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In the current era, the use of corpora in language teaching is mainly explored in English classes as it has become a trend in education. Hence, this research aimed to identify the corpus metadata, frequently used words, and unique words related to the Islamic boarding school context to be used in the English instructional process. This research employed a mixed method combining quantitative and qualitative data analysis methods. Two English Islamic boarding school books, several articles covering the scope of Islamic boarding school, and students' speech texts were selected as the data. Then, they were analyzed using the Voyant tool. The finding showed total words of 49,970: 5,417 specific words, 0.108 vocabulary density, and a 12,980-readability index. The finding will be incorporated into instructional resources for developing Islamic boarding school students' general and/or specialized vocabulary. The words, in particular, will provide a foundation for students in constructing Islamic speech texts, delivering speeches, and using English in an Islamic boarding school environment.

Research and publications on differentiation instruction in various subjects have developed rapidly in the world. Unfortunately, this trend is not directly proportional to the subject of physical education, even though differentiation instruction is the latest learning trend that is based on student learning needs. This research aims to analyze the metrics and visualization of differentiation instruction publications over the last ten years (2013-2023) using the literature review method. Google Scholar inspection using the Publish or Perish application only found nine articles (out of 16 articles) that met the VOSviewer visualization analysis criteria. As a result, the highest publication metrics were only three articles in 2014 and 53 citations as the highest top citations in 2019 for two articles. Network term differentiation is limited to three terms: analysis, lesson, and education. The VOSviewer visualization confirms that differentiation instruction has great potential to be developed in physical education to contribute to fulfilling students' learning experiences by their learning potential preferences. Future research can consider aspects of differentiation instruction that are not limited to teachers evaluating student learning outcomes based on differentiation instruction, and using differentiation instruction to improve various skills that help students survive in real life.

Information technology (IT) is transforming the world. Therefore, exposing students to computing at an early age is important. And, although computing is being introduced into schools, students from a low socio-economic status background still do not have such an opportunity. Furthermore, existing computing programs may need to be adjusted in accordance to the specific characteristics of these students in order to help them to achieve the learning goals. Aiming at bringing computing education to all middle and high-school students, we performed a systematic literature review, in order to analyze the content, pedagogy, technology, as well as the main findings of instructional units that teach computing in this context. First results show that these students are able to learn computing, including concepts ranging from algorithms and programming languages to artificial intelligence. Difficulties are mainly linked to the lack of infrastructure and the lack of pre-existing knowledge in using IT as well as creating computing artifacts. Solutions include centralized teaching in assistive centers as well as a stronger emphasis on unplugged strategies. However, there seems to be a lack of more research on teaching computing to students from a low socio-economic status background, unlocking their potential as well to foster their participation in an increasing IT market.

UN General Comment No. 25 (2021) emphasizes the importance of safeguarding children's rights in the digital sphere. However, in Turkey, media coverage often focuses on the negative aspects of the relationship between digital media and children, overshadowing opportunities, and rights. This study aims to analyze news articles focused on digital media and children to address this issue. Key concepts such as moral panic, framing and discourse are incorporated. Initially assuming a perception of digital media as a threat to social norms and children's interests, the study utilizes a discourse-historical approach (DHA) to contextualize and explore the discursive strategies employed by national daily newspapers. Conducting a cross-sectional study, textual data from national dailies between January 1, 2015 and January 1, 2020, in Turkey are collected, resulting in a corpus of 187 news articles. These articles undergo discourse historical analysis guided by the research question: "How is children's relationship with the digital world portrayed and discussed in public discourse?" The findings reveal a predominant focus on risks over opportunities and rights, contributing to moral panic and impeding children's civic participation. In conclusion, this study advocates for the adoption of a child rights perspective in Turkish newspapers to better serve the interests of children.

This study provides a bibliometric analysis of 702 documents related to digital teaching and learning conducted by scholars from Southeast Asia (SEA) countries. The number of publications was limited before 2018, but rocketed during the 2019-2023 period. Based on scientific production of six most productive SEA countries, it is possible to classify them into three groups, with Indonesia and Malaysia in the first, Singapore and Thailand in the second, and Philippines and Vietnam in the third group. International collaborations among SEA scholars working in this research direction were limited, with only 19% of the publications resulting from collaborations with the most productive partner countries. Singaporean scholars were found to have a significant impact on the community, with their articles accounting for nearly 49% of the total citations. SEA scholars tended to focus on a few research topics such as applications of e-learning, online learning, and blended learning, digital education and digital transformation during the COVID-19 pandemic, and systematic review of different types of digital education applied in health professions education.

Given the importance of social integration and participation in inclusive settings for young children with autism spectrum disorder (ASD), the purpose of this systematic review was to examine instructional outcomes and participant, teacher, group, and instructional characteristics that may be pertinent to successful group instruction for young children with ASD. The studies eligible for inclusion were peer-reviewed journal articles that used an experimental or quasi-experimental design and aimed to improve one or more skills or performance outcomes for young children with ASD below the age of 8 who participated in group instruction with their peers with ASD or other developmental disabilities. A search was conducted on November 1, 2021, using ProQuest databases--PsycINFO, ERIC, and PsycARTICLES. Risks of bias were assessed using the revised Cochrane risk-of-bias tool for randomized trials, the Risk of Bias in Nonrandomized Studies of Interventions, and the single case design risk of bias tool. A total of 33 studies with 237 participants were identified. We found that student performance improved across different instructional domains, and untaught targets were also acquired during group instruction. More importantly, we identified different participant, teacher, group, and instructional characteristics that may be pertinent to successful group instruction. We noted risks for various bias domains for the majority of the studies, limiting the conclusion and generalizability of the intervention effects in these studies. Practical implications were discussed based on the instructional outcome domains and participant, teacher, group, and instructional characteristics.

Self-care is a form of intentional focus on mental and physical wellness that is necessary for the optimal functioning of psychologists. The discussion of this topic has received an increased interest in the field of school psychology as self-care is one way to combat a well-documented concern in the field, burnout. While that is the case, there both is a lack of research and a lack of understanding regarding the effectiveness of self-care interventions. This study examined the characteristics of the literature surrounding self-care specific to the field of school psychology using the following peer-reviewed journals: "Contemporary School Psychology," "International Journal of School and Educational Psychology," "Journal of Applied School Psychology," "Journal of Educational and Psychological Consultation," "Journal of School Psychology," "Psychology in the Schools," "School Mental Health," "School Psychology International," "School Psychology (Quarterly)," and "School Psychology Review." A bibliometric analysis was completed, and results indicated that 25 articles met inclusion criteria. Results demonstrated that the number of publications increased over the years (from 2005 on) with many of the articles being published in the last 4 years. "Contemporary School Psychology" and "School Mental Health" were the two most productive journals. Interestingly, most of the included articles did not discuss school psychologists and their self-care but instead addressed populations school psychologists serve. Included empirical articles primarily used mindfulness-based interventions and didactic methods as self-care interventions. Implications are discussed in terms of future research on the topic of self-care and combating burnout for practitioners.

Research has increasingly focused on the intersection between gender diversity and autism. Understanding the foci, methods, and rigor of recent studies could help guide and maximize impact in this accelerating research area. We conducted a scoping review of peer-reviewed literature on this topic published between 2018 and 2023. The search generated 1432 records after deduplication. Included studies (N = 84) were of English language, featured original qualitative or quantitative findings, and examined a psychosocial connection between autism and gender spectra variables. Autism prevalence among gender-diverse people was the most-studied sub-topic. Methodological rigor was acceptable overall; however, we identified recurrent threats to generalizability and validity, including inconsistent conceptualization of constructs (e.g. gender dysphoria), weak participant sampling and characterization, and reliance on unvalidated measures. Addressing these limitations and meaningfully engaging with community shareholders will be critical to enhancing the replicability and clinical impact of future research.

Teachers' feedback is critical for student learning, particularly during oral reading, where it supports skill development and fosters students' agency and reader identity. However, research has yet to provide clear recommendations for effective classroom feedback. This critical-constructive review aims to achieve two objectives: to present evidence of effective feedback strategies for reading development and to explore the theoretical foundations of feedback in oral reading. The review analyzes twenty-four empirical studies (1995-2022) on effects of teachers' feedback in K-5 settings. Findings reveal significant variability in effective feedback types and content, making clear-cut generalizations challenging and emphasizing the need for a nuanced understanding of feedback's influence on fluency, motivation and engagement. While many studies utilized theoretical frameworks, their limited diversity constrains our understanding of students' emotional, cognitive, and behavioral responses to feedback, highlighting a gap in research that often prioritizes reading processes over the role of feedback. This study discusses the potential for integrating feedback and reading development theories to better align interventions with contemporary understandings. By adopting a more comprehensive approach, we can inform teaching strategies that support reading development and redefine how we assist young readers. Additionally, the study offers an example and approach for aligning theory across the different phases of performing empirical research, with implications that extend beyond the current review.

Research on disproportionate representation in special education has potential to influence policy in ways that rectify educational inequities. In this study, we investigated how disproportionality researchers have operationalized dis-ability, identified key themes and theories used in disproportionality research, and evaluated the coherence between this research and related policy. We found that studies using medical/rehabilitative frameworks to define disability tended to offer policy recommendations focused on preventing inappropriate identification and enhancing access to early interventions. In contrast, studies situated in social models of dis-ability tended to offer policy recommendations for holistic improvement of educational systems. Finally, disproportionality studies applying legal frameworks tended to advocate for explicit policies regarding race and racism without attending to ableism. Given that federal policy continues to operate from a deficit perspective regarding student variability, we contend that deficit-oriented recommendations for change are unlikely to improve students' experiences in schools and related outcomes. We discuss the need for disproportionality research to inform policy through frameshifting.

Increasingly, scholarly journals have begun retracting published articles for reasons other than those described by advisory organizations such as the Committee on Publication Ethics (COPE). Numerous research articles have been retracted of late due to political concerns. Additionally, some articles have been retracted for behavioral misconduct, which was also the subject of a recent COPE discussion forum. 'Behavioral misconduct' denotes harmful or immoral behavior of one or more authors that is unrelated to the article's findings or content. We investigated whether federally funded research scientists considered behavioral misconduct a valid reason for retracting published findings and whether the type of behavioral misconduct involved, the level of the expected scientific impact of the article in question, or the kind of editorial action taken affected their support of retraction. Of the 464 participants who took our survey, we found that researchers largely oppose retraction of a published article or removing an author when scientists commit behavioral misconduct, regardless of the type of misconduct involved. However, there was greater support for retraction when the misconduct was financial as compared to racial or sexual misconduct. Not surprisingly, researchers were more likely to use the published information in question in their own work when its impact was high. Future studies should investigate the extent to which these findings are moderated by researchers' editorial experience and other demographic factors.

The role of anti-racism in early childhood remains a salient concern for many educators working with young children. Yet to what extent, and through what socio-political paradigms, government guidance supports proactive engagement remains an area to be mapped and explored. In this article, through a critical scoping review we aim to consider the context and policy landscape for anti-racist practice in Scotland and England and examine confluences and divergences between each country.

Background: The COVID-19 has accelerated the transition to blended learning (BL) in higher education, prompting a need for further investigation into the efficacy of self-regulated learning strategies (SRLS) in these new educational environments. Objective: The primary goal of this research is to assess the effectiveness of SRLS in BL in higher education over the past five years, with a focus on trends, theoretical underpinnings, methodologies, and their impact on learning outcomes. Methods: This paper used the PRISMA 2020 review process for multiple rounds of screening, encompassing identification, screening, eligibility determination, and final inclusion. Following rigorous screening procedures, a total of 15 SSCI articles were ultimately chosen for analysis. The study design incorporated a comprehensive six-part coding scheme, with the selected articles focusing on SRLS in BL environments within higher education. Results and Conclusions: From 2019 to 2023, research on SRLS in BL environments in higher education has primarily focused on resource management, motivational beliefs, and metacognitive strategies, with a relatively limited emphasis on cognitive strategies. These studies have utilized a diverse range of theoretical frameworks, predominantly employing quantitative and mixed methods. Out of the 15 articles reviewed, 14 clearly indicate that SRLS have a positive impact on learning outcomes. Furthermore, this paper underscores the importance of interdisciplinary research and emphasizes the crucial role played by educators in supporting the implementation of SRLS. Future studies should delve deeper into exploring the effects of individual differences and environmental factors on SRLS.

Hamdani et al. recently provided guidance for prospective authors on a wide range of issues encountered in quantitative research papers submitted for review at the "Journal of Management Education." Building on their insights, this essay focuses on experimental designs and provides more specific guidance and recommendations for conducting valid and powerful research. I review the types of experimental designs, statistical tests, and measures that are commonly used in the management education literature and thus provide some sense of the state of practice to date while including specific examples of effective research and analytical techniques. As will be shown, methodological weaknesses exist even in published papers, and so the guidance should be useful to new and experienced authors alike.

The digital era has significantly reshaped journalism, emphasizing the pivotal role of data-driven reporting. This review delves into the nexus of data journalism and journalism education, investigating dominant study characteristics, challenges, and gaps for future research. Examining 41 relevant articles through the Arksey and O'Malley procedure, the findings highlight key impediments to integrating data journalism into curricula: scarcity of technically proficient specialists, resource limitations, absence of concrete methodological approaches, and a reluctance to incorporate mathematical elements into journalism education. This exploration underscores the critical need for overcoming these challenges to foster a seamless integration of data-driven approaches within journalism education.

Although big data applications in education have different usage areas, they can make important contributions to the evaluation of universities and education systems, decision-making and strategy development, and improvement of the education system. In this study, which is considered to contribute to the academicians who will work on big data in higher education, the subject of big data in higher education has been examined with the bibliometric analysis method. The aim of this study is to reveal the intellectual structure of the studies in the literature on big data in higher education and its development over time. The research method of the study is based on the bibliometric analysis technique, which enables the evaluation and interpretation of the data obtained by examining the literature with different parameters. The research data consists of 477 articles scanned in Scopus and Web Of Science databases published between 2014 and 2023. The articles examined in the study were analyzed under the titles of authors, keywords, the density of the words used, and the journals that published. R Bibliometric analysis program RStudio interface and Biblioshiny package were used for data analysis. The findings of the study are expected to provide guiding information to researchers in the field of big data in higher education. As a result of the study, especially in recent years, educational big data, online learning, industry 4.0 themes have emerged as current subject areas that can be studied. It has been concluded that the big data theme has changed as an online learning, moocs, educational big data theme in recent years. It was concluded that the researchers who published and cited the most in this field were Siemens, Daniel, Chen, Wang and Zhang.

Artificial Intelligence (AI) has been around for nearly a century, yet in recent years the rapid advancement and public access to AI applications and algorithms have led to increased attention to the role of AI in higher education. An equally important but overlooked topic is the study of AI teaching and learning in higher education. We wish to examine the overview of the study, pedagogical outcomes, challenges, and limitations through a systematic review process amidst the COVID-19 pandemic and public access to ChatGPT. Twelve articles from 2020 to 2023 focused on AI pedagogy are explored in this systematic literature review. We find in-depth analysis and comparison of work post-COVID and AI teaching and learning era is needed to have a more focused lens on the current state of AI pedagogy. Findings reveal that the use of self-reported surveys in a pre- and post-design form is most prevalent in the reviewed studies. A diverse set of constructs are used to conceptualize AI literacy and their associated metrics and scales of measure are defined based on the work of specific authors rather than a universally accepted framework. There remains work and consensus on what learning objectives, levels of thinking skills, and associated activities lead to the advanced development of AI literacy. An overview of the studies, pedagogical outcomes, and challenges are provided. Further implications of the studies are also shared. The contribution of this work is to open discussions on the overlooked topic of AI teaching and learning in higher education.

Background: Speech sound disorders (SSDs) in children are heterogeneous. Differentiating children with SSDs into distinct subtypes is important so that each child receives a treatment approach well suited to the particular difficulties they are experiencing. Aims: To study the distinct underlying processes that differentiate phonological processing, phonological planning or motor planning deficits. Method: The literature on the nature of SSDs is reviewed to reveal diagnostic signs at the level of distal causes, proximal factors and surface characteristics. Main Contribution: Subtypes of SSDs may be identified by linking the surface characteristics of the children's speech to underlying explanatory proximal factors. The proximal factors may be revealed by measures of speech perception skills, phonological memory and speech-motor control. The evidence suggests that consistent phonological disorder (CPD) can be identified by predictable patterns of speech error associated with speech perception errors. Inconsistent phonological disorder (IPD) is associated with a deficit in the selection and sequencing of phonemes, that is, revealed as within-word inconsistency and poor phonological memory. The motor planning deficit that is specific to childhood apraxia of speech (CAS) is revealed by transcoding errors on the syllable repetition task and an inability to produce [p[schwa]t[schwa]k[schwa]] accurately and rapidly. Conclusions & Implications: Children with SSDs form a heterogeneous population. Surface characteristics overlap considerably among those with severe disorders, but certain signs are unique to particular subtypes. Careful attention to underlying causal factors will support the accurate diagnosis and selection of personalized treatment options.

Background: Phonological difficulties are prevalent in children with speech and/or language disorders and may hamper their later language outcomes and academic achievements. These children often form a significant proportion of speech and language therapists' caseloads. There is a shortage of information on evidence-based interventions for improving phonological skills in children and adolescents with speech and language disorder. Aims: The aim of this systematic literature review and meta-analysis was to systematically examine the effects of different intervention approaches on speech production accuracy and phonological representation skills in children with speech and language disorders. Methods: A preregistered systematic review (International Prospective Register of Systematic Reviews ID: CRD42017076075) adhering to Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines was completed. Seven electronic databases (PubMed, Web of Science, ERIC, PsychINFO, Cochrane Library, SCOPUS and Linguistics & Language Behavior Abstracts) were searched for studies related to oral language interventions with children with developmental speech and/or language disorder (mean age ranging from 3-18 years) published between January 2006 and August 2022. The included articles reported intervention studies with a group design in which speech production accuracy was the outcome measure. Studies were appraised using the Cochrane risk of bias tool, and individual effect sizes were calculated using standardised means differences when enough data was available. A meta-analysis was conducted obtaining the average standardised mean difference d. Heterogeneity, influence of possible moderator variables and publication bias were explored. Results: The 23 studies that met the inclusion criteria presented low-medium risk of bias. Nine effect sizes were obtained from seven of these studies that presented a pre-post-test with a control group design. Medium-high average effect sizes were found in phonological accuracy. Heterogeneity was found between individual effect sizes. Significant moderator variables and publication bias were not detected. Conclusions: The results of this meta-analysis indicate positive effects on speech production accuracy. Based on this review, further improvements in the quality of reporting for intervention research are required in developing the evidence base for practice.

Given the recent upsurge in publications investigating authentic leadership in education since 1997, this study was carried out to review scholarly publications on authentic leadership in educational research, drawing on a database of 91 studies published between 1997 and 2021. Descriptive methods were employed to identify the features of the related literature with respect to the volume of publication, journal and geographic distribution of the literature, types of studies, authorship trends, citation impact, measurement instruments, research methods, identified antecedents, mediators, moderators, and outcomes of authentic leadership in educational research. The results revealed that the published research consisted mostly of empirical studies. The analysis also revealed that more qualitative methods have been employed in recent years. Significant relationships were also found between authentic leadership and different outcomes (e.g. performance, satisfaction, trust in the leader). Recommendations were provided to improve the quality of the authentic leadership literature.

As part of my work as an educator, I see the need to surface for discussion what might indeed be considered as acts of oppression on the part of peer reviewers when certain aspects of knowing and meaning are misrecognized, obscured, or suppressed. Drawing on observations concerning coercive and oppressive relational and educational practices found in Paulo Freire's "Pedagogy of the Oppressed" as well as scholarly works in Critical Discourse Analysis critiquing inequitable practices within academic and social domains, I argue that a more academically (and socially) accountable, conscionable and humanizing alternative is one which engenders greater openness to questions concerning: (1) who it might be that gets to determine what counts as (publishable) knowledge; and (2) how such formulations of knowledge may be tied to powerful or ideologized ways of knowing and meaning making. This article is also an appeal for greater awareness that acts which work directly or indirectly to silence earnest attempts to highlight inequitable and/or dehumanizing educational beliefs and practices are also acts which will disadvantage, marginalize, or silence people directly or indirectly involved, including parents and children who may be placed at the receiving end of such inequities and inhumanities.

This conceptual paper explores the characteristics of education for sustainable development (ESD) within urban secondary schools. Despite the discourse about the importance of sustainability, there has been a lack of research on this topic. The authors employed theory synthesis, which resulted in a concept for Education for Sustainable Development in Urban Contexts (ESDUC). This presents a comprehensive view on the interconnected characteristics that facilitate the successful implementation of ESD in urban secondary schools, (1) developing sustainability competences among both students and teachers, encompassing intercultural competences for teachers and self-regulating skills for students, (2) utilizing teaching methods that are both transformative and culturally responsive, (3) engaging the wider community in the educational process, and (4) shifting the school culture toward embracing diversity and adopting a whole-school approach. This study is valuable for researchers and urban secondary schools seeking to effectively integrate ESD into their educational framework.

Objective: This paper describes several automation tools and software that can be considered during evidence synthesis projects and provides guidance for their integration in the conduct of scoping reviews. Study Design and Setting: The guidance presented in this work is adapted from the results of a scoping review and consultations with the JBI Scoping Review Methodology group. Results: This paper describes several reliable, validated automation tools and software that can be used to enhance the conduct of scoping reviews. Developments in the automation of systematic reviews, and more recently scoping reviews, are continuously evolving. We detail several helpful tools in order of the key steps recommended by the JBI's methodological guidance for undertaking scoping reviews including team establishment, protocol development, searching, de-duplication, screening titles and abstracts, data extraction, data charting, and report writing. While we include several reliable tools and software that can be used for the automation of scoping reviews, there are some limitations to the tools mentioned. For example, some are available in English only and their lack of integration with other tools results in limited interoperability. Conclusion: This paper highlighted several useful automation tools and software programs to use in undertaking each step of a scoping review. This guidance has the potential to inform collaborative efforts aiming at the development of evidence informed, integrated automation tools and software packages for enhancing the conduct of high-quality scoping reviews.

Single-case designs substantiate the effectiveness of interventions for people with disabilities and other populations through the repeated measurement of behavior over time. Consequently, employing accurate and reliable systems of measurement is critical to the validity of single-case designs. Much of the data in single-case research are collected through systematic direct observation. Direct observation often involves the use of time sampling, wherein an observer indicates whether a behavior occurred during a specific period. Although scholars have highlighted the potential for time sampling to distort the results of single-case design, targeted reviews indicate time sampling continues to be used in literature involving people with disabilities. The current study reviews literature from the field of special education, in which single-case designs are frequently used to evaluate the efficacy of practices. Using a large, representative sample of 1,425 randomly selected single-case design articles from 33 special education journals, we coded articles to determine the type and features of measurement systems employed by researchers. Findings indicate one-fifth of articles feature some form of time sampling. In addition, time sampling is more prevalent in journals pertaining to individuals with emotional/behavioral disorders. A discussion of implications for research quality follows an overview of results.

Mobile learning presents many benefits to lecturers, students, and universities. It provides the opportunity for all to access information anytime and anywhere and also promotes learning autonomy and mobility. This paper aims to systematically analyze publications on mobile learning in higher education conducted over twenty years by providing knowledge to help researchers in this area. The data were obtained from the Scopus database. A total of 587 peer-reviewed publications were analyzed. The results show that the number of articles increased significantly after 2016, and there was an upward trend after 2018. Our results regarding prolific journals show that many articles in this field were published in several prominent journals. Our results revealed that 91 countries contributed to research worldwide, and the most productive institutions are from different continents. In addition, results indicated that recently published countries on the topic are India, Saudi Arabia, Thailand, Indonesia, and Germany. Regarding research trends, our results yielded three research clusters. The first cluster focused on building a learning environment for students, while the second cluster included research on mobile learning in medical education. In addition, the third cluster investigated young adults' use and perceptions of mobile phones in learning through surveys and questionnaires. Moreover, the results we obtained demonstrated that recent studies also focused on academic performance and augmented reality was a trending topic before academic performance.

Digital technologies are the main driver of the future economy, with technology jobs and those requiring digital skills on the rise. In educational settings, there is an accelerated propagation of digital learning environments, which was amplified by the online shift following COVID-19. To equip learners with the necessary digital skills, there ought to be a purpose-built framework that can be used as a reference point. Although in recent years there were multiple attempts to develop digital literacy frameworks such as DigComp by the European Commission and the Digital Literacy Global Framework (DLGF) by UNESCO, with several other frameworks built on top of them, there is a lack of frameworks devised specifically for learners and students. This paper proposes a conceptual digital literacy framework for learners, building mainly on DigComp 2.0 and the DLGF. We use an integrative review methodology of six main empirical frameworks, developed in recent years with educational applications, to achieve our aim. We added new competencies specific to mobile learning environments and career-related digital endeavors by learners. In addition, we further tailored the competences related to device and software operations to both personal computers and mobile devices. The proposed framework in this paper expounds on DigComp and DLGF by adding several competences which are deemed essential for learners in today's digital world. The framework can be used by educational institutes, policymakers, as well as learners to assess their digital skills and devise strategies for capacity building.

Although Chinese has become one of the most influential second/foreign languages in the world, teaching Chinese as a foreign/second language (CSL/CFL) abroad faces great challenges. M-learning and mobile-assisted language learning (MALL) display great advantages to facilitate second language learning, including CSL/CFL. However, most research was related to English as a second language (ESL) learning. Although mobile-assisted CSL/CFL learning has developed rapidly and steadily, most of these studies were conducted in mainland China and published in Chinese, which was very difficult for non-Chinese speakers to understand. Therefore, researchers should make more efforts to study mobile-assisted CSL/CFL learning abroad. With this in mind, a systematic literature review was conducted to determine the status and trends of this topic. Considering the inclusion and exclusion criteria, 28 articles published between 2010 and 2022 were selected from Scopus and WoS databases. Publication information, research methodology, participant characteristics, mobile technologies, and research findings were summarized and reported accordingly. This review also addressed the limitations of previous research, based on which the related researchers and practitioners could make more efforts to focus on the weaknesses of mobile-assisted CSL/CFL learning.

United Nations Sustainable Development Goal 4 (SDG 4) focuses on education and seeks to promote inclusive, equitable, and quality education, providing opportunities for all. In this context, it seeks to promote intersectionality (gender and ethnicity) as a fundamental factor in education, and in science, technology, engineering, and mathematics (STEM) careers in particular. Similarly, it aims to support programs that include the gender gap in their studies to mitigate the lack of Indigenous women and/or students from native peoples in STEM careers. The objective of this work was to carry out a categorization of programs aimed at Indigenous students in their processes of access, retention, and follow-up in STEM careers, with the purpose of making visible the variety of approaches and programs that have been created in different regions of the world. A systematic review was conducted to analyze the programs, and the classical content analysis method of scientific production was employed. The main results of the analysis are classified into three main categories: the characteristics of the studies, the programs, and their results. In relation to the study's contribution, the aim is to generate knowledge and understanding of the programs identified to promote the inclusion of this underrepresented population in STEM education.

This article contributes a novel perspective on the common vulnerabilities of the Indigenous and international student experiences at higher education institutions in Australia. Through a review of 88 publications in the leading journals we show that the majority of these articles focus on international students rather than Indigenous students. This literature treats Indigenous and international students as separate categories, although they share the campus and common vulnerabilities that have intensified in the post-COVID and post-AI university. While the vulnerabilities of each group in isolation may be considered minor, that serious challenges effect more than one group of students underscores the urgent changes required in the higher education system. We argue that understanding the commonalities of Indigenous and international student experiences could help universities develop more effective support strategies and programs. This research provides valuable insights about the assumptions of Western higher education that must be communicated to students to minimize the culture shock as they navigate the higher education space.

Flipped learning is an educational method that utilizes technology to provide instruction outside regular class hours, enhancing student engagement and learning outcomes. Bibliometric studies have been increasingly used to assess the status of research in a field. However, no study has explored research trends in implementing the flipped classroom model (FCM) in educational research. Hence, this research explored trends in implementing FCM in educational research using bibliometric analysis. For this purpose, I analyzed the data from 1,093 publications indexed in the Web of Science database using VOSviewer software. The results showed that publications on flipped classrooms increased annually, and most studies were conducted in 2020. In addition, the results also revealed that Interactive Learning Environments journal published the most articles, and most of the publications were conducted in the USA. The institution with the most publications is the University of Hong Kong, while the researcher with the most publications is Gwo-Jen Hwang. Furthermore, the results also revealed 10 clusters demonstrating research trends in flipped research in the education field. Based on the findings, recommendations for practice and research are made.

This study attempts to provide a comprehensive overview of criteria for making a significant contribution to the body of knowledge. Authors propose a unique perspective of viewing such contributions as a combination of art and science, focusing on specific criteria such as rigor and relevance, novelty and originality, unity and form. While science-related criteria are based on formal logic and scientific methodology, equally important art-related criteria are based on creativity and congruency. The proposed classification may be useful for both academics and practitioners representing various disciplines. It provides researchers with a practical recipe for making significant contributions to the body of knowledge and offers a way to understand better and evaluate such contributions. Additional essential ingredients such as quality, balance, and timing are also discussed.

Considering SRL is one of the key aspects that determines an individual's success in STEM learning, knowing the development of research related to this topic is crucial. This research aims to conduct a bibliometric mapping analysis of research published in Scopus-indexed journals from 2013 to 2023. The search yielded 1683 publications, which generally showed an increasing trend. The analysis results showed the distribution of publications based on document type, year of publication, and geographical area. Then, the co-authorship analysis results showed publication collaboration among countries and among authors. In addition, the citation analysis results provided information on the most influential authors, journals, and publications. In relation to the co-occurrence analysis results, the most popular research focuses were the relationship between SRL and "e-learning" and "engineering education". The topics that are quite popular are related to "mathematics", and those that are less popular are related to the terms "stem (science, technology, engineering and mathematics)" or "stem" and "science" or "science education". Regarding trending topics, several keywords that have been popular recently are "covid-19", "online learning", "major clinical study", "technology", "human experiment", "student learning", and "academic achievement". Several recommendations are also provided based on the findings and limitations of this research.

Reflective thinking (RT) is one of the higher-order thinking skills which have been of great importance to the researchers from a variety of disciplines for years. Although the significance of RT has been discussed in many studies and many different forms, there are no bibliometric studies conducted on this topic. This study aims to examine the current state and development of research in RT based on the data available in the Web of Science (WoS). To do this, a bibliometric approach was adopted to map the research literature on RT using the metadata from the WoS between 1986 and 2023 in terms of the distribution of the articles by year of publication and average citation status, the most productive journals publishing on RT and number of RT-related citations, the most cited RT articles and authors, top countries in which the articles about RT were cited most, the authors who have produced the most articles on RT, their publications and corresponding author(s)' countries, and the trend of words associated with RT in the articles. Our main contribution is the quantitative methodological design for examining the evolution of reflective thinking research, which is highly multidisciplinary and covers a large volume of publications. We believe that this study provides a comprehensive review of the studies on RT and provides interesting insights about the development of the field for future research.

Technical and vocational education training (TVET) is an education and training process with a strong emphasis on industry practices that aims to generate competent workers in particular fields. Collaboration with industry in TVET has the potential to improve the quality and relevance of TVET programmes and equip students with the practical skills and knowledge demanded by employers. Thus, there is a need for a complete bibliometric study of research linked to collaboration between TVET and industry, despite the fact that the number of studies in this field continues to increase. The bibliometric analysis in this research which was extracted from Web of Science database is analyze using VOSviewer. The research conducted a descriptive analysis of the publication number trends, the top authors and leading journals in this field. Next, the researcher also analyzed the co authorship based on authors and countries, research trends, citation and keywords analysis as well as co citation analysis. The article found that most of the articles in this field are published by authors from developed countries where the majority is from the United States. Other than that, the recent research hotspot were also identified indicating the future direction of the research in this field.

Numerous studies have delved into the application of augmented reality (AR) in chemistry education, focusing on specific topics, equipment requirements, and advantages. However, there remains a notable dearth of research examining the evolutionary characteristics of AR in this context. This study, employing bibliometric analysis on 66 articles spanning from 2012 to 2022, reveals that research primarily revolves around pedagogical approaches and AR technology development, particularly in kindergarten to 12th grade (K-12) education. Despite the United States exhibiting the highest publication frequency, there is a significant absence of studies addressing emotions, cognition, and physiological changes. Shedding light on these research gaps, this study underscores the need for further exploration into the cognitive, emotional, and physiological aspects of AR integration in chemistry education. Ultimately, the insights gleaned from this study offer valuable guidance for researchers, educators, and practitioners alike, facilitating the advancement and effective application of augmented reality in chemistry education (ARCE).

This article systematically reviews the quantity and quality of Rebecca L. Oxford's publications over five decades of research and publication in language education and related fields. The first section portrays Oxford's contributions in four thematic areas: language learning strategies, language teaching, psychology, and peace. For each theme, many of Oxford's publications and ideas are presented. The second section is an overview of her career achievements, such as books published, courses taught, and academic honors. The third and the fourth sections present the systematic review. Specifically, the third section explains in detail the methodology used by Panahi and Mohebbi for their systematic review of Oxford's work, while the fourth section presents results of the systematic review across 338 of her works (journal articles, book chapters, and books). Oxford's personal response is the last section.

This article presents a systematic review of 12 empirical studies examining internationalization of curriculum (IoC) in the fields of school psychology, counseling psychology, counselor education, and organizational psychology. Situated in the historical, sociopolitical context of the disciplines, we synthesized the purposes, strategies, and challenges of internationalization of curriculum in these fields. We argue that professional preparation programs, such as school psychology and related fields, provide a promising context to understand the complex nature of IoC through a disciplinary lens. The article raises concerns over the Western-centric and neoliberal approach to internationalization and emphasizes the need to consider disciplinary characteristics in all facets of the IoC process. The article contributes to the conversations on IoC by encouraging the field to think beyond what has been done and what is possible when it comes to curriculum internationalization across disciplines.

This research aimed to analyze the insertion of Brazilian psychology into the context of school inclusion of people with autism spectrum disorder. To this end, an integrative review was carried out in two stages: (1) mapping of publications on ASD in different areas of psychology; (2) analysis of the approaches and modes of action adopted to promote the inclusion of autistic people in school. The review considered articles published in the SciELO, BVS-Psi and PePsic databases, in Portuguese and English, between 2013 and 2023. The searches were carried out using the Boolean descriptors and operators psychology AND autism. The results point to three perspectives and modes of action in promoting school inclusion for autistic people: adaptation and adjustment through training, inclusion and development mediated by interactions with adults, and emergence of uniqueness resulting from the deconstruction of normalizing and pathologizing practices.

No records of systematic reviews focused on deep learning in open learning have been found, although there has been some focus on other areas of machine learning. Through a systematic review, this study aimed to determine the trends, applied computational techniques, and areas of educational use of deep learning in open learning. The PRISMA protocol was used, and the Web of Science Core Collection (2019-2023) was searched. VOSviewer was used for networking and clustering, and in-depth analysis was employed to answer the research questions. Among the main results, it is worth noting that the scientific literature has focused on the following areas: (a) predicting student dropout, (b) automatic grading of short answers, and (c) recommending MOOC courses. It was concluded that pedagogical challenges have included the effective personalization of content for different learning styles and the need to address possible inherent biases in the datasets (e.g., socio-demographics, traces, competencies, learning objectives) used for training. Regarding deep learning, we observed an increase in the use of pre-trained models, the development of more efficient architectures, and the growing use of interpretability techniques. Technological challenges related to the use of large datasets, intensive computation, interpretability, knowledge transfer, ethics and bias, security, and cost of implementation were also evident.

This article discusses the different ways in which some groups of educators are marginalized within the Canadian education system. The author draws on existing literature to examine how intersectionality in complex identities causes severe marginalization for Internationally Educated Teachers (IETs), especially female IETs. The author found ten strategies from Ryan's (2006) theory of social justice leadership to help school leaders to address teacher marginalization.

Due to the difficulty of chemical compounds to visualize, augmented reality (AR) integrated with mobile learning has been developed as an alternative media for studying chemistry. This study aims to analyze the use of AR-integrated mobile learning in chemistry education from a bibliometric perspective in the last decade. A total of 225 articles were retrieved and analyzed from the Scopus database in the period from January 2012 to September 2022. The results of the analysis indicated that in the range of 2012-2022, the highest number of publications occurred in 2021, with the United States as the most productive country with a total of 54 publications, followed by China, Indonesia, and Japan. Wojciechowski, R., is the most frequently cited author, followed by Cai, S. "Augmented reality" is the keyword that appears most frequently in publications. This study presents useful findings that can serve as a guide for educators, scholars, policymakers, and educational designers for future research or reference in this area regarding current trends.

Artificial intelligence can support increasingly complex conversational interactions and also has the potential to interpret meanings from free text input and make recommendations based on patterns in data. There are important opportunities to apply this to real-world problems faced in access to education. In this paper, we summarise existing research and trends linking disability support and technology, then report on a survey conducted with students with disclosed disabilities (n = 138) to explore what systems might need to do to effectively understand disabled students in their own words, and provide suggestions of technologies, strategies and resources that could be relevant to overcoming barriers to learning. Through thematic analysis, five approaches that students used to talk about their disabilities are identified(medical, functional, support, experiential and administrative), and three major types of suggestions they make around what supported them and may be useful to others are also identified (external tools, university support and practices, concerns and solutions). The survey approach and the findings of the analysis provide a potential foundation for the effective design of systems that could crowdsource a knowledgebase around disabilities, hold conversations to understand disabilities and barriers and make relevant recommendations to individuals as to how they could overcome these barriers.

This article is a content analysis of peer-reviewed research publications from the years 2001 to 2022 to find the extent to which frequent relocation may affect the academic performance of military-connected students. There are many articles with a focus on civilian students that experience frequent residential and school mobility. However, to what extent has the extant literature focused on the military-connected student that also experiences frequent residential and school mobility? This article pays special attention to the current literature surrounding elementary-aged military-connected students. This article also examines areas of future research surrounding this group of students.

Lexical bundles (LBs) are frequent groups of words that appear repeatedly in different academic texts. A plethora of research has explored their distribution and usage in general, particularly in academic texts. However, to our knowledge, the extent of research investigating LBs in the discussion sections of Medical Research Articles (MRAs) is scant. The present study examined the diversity and density of four-word LBs in the discussions of 1400 MRAs. Four-word bundles totaling 413, including general and subject-bound LBs, were extracted using the freeware "concordance software program" AntConc and categorized based on their syntactic structures and discourse functions. The findings revealed that discussions structurally rely heavily on phrasal LBs (i.e., prepositional phrases and noun phrases) in general and subject-bound LBs compared to clausal bundles, which include VP-based and Clause-based LBs. Regarding functional categories, the general referential bundles with their subcategories were found to have the most considerable proportion in the medical RA genre. Given the importance of LBs in disciplinary writing and academic discourse, the findings could be instrumental in crafting suitable pedagogical materials and activities on general and subject-specific LBs for academic writing in English for Medical Purposes.

Biology as an integral part of science learning continues to be maximized by integrating technology into its learning design. The definite manifestation of this integration process is to achieve meaningfulness, activeness, and effectiveness of the learning carried out. The flipped classroom (FC) is gaining popularity as a pedagogical model that uses the important benefits of technology in its learning environment. FC is proven to be an effective teaching mode that empowers students' 21st-century skills, stimulates students' self-learning, and improves academic performance. The potential of the FC is interesting to explore to what extent biology welcomes the FC. The aimed of this systematic literature review is to review and analyze articles published by Scopus indexed journals. We used the keywords "Flipped classroom and biology" in the search menu in the Scopus database and succeeded in finding 72 articles. There were 21 articles that met the criteria for further analysis. The inclusion and exclusion model used is PRISMA. The findings obtained are the trend of FC publications in biology learning over the last ten years. The approaches used in this research include quantitative, mixed method, case study and qualitative. Key words that are often used by writers are student, human, biology. The biology keyword has a branch, namely active learning. There are 9 countries of origin of authors who publish articles. The United States is a country that is active in publishing. Articles published on each continent are not evenly distributed. The dominant articles are published in collaboration with one country and rarely are articles published by one author. We have succeeded in formulating a picture of the existence of the FC in biology learning over the last ten years. These findings can be a consideration or reference for researchers to explore and study more deeply research related to the FC in biology learning based on their respective urgency.

Environmental problems are a factor that influences the health of the world's great population. Developed countries make pollution part of a serious problem in urban industrial centers. The aim of this research is to address the following objectives: (1) to analyze the trend in the number of environmental literacy research conducted annually; (2) to identify the methodologies employed in investigating environmental literacy in Indonesia; (3) to determine the demographics of research subjects involved in studies related to environmental literacy; (4) to ascertain the geographic locations utilized as research sites for studies concerning environmental literacy. This research focuses on content analysis that has been determined from various research published in scientific journals in Indonesia and international journals. In this research, the focus is on articles discussing environmental literacy in Indonesian journals indexed by SINTA. There are 24 articles discussing environmental literacy. positive trends were found in research related to environmental literacy. Among these articles, quantitative research is often found. The samples found in the article were mostly found in junior high schools. Apart from that, the data collection used was a test instrument. and most often use independently composed instruments. In light of the findings of this study, several recommendations have been made for further research.

This scientometric analysis explores the evolution and dynamics of Early Childhood STEAM education. Web of Science database is employed as a primary data source and visualization tools like CiteSpace and HistCite are used to systematically investigate 179 publications published between 2008 and 2023. It looks at research patterns to unearth notable shifts in focus and intensity influenced by the COVID-19 pandemic. Keyword analysis reveals the field's evolution, from foundational elements to broader dimensions encompassing technology, pedagogy, and gender disparities. A transition towards experiential learning, emotional identity, and professional development is evident, which reflects a pedagogical shift towards comprehensive and inclusive education. Temporal analysis using Citation Burst Analysis delineates phases of research, emphasizing shifts from fundamental exploration to pedagogical methods and experiences. Acknowledgement of influential scholars, collaborations, and global trends underscores events of interdisciplinary partnerships and international collaborations. The study's implications highlight pedagogical transformations, gender disparity, and the potential for technology in early childhood education. This could inform policy directions and foster collaborations for innovative education.

The importance of information and communication technology (ICT) in education has been increasingly acknowledged due to advancements in technology. Prior research has explored several perspectives on the "use of ICT in early childhood education (ECE) and has highlighted many obstacles to its implementation in the classroom setting". The synthesis of these research does not lean towards a singular perspective or definitive result, so allowing for further investigation of the issue at a more profound level. This systematic literature review seeks to enhance the current body of knowledge on teachers' attitudes toward the efficacy of using ICT in ECE classrooms. By using PRISMA procedures, a total of 12 studies were selected to investigate the perspectives of teachers about the use of ICT, the current methods employed, and the efficacy of teaching at ECE level. The study's findings indicate that, in general, teachers exhibit a significant propensity toward the use of ICT in ECE. However, the implementation of ICT in classrooms is constrained by several factors.

Work-Integrated Learning (WIL) is a form of experiential learning that connects students with workplaces in their chosen field of study. WIL is a vital component of South Africa's teacher education, requiring pre-service teachers to complete a school practicum as part of their qualification. This research explores the question: What are effective WIL models for pre-service teachers in diverse South African contexts? The study reviews the practical and philosophical models of WIL and the concurrent model, examining their implementation in various universities as case studies. The study also identifies challenges, opportunities, and the need for support in South African WIL. The study adopts a social learning theory framework. The study informs how WIL effectively supports pre-service teachers and schools in diverse South African classroom. The study also discusses how WIL can promote education for sustainable development (ESD) and the achievement of the Sustainable Development Goals (SDGs).

Metacognition is the process of thinking about one's own thinking, learning, and problem-solving strategies. It involves being aware of one's own cognitive processes and knowing how to regulate and monitor them. Sustainability, instead, refers to the ability to maintain or preserve resources and ecosystems for future generations. Here, we draw from the classical metacognitive approach and propose that metacognition plays an important role in sustainability. The PRISMA (Preferred Reporting Items for Systematic Reviews and MetaAnalyses) Statement was used to perform and recode this review. Given that metacognitive abilities develop early during childhood, metacognition can be viewed as a useful approach to teach pro-environmental behavior from early childhood. Although the interaction between metacognition and sustainability in preschoolers appears to be insufficiently explored, the final aim of this review is to offer a new education-based perspective about metacognition that can be implemented in early childhood to foster pro-environmental actions in the longterm.