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One of CYFAR's unique features is the built-in planning year for all grant recipients. We present our evaluation team's approach during year 1 to establish a foundation and plan for scholarly publications during funding years 2-5. The systematic literature review provided the team with a better understanding of the culture and context of the project's target population. Collaboration between PI/Co-PI and Evaluator served as a powerful tool to achieving this goal. Not only does this model benefit future CYFAR grant recipients' and Extension professionals' curriculum development and program evaluation, it can also inform recruitment efforts and community partnership development.

While the initial outbreak of COVID-19 in China impacted Chinese international students' families' lives, the spread of the virus in the U.S. heavily influenced their own. Drawing upon the stress and coping model (Lazarus & Folkman, 1984), this qualitative study unpacks Chinese doctoral students' experiences and coping at one large research university in the U.S. during the pandemic. The open-ended interviews with eight Chinese international doctoral students revealed the stressors associated with the sudden changes in participants' personal, social and academic lives. Findings showed that participants experienced learning obstacles, health concerns, funding uncertainties, and limited social interactions. Participants mainly utilized emotion-focused strategies to cope with the daily life stressors, the tense political climate and hate speech targeting Chinese people in the U.S. This study contributes to the dialogue about stress coping in the pandemic and suggests education practitioners possible improvements in student services.

This theoretical article not only applies a decolonial critique to the Christian-positivist-liberal-capitalist foundations of global governance and global education policies but also suggests an alternative approach to constructing globality that respects and learns from onto-epistemic difference, rather than furthering the epistemicide of non-Western and Indigenous worldviews by forcing them to assimilate to Western modernity. This article seeks to make an intervention in the literature on global governance, global education policy, and global citizenship education, where decolonial lenses are scantly employed. We argue that public school teachers are using frameworks rooted in the matrix of coloniality to teach a multicultural population in an occupied land about concepts of Global Citizenship Education that not only divert attention away from other ways of being, acting, and knowing but which, by their nature, cannot even recognize those other ways of being--at least not without contradicting its own Christian-positivist-liberal-capitalist onto-epistemic foundations.

The last decade has seen a significant increase of international student mobility and a growing popularity of secondary school exchange programs in the United States and around the world. Drawing upon culture learning theory, the purpose of this study is to understand the impacts, challenges, and rewards of intercultural exchange on secondary school exchange students and their host families. I performed a case study of in-depth interviews with six students who were placed in Hawai'i for an academic year on the Kennedy-Lugar Youth Exchange and Future Leaders Exchange merit-based scholarships, as well as interviews with their volunteer host families. Findings show that intercultural exchange occurs as a two-way process. Both students and host families reap the benefits of intercultural exchange by way of active interaction and culture sharing that is enhanced by a positive student-host relationship. This study sheds light not only on the experiences of secondary school exchange students but also on the experiences of the volunteer host families.

Along with the dramatic expansion of private tutoring around the world, a significant body of literature has been produced to understand this phenomenon. While many studies consider the issue of geographic location, the spatial dimension tends not to be a central focus of private tutoring studies. In contrast, the present essay applies mobility theory to research from Cambodia, where private tutoring is essential to student success. It does so in order to place private tutoring provision into a broader perspective that includes but moves beyond the economic dimensions of supply and demand and the sociological dimensions of economic, cultural, and social capital to include consideration of how private tutoring provision is constrained by a multidimensional spatial field of possibilities and how private tutoring participation is enabled by one's position and abilities in relation to that field. The paper argues for increased attention to 'spatial capital' in studies of private tutoring and education generally.

The article focuses on the development of minority adolescents, particularly Native Hawaiians and Pacific Islanders, residing in remote communities and the challenges they face, emphasizing the importance of addressing their needs to reduce inequalities. It study draws data from the Creating a Village program in Hawai'i, a multi-level educational intervention supporting middle schoolers from low-income, remote communities.

While the initial outbreak of COVID-19 in China impacted Chinese international students' families' lives, the spread of the virus in the U.S. heavily influenced their own. Drawing upon the stress and coping model (Lazarus & Folkman, 1984), this qualitative study unpacks Chinese doctoral students' experiences and coping at one large research university in the U.S. during the pandemic. The open-ended interviews with eight Chinese international doctoral students revealed the stressors associated with the sudden changes in participants' personal, social and academic lives. Findings showed that participants experienced learning obstacles, health concerns, funding uncertainties, and limited social interactions. Participants mainly utilized emotion-focused strategies to cope with the daily life stressors, the tense political climate and hate speech targeting Chinese people in the U.S. This study contributes to the dialogue about stress coping in the pandemic and suggests education practitioners possible improvements in student services. [ABSTRACT FROM AUTHOR]

With the spread of COVID-19 around the world, the lives of international students became affected by a sudden shift to online learning, sheltering in place, and travel restrictions. Drawing upon the stress and coping framework, this study explores the experiences and coping of international graduate students at a large Western research university in the United States. We employed a phenomenological inquiry of in-depth interviews with 20 participants. Findings reveal increased levels of stress and anxiety among participants as they faced academic challenges, personal challenges, and immigration-related uncertainties. Over time, students developed emotion-focused and problem-focused coping strategies to minimize the impact of the pandemic on their lives. Participants' concerns about the host country's treatment of international students raise important questions about the future of international student mobility. Finally, this study demonstrates the need for host institutions to develop emergency responding mechanisms. [ABSTRACT FROM AUTHOR]

The article presents the discussion on debate and experimentation across the social sciences and humanities. Topics include international relations, business, political science, philosophy, economics, literature, and the arts; and linking the evolution of global systems of modernization, power, technology, and resistance to the production of subjectivity.

This paper presents the results of a systematic review of literature (56 studies) related to Sustainable Development Goal 4.7. The goal of the research reported on here is to contribute to the discussion around strategies for working towards and monitoring SDG4.7 at the institutional level. Within this overarching focus, our review of the literature was designed to identify studies that have looked at both student learning and teacher education related to SDG4.7. This twin focus stems from the recognition that achieving the SDGs will be particularly difficult if policymakers are not attentive to both sides of the learning equation—that is, first, to the ways that teachers learn to teach about issues related to SDG4.7 and, then, the ways that students acquire this knowledge and are assessed. The five findings sections of this review correspond to the five areas of emphasis embedded in the language of SDG4.7, namely, education for (a) sustainable development, (b) human rights, (c) gender equality, (d) promoting of a culture of peace and non-violence, and (e) appreciation of cultural diversity. In accordance with the purpose of this review, the synthesis for each area of emphasis digs into the details of the educational interventions, monitoring and evaluation strategies, and results that are documented in the publications analyzed. Thus, this review can be useful for informing educational or pedagogical approaches related to SDG4.7, as well as for designing monitoring and evaluation tools for the SDGs. [ABSTRACT FROM AUTHOR]