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The relation between English language teaching and religion has not been given sufficient attention. Most of the existing explorations of this relationship have tended to reify Western-biased outlooks of this phenomenon, which rightly highlight serious moral dilemmas derived from a focus on Christian evangelization, neo-imperialist dynamics attached to the spread of English, and valid questions about the quality of teaching while proselytizing (e.g. Edge, 2003; Pennycook & Coutand-Marin, 2003). This body of work, however, fails to consider other possible and multiple ways in which religious values come to bear in ELT considering, for instance, non-Western, less globalized, and less diverse contexts such as rural locales in a South American country. This paper presents an alternative outlook, drawing on a narrative study of the current state of ELT in rural Colombia. The analysis uncovers religion-informed metaphors that illuminate how the spiritual values of eight teachers intersect with their professional identities. It suggests that spirituality plays a central role in helping teachers navigate the complex sociocultural conditions of teaching English in rural areas, influencing their roles beyond language instruction.

The research sought to study potential efficiency in course design and execution using Constructive Alignment, and then classroom workflow grounded in eduScrum based on the Agile Project Framework of Scrum for graduate classes in managerial analytics. The research measured performance based on the Scrum concept of Velocity, defined as the rate of improvement in learning as measured by the number of Constructive Alignments' Learning Objectives achieved. The process of class design creates a list of activities for each class that lends itself to a standardized learning workflow. Scrum, as a project framework originated within software development in the early 2000s, but has now become a managerial method of choice for projects in a wide variety of industries and sectors. The final product to be delivered is broken into increments of value that can be created by the team in short work periods, also called Sprints. EduScrum mimics the same approach, using each class session to act as a sprint in which the students are assigned to self-managed teams of students and assigned a list of learning activities to achieve. The teacher/professor's role shifts to coach, moving from team to team and improving workflow, overcoming barriers, providing resources, and ensuring each class maximizes value creation. Scrum and eduScrum rely on a short reflective learning session at the end of the Sprint, called a Retrospective, in which students and professors assess how they can improve the velocity of learning. Assessments are embedded for individuals as part of Constructive Alignment, and are connected to the Teaching/Learning Activities.

In the global context, male participation in early childhood education is notably low, with only 3% of the workforce in mainland China comprising male professionals. This study delves into the intrinsic motivation of male kindergarten teachers, employing the framework of self-determination theory. Qualitative research, comprising face-to-face interviews with seven Chinese kindergarten teachers, aims to uncover the factors influencing their intrinsic motivation at work. By understanding their perspectives on intrinsic motivation, this research offers valuable insights to professionals in the field of early childhood education.

Perceived life satisfaction during the period of childhood and adolescence can be considered a reliable measure of psychological and emotional growth of children and adolescents. The current study aimed to investigate age differences related to social support provided to students (by teachers, classmates, parents and close friends), and its relationship with school and life satisfaction. The study also examined the significance of social support in explaining students' school and life satisfaction. Data were collected from a sample comprising 390 primary school students in grades 3-8 in Croatia. The findings indicate that students perceive a lower level of support received from parents, teachers, classmates and close friends, and lower school and life satisfaction, as they age. Statistically significant differences were found in perceived teacher support and school and life satisfaction between younger and older students. Hierarchical regression analysis showed that age and support from teachers and classmates are significant predictors of school satisfaction. The most significant predictors of students' life satisfaction are support from parents and classmates, and school satisfaction. Finally, the implications of the findings and guidelines for future research are discussed.

The "Sekolah Penggerak" program is one of the Indonesian Government's efforts to realize the vision of Indonesian education, namely an advanced Indonesia that is sovereign, independent, and possesses the Pancasila personality. As the leading actors in education, teachers play an important role in implementing educational programs. This study was carried out to examine the experiences of teachers involved in the "Sekolah Penggerak" program regarding the impact of implementing the program. This study is qualitative with an exploratory case study design and a retrospective approach. The participants in this study were 15 mover teachers willing to participate, selected using a purposive sampling technique. To collect data, an open-ended questionnaire, and semi-structured interviews were used. The results of the study reveal that, in general, the "Sekolah Penggerak" program has a positive impact on teachers, namely helping them change mindsets to be more innovative in utilizing student-focused learning, and on students, namely increasing their motivation and critical skills. The experiences after participating in the "Sekolah Penggerak" program also direct teachers to be involved in collaborative reflective practice of program implementation to produce teachers who are more professional so that this program runs more effectively in the future.

This article investigates two language teacher identity dilemmas encountered by EFL preservice teachers (PSTs) during their last practicum and how they navigated them to reconcile their identities. Dilemmas, characterised as inner conflicts and challenges PSTs face in resolving contradictory demands and different roles in their profession (Cabaroglu & Tillema, 2011), can illuminate how PSTs understand their teaching roles and language teacher identity (LTI) amidst the complexities of the teaching practice. The article begins by contextualising the study, presenting an overview of the ELT national curriculum and how this is reflected in the practicum. Next, an exploration of LTI and how dilemmas can serve as tools for reconciling this identity will be drawn. Lastly, findings and conclusions will be presented. This study suggests that a locally responsive ELT pedagogy could empower PSTs to better navigate and transform challenges into valuable learning-to-teach opportunities. Accordingly, caring emerged as a tool for PSTs to better navigate political dilemmas in underprivileged contexts. By integrating contextual knowledge into curricula, PSTs could align their language teaching identities with specific needs, enhancing student engagement, motivation, and success in diverse educational settings.

This research explores the educational beliefs of select fourth-year preservice Filipino mathematics teachers enrolled in the Bachelor of Education major in Mathematics program in the second semester of the 2022-2023 academic year in a state university in Bulacan, Philippines, via qualitative-exploratory research. Three qualitative tools were used: a metaphor construction task, unstructured questions, and a drawing task. Thematic analysis and intercoder reliability checking were implemented. Based on the findings, the first theme, the teacher as a knowledge dispenser belief, features the imperative conduct of the dispensation of knowledge; the second theme, the teacher as a reliable improver belief, highlights the formation of space for student participation after dispensing knowledge; the third theme, teacher as an equity promoter belief, highlights the significance of addressing the needs of the students while dispensing knowledge; and the last theme, teacher as a strategic scaffolder belief, highlights combining, extending, and maximizing all knowledge, experiences, and learning opportunities to align with and attain learning objectives. The teacher-as-knowledge dispenser belief is more teacher-centered, the teacher-as-reliable improver and teacher-as-equity promoter beliefs are mixed teacher-centered and student-centered, and the teacher-as-strategic scaffolder belief is more student-centered.

Research in feedback literacy (Carless & Boud, 2018; Molloy et al., 2020; Yu & Liu, 2021; Zhang & Mao, 2023) explores student use of written feedback and barriers to feedback uptake; the role of faculty in designing contextually appropriate feedback has been termed teacher feedback literacy (Carless & Winstone, 2020). When feedback does not achieve desired results, faculty must evaluate their feedback practices; they may be unaware of underlying features that hinder feedback effectiveness. In this paper, a long-time instructor of first-year college composition (FYC) interrogates her own feedback practices using tools from the specialization dimension of Legitimation Code Theory (LCT, Maton, 2014; Maton, 2016a; Maton, 2016b). A translation device (Maton & Chen, 2016) connecting feedback data to LCT concepts was constructed to code responses to 105 student drafts. Subsequent analysis reveals that knowledge codes, which legitimate student achievement through the demonstration of specialized knowledge and skills, predominate in the feedback. Comments foregrounding the student writers' dispositions, intentions, and agency occur much less frequently. From these results, the instructor identifies potential barriers to student feedback uptake, including code mismatches and code confusion, which may be mitigated through adjustments to written responses and classroom instruction.

Nature-based early childhood education (NBECE) is a growing field for children aged 3-6 in North America. This growth demands the need for NBECE professionals. Often grounded in personal journey and perceptions, pedagogical practices of NBECE teachers play a vital role in learning experiences and nature-connectedness. This qualitative research delves into North American NBECE professionals' perceptions of nature, their journey into NBECE, and their responses to the pervasive influence of settler-colonial values in education. The data was generated through teacher interviews with four outdoor preschool teachers. Each teacher participated in two interviews. Between the two interviews they wrote a journal entry. At the end of the second interview, I led each participant through a cognitive mapping exercise in which they created a visual representation of their journey with nature. Findings indicated that these teachers have a close connection and history with nature. This often translated into their feelings about NBECE. Framed within settler-colonial studies, I deconstructed teachers' discussions to illuminate examples of resisting a nature-culture divide and human exceptionalism. I identified most teachers exhibiting awareness of settler-colonialism, with more experienced teachers thoroughly exploring their connection to its ongoing influence.

This paper explores the professional identities of four Filipino English teachers (FETs) who instruct international students at a language academy in Bonifacio Global City (BGC), a special district for the Philippines' globalization. Employing a narrative inquiry approach, data was gathered through individual interviews, and subsequently analyzed using a thematic analysis framework. The findings indicate that the participants assume three distinct roles within the academy. As experts in English language teaching, they consider themselves the equal of, or even superior to, native English-speaking teachers, which they attribute to their language proficiency, pedagogical skills, and content-based teaching. In their role as educational caretakers, they prioritize their students' well-being, providing motivation for English language learning, and offering emotional support. Furthermore, they identify themselves as international teachers, having deliberately chosen BGC as their career destination to foster multiculturalism and global citizenship. This study is of particular significance, as it scrutinizes the roles of FETs, frequently categorized as "non-native teachers," within the context of globalization.

This study explored the experiences of retired faculty members in higher education through semi-structured interviews. As a qualitative study, researchers conducted interviews with retired faculty members regarding their joyful moments, challenges, and strategies for overcoming obstacles in academia. The study also examined the advice retired professors offered to new faculty members and the potential qualifications for success in academia.

Executive function skills are crucial for children in the 21st century, serving as indicators of their readiness for learning. Children with well-developed executive function skills can effectively accomplish various tasks, solve problems using diverse strategies, and collaborate with others happily. This research aims to: 1. Identify the necessity for fostering executive function skills among early childhood students in Nonthaburi Province. 2. Analyze the causes underlying the necessity to promote executive function skills in early childhood students. 3. Propose strategies to enhance executive function skills in early childhood students. The research consists of two phases. Phase 1 involves identifying the necessity for developing executive function skills among early childhood students, with a sample group comprising 12 volunteer kindergarten teachers randomly selected from 12 classrooms and 328 early childhood students aged 5 to 5 years 11 months (162 boys and 166 girls). The research instrument used is the MU.EF-101 assessment. Data analysis involves calculating the mean and standard deviation of T-scores for working memory, inhibitory control, and shift/cognitive flexibility. Phase 2 analyzes the causes of necessity and proposes strategies to promote executive function skills in early childhood students. The data sources for this phase are 12 teachers, and the research instruments include fishbone diagram recording forms and group discussion recording forms. Findings suggest that parental involvement is crucial in training children to perform tasks independently and in teaching children patience. Additionally, teachers should analyze children's behaviors to plan appropriate learning activities based on their context. Teachers must encourage children to think and make decisions independently, encourage when mistakes occur, and ensure the availability of suitable tools and toys that promote the development of executive function skills in early childhood students, which teachers or parents can conveniently utilize.

This study analyzes educators' conceptions of STEM education at the beginning of an online graduate course for in-service teachers. It offers a qualitative thematic analysis of educators' initial conception of STEM education and their roles as STEM educators through the use of concept maps and reflection statements. Conceptions of STEM varied greatly across the sample and fell into seven categories: (a) utilitarian, (b) acquisition of disciplinary knowledge, (c) activities and resources, (d) meaningful problem-solving experiences, (e) advocacy for systemic change, (f) buzzwords, and (g) educator's role in STEM teaching and learning. This study reveals the complexity of educators' ideas of STEM and educator roles within STEM education. Using concept maps as formative assessments can better position teacher educators to provide structured reflection space for educators while aligning coursework and resources to better meet educators' varied needs.

This article uses the findings obtained from a study that delves into the perceptions of students on their relationship with their higher education (HE) lecturers and how it affects their academic success, to respond to the issue of decolonisation in South African HE, and to approach the question of decolonising HE in Africa. The article argues that it is essential to prioritise student well-being, amplify their voices, and promote a caring culture towards addressing the issue of decolonisation in African education systems. The study shows that African HE students hold higher expectations of their lecturers beyond being professionals. This expectation includes respect for students' thoughts and incorporation of epistemology that aligns with fostering African development, culture and thoughts (without necessarily conforming to neoliberal norms). The four categories of the teacher's role, which include academic development, respect and trust, social relationships, and ethics of care are highly demanded by HE students. Borrowing the study outcome, this article holds the view that students' high expectations of their lecturers to foster social relationships should be channelled to incorporate the African student as a collaborator in the business of education and as a response to the demands of HE students to decolonise African education system. These four categories are not only institutional strategies for effective teaching and learning but also a way to address the non-inclusive impact of Western epistemology on historically racial institutions in Africa. Contribution: This article proposes that adopting mainstream pedagogical relationships can be a powerful tool in incorporating the African students' thoughts and a step towards liberating the HE system in Africa. It recommends these four cardinal themes as institutional strategies for restricting teaching and learning that relegate students to the receiving end thus systems that refute students as collaborators of knowledge sharing especially at historically racial institutions.

Home-school communication is fundamental to parent involvement and student success. This essay and discussion article outlines the broad range of opportunities currently available for teachers to communicate with parents and associated strategies. The most frequent one-way modes of communication used with parents are discussed (websites, newsletters, email, texts, apps, report cards) as well as popular two-way interaction strategies (phone calls, home visits, parent-teacher conferences, virtual meetings). Key barriers to parent-teacher communication are also discussed, including racial stereotypes, language, teacher training, technology, and time, as well as the potential impact of a pandemic. Future directions for research in the area of school-home communication are also proposed. Ultimately, every communication exchange between teachers and parents occurs within the context of what has gone before and sets the stage for future interactions.

Teacher identity is the reflection of teachers' perception, position, and identification as teachers. Teachers' identities are dynamic and continuously negotiated by the interplay of their professional practices, past experiences, and contextual conditions. Drawing on this understanding, this study explores Chinese English teachers' professional identities within a private English institution in China. Research data was collected through semi-structured interviews with six Chinese English teachers from one private English institution. Interview data was analysed thematically. The study results revealed common teacher identities as advocates of learner autonomy, struggling teachers for higher-level students and sources of students' learning motivation. Specifically, teachers were challenged in cultivating autonomous students by institutional and sociocultural contextual obstacles. They were also in a challenging situation to improve the effectiveness of teaching higher level students. However, teachers exhibited positive perceptions towards their influence on students' learning motivation reflected in their effort to actively establish teacher-student relationships and utilize facilitative teacher roles. The research findings suggest the need for designing more effective teacher trainings, improving teachers' working conditions and a call for re-evaluating English language learning among Chinese students.

Since the mid-90s, a growing concern has emerged regarding text comprehension from a multimodal perspective. In the Chilean educational context, multimodality has been highlighted in the official programs of the Ministry of Education. The present study examines one of the official Chilean ELT school textbooks, investigating whether its reading comprehension questions align with the country's interest in developing multimodal literacy. This analysis employs Unsworth et al.'s (2019) taxonomy for classifying question types to examine 17 while-reading sections, comprising 216 questions. The findings reveal a predominant focus on questions that can be answered by reading the written text without looking at the pictures as well as a lack of images in several reading passages. These results highlight the crucial role that teachers play in complementing the school textbooks, enabling students to develop multimodal literacy as well as the necessity for textbook designers to recognize the pivotal role of images in comprehending multimodal texts.

Artificial Intelligence (AI) has emerged as a prominent area of investigation in the field of education. Also, perceptions, challenges and threats of AI among university professors show notable variations. This study explores university professors' perspectives regarding AI, including their familiarity with AI, its educational impacts, challenges associated with its implementation, and perceived threats. To achieve this, a survey was administered to 65 university professors from diverse Egyptian institutions, both state and private. Subsequent statistical analyses were conducted to treat the collected data. The outcomes of these analyses reveal that university professors possess varying degrees of familiarity with AI. Despite this, they view AI as a valuable educational tool. The study identifies several challenges hindering AI adoption, encompassing difficulties in comprehending and interpreting AI algorithmic outcomes, the intricate autonomy of AI systems, financial implications of implementation, and concerns regarding data privacy. Additionally, the study identifies apprehensions pertaining to AI''s influence on professors' skills, potential dehumanization of pedagogy, adverse effects on students, and the potential obsolescence of professors. These findings bear implications for the integration of AI in educational contexts, highlighting the necessity for further exploration in this evolving field.

Netnography, a qualitative research approach, entails observing, analysing, and interpreting online data. This netnography explores how teacher agency, emotion regulation, and professional identity were enacted by a novice Chinese language teacher in response to emergency remote teaching (ERT) in Australia amid the global pandemic. Ecologically sound, netnography creates uncoerced spaces to allow participants to have their voices heard, thus enabling researchers to discover nuanced patterns linked to the social-emotional state and wellbeing of the community members, regarding fears, tensions, and resilience triggered by ERT. Multiple data sources were triangulated from the teacher's reflective journal, digital teaching artifacts, debriefing sessions, interviews, and online questionnaire responses. Thematic analysis reveals teacher identity was re-envisioned through crisis teaching pedagogy and the regulation of negative emotions to facilitate agency, which reciprocally bolstered teacher identity. The findings also indicate teacher identity development is challenged and shaped by negotiating a new role in remote teaching, thus impacting pre-ERT identity. Hence, the emotion regulation trajectory of ERT can stimulate and encourage technology enhanced professional learning as teacher agency and resilience reinforce a new identity reimagined as a capable online teacher. By situating novice teacher agency, emotion regulation, and emerging identity in crisis teaching, this netnographic research conceptualises how ERT presents not only challenges for novice teachers' identity development and emotion but also the sustainability and empowerment of online teaching and professional growth of impacted teachers of Asian languages.

In recent years, mentoring practices have become increasingly common in different disciplines. One of these disciplines is education. In this connection, mentoring at the macro level contributes to the education system, while mentoring at the micro level reduces school dropout rates, increases academic success, supports students in their career journeys and protects them against any problems and unhealthy habits. In this context, the objective of this study is to provide an in-depth examination of teachers' student mentoring experiences in the school context. To this end, phenomenological design, one of the qualitative research methods, was used in this study and the study was carried out with face-to-face interviews. The maximum variation sampling method, one of the purposeful sampling methods, was used to select the participants. A total of 15 teachers selected from different branches formed the study group of the study. The data obtained from the study were transcribed and the thematic analysis method was used to determine the emerging themes and, in this way, a total of five themes were determined: identification, the role of the mentor, the types of mentoring used by the mentor, the mentoring strategies used by the mentor and the problems encountered during the student mentoring process.

Background: Teachers are responsible for curriculum implementation and transformation. Therefore, they are viewed as the primary agents of change in teaching and learning. As agents of change, they are responsible for being innovative and creative in their teaching and learning in their English First Additional Language (EFAL) class. Objectives: The study aimed to explore South African teachers as agents of change in teaching EFAL in their Grade 3 classes. Method: This study adopted a qualitative research approach with an interpretivist paradigm. The researcher wanted to explore teachers' lived experience as agents of change in the Foundation Phase class. A case study design with purposive sampling was used. Results: The findings revealed that teachers understood their roles and responsibilities as change agents in their classrooms. They agreed they were responsible for implementing the curriculum to improve basic literacy skills among EFAL learners. Conclusion: The study found that teachers, as agents of change, needed support in continuous professional development to implement the curriculum. They also highlighted the need for help from their school management teams. Contribution: This study contributes to a deeper understanding of the role of the EFAL teacher. They are no longer mediators of learning but agents of change in teaching, learning and curriculum adaptation. Their roles go beyond imparting knowledge to learners. They are developers and mediators of critical thinking, decision-making, communication, use of technology and relationship-building skills.

Achieving higher levels of proficiency in a foreign language depends on more than an extensive knowledge of grammar and vocabulary. Evidence is mounting that true proficiency depends on cultural awareness about how and when language is used. This suggests that teachers in foreign language classrooms must incorporate explicit cultural lessons into their teaching plans. Yet, there remains a stubborn resistance to doing so. This paper outlines the main reasons in teaching culture and how cultural instruction and awareness lead to increased intercultural communicative competence (ICC). It addresses teachers' concerns about teaching culture and outlines their roles. The paper provides a strategy for designing successful activities that will build intercultural communicative competence and critical thinking skills.

Student translators at the College of Language Sciences take a Media and Political Translation course in which they translate the latest news stories, media and political texts and terminology. This study proposes a model for integrating Gaza-Israeli war terminology and texts in translation instruction to familiarize the students with terminology such as names of weapons (grenades, mortar, drones, missiles, Merkava, Cornet anti-armor, mortar shells), toponyms(Khan Younis, Maghazi, Sderot, Ashkelon), crossings (Rafah, Erez), Jihadist groups and brigades (Islamic Jihad, Golani), military actions (incursion, bombing, shelling, genocide, displacement) war metaphors (target bank, carpet bombing, scorched earth, fire belt, Philadelphia Axis, Hannibal's plan), (UNRWA, Gaza hospitals, starvation, humanitarian aid) and others. English and Arabic texts can be collected from mainstream media as RT, BBC, CNN, Al-Jazeera and Al-Ghad. A class blog can be created for posting translations, corrections, discussions, and feedback. The students can practice full, summary, and conceptual translation and avoid word-for-word translation. They can watch news stories about the Gaza-Israel war, write a summary translation of it and receive comments and feedback. Beginners can translate short news excerpts (few lines). Students make sure their translations are cohesive, make sense and are easy to read. Students should use Google Translate and artificial intelligence (AI) with caution and should read the same news story in both English and Arabic to get used to the terminology and their equivalents. The instructor serves as a facilitator. Further instructional guidelines and recommendations are given.

The study aims at addressing the role of teachers in implementing Culturally Responsive Pedagogy (CRP) in a diverse classroom. In response to the increasing demand on multiculturalism and ethnicity in the US classrooms, CRP can work as a bridge between the compartmentalized education system and the needs of the students (Richards, et al. 2007). A number of researchers have discussed the significant role teachers play in fostering cultural-linguistic pedagogical practices in the classroom; nonetheless, limited or no research has focused on how teacher's discourse fosters CRP in diverse contexts. This paper highlights how the teacher's classroom discourse can facilitate CRP practices for diverse learners. For this purpose, the study examines one course taught at a Midwest University of USA and that course instructor's specific discourses used in the classroom to address the goals of CRP. The research method involves Participatory Action Research (PAR) conducted through interviews and questionnaire. At the end, the research focuses on how teachers can foster the goals of CRP to leverage the gaps in the existing education system.

This research aimed to identify the role of the secondary school in confronting cyberterrorism in the kingdom of Saudi Arabia. The research used the descriptive approach with a questionnaire to achieve the aim of this study. The questionnaire consisted of (37) statements which are distributed for four dimensions which are: the role of each teacher, the role of the school administration, the role of school courses and activities and the role of the school counselor in confronting cyberterrorism. The research revealed a great important role of the school in confronting cyberterrorism with a mean of (3.62) as it came after the role of school courses and activities which was followed by the role of the teacher, the role of the counselor, and the role of the school administration came last. In addition, the research recommended of developing the role of the school in confronting cyberterrorism by various thoughts, activities, and suggestions.

This research explores the implementation of Arabic language learning at the Maitreechit Withayattan School in Bangkok, Thailand. With a population dominated by a Muslim minority, this research aims to understand the challenges and potential for developing Arabic language education in this context. The research background reflects Thailand's uniqueness as an ASEAN country with a Muslim minority that is recognized and regulated by national law. The focus of the research is on issues of student interest, teaching methods, hidden learning goals, and the role of teachers in the learning process. The research method uses modern ethnographic studies at Maitrechit Wittaayathan School Bangkok. Research findings show that students' low interest is influenced by less innovative teaching methods and a need for more variety in learning. Hidden learning goals, which include students' political aspirations to support the position of Muslims in government, become a complex dynamic in Arabic language learning. The importance of Arabic in the government context was a significant finding, with students being taught that Arabic language skills can provide a competitive advantage in careers in the government sector. Despite challenges regarding student interest, school administrators' high enthusiasm for Arabic creates the potential for solid collaboration between education and religious identity development. Implications for Arabic language education management include the need for more exciting learning strategies, teacher training, and collaboration with external parties to increase the relevance of learning to careers. This research provides in-depth insight into the complex dynamics of Arabic language education in Muslim minority school environments in Thailand. However, it should be acknowledged that the research findings are limited to one school in Bangkok, and generalization of the findings must be done cautiously.

Purpose -- Balochistan, which makes up roughly 44 percent of Pakistan's total land area, is home to 6 percent of the nation's inhabitants. Due to long distances and low population density, service delivery is particularly challenging. The province's educational services are impacted by natural disasters like earthquakes, floods, droughts, and migration. Disaster risk reduction is a widely recognized concept that emphasizes appropriate education to lower an individual's personal, familial, and communal vulnerability. The role of the school is crucial in Disaster Risk Reducation (DRR) education. As a result, the study's goal was to explore the approaches adopted for the inclusion of DDR through teaching in classroom and school activities. Methodology -- A focus group discussion with three groups of Pakistan studies and Geography teachers was conducted that consisted of 10 male and 14 female members. Findings -- Findings demonstrate that the current textbook continues to teach students less about disaster risk reduction; teachers include knowledge from their personal experience in planning lessons about DRR. School assemblies, child clubs and activities designed by school management, and social organizations play a prominent role in DRR education. Further, the role of teachers and school management was identified in psycho-social support during disasters and pandemics. Significance -- The study concludes that in addition to extracurricular activities and the teacher's role, prior disaster experience, school, and social organization played a significant role in DRR education in rural Balochistan. The study results will assist curriculum developers, policymakers, and education leadership in developing more effective school disaster management plans. The results will also clarify how schools and teachers can close the knowledge gap in disaster preparedness education. Organizations working on disaster risk education and education in emergencies will also benefit from additional research to respond to the need readily and effectively.

This article highlights the disparities between socially advantaged students and those who identify as equity-deserving while accessing work-integrated learning (WIL) opportunities. While governmental investments have aimed to broaden WIL access, persistent inequities have emphasized the need for a critical examination of oppressive systems within WIL. Using an anti-oppressive pedagogical lens, this article proposes actionable strategies to enrich WIL programs, with a particular emphasis on students facing systemic oppression. WIL educators, as key change agents, are uniquely positioned to engage in critical action that disrupts deep-rooted inequities. As further presented in the article, disrupting oppressive WIL practices may include (1) discovering one's positionality as a WIL educator; (2) exposing and addressing workplace discrimination; and (3) facilitating critical reflection in the classroom regarding students' WIL experiences. Recognizing the intersection between WIL and anti-oppressive practices offers a path toward greater access for all students, thereby fostering enhanced programs within higher education institutions.

Where should academic advising be housed within a college or university organizational structure? To assure that the academic is emphasized in academic advising, the most logical and appropriate location is within the academic structure of the institution, which means being placed as close as possible to the faculty and the curriculum. This approach allows academic advisors to engage in teaching, research, and community service just as their faculty colleagues do. Having academic advisors teach (in their offices and in classrooms), engage in research advancing the literature of academic advising, work with faculty to enhance curriculum when necessary, and develop policies and procedures that might enhance student success will move forward the professionalization of the field.

The purpose of this study is to uncover and comprehend the current state of pre-service music teachers' use of self-regulated learning skills in instrument education, as well as the obstacles they face and the techniques they use to develop these skills throughout their instrument education. The data were obtained from participants' experiences and opinions and may be used to develop a conceptual framework concerning self-regulated learning skills and how these skills can be applied in teaching. This study reveals the importance of autonomy and co-regulation in the learning process, with a focus on teachers' roles in fostering student autonomy and giving support. Previous research has shown that self-regulation tactics can be incorporated in education to improve learners' self-regulation capacities. This study suggests that the "Individualized and Co-regulated Teaching Model in Instrument Education," a student-centered method that stresses dialogue-oriented learning, teacher-student interaction, and tailored learning needs may be appropriate for many learners. Teachers are encouraged to adopt individualized teaching orientations, allowing students to set their own learning goals and monitor their progress, as guided by this model. Furthermore, efficient communication and co-regulation between teachers and students promote self-regulation and musical development. Given the growing importance of self-regulated learning skills in the distance learning era, educational programs should focus their development and empower learners to become independent, and lifelong learners through collaborative knowledge production. The findings of this study imply that more research on the application of self-regulation skills in instrument acquisition among lower-achieving or less-experienced students is needed. Overall, this study highlights the importance of self-regulated learning skills in instrument teaching and advocates its incorporation into instructional procedures.

Science teachers play a crucial role in the science education system, significantly influencing the development of students. However, existing research highlights issues such as a wide age span and uneven quality among science teachers, which undermines the effectiveness of science education. In addition, the role of science teachers can be ambiguously defined, leading to confusion about their responsibilities. To better understand the current situation and future development trend of research on the role of science teachers in China and overseas, this study compares and analyses a total of 30 documents on the role of science teachers in Chinese or English. The documents were from Web of science or CNKI databases. Content analysis was applied on time of publication, volume of papers, research topic, and similarities and differences of the role development of science teachers in China or overseas. Results show that: (1) At present, the development trend of research on the role of science teachers published in English and Chinese is relatively slow and has not received due attention. Most mainstream research paradigms are still in the stage of theoretical exploration; (2) the research theme of the role of science teachers mainly includes five aspects: Role expectation, role orientation, role identification, role transformation, and role; (3) the "should be" research published in Chinese and the "real" research published in English should be combined and form a positive interaction. This study is helpful to systematically analyze the current situation of research on the role of science teachers, with a view to providing a basis for subsequent research on the role of science teachers.

We are a group of teaching-focused academics who share a passion for learning, teaching and the Scholarship of Teaching and Learning (SoTL) in Higher Education (HE). In order to understand how practitioners from a diversity of backgrounds and disciplines came to be in their present LTS (Learning, Teaching & Scholarship) academic roles, we embarked on a Collaborative Autoethnography (CAE). This approach allowed us to use our personal narratives to explore what it means to be a SoTL practitioner in HE, and to analyse these narratives by using textual analysis. This paper unpacks these narratives, focusing on three themes: our rich and diverse backgrounds, influences on our routes to our current academic roles, and how we are loud and proud to be on a teaching-focused career path. It will be of interest to academics who are on, or contemplating, a teaching focused contract. It will also be of relevance to senior staff in HE who wish to understand the nature of these roles, and who wish to consider how to provide appropriate institutional structures to support and nurture these staff.

This literature review examines the significance of Critical Media Literacy (CML) in higher education. The rapid digitalization and globalization have intensified media dissemination, raising critical issues about information authenticity and its societal impacts. CML empowers individuals to critically analyze media, discern between reliable and unreliable sources, recognize biases, and understand the broader socio-political implications of media messages. The study leverages Stuart Hall's Encoding and Decoding Theory to dissect how media messages are constructed, disseminated, and interpreted, emphasizing the need for critical engagement in the post-truth era. The review highlights the detrimental effects of fake news and disinformation on democracy and trust in institutions, stressing the importance of integrating CML into higher education curricula to foster informed and engaged citizens. The paper also discusses the methodological limitations in current research and the necessity for comprehensive teacher training and systemic changes in educational institutions. Ultimately, this study underscores the transformative potential of CML in developing critical thinking, promoting democratic engagement, combating media manipulation and misinformation, and advocating for its inclusion in education policies and practices to prepare students for the complexities of the digital media landscape. [Note: The page range (14-34) shown on the PDF is incorrect. The correct page range is 14-35.]

In recent times, teacher preparation programmes have faced significant challenges as many universities transitioned to fully online or hybrid instructional models as a result of the COVID-19 pandemic outbreak. These sudden shifts drastically decreased classroom teaching opportunities, which was a cornerstone of teacher preparation programmes to help preservice teachers learn how to teach effectively. Therefore, considering the importance of visualizations in mathematics education for facilitating teaching, motivating students, and satisfying their desire to comprehend abstract mathematical concepts, this study investigates the barriers to utilizing, and the effective ways of integrating Collaborative Virtual Environments (CVEs) in the preparation of pre-service mathematics teachers. Underpinned by an interpretivist paradigm, the study employed a qualitative research approach and a case study design. Data were collected from twenty-five pre-service mathematics teachers, two mathematics teacher educators, and one department head. For this study, data collected were analysed using thematic analysis, and data trustworthiness was ensured through triangulation of the unit of analysis. Research findings revealed that the use of CVEs in teacher education programs is hampered by several factors, which include resistance to change, technological limits, costs and time constraints, assessment difficulties, equality and access issues, and a lack of training and support. Furthermore, the findings highlighted that for CVEs to be effective in teacher preparation programmes, mathematics educators should encourage the simulation of classroom scenarios, facilitate group discussions and cooperative learning and participate in virtual professional development opportunities.

The present study aims to determine if the successful implementation of a blended learning methodology is more dependent on the course subject matter or on the teacher. Using the Evaluation Scale on the Influence of Course Subject and Teachers on B-learning, we analyzed five factors: Expectations, Web Tools 2.0, Feedback, Cooperative/collaborative Learning, and Social Relations. The results show that student expectations and cooperative/collaborative learning are dependent on the course subject matter while all five factors crucially depend on the role of the teacher. We concluded that teachers have a much greater influence than the course subject on the successful implementation of an effective blended learning model.

Over the past decade, there has been unprecedented regulation of initial teacher education (ITE). The objective of this study was to generate an in-depth understanding of the structural challenges faced by tertiary educators as they responded to a federal policy and a related state government policy in teacher education. The policies imposed on ITE reach through tertiary education providers and into school classrooms. To capture the three spaces of (1) policy makers, (2) tertiary education providers and (3) teacher education graduates, this study adopts a "socio-spatial approach" as both a conceptual organiser and an analytical stance. One specific case is detailed, namely one metropolitan university's establishment of a pathway enabling pre-service primary teachers to specialise in mathematics teaching. The study then follows two graduates into their first two years of teaching. The findings generated are potentially transferable to other contexts. We conclude that to reap the benefits of ITE policies, tertiary education providers and all employers of teachers need common expectations for their role in implementing these policies. Also, support for graduates needs to be sustained through liaising between tertiary education providers and employers.

Facilitation strategies play a critical role in helping instructors teach effectively in an online environment. However, there is a lack of research on how different facilitation strategies impact the online learning experience. To address this gap, our study surveyed 5980 college students from two universities in China and analysed the associations between facilitation strategies and student satisfaction using multivariate and logistic regression analyses. Our findings reveal that facilitation strategies aimed at managerial and technical purposes have different effects on student satisfaction with instructors compared to their satisfaction with their own achievement and engagement. Additionally, we found that student group discussion had a negative association with student satisfaction, potentially due to a preference for hierarchical learning in Confucian-heritage culture. In contrast, after-class learning materials were positively associated with student satisfaction. These findings offer important implications for pedagogical practices that aim to enhance the online learning experience for Chinese students on a large scale.

Investigating disadvantaged children is a priority area concerning education and health. However, little attention has been paid to pandemic-specific research in recent years. In the present study, we aim to explore the attitudes toward distance education in a sample (N = 305) of 7-8th grade students studying in disadvantaged settlements concerning the first wave of the coronavirus pandemic. Attitudes towards distance education were measured using a 16-item tool. Factor analysis was applied to detect the factors of attitudes towards distance education. Variables influencing these factors were measured by linear regression analysis including well-being, perceived stress and support, academic achievement, and sociodemographic background. The results indicate that four factors (learning difficulties, poor health, time saving and safety, and distance learning preference) can be distinguished. The effects of gender, type of settlement, deprivation and objective financial status is significant regarding distance learning preference and perceptions of poor health. Regarding health indicators, a protective role of support from teachers and a hindering role of stress indicators were found. The role academic performance was insignificant. Overall, the factors influencing attitudes towards distance education partly follow the trends of the factors influencing perceptions of traditional education. However, it is necessary to stress the crisis nature of the pandemic.

The present study examined critical thinking (CT) and its importance in Saudi secondary education. The sample included upper-secondary students and teachers in Riyadh, Saudi Arabia's capital and largest city. Qualitative and quantitative methods were used to study students' CT skill development, barriers to growth, instructors' views on CT advancement, and students' views on their CT skills. The study examines secondary school students' critical thinking development and impediments. It also examined teachers' perceptions of their students' progress in CT. The research collected quantitative data from 374 questionnaires and qualitative data from eight interviews. SPSS performed regression analysis on survey quantitative data. A thematic analysis was employed to evaluate qualitative interview data. The quantitative findings from the surveys revealed uneven CT skills. The findings also showed that gender, Grade Point Average (GPA) and family background affect CT. The qualitative findings from the interviews with the teachers stressed the importance of collaborative programming and active student engagement in classroom activities to foster CT. Bullying and peer pressure hindered autonomous and CT, making it difficult for instructors to motivate and support students. The findings emphasised the importance of teachers in creating a safe learning environment and encouraging analytical thinking. Recommendations for improving CT in Saudi secondary education were proposed addressing several critical aspects of CT advancement, including curriculum development, teacher training, parental involvement, government-led extracurricular learning, teacher-student interactions, and gender equality in CT advancement. This study could help Saudi students develop CT skills to meet the challenges of the modern world.

Through its different components, such as compassion and prosocial behaviour, kindness contributes to healthy social relationships. Additionally, it is frequently reported in the literature that individuals who are securely attached are more likely to perceive their friends and families as having their backs. Studies examining the relationship between secure attachment, kindness, and perceived social support variables in high school students may contribute to improving their well-being levels and preventing psychopathology from developing. This study examines the relationship between perceived social support, secure attachment to parents and peers, and character strength of kindness among high school students. The study involved 676 high school students (499 females and 177 males). The correlation analysis showed that high school students' perceived levels of social support from their families, friends, and teachers, their attachment to parents and peers, and their kindness strength had a significant and positive relationship with each other. In the path analysis, it was found that students' secure attachment to parents and peers predicted perceived social support from friends, family, and teachers, either directly or indirectly. The bootstrapping process also revealed that indirect predictive relationships were significant. Finally, the study offered suggestions for future studies.

Schools are increasingly responsible for providing mental health support to students. These include universal, or school wide approaches such as positive behavioral intervention supports (PBIS), and/or social emotional learning. While teachers play a vital role, there is scant literature addressing secondary teachers' perceived ability in supporting mental health. Therefore, this quantitative study analyzed survey data through a logistic and a linear regression to determine if teachers believe they have a role in supporting student mental health, if teacher confidence varies by urban, rural, and suburban schools, and what factors influence teacher confidence in supporting student mental health. The findings of the study reveal teachers do believe they have a role in supporting student mental health, and that teacher confidence is related to the frequency and familiarity they have with school-based mental health professionals.