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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.

Learners who learn from OER often cannot have their learning assessed or receive a credential. Open credentials offer a potential solution to this problem, combining badges or micro-credentials with competence frameworks and digital seals. This study identified the current situation of open credentials in post-secondary education in Europe, the main themes of the discourse, and the points of agreement and divergence surrounding them. The data comprised a corpus of transcriptions from 12 expert interviews and a focus group. Qualitative text analysis identified the principal themes. Findings included the following: (a) few assessments are available as open content; (b) linking OER and credentials requires detailed and expensive work on learning outcomes and assessment; (c) the aggregation of open credentials to create higher-level qualifications is a widely accepted ambition; (d) the European Union's infrastructure to support open credentials is appropriate and effective and can foster trust; (e) the outstanding challenges are organisational and practical, not technological; (f) assessment and content provisions should belong to separate organisational functions; and finally, (g) funding and support for open credentials in professional accreditation are essential for further progress.

This study attempts to replicate Pawlak's (2018) Grammar Learning Strategy Inventory (GLSI). It explores the use of GLSI by Saudi students of English as a Foreign Language (EFL) in their college preparation year. The re-emergence of GLSI after a long period of neglect is a significant development in Language Learning Strategies. Consequently, due to the shortage of GLSI studies in Arab countries, this study was conducted. Participants were assessed using the GLSI with its four categories of metacognitive, cognitive, affective, and social strategies. 419 EFL students participated in this study. The findings generally showed a high use of grammar strategies in all four categories of GLSI among EFL learners. As a result, a strong, positive, and significant correlation was found between all the categories of strategies. Furthermore, students' Grade Point Average (GPA) did not appear to affect their use of GLS.

This research aims to analyze language patterns in hate speech found in comments on YouTube about Rohingya refugees in Thailand and Syrian refugees in Europe. Data were collected from 4,113 comments in Thai and 13,960 comments in English and appeared on a video-sharing website specifically from news clips about Rohingya refugees in Thailand during the year 2015- 2019 and news on Syrian refugees in Europe during 2013-2019. After applying critical discourse analysis theory on the data, three types of hate speech were found: 1) name calling; 2) verb phrases; and 3) modifiers. The hate speech addresses race, religion, gender, body shape, taste, potential, ability, and individual or group identity. There were five types of name-calling, namely regarding race, religion, threats, animals/evil, and being unwanted; three types of verbs, namely danger/threats, behaviors/actions, and eviction/expulsion; and two types of modifiers, namely degrading quality and degree intensity. The three sets of vocabulary equally form hate speech in Thai and in English. In both languages, refugees are portrayed as villains, devalued as unwanted, dangerous, and offensive. Modifiers are used to magnify the degree of intensity driven by the underlying emotional implications.

Social regulation as a tool is designed to change behavior and ultimately protect the public from some form of harm. In this sense, social work regulation is a tool with the primary goal of public protection. Social work practice regulations vary widely within the United States, and the concept becomes more distorted when examined through an international lens. This manuscript outlines the regulation of social work practice in the United States, the United Kingdom, and the European Economic Area. Regulation in this context is examined through the framework of governance. Attention is given to the mechanism of regulation that is the regulatory body. The regulation of social work practice in the United States, the United Kingdom, and the European Economic Area share many similarities and several fundamental differences.

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.

As the artificial intelligence (AI) ethics field is currently working towards its operationalisation, ethics review as carried out by research ethics committees (RECs) constitutes a powerful, but so far underdeveloped, framework to make AI ethics effective in practice at the research level. This article contributes to the elaboration of research ethics frameworks for research projects developing and/or using AI. It highlights that these frameworks are still in their infancy and in need of a structure and criteria to ensure AI research projects advance in a way that respects norms and principles. This article proposes to draw from the European Union's AI Act currently in development to shape these frameworks. Although, in the current form of the draft (as of August 2023), the obligations of the AI Act do not apply to scientific research, it is most likely that they will still have a strong impact on AI research considering the need to anticipate market placement or to test new tools in real world conditions. This article investigates what the risk-based approach in the AI Act implies for research ethics and highlights some AI Act obligations of particular value to implement for ethics review processes.

As a result of globalization, technological advances, travelling facilities and internet, more communities from diverse cultures begin to interact and share their daily lives. Today, English is utilized for communication prevalently occurred in the encounters among the people whose native languages are not English. For this reason, main goal of instructing English is being competent enough in intercultural interactions. With the emergence of "globalization" paradigm and its effects on social, economic and ethical fields, the necessity of interaction between different cultures, the importance of mutual tolerance and respect becomes more essential in the progress of time. Being able to interact in English necessitates being able to appreciate different traditions, daily lives, values and beliefs. Common European Framework of Reference for Languages also emphasizes the necessity of teaching culture. Consequently, this research analyses the content and seeks to evaluate the presence of the culture oriented contexts and visuals related to Inner, Outer, and Expanding Circles regarding the sociocultural knowledge elements of CEFR in 10th grade Count Me In English course book. This study reveals that the course book employs most of the sociocultural knowledge elements of CEFR moreover it predominantly reflects the culture related contexts and images of Inner Circle and Expanding Circles regarding the sociocultural knowledge elements of CEFR. Especially, Sociocultural knowledge elements of CEFR related to source country Turkey and USA cover very large proportion of the course book. The analyzed course book involves a small percentage of the sociocultural knowledge elements of CEFR related to Outer Circle countries.

It is well known that there are disparities in access to education around the world, with developed countries generally having better educational resources and opportunities compared to developing countries. Massive open online courses (MOOCs) have been proposed as a way to bridge this gap by providing free or low-cost online education to anyone with an Internet connection. This study aimed to better understand the effects of location, both country and region, on the use of MOOCs, using data from 3.5 million learners who registered for MOOCs offered by the Massachusetts Institute of Technology (MIT). The data set provided a broad picture of how MOOCs are being used around the globe. The results of the study indicated significant differences in the use of MOOCs among students from different countries and their corresponding economic levels. In order to address these differences and improve access to education through MOOCs, the study suggested several actions that could be taken. These include providing better infrastructure and support for MOOC learners in developing countries, increasing awareness of and access to MOOCs in these regions, and working to improve the quality and relevance of MOOC offerings. Overall, the study highlighted the potential of MOOCs to bridge the educational gap between developed and developing countries, but also emphasized the need for continued efforts to remove barriers and improve access to these resources.

Living and working through the challenges of a pandemic offered a unique research opportunity to engage with some core questions about what really matters in Religious Education (RE) in countries across Europe. The "What COVID Reveals to Religious Education Specialists" research project sought to provide a reflective space for RE specialists, drawn from the board members of the European Forum for Teachers of Religious Education (EFTRE), to consider their experiences of RE during the COVID-19 pandemic and to begin to articulate what they might want in the future for RE in light of their experiences. Areas explored in the online qualitative survey included: challenging questions and issues, social unrest, student-teacher relationships, learning scenarios, valued dimensions in RE, opportunities for the future, and 'ideal' RE. Respondents were from sixteen of the twenty-two countries present on the EFTRE Board, offering their individual perspectives from Western, Northern, Central and Southern Europe. Using the tool ATLAS.ti, an inductive analytical approach was employed; a number of key group 'themes' emerged from the responses, which provided a basis for further analysis. This paper will present some of the main findings in dialogue with the focusing research stimulus question: "What does COVID-19 reveal to RE specialists about their subject?" The project is a European collaboration involving researchers from Austria, Germany, Hungary, Ireland and Wales.

The COVID-19 pandemic influenced academia in many ways, impacting learners and teachers. This article is authored by six sustainable urban development doctoral researchers from various backgrounds and stages of their journey, and an academic advisor. The article is an outcome of remote collaboration through a substantial period during the pandemic. We offer self-reflective and collaborative accounts of how the pandemic affected doctoral research in a domain that requires in-depth connection with a physical field or site. We explore the impact of COVID-19 on the field through the themes of resonance and credibility, ethics and rapport, and the doctoral researchers' academic experience with regard to physical disconnection and virtual connectivity. In lieu of a conclusion, the supervisor's perspective offers insights into the future of the field and links the discussions in this article to wider debates in the literature on the role of the screen in delivering, presenting, and sharing research. The key takeaway is that the field and how we approach doctoral research and teaching have changed irrevocably. While we adjust to these new realities, it is important to look outwards as much as inwards to navigate the new complexities we now face.

The measurement of political solidarities and related concepts is an important endeavor in numerous scientific disciplines, such as political and social science research. European surveys, such as the Eurobarometer, frequently measure these concepts for people's home country and Europe raising questions with respect to the order of precedence. Research has shown that the order of asking questions can have a profound impact on answer behavior compromising data quality. In this study, we therefore investigated the occurrence of question order effects in a German-European context using two questions on political solidarities. For this purpose, we conducted an experiment in a German online panel (N = 874) and analyzed response behavior and effort in terms of response times. In contrast to previous research, we found no empirical evidence for question order effects impacting people's responses. Even though there were no response time differences between the question order conditions, the first question always took longer to respond to than the remaining one. Overall, our findings indicate the robustness of questions on political solidarities against question order effects. One potential explanation is that people have comparatively strong (or crystallized) attitudes when it comes to political solidarities.

Immigrant minority (IM) languages have a significant presence in certain European regions. Nonetheless, these languages are not usually included in the school curriculum. This paper aims to analyse the studies published between 2010 and 2020 considering IM languages in multilingual European education contexts. The method included a search of academic papers published in the databases ERIC, Web of Science and Scopus, which yielded 42 studies. The studies were analysed by considering: (1) the demographic characteristics of the countries where the studies were conducted, (2) the sociolinguistic or psycholinguistic focus of the papers in relation to the European country, and (3) the characteristics of the bi-multilingual education programme including IM languages. The results indicate that: (1) the demographic characteristics of the country are not strictly related to the number of studies published, (2) most studies have a sociolinguistic approach even though many studies analyse both sociolinguistic and psycholinguistic factors, and (3) only seven multilingual education programmes including IM languages were described in these papers. We conclude that there is a lack of research focusing on IM languages in educational settings and discuss how addressing these gaps could create opportunities for building equitable multilingual communities in Europe.

Demand for cybersecurity professionals from industry and institutions is high, driven by an increasing digitization of society and the growing range of potential targets for cyber attacks. However, despite this pressing need a significant shortfall in the number of cybersecurity experts remains and a discrepancy has emerged between the skills introduced through education and those required in professional settings. In this article, a political, economic, social, technological, legal, and environmental (PESTLE) analysis was utilized to explore the factors impacting cybersecurity education in Europe. The PESTLE analysis enabled the categorization of factors affecting cybersecurty education and skills and allowed for cybersecurity professionals to assess the relevance of the factors at a national-level and European-level. Utilizing the concept of modularity from social network analysis, the interconnectivity of factors was also considered. Finally, a European-level stakeholder survey was conducted to verify the findings. As a result of the above process, a lack of societal awareness of cybersecurity was identified as a major challenge to education, along with a lack of EU-level certification. It should be noted that significant differences between factors perceived as impacting cybersecurity education were found between countries suggesting a need for local solutions to the problem.

Within the scope of this presented study, the authors aimed to investigate the peculiarities of intercultural communication and cultural exchange based on musical knowledge, considering the exploration of the Chinese music education experience in other countries. The scholars find that the strongest relationships of Chinese musical education are with American, European, Korean, and Japanese musical cultures. The research found that intercultural learning motivated students from European universities (202 respondents) and universities of Chinese (200 respondents) to pay special attention to American music (23%), reflecting modern approaches to performance. Western European (21%) music has a strong relationship with Chinese music. The research finds that Chinese music is popular among 20% of students who value national traditions. The research found that the benefits of intercultural learning involve learning mobility (an attitude of students reflected by rating index: 3.01), the development of worldview (an attitude of students reflected by rating index: 2.73), melodic skills development (an attitude of students reflected by rating index: 2.52), and the uniqueness of musical composition performance (an attitude of students reflected by rating index: 2.85). The scholars identified that for 86% of students, intercultural learning had a positive value and promoted musical knowledge development.

The rise of the student as prosumer (producer-consumer) of educational content is a novel development that has hitherto been the subject of very little research, especially in relation to the generation of digital contents and materials for online and hybrid education in particular. This article analyses whether there are patterns of behaviour and different perceptions associated with different groups of students in their role as producers and/or users in the field of active learning in hybrid university education systems. To this end, the research has been conducted with a group of engineering students at one of the largest blended learning universities in Europe. The results indicate higher levels of involvement in, and appreciation of, the experience in content producers compared with mere content consumers, but the students' environment and personal attitudes (such as their availability and degree of professional dedication) in relation to this type of education, the profile of which is often quite distinct from that of traditional learning, may differentiate their interest and appreciation of these activities, which are more creative and probably more demanding.

In the context of policy-driven language testing for citizenship, a growing body of research examines the political justifications and ethical implications of language requirements and test use. However, virtually no studies have looked at the role that language testers play in the evolution of language requirements. Critical gaps remain in our understanding of language testers' first-hand experiences interacting with policymakers and how they perceive the use of tests in public policy. We examined these questions using an exploratory design and semi-structured interviews with 28 test executives representing 25 exam boards in 20 European countries. The interviews were transcribed and double coded in NVivo (weighted kappa = 0.83) using a priori and inductive coding. We used a horizontal analysis to evaluate responses by participant and a vertical analysis to identify between-case themes. Findings indicate that language testers may benefit from policy literacy to form part of policy webs wherein they can influence instrumental decisions concerning language in migration policy.

Research on quality assurance in higher education has been expanding globally; however, there is still scope for exploring the depth of diffusion to evaluate its impact. To this end, collaboration structures between countries and common concepts in scientific texts were examined in this study. The bibliographic mapping method was employed to analyse data that was derived from the Web of Science. "Higher education" and "Quality Assurance" were the keywords searched and bibliographical data of 3080 scientific texts were extracted. Analyses on co-authorship and co-occurrence were made through the VOSviewer software tool. According to the results, research on quality assurance in higher education spread in half of the countries in the world as of 2021. Research intensity and collaboration relationships reveal that quality assurance research is spreading geographically in North America and Europe. In terms of concepts, although there has been an expansion over the years from a limited understanding of quality management to a more comprehensive perspective of quality assurance in education, it was seen that the central and static view of quality assurance is still solid.

This study reviews the literature published on job crafting using bibliometric techniques. It utilizes the papers published on the topic from 1990 to 2023, retrieved from the Scopus database. The purpose of the paper is to draw the intellectual, conceptual and social structure of the field of research on job crafting. It uses the bibliometric method to review the literature on "job crafting." The findings of the study reveal both the micro and macro aspect of the research published so far such as Europe is the epicenter of research on the topic, while experiments and questionnaires a popular choice in methods adopted. This review gives a unique view of the past and outlines a number of future directions for research on the topic and it will be of interest to existing scholars in the field as well as doctoral students who might be interested in the topic.

This multiple case study explores how researchers are motivated to perform their third mission activities in terms of collaborative projects with public and private actors. The study also investigates the involvement of universities' third mission support personnel and technology transfer executives in the collaboration. The study contributes new insights into individual motivations for academic engagement and commercialisation. This is done by empirically demonstrating that commercialisation projects are based on ideas originated from novel and basic research, while academic engagement is based more on the general knowledge and capabilities of researchers and their research groups. The findings also revealed that motivations for taking on third mission activities were mainly about disseminating the results of research to wider society, rather than being driven by monetary rewards. This is demonstrated not only for the researchers, but also for the external partners, the support personnel, and technology transfer executives. The findings further imply that researchers are more satisfied with the support structure set up at their university for academic engagement projects than with the support structures for commercialisation of research, such as technology transfer offices. The findings can have implications for both policymakers and practitioners within knowledge and technology transfer.

Applying qualitative methods, this paper examines the burgeoning of quality assurance databases, processes and networks of actors in the field of higher education in Europe. Our main argument is that there has been a move from the Bologna Process being the near singular focus for European-level coordination and harmonisation of higher education, towards the making of a much more diverse and complex quality assurance and evaluation infrastructure. This infrastructure involves a range of distinct but interdependent actors and processes and contains explicit and implicit interlinkages with the production of wider policy agendas, such as the rise of the European Education Area. The aim of this paper is to analyse the growth and complexity of Quality Assurance (QA) in higher education (HE) in Europe, as a way of understanding the multifaceted and continuously developing process of Europeanisation.

Purpose: The article aims to identify the determinants of the urbanization process given the magnitude of this phenomenon and also its economic, social and environmental implications and pressure on public authorities to find viable solutions in the context of sustainable development. Design/methodology/approach: The research is based on regression analysis with urbanization growth being the dependent variable and enrollment in higher education, GDP, value added by industry and female labor force as independent variables. Findings: The main factors that favor urbanization are the increase in population, industry value-added and the female labor force. Urbanization is an objective that must be pursued differently by public authorities in developed and developing countries, given the different realities they face-population growth in developing countries, and population aging and international migration in developed countries. Research limitations/implications: The present research has limitations generated by the selection of independent variables, which is why in future directions, the research will consider the use of other indicators such as the number of graduates, exports as percent of GDP or migrations as a percentage of the total population. Given the complexity of the phenomenon of urbanization, future research will focus on groups of countries as they resulted from the clustering made by this article. Practical implications: The impact of higher education on urbanization is low, which is why the intensification of partnerships between municipal authorities and universities could be a solution that ensures not only the transfer of knowledge from academia to the public sector but also from entrepreneurs increasingly aware of the importance of promoting SDGs for urban development in the context of the challenges posed by global warming. The involvement of women in the labor market is essential for the intensification of the urbanization process. The increasing presence of women in the labor market generates an increase in the income of families, an increase in the level of education and an intensification of national and international migration. The research findings can be used by policy and decision-makers to develop appropriate urbanization and education policies and strategies. Originality/value: The existence of inhomogeneous clusters is noticeable, which demonstrates the complexity of the urbanization phenomenon that is present in all countries around the world, but under the influence of different factors such as the export of natural resources (mainly oil) or the intensification of industrial activity. Taking into account the variables used, this study stands out in the multitude of articles published in the international mainstream.

This case provides students with an opportunity to observe RunCzech, a historically successful sport event organization, as they navigate a crisis and strive to satisfy all stakeholders, with emphasis on the sponsor stakeholders. Students are familiarized with the challenges facing RunCzech and their corresponding response. The event organizers strive to mitigate these challenges with their crisis management strategy. This strategy includes creating new events in partnership with their sponsors while remaining in compliance with changing government restrictions. RunCzech's crisis management, and the communication surrounding it, is framed in terms of Coombs's situational crisis communication theory. The students see innovative crisis management, with a primary focus on sponsors as stakeholders, before being tasked with communicating these crisis management efforts to one specific sponsor, adidas.

This study explored the equivalence of resilience across countries and economies that participated in PISA 2018. A total of 79 countries and economies were divided into ten sub-groups based on their socio-demographic characteristics. Analysis of the comparability of the PISA self-efficacy scale as a measure of resilience across the participating countries/economies in the study was conducted using multi-group confirmatory factor analysis (MG-CFA). The results demonstrated that across all countries and economies, the configural invariance level, which is the lowest level of invariance, has been reached but the metric and scalar invariance levels have not been reached. Within-group results showed that all sub-groups presented a model fit for the metric level of invariance. However, only the Anglo countries were able to reach the strict invariance level. This finding indicates that the Anglo countries were more homogeneous in terms of their interpretation of self-efficacy in PISA, whereas other sub-groups were more heterogeneous. Confirming the notion of cultural affiliation of resilience, it was concluded that self-efficacy by itself might not be an adequate indicator of resilience. The current study has some recommendations for future research and how PISA can be more inclusive about the constructs it employs.

In recent years, machine translation post-editing (MTPE or PE for short) has been steadily gaining ground in the language industry. However, studies that examine translators' perceptions of, and attitudes towards, MTPE paint a somewhat negative picture, with PE pricing methods and rates being a major source of dissatisfaction. While the European Master's in Translation Competence Framework stresses the importance of preparing translation graduates for market challenges, to date there have been no concrete suggestions for practical activities designed to introduce MTPE-pricing-related topics into the translation classroom. The present article aims to address this gap by describing a teaching unit developed for master's students. The activity includes comparing three MTPE pricing methods commonly used in the industry: word-based, time-based and effort-based rates. Using authentic performance data from individual PE tasks carried out in MateCat, students were able to discover the different levels of remuneration they would receive for the same task, depending on the pricing method applied. The results, which show wide variation across both methods and students, proved useful in raising students' awareness of the thorny issue of setting PE rates and sparking reflection on the financial implications of accepting PE assignments.

Although education is arguably one of the most central institutions in contemporary European societies, only recently scholars have started to study opinions that relate to the perceived legitimacy of education among the public at large. This paper contributes to this emerging literature. Based on data from the most recent wave of the European Quality of Life Survey (N = 23,073; 30 countries) we assess what individual- and country-level factors predict citizens' satisfaction with educational quality and the perceived fairness of/corruption in education. At the individual level, we find that indicators of one's material vs. educational position are inversely related to the perceived quality, fairness, and corruption of the education system. At the macro level, it turns out that in countries that perform better on PISA tests the perceived educational quality is higher and the perceived corruption lower. In the conclusion we elaborate on the implications of our findings.

The article presents a systematic review of studies on the construction of current policy on labor inclusion, highlighting the role of the arts in the international landscape. The aim of this article is to analyze studies that address inclusive labor policies, highlighting the arts as a labor sector in the international context. A systematic review of articles published in scientific journals on the new international social structure and the inclusion of people with disabilities has been carried out using the PRISMA system to synthesize the search carried out with Mendeley's tool for storage. Ten databases have been used in the exhaustive search and selection: 1Findr, Semantic Scholar, Scopus, Google Scholar, Microsoft Academi Search, Wos, Dialnet, Miar, Circ, Eric. Among the conclusions obtained, the importance of inclusive policies is highlighted, arts organizations are increasingly promoting intervention and research actions, but they need academic, university and political support. Moreover, some inclusion policies need to be questioned when parameters of positive discrimination or action are observed. Education will give us the keys to improve as a society and the generation of more egalitarian policies.

Background: Parents play a central role in the treatment of childhood stuttering. Addressing parental attitudes toward stuttering is helpful therapeutically. The extent to which differences in attitudes toward stuttering exist on the basis of sex, geographical region and parental status (e.g., parent of a stuttering child, parent of a nonstuttering child, nonparent) is unclear. Many studies investigating such factors have used the Public Opinion Survey of Human Attributes-Stuttering (POSHA-S) questionnaire. A large POSHA-S database has collected responses from over 20,000 people from 49 countries. Aims: The aim of this study was to use the POSHA-S database to examine the extent to which the following variables influence attitudes toward stuttering: (1) parents' sex (mothers vs. fathers); (2) geographic region (Middle East vs. Europe and North America); (3) parents' children (stuttering vs. nonstuttering); and (4) parental status (parents versus nonparents). Methods & Procedures: Data used in this study were extracted from selected, relevant studies that administered the POSHA-S to respondents. The Overall Stuttering Scores were compared on the basis of sex and parent status (i.e., mothers and fathers; nonparent women and men) and were then compared within and across the two geographical areas. Group comparisons were performed using analysis of variance followed by independent t-tests, and Cohen's d was calculated to determine effect sizes. Outcomes & Results: Statistically significant differences were observed upon the basis of geographical region. In general, male parents and nonparents tend to have more positive stuttering attitudes among the Middle Eastern samples while female parents and nonparents tend to show more positive attitudes in European and North American samples in the POSHA-S database. Effect sizes were small for all comparisons. Conclusions & Implications: The effect of geographic region and culture may predict sex-based differences among mothers' and fathers' attitudes toward stuttering; however, the clinical significance is unclear. Additional research is needed to better understand how children who stutter are affected by their parents' attitudes toward stuttering.

More than 20 years after the first round of the OECD's Programme for International Student Assessment (PISA), it has become one of the most important large-scale international assessments, at a global level and in particular in Europe. Thus, a growing number of scholars have examined or discussed its research design. Nonetheless, a key feature of PISA seems to have been less examined by critical works: the "discourse of the research" in the PISA literature. Indeed, the PISA reports appear to be scientific literature, both in textual form and in terms of the intentions expressed. Based on the reports published by the OECD since 1999, this article examines, in line with the French tradition of discourse analysis, the characteristics of research writing in PISA and the explanations of its conceptual approach, test design or result analysis. This analysis shows the differences between the research discourse in PISA and typical scientific rhetoric, particularly in terms of constructing a contradictory theoretical dialogue or a discussion of the limits of its approach. Finally, the article questions how these differences indicate a particular construction of education research within PISA and its possible relationship with the global or European dynamics of this scientific field.

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

Background: Social factors play an important role in adolescents' behaviors. This study aims to understand percentages of health risk behaviors across country in Europe, North America, and China; explore the associations between friendly school and family contexts and involvement for several health risk behaviors among adolescents. Methods: Data derived from health behavior in school-aged children cross-sectional surveys and China Education Panel Survey in 2014-2015. Hierarchical generalized linear modeling was used to analyze data. Results: The highest percentages of health risk behaviors including unhealthy diet, smoking or alcohol, screen-based sedentary behaviors, and violent behaviors across country ranged from 28.62% to 65.24%. National classmate friendliness was negatively associated with 5 out of 9 health risk behaviors prevalence rates in 41 countries (p < 0.05). Adolescents' perceived peer friendly and helpful were common protective factor for engaging in several health risk behaviors (p < 0.01). Individual family contexts were associated with 3 types of health risk behaviors involvement (p < 0.001). School health policy implications: Health risk behaviors among adolescents reducing was associated with the implementation of friendly school and family contexts, emphasizing the significance of the goals of embedding friendly adolescents, along with the home-school collaboration. Conclusions: Public health strategies should promote national climate of friendship and individual perceived friendly school contexts to reduce health risk behaviors.

Results from a survey conducted by the European Federation of Psychologists' Associations Board of Educational Affairs are reported. A total of 227 psychology graduates from across Europe responded to an online survey. Participants were presented with a set of psychology subject-specific competencies and a set of general competencies and asked to rate the extent to which (a) their Bachelor studies supported the development of these competencies and (b) these competencies were relevant for employment as well as to comment on the value of a Psychology Bachelor degree. Findings suggest that an education in psychology develops psychological skills, but also graduates with more general competencies. Overall, psychological competencies appear to develop to a high level through the Bachelor in Psychology, with the exception of specific practical skills. On the contrary, general competencies appear to not develop to an adequate degree. Practical skills focusing on the administration of psychological tools, psychometric instruments and specialist software, as well as general competencies relating to computer literacy skills, communication skills and team-working skills should be further developed to prepare graduates adequately for employment. The study highlights the value of an education in psychology particularly for those individuals who do not wish to enter the applied psychology professions or academia.

This paper provides an alternative lens of viewing digital technologies and networked spaces in outdoor intercultural learning, by introducing the Taoist philosophy of Ziran (nature) and Wuwei (inaction). The application of digital technology to outdoor learning has become prevailing and triggered critical debates and discussions among scholars and practitioners. The majority of the perspectives are, however, oriented in Western ideologies, and very rarely has any research considered this issue in the context of outdoor intercultural learning. A mini-ethnographic study was conducted to reconcile the nature-technology dichotomy during an EU-exchange sail-training voyage. Methodological implications are provided for conducting fieldwork in outdoor learning research, in line with the Ziran-Wuwei principles. The findings suggest that educators and facilitators follow the dialectical, relational, and contextual orientations to manage the (non)use of digital devices to maximise learners' outdoor experiential engagement and reflections.

The European Universities Initiative (EUI), created by the European Commission in 2017, is a recent novel phenomenon within the European Union policy toolkit that explicitly targets the development of transnational cooperation in higher education (HE). To date, the EUI counts 44 European university alliances, involving around 340 HE institutions. In this paper, we argue that the EUI can be seen as a case of a transnational institution building process representing a potentially significant structural reform for European higher education. Anchored in new institutionalism, we explore the regulative, normative, and cultural-cognitive dimensions of the EUI. Methodologically, this study analyzes the perspectives of European policy actors (n = 4), a set of policy documents (n = 13) and the mission statements of the EUI's partnerships funded before 2022 (n = 41). The results show that the EUI emerges as the 'next level of cooperation' in European HE since it aims to transform European cooperation (regulative dimension), to create and diffuse a new model for European HE following a challenge-based approach (normative dimension), and to work as a way to reinforce and institutionalize European and global scripts for European HE (cultural-cognitive dimension).

Across the world, numerous students are being bullied at school. Bullying is often caused by a power imbalance between students. Therefore, identifying potential sources of such a power imbalance can prevent school bullying from happening. Based on the labelling theory, we expect that grade retention can lead to such a power imbalance and, therefore, increase the likelihood of being bullied at school. Hence, this study examines the association between grade retention and self-reported victimisation. We also expect that retainees will be less likely to become a victim of school bullying in schools and countries with a high number of other retainees. If true, this would signal a moderating effect of both school- and country retention composition on the association between grade retention and victimisation. The contextualised impact of grade retention upon victimisation is assessed by cross-national multilevel analyses on PISA2018 data (25 countries; 8,039 schools; 159,412 students). Overall, our findings indicate that being retained in primary and/or secondary education is associated with higher levels of victimisation, while retainees suffer from more victimisation in countries with a low number of other retainees. In contrast to our expectations, however, we did not find such a moderation effect of school retention composition.

During an assignment as a change leader of a complex IT change program within a Dutch public government organization, I used action learning to develop and support the desired changes and to tackle the complex problems that usually accompany such a change program. During this action learning project, I took the role of facilitator and I devised and presented the initial conceptual tools and their application to two action learning sets. Subsequently, after proposing the idea of ??applying action learning to problem solving, the program team members including the senior managers, were prepared to apply action learning as an integral part of the IT program. We formed two action learning sets, with around 10 persons in each set. One set consisted of diverse and multidisciplinary subject matter experts, and external IT suppliers who participated as program team members. Another set was made up of managers of delivering departments, who would take the lead in adopting the solutions developed by the software development and implementation program. To shape the action learning approaches and processes within the sets during the lifetime of the change program, I developed, and we used, seven instruments (MALS) based on progressive insights, and applied them within the sets for process, quality, and improvement based on progressive insight. This paper describes the seven instruments and explains how they were used within the project.

The notion of "Bildung" has been booming in several European countries for almost twenty years now, but it has attracted little attention in vocational education. One reason for this is that "Bildung," the process of becoming human as a goal in itself, is understood in opposition to vocational education, which task would be to qualify students for the labour market. The goal of this article is to examine whether a marriage is possible between "Bildung" and vocational education. This is done by consulting and comparing the ideas of three German thinkers: Von Humboldt's classical view on "Bildung" in the early 19th century, Spranger's idea of "Bildung" through vocations in the early 20th century, and Blankertz' critical pedagogy from the 1960s. The relevance of these accounts for vocational education today is evaluated by considering whether the authors enable us to think about "Bildung" and the preparation for a job in a more integrated way. The three accounts have their pros and cons, but Blankertz' critical approach seems most relevant. He accepts that vocational schools prepare for specific jobs, but on the condition that students learn to critically reflect on the kind of society they will be living and working in.

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