring pedagogical approaches, procedural aspects, and actual practices within the region. Topics include strategies for incorporating sustainable development principles into education, the implementation processes involved, and specific practices that contribute to fostering sustainability in the Caribbean educational context.

Little is known about college students during their summer break between the first and second years of college, when some students may contemplate whether they will return to college. Using ethnographic method, this article addresses critical questions of low-income college students during their summer breaks of where they go, where they stay, and what they do. Especially for the most vulnerable populations, unstable summer experiences have the potential to debilitate academic progress. Based on the literature of summer learning loss described as a concept when particularly low-income primary students experience a loss in core academic content, this study addresses its effects on college students. A setback or stagnant summer experience for low-income students during their first summer break from college could have the effect of accumulating academic and social loss with each passing year. Understanding what occurs outside of school sessions may help universities better prepare to support their students. [ABSTRACT FROM AUTHOR]

At a time of perceived permacrisis across the UK and Ireland, certain places and people are being further subjected to the unequal and unjust distribution of resources and opportunities. Inequality has a geography and shocks like the 'cost-of-living crisis' have been felt more deeply in the so-called 'left behind' places that already experience lower standards of living and services. Top-down approaches to community renewal have had mixed results, with evaluations often citing a lack of contextual relevance, which has led to growing cynicism within the community sector. For that reason, there is a greater sense of urgency to think critically about place-based inequalities and to challenge the dominant assumptions, systems, and structures that reinforce them. In this article we present the example of a working-class community in urban Belfast, pursuing spatial justice by employing their own rights-based framework for renewal. We offer a critique of this framework through the lens of critical pedagogy, highlighting its basis in praxis, and describe how participative methods have been used to develop the community's critical consciousness. [ABSTRACT FROM AUTHOR]

This is the protocol for a Campbell systematic review. The objective of this review is to synthesize the evidence to identify risk and strength factors that predict the criminal offending in underrepresented genders and sexual minorities. [ABSTRACT FROM AUTHOR]

To empower student-driven projects for sustainability transformation in higher education structures, the project 'Students create sustainable universities in Northrhine-Westphalia' by German NGO netzwerk n e. V. has developed an innovative digital program (https://kurs.netzwerk-n.org/) using transdisciplinary and transformative learning elements in Education for Sustainable Development (ESD). Core objective of the 8-week massive open online course is to encourage and connect student promoters for sustainable university transformation. Its transdisciplinary learning methods encourage creation and reflexive discourse about alternative images of the future of sustainable institutions, processes and education, as well as human-nature-interaction and more-than-human futures. The integrated digital future workshop based on the participatory workshop method explores a novel approach to assess images of the future individually and collectively in digital space. This paper presents the conceptual background and methodological premises used for design and implementation of the online course as innovative method for student project development. Participants' structured critique, utopia envisioning and specific project development provide valuable insights into the use of images of the future for higher education sustainability discourse and transformative action in student-driven sustainability projects. [ABSTRACT FROM AUTHOR]

The advancement of technology in recent years seems to be prompting a re-ontologising of the world. Digital technology is transforming the educational spaces we inhabit, as well as our way of processing information. Although there are already numerous studies that have addressed this technological reality, only a handful have done so from a theoretical perspective. That is why we present research that seeks to reinforce the latest theoretical contributions for understanding how modern technology may be affecting the way in which knowledge is built. Based on the latest research in social constructivism, this is a qualitative study designed to contribute to the creation of a specific theoretical framework for an onlife world. An ill-structured task and a semi-structured interview were used to observe the use of the thinking skills that enable us to build knowledge and the relationship between them. The results show that the ways of building knowledge are changing, as digital technology fosters the use of higher-order thinking skills that, furthermore, operate in a chaotic, complex, and unpredictable manner. In conclusion, this study upholds the notion that the ways of building knowledge are changing, but we still need more empirical contributions to create a generally accepted theoretical construct for explaining how we build knowledge through digital technology. [ABSTRACT FROM AUTHOR]

Copyright of Gruppe. Interaktion. Organisation: Zeitschrift für Angewandte Organisationspsychologie (GIO) is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Ongoing impacts of the COVID-19 pandemic highlight structural inequities in our educational systems and force educators to ask prominent questions about the role of school as conditions continue to shift. This paper explores challenges and opportunities for moving forward in the fields of teaching and teacher education. Through presenting a framework of education for liberation, sociocultural learning theory, and fostering cultural assets, the value of live, in-person teaching is highlighted. Embracing this moment in history through honoring the lived experiences of students and striving for more collective approaches to teaching and learning are discussed as future possibilities in education. [ABSTRACT FROM AUTHOR]

This study was carried out to determine the relationship between parents’ socio-economic status and their primary school children’s self-concept. Threeresearchquestions and three null hypotheses guided the study. The work is basedonhumanistic learning theory by Carle Rogers. A correlational research designwasadopted for the study. The entire population of 845 was used as a sample, becausethe number was manageable. The instrument for data collection was a researcher-developed questionnaire called the Parental Socio-Economic Status and Children'sSelf-concept Questionnaire (PSESCSCQ). The instrument was validated by expertsbefore being administered to respondents. For data collection, a direct deliveryandretrieval method was adopted by the researchers, who were aided by fiveresearchassistants. Answers to the research questions were obtained by performingPearsonproduct moment correlation analysis. The hypotheses were tested using regressionanalysis (regression ANOVA). Data on parents’ socio-economic attributeswerecoded using dummy coding, which became necessary to bring the data tothesamemeasurement level. The results of the study show that all the attributes of parents’ socio-economic status (i.e., educational qualification, occupation, and income) aresignificant determinants of primary school children’s self-concept. It is concludedthat parents’ socio-economic status can significantly predict children’s self-concept. Oneof the recommendations is that parents should provide their children with anenablingenvironment to develop a positive self-concept, even if the parents have a lowsocio-economic status. [ABSTRACT FROM AUTHOR]

This study explores the readiness of isiZulu primary school teachers inSouthAfrican independent primary schools in adhering to the principles of theReplacement, Amplification and Transformation (RAT) model and whether teachersof these schools do receive adequate professional development with regardtointegrating technology in their pedagogies. This study focuses on independent schools because they are often neglected when researchers explore whether isiZuluteachers are able to integrate technology in their pedagogies. A qualitativecasestudy with six participants from KwaZulu-Natal and Gauteng (three fromeachprovince) was conducted. These participants were purposively sampledbecausethey teach isiZulu in the top ten most expensive independent schools of SouthAfrica. A written questionnaire with open-ended questions was emailedtothesampled participants. The results reveal that isiZulu teachers in these schoolsaregradually moving towards the digitalisation of their classrooms and professional development workshops play a critical role in this change of mindset and beliefs. TheRAT model was used as the theory to frame the argument that the integrationof technology in the isiZulu classroom would not only make the learning of isiZulufashionable but could also revitalise the isiZulu teachers’ pedagogical perspectiveof the language. [ABSTRACT FROM AUTHOR]

In 2005, the Barenboim-Said Foundation launched the Early Childhood Music Education project in Andalusia (Spain) to promote music education for young children. Ten years later, an initial study was performed to evaluate the influence of the project on the development of the participating children. The results of this study form part of a broader ongoing research project, in collaboration with the University of Seville, aimed at investigating the influence of the Early Childhood Music Education project on general aspects of child development. This study has a quasi-experimental design, framed in Gardner's Theory of Multiple Intelligences, consisting of an experimental and a control group (n = 1101) and the administration of a questionnaire, adapted to measure and compare means between the two groups, as the sole measurement tool. The results, analysed using an independent samples t -test for the comparison of means and Cohen's d effect size, reveal statistically significant differences in the means of the dimensions of the experimental and control groups. This confirms the hypothesis that the Early Childhood Music Education project has a positive impact on the different dimensions, in accordance with Gardner's Theory of Multiple Intelligences. [ABSTRACT FROM AUTHOR]

Introduction: The current development of the world economy defined as the Fourth industrial revolution (Industry 4.0) is rather determined by a larger social change caused by the interconnection of the physical, virtual, and social worlds. It affects the market of products, production factors, sectors, services, education, research, social systems, the labour market, the education, and specialization, including the legal framework, and the use of digital technologies for production and education purposes. Purpose: The aim of the literature review will be the description and analysis of Industry 4.0, which are digitization and the application of digital technologies, associated with new emerging jobs in the circular economy, artificial intelligence, cloud computing, development, sales of products and services and the focus on human resources, as Industry 4.0 requires new standards regarding Education 4.0. Methods: The study, analysis, evaluation and comparison of selected scientific papers and research reviews of international organizations (European Union, OECD, etc.) related to Industry 4.0 and Education 4.0 resulted in the need for a significant transformation of education and labour markets, because of newly emerging professions demanding new profiles of graduates. Conclusions: Calls for changes in the educational structure and new qualifications will be formulated regarding the Slovak economy by 2030. A successful transition to Industry 4.0 paradigm requires the linkage between industrial policy and educational, scientific, technical and innovation policies. [ABSTRACT FROM AUTHOR]

UNESCO Global Geoparks (UGGps) stand out as territories of excellence for the development of educational activities in the international arena. Their didactic potential, their multidisciplinarity and their importance for the development of non-formal and informal teaching activities have drawn the attention of institutions, organizations and governments of many countries. This, to such an extent, that the number of UGGps continues to increase year after year, having currently reached 177 territories spread over 46 countries. All of them work every day developing different activities and educational proposals aimed at the creation of the so-called "Quality Education", the fourth objective of the SDGs of the 2030 Agenda. The diversity of didactic plans, their adaptability and their accessibility mean that each UGGp is unique and different from the rest, maintaining the key values that make up this group of territories. This study describes the different educational proposals and activities that the Spanish and Portuguese UGGps show on their official websites, with the aim of analyzing their level of visibility before visiting the territories and highlighting their relevance in the education development framework. [ABSTRACT FROM AUTHOR]

Digital technology and literacy can heighten the transformation of teaching and learning in higher education institutions (HEIs). This study uncovers the extent to which digital technologies have been used to advance the teaching and learning process in HEIs, and the barriers and bottlenecks to why it may not have been effectively implemented across the HEIs. The study used nine selected countries in Latin America (LATAM) based on the main focus of the educators, commercial, and financial investors; to show the level of impact/implications of computer technologies on the teaching and learning processes. We applied a two-step (mixed) methodology (through a quantitative and qualitative lens) for the research investigation, using data collected from survey we administered to faculty members in HEIs across the different countries in LATAM. In turn, we implemented a Text Mining technique (sentiment and emotional valence analysis) to analyze opinions (textual data) given by the participants to help determine challenges and obstacles to using the digital technologies for teaching and learning in the region. Quantitatively, we applied a Kruskal–Wallis H-test to analyze the collected multiple choice and ranked items in the questionnaire in order to identify prominent factors that consummately influence the reach, barriers, and bottlenecks, and where the differences may lie across the different LATAM countries. The results show that the users upheld the emphasis on lack of training, infrastructures and resources, access to internet and digital platforms, as the main challenges to the teaching–learning process. The study also empirically discussed and shed light on critical factors the HEIs, particularly in LATAM, should resolve and adopt in support of the decision-making strategies, operational policies and governance, financial investments, and policymaking, at a time when "digital technologies" have become an inevitable and indispensable part of education and learning. [ABSTRACT FROM AUTHOR]