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This study aims to assess and examine secondary school teachers' perceptions of school climate and job satisfaction in five diverse countries: Japan, Korea, Finland, the United States of America (USA), and Australia. It explores the impact of school climate on teachers' job satisfaction, a pivotal factor influencing teacher retention, mobility, and professional development. In order to improve teachers' skills and abilities in the classroom, improving teachers' job satisfaction and understanding the factors that influence it is highly critical. Utilizing secondary data from the Teaching and Learning International Survey (TALIS) 2018, this study provides valuable insights. The findings reveal that teachers in all five countries generally hold positive perceptions of school climates and report high job satisfaction. However, teachers in Japan and Korea express comparatively lower job satisfaction levels when contrasted with their counterparts in Finland, the USA, and Australia. Furthermore, their perceptions of school climate also rank lower. Consequently, this study concludes that a positive correlation exists between favorable perceptions of school climate and elevated job satisfaction. This assertion is supported by regression analyses, individual country data, and aggregate data from all five countries.

In 2019 the Budj Bim cultural landscape in south western Victoria was listed on the World Heritage Register. It is significant firstly for the Gunditjmara people as a culmination of regaining control over their traditional lands and international recognition of their unbroken connection with the land extending back tens of thousands of years. It undermines a longstanding distinction made in heritage assessment between tangible (material) and intangible (immaterial) categories by instead seeing these as interdependent and 'constitutive entanglements' of everyday life. The corresponding distinction too often made between the built and the natural environment has resulted in a disproportionate acceptance that associates built environment heritage with European or Western societies and identities natural environmental heritage with Indigenous landscapes. Introducing a socio-material perspective where these formerly separate categories are seen as interdependent enables a new mode of understanding cultural connection to the land that is potentially transforming. Finally, it is significant as an exemplar of Indigenous led heritage work that brings together political struggle and advocacy, history work, and in the process creates new knowledge.

Many years of lived experience supervising PhDs and other research-based higher degrees provides the contextual background to reflections on practice and conceptual underpinnings to a specialised branch of adult continuing education for professional managers within industry contexts. Special Attention is focused on the Doctor of Philosophy (PhD) as a research education experience for adults occupying senior management roles. Their seniority and underlying motivation combined with extensive knowledge and practical experience required a different approach from supervising mainstream PhD students. Much that was learned advising them was readily transferred to younger PhD students, to confirm the validity of approach. The research education process was dedicated to extending the boundaries of knowledge in the long tradition of the PhD. One important difference, however, was more emphasis on practical application of research outcomes. This key difference will be explored further. Attention is focused on the key features of a practical approach to advising such adult learners with strong industry backgrounds. It was very much a learner-centred, customised approach focused on what they wanted to know and their explanatory rationale. In addition to being academic scholarship it was also about how new knowledge was to be applied in workplace and industry settings. The antecedents of my approach to advising senior-level adult learners are also explained as conceptual background. My approach was informed by ideas about the adult learning process rather than as a subject discipline specialist. A background in liberal adult education shaped my practices advising doctoral researchers. The agreeable metaphor was to approach the PhD research process like going on a mutual and shared learning journey.

Vocational education practitioners must participate in professional development (PD) activities so they may implement contemporary teaching practices to support their students. Long-term, social types of activity are best because they benefit individuals and groups of practitioners and the training organisations for which they work. However, training provider managers often favour short and individual activities which are cheaper to resource. Not much has been previously known about the financial and time costs incurred by individual practitioners which may act as a deterrent for practitioners to continue in the sector. Our research addressed that gap for Western Australian VET practitioners by examining data collected from an online survey. The survey collected quantitative information from 30 volunteer WA VET practitioners about their activities in a twelve-month period. Using human capital theory underpinning data analysis, we show that at no stage of a VET practitioner's career was there a positive return on investment for the personally incurred cost of PD. We argue that acts as a deterrent to working as a VET practitioner which has ramifications for training provider operational efficiency, and the wider VET sector. There appears to be a misappropriation of pay scales based on applicable employment conditions which indicates sectoral underpayment.

Students who are parents are largely invisible within the Australian higher education sector. We know little about the particular views and experiences of this group at university. This article explores the Potivations perceived challenges to success and self-identified strengths of students who are parents. Our analysis is based on eighteen semi-structured interviews conducted with students who are parents at one multi-campus Australian university. The article contributes new insights to identify university strategies to better support under-represented groups to succeed at university.

ICAP is a framework that classifies learning processes based on students' explicit behaviors. The framework is developed for testing the hypothesis that interactive exercises are better than constructive exercises, and active exercises are better than the passive exercises for higher cognitive engagement and better learning outcomes. The ICAP Framework is intended to assist researchers, instruction designers and instructors in determining the activities appropriate for the aimed research and teaching. This study aims to evaluate articles based on or supported by the ICAP Framework from various aspects. In the study, employing the descriptive survey method, data collection was conducted through document analysis, while content analysis was utilized to analyze the data. The 71 articles reviewed within the study's scope were examined through the "data collection form" developed by the authors. In this context, the articles' general and methodological characteristics and themes and the findings related to ICAP contexts are presented. As a result of the research, no study regarding the ICAP Framework was conducted in Turkey. It was revealed that most of the studies, which have increased in number since 2017 in various countries, utilize the ICAP framework at the analytical level or create models-modules and develop toolsscales based on the ICAP Framework. Additionally, it was observed that mostly undergraduate and K12 students were studied in face-to-face education, with social sciences as the leading disciplinary field and teaching-learning approaches and design-development-evaluation as the most frequently studied topics, while in studies in which mixed and qualitative methods were the leading methods, exploratory and experimental approaches were more preferred. In line with these results, recommendations are presented to contribute to the field.

International students are an important component of the host country and universities bringing economic, social, and community contributions. International students are the most vulnerable students with challenges related to academic expectations, language proficiency, and socio-cultural integration. This study explores the challenges of international students in a Western Australian School of Nursing and Midwifery. An exploratory questionnaire (n=10), three focus groups (n=15) and a quality improvement survey (n=80) informed this study. Four themes emerged: stress in the first weeks, incorrect and/or late enrolments, lack of guidance and support, and system navigation nightmares. Other issues included: accommodation, culture shock, financial concerns, information needs, and peer support. These findings led to the instigation of an international academic coordinator role as a single point of contact and increasing resources within the university faculty provided additional support to the international students.

The degree to which international immersion programs affect participants can be influenced by and attributed to their experiences in the host country or community. Embedded critical experiences allow participants to immerse themselves within the breadth and depth of humanity, thus fostering connections and relationships. Further, critical experiences can heighten emotions and disrupt values discourse. A mini-ethnographic case study of 20 Australian pre-service teachers' immersion in Kenya explored the impact of embedded critical experiences on participants' values, emotions, and relationships. Analysis of participants' journals, researcher's field notes and recorded debrief sessions identified key themes: emotions are heightened; values are questioned; relationships build community through positive connections; and relationships and understanding are at the core of teaching. Embedded critical experiences allowed for points of comparison across the data, which illustrated that while the participants valued the immersion for many reasons, the cultural interface of those experiences had the most significant impact.

This paper examines the efficacy of academic support interventions provided by the Swinburne College Student Hub for international students enrolled in the Postgraduate Qualifying Program (PQP) or English Language Intensive Courses for Overseas Students (ELICOS). Interventions for PQP students encompass plagiarism checking, paraphrasing, proofreading, referencing, and essay structure guidance, while ELICOS interventions are skill-based workshops focusing on reading, listening, and writing. The study highlights the importance of tracking student progress to refine interventions effectively. Program-specific student trackers were developed, leading to significant improvements in student success rates in assignments and unit completion, as revealed by analysis of empirical data from 2022. The findings underscore the effectiveness of tailored academic support, with implications for enhancing the delivery of support services and improving academic outcomes for PQP and ELICOS cohorts in academic settings.

While males have predominantly held leadership positions in national-level parliaments, the rising visibility of females as heads of government, despite their underrepresentation, is a significant trend. This study investigated the political resignation speeches of four female leaders in national parliaments: Australia, England, New Zealand, and Scotland. Examining their speeches revealed a strategic utilization of self-praise to construct their identity as effective leaders. A comparative analysis of these speeches highlighted distinct self-praise strategies employed. These speakers interacted with varied levels of familiarity with their audience influencing their self-praise strategies. Addressing familiar individuals prompted the use of diverse strategies, notably emphasizing direct self-praise with modifications. In contrast, when addressing less familiar recipients, leaders tended to lean more towards straightforward strategies. Across these speeches, a multimodal discourse analysis uncovered the diverse communication modes utilized by leaders including variations in bodily movements, hand gestures, and eye contact. These modes of communication reflected the perceived social distance between the speakers and their audience.

This policy-interested South Australian public education case study problematises how the Chief Executive (CE) and members of the Education Department's Senior Executive Group (SEG) understood system and school improvement from 2018 to 2022. We applied Carol Bacchi's, "What's the Problem Represented to be?"(WPR) policy analysis framework to unearth the policy assumptions underlying the Department's overarching policy ensemble called "World Class," initiated across South Australia's public primary and secondary schools. WPR reveals heightened centralised technologies of command and control directed at teacher and leader work to achieve McKinsey defined World Class status by 2028. We find school improvement policy solutions were engineered through "managerially enforced complexity reduction" techniques within the paradigm of the Global Education Reform Movement (GERM). These techniques impacted policy prescriptions, performance management technologies, school improvement plans, curriculum materials for schools, and promoted NAPLAN as the ultimate measure of the good school, the good teacher, and the good principal. NAPLAN is the National Assessment Program-Literacy and Numeracy used in Australia and takes the form of an annual standardised assessment for students in Years 3, 5, 7 and 9. Most concerningly, we find the policy logics of World Class worked to incentivise inequality across public schools through diminishing the purposes of public education and the professionalism of educators. We conclude arguing for the democratisation of existing departmental structures within iterative inquiry-based approaches to policy formation and practice to better attend to public education purposes.

This study aims to look at research trends on inquiry and socioscientific in the last 2 decades from 2004 to 2023. The PRISMA method is a reference in determining inclusion and exclusion criteria, as many as 449 articles were synthesized using bibliometric analysis. The result synthesis refers to the distribution of articles per year, research themes, affiliations, countries, authors, and productive journals. The inquiry and socioscientific research trends will peak in 2022, affiliated with the University of Wisconsin-Madison and the University of Southampton. Productive country United states and United Kingdom. Best author Laursen S. and Zeidler D.L. Productive journal CBE Life Science Education from United Kingdom and International Journal of Science Education from United States.

The purpose of this study is to compare and analyze the scientific communication skills of Korean and Australian university students and identify areas that need improvement. As a result of the analysis, it was found that Korean students had higher overall science communication skills than Australian students. However, as a result of analyzing scientific communication skills by field, the type of legitimacy was higher among Australian university students than Korean university students. On the other hand, Korean university students showed higher ability to express letters and visual images than Australian university students. In addition, through a correlation analysis on the types and forms of scientific communication skills, it was possible to confirm the characteristics of scientific communication skills of university students in both countries. This study is significant in that it provides insight into the understanding of the characteristics of scientific communication skills of Korean and Australian university students.

Understanding young children's attitudes towards mathematics provides insights into their lived mathematical experiences. It has long been recognized that attitudes towards mathematics have a profound influence on mathematical achievement. Despite the considerable amount of research into students' attitudes toward mathematics, limited research has been conducted into "young children's" attitudes toward mathematics. Using the modified Three-dimensional Model of Attitude affords the opportunity to describe children's attitudes more comprehensively, moving beyond the emotional dichotomy. This paper reports research conducted with Australian children aged between seven and eight years of age (N=106) using children's drawings, written descriptions, and interview responses. The three data sources resulted in rich narratives providing young children with multiple opportunities to voice what is important to them and their learning. Analysis indicated a range of attitudes, including negative attitudes towards mathematics. Further, a child who has a narrow vision of mathematics impacts their overall Attitude towards the subject.

This study reports on two key aspects relating to the use of the Online Learning Readiness Self-Check (OLRSC) survey, which has been proposed as identifying non-traditional students' readiness for online learning, and their strengths and weaknesses in six key areas. The first aspect validates the use of the instrument based on data from 199 students engaged in an online tertiary enabling course at a regional university in Australia. Factor analysis verified the scale structure of the instrument; however, two items were removed prior to the final analysis due to low communality and/or high cross loading with other items. This is followed by an examination of whether the instrument might be useful for the early identification of students who are at risk of disengagement from the enabling program. While it was hypothesised that the instrument, which measured factors such as the quality of interaction with peers and instructors, their capacity to manage technology and how well they managed learning, should have been a useful tool to identify early disengagement, the hypothesis was not supported. No significant associations were identified between any of the instrument's scales and early withdrawal from the course or completion of the first unit of study. Future recommendations for educators are made with a view to improving student engagement.

The field of nutrition has seen a growing interest and demand in recent years, with more students choosing to study within the field. This demand has highlighted the importance of producing work-ready graduates with skills that enhance their employability and ability to contribute effectively to the workforce. This study investigated the role of work-integrated learning (WIL) on improving employability skills in nutrition undergraduates (n=41) at an Australian university. Perceived skill development was determined using the Employability Skills Cluster Matrix-Self Assessment Tool (ESCM-SAT). Significant improvements were observed across all 24 employability skills post-internship, with the greatest increase in the communication cluster and 'developing and managing my career' (p<0.01). Skill development was attributed to self-awareness, exposure to a professional environment, and mentorship. Undergraduate nutrition degrees should consider strategies to develop transferable skills and include WIL for the unique application of academic knowledge to diverse workplace settings within the industry.

This mixed-methods observational pilot study compared clinician-supervisor and student satisfaction (surveys and semi-structured interviews), and final placement scores for two different physiotherapy clinical placement models: hybrid (half-onsite, half-remote) and traditional (onsite). All supervisors and students involved were invited to participate; ten supervisors and seven students completed the survey, and nine supervisors and one student participated in interviews. Qualitative data were analyzed using reflexive thematic analysis. Students and supervisors reported similar levels of satisfaction for either model. Supervisors reported some reservations and higher workloads with the hybrid model. The interviews identified three themes for satisfying placements: it is structure, not location that matters; managing competing demands on clinician-supervisors; and learning requires psychologically safe relationships. Final scores for both placement models were comparable. This pilot study with a small sample found the hybrid model was acceptable and achieved comparable outcomes to the traditional model. Remote structured learning has potential to innovate and support sustainable clinical placements.

Sonography is a highly specialized diagnostic imaging profession facing significant workforce challenges due to increased service delivery demands and a shortage of clinical training opportunities. Developing sustainable solutions is crucial for workforce growth. Using examples from the Australian workforce and education context, this paper explores the current sonography training pathways available and the benefits and challenges of each, highlighting the importance of work-integrated learning (WIL) in facilitating the development of professional identity, clinical competence and the quality of sonographer education. Conclusions are drawn that WIL is integral to the future of the sonography profession to improve patient outcomes and address workforce shortages. However, effective implementation requires careful planning and consideration of many factors, including regulatory requirements, industry partnerships, student and supervisor/tutor support, and issues related to equitable access and participation in WIL. Key recommendations are provided to encourage ethical student learning, university-industry collaboration, effective resource allocation, and WIL-specific research.

This paper proposes internship crafting as a strategy for addressing a range of challenges encountered by students, host organizations, and educators involved in the planning and undertaking of internships. Challenges include work that lacks relevance to students' aspirations, host organizations' difficulty in judging the amounts and types of work to provide, and educators' uncertainty regarding how to support the required negotiations. Internship crafting is explored as an opportunity to position students as active agents in the design of their internship experiences. The concept draws on the idea of job crafting, by which employees proactively co-design their tasks with colleagues and superiors to better align their strengths and interests with the needs of their organizations, for mutual benefit. Transposing job crafting onto internships creates a framework with the potential to empower students to co-design their internship experiences to advance both the needs of their host organizations and their own professional growth. [Paper presented at the Australian Collaborative Education Network (ACEN) conference (Melbourne, Australia, 2022).]

Developing Allied Health (AH) graduates who are skilled in responding to public health needs is crucial, particularly in rural areas where workforce shortages and poor health outcomes are common. However, workforce shortages make it difficult to provide rural work-integrated learning (WIL) opportunities to teach these skills. This paper presents a model of Service-Learning (SL) that innovatively employs WIL for AH students while addressing rural health needs. The model was developed based on the experiences of a rural WIL team who implemented over 400 SL WIL experiences over six years. Key aspects highlight the importance of relationship building and meeting the needs of three key stakeholders, namely the community and host-site, students, and the enrolled university. Student support, interprofessional education and evaluation were also embedded in the model. This SL model adopts a flexible approach and provides a useful guide for developing SL for WIL despite challenges in rural areas.

Relationships between students and external partners in work-integrated learning can vary and power dynamics, hierarchies and student agency have been under explored in research to date. Integrated research involving work-integrated learning, students as partners and transdisciplinarity presents an opportunity to enrich each of these fields. This paper presents the results of a case study of transdisciplinary project-based work-integrated learning in Australia. Our results highlight that reciprocity and the valuing of student knowledge are key elements in breaking down traditional power dynamics and enabling student agency, in line with the transdisciplinary principle of mutual learning. Participants who valued these elements in their relationship were less likely to frame the relationship in hierarchical terms and were more open to learning from one another. By empowering students to draw on their expertise and reframe challenges while also preparing partners for this kind of relationship, all parties can be positioned as learners within work-integrated learning.

This article explores the rise of digitalisation in Australian higher education and its impact on learning and teaching, administration, and regulatory obligations. This digitalisation can be epitomised by the prevalence of learning management systems (LMS) which have reshaped the conduct and configuration of education. As universities have embraced the LMS, as forced by the pandemic, the confluence of disruptive digitalisation combined with globalisation, regulatory reforms, and shifts in government funding models have seen the Australian higher education sector in constant evolution. This article contextualises the impacts of digitalisation using the lens of neoliberalism and globalisation, with past, current, and future state considerations in the sector. It includes a case study from a large metropolitan Australian university with a signature pedagogy of industry-partnered and flexible learning to consider how Higher Education Institutions (HEIs) in Australia must continue to evolve in identity and provision of learning to serve social interests for the future in digitalised contexts.

Recent research in the United States suggests that student performance differences between private and public schools disappear once student and school level characteristics are controlled for. This is an important result as it suggests that in the absence of such differences delivery of education through public means can be as efficient as that through private means. However, given the often significant variation in economic, social, and political systems across countries, generalization of recent U.S. results to the rest of the world may not be appropriate. The current study bridges this gap in the literature by examining the private versus public school difference in literacy in key areas such as mathematics, reading, and science using recent comparable nationally representative samples from 61 economies. Our findings suggest that most economies have significant private-public school performance gaps, and for many economies these differences persist even after controlling for student and school level characteristics such as age, gender, grade, socioeconomic status, disability status, school size, and student-teacher ratio. Implications are discussed.

Purpose: Globally, countries with both developed and developing economies are struggling to secure sufficient participation in vocational education to generate the range and quantum of skills required for their communities and realising national social and economic goals. In an era of high aspiration, vocational education and the occupations it serves are increasingly seen as being a less than desirable outcome by young people and their parents. Hence, there is a need to identify means by which to inform and engage young people in considering vocational education and the occupations it serves. The case study discussed in this paper is contextualised within the Australian state of Queensland, which, like many other countries is struggling to have a workforce sufficient to meet communities' healthcare needs as its population both grows and ages. Methods: The study data were collected from 1) interviews with healthcare-related stakeholders including health industry representatives, teachers or practitioners, and healthcare providers, 2) focus groups with senior secondary students, and 3) surveys with these participant groups. It provides a descriptive analysis of efforts to secure greater participation by young people in allied health roles, and, in particular, young Australian Indigenous people. Findings: The study participants included those from regional and metropolitan centres and from state and independent schools, and in all of which the focus on engagement was central. Findings indicated that engagement was necessary to advise young people about these occupations, the effective preparation for them, and likely retention in the workforce. Conclusion: This study highlights the need for intentional strategies to engage young people, their parents/guardians and with those efforts likely needing to be organised and enacted at the local level. This requires collaboration and engagement from education, industry, and local communities. Essentially, a systemic approach is required, specifying roles for government, employers, educational systems, and teachers and parents who engage directly with young people. In all, engagement, advice and opportunities locally are all emphasised in the study reported here.

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.

Concerns have been raised about the employability of Science graduates, however undergraduate Science curricula rarely focus on building employability. Our goal is to harness existing Science-focused curricula to improve Science graduate employability. In this study we asked whether students could identify learning of employability literacies from their experiences in undergraduate Science courses that do not explicitly teach employability literacies. To address these questions, we employed a short reflective activity in three large first year courses; these courses focused on scientific content and processes, and did not include employability modules. We asked students to choose an employability literacy from a menu and describe how components of the course prompted them to develop this literacy. Students chose a wide variety of literacies and linked their development to multiple aspects of their course experience. They also consistently indicated they had achieved multiple literacies from their course. Course coordinators highlighted the strength-based quality of the reflections, which differed from the usual course evaluation comments given by students. Coordinators who used the reflection activity in the first year were eager to continue in subsequent semesters and years. This mechanism gives students and staff the opportunity to understand the wide and varied opportunities for employability skill development that already exist in undergraduate Science courses. The approach does not require course teaching amendments or student skill-building instruction. This study shows that students can achieve multiple employability literacies from early-year courses, and raises new possibilities around how we can boost students' understanding and development of their employability.

This article provides a detailed analysis of the various methods used in physics classrooms to teach oscillation and its related concepts. We thoroughly searched reputable databases, including Scopus and Web of Science. We analyzed 50 articles published between 2018 and 2023 using content analysis techniques such as elimination, classification, and grouping into themes. Our unit of analysis was the articles' methods, results, and conclusions. The results of this study are: (1) The trends in the development of research on the topic of oscillation and its derivatives from 2018 to 2023 indicate a declining interest. (2) During the period from 2018 to 2023, Indonesia emerged as the primary contributor to research on the topic of oscillation; (3) From 2018 to 2023, researchers predominantly focused on the topic of pendulum in the field of oscillation research (4) The most prevalent method for imparting oscillation content and its derivatives employed by researchers between 2018 and 2023 was experimentation, and (5) The most prevalent type of empirical research conducted on the topic of oscillation between 2018 and 2023 was pure research involving laboratory experiments. This systematic literature review is a foundation for developing various learning tools such as teaching materials, technology-based instructional media development, and primarily instruments related to oscillation and its derivatives. Overall, this systematic review highlights the need for more research on effective teaching methods for oscillation and provides practical insights for educators and researchers alike.

This paper reports the findings of a bibliometric analysis using VOSviewer on 392 Scopus database documents published from 2003 to 2022, aiming to understand the global landscape of the e-learning field and to identify the most prominent authors, institutions, countries and reference publications, as well as the research topics that have recently received the most attention in students' readiness for e-learning in Higher Education Institutions (HEIs). The findings indicate that there has been an upward trend in e-learning readiness among students in HEIs over time. Among the countries studied, the United States, Taiwan, Australia, and Malaysia were found to have the most effective approaches to addressing students' readiness for e-learning. The most highly cited author in this field is M-L. Hung. Based on the citations, the most recognised journal in this field was "Computers and Education" and the universities that were most persuasive were two Taiwan universities in the first position. The data also revealed relatively low levels of collaboration among authors, institutions and nations regarding students' readiness for e-learning.

It is well established that international students attending higher education institutions in Australia and other parts of the world face challenges that can affect their state of well-being and connectedness. Higher education institutions have attempted to counter these issues by providing specifically designed programs with varying success. This study builds on some of the more successful programs that draw on the relationship between creativity and collaboration. The program aimed to foster international students' well-being by teaching them how to harness their creative potential and explore through stand-up comedy the funny side of life as international students in Australia. The analysis shows that the program positively enhanced well-being by fostering a sense of connectedness and by providing a space to take risks in a safe and supportive fashion. Data also indicated that the program contributed to the development of knowledge and skills transferrable to other academic and non-academic contexts.

Chinese students studying abroad have been increasing rapidly in the past decades and become a significant financial contribution to receiving countries. Accordingly, understanding their enrollment choice is essential to facilitate college marketing and admission strategies. Though the decision process is believed to be different from domestic students, empirical analysis of Chinese students' enrollment choices is still lacking. This paper fills the void by examining the influential factors of Chinese students' enrollment choice with novel student-level data. We find that in addition to factors domestic students typically consider, such as financial aid and academic quality, Chinese students particularly emphasize college ranking, reputation, and location in their decision process. Furthermore, unlike domestic students who usually prefer colleges with proximity to home, Chinese students' location preference is linked to job prosperity. We also find that the impact of the factors varies for students from different regions of China, which can be attributable to uneven economic development within the country.

In the current climate of global international education, overseas student integration and difficulties in adjusting into the academic life of the host country are often posited as personal failures. However, the categorization of international students is premised on them not being active subjects in the curriculum and the ways in which they can contribute to the internationalization of higher education. The current study addresses this negative characterization through a selective qualitative methodology, observing and interviewing 24 Chinese international students at an Australian university. Conducted during the COVID pandemic period, this study offers new insights into how the shift to online learning exacerbated the failure of the teaching, learning, and curriculum models that predominate in Australian universities. We conclude that as the pandemic subsides, deeper conversations are necessary over the continued prevalence of the deficit model while considering international students' agency in their learning practices.

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

The Centre for Evaluation and Monitoring (CEM), based in the North of England, recently celebrated its 40th birthday. Arising from an evaluation project at Newcastle University, and a subsequent move to Durham University, it rapidly grew in scope and influence, developing a series of highly regarded school assessments. For a relatively small organisation, its influence was seen across the world, resulting in outreach centres in New Zealand, Australia, and Hong Kong. Since being acquired by Cambridge University Press & Assessment in 2019, it has established itself in a unique role within the wider Cambridge organisation due mainly to its development of computer adaptive assessments for use in schools. This article documents the rise of CEM, from its early successes to its adoption of new ideas in educational assessment and supporting technology until the present day. However, CEM's development was not without its controversies, and these too make fascinating reading when set against the background of 40 years of ever changing educational policies.

As humanity reaches the 5.0 industrial revolution, education plays a critical role in boosting the quality of human resources. This paper reports bibliometric research on emerging TiP during 1993-2022 in the educational field to analyse its development on any level of education during the last three decades. This study employed a Scopus database. The findings are that the trend of TiP publication in educational fields has tended to increase every year during the past three decades and conference paper became the most published document type, the USA is the country which produces the most publications; "Students" being the most occurrences keyword and total link strength. The publication of the TiP is ranked to the Quartile 1, which implies that a publication with the cited performance is a publication with credibility because the publisher has a good reputation. Researchers can find the topics most relevant to other metadata sources such as Web of Science, Publish, and Perish.

Background/purpose: This study presents a systematic review of teaching observation instruments in the current literature based on PRISMA standards. Materials/methods: Three researchers performed searches on two databases, SCOPUS and Web of Science, focusing on two criteria: A) peer observation of teaching and B) higher education, with search terms included in the "Title/Keyword" fields. The AND command was used to join certain words, including peer observation and teaching, whilst the OR command was used to separate search terms within each criterion. Five exclusion criteria were defined and applied following the initial searches. The quality of research conducted in the literature using observation tools was assessed using a validated instrument in social science research. Results: The results revealed a total of 13 instruments that were analyzed in terms of four variables: country, validation, observation, and feedback: A) Country: More than half were designed by researchers from universities in the United States and Australia, B) Validation: Only three studies were designed following some kind of validation procedure, C/D) Observation and feedback: The number of items ranged from very loosely structured, with only a few items, to more comprehensive research. The most repeated item (8 of 13 instruments) was about the objectives of the observation section. Four study instruments included only an observation section, with no specific feedback section. Of the remainder, some included all three aspects of "strengths," "weaknesses," and "comments" in the feedback section, while others included only a feedback section. Conclusion: Excessive question numbers could make observation exercises overly complex, unless the items are distributed and observed across several sessions. An appropriate number of questions would correspond to the amount deemed by teachers themselves to be essential to observe the teaching process. Observation tools should include fields in which observers may add qualitative comments to deepen the understanding of the record and to improve the feedback quality.

Learning statistics can be challenging for many students, due to their inability to engage in statistical reasoning and application of techniques. This challenge becomes compounded in online learning contexts where students are spatially and temporally separated from the teacher. This paper describes and explains a case of theory-driven interventions designed to enhance the learning experiences of students enrolled in two similar business statistics units, one for undergraduate and the other for postgraduate programs. The paper based its claims primarily on the analysis of data from a student evaluation of teaching survey. This study affirmed the importance of a pedagogy-first approach. It argued that the interventions, which were effective in enhancing the student learning experience, were underpinned by a robust pedagogical analysis of the teaching and learning issues using both constructive alignment and transactional distance theory lenses.

ChatGPT has become a prominent tool for fostering personalized and interactive learning with the advancements in AI technology. This study analyzes 212 academic research articles indexed in the Scopus database as of July 2023. It maps the trajectory of educational studies on ChatGPT, identifying primary themes, influential authors, and contributing institutions. By employing bibliometric indicators and network analysis, the study explores collaboration patterns, citation trends, and the evolution of research interests. The findings show the exponential growth of interest in leveraging ChatGPT for educational purposes and provide insights into the specific educational domains and contexts that have garnered the most attention. Furthermore, the study reveals the collaborative dynamics and intellectual foundations shaping the field by examining co-authorship and citation networks. This bibliometric analysis contributes to a comprehensive understanding of the current state of ChatGPT research in education, offering researchers and practitioners valuable insights into evolving trends and potential future directions for this innovative aspect of AI and learning.

This paper examines the interplay of creativity, education, and the expressive arts. We begin by presenting a narrative literature review focusing on the use of artistic tools to promote creativity, self-expressiveness, and meaningful aspects of emotional and social learning. This review reveals strong connections between the different components of this interplay, and a special attention is given to the use of arts to promoting creativity and meaningful learning. We then propose the Empowering Creative Education Model (ECEM), which aims to provide a practical framework for employing artistic tools in each of the model's four developmental circles: I, Us, Educational and Community. Each of the four circles includes unique aspects of personal development.

The Academic Student Success Advising (ASSA) project enacted an integrated academic and pastoral approach to advising using McIntosh's (2023) fundamental principles of advising. This research conducted at two Australian universities explores how shared principles of advising can provide an underpinning structure to pan-university advising approaches as a mechanism of student development. Forty staff were interviewed, exploring understandings and experiences of advising. Data were analysed through the four key advising themes: inclusive, personalised and integrated, developmental, and student-centred. The findings suggest that staff perceive value in integrated advising approaches that connect students' academic and pastoral experiences through an 'advising as teaching lens' and that link areas of the university to enhance student success. Recommendations highlight the value of investing in staff understandings of advising to enhance student development, the intentional embedding of co-curricular skills, and the continued need to develop systems to track advising outcomes.

Increasing access for underrepresented cohorts to higher education has long been a priority internationally, and Australia is no exception. While universities offer a range of services in the areas of Equity, Career Development and Academic Advising (ECDAA) to support student success, there is little understanding of how these student-facing support staff are supported to work with diverse student cohorts. This is particularly the case when working with cultural and linguistic marginalised (CALM) students such as international students, refugees or migrants. This article examines the differing levels of knowledge and experience ECDAA practitioners' have in working with culturally and linguistically diverse students in Australian universities, and the challenges practitioners face in accessing professional development to support them in their roles. While the importance of tailoring support services to meet the needs of diverse student cohorts is recognised, our findings highlight the need to provide ongoing professional development to support practitioners in the delivery of nuanced support services to CALM students.

Before the COVID-19 outbreak, universities were already exploring the potential of online education. Colleges and universities throughout the world became more reliant on online learning management systems (LMSs) and videoconferencing tools like "Zoom" and "Microsoft Teams" during the 2020-2021 campus' lockdowns. The transition from traditional face-to-face teaching to online learning presented significant difficulties for universities, particularly those that depended heavily on international students. The project reported in this paper was undertaken in Australia in 2021 at the request of a private higher education institution. A new student-centric version of the Moodle learning management system (LMS) was created to maximise the platform's pedagogical, communicative, and informational capabilities. The purpose of this article is to demonstrate how online learning platforms that are flexible, utilise embedded interactive features and resources, and are freely available can enhance and support the delivery of quality online education. The paper discusses how well-designed learning management systems have the capacity to motivate, engage and retain students in online learning. Academics, at both the undergraduate and graduate levels, as well as those working in curriculum development and information technology at institutions of higher learning, may find this article to be of interest and value.