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While the literature has examined the experiences and attitudes of TESOL (Teaching English to Speakers of Other Languages) professionals toward writing in English for publication in terms of material, environmental, and political conditions as well as (non)discursive challenges, little is known about the (de)motivating factors underpinning their drive to publish in English, particularly in South America. This study explores the (de)motivation of 522 TESOL professionals in South America to write for publication in English. The study adopted a sequential mixed-methods design that consisted of an online survey followed by 20 individual interviews with purposefully sampled participants. Findings show that, despite personal and social-contextual challenges, the participants were driven by altruism, impact, and self-efficacy.

Framed by post- and decolonial feminist perspectives and using Lugones's concept of "world-travelling," we examined the shared experiences of foreign-born faculty women of color in navigating U.S. colleges and universities. We employed a qualitative interpretative phenomenological research design and conducted semi-structured interviews with 10 self-identified foreign-born faculty women of color (FBFWOC). We found that these women continually performed multiple, and at times conflicting, identities as they travelled in and out of academic and non-academic worlds. In doing so, they deployed strategies that required additional efforts to successfully function in their faculty roles. The world-travelling that FBFWOC engage in involves a constant learning process that, while enriching, also taxes their time and energy. This world-travelling is a form of border thinking and resisting forms of difference. We offer suggestions for future research and implications for practice.

Science education researchers and curriculum documents have advocated scientific inquiry for more than six decades; however, inconsistent findings concerning its effects on students' learning outcomes have been revealed in recent analyses of large-scale international assessment data (e.g., the Programme for International Student Assessment [PISA]). This has evoked considerable concern given the significant role that inquiry plays in science education. To unpack the complex influence of inquiry on science achievement, this study used the PISA 2015 data from eight Western or East Asian regions to explore the effects of inquiry on students' science achievement and the mediation of attitudes toward science. The results indicated that despite the negative effects that the investigation aspect of inquiry had on science achievement, the explanation aspect of inquiry had positive effects on science achievement for the Western, East Asian, and whole samples. When all of the effects of both the investigation and explanation aspects were integrated, the overall influence of inquiry on students' science achievement was found to be positive for the whole and East Asian samples and slightly negative for the Western sample. This study highlights the necessity of considering different facets of inquiry and different types of effects when investigating the effects of inquiry on science achievement and achieving a better balance between the investigation and explanation processes when implementing inquiry in school classrooms.

Educational Technology (EdTech) plays a significant role in enabling learners with disabilities to access learning at school and reduce educational and social exclusion. It also enables them to enjoy the benefits of a full school curriculum and to participate in activities in different educational arrangements. The purpose of this review was to address the existing evidence of how EdTech is being used to support learners with disabilities in order to inform future research and policymaking. It sought to contribute to an evidence base of ways to reduce barriers to learning drawing on a systematic methodology to gather evidence pertaining to access to EdTech for primary school learners with disabilities aged 6-12 years. After a thorough examination of the literature, the final sample comprised 51 published articles (43 peer-review and 8 conference papers). The review revealed examples of positive outcomes of EdTech interventions being used, particularly in special schools; however, the evidence of their efficacy is weak. The use of EdTech for learners with disabilities in low- and middle-income countries requires further, robust and long-term research that considers the involvement of learners, pedagogy and curriculum design in order to understand its impact on improving educational experiences of children with disabilities.

The purpose of this research was to determine whether there is a need for students to take online geography lessons during states of emergency situations when schools are temporarily closed as a result of unforeseen events such as pandemics, natural disasters, technological mishaps, the effects of terrorism, war, and other significant catastrophes. With this research we investigated whether the number of online geography lessons was increasing or decreasing and whether students searched for online help during school closure. Research was conducted through an online survey. Our study will contribute to the understanding of investigating how students at any school in the world are prepared for online learning. The results show that students need online assistance and tutoring when learning geography in unpredictable situations when schools are closed.

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

This study analyzed the contribution of spontaneous note-taking when undergraduates studied expository texts and videos. The study examined whether spontaneous note-taking had any effect on comprehension and if it was different for digital texts, presentation videos, or videos with decorative, irrelevant images. In addition, it explored whether the effects of note-taking on comprehension varied as a function of students working memory capacity. One hundred and twenty college students read expository texts or watched videos with different cognitive loads, answered comprehension questions, and reported solution strategies in an experimental elearning environment. Taking notes significantly improved their performance, and this note-taking efficacy did not vary as a function of presentation format, type of video, or working memory capacity. Overall, in an elearning setting, note-taking for digital text and video online expository comprehension was adopted spontaneously by around 40% of college students, and is equally effective for all formats of instruction. This is relevant for theories of multimedia comprehension, as well as for applied educational settings.

In the third decade of the 21st century, the limitation of information has been replaced by the difficulty of selecting freely available information. Useful and irrelevant knowledge is available in enormous quantities on the online storage of increasingly growing server capacities. The world of education and history didactics are no exception either. Students, teachers and researchers share the need for key reference points that are solid in this field of science. As a discipline introducing sources and traces of the past and activities with higher order cognitive tasks, history didactics can be a promoter of the effective information selective process. Our study investigates the role and trends of the "International Journal of Research on History Didactics," "History Education and History Culture" over the past decade and provides the reader with a mosaic of the most recent themes and approaches in the discipline. The most important objectives of our research are the detailed portrayal and analysis of the journal and outlining the key professional workshops, authors, current directions and issues of history didactics. As an annex to the study, we have created a thematic repertory containing the open-access online writings of the journal's archive between 2010 and 2021, thus allowing for thematic aggregation.

Climate change and global warming have huge impacts on the most fragile ecosystems on Earth. With temperatures rising, most of the tropical glaciers on Earth, found near the Equator, will be gone before the end of the century. These far-removed natural areas are obscure and difficult for students to visit or learn from directly. Educating students in non-traditional, more experience-based settings is crucial for them to better understand current issues the world is facing, like glacial shrinkage, loss of sea ice, and accelerated sea level rise. This study found that virtual reality 360-degree video technology (VR-360), by providing close to real-life experiences and engaging storytelling, has the ability to engage students and provide them with meaningful information and experiences about climate change. In Phase 1 of this study, 65 students reported that VR can be beneficial for educational purposes to learn about global climate change. In Phase 2, with 227 students from around the globe, path analysis supported the need for VR-360 video producers to consider the importance of spatial presence, in the form of possible action and self-location, as critical elements of their videos to encourage people to use VR technology to learn about extreme environments and climate change.

The dropout rate is the most significant disadvantage in Massive Open Online Courses (MOOC); most of the time, it exceeds 90%. This research compares the effect of cognitive bias, gamification, monetary compensation, and student characteristics (gender, age, years of education, student geographical location, and interest in the course certificate) on dropout. We use survival analysis to identify the predictors of dropout and its related factors. The results showed the lowest dropout (74.2%) for cognitive bias and gamification. The results showed that the Peanut effect bias favors the lowest risk of drop up. Likewise, the findings showed the interest in the final certificate as a predictor of retention to complete a four-week MOOC.

International school educators hold various opinions about language acquisition. These opinions are often formed during their training and previous teaching experiences in their home countries. This quantitative cross-sectional survey-based study explored and compared the opinions of 283 English as a Foreign Language (EFL), Primary, and Secondary English teachers in international schools in Africa, Asia, the Middle East, and South America. The study examined the age EFL students should begin receiving EFL teacher support and for how long. The study revealed statistically significant differences between EFL and Primary teachers concerning the age for EFL students to begin receiving support from an EFL teacher. Further revealed were significant differences between EFL and Secondary English teachers concerning the duration of EFL support. Overall, participants' opinions about the duration of EFL support are well below previously reported data, which is troubling since EFL students in English-medium international schools are learning English for academic purposes.

Preparing students for the real challenges in life is one of the most important goals in education. Constructivism is an approach that uses real-life experiences to construct knowledge. Problem-Based Learning (PBL), for almost five decades now, has been the most innovative constructivist pedagogy used worldwide. However, with the rising popularity, there is a need to revisit empirical studies regarding PBL to serve as a guide and basis for designing new studies, making institutional policies, and evaluating educational curricula. This need has led the researchers to do a meta-analysis to analyse the effectiveness of PBL on secondary students' achievement in different scientific disciplines. Following the set of inclusion and exclusion criteria, 11 studies in Eurasia, Africa, and America conducted from 2016 to 2020 have qualified for this study. Six of which focused on JHS (n = 1047) and five on SHS (n = 375). Studies were obtained from various meta-search engines including Google, ERIC, and JSTOR. Further, the researchers used Harzing's Publish and Perish software to exhaust the search process. Sample size, mean, and standard deviation were analysed using the Comprehensive Meta-Analysis version 3 to determine the effect sizes (Hedge's g) and the results of moderator analysis, forest plot, funnel plot, and Begg-Mazumdar test. Findings have shown that PBL, as an approach to teaching science, had a large and positive effect (ES = 0.871) on the achievement of secondary students. However, grade levels and various scientific disciplines did not influence students' learning achievement. The conduct of more studies on the different factors affecting PBL implementation and specific effects of PBL on various student domains is recommended to facilitate comparative educational research in the future.

Prevalence of contract cheating and outsourcing through organised methods has received interest in research studies aiming to determine the most suitable strategies to reduce the problem. Few studies have presented an international approach or tested which variables could be correlated with contract cheating. As a result, strategies to reduce contract cheating may be founded on data from other countries, or demographics/situations which may not align to variables most strongly connected to engagement in outsourcing. This paper presents the results of a series of statistical analyses aimed at testing which variables were found to be predictors of students' self-reported formal outsourcing behaviours. The data are derived from an international research study conducted in 22 languages, with higher education students (from Europe, the Americas and Australasia. Analyses found that country and discipline of study as well as the rate at which respondents n = 7806) believed other students to be cheating, were positively correlated to their cheating behaviours. Demographic variables did not show strong statistical significance to predicting contract cheating.

In recent decades, a global consensus has emerged that acknowledges that Early Childhood Education and Care (ECEC) requires systemic, cross-sectoral approaches. In this context, integrated early childhood approaches are flourishing in South America. Although these policies have been successful in many aspects, ECEC provision in the region continues to be fragmented. In this exploratory article, we analyse the role of ECEC curricula in the conceptual integration of ECEC systems in South America. We focus on the 'regulative intent' of curriculum frameworks to explore the extent to which these policy instruments support systemic change. Our analysis draws on an extensive revision of documentary sources and interviews with key local informants in Argentina, Bolivia, Brazil, Chile, Colombia, Ecuador, Paraguay, Peru and Uruguay. We reconstruct the institutional architecture of ECEC provision in each country and examine curricula against this background. Our findings highlight the emergence of a new curricular wave in the region that contributes to integrated approaches. Recent curriculum frameworks move away from sectoral intents and towards more comprehensive and cohesive regulative intents. We call for a reconceptualisation of ECEC curricula from a whole-systems perspective that supports the holistic nature of the education and care of young children.

This paper uses data from the OECD's 2015 PISA and an endogenous treatment effects model to investigate the impact of different intensities of digital device use for academic purposes on science learning outcomes. When we do not differentiate the location of device use, we find that greater use can help students improve their science scores in most of the countries. When we consider school and outside-of-school use separately, we find the above positive results are driven by outside-of-school digital device use and that there are more negative results of increased device use at school.

Writers of this article share their seminal work of creating the Latin American Region (LAC) as part of the United States NASPA-Student Affairs Administration in the Higher Education Association's Global Division. Webinars, exchanges, conferences, some research initiatives, and a new student affairs administration minor as part of a higher education master's degree are beginning to shape the work of student affairs in South America.

The growing phenomenon of university courses designated as English-medium-instruction (EMI) worldwide presents new demands for non-native-English-speaking educators. However, adequate preparation and professional learning support for them to teach academic subjects in English remain a challenge. An understanding of their challenges and professional learning (PL) needs in EMI teaching is critically needed. This review examines 115 articles in English and Chinese on PL for EMI educators in HE, covering numerous countries. It critically reviews the literature to identify the common challenges in EMI teaching, and "how" and "to what extent" educators are prepared and supported for EMI teaching. Findings revealed EMI educators are often found unprepared and/or inadequately supported for their new roles. They face multiple challenges when embarking on EMI teaching. The review reveals misalignments between challenges facing educators and formal PL on offer. It also highlights the importance of informal ongoing PL and educators' agency in orchestrating their learning.

Implementation of the European Higher Education Area changed the assessment model in higher education towards a competence-based system, so that students are assessed by what they demonstrate they can do (competences). However, assessment of certain key competences, such as reading, ceases at higher education. The question remains whether reading competence continues to influence academic achievement at this level. We designed a reading comprehension test based on PISA questions and administered it to new-intake university students. The results were linked to students' grades in each first-year subject and their sociodemographic administrative data. The influence of reading competence and socioeconomic status on grades in all first-year subjects was analysed through structural equation models. The results show that reading competence at the start of university education has a direct influence on grades in all first-year subjects and an indirect influence through the admission grade. In conclusion, reading competence needs to be further developed and promoted even in the university context.

This study explores how distributed leadership influences student reading achievement in Turkish high schools, with the mediating role of teacher professional practices and self-efficacy. After assembling school- and student-level data from the datasets of The Program for International Student Assessment (PISA) 2018 and The Teaching and Learning International Survey (TALIS) 2018, we conducted a multilevel structural equation model (MSEM) using the estimation method of Maximum Likelihood to analyse the structural links among our variables. The results revealed that distributed leadership had a significant indirect association with student reading achievement via teacher professional practices and teacher self-efficacy. This study adds nuance to the literature by indicating that distributed leadership can make a difference in student achievement by promoting teachers' engagement in professional practices and their self-efficacy.

Race in the US is shaped by a history rooted in settler colonialism, colorism, and nativism. Yet, international students are typically excluded from most conversations about race and racialization. Using Fries-Britt, George Mwangi, and Peralta's (2014) emergent framework on learning race in US contexts, we examined international students of Color's racialized experiences at a predominantly White institution, including how their racialized experiences were often shaped simultaneously by issues of race and racism in the US, as well as preconceived notions of what their US collegiate experiences would be. Findings indicated that most students did not expect to experience racism in the US; however, after a critical incident on campus, many participants had to navigate how they conceptualized race and racialization as international students of Color in the US.

With the advent of smartphone technologies, connections to other people, information, and services have transcended everyday norms. However, together with the evolving technologies, unprecedented changes in the behaviors of individuals are emerging. Among these changes is phubbing, the practice of ignoring those in the immediate surroundings during real conversations in favor of smartphones. In light of this, the aim of the present study was to determine if there is a relationship between smartphone addiction and phubbing in international students and if mindfulness is a moderator of this relationship. A cross-sectional survey with snowball sampling was adopted, and a total of 294 international students volunteered to complete self-report measures. In this study, while there was a significant positive relationship between smartphone addiction and phubbing, no such significant association was determined for mindfulness in its relationship with smartphone addiction and phubbing. The moderation analysis revealed that mindfulness significantly moderated the relationship between smartphone addiction and phubbing; however, high mindfulness did not serve as a protective factor against the effects of smartphone addiction on phubbing.

With the ubiquitous presence of media devices, media multitasking has become prevalent in an educational context. Several authors have synthesized the literature on this topic, but no systematic review has been carried out so far. The present study fills this gap by examining the academic papers in the past decade to delineate the research trends, gaps, and directions for future research. Following the Standard Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA), we analyzed 88 papers from various aspects including study focus, contexts, participants, and methods. Findings point to the necessity to focus on the reasons behind multitasking, include more K-12 learners, and adopt qualitative methodology. To support future work on the predictors of media multitasking, we propose a conceptual framework that includes nine variables in technology, personal, and environment domains.

The widespread adoption of technology-based assessments during the COVID-19 pandemic has exacerbated concerns about the digital divide, given global disparities in digital access, connectivity, and coping strategies. This systematic review was intended to assess how the use of technology-based assessments has affected the education system's functioning in pre-college education, compared to traditional assessments. It covered 34 countries from 34 full-text English sources in 2018-2022. A total of 12 assumptions were tested, corresponding to six hypotheses about the learning, educating, and management facets associated with the use of technology-based assessments. Our findings revealed mixed evidence about technology-based assessments in reducing cheating, enhancing learning, supporting monitoring, improving instruction, and reducing non-teaching workload. However, strong evidence supported the assumptions that technology-based assessments improve measurement precision, interpretability, engagement, interaction, and teacher-parent communication. Limited but positive evidence supported the assumptions that technology-based assessments may reduce the cost and time of test administration.

Research in the UK suggests that multi-componential interventions focusing on language and pre-literacy skills can improve children's reading and language skills. However, simple translations of such programmes may not produce equivalent effects in diverse communities. The reasons for this are multi-faceted and include factors beyond the rationale and content of the intervention programmes themselves. Understanding these factors is critical for creating programmes that will generalise across settings. In this review, we reflect upon challenges encountered in two reading and language intervention programmes in South America to identify community and cultural contextual factors that can influence the implementation and scalability of educational programmes. We use our findings to develop an education-specific framework to guide the development and implementation of high-quality evidence-based approaches to language and literacy intervention. Our model guides implementation practices in diverse contexts and stresses the importance of the evidence-base and communication.

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

Knowledge and abilities with social media technologies are perceived as critical premises for human development. Familiarity with different types of social media technologies has become pivotal for collaborative learning and successfully solving problems. This study examined the impact of social media technologies, compartmentalized into social media usage and students' attitudes towards social media usage, on their collaborative problem-solving (CPS) achievement by adopting the sample from the PISA 2015 dataset across 37 countries/regions. A three-level hierarchical linear model (HLM) was adopted to identify the significant factors related to CPS achievement. Results indicated that social media usage had a significant impact on CPS achievement and they are varied in terms of different learning contexts, different social media types (e.g., e-mails, social networking sites), and different purposes of social media use (leisure or academic use). Furthermore, students who had a more positive attitude toward social media were more likely to achieve higher CPS performance.

The paper presents the results of an investigation into the virtual teamwork of culturally mixed teams engaged in common projects in international settings. Data was collected from students attending four different universities on four continents (Asia, Europe, North America, and South America). They worked for a semester, in virtual teams, to solve problems for real businesses in Asia and/or Latin America. Each team worked with a specific client that asked them to make recommendations and develop action plans. A model was developed to understand the way satisfaction with teamwork outcome, as dependent variable, is fostered on antecedents such as global identification, collective mind, and team cohesiveness. The analysis, exploratory as structured, was conducted using the partial least squares method provided by SmartPLS. Results show the similarities and differences in behavior for different groups of students coming from different countries and their implications for teaching teams in a multicultural virtual environment.

The field of applied linguistics is a remarkable case of deep intersection of the skewed geopolitics of knowledge (epistemic inequalities) and language (the ascendency of English as both a topic of research and academic lingua franca). The dominance of the Anglo-sphere through epistemology and language in applied linguistics renders the process of decolonization even more problematic than in other fields, for the only available tools to decolonize are those of coloniality. We argue that despite the end of formal decolonization and the incessant decolonial impulses, the Global South(s) may be still colonizable. Through ages of epistemic dominance, the Global South(s) may have encountered some tensions and challenges to exercise and legitimize ways of theorizing and doing applied linguistics research "otherwise." That is, these alternative visions and praxis may again be underpinned by western traditions of thought that have shaped their foundational understandings of what language, linguistics, and practicality are. Epistemological delinking may be impossible as long as decoloniality itself is enunciated through the dominant voices and channels and according to the rationalities against which decoloniality in applied linguistics has been made to be understood. We go beyond the usual question of whether decolonization is possible, to ask: What decolonialities are possible to account for the Global South(s) and their varying degrees of colonizability? We employ what we term 'collective introspection-retrospection' as an epistemological journey of re-knowing, re-feeling, re-sensing, and re-imagining alternative epistemologies in applied linguistics.

This study explored a relationship between internet access and literacy using quantitative data regarding students' reading performance. Data used in this study included reading scores provided by the Program for International Student Assessment (PISA) and the internet access data made available by the Organization for Economic Co-operation and Development (OECD). The reading scores dataset of selected OECD countries for the study was categorized into three groups based on internet access levels: very high, high, and moderate. One-way ANOVA was used to interpret and report any statistical significance of the dataset. The result indicated a positive relationship between high internet access levels and students' reading performance. This study implies that the constant provision of robust internet access could help eliminate the literacy gap in education worldwide, improving students' reading performance.

The author conducted a systematic review of the perception of online learning among college students during the COVID-19 pandemic. The review included 21 studies from institutions in Asia (Saudi Arabia, United Arab Emirates, Pakistan, India, Sri Lanka, Nepal, Indonesia, and The Philippines), Europe (Romania and Poland), Africa (Ghana and Algeria), and South America (Chile). The results indicated that students from Asia and Africa overwhelmingly had an unfavorable view of online learning during the pandemic. More than 75% of students in Nepal, India, Indonesia, Pakistan, Algeria, and Ghana used mobile phones to access course material which brought challenges, such as the high cost of data bundles, unreliable network, and lack of adequate cellphone space to download the materials needed for class. Other than Poland, Romania, and United Arab Emirates, students from the rest of the countries reported unreliable internet access. Additional challenges reported include lack of prior experience with online learning, technical difficulties accessing materials online, high volume of assignments, poor communication between learners and educators, distractions from home environment, and lack of practical and clinical experience for students in medical schools. The findings from this systematic review could help administrators of higher education institutions acknowledge the online learning difficulties experienced by college students and prepare for future disruptions.

There are a growing number of education programs in science and STEM education with the aim of improving educational outcomes for Indigenous students who have long been underrepresented in current education systems. The aim of this study is to systematically review empirical research from 2011 to 2020 that reported programs to support Indigenous students in science and STEM education. A total of 24 studies were included in this review. These programs involved student participants from all K to 12 grade levels and occurred in both formal and informal contexts. Most of the programs employed multifaced approaches, and cultural relevance and scientific inquiry practice were the two main features of the programs. All the programs had reported positive outcomes in relation to Indigenous students' science learning, understanding of their own cultures and traditions, and/or the complementarity of Western science and Indigenous knowledge.

Languages in the Mesoamerican linguistic area have been reported to lack a dedicated means of expressing the privative meaning that encodes the absence of a participant in a situation. This micro-typological study identifies alternative strategies that the languages in this area employ to function without dedicated privative markers, namely borrowing the Spanish preposition sin, the use of regular negative constructions, including negative existential and copulative constructions, and developing functionally restricted markers for particular semantic domains (body parts, clothes, and so forth). The fact that Mesoamerican languages are averse to the use of negative comitative or instrumental constructions supports that privatives have a more complex semantic nature than a simple negation of possession, existence, or comitativity. A notable similarity in the privative constructions employed in Mesoamerica and in the languages to the north reflects the linguistic relationship between Mesoamerica and the American Southwest.

Technological innovations have led to an increase in demand for information technology (IT) skills in contemporary library and information agencies. This in turn has created an increased need for pedagogical skills on the part of library and information science (LIS) professionals for them to empower users with knowledge and skills to navigate a complex digital information terrain. Hence LIS professionals with both technology and pedagogical skills have become increasingly critical in a digitized information environment. In the context of this confluence of knowledge and skills requirements for the LIS professional, this article draws early findings from a global phenomenological probe into curriculum design and development directed at the blended or hybrid LIS professional located in a pluralist information environment and requiring cross-disciplinary competencies spanning LIS, IT, teaching and learning, and perhaps even other cognate areas. It explores, in this context, challenges, ideas, and thinking in LIS education from preliminary empirical findings from parts of Africa, Asia, and South America (representing the Global South) and from parts of Europe and North America (representing the Global North), with a view to stimulating debate and discourse on the repositioning of the LIS discipline toward staking an intellectual claim on the broadening of its disciplinary space resulting from a natural evolution of the LIS discipline in response to a technology-driven information environment. Shank and Bell's concepts of "disruptive innovations" and the blending of traditional librarian skills with information technology and pedagogical skills, together with Corrall's "content, conduit, and context" approach to educating for a pluralist digital information environment, are used to frame this reflection.

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

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

Autistic people report greater comfort socialising and easier communication with each other. Despite autism being stereotypically associated with lack of social motivation, an autistic community has been described briefly in the literature but is not well understood. Autistic community connectedness may play a role in promoting wellbeing for autistic people. This qualitative study involved interviewing autistic individuals (N = 20) in-person, via a video-based platform, a text-based platform or over email to investigate autistic community connectedness. Critical grounded theory tools were used to collect and analyse the data. There were three elements of autistic community connectedness: belongingness, social connectedness and political connectedness. Belongingness referred to the sense of similarity that autistic people experienced with each other. Social connectedness referred to specific friendship participants formed with other autistic people. Political connectedness referred to a connectedness to the political or social equality goals of the autistic community. Participants described the benefits of autistic community connectedness as being increased self-esteem, a sense of direction and a sense of community not experienced elsewhere. Lack of connectedness involved ambivalence with an autistic identity and/or feelings of internalised stigma. Experiences of autistic community connectedness may have implications for autistic people's wellbeing, as well as how they cope with minority stress.

Teachers who see themselves competent in their professions might have high self-efficacy beliefs and these beliefs might reflect positively on their job satisfaction. The aim of this study was to examine the relationship between teacher self-efficacy and teacher job satisfaction. In this meta-analysis, the relationship between teacher self-efficacy and teacher job satisfaction was analyzed using the "Teaching and Learning International Survey" (TALIS). The average effect size of teacher self-efficacy on teacher job satisfaction was determined, and the moderators that may impact average effect size were examined. Data from a total number of 102 independent data belonging to 50 countries included in the TALIS 2008, 2013, 2018 were combined, and a sample of 426.515 teachers was obtained. The results showed that there is a relationship between teacher self-efficacy and teacher job satisfaction. In addition, the year in which the survey was conducted, moderated the relationship between teacher self-efficacy and teacher job satisfaction. On the other hand, continents, countries, cultural structure of the countries and the human development indices of the countries did not moderate the relationship between teacher self-efficacy and teacher job satisfaction. For future studies, it is recommended to examine reports such as TALIS, which allow the comparison of OECD countries in terms of different variables including education.

The aim of this study is to investigate the effects of countries' development level in sports medicine, exercise and sports performance on their success in Olympic Games. Within this purpose, 1027 papers that were published between 2010 and 2018 in the journal of Sports Medicine, of which impact factor was 7.074 in 2017, were examined in analytical and correlational terms considering the first author and total author numbers. Pearson Correlation was utilized to find out the relationships between the papers from various countries and their success at Olympic Games. Regarding the number of medals won by the countries in the 2016, 2012 and 2008, Olympic Games were found significantly correlated with the number of first author (r = 0.73) and total author (r = 0.74).